Part B

　　Directions:

　　In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the fist A-G to fit into each of the numbered blanks. Mark your answers on ANSWER SHEET. (10 points)

　　How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your explicit knowledge of English grammar (41) ______you begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where.

　　The ways of reading indicated here are without doubt kinds of of comprehension. But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues (42) _______

　　Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and clocked for accuracy, or some timeless relation of the text to the world. (43) _______

　　Such background material inevitably reflects who we are, (44) _______This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.

　　How we read a given text also depends to some extent on our particular interest in reading it. (45)_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy or relationship to your surrounding textual environment.

　　[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.

　　[B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretation but at the same time obscure or even close off others.

　　[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the contest. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.

　　[D]In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.

　　[E]You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.

　　[F]In plays，novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.

　　[G]Rather, we ascribe meanings to test on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.

　　41、【答案】[C] If you are unfamiliar with words or idioms...

　　【解析】從首段疑問句可以看出文章主題圍繞如何閱讀來進行展開。41題空在段中間，需要看空處的前一句和后一句，前一句說的是要去理解單詞的含義，并關注句法，而后一句說開始推測文章語境。所以可以推測出41題空處應該說的是單詞語義和語境之間的聯(lián)系，關鍵詞就是words和context。縱覽選項，只有C項符合語境和關鍵詞要求，屬同詞復現(xiàn)，上下文語義邏輯關聯(lián)。故正確答案選C。

　　42、【答案】[E] You make further inferences, for instance...

　　【解析】該題空在段末，需要看空處的前一句和下一段首句，前一句說的是我們通過作者給出的一些具體線索來理解含義，而下一段首句說通過這種方式表達，每個人的理解都會有所不同。所以可以推測出42空處內容要有關根據(jù)作者給的線索推測信息，而且可能會涉及不同的人有不同的理解，關鍵詞是infer, the writer和each reader。縱覽選項，只有E項符合語境且出現(xiàn)inferences, the author, personal，屬同義詞復現(xiàn)。故正確答案選E。

　　43、【答案】[G] Rather, we ascribe meanings to texts on the basis...

　　【解析】空格后出現(xiàn)明顯的指代線索詞such background material，所以空格內必定要出現(xiàn)相關的信息，瀏覽選項，G選項中textual and contextual material，background與空后線索實現(xiàn)代詞指代復現(xiàn)。而且G選項中的rather,與空前what is in question is not...實現(xiàn)語義邏輯關聯(lián)。確定此選項為正確答案。

　　44、【答案】[B] Factors such as the place and period in which...

　　【解析】空前的線索詞為who we are，空后的線索為轉折邏輯關系，意思是“但這并不會使得理解僅僅有關聯(lián)或者毫無意義”，關鍵詞為interpretation，relative，pointless，空格中需要出現(xiàn)與此相關聯(lián)的詞匯，瀏覽后面選項，B選項中出現(xiàn)原詞interpretations，而且此選項中的gender, ethnicity, age, social class與空前線索詞who we are 相對應。確定正確答案為此選項。

　　45、【答案】[A] Are we studying that text and trying to respond...

　　【解析】空格在最后一段的中間，線索需要從空格前后尋找，空前為概括的句子，關鍵詞為particular interest,空后出現(xiàn)代詞指代的線索，such dimensions of reading suggest,結合關鍵詞可以得知空格所填的部分內容需要涉及到“閱讀的興趣以及閱讀維度”，瀏覽選項，A選項提到的諸多問題正是有關讀書的興趣以及閱讀的維度。因此確定A為正確選項。

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