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2016年10月1日SAT考试大揭秘

2016-10-08来源: 啄木鸟教育浏览量:
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  当举国人民沉浸的国庆假期的喜悦时,某些小伙伴却在参加2016下半年SAT首考,此时,他们的心情也是可想而知的。不论此时你是什么心情走出考场的,2016年下半年SAT考试已经落下帷幕。以下是此次香港及新加坡地区SAT考试的考情分析,请小伙伴们认真阅读,有针对性地备考下次考试。

——马岩、王乾乾、陈欣言

SAT香港亚博考场等待入场.png

SAT香港亚博考场等待入场

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SAT新加坡考场

  阅读部分

  阅读考试整体难度与之前的5、6月相比,出现较为明显的变化。

  首先,是大家关注的阅读部分的特征:就文章难度和题目难度两方面而言,不同篇章和不同题目的难度有升有降,总体持平。

  文章内容:

篇章 难度 内容
1,Literature小说 难度大于OG 《简爱》文章选段
女主描述执教家庭的孩子和管家的自述型心理描写内容
2,History历史类 难度与OG持平低于5月6月的历史双篇对比阅读 Thomas Paine 的 common sense节选
主要叙述殖民地时期的美国应该脱离英国
3,Socialscience社科类 与OG和真题持平 创新在城市和非城市地区的应用
4,Science科技类 与OG和真题持平 寒冷恶劣天气加剧岩石侵蚀崩坏的分析
5,Science双篇文章 双篇难度由于类型转换,低于5,6月难度,但是生词较多 氧气对于物种大爆发的影响

  小说:1篇,难度较5月和6月来说难了很多。这次题目非常反常的出了一篇世界名著的节选,之前熟读过《简爱》这部小说的同学这次会很占便宜,节选内容为女主描述所执教家庭的孩子和管家,大段较为艰涩的心理描写和独白。如果没有把握好详略阅读的节奏很容易在第一篇文章花费时间过多,导致最后一篇文章没时间做。

  科学:2篇一单一双,单篇的科技文章难度和5,6月持平,单篇文章结构均较为清晰,通过实验证明研究结果,整体阅读难度不大。涉及题材也是我们熟悉的环境对石头的崩坏作用的加速影响。双篇的科技文是这三次考试以来的头一遭,很多同学因为小说耗时过多没有时间完成。

  社科:1篇,文章难度略低于5月,探讨创新在城市和非城市地区的应用,通过与过去传统的抽样调查研究方法进行对比,分析了创新在城市和非城市的优劣势。

  史政:1篇,因为这次考试历史类文章是单篇,所以难度大大低于5月和6月考试,此次史政类文章节选自考前很多同学阅读过的托马斯佩恩的常识,主要讨论了支持美国独立脱离英国管束。观点清晰好懂。文章长难句不是很多,没有大量的排比、反问、双重否定等现象,减少了阅读的难度。但是这次的史政文章中出现了诸如hathalas等古英语词汇,值得我们注意一下。

  题型特点:

  阅读题型依然符合官方指南的题型范畴,并未出现超过官方OG样题以及PSAT真题以外的题目类型,新SAT的新题型图表题和循证题依然有所考察。在时间紧张的情况下,本次考试的题目设置整体难度基本持平,略有增加。

  1)5月主旨类题目考查较多,6月的这次考试更加关注文章细节的定位和理解,10月的考试对于两类题目的考察趋于平稳,都涉及了很多。

  2)部分题目的设置有一定难度,可能会增加考生的题目理解和定位速度,增加答题时间

  3)本次词汇题考查难度较5月6月相对简单,涉及的词汇范围较广,有较为常见的,但是更加侧重对于语境的词义考察。

  后期复习建议:

  通过今天的阅读考试我们可以看出,后续的复习过程中我们应当做出相应的调整

  小说类文章除了对于可汗学院提供的阅读材料以外,还需要兼顾名著和一些比较偏的文章的学习。同时对于今天这样的心理描写较多而情节较为不明显的文章还需要加强意识流类文章节选阅读的能力,强化小说的阅读习惯和目的。

  历史类文章暴露的新趋势是对于我们已经较为熟悉的commonsense以及 Federalist Paper中的经典文章的阅读,强化对于建国历史文献的分析。历史类词汇的积累

  科技类文章中规中矩的考察我们需要进一步强化自己对于议论文和说明文的结构逻辑的梳理,保证强中更强。同时在后期练习中加强科技文双篇的对比练习。

  除了针对篇章的练习,在接下的一个月里。很多同学的语法和数学已经到位,那么阅读部分无疑会成为重中之重,同学们还可以从词汇,长难句,篇章和技巧几个方面重新检视自己的阅读学习,针对性练习和提升才能取得更好的效果。

  语法部分

  总体来说语法部分中规中矩,难易程度和OG相仿,仍然延续之前的出题点,没有出现诡异的考点,在这点上小伙伴们还是很欣慰的。

  考点:主要涉及的都是常规考点,如主谓一致 、词汇题、标点符号、transition、句子插入题、句子移位题、图表题等。需要小伙伴们注意的是,此次考试普遍感觉语法题目较多,这对大家来说无疑是一个好消息。但是小伙伴们也反映第三篇讲photographer的文章较难,普遍读不懂,这篇中逻辑题目较多,而且句子插入题的位置出现在段落之间,不像练习题中的出现在一段当中。

  文章类型:都也和OG中给出的一致,包括自然类、人文社科类以及职业话题。4篇文章具体如下:

  1)太阳黑子对geomagnetic造成的effects。某天发生的solar storm造成的影响,对电网产生巨大的影响,电网产生影响,电器就不能用了。科学家开始研究是怎么回事儿,如何预防。最后得出结论,百年难得一见,没啥事儿。考察时态、逻辑连接词的选择、transition、句子增加题、词汇题、合并句子、最后总结段落。

  2)体育特长生也需要继续学习。在大学的时候是运动员,但是今后是professional的可能性不大,所以还是要好好学习。考察主谓一致、2道图表题,对比数据以及图表中数据的意义,是percent是......?词汇题nuisance, complication, obfuscation等。

  3)照相师publish作品。一哥们拍了自己的作品集,先publish了一部,第二部没有publish,论述了未publish的原因。最终证明其价值,终于皇天不负苦心人publish了。考察时态、标点(其中选项中有“,and”以及“:”)、句子连接等。

  4)机器人。以前的机器人是machine-like,最近的是human-like,可以替代人工作。随后开始讲human-like机器人带来的problems,第一个是human-like机器人在某些fiction或者movie中是很严重的问题,让人恐惧;第二个是,一旦机器人有了人的能力,担心会replace human。考察标点、词汇、句子合并、逻辑连接词等。

  数学部分

  今天被同学们评价没有意外, 难度普通甚至偏低的数学部分的点评:

  整体评析

  有的同学评价为"让人做到后来很有自信"。也就是说, 不但没有出现类似于教辅参考书(Kaplan/Princeton Review)中的数学部分的难题, 和我们平时练习的OG部分的数学题目难度持平,绝大部分同学做完之后还有非常充裕的时间进行检查,大家只要不犯低级错误, 理应就能拿到不错的分数。但是考试呢,基本都会有不同的声音,有些同学也会说今天的题目较为难,不过大家的统一意见是这次考试的题目没有出现Kaplan那种惨绝人寰的阅读题式的数学题,读题不会再像做阅读。觉得难的同学反映这次考试虽然没有Kaplan或者是Princeton上面的难题,但是题目的陷阱很多,如果不注意很容易犯一些低级错误。

  题目内容

  从内容上说,此次数学考试依然符合官方指南的题型范畴,并未出现超过官方OG样题以及PSAT真题以外的题目类型,新SAT数学的二次函数和图表分析仍然有所考察。题目设置整体难度基本持平,略有增加。二次函数的图像和运算仍然是一个重点,图表分析重视读图能力但是散点图的考察相对没有之前那么多,三角函数并没有进入真题的范围。在section4的部分出现了小数点较为多的零散运算,是一个较容易失分的点。

  后期复习建议

  后期的数学复习中,练习仍然是非常不可或缺的一个部分,需要各位同学进一步强化读题能力,题目信息转化建模能力,基础知识,运算能力和复核技巧几个方面。简而言之,在基础已经打好的情况下,谁练习的多谁就可以迅速的提升能力。练习的资料除了SAT新的练习题目,部分较难的SAT老题也可以选用来开拓思维。

  希望这次考试的数学部分大家都可以拿到满分或者接近满分的分数, 为保障总分高分提供支持。

  写作部分

  1、Source Text题目与来源:

  “Read, Kids, Read”,作者Frank Bruni,2014年5月12日发表于New York Times。未经出题方改动的原版字数为637字。

  2、学生对难度的反应:

  学生反应难度整体而言不是很大;文章结构较散较简单——但也因为这样,如果想要单独写一个比较出色的文章结构分析段的话,比较有挑战;论据(Evidence)和修辞(Rhetorical devices)定位比较简单。

  3、SourceText特点抢先分析:

  1)话题种类:教育类的话题,官方OG已经出现过相关的话题文章,并且相对而言,教育类的话题不管是针对普高、国际高中抑或是美高的孩子来说,都不算是陌生或者难度大的话题。

  希望了解或者进一步加强教育类话题的掌握程度的考生请自动自觉找到OG Practice3 “The Digital Parent Trap”;“Why Literature Matters”;以及啄木鸟教育新SAT写作蓝宝书题目P130 “If Student Can’t Write, How Can They Learn?”;P143 “How Poverty Affects Children’s Brains”;P148 “China’s Academic Obsession with Testing”;P164 “Better Education Starts with Honesty about Achievement Gaps”。

  2)文章架构:

  文章开头先抑后扬,在进入到作者心心念念的主题“读书有益,特别是对心智的成长和人的发展有益”之前,先自嘲了一下自己在与小孩相关的某些方面也显得很大神经——但是一涉及小孩看书这件事情的时候就丝毫不放松,语气轻松诙谐,引人入胜。接着,作者抛出自己的观点和观察,包括有研究发现愿意以阅读获得乐趣的孩子越来越少。而后,作者举证论述阅读对人的心智发展有好处,并意图强化人的成功与阅读之间的关联度,到底是仅仅有关联还是因果关系“In terms of smarts and success, is reading causative or merely correlated?”,也由此进入了文章中很重要的部分,为什么阅读可以指引人走上成功的道路,包括了能读懂书的人,也更能读懂人 “…people who read fiction… are more adept at reading people, too… They’re more empathetic. God knows we need that.”和安静的阅读能让提高注意力“Maybe that’s about the quiet of reading, the pace of it…”which“hones ‘the ability to focus and concentrate’”等等。

  3)论据:

  文章当中使用了很多的数据、权威人士和权威机构的研究声明等等。这一部分的定位和标记都比较简单,但是考生还是要建立在对文章结构分析后的基础上方能对各项论据的真用途分析准确和细致。

  4)修辞与措辞:

  文章当中也使用了相当多的修辞手法,包括类比“Professional writers arguing for vigorous reading are dinosaurs begging for a last breath”、设问“In terms of smarts and success, is reading causative or merely correlated? Which comes first, “The Hardy Boys” or the hardy mind?”“Doesn’t reading do the same?

  ”前后照应“I may well be responsible for 10 percent of all sales of ‘The Fault in Our Stars’”照应“That observation brought to mind a moment in ‘The Fault in Our Stars’ when one of the protagonists says that sometimes, 头韵“with thoughts less jumbled, moods less jangled”等等。用词方面与文章的语气一致,轻松诙谐,也比较灵动,如“I’m reliably hurling novels at them, and also at friends’ kids.”中的“hurling”等等。

  5)附上New York Times原文(来源网站:http://www.nytimes.com/2014/05/13/opinion/bruni-read-kids-read.html)

  As an uncle I’m inconsistent about too many things.

  Birthdays, for example. My nephew Mark had one on Sunday, and I didn’t remember — and send a text — until 10 p.m., by which point he was asleep.

  School productions, too. I saw my niece Bella in “Seussical: The Musical” but missed “The Wiz.” She played Toto, a feat of trans-species transmogrification that not even Meryl, with all of her accents, has pulled off.

  But about books, I’m steady. Relentless. I’m incessantly asking my nephews and nieces what they’re reading and why they’re not reading more. I’m reliably hurling novels at them, and also at friends’ kids. I may well be responsible for 10 percent of all sales of “The Fault in Our Stars,” a teenage love story to be released as a movie next month. Never have I spent money with fewer regrets, because I believe in reading — not just in its power to transport but in its power to transform.

  So I was crestfallen on Monday, when a new report by Common Sense Media came out. It showed that 30 years ago, only 8 percent of 13-year-olds and 9 percent of 17-year-olds said that they “hardly ever” or never read for pleasure. Today, 22 percent of 13-year-olds and 27 percent of 17-year-olds say that. Fewer than 20 percent of 17-year-olds now read for pleasure “almost every day.” Back in 1984, 31 percent did. What a marked and depressing change.

  I know, I know: This sounds like a fogy’s crotchety lament. Or, worse, like self-interest. Professional writers arguing for vigorous reading are dinosaurs begging for a last breath. We’re panhandlers with a better vocabulary.

  But I’m coming at this differently, as someone persuaded that reading does things — to the brain, heart and spirit — that movies, television, video games and the rest of it cannot.

  There’s research on this, and it’s cited in a recent article in The Guardian by Dan Hurley, who wrote that after “three years interviewing psychologists and neuroscientists around the world,” he’d concluded that “reading and intelligence have a relationship so close as to be symbiotic.”

  In terms of smarts and success, is reading causative or merely correlated? Which comes first, “The Hardy Boys” or the hardy mind? That’s difficult to unravel, but several studies have suggested that people who read fiction, reveling in its analysis of character and motivation, are more adept at reading people, too: at sizing up the social whirl around them. They’re more empathetic. God knows we need that.

  Late last year, neuroscientists at Emory University reported enhanced neural activity in people who’d been given a regular course of daily reading, which seemed to jog the brain: to raise its game, if you will.

  Some experts have doubts about that experiment’s methodology, but I’m struck by how its findings track something that my friends and I often discuss. If we spend our last hours or minutes of the night reading rather than watching television, we wake the next morning with thoughts less jumbled, moods less jangled. Reading has bequeathed what meditation promises. It has smoothed and focused us.

  Maybe that’s about the quiet of reading, the pace of it. At Success Academy Charter Schools in New York City, whose students significantly outperform most peers statewide, the youngest kids all learn and play chess, in part because it hones “the ability to focus and concentrate,” said Sean O’Hanlon, who supervises the program. Doesn’t reading do the same?

  Daniel Willingham, a psychology professor at the University of Virginia, framed it as a potentially crucial corrective to the rapid metabolism and sensory overload of digital technology. He told me that it can demonstrate to kids that there’s payoff in “doing something taxing, in delayed gratification.” A new book of his, “Raising Kids Who Read,” will be published later this year.

  Before talking with him, I arranged a conference call with David Levithan and Amanda Maciel. Both have written fiction in the young adult genre, whose current robustness is cause to rejoice, and they rightly noted that the intensity of the connection that a person feels to a favorite novel, with which he or she spends eight or 10 or 20 hours, is unlike any response to a movie.

  That observation brought to mind a moment in “The Fault in Our Stars” when one of the protagonists says that sometimes, “You read a book and it fills you with this weird evangelical zeal, and you become convinced that the shattered world will never be put back together unless and until all living humans read the book.”

  Books are personal, passionate. They stir emotions and spark thoughts in a manner all their own, and I’m convinced that the shattered world has less hope for repair if reading becomes an ever smaller part of it.

  写在最后:已经参加本次考试的考生要耐心等待成绩,同时准备文书等。接下来参加考试的小伙伴,在日常的备考中仍要以OG6套和可汗学院为主,辅以普林斯顿、开普兰以及Ivy Global等的练习。预祝大家取得好成绩!

  推荐阅读10月1日亚太地区新SAT考试真题回忆汇总



本文关键字:SAT考试动态,SAT考试变化
编辑: alex
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