SAT阅读讲义

 
一．SAT考试简介
1. 考试结构
3 hrs and 45 mins
10 sections (3 for Math 3 for Writing 3 for Reading plus a variable section)

2. 选项设置
一共5个选项： 蒙猜答案的几率下降；审查选项的时间增加
 
3. 评分标准
√   1 point
○   0 point
×   -1/4 point
不鼓励Random guess，不仅考察学术能力，还考察学术态度

二、SAT阅读考试简介

1. 考试时间和分项组成
Type of Qs No. of Qs Time Allotted
Sentence  Completion 19 70 mins
(including two 25-min sections and   one 20-min section)
Passage-based Reading 48 
Total Qs 67 

2. 文章特点简介
 导言
   source, time, background, author (status), key words, theme, etc.
 题材
一黑妹生自文艺社
 移民文化 （cross-culture and emigration）
 黑人土著 (Black Americans & Native Americans)
 女性女权 (women & feminism)
 生物环境 (biology & environment)
 自然科学 (natural science)
 文学作品 (literary fiction)
 艺术评论 (art criticism)
 社会研究 (social studies)

 类型
 根据文章体裁：non-literary  / literary fiction
 根据文章长度：short passage / long passage
 根据文章数量：single passage / paired passages
排列组合之后考试时所见到的文章类型有：
 SSP （short single passage）
 SPP （short paired passages）
 LSP (long single passage) (non-literary)
 LF (literary fiction)
 LPP (long paired passages)
我将会在后面的课程中一一向大家进行阅读策略的介绍。

3. 题型及考查比重 （2005年10月到2009年5月）
 推理（8）
 细节（6）
 态度（6）
 词汇（5）
 作用（5）
 例子（3）
 主旨（3）
 互联（5）
 求同（2）
 求异（2）
 修辞（2）
 外援（1）
 符号（0 or 1）

三．文章类型及阅读策略
1. Strategy for SSP
 Quantity: 2
 Format: P + 2 Qs
 Word count: 100-150 /p
 Required time: 2-3 mins/p
① Scan 2 Qs quickly
    A. Find the clue words;
    B. Identify the type of Q if possible;
② Read the passage and take BRIEF notes if necessary;
③ Scrutinize options;
④ Select the best choice. (ABCDE and leave it blank)
文章示范：新OG P577-9-10

That nineteenth-century French novelist Honore de Balzac could be financially wise in his fiction while losing all his money in life was an irony duplicated in other matters. For instance, the very women who had been drawn to him by the penetrating intuition of the female heart that he showed in his novels were appalled to discover how insensitive and awkward the real man could be. It seems that the true source of creation for Balzac was not sensitivity but imagination. Balzac’s fiction originally sprang from an intuition he first discovered as a wretched little school boy locked in a dark closet of his boarding school: life is a prison, and only imagination can open its doors.

9. The example in lines 4-8 primarily suggests that_______
A. Balzac’s work was not especially popular among female readers
B. Balzac could not write convincingly about financial matters
C. Balzac’s insights into character were not evident in his everyday life
D. people who knew Balzac personally could not respect him as an artist
E. readers had unreasonable expectations of Balzac the man

10. The author mentions Balzac’s experience as a schoolboy in order to
A. explain why Balzac was unable to conduct his financial affairs properly
B. point out a possible source of Balzac’s powerful imagination
C. exonerate the boarding school for Balzac’s lackluster performance
D. foster the impression that Balzac was an unruly student
E. depict the conditions of boarding school life during Balzac’ youth

举例说明概述题  (purpose of example)
 ID：
The author mentions/quotes/cites/uses/describes/discusses sth to/ in order to…
The example in line X suggests/emphasizes/illustrates…
The reference to X provides/presents an example/examples of …
 Structure:
① TS. + (For instance/example),+ example.
② Example. + Conclusion.
③ TS+(such as/by)+example.
 Solution:
瞻前顾后，外加自恋！TS/C详读，例子本身可以扫读或阅读。

<That nineteenth-century French novelist Honore de Balzac could be financially wise in his fiction while losing all his money in life> was an irony <duplicated in other matters>.
 It was an irony <that… in life>.

题目示范：
Each passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or implied.
in each passage and in any introductory material that may be provided.
Questions 6-7 are based on the following passage.
   Choice of language frequently plays a significant role in the development of the Hispanic American writer's voice and message. "I lack language," wrote .Cherrie Moraga, author of Loving in the War Years: lo quenunca pas6 por sus labios. The use of two languagesin the title itself expresses the difficulty that the author perceives in narrating personal experience in one language when one has lived in another.
6. The author cites Moraga's book primarily in order to
    (A) emphasize the challenges that some Hispanic American writers face in getting their work published
    (B) celebrate the achievements of a young Hispanic American novelist
    (C) demonstrate the expressiveness of a writer whohas mastered several languages
    (D) confirm that American writers are exploringnew artistic approaches
    (E) illustrate a dilemma that Hispanic Americanwriters often face

态度题 (attitude)
 ID：
tone, attitude, reaction, response, feeling, sentiment, expression, view, regard，describe, portray, characterize
 Type:
① positive attitude
② negative attitude
③ mixed attitude
 Solution:
① 从情感态度词和转折句判断态度类型
② 从作者语气辨别字面态度/反语态度
③ 用态度评价原则排除错误选项

举例示范：
Students’ attitude toward NN can best be described as
 A.好棒 B.好土 C.好囧 D.好cuo  E.好吃

文章示范：
   Questions 8-9 are based on the following passage.
         The science fiction masterpiece 2001: A Space
      Odyssey~will probably be remembered be~t for the
      finely honed portrait of HAL, the Heuristically pro-
Line grammed ALgorithmic computer that could not only
  5 reason but also experience human feelings and anxiety.
      Surprisingly, perhaps, computers have in some ways
      surpassed writer Arthur C. Clarke's and film director
      Stanley Kubrick's vision of computing technology
      at the turn of the millennium. Today's computers are
 lO vastly smaller and more portable than HAL and use
      software interfaces that forgo the type of manual
     controls found on the spaceship that carded HAL.
      8. The author's attitude toward the "portrait" (line 3) is
          best characterized as one of
          (A) resentment
          (B) appreciation
          (C) confusion
          (D) awe
          (E) derision

awe: a feeling of great respect usually mixed with fear or wonder.

文章示范：
Questions 13-25 are based on the following passage.
This passage is excerpted from a novel published in 1970.
As the passage begins, four men are looking at a map in preparation for a canoe trip.
It unrolled slowly, forced to show its colors, curling and snapping back whenever one of us turned loose. The whole land was very tense until we put our four steins on Line its corners and laid the river out to run for us through the mountains 150 miles north. Lewis' hand took a pencil and marked out a small strong X in a place where some of the green bled away and the paper changed with high ground, and began to work downstream, northeast to southwest through the printed woods. I watched the hand rather than the location, for it seemed to have power over the terrain, and when it stopped for Lewis' voice to explain something, it was as though all streams everywhere quit running, hanging silently where they were to let the point be made. The pencil turned over and pretended to sketch in with the eraser an area that must have been around fifty miles long, through which the river hooked and cramped.
"When they take another survey and rework the map," Lewis said, "all this in here will be blue. The dam at Aintry has already been started, and when it's finished next spring the river will back up fast. This whole valley will be under water. But right now it's wild. And I mean wild; it looks like something up in Alaska. We really ought to go up there before the real estate people get hold of it and  make it over into one of their heavens."
I leaned forward and concentrated down into the invisible shape he had drawn, trying to see the changes that would come, the nighttime rising of dammed water bringing a new lake up with its choice lots, its marinas and beer cans, and also trying to visualize the land as Lewis said it was at that moment, unvisited and free. I breathed in and out once, consciously; my body, particularly the back and arms, felt ready for something like this. I looked around the bar and then back into the map, picking up the river where we would enter it. A little way to the southwest the paper blanched.
"Does this mean it's higher here?" I asked.
Yes, Lewis said, looking quickly at me to see if I saw he was being tolerant.
Ah, he's going to turn this into something, I thought. A lesson. A moral. A life principle. A Way.
"It must run through a gorge or something" was all he said though. "But we can get through that in a day, easy. And the water should be good, in that part especially."
I didn't have much idea what good meant in the way of river water, but for it to seem good to Lewis it would have to meet some very definite standards. The way he went about things was strictly his own; that was mainly what he liked about doing them. He liked particularly to take some extremely specialized and difficult form
5o of sport--usually one he could do by himself--and evolve a personal approach to it which he could then expound. I had been through this with him in fly casting, in archery and weight lifting and spelunking, in all of which he had developed complete mystiques. Now it was canoeing. I settled back and came out of the map.
Bobby Trippe was there, across from me. He had smooth thin hair and a high pink complexion. I knew him least well of the others at the table, but I liked him a good deal, even so. He was pleasantly cynical and gave me the impression that he shared some kind of understanding with me that neither of us was to take Lewis too seriously.
"They tell me that this is the kind of thing that gets hold of middle-class householders every once in a while," Bobby said. "But most of them just lie down till the feeling passes."
 "And when most of them lie down they're at Woodlawn* before they think about getting up," Lewis said.
        * A cemetery.
19. Lewis' use of the word "heavens" (line 24) is best characterized as
  (A) appreciative
  (B) deceitful
  (C) tentative
  (D) defensive
(E) ironic

2. Strategy for SPP
 Quantity: 1
 Format: P1 & P2 + 4～5 Qs
 Word count: 250-300/P1&P2
 Required time: 5-6 mins
① Read P1 & P2 and take BRIEF notes;
A. read 1st sentence, last sentence and the sentences indicating change carefully;
B. judge the relationship btw 2 Ps: oppose (考查最多)/support/loosely related
② Read a question (clue words; type);
③ Scrutinize options;
④ Select the best choice.

求异题
 ID:
P1 differs from P2 in that________________
Unlike P1, P2_________________________
The contrast/difference between P1& P2 is that _____
X in P1& P2 respectively  ________________
Compared to P1, P2____________________
_____________________is in P1, but not in P2?
 Solution:
   Try to find the DF btw 2 Ps in
   ① view/attitude
   ② contents
   ③ style/ rhetoric

求同题
 ID:
P1 is similar/ analogous/ parallel /akin to P2 in that_______________
Which of the following statement is shared by P1 & P2?
Both passages__________
X in P1 is most like ________ in P2?
What do P1& P2 have in common?
 Solution:
 先找交集;
 若无交集，再找补集并取反.

互联题
 ID:

① Which best describes the relationship between the two passages?
② ____ in one passage would most likely + VERB +___ in another passage?
TYPES OF VERBS:
↑support/ exemplify/agree with/espouse/strengthen
↓weaken/undermine/discredit/criticize/damage
？respond to/react to/ claim/assert/argue/
contend /suggest/consider/
interpret /view/regard

 Solution:
① 弄清题干中的已知信息
② 根据另一篇文章内容和题干中的动词找出最佳选项

文章示范：
   The passages below are followed by questions based on their content; questions following a pair of related passages may also
.  be based on the relationship between the paired passages. Answer the questions on the basis of what is stated or ~ in the
   passages and in any introductory material that may be provided.
    Questions 6-9 are based on the following passages.
    Passage 1
       The eighteenth-century botanist Carolus Linnaeus'
    enormous and essential contribution to natural history
    was to devise a system of classification whereby any
Line plant or animal could be identified and slotted into
 5 an overall plan. Yet Linnaeus himself would probably
    have been the first to admit that classification is only
    a tool, and not the ultimate purpose, of biological
    inquiry. Unfortunately, this truth was not apparent
    to his immediate successors, who for the next hundred
10 years were to concern themselves almost exclusively
    with classification.
    Passage 2
       I am a heretic about Linnaeus. ! do not dispute the
    value of the tool he gave natural science, but I am wary
    about the change it has effected on humans' relationship
15 to the world. From Linnaeus on, much of science has
    been devoted to sorting masses into individual entities
    and arranging the entities neatly. The cost of having so
    successfully itemized and pigeonholed nature is to limit
    certain possibilities of seeing and apprehending. For
20 example, the modem human thinks that he or she can
    best understand a tree (or a species of tree) by examining
    a single tree. But trees are not intended to g~ow in isolation.
    They are social creatures, and their society in turn supports
    other species of plants, insects, birds, mammals, and micro-
25 organisms, all of which make up the whole experience of
    the woods.
     6. Compared, to the author of Passage 2, the author
         of Passage 1 regards Linnaeus with more
         (A) cynicism
         (B) bafflement
         (C) appreciation
         (D) nostalgia
         (E) resentment
7. Unlike the author of Passage 1, the author of Passage 2
   makes use of
   (A) scientific data
   (B) literary allusion
   (C) historical research
   (D) personal voice
   (E) direct citation
8. Both passages emphasize which of the following
   aspects of Linnaeus' work?
   (A) The extent to which it contributed to natural
          science
   (B) The way in which it limits present-day science
   (C) The degree to which it revived interest in biology
   (D) The decisiveness with which it settled scientific
          disputes
   (E) The kinds of scientific discoveries on which
          it built
9. The author of Passage 1 would most likely respond
   to the opening of Passage 2 (lines 12-17) by arguing
   that the author of Passage 2 has
   (A) demonstrated that Linnaeus should be better
          known as a scientist than he currently is
   (B) minimized the achievements of those scientists
          who built on Linnaeus' work
   (C) refused to appreciate the importance of proper
          classification to scientific progress
   (D) failed to distinguish the ideas of Linnaeus from
          those of his followers
   (E) misunderstood Linnaeus' primary contribution
          to natural history

文章内容简介：P1: CL           tool
                
S  

P2: CL 大     小      tool
                 
S      

Strategy for LSP （说明文，评论文）
 Quantity: 1 or 2
 Format: P+ 5 ～ 13 Qs
 Word count: 450-850/P
 Required time: 10±4 mins

Structural reading strategy
① Scan the blurb and mark useful info;
② Read the crucial parts of the passage and take notes (3’-5’);
③ Read a question and its corresponding contents in the passage;
④ Select the best choice from options.
Crucial parts of a passage
You should read at least the followings:
① 1st sentences of each paragraph
② last sentences of 1st para & last para
③ major sentences indicating change

文章示范：
Questions 18-22 are based on the following passage.
This excerpt discusses the relationship between plants and their environments.
Why do some desert plants grow tall and thin like organ pipes? Why do most trees in the tropics keep their leaves year round? Why in the Arctic tundra are there no trees at all? After many years without convincing general answers, we now know much about what sets the fashion in plant design.
Using terminology more characteristic of a thermal engineer than of a botanist, we can think of plants as mechanisms that must balance their heat budgets. A plant by day is staked out under the Sun with no way of sheltering itself. All day long it absorbs heat. If it did not lose as much heat as it gained, then eventually it would die: Plants get rid of their heat by warming the air around them, by evaporating water, and by radiating heat to the atmosphere and the cold, black reaches of space. temperature is tolerable for the processes of life.
Plants in the Arctic tundra lie close to the ground in the thin layer of still air that clings there. A foot or two above the ground are the winds of Arctic cold. Tundra plants absorb heat from the Sun and tend to warm up; they probably balance most of their heat budgets by radiating heat to space, but also by warming the still air hat is trapped among them. As long as Arctic plants are close to the ground, they can balance their heat budgets. But if they should stretch up as a tree does, they would lift their working parts, their leaves, into the streaming Arctic winds.
Then it is likely that the plants could not absorb enough heat from the Sun to avoid being cooled below a critical temperature. Your heat budget does not balance if you stand tall in the Arctic.
Such thinking also helps explain other characteristics of plant design. A desert plant faces the opposite problem from that of an Arctic plant the danger of overheating. It is short of water and so cannot cool itself by evaporation without dehydrating. The familiar sticklike shape of desert plants represents one of the solutions to this problem: the shape exposes the smallest possible surface to incoming solar radiation and provides the largest possible surface from which the plant can radiate heat. In tropical rain forests, by way of contrast, the scorching Sun is not a problem for plants because there is sufficient water.
This working model allows us to connect the general characteristics of the forms of plants indifferent habitats with factors such as temperature, availability of water, and presence or absence of seasonal differences. Our Earth is covered with a patchwork quilt of meteorological conditions, and the patterns of this patchwork are faithfully reflected by the plants.
18. q-he passage primarily focuses on which of the following characteristics of plants?
 (A) Their ability to grow equally well in all environments
 (B) Their effects on the Earth's atmosphere
 (C) Their ability to store water for dry periods
 (D) Their fundamental similarity of shape
 (E) Their ability to balance heat intake and output

     Questions 16-24 are based on the following passage.
     This passage is from a boo.k of nature writing published in
     1991.
        In North America, bats fall into mainly predictable
     categories: they are nocturnal, eat insects, and are rather
     small. But winging through their lush, green-black world,
Line tropical bats are more numerous and have more exotic
 5 habits than do temperate species. Some of them feed on
     nectar that bat-pollinated trees have evolved to profit from
     their visits. Carnivorous bats like nothing better than a local
     frog, lizard, fish, or bird, which they pluck from the foliage
     or a moonlit pond. Of course, some bats are vampires and
10 dine on blood. In the movies, vampires are rather showy,
     theatrical types, but vampire bats rely on stealth and small,
     pinprick incisions made by razory, triangular front teeth.
     Sleeping livestock are their usual victims, and they take
     care not to wake them. First, they make the classic incisions
15 shaped like quotation marks; then, with saliva full of anti-
     coagulants so that the victim's blood will flow nicely, they
    .quietly lap their fill. Because this anticoagulant is not toxic
     to humans, vampire bats may one day play an important
     role in the treatment of heart patients--that is, if we can
2o just get over our phobia about them. Having studied them
     intimately, I now know that bats are sweet-tempered, useful,
     and fascinating creatures. The long-standing fear that many
     people have about bats tells us less about bats than about
     human fear.
25    Things that live by night live outside the realm of
     "normal" time. Chauvinistic about our human need to
     wake by day and sleep by night, we come to associate night
     dwellers with people up to no good, people who have the
    jump on the rest of us and are defying nature, defying their
30 circadian rhythms.* Also, night is when we dream, and so
   - we picture the bats moving through a dreamtime, in which
     reality is warped. After all, we do not see very well at
     night; we do not need to. But that makes us nearly defense-
     less after dark. Although we are accustomed to tnastering
35 our world by day, in the night we become vulnerable as
     prey. Thinking of bats as masters of the night threatens the
     safety we daily take for granted. Though we are at the top
     of our food chain, if we had to live alone in the rain forest,
     say, and protect ourselves against roaming predators, we
40 would live partly in terror, as our ancestors did. Our sense
     of safety depends on predictability, so anything living
     outside the usual rules we suspect to be an outlaw, a ghoul.
        Bats have always figured as frightening or supernatural
     creatures in the mythology, religion, and superstitioo of
45 peoples everywhere. Finnish peasants once believed that
     their souls rose from their bodies while they slept and flew
     around the countryside as bats, then returfied to them by
     morning. Ancient Egyptians prized bat parts as medicine
     for a variety of diseases. Perhaps the most mystical, ghoul-
50 ish, and intimate relationship between bats and humans
     occurred among the Maya about two thousand years ago.
     Zotzilaha Chamalc~in, their bat god, had a human body but
     the stylized head and wings of a bat. His image appears
     often on their altars, pottery, gold ornaments, and stone
55 pillars. One especially frightening engraving shows the bat
     god with outstretched wings and a question-mark no~e, its
     tongue wagging with hunger, as it holds a human corpse in
     one hand and the human's heart in the other. A number of
     other Central American cultures raised the bat to the ulti-
60 mate height: as god of death and the underworld. But it
     was Bram Stoker's riveting novel Dracula that turned
     small, furry mammals into huge, bloodsucking monsters
     in the minds of English-speaking people. If vampires were
     sernihuman, then they could fascinate with their conniving
65 cruelty, and thus a spill of horror books began to appear
     about the human passions of vampires.
     * Circadian rhythrns are patterns of daily change within one's body that
       are determined by the time of day or night.
     16. The author's main point in the passage is that
          (A) there are only a few kinds of bats
          (B) humans are especially vulnerable to nocturnal
                  predators
          (C) bat saliva may have medicinal uses
          (D) only myth and literature have depicted the true
                  nature of the bat
          (E) our perception of bats has its basis in human
                  psychology
主旨题
 ID:
The passage serves mainly to __________
The passage primarily focuses on __________
The passage is primarily concerned with _______
The main idea/ point/purpose of the passage is __________
The passage as a whole is best described as _____________
The passage as a whole answers which of the following question?

 solution:
   ① 画圈后做
   ② （导言）+ 关键词 + 重点句
                           ↓
                       （各段）首句
                       （首末段）尾句
                        重要转折句

细节题之一：寻因题
 ID:
because/due to/attribute to/in that
 Solution:
根据题干中的结果，向前或向后找原因。
文章示范：
Questions 18-22 are based on the following passage.
This excerpt discusses the relationship between plants and their environments.
Why do some desert plants grow tall and thin like organ pipes? Why do most trees in the tropics keep their leaves year round? Why in the Arctic tundra are there no trees at all? After many years without convincing general answers, we now know much about what sets the fashion in plant design.
Using terminology more characteristic of a thermal engineer than of a botanist, we can think of plants as mechanisms that must balance their heat budgets. A plant by day is staked out under the Sun with no way of sheltering itself. All day long it absorbs heat. If it did not lose as much heat as it gained, then eventually it would die: Plants get rid of their heat by warming the air around them, by evaporating water, and by radiating heat to the atmosphere and the cold, black reaches of space. temperature is tolerable for the processes of life.
Plants in the Arctic tundra lie close to the ground in the thin layer of still air that clings there. A foot or two above the ground are the winds of Arctic cold. Tundra plants absorb heat from the Sun and tend to warm up; they probably balance most of their heat budgets by radiating heat to space, but also by warming the still air hat is trapped among them. As long as Arctic plants are close to the ground, they can balance their heat budgets. But if they should stretch up as a tree does, they would lift their working parts, their leaves, into the streaming Arctic winds.
Then it is likely that the plants could not absorb enough heat from the Sun to avoid being cooled below a critical temperature. Your heat budget does not balance if you stand tall in the Arctic.
Such thinking also helps explain other characteristics of plant design. A desert plant faces the opposite problem from that of an Arctic plant the danger of overheating. It is short of water and so cannot cool itself by evaporation without dehydrating. The familiar sticklike shape of desert plants represents one of the solutions to this problem: the shape exposes the smallest possible surface to incoming solar radiation and provides the largest possible surface from which the plant can radiate heat. In tropical rain forests, by way of contrast, the scorching Sun is not a problem for plants because there is sufficient water.
This working model allows us to connect the general characteristics of the forms of plants indifferent habitats with factors such as temperature, availability of water, and presence or absence of seasonal differences. Our Earth is covered with a patchwork quilt of meteorological conditions, and the patterns of this patchwork are faithfully reflected by the plants.
20. According to the passage, which of the following is most responsible for preventing trees from growing tall in the Arctic?
 (A) The hard, frozen ground
 (B) The small amount of available sunshine
 (C) The cold, destructive winds
 (D) The large amount of snow that falls each year
 (E) The absence of seasonal differences in temperature

21. The author suggests that the "sticklike shape of desert plants" (lines 41-42) can be attributed to the
     (A) inability of the plants to radiate heat to the air around them
     (B) presence of irregular seasonal differences in the desert
     (C) large surface area that the plants must expose to the Sun
     (D) absence of winds strong enough to knock down tall, thin plants
     (E) extreme heat and aridity of the habitat

4. Strategy for LF
Para by Para reading strategy
① identify the type of passage by scanning blurb (novel, memoir, autobiography, narrative, etc.);
② mark questions related to 1st para according to line reference or clue words;
③ read 1st para and answer concerned questions;
④ treat other Qs in other paragraphs similarly;
⑤ answer Qs abt the whole passage if any.

文章示范：
The passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or in the passage and in any introductory material that may be provided.
      Questions 7-19 are based on the following passage.
       This passage is adapted from a 1998 memoir in which
      the author recalls her childhood in Chicago in the 1960's.
          A trip to the library was like a great excursion to
      a different country. To get there, we had to walk a mile.
      But the distance between where we lived and where we
Line  were going was much greater. To get there we traveled
  5 beyond the usual parameters of school and church and the
      shopping strip we frequented, into the manicured lawns
      and gardens of Hyde Park. I loved the walk as much as
      the destination itself. In the middle of the anger that was
      my home and the upheaval of a changing world in which
 10  it seemed I had no place, our semimonthly excursions to
      the library were a piece of perfection. I had around me
      at one time all the people I loved best--my mother and
      brothers and sister--and all the things I loved best--
      quiet, space, and books.
 15    We went to the T. B. Blackstone Library, not far from
      Lake Michigan. You could easily miss the building if you
      didn't know what you were looking for. But once you
      were inside, you could never mistake it for anything else.
      We passed through two sets of heavy brass doors to the
 20 lobby of the library, a great domed entrance with a ceiling
      adorned with what I used to imagine were the angels of
      books. They were great gilded figures armed with harps
      and with scrolls and other instruments of learning.
          If we turned right, we could see an alcove with tables;
 25  this led, in turn, to a spacious reading room adorned with
      a gigantic and ancient globe that sat in front of the largest
      windows. At some point during every visit, I found my
      way into that room to touch the globe, to finger the ridges
      and the painted canvas already frayed and separating from
 30  its sphere. I liked to look at Africa, with the coded colors
      of the different countries like the Belgian Congo and
      Rhodesia, and try to remember which countries were
      fighting to be free just as we were struggling for civil
      rights. I had heard Daddy talking about the struggle,
 35  arguing with the television as someone discussed it on
      a news show. And I had seen pictures on the news of
      people gathered together marching. But I didn't really
      know anything about Africa except what I saw in the
      Tarzan movies, which I watched a lot, but thought were
 40 really strange. (Why did that White man live in a tree?)
         I read a lot of books about mythology, and then about
      science: not the missiles and spaceships Brother preferred,
      but the birds and the bees--literally. I brought home a
      giant book of birds and searched the skies and trees for
 45  anything other than robins and pigeons. And I read about
     bees because I liked the idea that all of them listened to
     the queen and couldn't go on without her. I went through
     a phase of loving books with practical science experiments
     and used up a whole bottle of white vinegar by pouring it
5o on the sides of our apartment building to prove that it was
     constructed of limestone.  ~
        One Saturday, as I wandered through the young adult
     section, I saw a title: Little Women, by Louisa May Alcott.
    I could tell from looking at the shelf that she'd written
55 a lot of books, but I didn't know anything about her. I
    had learned from experience that titles weren't everything.
    A book that sounded great on the shelf could be dull once
    you got it home, and every bad book I brought home meant
    one less book to read until we went back in two weeks. So
60 I sat in a chair near the shelves to skim the first paragraphs:
              "Christmas won't be Christmas without
           any presents," grumbled Jo, lying on the rug.
              "It's so dreadful to be poor!" sighed Meg,
           looking down at her old dress.
65         "I don't think it's fair for some girls to have
           plenty of pretty things, and other girls nothing
           at all," added little Amy, with an injured sniff.
              "We've got Father and Mother and each
           other," said Beth contentedly from her comer.
70    It was a good thing I'd already decided on some
    other books to take home, because I didn't look through
    the rest of the section that day. I read and read and read
    Little Women until it was time to walk home, and, except
    for a few essential interruptions like sleeping and eating,
75 I would not put it down until the end. Even the freedom
    to watch weekend television held no appeal for me in
    the wake of Alcott's story. It was about girls, for one thing,
    girls who could almost be like me, especially Jo. It seemed
    to me a shame that she wasn't Black; then our similarity
8o would be complete. She loved to read, she loved to make
    up plays, she hated acting ladylike, she had a dreadful
    temper. I had found a kindred spirit.
     7. The author viewed the "semimonthly excursions"
         (line 10) with
         (A) apprehension
         (B) detachment
         (C) resentment
         (D) pride
         (E) delight

    8. In lines 16-18 ("You could.., else"),
      the author distinguishes between
      (A) general and particular impressions
      (B) objective and subjective experiences
      (C) external and internal appearances
      (D) public and private observations
      (E) true and false assumptions
  9. The tone of the statement in lines 17-18
      ("But once.., else") is one of
      (A) arrogance
      (B) foreboding
      (C) conviction
      (D) diffidence
      (E) sarcasm
  10. The author'~ reaction to the "ceiling" (line 20)
          conveys her
      (A) aspirations of becoming a novelist
      (B) distaste for religious imagery
 :   (C) puzzlement about artistic symbolism
 _
      (D) reverence for the library's educational
~:         offerings
i    (E) discomfort in the presence of high
i         culture
  11. For the author, to "look at Africa" on the globe
i'    (line 30) served as a reminder of
i    (A) an American movement for social change
      (B) a personal experience abroad
          (C) the diversity of cultures around the world
      (D) the ethnic diversity of her neighborhood
          (E) the influence of African politics on America
i. 12. What does the description in lines 34-36 ("I had...
           show") suggest about the author's father?
           (A) He was uncomfortable discussing politics
             with his children.
           (B) He did not approve of most television news
              coverage.
       (C) He had strong feelings about the Civil Rights
~         movement.
       (D) He generally had a pessimistic worldview.
       (E) He was an outspoken public advocate for equal rights.
    13．The author refers to“Tarzan movies”in line 39
    to demonstrate that，as a child，she had
    fA)no concerns about the authenticity of most
    films
    (B)a preference for watching movies rather
    than reading books
    fC)a fascination with movie actors
    (D)limited knowledge about Africa
    (E)little interest in fictional characters
  14．The primary purpose 6f the fourth paragraph
    (1ines 41—51)is to
    (A)contrast the books about mythology
    and science that the author had been
  ’    reading
    (B)discuss why the author enjoyed books
    that were about birds and bees
    (C)characterize the author’S reading interests
    during a particular period of time
    (D)distinguish between books preferred by
  j the author and those preferred by her
    brother
    (E)provide several examples of practical
    science experiments that the author
    conducted
    15．Lines 52．60(“One Saturday…paragraphs”)
    suggest that the author accepted which of the
    following generalizations about books?
    fA)Books seem duller when read in libraries
    ‘than when read at home．
    (B)Interesting books are often very dull
    in their first few paragraphs．
。    (C)Novels are usually more interesting
    than nonfiction works．
    fD)Book titles can sometimes be misleading．
    (E)Books are rarely as interesting as their titles．
    16．The author uses an extended quote in lines 61—69
    ("Christmas．．．corner”)as part of a larger attempt to
    (A)convey the impact of an unexpected discovery
    (B)illustrate the suddenness of a decision
    (C)simulate a child’S misconceptions
    (D)criticize the artificiality of the“young adult”
    classification
    (E)describe a young reader’S sense of history
17. In line 65, "fair" most nearly means
    (A) comely
    (B) temperate
    (C) equitable
    (D) auspicious
    (E) mediocre
18. The description in lines 70-75 ("It was.., end")
    suggests that the author found Little Women to be
     (A) bewildering          ,
     (B) unremarkable
     (C) hilarious
     (D) profound
     (E) captivating
19. The list in lines 80-82 ("She loved.., temper")
    serves primarily to
    (A) support a hypothesis
    (B) challenge an interpretation
    (C) emphasize an inconsistency
    (D) substantiate a comparison
    (E) develop a critique

(一) 移民文化 （cross-culture and emigration）
1. cultural assimilation & conflict
2. personal identity → view
(traditional identity/current identity/complex identity)
3. personal experience → emotion
(negative mood/positive mood/ambivalent or conflicting emotions)

推理题
推理题
 ID:  infer, suggest, imply, convey, indicate, demonstrate
 Solution:
choose a statement which is a logical development of the information the author has provided in the passage.
 正选两大原则
△ 对应原则：find the synonymous words or similar expression in the options
△ 逆向思维：reverse thinking （相对论or 是与非）
题目示范：
   Questions 10-15 are based on the following passage.
   This passage was adapted from a 1995 book about
   astronomy.
      Apart from the Moon and occasional comets and
   asteroids, Venus is often our nearest neighbor. Its orbit
   brings it closer to Earth than any other planet--only
   26 million miles away at certain times. Despite that
5 proximity, for a long time it was generally termed "the
   planet of mystery." This is because the atmosphere of
   Venus is so dense and so cloud-laden that its surface
   is permanently hidden from sight.
      The first attempt to learn more about Venus was to
   analyze its upper atmosphere using spectroscopic methods.
   In size and mass, Venus is almost the equal of Earth, and
   its gravitational field is only slightly weaker than ours, so
   that logically it might be expected to have the same kind
   of atmosphere--but this is emphatically not so. Scientists
   found that the main constituent of its atmosphere is carbon
   dioxide. Since this is a heavy gas that would be expected to
   sink, it was reasonable to assume that carbon dioxide made
   up most of the atmosphere down to ground level. Carbon
   dioxide acts in the manner of a greenhouse, trapping
   the Sun's heat, so it followed that Venus was likely to be
   a very torrid sort of world.
      Yet opinions differed. According to one theory, the
   clouds contained a great deal of water. It was even claimed
   that the surface might be largely ocean covered, in which
25 case the atmospheric carbon dioxide would have fouled
   the water and produced seas of soda water. Another intrigu-
   ing theory made Venus very similar to the Earth of over
   200 million years ago. There would be marshes, luxuriant
   vegetation of the fern and horsetail variety, and primitive
30 life-forms such as giant dragonflies. If so, then Venus
   might presumably evolve the same way Earth has done.
      In 1962 the American probe Mariner 2 bypassed
   Venus at less than 22,000 miles and gave us our first
   reliable information. The surface proved to be very hot
   indeed; we now know that the maximum temperature is
   almost 500~C. The atmosphere really is almost pure carbon
   dioxide, and those shining clouds are rich in sulfuric acid.
   All ideas Of a pleasant, oceanic Venus had to be abandoned.
   In 1975 Venera 9, a Russian automatic lander, visited Venus
40 and sent back pictures direct from the surface. The scene--
   a rocky, scorched landscape--could hardly be more hostile.
   Subsequent probes have confirmed this impression.
       Why is Venus so unlike Earth? The answer can only lie
    in its lesser distance from the Sun. It seems that in the early
45 days of the solar system the Sun was less luminous than it
    is now, in which case Venus and Earth mayhave started
    to evolve along the same lines, but when the Sun became
    more powerful the whole situation changed. Earth, at
    93 million miles, was just out of harm's way, but Venus,
50  at 67 million, was not. The water in oceans vaporized, the
    carbonates were driven out of the rocks, and in a relatively
    short time on the cosmic scale, Venus was transformed from
    a potentially life-bearing world into the inferno of today.
  
14. The statement in lines 32-34 ("In 1962... informa-
    tion") suggests that the
    (A) quality of the data surprised the scientists
    (B) evidence collected earlier was relatively
           untrustworthy
    (C) records had been lost for a long time before
           scientists rediscovered them
    (D) probe allowed scientists to formulate a completely
           new theory
    (E) data confirmed an,obscure and implausible theory

     Questions 17-24 are based on the following passage.
     The following is excerpted from an essay written in 1995
     to acquaint a general audience with new developments in
     research on play among animals.
        Consider the puppy. At only three weeks of age, this
     tiny ball of fur has already begun gnawing, pawing, and
     tugging at its littermates. At four to five weeks, its antics
Line rival those of a rambunctious child, chasing and wrestling
  5 with its siblings at all hours of the day and night.
        Such behavior is not unusual among social mammals.
     From human children to whales to sewer rats, many groups
     of mammals and even some birds play for a significant
     fraction of their youth. Brown bear cubs, like puppies and
 10 kittens, stalk and wrestle with one another in imaginary
     battles. Deer play tag, chasing and fleeing from one
     another. WOlves play solitary games with rocks and sticks.
     Chimpanzees tickle one another.
        However fascinating these displays of youthful exu-
 15  berance may be, play among animals was ignored by
     scientists for most of this century. Biologists assumed
     that this seemingly purposeless activity had little effect on
     animal development, was not a distinct form of behavior,
      and was too nebulous a concept either to define or to study.
 20 Even the term "play" caused problems for researchers,
      because it suggests that watching animals goof off is not
      an activity for serious scientists.
         But a steady accumulation of evidence over the past
      two decades now suggests that play is a distinct form of
 25  behavior with an important role in the social, physical, and
      mental development of many animals. In one study, kittens,
      mice, and rats were found to play the most at ages when
      permanent changes were occurring in their muscle fiber and
      the parts of their brains regulating movement. Kittens were
  30 most playful between 4 and 20 weeks of age; rats, from
       12 to 50 days; and mice, from 15 to 29 days. Development
      at those ages is comparable to that of a two-year-old human
      infant. At these precise times in the development of these
      animals, muscle fibers differentiate and the connections
  35 to areas of the brain regulating movement are made. Such
      changes apparently are not unique to kittens, mice, and rats,
      but apply to mammals in general.
          Thus, research on play has given biologists an important
       tool with which to probe the development of the brain and
  40 motor systems of animals. The study on rats, kittens, and
       mice may, for instance, provide a physiological explanation
       for why infant animals employ in their play the same kinds
       of behavior that they will later use as adults. By stalking
       and capturing imaginary prey over and over again, a kitten
  45 builds its muscle and brain connections in a way that allows
       it to perform those actions later in life.
          Play may also provide insight into the social develop-
       ment of animals. When the rough-and-tumble of play ends
       traumatically with a yelp or a shriek, young animals may
   .so be learning the limits of their strength and how to control
       themselves among others. Those are essential lessons for an
       animal living in a close-knit group. Perhaps, some scientists
    guess, as mammals gathered into social groups, play took
    on the function of socializing members of the group. Not
55  everyone agrees with this theory, though. Another expla-
    nation is that play may not have evolved to cbnfer any
    advantage but is simply a consequence of higher cognitive
    abilities or an abundance of nutrition and parental care.
       Why did play evolve? No one knows for certain, but
6o after ten years of studying brown bears ,o,f Alaska, biolo- :
    gist R~o,b, ert Fagen,,has his own opinion. Why do peopl_~,
    dance? he asks. Why do birds sing? For the bears, we re
    becoming increasingly convinced that aesthetic factors ar~
    primary." Sometimes, that is, animals play simply for the
65  fun of it.
                                            
24. In lines 61-64, Fagen compares bears playing to people
     dancing in order to suggest that both activities
     (A) have little practical function
     (B) involve peer groups in shared physical activity
     (C) promote physical coordination
     (D) are often observed in younger animals
     (E) are commonly associated with social development

作用题
 ID:
The words/sentences/paragraph in line X serves mainly to _____________________
 Solution:
① 词语作用→特征描述
         Questions 13-24 are based on the following passage.
      This passage is adapted from a 1996 book on sleep
      research.
         To conduct some forms of sleep research, we have to
      find a way to track sleepiness over the day. Some people
      might believe that measuring sleepiness is a fairly trivial
Line  task. Couldn't you, for instance, simply count the number
  5  of times a person yawns during any given hour or so?
         In most people's minds, yawning--that slow,
      exaggerated mouth opening with the long, deep inhalation
      of air, followed by a briefer exhalation--is the most
      obvious sign of sleepiness. It is a common behavior shared
  lO by many animals, including our pet dogs and cats but also
      crocodiles, snakes, birds, and even some fish. It is certainly
      true that sleepy people tend to yawn more than wide-awake
      people. It is also true that people who say they are bored by
      what is happening at the moment will tend to yawn more
  15  frequently. However, whether yawning is a sign that you
      are getting ready for sleep or that you are successfully
      fighting off sleep is not known. Simply stretching your
      body, as you might do if you have been sitting in the same
      position for a long period of time, will often trigger a yawn.
  20    Unfortunately, yawns don't just indicate sleepiness.
      In some animals, yawning is a sign of stress. When a dog
      trainer sees a dog yawning in a dog obedience class, it is
      usually a sign that the animal is under a good deal of
      pressure. Perhaps the handler is pushing too hard or moving
  25 too fast for the dog to feel in control of the situation.
      A moment or two of play and then turning to another
       activity is usually enough to banish yawning for quite
       a while.
          Yawning can also be a sign of stress in humans. Once,
  30 when observing airborne troops about to take their first
       parachute jump, I noticed that several of the soldiers were
       sitting in the plane and yawning. It was 10 A.M., just after a
       coffee break, and I doubted that they were tired; I knew for
       a fact that they were far too nervous to be bored. When I
  35  asked about this, the officer in charge laughed and said it
       was really quite a common behavior, especially on the
       first jump.
          There is also a social aspect to yawning. Psychologists
       have placed actors in crowded rooms and auditoriums and
  40 had them deliberately yawn. Within moments, there is
       usually an increase in yawning by everyone else in the
       room. Similarly, people who watch films or videos of
       others yawning are more likely to yawn. Even just reading
       about yawning tends to stimulate people to yawn.
  45    The truth of the matter is that we really don't know what
       purpose yawning serves. Scientists originally thought that
       the purpose of yawning was to increase the amount of
       oxygen in the blood or to release some accumulated carbon
       dioxide. We now know that this is not true, since increasing
50 the concentration of carbon dioxide in the air seems not to
    make people more likely to yawn but to make them breathe
    faster to try to bring in more oxygen. On the other hand,
    breathing 100 percent pure oxygen does not seem to reduce
    the likelihood of yawning.
55    Since yawning seems to be associated with a lot more
    than the need for sleep, we obviously have to find some
    other measure of sleepiness. Some researchers have simply
    tried to ask people how sleepy they feel at any time using
    some sort of self-rating scale. There are, however,
60 problems with getting people to make these types of
    judgments. Sometimes people simply lie to the researchers
    when asked about how sleepy they are. This occurs because
    in many areas of society admitting that one is fatigued and
    sleepy is considered a mark of weakness or lack of
65  ambition and drive. In other instances, people may admit
    they need four cups of coffee to make it through the
    morning, but it may never occur to them that this might be
    due to the fact that they are so sleepy that they need
    stimulation from caffeine to be able to do their required
70 tasks. For these reasons, many researchers have developed
    an alternate method to determine how sleepy a person is.
    It is based upon a simple definition of sleep need: The
    greater your sleep need, or the sleepier you are, the faster
    you will fall asleep if given the opportunity to do so.
   
16. The author mentions the "coffee break" (line 33)
     to emphasize that a
     (A) brief respite was sorely needed
    ~ (B) given attitude was inappropriate
     (C) specific response was understandable
     (D) particular action was unnecessary
     (E) certain behavior was unexpected

②句子作用
    陈述句 → 顺接解释；逆接反对；转移过渡 P476-6；P477-11(见复印页)
                  一般问句 →引起关注或思考
    疑问句
                  反意问句 →强调观点或态度
文章示例：
Questions 6-7 are based on the following passage.
              Properly speaking, a movement is a continuous,
           collective effort to bring about fundamental social
           reform. It is a collaborative rather than an individ-
     Line ualistic enterprise. No matter how many factions
       5  are involved, there is always a common objective~
           The Black freedom struggle of the 1960's was such
           an effort. Its objective was to transform the manner
           in which Black Americans in the United States were
           viewed and treated~ And Black writers and artists,
       lO as a vital sector of the movement, sought to trans-
           form the manner in which Black Americans were
           represented or portrayed in literature and the arts.
            6. The first sentence of the passage ("Properly speaking
                ~.. reform") primarily serves to
                (A) present a controversial opinion
                (B) question the effectiveness of a process
                (C) provide an example of an abstract idea
                 (D) define the meaning of a term
                 (E) offer a solution to a problem

Questions 10-15 are based on the following passage.
     This passage was adapted from a 1995 book about
     astronomy.
        Apart from the Moon and occasional comets and
     asteroids, Venus is often our nearest neighbor. Its orbit
     brings it closer to Earth than any other planet--only
Line 26 million miles away at certain times. Despite that
 s proximity, for a long time it was generally termed "the
     planet of mystery." This is because the atmosphere of
     Venus is so dense and so cloud-laden that its surface
     is permanently hidden from sight.
        The first attempt to learn more about Venus was to
 lO analyze its upper atmosphere using spectroscopic methods.
     In size and mass, Venus is almost the equal of Earth, and
     its gravitational field is only slightly weaker than ours, so
     that logically it might be expected to have the same kind
     of atmosphere--but this is emphatically not so. Scientists
 15 found that the main constituent of its atmosphere is carbon
     dioxide. Since this is a heavy gas that would be expected to
     sink, it was reasonable to assume that carbon dioxide made
     up most of the atmosphere down to ground level. Carbon
     dioxide acts in the manner of a greenhouse, trapping
 20 the Sun's heat, so it followed that Venus was likely to be
     a very torrid sort of world.
        Yet opinions differed. According to one theory, the
     clouds contained a great deal of water. It was even claimed
     that the surface might be largely ocean covered, in which
 25 case the atmospheric carbon dioxide would have fouled
     the water and produced seas of soda water. Another intrigu-
     ing theory made Venus very similar to the Earth of over
     200 million years ago. There would be marshes, luxuriant
     vegetation of the fern and horsetail variety, and primitive
 30 life-forms such as giant dragonflies. If so, then Venus
     might presumably evolve the same way Earth has done.
        In 1962 the American probe Mariner 2 bypassed
     Venus at less than 22,000 miles and gave us our first
     reliable information. The surface proved to be very hot
 35 indeed; we now know that the maximum temperature is
     almost 500~C. The atmosphere really is almost pure carbon
     dioxide, and those shining clouds are rich in sulfuric acid.
     All ideas 0f a pleasant, oceanic Venus had to be abandoned.
     In 1975 Venera 9, a Russian automatic lander, visited Venus
 40 and sent back pictures direct from the surface. The scene--
     a rocky, scorched landscape--could hardly be more hostile.
     Subsequent probes have confirmed this impression.
          Why is Venus so unlike Earth? The answer can only lie
       in its lesser dis~nce from the Sun. It seems that in the early
   45 days of the solar system the Sun was less luminous than it
       is now, in which case Venus and Earth may have started
       to evolve along the same lines, but when the Sun became
       more powerful the whole situation changed. Earth, at
       93 million miles, was just out of harm's way, but Venus,
50  at 67 million, was not. The water in oceans vaporized, the
       carbonates were driven out of the rocks, and in a relatively
       short time on the cosmic scale, Venus was transformed from
       a potentially life-bearing world into the inferno of today.
  
       11. The statement in lines 11-14 ("In size.., so")
           functions primarily to
           (A) dismiss a plausible supposition
           (B) mock an outrageous claim
           (C) bolster an accepted opinion
           (D) summarize a particular experiment
           (E) undermine a controversial hypothesis

③段落作用→结论解释；转移过渡

易错选项标志 (Types of eliminative options)
※ 错项标志之一：出现extreme words 的选项 
① most
② all, anyone, anything
③ everything, everyone
④ only, exclusively
⑤ few, little, seldom, rarely
⑥ never,
⑦ totally, utterly, completely, entirely, absolutely
⑧ overly, excessively, extremely,
※ 错项标志之二：随意比较 
△ A is superior to B
△ A is as … as B   
△ A is more/better/adj+er than B

※ 错项标志之三：极端态度 
迷惑：baffle, bewilder, confuse, puzzle
嫉妒： begrudge, cynicism, envious  
傲慢：arrogant, haughty, insolent
古怪：capricious, whimsical
贪婪：greedy, grasping, ravenous,
冷漠：apathetic,indifferent, nonchalant, unsympathetic,
发怒：indignation, outrage, rage, wrath
其他：attack, hostile, resigned, resentment

极端举例：
    Questions 16-24 are based on the following passage.
     This passage is from a boo.k of nature writing published in
     1991.
        In North America, bats fall into mainly predictable
     categories: they are nocturnal, eat insects, and are rather
     small. But winging through their lush, green-black world,
Line tropical bats are more numerous and have more exotic
 5 habits than do temperate species. Some of them feed on
     nectar that bat-pollinated trees have evolved to profit from
     their visits. Carnivorous bats like nothing better than a local
     frog, lizard, fish, or bird, which they pluck from the foliage
     or a moonlit pond. Of course, some bats are vampires and
10 dine on blood. In the movies, vampires are rather showy,
     theatrical types, but vampire bats rely on stealth and small,
     pinprick incisions made by razory, triangular front teeth.
     Sleeping livestock are their usual victims, and they take
     care not to wake them. First, they make the classic incisions
15 shaped like quotation marks; then, with saliva full of anti-
     coagulants so that the victim's blood will flow nicely, they
    .quietly lap their fill. Because this anticoagulant is not toxic
     to humans, vampire bats may one day play an important
     role in the treatment of heart patients--that is, if we can
2o just get over our phobia about them. Having studied them
     intimately, I now know that bats are sweet-tempered, useful,
     and fascinating creatures. The long-standing fear that many
     people have about bats tells us less about bats than about
     human fear.
25    Things that live by night live outside the realm of
     "normal" time. Chauvinistic about our human need to
     wake by day and sleep by night, we come to associate night
     dwellers with people up to no good, people who have the
    jump on the rest of us and are defying nature, defying their
30 circadian rhythms.* Also, night is when we dream, and so
   - we picture the bats moving through a dreamtime, in which
     reality is warped. After all, we do not see very well at
     night; we do not need to. But that makes us nearly defense-
     less after dark. Although we are accustomed to tnastering
35 our world by day, in the night we become vulnerable as
     prey. Thinking of bats as masters of the night threatens the
     safety we daily take for granted. Though we are at the top
     of our food chain, if we had to live alone in the rain forest,
     say, and protect ourselves against roaming predators, we
40 would live partly in terror, as our ancestors did. Our sense
     of safety depends on predictability, so anything living
     outside the usual rules we suspect to be an outlaw, a ghoul.
        Bats have always figured as frightening or supernatural
     creatures in the mythology, religion, and superstitioo of
45 peoples everywhere. Finnish peasants once believed that
     their souls rose from their bodies while they slept and flew
     around the countryside as bats, then returfied to them by
     morning. Ancient Egyptians prized bat parts as medicine
     for a variety of diseases. Perhaps the most mystical, ghoul-
50 ish, and intimate relationship between bats and humans
     occurred among the Maya about two thousand years ago.
     Zotzilaha Chamalc~in, their bat god, had a human body but
     the stylized head and wings of a bat. His image appears
     often on their altars, pottery, gold ornaments, and stone
55 pillars. One especially frightening engraving shows the bat
     god with outstretched wings and a question-mark no~e, its
     tongue wagging with hunger, as it holds a human corpse in
     one hand and the human's heart in the other. A number of
     other Central American cultures raised the bat to the ulti-
60 mate height: as god of death and the underworld. But it
     was Bram Stoker's riveting novel Dracula that turned
     small, furry mammals into huge, bloodsucking monsters
     in the minds of English-speaking people. If vampires were
     sernihuman, then they could fascinate with their conniving
65 cruelty, and thus a spill of horror books began to appear
     about the human passions of vampires.
     * Circadian rhythrns are patterns of daily change within one's body that
       are determined by the time of day or night.
  
     18. The discussion of vampire bats in the first paragraph
          (lines 1-24) primarily suggests that
          (A) vampire bats are potentially useful creatures
          (B) movies about vampires are based only on North
                  American bats
          (C) most tropical bats are not carnivorous
          (D) the saliva of vampire bats is more toxic than
                  commonly supposed
          (E) scientists know very little about the behavior of
                  most bats

     Questions 7-19 are based on the following passage.
     Since the advent of television, social commentators have
      been evaluating its role in a modern society. In the
     following excerpt from an essay published in 1992, a
      German social commentator offers a pointed evaluation
      of the evaluators.
         "Television makes you stupid."
         Virtually all current theories of the medium come down
      to this simple statement. As a rule, this conclusion is deliv-
Line ered with a melancholy undertone. Four principal theories
  5  can be distinguished.
          The manipulation thesis points to an ideological
      dimension. It sees in television above all an instrument
      of political domination. The medium is understood as a
      neutral vessel, which pours out opinions over a public
10  thought of as passive. Seduced, unsuspecting viewers are
      won over by the wire-pullers, without ever realizing what
      is happening to them.
          The imitation thesis argues primarily in moral terms.
      According to it, television consumption leads above all
 15  to moral dangers. Anyone who is exposed to the medium
      becomes habituated to libertinism, irresponsibility, crime,
       and violence. The private consequences are blunted, cal-
       lous, and obstinate individuals; the public consequences
       are the loss of social virtues and general moral decline.
 20  This form of critique draws, as is obvious at first glance, on
       traditional, bourgeois sources. The motifs tl~at recur in this
       thesis can be identified as far back as the eighteenth century
       in the vain warnings that early cultural criticism sounded
       against the dangers of reading novels.
 25     More recent is the simulation thesis. According to it,
       the viewer is rendered incapable of distinguishing between
       reality and fiction. The primary reality is rendered unrecog-
       nizable or replaced by a secondary, phantomlike reality.
           All of these converge in the stupefaction thesis.
  30  According to it, watching television not only undermines
        the viewers' ability to criticize and differentiate, along with
        the moral and political fiber of their being, but also impairs
        their overall ability to perceive. Television produces, there-
        fore, a new type of human being, who can, according to
  35  taste, be imagined as a zombie or a mutant.
           All these theories are rather unconvincing. Their authors
        consider proof to be superfluous. Even the minimal criterion
        of plausibility does not worry them at all. To mention just
        one example, no one has yet succeeded in putting before
  40  us even a single viewer who was incapable of telling the
        difference between a family quarrel in the current soap
        opera and one at his or her family's breakfast table. This
        doesn't seem to bother the advocates of the simulation
        thesis.
    45     Another common feature of the theories is just as curious
          but has even more serious consequences. Basically, the
          viewers appear as defenseless victims, the programmers
          as crafty criminals. This polarity is maintained with great
          seriousness: manipulators and manipulated, actors and
    50  imitators, simulants and simulated, stupefiers and stupefied
          face one another in a fine symmetry.
              The relationship of the theorists themselves to television
          raises some important questions. Either the theorists make
          no use of television at all (in which case they do not know
    55  what they are talking about) or they subject themselves to
          it, and then the question arises--through what miracle is
          the theorist able to escape the alleged effects of television?
          Unlike everyone else, the theorist has remained completely
          intact morally, can distinguish in a sovereign manner
     60  between decepti.on and reality, and enjoys complete
           immunity in the face of the idiocy that he or she sorrow~
           fully diagnoses in the rest of us. Or could--fatal loophole
           in the dilemma--the theories themselves be symptoms of
           a universal stupefaction?
     65     One can hardly say that these theorists have failed to
           have any effect. It is true that their influence on what is
           actually broadcast is severely limited, which may be con-
           sidered distressing or noted with gratitude, depending on
           one' s mood. On the other hand, they have found ready
       70  listeners among politicians. That is not surprising, for the
           conviction that one is dealing with millions of idiots "out
    there in the country" is part of the basic psychological
           equipment of the professional politician. One might have
      second thoughts about the theorists' influence when one
      75  watches how the veterans of televised election campaigns
            fight each other for every single minute when it comes to
            displaying their limousine, their historic appearance before
            the guard of honor, their hairstyle on the platform, and
       above all their speech organs. The number of broadcast
      80  minutes, the camera angles, and the level of applause are
            registered with a touching enthusiasm. The politicians have
            been particularly taken by the good old manipulation thesis.
19. In the last paragraph, the author's attitude toward
    politicians is primarily one of
    (A) humorous contempt
    (B) outraged embarrassment
     (C) worded puzzlement
     (D) relieved resignation
     (E) begrudging sympathy

5. Strategy for LPP
 Quantity: 1 
 Format: P1&P2+12～13Qs
 Word count: 700-1000/P1+P2
 Required time: 15 mins or so
① Scan the blurb; 
② Read crucial parts of P1 and answer Qs abt P1;
③ Read crucial parts of P2 and answer Qs abt P2;
④ answer Qs abt P1&P2 based on the relationship btw two passages.

Qs about P1& P2
 ID:
① Both/two passages;
② P1…P2…;      
③ Line 10-13….Line59-62…
 Location: Generally speaking, at the beginning or the end of all questions.
 Quantity: 5 or so

词汇题 
 ID:
X word / phrase in Line Y most nearly means _________________
 Solution:

① build up your vocabulary
    (self-torture or self-entertainment)
                parallelism 
② in context     contrast      
                explanation
③ substitute   collocation  
              attitude      

 同义关系
文章示范：
The passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or ~
  in the passage and in any introductory ma~rial that may be provided.
    Questions 7-19 are based on the following passage.
    The following passage, set in the early 1970's, is from a
    1992 novel. The principal characters, Virginia and Clayton,
    are two cellists in a college orchestra.
        She'd met lots of crazy musicians, but no one like
    Clayton. He was as obsessed as the others, but he had a
    quirky sense of humor, a slow ironic counterpoint to his
Line own beliefs. And he didn't look quite like anyone else.
 5 He wore his hair parted dangerously near the middle and
    combed it in little ripples like Cab Calloway,1 though
     sometimes he let it fly up a bit at the ends in deference to
    the campus pressure for Afros. His caramel-colored skin
     darkened to toffee under fluorescent light but sometimes
 1o took on a golden sheen, especially in the vertical shafts of
     sunlight that poured into his favorite practice room where
     she'd often peek in on him--an uncanny complexion, as if
     the shades swirled just under the surface.
        Virginia' s friends gave her advice on how to get him.
 15 "You two can play hot duets together," they giggled.
        As it turned out, she didn't have to plan a thing. She was
     reading one afternoon outside the Fine Arts Building when
     the day suddenly turned cold. If she went back to the dorm
     for a sweater, she'd be late for orchestra rehearsal. So she
 20 stuck it out until a few minutes before rehearsal at four.
     By that time, her fingers were so stiff she had to run them
     under hot water to loosen them up. Then she hurried to the
     cello room, where all the instruments were lined up like
     novitiates;2 she felt a strange reverence every time she
 25 stepped across the threshold into its cool serenity. There
     they stood, obedient yet voluptuous in their molded cases.
     In the dim light their plump forms looked sadly human, as
     if they were waiting for something better to come along but
     knew it wouldn't.
 30   Virginia grabbed her cello and was halfway down the
     hall when she realized she'd forgotten to leave her books
     behind. She decided against turning back and continued to
     the basement,~ where the five-till-four pandemonium was
     breaking loose. Clayton was stuffing his books into his
 35 locker.
        "Hey, Clayton, bow's it going?"
        As if it were routine, he took her books and wedged
     them in next to his. They started toward the orchestra hall.
     Virginia cast a surreptitious glance upward; five minutes
 40 to four or not, Clayton was not rushing. His long, gangling
     frame seemed to be held together by molasses; he moved
     deliberately, negotiating the crush while humming a tricky
     passage from Schumann,3 sailing above the mob.
         After rehearsal she reminded him that her books were in
  45 his locker.
        "I think I'll go practice," he said. "Would you like to
     listen?"
        'Tll miss dinner," she replied, and was about to curse
     herself for her honesty when he said;"I have cheese and
50 soup back at the fraternity house, if you don't mind the
     walk."
        The walk was twenty minutes of agonizing bliss, with
     the wind off the lake whipping her blue, and Clayton too
     involved with analyzing the orchestra's horn section to
55 notice. When they reached the house, a brick building with
     a cru~mbling porch and weeds cracking the front path, she
     was nearly frozen through. He heated up a can of soup, and
     plunked the cheese down in the center of the dinette table.
         "It's not much,,' he apologized, but she was thinking
60 A loaf of bread, a jug of wine,4 and felt sated before lifting
     the first spoonful. The house was rented to Alpha Phi Alpha,
     one of three Black fraternities on campus. It had a musty
     tennis-shoes-and-ripe-laundry smell. Books and jackets were
     strewn everywhere, dishes piled in the sink.
65    "When did you begin playing?" she asked.
         "I began late, I'm afraid," Clayton replied. "Ninth grade.
     But I felt at home immediately. With the music, I mean. The
     instrument took a little longer. Everyone said I was too tall
     to be a cellist." He grimaced.
70    Virginia watched him as he talked. He was the same
     golden brown as the instrument, and his mustache followed
     the lines of the cello's scroll.
         "So what did you do?" she asked.
         "Whenever my height came up, I would say, 'Remember
75 the bumblebee.' "
         "What do bumblebees have to do with cellos?"
         "The bumblebee, aerodynamically speaking, is too large
     for flight. But the bee has never heard of aerodynamics, so
     it flies in spite of the laws of gravity. I merely wrapped my
80 legs and arms around the cello and kept playing."
         Music was the only landscape in which he seemed at ease.
     In that raunchy kitchen, elbows propped on either side of
     the cooling soup, he was fidgety, even a little awkward. But
     when he sat up behind his instrument, he had the irresistible
85 beauty of someone who had found his place.
      1 American jazz musician and bandleader (1907-1994)
      2 Persons who have entered a religious order but have not yet taken final
            VOWS
      3 German composer (1810-1856)
      4 A reference to Edward Fitzgerald's "A jug of wine, a loaf of bread, and
       thou," a line from The Rubaiyat ofOmar Khayyam

12. In line 42, "crush" most nearly means
    (A) pressure
    (B) crowd
    (C) power
    (D) infatuation
    (E) critical condition

crush: the quantity of material crushed; overabundance; crowd
negotiate: get over or past sth successfully
 反义关系
13. In context, “Shadowy” （line 41）primarily serves to suggest something
(A) gloomy
(B) secret
(C) sinister
(D) concealed
(E) unsubstantiated
阅读原文Shadowy所在的41-42行“Shadowy imaginings do not usually hold up in the light of real experience.”可知，Shadowy imaginings与real experience语意相反，因此Shadowy的意思与unreal（不真实的，虚的）有关，所以正确答案为E项。
 解释关系
16. In line21, “fantastic” most nearly means
(A) grotesque
(B) agitating
(C) eccentric
(D) superb
(E) fanciful
阅读原文fantastic所在的19-21行“I had never been around children my own age, and they seemed to me to be almost fantastic, like the little elves and fairies that my father made up stories about.”可知，fantastic这个词用来解释作者眼中与自己同龄的小伙伴的特征，而 “like the little elves and fairies that my father made up stories about（就像是我爸爸编的故事中的小侏儒和小仙女）” 则是对fantastic这个词的进一步解释说明。按照常理推断，作者的父亲给女儿编故事时提到的侏儒和仙女通常都是幻想或想象的产物，所以5个选项中与fantastic最为接近的当然是E项fanciful。
 语义搭配
文章示范：
         Questions 17-24 are based on the following passage.
      The following is excerpted from an essay written in 1995     ~
      to acquaint a general audience with new developments in
      research on play among animals.
         Consider the puppy. At only three weeks of age, this
      tiny ball of fur has already begun gnawing, pawing, and
      tugging at its littermates. At four to five weeks, its antics
Line rival those of a rambunctious child, chasing and wrestling
  5 with its siblings at all hours of the day and night.
          Such behavior is not unusual among social mammals.
      From human children to whales to sewer rats, many groups
      of mammals and even some birds play for a significant
      fraction of their youth. Brown bear cubs, like puppies and
 10 kittens, stalk and wrestle with one another in imaginary
      battles. Deer play tag, chasing and fleeing from one
      another. Wrlves play solitary games with rocks and sticks.
      Chimpanzees tickle one another.
          However fascinating these displays of youthful exu-
 15 berance may be, play among animals was ignored by
      scientists for most of this century. Biologists assumed
      that this seemingly purposeless activity had little effect on
      animal development, was not a distinct form of behavior,
      and was too nebulous a concept either to define or to study.
 20 Even the term "play" caused problems for researchers,
      because it suggests that watching animals goof off is not
      an activity for serious scientists.
          But a steady accumulation of evidence over the past
      two decades now suggests that play is a distinct form of
  25 behavior with an important role in the social, physical, and
       mental development of many animals. In one study, kittens,
       mice, and rats were found to play the most at ages when
       permanent changes were occurring in their muscle fiber and
       the parts of their brains regulating movement. Kittens were
  30 most playful between 4 and 20 weeks of ag~; rats, from
       12 to 50 days; and mice, from 15 to 29 days. Development
       at those ages is comparable to that of a two-year-old human
       infant. At these precise times in the development of these
       animals, muscle fibers differentiate and the connections
  35 to areas of the brain regulating movement are made. Such
       changes apparently are not unique to kittens, mice, and rats,
       but apply to mammals in general.
           Thus, research on play has given biologists an important
       tool with which to probe the development of the brain and
  40 motor systems of animals. The study on rats, kittens, and
       mice may, for instance, provide a physiological explanation
       for why infant animals employ in their play the same kinds
       of behavior that they will later use as adults. By stalking
        and capturing imaginary prey over and over again, a kitten
  45 builds its muscle and brain connections in a way that allows
        it to perform those actions later in life.
           Play may also provide insight into the social develop-
        ment of animals. When the rough-and-tumble of play ends
        traumatically with a yelp or a shriek, young animals may
   50 be learning the limits of their strength and how to control
        themselves among others. Those are essential lessons for an
        animal living in a close-knit group. Perhaps, some scientists
      guess, as mammals gathered into social groups, play took
      on the function of socializing members of the group. Not
"55 everyone agrees with this theory, though. Another expla-
      nation is that play may not have evolved to cbnfer any
      advantage but is simply a consequence of higher cognitive
      abilities or an abundance of nutrition and parental care.
         Why did play evolve? No one knows for certain, but
  60 after ten years of studying brown bears of Alaska, biolo-
      gist Robert Fagen has his own opinion. "Why do people
      dance?" he asks. "Why do birds sing? For the bears, we're
      becoming increasingly convinced that aesthetic factors are
      primary." Sometimes, that is, animals play simply for the
65 fun of it.

       17. In line 4, "rival" is closest in meaning to
           (A) mock
           (B) dispute
           (C) nearly equal
           (D) play with
           (E) contend against

 态度评价
文章示范：
  The passage below is followed by questions based on its content. Answer the questions on the basis of what is state or implied in the passage and in any introductory material that may be provided.
   
Questions 7-19 are based on the following passage.
Frederick Douglass (1817-1895), who escaped from slavery, became an author and publisher and was
internationally known for his instrumental role in the abolitionist movement.
In spite of the ridicule that various newspapers aimed at the women's movement, Frederick Douglass continued to lend it his active support. Indeed, few women's rights conventions were held during the 1850's at which Douglass was not a featured speaker and whose proceedings were not fully reported in his paper. Invariably, the notice would be accompanied by an editorial comment hailing the meeting and expressing the editor' s hope that it "will have a powerful effect on the public's mind." In 1853, when Douglass was considering changing the name of his newspaper, he rejected the proposed title, The Brotherhood, because it” implied the exclusion of the sisterhood." He called it Frederick Douglass' Paper, and underneath the title were the words "All Rights For All!"
Because women were not permitted to speak at mass meetings of state temperance associations,1 women in New York formed the Woman's State Temperance Society, with Elizabeth Cady Stanton as president. Douglass supported the society but took issue with the move led by secretary Amelia Bloomer to limit to women the right to hold its offices. He aligned himself with Stanton and Susan B. Anthony in opposing this as a violation of "the principle of human equality"--a violation, in short, of men's rights.
Douglass felt that by excluding men from office the society would lose supporters in the battle against those in the temperance movement who wished to deny women equal fights. How, he asked, could women effectively contend for equality in the movement when they denied it to men? In June 1853, the society accepted the logic of this position and admitted men to office. Douglass learned much from women with whom he associated at the national and state women's rights conventions. At one time, he had entertained serious doubts about wives being given the right to share equally with their husbands the disposition of property, since "the husband labors hard" while the wife might not be earning money. But his discussions with pioneers of the women's rights movement convinced him that even though wives were not paid for their domestic labors, their work was as important to the family as that of their husbands. Once convinced, he acted. He wrote the call for the 1853 convention in Rochester, New York, which demanded not only that women be paid equally with men for their work, but also that women, including married women, have equal rights with men in the ownership and disposition of property. In his newspaper that year, Douglass urged state legislation calling for passage of a law requiring equality in "the holding, and division of real and personal property."
On one issue, however, Douglass refused to budge. He was critical of women's fights leaders who addressed audiences from which Black people were barred. His particular target was Lucy Stone. Douglass often praised this abolitionist and veteran fighter for equal rights for women, but he criticized her for not having canceled a lecture in 1853 at Philadelphia's Music Hall when she discovered that Black people would be excluded. Later, he was more severe when he learned that she had invited Senator Stephen A. Douglas of Illinois, one of the architects of the infamous Fugitive Slave Act of 1850,2 to join
the women who were to meet in Chicago in 1859 to publicize the women's rights cause. Frederick Douglass bluntly caused Stone of willingness to advance women's fights on he back of "the defenseless slave woman" who "has also to bear the ten thousand wrongs of slavery in addition tohe common wrongs of woman."
Douglass' disputes with some of the women' s rights leaders went beyond the question of their appearance before segregated audiences. Women like Stanton and Anthony were close to abolitionist William Lloyd Garrison. When Douglass split with Garrison over the latter's reliance on words and "moral suasion" as the major route to abolition, as well as over Garrison's opposition to antislavery political action, some women's fights leaders grew cool toward Douglass.
Although Susan B. Anthony had sided with Garrison, she solicited Douglass' support in her campaign against capital punishment. She circulated a petition for a meeting in 1858 to protest an impending execution and to support a law making life imprisonment the punishment for capital crimes. Long an opponent of capital punishment, Douglass signed the petition, prepared a set of resolutions on the
issue, and agreed to take over for the scheduled chair, who had been intimidated by mob violence. Douglass' conduct won over even those women who had allied themselves
with Anthony and Garrison.
Thus, on the eve of the Civil War, Douglass' relationship with the women's movement was once again
cordial. Although this situation was to change after the war, Douglass' influence had helped the women's fights movement become more sensitive to the issue of prejudice against Black Americans.
    1 Temperance associations were groups that advocated laws to control the use of alcoholic beverages.
    2 The Fugitive Slave Act of 1850 authorized slaveholders to reclaim runaway slaves
8. In context, the word "hailing" (line 7) most nearly means
    (A) pouring down on
    (B) audibly greeting
    (C) summoning
    (D) originating
    (E) praising

hail: acclaim or praise enthusiastically

阅读冲刺复习策略（1个月）
 快速复习核心单词
讲义→真题→OG→巴郎3500→其他
SAT is a prison, and only vocabulary can open its doors.

 做全套模拟（至少12套）并分析
真12→OG8→OC6→普11→卡12→巴6
Practice may not make perfect, but it definitely makes progress!
 考前一两天快速浏览笔记上的知识点！