六级阅读应试技巧
【Abstract】 This paper is an attempt to imply it is not easy to acquire reading comprehension ability and techniques for taking CET-6. In the article here the author mainly analyzes the characteristics of reading comprehension in CET-6 and tells the students how to prepare for CET-6 according to the question type in CET-6 reading comprehension. Those questions can be classified as, according to their functions, overview questions, detail questions, inference questions, vocabulary questions, and attitude and tone questions. This paper will build strategies for reading comprehension in CET-6 according to these question types. The purpose of the paper is to help the students to improve reading comprehension.
【Key Words】 reading comprehension; CET-6; skill; strategy
【摘 要】六级所应具备的阅读理解能力和应试技巧的培养不是一朝一夕的事。本文着重分析了六级考试阅读的特点,提出了如何根据六级阅读的题型来准备六级英语阅读考试的技巧。六级阅读的题型一般分为五种，分别是主旨大意题，细节题，推论题，猜词题以及作者态度题。本文分别对这五种题型分别加以分析，并提出解决这些问题的一些策略。旨在帮助学生提高阅读水平。
【关键词】 阅读理解；六级；技巧；策略
1. Introduction
College English Test has gained a great achievement in Chinese college English teaching and gives an impersonal evaluation on the college English teaching in China. [1]
In CET-6 there is a section called “Reading Comprehension” which usually consists of several passages followed by a number of objective questions, mostly multiple-choice questions, which are designed to examine test-takers’ reading ability. Those questions can be classified as, according to their functions, overview questions and attitude and tone questions, detail questions, inference questions, vocabulary questions. All the multiple-choice questions follow the same principle that there is one stem (a question or a statement or an incomplete statement) and four “answers”, only one of which is correct.
This article will build strategies for reading comprehension in CET-6 according to the question types.
2. Overview questions
Overviews questions refer to the general questions about the topic, title or main idea of the passage tested.
2.1 Topic
The topic is the subject of a selection. It is a general term that can usually be expressed in a few words. Textbooks typically give the overall topic of each chapter in the title of the chapter; they also provide many topics and subtopics in bold face headings within the chapter. Most magazine and journal articles, as well, give you the topic in the title of the piece. [2]
The typical question forms are:
What is the best title for this passage?
What is mainly discussed in this passage?
What is the topic/subject/title of this passage?
The main topic/subject/title of this passage is…
To find the topic of a selection for which there is no title, ask the simple question, “Who or what is the selection about?’ Ask this question as you read carefully the paragraph that follows.
If two people with sharply different spending styles commit to a relationship, problems usually arise. This is particularly true in a marriage. For example, the conflict of “his” or “her” money may come into play, and whoever earns the larger salary may want to tell the other how to spend. In disagreements over money, the larger earner may think or say, “I earned it and I will spend it”.
What is the topic of the paragraph?
a. conflicting spending styles b. money
c. conflicts about “his” money d. marriage
The answer is a.
2.2. Main idea
A paragraph is a group of sentences about some related subject. Reader often mistakes the topic for the main idea. But the topic is only a part of the author’s idea. The main idea of a paragraph is the combination of the topic and the controlling thought – what the author wants you to know. Readers must know what the main idea of the paragraph is in order to understand the information that they are reading.
The commonest question forms are:
What is the main idea/point of the passage?
What is the author’s main point?
Which of the following best summarizes the author’s main idea?
The main idea/point of the passage is…
2.2.1 Stated main ideas
Often one sentence in the paragraph that tells the reader exactly what the rest of the paragraph deals with and therefore gives the main idea called the topic sentence. In the topic sentence the author is actually saying, “Who or what am I writing about? Here is my point, the reason I wrote this paragraph.” If a paragraph contains a topic sentence, most or all of the rest sentences in the paragraph will support and develop this topic sentence by providing additional and more specific explanation or illustration. So the topic sentence is a general sentence that sums up the central idea of a paragraph and gives the paragraph a purpose and direction. Because the topic sentence tells what the point is, identifying the topic sentence becomes an effective way in finding the main idea of the paragraph. This topic sentence may appear in one of several places.
（1）Topic sentence first
The most common location of the topic sentence is the beginning of the paragraph. It may appear as the very first sentence after an introductory or transitional sentence (one that connects this paragraph to the previous paragraph). In cases with topic sentence first, the author states his or her main idea and then goes on to explain and develop that idea, as in the following paragraph. [3]
American men don’t cry because it’s considered unmasculine to do so. Only sissies cry. Crying is a “weakness” characteristic of the female, and no American male wants to be identified with anything in the least weak or feminine. Crying in our culture is identified with childishness, with weakness and dependence.
The main idea of this passage is the American men don’t cry because it’s considered unmasculine to do so. It says that the American men consider cry as masculine. All the sentences in the paragraph illustrate that idea by providing many details.
(2) Topic sentence last
The second most likely place for a topic sentence to appear is the end of the paragraph. However, on occasion you may find that it is expressed in the second-to- last sentence, with the last sentence functioning as a restatement or as a transition to connect the paragraph with what follows. When the topic sentence occurs last, you can expect the writer to build a structure of ideas and offer the topic sentence as a concluding statement. Commonly used in argumentative or persuasive writing, this structure uses sentences within the paragraph as building blocks that support the topic sentence. Notice in the following paragraph that the author leads up to the main idea and states it at the end of the paragraph. [4]
Mt. McKinley’s eternal snowcap towers 20.320 feet—the highest point on the North American continent. Wide valleys, worn by such meandering steams as the Kustokwim and the mighty Yukon, are filled with unique and colorful plants and animals. Big game hunting and fishing are unparalleled. Moose, bears, Dall sheep and caribou are plentiful. Arctic grayling, salmon, and spectacular trout abound in lakes and rivers. About 95 percent of Alaska is still public domain, where adventure can be enjoyed on a grand scale. Alaska, home of the Eskimo, Indian and Aleut, remains untamed.
The main idea in the paragraph is Alaska, home of the Eskimo, Indian and Aleut, remains untamed. All the sentences in the paragraph support that idea with details. By stating the main idea at the end, the author summarizes the point of the paragraph.
(3) Topic sentence in the middle
If it is neither first nor last the topic sentence will, of course, appear somewhere in the middle of the paragraph. In this case, the topic sentence splits the paragraph into two parts: those sentences preceding it and those that follow it. The sentences that precede the topic sentence often lead up to or introduce the main idea. At other times, the preceding sentences often lead up or introduce the main idea. At other times, the preceding sentences may function as a transition, connecting the ideas to be expressed in the paragraph with ideas in previous paragraphs. The sentences that follow the topic sentence usually explain, describe, or provide further information about the main idea. Notice the placement of the topic sentence as you read the following paragraph. [5]
There are 74.5 million television sets in the United States, at least one set for 98 percent of all American homes. Forty-eight percent of all U.S. homes have more than one set, and some families even have a set for every person in the house. Yet, despite the fact that the number of sets in the United States has virtually reached a saturation point, the amount of time spent watching television has declined steadily since 1973. Explanations vary from the increasingly poor quality of network shows the rising popularity of home video equipment, but the fact remains that we are owning more sets but enjoying them less.
The main idea of this paragraph is despite the fact that the number of sets in the United States has virtually reached a saturation point, the amount of time spent watching television has declined steadily since 1973.
2.2.2 Implied main ideas
Although most paragraphs do have a topic sentence, some do not. This type of paragraph contains only details or specifics that, taken together, point to the main idea. In paragraphs in which no one sentence clearly expresses the main idea, you must figure it out. Reading a paragraph in which the main idea is unstated is similar to doing a math problem. It is a process of adding up the facts and deciding what they mean together. To solve this math problem you add the numbers and come up with a total sum. [6]
I’d been to Los Angeles before, and I’d even performed inside Pauley Pavilion, the basketball arena where the Olympic Gymnastics events were going to be held. But this time the whole atmosphere was different. The American team was staying in dormitory rooms at University of Southern California with runners and swimmers and fencers and cyclists and thousands of athletes from all over the world. You could walk around the campus and see people from China and Brazil and Romania and dozens of other countries who’d all been working just as long and hard as you had and who had the same dreams. And all of them were on different schedules. Some were competing on the first day; others had to wait more than a week. So the cafeteria and infirmary and game rooms were open around the clock, buses were coming and going at all hours, and there were chain-link fences and security guards everywhere to protect us.
Here are some skills to find out the main idea of this passage.
What’s the topic? The topic is Olympic.
What are these details all making about that topic?
(1) But this time the whole atmosphere was different. And …thousands of athletes from all over the world.
(2) And all of them were on different schedules. And So the cafeteria and infirmary …everywhere to protect us.
We can infer the main idea of this paragraph is “The Olympics created an exciting atmosphere”.
3. Detail questions
The first step in reading for specific information is to look for the main idea. In a one-paragraph selection, you add up all the sentences to find the main idea. In a longer work, you add up the main ideas of the various paragraphs in order to figure out the main idea of the whole selection.
But the main idea does not give you all the information you need. Facts and details appear within the paragraphs you read and help develop the main ideas of the paragraphs. These facts and details may paint a more complete picture, may give examples to help you understand the ideas better, may prove a point, or may show how the idea relates to other ideas. Detail questions are to ask about explicit facts and details given in the passage.
Here are some common question forms:
Who/What/When/Where/How…?
How many/how much…?
Which of the following is the reason for…?
On what is the…based?
According to the passage/the author…?
3.1 Find out the answer according to the question
To answer the detail questions we have to locate and identify the information that the questions are asked about. It is a common way to answer the question.
(1) Focus on one or two keywords as you read the stem of each question. Lock these words in your mind.
(2) Scan the passage looking for the key words or their synonyms. Look only for these words. Do not try to read every word of the passage.
(3) When you find the key words in the passage, carefully read the sentence in which they occur. You may have to read the sentence preceding or following that sentence as well.
(4) Compare the information you read with the four answer choices. [7]
Example:
The agricultural revolution in the nineteenth century involved two things: the invention of laborsaving machinery naturally appeared first where labor was scare. “In Europe,” said Thomas Jefferson, “the object is to make the most of their land, labor being abundant; here it is to make the most of our labor land being abundant.” It was in the United States, therefore, that the great advances in nineteenth-century agricultural machinery first came.
At the opening of the century, with the exception of a crude plow, farmers could have carried practically all of the existing agricultural implements on their backs; by 1860, most of the machinery in use today had been designed in an early form. The most important of the early inventions was the iron plow. As early as 1790 Charles Newbold of New Jersey had been working on the idea of a cast-iron plow and spends his entire fortune in introducing his invention. The farmers, however, were not interested in it, claiming that iron poisoned the soil and made the weeds grow. Nevertheless, many people devoted their attention to the plow, until in 1868 James Oliver of South Bend, Indiana, turned out the first chilled-steel plow.
(1) When was the iron plow invented?
A, In 1790 B, In the early 1800’s C, In 1860 D, In the early 1900’s
The answer is A.
(2) Why did farmers reject Newbold’s plow?
A. Their horses were frightened by it. B. They preferred lighter tools.
C. It was too expensive. D. They thought it would ruin the land.
The answer is D.
3.2 Find out the answer according to the transition words
Have you ever tried to find your way to an unfamiliar place without any road signs to guide you? Do you remember your relief when you discovered one signpost and then another and finally realized you were being led in the right direction? Like road signs, transitions in written materials can help you find your way to a writer’s meaning. Transitions are linking words or phrases writers use to lead the reader from one idea to another. If you get in the habit of recognizing transitions, you will see that they often guide you through a paragraph, helping you read it more easily. [8]
Common Transition:
Type of Transition Example What They Tell the Reader
Time-Sequence First, later, next, finally The author is arranging ideas in the order in which they happen.
Example For example, for instance, to illustrate, such as An example will follow.
Enumeration First, second, third, last, another, next The author is making or identifying each major point. (Sometimes these may be used to suggest order of importance.)
Continuation Also, in addition, and, further, another The author is continuing with the same idea and is going to provide additional information.
Contrast On the other hand, in contrast, however The author is switching to a different, opposite or contrasting idea than previously discussed.
Comparison Like, likewise, similarly The writer will show how the previous idea is similar to what follow.
Cause-Effect Because, thus therefore, since, consequently The writer will show a connection between two or more things, how one thing caused another, or how something happened as a result of something else.
[9]
Example:
(1) Cars and trucks are not designed randomly. They are designed individually for specific purposes. For instance…
example of cars or trucks created for specific purpose
(2 ) Most mail order businesses are reliable and honest. However…
information that suggests some mail order businesses are not honest and reliable
(3) Taking medication can have an effect on your hormonal balance. Consequently…
what happens when your hormonal balance is affected or how you should take medication carefully
(4) There are a number of things you can do to prevent a home burglary. First…
one suggestion for preventing a home burglary
(5) To select the presidential candidate you will vote for, you should examine his or her philosophy of government. Next…
the next step in choosing a candidate you will vote for
3.3 Find out the answer according to the structure of the article
↗supporting details
↗sub-main idea
Main idea
↖sub-main idea
↖supporting details
We can use the relation between the main idea and details to find the explicit details. [10]
4. Inference question
Inference questions are the question type designed to test reader’s ability to make inference about the information presented in a text.
College reading matter usually falls in between these two extremes. The extent to which an author implies, hints, or suggests depends partly on the subject matter. An introductory chemistry text usually contains a straightforward presentation of information. But readings in the social sciences and literature allow the reader more room for interpretation.
Inference in some ways is like a guessing game but not a wild guessing game. You must look carefully at the facts and details in the reading. We have to build upon with our own knowledge and experience to understand these details. Because information is not always stated in exact terms, we must supply our own information from details or ideas that are only suggested by the writer. We can’t always be certain that the inferences that we make are absolutely right. But if we follow hunches based on evidence and reasonable judgments, we can be fairly sure about some things even if they are only hinted at.
The typical question forms are:
Which of the following/what can be inferred from the passage?
It can be inferred from the passage that…
The author implies that…
Which of the following does the passage imply?
The author suggests that…
It is probable that…
It may be concluded from the passage that…
The passage implies, but does not directly state that…
What would the next paragraph probably discuss?
…
Building inference skills
(1) Try to read beyond the words. Fill in details and information based on the writer’s suggestions.
(2) Ask yourself questions about your reading. For example, you might have asked yourself what was special or surprising about the story. It can help you put together the details to make inferences.
(3) If a writer describes a person, try to understand the person from how she moves, what she says, what she looks like. You can infer things about character from the way a person behaves. Try to build a picture of the person in your mind; base your picture on the writer’s description of action and appearance.
(4) If you can’t easily answer a question about what you have read, remember to use inference skills. Return to the reading looking for clues that will help you figure out the answer.
Example:
After lunch Diane took her bike and sneaked quietly into the yard. She moved carefully to the plot of soil under the oak in back of the house as she checked to see that nobody watched her. She leaned her bicycle against the tree and bent down. All around dark clouds rumbled noisily in the sky; a streak of yellow zigzagged far away, and she trembled. Digging swiftly in the hot earth, she made a small hole and quickly took a crushed ten-dollar bill from her pocket. After she slipped the money into the ground and covered it, she breathed deeply and smiled. She was glad that was over! Now no one would find it or know how she got it. Certainly it would be there later when she wanted it.
(1) Diane is probably
a child nine or ten years old B. a young mother C. a child three or four years old
(2) About the money, Diane probably
A. got it as a gift from her father B. earned it C. got it in a suspicious way
(3) This event probably took place
A. on a snowy winter afternoon B. before a summer rainstorm C. one night during Easter
(3) After she hides the money, Diane feels
A. very guilty and sorry B. relieved C. worried that someone saw her
You know Diane was a nine- or ten-year-old child from her actions and thoughts, which were too advanced for her to be three or four. Further, a young mother would generally not bury money in the ground. The choice a is correct for question 1.
Because she sneaked into the yard and because she looked to see if anybody watched her, you infer that Dine has done something wrong. When she thinks that no one will know how she got the money, we guess that she received it in a suspicious way. The choice c is correct for question 2.
The noisy clouds and the streak of yellow – thunder and lightning, surely – suggest that a storm is coming. Hot earth suggests the summer. Besides, Diane goes out after lunch, so the scene is not a nighttime one. The choice b is correct for question 3.
We can infer from Diane’s deep breath and from the statement “she was glad that was over” that she is relieved after she hides the money. The choice b is correct for question 4. [11]
5. Vocabulary-in-context questions
When we are taking part in CET—6, it’s unrealistic to look up unfamiliar word we come across in examination paper. In fact, in order to make meanings clearer, good writers often provide context clues for readers. So one of the most important reading skills for English learners to master is the ability to find the meaning of words by using context clue.
Context clues can help you figure out what unfamiliar words mean. Using context clues will help you in three ways:
(1) It will save you time when reading. You will not have to stop to look up words in the dictionary. (Of course, you won’t always be able to understand a word from its context, so you should always have a dictionary nearby as you read.)
(2) After you figure out the meaning of the same word more than once through its context, it may become a part of your working vocabulary. You will therefore add to your vocabulary simply by reading thoughtfully.
(3) You will get a good sense of how a word is actually used, including its shades of meaning. [12]
Type of context clues
There are four common types of context clues:
(1) Examples
(2) Synonyms
(3) Antonyms
(4) General sense of the Sentence or Passage
Each of these clues will be explained in this chapter. Sentences will be provided to help you understand how each type of clue works. In addition practice exercises will help you recognize and use context clues and add new words to your vocabulary. [13]
5.1 Examples
An unfamiliar word may be followed by examples that reveal what the word means. The examples often follow signal words: for example, including, for instance, such as, like, e.g. (which means “for example”), and others.
To see how this type of clue works, read the sentences below. A difficult or unfamiliar word is in italics. Examples then follow and serve as context clues. The examples are in boldfaced type and follow signal words such as those above. The examples will help you to figure out the meanings of the words in italics. Circle the letter of the meaning of each word in italics. Then read the explanations that follow. [14]
(1) There are several common gambits used in singles bars, such as “What sign are you?” “How do you like this place?” and “You remind me of someone.”
Gambits means:
A, questions B, conversation starters C, steps
(2) In biology class today, the instructor discussed such anomalies as creatures with two heads or webbed toes.
Anomalies means
A, groups B, illnesses C, abnormalities
In the first sentence, the examples given of gambits － “What sign are you?” “How do you like this place?” – may have helped you to guess that gambits are conversation starters. In the second sentence strange things mentioned are clues to the meaning of anomalies, which is “abnormalities.”
5.2 Synonyms
Synonyms are words that mean the same or almost the same as another word. For examples, the words watch, look, see, and observe are synonyms － they all mean about the same thing.
A synonym may appear anywhere in a passage to provide the same meaning as the unknown word. In each of the following items, the word to be defined is italicized. Underline the synonym for the italicized word in each sentence. [15]
(1) Some people hate to admit an error. My boss, for instance, will never concede that he might be wrong.
(2) The belief that you can drink and then drive sagely is a fallacy: unfortunately, many people hold that false belief.
You should have underlined “admit” as a synonym for concede, “fallacy” as a synonym for false.
5.3 Antonyms
Antonyms are words with opposite meanings. For example, summer is the opposite of winter, and soft is the opposite of hard. Antonyms serve as context clues by providing the opposite meaning of an unfamiliar word. Antonyms are often signaled by words such as unlike, but, however, instead of, in contrast, or on the other hand.
In each sentence below, underline the word that means the opposite of the italicized word. Then circle the letter of the meaning of the italicized word. [16]
(1) In formal communication, be sure to avoid ambiguous language. Clear language prevents misinterpretation.
Ambiguous means
A, wordy B, ineffective C, unclear
(2) While houses and antiques often increase in value, most things, such as cars and TV’s depreciate.
Depreciate means
A, remain useful B, lose value C, break
In the first sentence, ambiguous is the opposite of “clear”, ambiguous means “unclear”. In the second sentence, the opposite of depreciate is “increase”, depreciate means lose value.
5.4 General sense of the sentence or passage
Often, the context of a new word contains no examples, synonyms, or anonyms. Then how can you figure out the correct meaning of the word? What you must do is read carefully, use your own experience with the situation being described, and look for helpful general clues.
In each sentence below, look for general clues to the meaning of the word in italics. Then circle the letter of your choice. Finally, read the explanations that follow. [17]
(1) The car wash we organized to raise funds was a fiasco － it rained all day. (How successful would a car wash be on a rainy day?)
Fiasco means
A, great financial success B, welcome surprise C, complete disaster
(2) As a consequence of his bad report card, my brother could not watch TV until his teachers said he was improving.
Consequence means
A, right B, result C, chance
The first sentence provides enough evidence for you to guess that Fiasco means a “complete disaster”. Consequence in the second sentence means “result”.
6. Attitude and tone questions
Some typical question forms for attitude and tone are:
According to the author ___?
The author’s attitude towards…is ___?
The author thinks (believes, suggests, argues…) that ___?
The tone of the passage can be best described as ___?
What is the tone/mood of the passage?
In addition to question types mentioned above, reading comprehension in CET-6 may also test-takers’ awareness of an author’s attitude and tone.
Just as a speaker’s tone of voice tells how the speaker feels, so does a writer convey a tone or feeling, through his or her writing? However, much of the time, an author doesn’t directly state his attitude or tone. As we have done when we have made other inferences, we must carefully combine what the author says directly with the author’s clues and our own knowledge to narrowly define the author’s tone- e.g. decide whether the tone is funny, witty or comical.
General types of tone
General Description of Tone Similar Types of Tone
straightforward Objectives, without bias Honest, objective, fair
ironic Means opposite of what it says Contradictory, paradoxical
serious Very thoughtful and sincere Solemn, dignified
humorous Intended to be enjoyable Funny, joking, amusing, comical
emotional Subjective: with strong feeling Passionate, sympathetic, fervent
positive Confident and up-beat attitude Optimistic, enthusiastic, hopeful
negative Skeptical and gloomy attitude Cynical, angry, grim, pessimistic
sarcastic Witty, biting humor Satire, mockery, acerbic
[18]
In these questions, we must pay more attention to the words and details the author chooses to use or chooses to leave out.
It’s useful to use these clues and our own knowledge to infer the author’s tone.
Example:
(1) No one says that nuclear power is risk free. There are risks involved in all methods of producing energy. However the scientific evidence is clear and obvious. Nuclear power is at least as safe as any other means used to generate electricity.
The tone of this statement seems logical and persuasive.
Words: scientific evidence, clear and obvious, at least, as safe as
(2) The condition of our city streets is outrageous. The sidewalks are littered with paper and other garbage－ you could trip while walking to the tore. The streets themselves are in even worse condition. Deep potholes and crumbling curbs make it unsafe to drive. Where are our city tax dollars going if not to correct these problems?
The author of this statement is angry and disturbed.
Words: outrageous, littered, unsafe, problems
(3) I am a tired American; I am tired of watching criminals walk free while they wait for their day in court. I’m tired of hearing about victims getting as much as or more hassle than criminals. I’m tired of reading about courts of law that even accept a lawsuit in which a criminal sues his or her intended victim.
The author of this statement seems disgusted with the legal system.
Words: tired, victims, hassle
(4) Cross-country skis have heel plates of different shapes and materials. They may be made of metal, plastic, or rubber. Be sure that they are faced on the ski right where the heel of our boot will fall. They will keep snow from collecting under your foot and offer some stability.
This statement is intended to be instructive.
Words: different shapes and material, be sure that on the ski right where
(5) We in the United States have made great progress in lowering our birth rates. But now, because we have been responsible, it seems to some that we have a great surplus. There is, indeed, waste that should be eliminated, but there is not as much fat in our system as most people think. Yet we are being asked to share our resources with the hungry peoples of the world. But why should we share! The nations having the greatest needs are those that have been the least responsible in cutting down on births. Famine is one of nature’s ways of telling profligate peoples that they have been irresponsible in their breeding habits.
The tone of this statement is coldly logical and impersonal.
Words: there is, indeed, waste, why should we, greatest, needs, least responsible, one of nature’s way.
7. Conclusion
This paper is divided into five parts according to the question types of CET-6 reading comprehension. Every part offers some practical, effective reading techniques for college or university students and for those who will take part in the examination of CET-6. The purpose of this paper is to help those English learners develop their reading skill (especially the improvement of both their reading speed and comprehension) in a relatively short period of time. Of course, there are some other useful skills, but I am sure if the students can master these skills, they will not worry about CET-6.
Bibliography
[1] 覃志峰. 值得利用的大学四、六级阅读理解测试题—兼谈大学英语阅读教学[J]. 广西高教研究，2002,2 P76
[2] John Langan. Ten steps to Advancing College Reading Skills[M]. Marlton :Townsend Press, 1999 P27
[3] Kathleen T. McWhorter. Efficient and Flexible Reading[M]. New York :Longman, 1999 P110-P111
[4] 同[3] P110-111
[5] 同[3] P110-111
[6] Kathleen T. McWhorter. Guide to College Reading[M]. New York :An imprint of Addison Wesley Longman,Inc., 2000 P176-177
[7] 于大羽. 新英语阅读教程．技能篇[M]. 北京：出版社，2004 P188
[8] 同[3] P110-111
[9] 同[6] P185
[10] 郑天义 张凤琴. 六级阅读快速突破[M]. 中国对外翻译出版公司, 2001 P23
[11] H. S. Wiener & C. Bazerman. Reading Skills Handbook[M]. Boston :Houghton Mifflin Company, 1988. P154-155
[12] John Langan. Ten Steps to Improving College Reading Skills[M]. Marlton :Townsend Press, 1997[8] Bill Broderick. Groundwork for College Reading[M]. West Berlin :Townsend Press,2000 P10
[13] Bill Broderick. Groundwork for College Reading[M]. West Berlin :Townsend Press,2000 P148
[14] 同[13] P148
[15] 同[13] P151
[16] 同[13] P152
[17] 同[13] P155
[18] Jane L. McGrath. Building Strategies for College Reading :a text with thematic reader[M]. Upper Saddle River :Prentice Hall, 1998. P110
