6．领会作者的观点、意图和态度
与掌握所读材料的主旨和大意类似，领会作者的观点、意图和态度也是阅读理解题中较难解答的问题。回答这类题首先要在阅读过程中注意体会和觉察作者的观点、意图和态度。这种信息有时是直接表达的，但更多的是间接、含蓄的流露。不过，作者的这种主观情感和态度往往和全文的主题和要点相关联。所以，在根据主题和主旨的同时，应注意揣测作者的观点、意图和态度。
下面是这类题的一些常用的提问方式：
 1. The author's main purpose in this passage is____
 2. The author's purpose of writing this passage is____
 3. In this passage the author's attitude toward ____could best be described as____
 4. What is the author's attitude toward____
 5. The author's main thought is that____
 6. The author probably feels that____
 7. The author appears to feel that____
 8. Which of the following does the author want to illustrate in discussing ...?    
 9. In this passage the author looks on ____with an attitude of
 10. What is the tone of the passage?
 11. What is the author's opinion about____?
 12. The author uses the example of... to show that ____

例1
I entered the hotel manager’s office and sat down. I had just lost £50 and I felt very upset. "I left the money in my room," I said, "and it's not there now." The manager was sympathetic, but he could do nothing. "Everyone's losing money these days." he said. He started to complain about this wicked world but was interrupted by a knock at the door. A girl came in and put an envelope on his desk. It contained £50. "I found this outside this gentleman's room." she said. "Well, "I said to the manager, "there is still some honesty in this world!"

1. What did the writer believe had happened to his money?
A. He had left his money in the manager's office.        
B. Someone had stolen his money.
C. The manager had the money.        
D. The girl had stolen the money.
作者说：“I left the money in my room，and it’s not there now”，这句话的含义就是 “He believed that someone had stolen his money”。e find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encour~/ge our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.