该句子往往是前语境的结果或结论。

　　例如：

　　We couldn’t afford all the necessary medica-tion for him, and because Dad was unable to work. I had no money for school supplies and often couldn’t even buy food for dinner. I would sit in class feeling completely lost, the teacher’s words muffled as I tried to figure out how I was going to manage. （2006北京）

　　What can we learn from the underlined sentence?

　　c

　　A. Kerrel couldn’t understand her teacher.

　　B. Kerrel had special difficulty in hearing.

　　C. Kerrel was too troubled to focus on the lesson. D. Kerrel was too tired to hear their teacher’s

　　words.

　　（5）揣摩作者态度、意图

　　正确答案的特点：

　　1. 是作者在原文中所表露的态度或意图的同义、近义句；

　　2. 是作者在原文中所表露的态度或意图的升华；

　　3. 是作者在原文中所表露的态度或意图的概括。

　　其干扰项的特点为：

　　1. 是作者在文章中所批驳的观点；

　　2. 是文章里所提到的某个细节，但并非作者的态度或意图；

　　3. 是文章中根本未提及的内容。

　　例如:

　　I recently turned fifty, which is young for a tree, midlife for an elephant, and ancient for a sportsman. Fifty is a nice number for the states in the US or for a national speed limit, but it is not a number that I was prepared to have hung on me. Fifty is supposed to be my father’s age, but now I am stuck with this number and everything it means.

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