今年最后一场SAT考试落下了帷幕。关于这场SAT,有人说考试题目是10月10日北美Schoolday题目,但是还没有得到证实,整体题目难度偏上。有同学觉得阅读与今年10月的考试难度相当,而语法大家认为比较简单。
这次考试结束后,12年级的学生美国大学申请标化之旅基本结束,精力开始转向后期的文书润色、最终定校等细节性问题;11年级的同学要面对校内的GPA、会考、托福刷分、SAT2、AP、夏校等其它事情,这是关键的时间节点,需要考生和家长仔细推敲。
下面一起看一下这次的题目和文章。
阅读
Passage 1
文章节选自20世纪印度著名作家R. K. Narayan,他的作品大多以印度南部小镇Malgudi为背景,是早期印度英语文学的主要作者。
考试文章摘自《Malgudi Days》塑造。这部宏伟的小说以富有同情心的现实主义和叙事风格,让人想起了查尔斯·狄更斯的作品,捕捉到了印度所有的残酷和腐败、尊严和英雄主义。Malgudi是一个没有名字的城市。政府刚刚宣布进入紧急状态。在这次动乱中,四个陌生人--一个精神抖擞的寡妇,一个年轻的学生,从他田园诗般的山岗站被赶了出来,还有两个逃离家乡的裁缝被推到一起,被迫同住一个狭窄的公寓。随着角色从不信任走向友谊,从友谊走向爱情,《Malgudi Days》塑造了一个非人道状态下人类精神的永恒全景。
文章内容:
一个叫Ranga的主人公,从事“戗剪子磨菜刀”的职业。当别人问他多大时,他总是笼统的回答:“50,60,80的吧。”如果你换个问法:“你干这行多久了?”他会问你:“哪行?”若是你回答:“带着砂轮磨刀这行啊。”他会说他可不仅仅是磨刀,镰刀、剪刀、理发刀、削皮器、切面包的、屠夫的刀都可以磨。他盼望着或许有一天能给国王的士兵磨剑。你要是打断他问你到底从事这行多久了。他就会指着嘴唇上面说:“从这有胡子开始。”从他乱糟糟的变白的胡子你是看不出啥答案的。
他从来不看月历、表、年历,甚至不照镜子。穿着宽袍,围着头巾在街上游走喊着“戗剪子嘞磨菜刀”。他时常带着设备在市场上游走,会在裁缝店理发店门口停下问需不需要磨磨刀。他们要是忙着会说晚会来吧,要是闲着会想办法溜掉。Ranga会试图说服他们,有些会拿出些家里遗忘的破烂给他,有些直接回绝他。他会说:“如果这次你不磨,下次我就不在了,可能就去朝圣了。”有些人说:“那我就找别人。”
Ranga会说一些比别人不如他专业,磨刀都没有火花,他们都不知道刀锋和锤头的区别等等,而他磨刀时的烟花般的火花会吸引许多孩子。他的老顾客喜欢他开的玩笑和他干的活。他也有六十天保质期,要是60天就钝了可以骂他。有时有顾客质问他一些可能由于材料等问题的原因导致的一些小缺陷,他通常也不辩解,重新返工磨一遍,就当是看看火花愉悦一下了。
点评:文章的背景也就是Ranga的职业。如果学生了解的话会很快上手,不了解的情况下,通篇读起来主旨也比较好抓,理解偏的了可能性比较小。
文章题目:文章结构题、词汇题(考查pressed,选择urged,occupied等)、询证题(题目文主人公Ranga 相比于过去,现在如何?)、细节题、询证题、功能题(比喻用法)。
Passage 2
This passage is adapted from Walt Whitman’s open letter to Ralph Waldo Emerson; August 1856.The full letter was published with Leaves of Grass, a collection of Whitman’s poetry. 
文章内容(滑动篮框内文字)
Swiftly, on limitless foundations, the United States too are founding a literature. It is all as well done, in my opinion, as could be practicable. Each element here is in condition. Every day I go among the people of Manhattan Island, Brooklyn, and other cities, and among the young men, to discover the spirit of them, and to refresh myself. These are to be attended to; I am myself more drawn here than to those authors, publishers, importations, reprints, and so forth. I pass coolly through those, understanding them perfectly well. and that they do the indispensable service, outside of men like me, which nothing else could do. In poems, the young men of The States shall be represented, for they out-rival the best of the rest of the earth.
What else can happen The States, even in their own despite? That huge English flow, so sweet, so undeniable, has done incalculable good here, and is to be spoken of for its own sake with generous praise and with gratitude. Yet the price The States have had to lie under for the same has not been a small price. Payment prevails; a nation can never take the issues of the needs of other nations for nothing. America, grandest of lands in the theory of its politics, in popular reading, in hospitality, breadth, animal beauty, cities, ships, machines, money, credit, collapses quick as lightning at the repeated, admonishing, stern words, Where are any mental expressions from you, beyond what you have copied or stolen? Where the born throngs of poets, literats, orators, you promised? Will you but tag after other nations? They struggled long for their literature, painfully working their way, some with deficient languages, some with priest-craft, some in the endeavor just to live—yet achieved for their times, works, poems, perhaps the only solid consolation left to them through ages afterward of shame and decay. You are young, have the perfectest of dialects, a free press, a free government, the world forwarding its best to be with you. As justice has been strictly done to you, from this hour do strict justice to yourself. Strangle the singers who will not sing you loud and strong. Open the doors of The West. Call for new great masters to comprehend new arts, new perfections, new wants. Submit to the most robust bard till he remedy your barrenness. Then you will not need to adopt the heirs of others; you will have true heirs, begotten of yourself, blooded with your own blood.
A profound person can easily know more of the people than they know of themselves. Always waiting untold in the souls of the armies of common people, is stuff better than anything that can possibly appear in the leadership of the same. That gives final verdicts. In every department of These States, he who travels with a coterie, or with selected persons, or with imitators, or with infidels, or with the owners of slaves, or with that which is ashamed of the body of a man, or with that which is ashamed of the body of a woman, or with any thing less than the bravest and the openest, travels straight for the slopes of dissolution. The genius of all foreign literature is clipped and cut small, compared to our genius, and is essentially insulting to our usages, and to the organic compacts of These States. Old forms, old poems, majestic and proper in their own lands here in this land are exiles; the air here is very strong. Much that stands well and has a little enough place provided for it in the small scales of European kingdoms, empires, and the like, here stands haggard, dwarfed, ludicrous, or has no place little enough provided for it. Authorities, poems, models, laws, names, imported into America, are useful to America today to destroy them, and so move disencumbered to great works, great days.
America, having duly conceived, bears out of herself offspring of her own to do the workmanship wanted. To freedom, to strength, to poems, to personal greatness, it is never permitted to rest, not a generation or part of a generation. To be ripe beyond further increase is to prepare to die. The architects of These States laid their foundations, and passed to further, spheres. What they laid is a work done; as much more remains. Now are needed other architects, whose duty is not less difficult, but perhaps more difficult. Each age forever needs architects. America is not finished, perhaps never will be; now America is a divine true sketch. There are Thirty-Two States sketched—the population thirty millions. In a few years there will be Fifty States. Again in a few years there will be A Hundred States, the population hundreds of millions, the freshest and freest of men. Of course such men stand to nothing less than the freshest and freest expression.
文章主要讲述了美国著名诗人、人文主义学者,鼓励年轻人文学创作的信件。文章本身不难。
文章大意:美国有非常好的文学潜力,应该出现很多文学作品去描述美国人自己的生活。同时,美国获得了英语语言本身的传承,是一个应该利用的遗产。但是不应该完全按照去沿袭过去获得的东西,而是利用自己的良好氛围(民主,自由)和浓郁的生活气息,完完全全去创造自己的文学内容。写自己的诗,创作自己的艺术作品。这样才能算有自己的文化,有自己的后代,有真实的血肉。
文章题目:考查文章结构变化、词汇题(考查drawn的含义,其中选项包括,provoked,dragged,extracted等)、段落功能题、词汇题(考查rich的作用,选项有:manifestly affluent,deeply colored等)、观点题、询证题(Whitman暗示,美国文化和英国文化应该处于何种关系?)、段落主旨题。
Passage 3
考试原文(滑动篮框内文字):
THE coffee-berry borer is a pesky beetle. It is thought to destroy $500m-worth of unpicked coffee beans a year, thus diminishing the incomes of some 20m farmers. The borer spends most of its life as a larva, buried inside a coffee berry, feeding on the beans within. To do so, it has to defy the toxic effects of caffeine. This is a substance which, though pleasing to people, is fatal to insects—except, for reasons hitherto unknown, to the coffee-berry borer. But those reasons are unknown no longer. A team of researchers led by Eoin Brodie of Lawrence Berkeley National Laboratory and Fernando Vega of the United States Department of Agriculture had a suspicion the answer lay not with the beetle itself, but with the bacteria in its gut. As they outline in Nature Communications, that suspicion has proved correct.
The team’s hypothesis was that the borer’s gut bacteria are shielding it by eating any caffeine it has ingested before the poison can be absorbed through the insect’s gut wall. Experiments on a laboratory-reared strain of the borer suggested this hypothesis was probably true. Initially, the larvae’s droppings were caffeine-free. When the lab-reared insects were dosed with antibiotics, this changed. Caffeine started appearing in their droppings, and the animals themselves began, as it were, dropping off the perch. Over the course of an experiment lasting 44 days after their guts had been sterilised (a period that let the insects complete an entire life cycle of egg, larva, pupa and adult), the population of the experimental colonies fell by 95%—and even those larvae that did not die had trouble pupating. Clearly, immunity to caffeine was being conferred by bacteria. The question was, which ones?
To answer that, Dr Brodie and Dr Vega turned to wild beetles. They collected samples from seven coffee-growing countries and combed through the insects’ gut floras, looking for features in common. By constructing what was, in effect, a Venn diagram of microbes from these populations, and also those from their lab-bred strain, they were able to focus on the bacterial species found in all of them.
They tried growing each of these on a medium whose only source of carbon and nitrogen for metabolism was caffeine. Some of the bugs were able to survive on this diet, others were not. Of the survivors, the most abundant in beetle guts was Pseudomonas fulva. This species, a genetic analysis showed, is blessed with an enzyme called caffeine demethylase, which converts caffeine into something that can be dealt with by normal metabolic enzymes.
Kill P. fulva, then, and you would probably kill the borer. But that is easier said than done. Even if spraying coffee plantations with antibiotics were feasible and would do the job (by no means certain, for the larvae would have to ingest sufficient antibiotic for the purpose), it would be undesirable. The profligate use of antibiotics encourages resistance, thus making them less effective for saving human lives.
There might, though, be another way of getting at P. fulva. This would be to craft a type of virus, known as a bacteriophage, specific to the bug—an approach already being investigated for the treatment of human illness caused by a different species of Pseudomonas.
In practice, more than one type of phage would probably be needed, for if P. fulva were knocked out, another caffeine-consuming bacterium in the beetle’s gut might end up replacing it. But, regardless of the details, this study has introduced a novel way of thinking about pest control. Many plants use poisons to protect themselves from insects. Sometimes, such plants are crops. Being able to circumvent these natural insecticides is an important part of becoming abundant enough to constitute a pest. It is possible other agronomists who have been seeking to understand how critters do this have been looking in the wrong place—ie, at the critters themselves, rather than among the bacteria in their guts.
文章大意:关于一种讨厌的咖啡虫,专门吃咖啡豆,给农业带来巨大损失。这些虫子可以免疫咖啡豆中的咖啡因的毒反应。科学家怀疑是因为其肠道中某种细菌。
科学家的假设是这种细菌可以在咖啡因被吸收前,将其隔离。后来做了实验,觉得这种假设是对的。一开始发现在虫子的排泄物里没有咖啡因,后来用了抗生素抑制细菌,排泄物里就出现了咖啡因,并且死亡。后来又用了一系列实验证实是由一种P细菌在起作用。把细菌杀死,也许就杀死了这种咖啡虫。杀细菌不可以用抗生素,因为各类副作用,而且有耐药性。所以可以考虑用某种病毒。P细菌如果死了,也许还会有别的细菌代替,但是这是一种害虫控制的方法。
文章题目: 主旨题、词汇题(diminish选项中有 belittle reduce distcredit underestimate )、 词汇题(confer)、 单一询证、双询证、图表题等。
Passage 4
This passage is adapted from Ori Brfman and Rom Brafman ,sway :the irresistible pull of irrational behavior

考试原文:
“The conference is purposely structured and has been run in essentially the same way since the 1800s. “In the conference, we go around the table in order of seniority, from the chief justice down to the most recent appointment,” Breyer explained, “and everybody speaks once before anybody speaks twice.” This ensures that every opinion is represented. “Each person might spend five minutes per case…They’re trying to explain their reasons for which direction they’re leaning. And everybody writes down what everybody else says. And then there’ll be some discussion back and forth afterwards. And on the basis of that discussion—which is a preliminary discussion—it’s fairly clear how the Court is likely to break down.”

The group dynamic that the conference unintentionally avoids was first empirically studied by Solomon Asch in a landmark psychology experiment. This study not only illuminates what goes on in the Supreme Court, but also explains how the role played by a single individual can shift an entire group’s opinion.
In Asch’s study each participant was placed in a room with several other people. The participants were told they would be tested for visual acuity. The task seemed simple enough: the group was shown[…]”
“and each person was asked to determine which of the three lines matched a fourth line. It was pretty straightforward; the lengths were so glaringly different that you certainly didn’t need a magnifying glass or a ruler.
But what the participant didn’t know was that the other “subjects” in the room were really actors, and all of them had been instructed to give the same wrong answer. As the actors called out their erroneous answers one by one, the real participant was bewildered. But something strange happened: rather than stick to their guns, most participants began to doubt themselves and their lone dissenting opinion. What if I misunderstood something, or what if I’ve been looking at the lines from a weird angle? Time and again, they figured that it was best to go along with the group—and save themselves the embarrassment of being odd man out. Indeed, 75 percent of subjects joined the group in giving the wrong answer in at least one round.
Now, it’s easy to dismiss the study participants as being too easily manipulated. But regardless of how independent-minded and steadfast we may think we are, we’re all tempted at times to align ourselves “with a group. We may worry that if we voice an unpopular viewpoint others will doubt our “intelligence, taste, or competence. Or we may just not want to make waves. The challenge is to know when to speak up.
Breyer explained that even when the thought “Oh, I’m the only one” arises, he’ll speak up, saying something like, “I actually don’t agree, but I’ll swallow it because there’s no point writing a dissent in this. I don’t feel that strongly about it.” He added, “If I’m all by myself, I have to feel pretty strongly before I write a dissent.” This reasoning makes perfect sense. If justices were to write a formal dissent every time they disagreed on a small point, the Court would come to a standstill. But the fact that a dissenter speaks up can make all the difference.
As Asch found, although the sway of group conformity is incredibly strong, it depends on unanimity for its power. In a variation of the line study, Asch ran the experiment exactly as before (an unsuspecting participant, a room full of actors giving the wrong answer), but this time he added a single actor who gave the right answer. This lone dissenting voice was enough to break the spell, as it “gave permission” to the real participant to break ranks with the other members of the group.
文章内容:
一个人的意见能很容易影响其他人。有一个主要实验描述了给实验对象三条长度完全不一样的直线,让实验对象去辨别哪一条是和第四条直线是匹配的。同时还在这些实验对象面前安排一组演员,故意去选错来误导实验对象。结果这些实验对象就怀疑自己本来是正确的判断,最后反而判断错误。后面再补充了第二个实验,在第一个实验的基础上安排了一个演员是选对的,结果实验对象的正确率就大大提高了。说明团队的不一致性,只要一个,也能很大地影响个体的决定。
文章题目: 词汇题(represent)、主旨题、单一询证题、作者态度(问作者对第一次实验服从大多数人判断对实验对象有什么看法)、图表题等。
Passage 5
Passage 1 is adapted from David Quammen,The flight of the lguana:A Sidelong View of Science and Nature;1998 by David Quammen.
查尔斯·达尔文关注蚯蚓在野外的集体影响,在此之上,他做了大量的研究。根据德国科学家的调查显示,蠕虫的大部分时间都在通过吞咽植物残体来获取营养物质。从反面来看,其不但对土壤的不断翻动,影响了历史遗迹的完整度,也会给人类的生活带来一定的生态威胁。
Passage 2 is adapted from Cecile Lebanc,Tiny Earthworms Big Impact ;2011 by society for Science &Public 
文章揭示了蚯蚓岁体积虽小,但对生态的影响巨大。
园艺师们喜欢蚯蚓是因为他们认为蚯蚓可以改善土壤的质量,让植物更好地成长。但许多美国科学家开始将一些蚯蚓视为敌人。因为成群结队的蚯蚓把土壤和落叶混合在一起,而这种混合对复杂的土壤、水、植物和动物网络是毁灭性的。一系列的研究表明侵入性蚯蚓的影响力势不可挡。森林生态学家称蚯蚓为 "生态系统工程师", 因为它们可以改变或创造不会存在的栖息地。这是否是一件好事, 还有待考量。
文章题目: 细节题(考查Darwin的特质是什么?modern thinker,insightful thinker,innovative thinker,imaginative thinker等),词汇题(词组claims for,选项有,request,allowance,assertion,right等)、询证题、功能题、细节题。
语法
第一篇
The Colorful Communication of Squid
大意:科学家们设计了一种Crittercam system去研究乌贼的行为。乌贼身体的颜色变化是很复杂的过程,在清水里是透明色,在浑水里发白光用以警告其他同伴。黑点黑带,时间长时间段的颜色都有不同的含义,科学家们还需要努力研究乌贼的复杂行为。
考查简洁、平行结构、词汇题(选择decode表示“揭示”)、标点符号题目、主谓一致、语料支持题、考查不完整句(“for example”作为插入语)、考查结论
第二篇
A Career That Hits All the Right Notes
大意:讲一个虽然不是很出名但是拥有音乐技能和很强联系网的吉他手RZ。一开始他只是给朋友随便打打工,但是随着客户增多,他就能维持稳定的收入了。同时,他拥有全面的音乐技能,这也体现了大部分现在音乐人的趋势。多重身份让RZ能够更好地经营事业。
标点、词汇题、语料支持、逻辑主语、图表题、考查简洁、主谓一致、合并句子等。
第三篇
Preserving the Digital World on Permanent Paper
大意:数字设备作为一种工具难以永久储存信息,比如当时NASA登月的记录就都丢失了,因为当时用的录影机已经不能再用了。因此历史学家想通过一些特殊的纸张——永存的形式来保存信息。
考查时态、标点符号的使用、词汇搭配、句子合并题、添加信息、平行结构、代词指代等
第四篇
Never Judge a Pocket Book by Its Cover
大意:上世纪30年代,老百姓基本看不到有名的小说,因为这些小说都是硬质封面难以制作,价格昂贵,还很难买到。但是有一个人Robert给行业带来改变,他把这些小说做成了pocket book,降低了造价和售价。还做了大量的广告和宣传,让人们随时随地能买到,带来最大的阅读便利。这一举措大获成功,卖了很多本。到了60年代,卖了共3亿本pocketbook。Robert改变了人们的阅读习惯。
考查标点符号、句子合并、修饰链接、主谓一致、句子保留、介词搭配等。
数学
Section3:无计算器的数学部分较为简单。
涉及到的知识点:
1.一元一次函数的求解和实际应用
2.多项式化简,本次无幂函数化简,所以较为简单
3.有一数学设计四位数加减,部分同学要注意,可能出现演算错误
4.数形结合问题
5.三角函数问题
6.三角函数,考察tan45
Section 4
部分题目题干略长,总体难度不大,部分逻辑题较易出错
重点关注:
1.散点图反推函数
2.中位数,平均数,范围和标准差问题
3.37,38考查概率问题,读懂题不难做
4.二元一次方程组和一元二次方程组问题
5.根据已有条件推导不等式组和函数图像问题
6.根据x轴交点推导函数问题
写作
这次12月的Essay Writing部分难度较高,作者是在分析目前外语学习方面的一些常见的误区。呼吁美国大学要将外语学习纳入大学课程,这样才能为21世纪储备更多的人才。
文章从写作策略来说,主要是counterargument,也可以是to clarify misconceptions, to rebut mistaken beliefs,此外, 作者引用了一些典型例子以及大量first-hand observation。 
原文:
In an era of dwindling budgets, universities have identified language programs as an area for possible cuts. Languages with few students are being framed as luxuries that cannot be afforded during a time of scarcity. The target is easy: Language instruction is delivered by nontenured faculty members to a much greater extent than most other subjects are. Some universities have even announced that entire language departments might be eliminated as a way to, euphemistically, realign resource allocation with emerging priorities. There is a fundamental misunderstanding of the role that language learning should play in undergraduate and graduate curricula, which could seriously imperil the ability of the university to educate the students of the 21st century.
The conventional wisdom among university administrators is that languages are helpful only as tools to achieve an end, such as being able to live, work, or do research in countries where operating in English is not an option. My casual conversations with parents of students and with officials of external sources of support, including government agencies and foundations, reveal a similarly limited view. This stance is as shortsighted as it is widespread among the people who make key decisions about resource allocation across disciplines and programs, and among those who pay for our students' education.
For starters, research indicates that effective language instruction must be culturally grounded. Acquiring a language involves learning the culture or cultures intimately associated with it. Although business students, for example, can operate in English in a large number of countries, a deeper understanding of the cultures there would enhance their performance as employees or entrepreneurs. Interactions and negotiations in English may be possible, but there is nothing like knowing the local language to become aware of the nuances and the sensitivities involved in everyday life or work situations.
We also know from research and experience that acquiring another language makes students better problem solvers, unleashing their ability to identify problems, enriching the ways in which they search and process information, and making them aware of issues and perspectives that they would otherwise ignore. I have often observed that students with exposure to two or more languages and cultures are more creative in their thinking, especially when it comes to tackling complex problems that do not have clear solutions.
Learners of languages, by exposing themselves to other cultures and institutional arrangements, are more likely to see differences of opinion and conflicts by approaching a problem from perspectives that incorporate the values and norms of others as well as their own. Knowledge of other languages also fosters tolerance and mutual understanding. Language learning is thus much more than becoming operational in an environment different than one's own. It is a powerful way of appreciating and respecting the diversity of the world.
Another common misconception about the study of languages is that globalization has reduced the market value of most of them while increasing that of English, the lingua franca of business, science, and technology. According to that logic, students would be wise to invest their time and energy in other subjects once they have mastered spoken and written English. While it is true that major multinational companies use English at their most important meetings, I continue to come across case-based evidence indicating that if you work for a German, Japanese, Chinese, Swedish, or Brazilian company, you'd better speak the language of the home country, or you will be at a disadvantage when it comes to understanding the subtleties of decision-making and advancing your career. English proficiency may have become a necessary qualification for employment at most multinational organizations, but it is certainly not sufficient to pursue a successful professional career in an international context. The argument that the market value of the English language is increasing relative to the value of other languages, if pushed to its logical extreme, would present native English speakers with a false choice between allocating their energies to learning another language and focusing on other academic subjects.
Many universities have lost touch with an evolving reality in the international business world. Some undergraduate and graduate business programs claim to offer an international education, in some cases involving short study trips. But few integrate a rigorous course of study in languages with standard business subjects. At the graduate level, we have convinced ourselves that a one- or two-week trip to meet business leaders in some country can be a substitute for the deep study of at least one foreign language and culture. We are fooling ourselves if we believe that a global management education consists of short study trips instead of serious language instruction.
Students who are serious about engaging in a demanding activity, whether learning to speak a language or play a musical instrument, are more motivated to learn other subjects. The language learner is undaunted by the difficulty of the task and eager to benefit from the discipline that language instruction offers. I teach sociology and management courses to undergraduate and graduate students. Those who have knowledge of languages other than English tend to perform better.
By undermining the importance of learning other languages, we are losing an opportunity to educate our students to be better citizens of the world, and failing to provide them with the tools and mind-set they need to understand and solve complex problems. Learning a language exercises the mind and enriches the spirit. It is a fundamentally humbling process by which students learn that their culture and way of expressing it are relative, not absolute. That perspective makes them more open to other points of view, and more likely to avoid one-size-fits-all solutions to the problems of the world.
本篇内容整理自:青岛大学SAT中心, 粒子EDU, 沃邦教育等
如果你不明白现在的水平可以申请到什么样的学校
可以识别下方二维码
获得申请季非常珍贵的
啄木鸟资深顾问一对一免费评估和申请规划的机会
推荐阅读:
继续阅读
阅读原文