Unit 6: Vocabulary and Reading Comprehension - Subjective Questions

A phrasal verb is a combination of a verb and one or more particles, such as an adverb or preposition, that produces a meaning different from the original verb.

Examples:

• Give up – to stop trying. She did not give up despite the difficulties.
• Look after – to take care of someone or something. He looks after his younger brother.
• Put off – to postpone something. The meeting was put off until Monday.
• Find out – to discover information. I need to find out the correct answer.
• Carry on – to continue. Please carry on with your work.

Phrasal verbs are common in informal conversations and are also used in professional communication when the context is appropriate.

Separable phrasal verbs allow the object to come between the verb and the particle.

• Please turn off the light.
• Please turn the light off.
• With a pronoun, separation is usually compulsory: Please turn it off.

Inseparable phrasal verbs do not allow the object to come between the verb and the particle.

• She looks after her grandmother.
• Incorrect: She looks her grandmother after.

Important point: Some phrasal verbs can be used in more than one way, so learners should check their usage in a reliable dictionary.

Phrasal verbs are important because they occur frequently in everyday English and help speakers communicate naturally and briefly.

Examples in daily communication:

• Wake up – I wake up at six every morning.
• Pick up – Please pick up the parcel.
• Run out of – We have run out of milk.
• Call back – I will call you back later.
• Drop by – My friend dropped by in the evening.

They often make speech less formal and more conversational. For example, put off is commonly used instead of the more formal postpone. However, learners should consider the audience and situation before using informal phrasal verbs.

Phrasal verbs are also useful in professional communication, especially in meetings, emails, telephone conversations, and instructions. Their suitability depends on the level of formality.

Workplace examples:

• Follow up on – I will follow up on the client’s request.
• Set up – We need to set up a meeting with the department head.
• Go over – Let us go over the report before submission.
• Bring up – She brought up an important issue during the meeting.
• Take over – The new manager will take over the project.

In highly formal documents, alternatives such as investigate, establish, or review may be preferred. Effective communication requires choosing expressions that suit the audience and purpose.

Contextual vocabulary refers to understanding the meaning of a word by examining the words, sentences, and ideas surrounding it. This skill helps readers understand unfamiliar vocabulary without immediately using a dictionary.

Useful context clues include:

• Definition clues: The text directly explains the word.
• Example clues: Examples reveal the meaning.
• Contrast clues: Words such as however or unlike show an opposite meaning.
• Cause-and-effect clues: Results may explain an unfamiliar term.
• Synonym clues: A similar word may appear nearby.

For example, in the sentence The road was treacherous, so drivers moved slowly, the phrase drivers moved slowly suggests that treacherous means dangerous or difficult.

A reader can use the following method:

1. Read the complete sentence containing the unfamiliar word.
2. Read the sentences before and after it.
3. Identify clues such as examples, contrasts, definitions, or causes.
4. Guess the possible part of speech.
5. Replace the word with the guessed meaning.
6. Check whether the sentence remains logical.

Example: The scientist was meticulous; she checked every measurement several times.

The second part shows that the scientist was extremely careful and accurate. Therefore, meticulous means very careful and attentive to detail.

A proverb is a short, traditional saying that expresses a general truth, practical advice, or moral lesson.

• A stitch in time saves nine: Solving a problem early prevents it from becoming larger.
• Where there is a will, there is a way: Determination helps a person overcome difficulties.
• Actions speak louder than words: A person’s behaviour is more meaningful than promises.
• Honesty is the best policy: Truthfulness builds trust and respect.
• All that glitters is not gold: Attractive appearances do not always indicate real value.

Proverbs make communication concise and memorable. They also reflect the experiences and values of a society.

Skimming is reading quickly to obtain the general idea or overall structure of a text.

• Purpose: To identify the main idea and organization.
• Method: Read the title, headings, opening and closing paragraphs, topic sentences, and key words.
• Use: Previewing an article, reviewing a chapter, or deciding whether a text is relevant.

Scanning is reading quickly to locate a specific piece of information.

• Purpose: To find a name, date, number, definition, or keyword.
• Method: Move the eyes rapidly over the text while searching for the required item.
• Use: Finding a train time, examination date, phone number, or statistic.

Skimming focuses on the general message, whereas scanning focuses on particular information.

The following steps make skimming effective:

1. Read the title to predict the subject.
2. Observe headings, subheadings, captions, and highlighted words.
3. Read the introduction and conclusion carefully.
4. Read the first sentence of each paragraph because it often presents the topic.
5. Notice repeated terms and transitional expressions.
6. Avoid reading every detail, example, or unfamiliar word.
7. Summarize the passage in one or two sentences.

Skimming is not careless reading. It is a purposeful technique used to form a general understanding before detailed reading.

Scanning is useful for fact-based questions because such questions usually require information stated directly in the passage.

Procedure:

• Read the question first and identify the keyword.
• Predict possible forms of the answer, such as a date, name, place, or number.
• Search the passage for the keyword or a synonym.
• Read the sentence and nearby lines carefully.
• Confirm that the information answers the exact question.

For example, if the question asks, In which year was the organization founded?, the reader should scan for years, numerals, or expressions such as founded, established, or began. Scanning saves time and prevents unnecessary reading of unrelated details.

The main idea is the central message or most important point that the author wants the reader to understand. Supporting details explain, prove, describe, or illustrate the main idea.

Ways to identify the main idea:

• Read the title and introductory paragraph.
• Examine the topic sentence of each paragraph.
• Look for repeated words or ideas.
• Ask, What is the passage mainly about?
• Summarize the passage in one complete sentence.

A supporting detail may be a fact, example, reason, statistic, or description. The main idea is broad enough to include these details but not so broad that it becomes vague.

A stated main idea is directly expressed in a sentence, usually near the beginning or end of a paragraph.

Example: Regular exercise improves both physical health and mental well-being. The sentence clearly states the main idea.

An implied main idea is not written directly. The reader must combine the supporting details and draw a conclusion.

Example: A paragraph describes people walking daily, eating balanced meals, sleeping well, and experiencing greater energy. The implied main idea is that healthy habits improve overall quality of life.

To identify an implied main idea, readers should examine all major details rather than relying on one sentence.

Inference-based comprehension involves understanding information that is not stated directly. A reader combines textual clues with relevant background knowledge to reach a logical conclusion.

Process:

1. Identify important facts or clues in the passage.
2. Consider what these clues suggest.
3. Connect them with reasonable prior knowledge.
4. Form a conclusion supported by the text.
5. Avoid assumptions that have no textual evidence.

For example, if a passage says that the streets were wet, people carried umbrellas, and dark clouds covered the sky, the reader can infer that it had recently rained or was raining. A valid inference must be based on evidence, not personal imagination.

Fact-based questions ask for information stated clearly in the passage. The answer can be located directly.

Examples:

• Where did the meeting take place?
• How many participants attended the event?

Inference-based questions ask the reader to understand an unstated meaning or conclusion.

Examples:

• Why can it be inferred that the speaker was disappointed?
• What does the character’s action suggest about her personality?

Fact-based questions test accurate retrieval, while inference-based questions test interpretation and reasoning. For both types, the answer should be supported by the passage.

An author’s purpose is the reason for writing a text. It influences the selection of ideas, vocabulary, organization, and tone.

• To inform: The author presents facts, explanations, definitions, or evidence. Textbooks and news reports commonly have this purpose.
• To persuade: The author presents an opinion, reasons, emotional appeals, and evidence to influence readers.
• To entertain: The author uses characters, humour, suspense, or imaginative events to engage readers.
• To describe: The author uses sensory details and precise adjectives to create a clear picture.

A passage may have more than one purpose, but one purpose is usually dominant. Identifying it helps readers interpret the text accurately.

Tone is the author’s attitude toward the subject, characters, situation, or readers. It may be formal, informal, serious, humorous, optimistic, critical, sympathetic, angry, or concerned.

Ways to identify tone:

• Examine emotional and descriptive words.
• Notice whether the vocabulary is formal or conversational.
• Observe punctuation, sentence length, and rhetorical questions.
• Identify praise, criticism, humour, or expressions of concern.
• Consider the author’s overall purpose.

For example, words such as unacceptable, careless, and harmful suggest a critical tone, while remarkable, hopeful, and successful suggest an appreciative or optimistic tone.

The author’s purpose is the reason the text was written, while the author’s tone is the attitude expressed in the text.

Example: An article may be written to persuade people to protect the environment. Its tone may be concerned, urgent, or hopeful.

Another article may be written to inform readers about climate change in a serious and objective tone.

It is important to distinguish them because a reader who confuses purpose and tone may misunderstand the author’s message. Purpose answers the question, Why was this written? Tone answers the question, How does the author feel or sound while writing it?

Read and recall is a study technique in which a learner reads a section and then tries to remember and express its main points without looking at the text.

Steps:

1. Preview the title and headings.
2. Read a short section attentively.
3. Close the book or look away from the passage.
4. Recall the main idea, important details, and key vocabulary.
5. Write or speak a brief summary.
6. Reopen the text and check for omissions or errors.
7. Repeat the process for the next section.

This technique encourages active learning rather than passive rereading. It improves concentration, identifies gaps in understanding, and strengthens long-term memory.

A complete reading strategy may include the following stages:

1. Preview: Examine the title, headings, and visual information to predict the subject.
2. Skim: Read quickly to identify the general topic, structure, and main idea.
3. Set a purpose: Decide whether you need general information, specific facts, or detailed understanding.
4. Scan: Search for names, dates, terms, or other information required by the questions.
5. Read closely: Study important paragraphs and identify supporting details.
6. Infer: Connect textual clues with background knowledge to understand unstated meanings.
7. Evaluate purpose and tone: Decide why the author wrote the passage and what attitude is expressed.
8. Recall: Close the text and summarize the main idea and key details.

This strategy saves time, improves accuracy, and supports deeper comprehension.

Sample paragraph:

The project team set up a meeting to go over the quarterly report. The manager brought up several concerns and asked the staff to look into the problem. After the discussion, the assistants carried out the required checks, and the team followed up on the client’s feedback.

Meanings:

• Set up: Arrange or organize.
• Go over: Review or examine.
• Bring up: Mention or introduce a topic.
• Look into: Investigate.
• Carry out: Perform or complete.
• Follow up on: Take further action regarding something.

The phrasal verbs are appropriate because they describe common actions in meetings and workplace tasks.