智课网管sat阅读教学提纲

管卫东，智课网（SmartStudy）GMT逻辑（CR），ST阅读教学。国内GMT首席专家，教学研究，著名的应试辅导专家，网上简称WD，以其名字命名的GWD题几乎被中国GMT考生奉为GMT集；作为中国第一个透彻研究并主讲GMT、LST、ST和GRE这四大思维能力类考试的专家，管卫东探索出一套独特的逻辑思维体系并结合数学与计算机本科背景，研发了一套专门针对这四大考试的FMA教学体系，集合英语快速阅读能力提升、客观逻辑思维体系建立和计算机自适应性机制，帮生短期内快速达到主考方高分要求。作为著名的应试辅导专家，同时担任高等教育、山东教育、附中特聘高考辅导教师，多家教育版块的专栏作家。GMAT逻辑（CR）SAT阅读《GMAT“非”指南Lecture Lecture 信息接受能力介 什么是已知信 客观的能 二分法能 高效的能 式思 语言类逻 示例习 Lecture 短文章做题方法讲 阅读方 方 做题方 实战练 Lecture 长文章做题方法讲 阅读方 方 做题方 实战练 Lecture 短文章对比类做题方法讲 阅读方 方 做题方 实战练 LectureSix长文章对比类做题方法讲 阅读方 方 做题方 实战练 Lecture 考场状态做题讲 句子不太懂的解决方 没有清晰逻辑的解决方 实战练习的变 Lecture 给大家的备考计划的建 第一阶 第二阶 第三阶 LectureSAT阅读内容介快速评估判断能力（语言类和信息类的对比Why和howQuestions9-10arebasedontheFollowingpassage.Fromtheearliesttimes,thecomplicationsinherentindecipheringthemovementsofnetsinthenightskymusthaveseemedacursetobaffledastronomers.InthelongLinerun,though,theyprovedablessingtothedevelopment.(5)ofcosmology,thestudyofthephysicaluniverse.Hadthecelestialmotionsbeensimple,itmighthavebeenpossibletoexinthemsolelyintermsofthesimple,poetictalesthathadcharacterizedtheearlycosmologies.Instead,thesemotionsprovedtobesointricateandsubtlethat(10)astronomerscouldnotpredictthemaccuraywithouteventuallycomingtotermswiththephysicalrealityofhowandwheretheSun,Moon,andnetsactuallymoveinreal,three-dimensionalTheprimarypurposeofthepassageisemphasizetheimportanceofmythinancientexinhowanastronomicalproblemaffectedthedevelopmentofaphysicalpredictthemotionsofnetsoutsideofoursolarchallengethemajorachievementsofsomeancientcomparecelestialmovementsindifferenttimeThepassageindicatesthatancientastronomerswere“baffled”(line3)theirobservationsdisprovedthepoetictalesofearlytheylackedthemathematicalsophisticationneededtocalculateastronomicaltheydidnotproperlydistinguishbetweenastronomyandtheirtheoriesofnetarymovementsweremorecomplicatedthanthemovementstheycouldnotreliablypredictobservablecelestialLecture对信息不做进一步解释和归以为主而不是人为判断重点为 Questions10-15arebasedonthefollowingThefollowingisadaptedfroma1992autobiographybyanAfricanAmericanwritertravelingtoforthefirstIwalkthroughthecenterofTunisandIlookintotheeyesofthestrangersIpass.ThefaceofAfricaherehasArabeyes.All(heeyesarebrown,adeeprichanddarkLinebrown,eyesthatspeaktomebutinalanguageIdonotunderstand.Everywomansneaksaglance;everymanstares.Iammorethanstranger,Iamalsostrange.IamtallandIurnverydark.Ihavenotshavedmybeardandthereisnotanotherbeardinthiscity.Iwearclothesthatsetmeapartandattractattention:abrightredT-shirtwithlongsleeves,baggypantsheldupbybluesuspenders,hikingbootsthatareheavyanddurable.FromabeltlooponmytrousershangsawatchIrefusetowear.MyclothesarenotAfricanclothes.Byjourney’send.IwillnotbethemanIamtoday.AfricawillhavechangedmeinwaysIcannotpredict,perhapsinwaysprofound,perhapsonlysuperficial.PerhapsIwiltloseafewpounds,perhapsthearroganceinmywalk.Perhapsmywalk,evenmywayoflookingatthings,willbealittlemoreAfrican.Butfornow,Iamdifferent.IamnotoneoftheseAfricans.Notyet,andmaynoteverbe.ThecolorofmyskinsaysthatIcouldbeAlgerianorSenegaleseorfromChad.ButtheTunisianeyesthatwatchmecanseethatIatleastamnotfromTunisia.TheyknowIamnotoneofthem,buttheydodocknowwhereIcomefrom.ThewholeofAfricaliesbeforemeandIhavenon,noitinerary.ItmightbebetterifIweresearchingforsomethree-leggedzebra,foratleastIwouldknowwhenIfoundit.Withoutan,withoutagoal,atravelerisatthemercyoftheroad.Travelingoverlandisnottiketravelingonariver.Theriverhasabeginning.Ithasanend.Thepath,thoughnotstraight,isdefined.Notsotravelingoverland.Theprospects,likethepossibilitiesandpromisesoflife,areendlessandvariedandarbitrary.Anoldmanasks,“WhereinTunisiadoyouwanttogo?”Ihavenoidea.Itisn’talwaysthegettingtherethatisimportant.Sometimesit’sjustthegoing.“GotoSousse.”helsme.“GotoSfax.”Ihavebeenfeelingmywaythroughtown,searchingthebrowneyesofArabsforsomesignofrecognition.Somewhereonthiscontinentthereisamanwholookslikeme.WhenIfindhim,ourheartswillshakehands.Theprimarypurposeofthepassageisrelateatraveler’sexperienceoffeelingillustratecertainaspectsofTunisiancontrasttwodifferentdescribeamysterioussetofarguethattravelingaloneis yThestatementinline6(“Iammore…strange”)primarilyreferstoauthor’sinabilitytounderstandthelocaldifferencebetweentheauthor’sappearanceandthatofnativechangesthatAfricawillmakeintheauthor’saimlessnessoftheauthor’sauthor’ssearchforsomeonefromhisownWordrepetitionisusedinlines15-19primarilystressthelikelihoodofancreateasenseofcontinuousdemonstrateabreadthofemphasizetheuncertaintyofan (E)illustrateadecision-makingprocessInlines14-20(“By…different”),theauthorimpliesthat,comparedtohimself.Africansarelessconsciousofpeople’stravelwithlessadvancewalkmoredressmorespeakmoreAspresentedinlines30-34,themostsignificantdifferencebetweentravelingonariverandtravelingoverlandisthatriversfollowanunambiguousriversofferafastermeansofrivertravelrequirescarefuloverlandtravelrequiresnospecialequipment(E)overlandtravelcanoccurinastraightlineTheoldnian’squestioninlines35-36primarilyservesdramatizetheTunisians’interestintheemphasizetheTunisians’pridein,andknowledgeof,theirallowtheauthortofurtheremphasizehislackofaclearenabletheauthortoexpressajudgmentaboutthecharacterofTunisians(E)highlighttheauthor’sabilitytoconversewithpeoplefromdifferentculturesLecture 练Questions6-7arebasedonthefollowingThisallstartedonaSaturdaymorninginMay,oneofthosewarmspringdayssmelllikecleanlinen.Deliahadgonetothesupermarkettoshopfortheweek’sLinemeals.Shewasstandingintheproducesection,languidly5choosingabunchofcelery.Grocerystoresalwaysmadeherreflective.Whywasit,shewaswondering,thatcelerywasnotcalled“corduroynt”?Thatwouldbemuchmorecolorful.Andgarlicbulbsshouldbe“moneybags,”becausetheirshaperemindedherofthesacksofgold10coinsinfolktales.Thereferenceto“cleanlinen”(line2)primarilyservesexinacourseofevokeaparticulardescribeanunexpectedshownostalgiaforapastpointoutapressingTheword“colorful”inline8conveysasenseofsubtlyvividlydescriptive(E)eye-catchingLecture 练Questions10-15arebasedonthefollowingThispassageisexcerptedfromanovelfirstin1887.Here,thenarratorisdescribinghisfriend,aprivatedetectiverenownedforhisbrillianceandHisignorancewasasremarkableashisOfcontemporary ture,philosophyandheappearedtoknownexttonothing.UponmyquotinglineThomasCarlyle,*heinquiredinthenaivestwaywhohe mightbeandwhathehaddone.Mysurprisereachedclimax,however,whenIfound allythathewasignorantoftheCopernicanTheoryandofthecompositionofthesolarsystem.Thatanycivilizedhumanbeinginthisnineteenthcenturyshouldnotbeawarethat earthtraveledroundthesunappearedtometobesuchanextraordinaryfactthatIcouldhardlyrealizeit.“Youappeartobeastonished,”hesaid,smilingatmyexpressionofsurprise.“NowthatIdoknowitIshalldomybesttoforgetit.”15“Toforget“Yousee,”heexined,“Iconsiderthataman’sbrainoriginallyislikealittleemptyattic,andyouhavetostockitwithsuchfurnitureasyouchoose,Afooltakesinallthelumberofeverysortthathecomesacross,sothatthe knowledgewhichmightbeusefultohimgetscrowdedout,oratbestisjumbledupwithalotofotherthings,sothathehasadifficultyinlayinghishandsuponit.Nowtheskillfulworkmanisverycarefulindeedastowhathetakesintohisbrain-attic.Hewillhavenothingbutthetoolswhichmay helphiminnghiswork,butofthesehehasalargeassortment,andallinthemostperfectorder.Itisamistaketothinkthatthatlittleroomhaselasticwallsandcandistendtoanyextent.Dependuponittherecomesatimewhenforeveryadditionofknowledgeyouforgetsomething30thatyouknewbefore.Itisofthehighestimportance,therefore,nottohaveuselessfactselbowingouttheuseful“Butthesolarsystem!”I“Whatthedeuceisittome?”heinterrupted “Yousaythatwegoroundthesun.Ifwewentroundthemoonitwouldnotmakeapennyworthofdifferencetomeortomy*ThomasCarlyle(1795-1881)wasanineteenth-centuryBritishhistorianandItcanmostreasonablybeinferredfromlines1-5(“His...done”)thatthenarratorbelievesCarlylewastheforemostwriterofhiseducatedpeopleshouldknowwhoCarlyleCarlyle’sviewsareunpopularinsomeCarlyle’sideasarenotrelevanttomostpeople’sdailymostreadersdonotfullyappreciatethecomplexityofCarlyle’sThenarrator’sremarksabout“anycivilizedhumanbeing”,(line8)primarilyservetoexpressannoyancewithacommonstateofregretoveraparticularshockatanunexpecteddisappointmentathisfriend’ssurpriseathisfriend’sInline11,“realize”mostnearlyThephrase“Toforgetit!”(line15)primarilyemphasizestheExtremeundisguisedsurprisedsenseoffeelingsofThefriendsuggeststhata“fool”(line18)isonepossessesonlyspecializedhasnopracticaliseasilyhaslittlerespectforacquiresinformationindiscriminaThefriend’sattitudetowardtheacquisitionofknowledgeasdescribedinlines16-37isbestcharacterizedasopen-(E)apatheticLecture练-Questions9-12arebasedonthefollowingBecausechimpanzeesexhibitbehaviorsoremarkablysimilartosomehumanbehavior,scientistsobservingtheminthewildoftendevelopadegreeofempathyLinewiththeindividualsbeingstudied.Initselfthisis notabadthing.Subtlecommunicationcuesamongchimpanzeesaremorereadilydetectedandrecordedonceanobserverhasestablishedthisempathy.However,scientistsmustguardagainsttheconstantdangerofautomaticallyinterpretingwhattheyseeasif chimpsactfromhumanmotivations.Theirmustbeasobjectiveaspossible.Intuitiveinterpretationsmayinitiallybebasedonanunderstandingstemmingdirectlyfromempathy,buttheymustbetestedafterwardagainstthefactssetoutinthedata. Myfirstdayobservingacommunityof showedmearicherandmoresatisfyingworldthanIhadimagined.IsuddenlyrecognizedwhyI,anonscientist,oranyoneshouldcareaboutwhathappenstothem:not,ultimay,becausetheyusetoolsand problemsandareinlectualbeings,butbecausetheyareemotionalbeings,asweare,andbecausetheiremotionsaresoobviouslysimilartoours.Iwasmovedbythey,theadultmaleatoddlerroundandroundatree,themother herbaby’stoesandlookingblissful,thethreefemalesyingwithandadoringasingleinfant.Theyfeel!ThatwasmyBothpassagessupportwhichgeneralizationaboutwildTheirfamilystructuresaresomewhatsimilartothoseofTheirbehavioroftenresemblesthatofTheiractionsarepromptedbystrongpsychologicalTheirfacialexpressionscanbeinterpretedaccuraybyTheirreactionsdifferfromthoseofotherTheprimarypurposeofPassage2isdescribeatypicalday’sworkonascientificreportdetailsaboutanattempttotrainwildproposeanalternativemethodofstudyinganimalconveyanunexpectedandmemorablereliveanunusualandfleetingTheexperiencedescribedinPassage2mostdirectlysuggeststhatthestatementabout“danger”(line9,Passage yassessesthestrengthofacommonhumanneedlesslyexaggeratestherisks facesamongwildappropriaywarnsprofessionalsaboutthenecessityofkeetheirresearchdiscouragesoverlyoptimisticobserversfromexpectingtomakenewfailstoconsidertheconsequencesofaflawedresearchTheauthorofPassage1wouldmostlikelyrespondtolines26-27inPassage2(“They…discovery”)byapudingtheauthorformaintainingscientificchidingtheauthorfornotsubmittingfindingsforscientificcriticizingtheauthorforhavingpoorlydefinedresearchurgingtheauthortorelylessonobservationsmadeinthewild(E)cautioningtheauthoragainstfailingtoverifyaconclusionLecture Questions7-18arebasedonthefollowingInPassage1,anexperiencedfictionwriterprovidesadvicetoherdaughter,abeginningauthor.InPassage2,ali rycritic yzessomeattitudesamongtwentieth-centurynovelists.Donottrytopuzzleyourreaderunnecessarily;puzzledreaderisanantagonisticreader.Donotexpectreaderstoguesswhyacharacterdocssomethingorhowithappensthatsomeremarkismade.Itmaybethat wantreaderstostopandwonderforaminute;ifsomakeitperfectlyclearthateverythingisgoingtobeallrightlateron.Ifyouwantreaderstobetroubledbyanaggingquestion,andgothroughapartofyourstorywithakindofexpectancy,letoneofyourcharactersdosomething outrageous―turn,perhaps,andthrowanapplecorethroughanopenwindow.Butthenbesurethatbeforeyourstoryisfinishedyouexininsomemannerthatinsidetheopenwindowlivesthecharacter’sgreat-uncle,whokeepsamonkeywhodevoursapplecoresand themontheflyastheycomethroughthewindow.Readersbringwiththemagreatbodyofknowledgewhichyoumayassume,buttheymustrelyonyouforallinformationnecessarytotheunderstandingofthisstorywhich,afterall,youhavewritten. Someone―Iforgetwho―oncereferredtotheeasiersectorsofhisfictionas“benchesforthereadertositdown”meaning,ofcourse,thatthepoorreaderswhohadstruggledthroughthecomplexmazeofideasforseveralpagescouldtestgratefullyatlastonasimpleclear paragraph.Provideyourreaderswithsuchassistance.Ifyouwouldlikethemtorestforaminutesoyoucansneakupbehindthemandstunthemwithsomethingnew,letthemhavealittlepeacefuldescription,orperhapsalittlesomethingfunnyto over,oralittle ofsuperiority.Ifyouwantthemtostopdeadandthink,dosomethingthatwillmakethemstopdead:useawhollyinappropriatewordorastartlingphrase—“prettyasaskunk”―oranoddjuxtaposition:“Herhairwascurlyandredandshehadgreatbigfeet.”Give themsomethingtoworryabout:“Althoughthebankhadstoodonthatcornerforfiftyyears,ithadneverbeenrobbed.”Orsomethingtofigureout:“IfJohnhadnothadallthattoothtrouble,therewouldneverhavebeenanyquestionabouttherabbits.”Inallthis,though,don’t letthereadersstopformorethanasecondortheymightgetaway.Catchthemfastwithyournextsentenceandsendthemreelingalongtrues,wehavebeentoldagainandagain,takenothoughtoftheirreaders.Theywritefor andthereaderisbesidethepoint.“Isthewriterunderanyobligationtothereader?”anintervieweronceaskedaNobelPrize-winningnovelist.“Idon’tcareaboutJohnDoe’sopiniononmyoranyoneelse’swork.”cametheanswer.“Mineisthestandardwhichhastobe Inrecentyearsitisreallyonlyinhandbooksabouttowritebestsellersthatwefindverymuchopenadvicetotheauthortothinkofreadersandwriteaccordingly.Thepredominantfashionamongseriouswritershasbeento consideranyrecognizableconcernforthereaderasacommercialblemishontheotherwisespotlessfaceofart.Ifsomeoneisrudeenoughtoaskwhotheseriouswritersare,theansweriseasy:theyarethosewhomonecouldneverofwritingwiththeirreaders in“Iwrite.Letthereaderlearntoread”―suchamotto,adoptedopenlybyonewidelyreadauthor,mightserveasthecredoformanytwentieth-centurynovelists.“Thereiseasyreading.Andthereis theauthorexined.“Thenovelistdependsuponthatrelativelysmallaudiencewhichbringstoreadingaframeofreference,asophistication,alevelofunderstandingnotlowerthanthenovelist’sown…Iresist,astruenovelistsdo,theinjunction(usuallyaworriededitor’s)tobe tobeeasier,toexin,ifIfeelthattherequestisforconvenienceofthereaderattheexpenseofthecraft.”“Iwrite.Letthereaderlearntoread.”Authorswhomakethistheirmotto,inthenameoficintegrity,canhardlybeexpectedtotoleratetheattitudesof acclaimednineteenth-centurynovelists,whobelievedthattheirfirstdulywastotrytoseem“pleasant,”andthattodosotheymustrendertheirmeanings“withoutanefforttotheTheauthorofPassage1assumesthatasuccessfulauthoranticipatethereader’schallengethereader’sacknowledgethereader’signorethe sharethereader’sInline17.“assume”mostnearlytakeresponsibilitypretendtotakeforThedescriptionofthe“readers”(line22)suggeststhattheauthorofPassage1viewsthem(A) (B) (C) (D) (E)Inline43.“True”mostnearly(A) (B) (C) (D) (E)TheauthorofPassage1wouldmostlikelygivewhichresponsetothequestioninlines45-Passage2Yes,thewriterisobligatedtopresentanupliftingimageoftheYes,thewritermustprovideanarrativethatholdsthereader’sYes,thewritershouldgivehighestprioritytothereader’sNo,thewritermustprotect icvisionthatshapestheNo,thewritershouldfocusontheconcernsofthecriticsandtheprizeInlines53-57(“Thepredominant…art”),theauthorofPassage2indicatesthatseriousethewidespreadpopularityoftheirarticulatethevaluesofthelargerareoverlyconcernedwiththephysicalappearanceoftheiraremoreresponsivetotheirreadersthantheirpredecessorsbelievethatworryingaboutreaders’needswouldcompromisetheirmoreconcernedaboutprotectingtheicintegrityofalirymorelikelytowriteforhighlyskilledmorelikelytoresistan lessworriedaboutthenegativeeffectsofcommerciallesswillingtogiveadvicetootherThetoneofthestatementinlines61and72(“1write…read”)isbestdescribed(A) (B)magnanimous(C) (D) (E)Theauthormentionedinline62,Passage2,wouldmostlikelyconsider“benches”(line21,Passage1)tobeconsiderateacknowledgmentsofreaders’pleasantintervalsinotherwisesomberunfortunateaccidentsduetocarelessinappropriateconcessionstotheneedsofreaders(E)troublingexamplesofaneditor’styrannicalpowerThestatementsinline64 ture”)areprimarilyintendedchallengethetermsofaformalestablishasignificantdescribeanewandunusualproposeanimportantexpressafeelingofTheopinionsexpressedbytheauthorofPassage1aremostsimilartotheopinionsexpressedinPassage2bywhichofthefollowing?“aNobelPrize-winningnovelist”(line“seriouswriters”(line“onewidelyreadauthor”(line“Authors”(line“nineteenth-centurynovelists”(lineComparedwiththetoneadoptedbytheauthorofPassage2,theloneofPassage1is (B) (C) (D) (E)Lecture练 Questions9-13arebasedontheFollowingEcotourismhasbeenbroadlydefinedasrecreationaltravelthatisfocusedonthenaturalenvironmentandthatseekstominimizeitsimpactonthatenvironment.However,thereislittledoubtthatincreasingnumbers ofecotouristsalsoposeathreattothequalityandsustainabilityofnaturalecosystems.Numerousaccountsoftourists’“lovingnaturetodeath”h