智課網(wǎng)管sat閱讀教學(xué)提綱

管衛(wèi)東，智課網(wǎng)（SmartStudy）GMT邏輯（CR），ST閱讀教學(xué)。國內(nèi)GMT首席專家，教學(xué)研究，著名的應(yīng)試輔導(dǎo)專家，網(wǎng)上簡稱WD，以其名字命名的GWD題幾乎被中國GMT考生奉為GMT集；作為中國第一個透徹研究并主講GMT、LST、ST和GRE這四大思維能力類考試的專家，管衛(wèi)東探索出一套獨(dú)特的邏輯思維體系并結(jié)合數(shù)學(xué)與計(jì)算機(jī)本科背景，研發(fā)了一套專門針對這四大考試的FMA教學(xué)體系，集合英語快速閱讀能力提升、客觀邏輯思維體系建立和計(jì)算機(jī)自適應(yīng)性機(jī)制，幫生短期內(nèi)快速達(dá)到主考方高分要求。作為著名的應(yīng)試輔導(dǎo)專家，同時(shí)擔(dān)任高等教育、山東教育、附中特聘高考輔導(dǎo)教師，多家教育版塊的專欄作家。GMAT邏輯（CR）SAT閱讀《GMAT“非”指南Lecture Lecture 信息接受能力介 什么是已知信 客觀的能 二分法能 高效的能 式思 語言類邏 示例習(xí) Lecture 短文章做題方法講 閱讀方 方 做題方 實(shí)戰(zhàn)練 Lecture 長文章做題方法講 閱讀方 方 做題方 實(shí)戰(zhàn)練 Lecture 短文章對比類做題方法講 閱讀方 方 做題方 實(shí)戰(zhàn)練 LectureSix長文章對比類做題方法講 閱讀方 方 做題方 實(shí)戰(zhàn)練 Lecture 考場狀態(tài)做題講 句子不太懂的解決方 沒有清晰邏輯的解決方 實(shí)戰(zhàn)練習(xí)的變 Lecture 給大家的備考計(jì)劃的建 第一階 第二階 第三階 LectureSAT閱讀內(nèi)容介快速評估判斷能力（語言類和信息類的對比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對信息不做進(jìn)一步解釋和歸以為主而不是人為判斷重點(diǎn)為 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 練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 練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練-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.”O(jiān)rsomethingtofigureout:“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練 Questions9-13arebasedontheFollowingEcotourismhasbeenbroadlydefinedasrecreationaltravelthatisfocusedonthenaturalenvironmentandthatseekstominimizeitsimpactonthatenvironment.However,thereislittledoubtthatincreasingnumbers ofecotouristsalsoposeathreattothequalityandsustainabilityofnaturalecosystems.Numerousaccountsoftourists’“l(fā)ovingnaturetodeath”h