杭州学SAT就选环球教育，环球教育(Global Education)品牌创立于1997年，专注于为学子提供雅思、托福、SAT等出国语言培训、留学咨询及相关配套服务。旗下拥有300余家教学中心，遍布100多个城市，累计为六十余万名学员提供专业、多元的教育服务。经过20多年的发展壮大，环球教育目前已构建了包含语言培训、出国咨询、国际课程、游学考察、在线课程等在内的教育生态圈。

课程名称

SAT基础VIP3-6人班

适合对象

想要考过SAT各项考试的同学已经具备SAT1300+成绩，或者需要在短期内再次刷新SAT成绩的学员。已经系统学习完强化段课程，或者需要在短期内刷新SAT成绩的学员。系统学习完基础段的学员，托福具备100+成绩的学员。具备托福实考85分及以上的学员；总分地域80分但阅读单科不低于24分的学员；

教学目的

助力学生SAT考试冲1300分以上的学员。

教学内容

阅读：阅读基础题型分类讲解，包括语境词汇，推理，信息概括，视角分析等。初步涉及文章题讲解；

语法：语法知识点单项讲练，知识点：英文句子结构，使用规范，标点规范，文章发展，组织结构，语言有效性；

数学：代数核心模块，函数图像，高等数学基础，数据分析，文字应用题；

写作：阅读文章的基础分析方法，证据分析，修辞分析，逻辑分析；各段落写作方法。

8月北美SAT考试难度对比

阅读部分

难度：一般，接近5月的阅读考试难度。

文章顺序：

文学作品-历史文献(对比文章)-自然科学-社会科学-自然科学

篇：

标题： "The Sport of the Gods"

作者： Paul Laurence Dunbar

文章大意就是说：一个小女孩鼓足勇气在另一主角的冷嘲热讽中唱了一首歌曲后的内心转变。在唱第二首歌曲的时候主角内心也有个声音在歌唱。

第二篇：

两位作者就：New YorkConstitutional Covention in 1821 的话题进行了讨论：Onlyproperty-owning males should be granted suffrage。

点评：这个话题在老SAT也是司空见惯的，关于选举权;

篇观点是不应该给所有人投票权，只有property-owning males才应该有投票权;第二篇阐述property是众多权利中的一种，需要被保护但不能成为决定投票权的基础。

当然：两篇文章的观点要么互补和要么对立，这也是我们非常熟练的，所以在没有读懂文章的情况下做题，等于摸着石头过河，其效果肯定是大打折扣;平时，我们训练是3分钟读文章;对于历史，我建议，我们可以4到5分钟，在没有搞清楚主题和态度的情况下，万不要做题。

第三篇：

标题：Memory in Plants

作者：P.H.

段稍微嘲讽了下查尔斯王子：

When BritainPrince Charles once claimed that he talked to plants-and they responded-criticschalked it up as one more reason that he should never become king.

文章内容大致是：

植物是否具备记忆力?研究者以含羞草为例进行测试：从高处丢下来，观察叶子是否收拢。实验结果表明含羞草能够通过记忆学会不收拢叶子作为防御措施。文章还描述了两种不同的实验，以表明不同的含羞草叶子打开的程度不一样，另外在遇到其他威胁的时候，含羞草还是有相应反应的。

第四篇：

标题：Why so cynical

作者：Detief Fetchenhauer and David Dunning

两位作者DetlefFetchenhauer 和David Dunning的Why so cynical，然后做了一系列实验，证明人与人之间的信任是如何割裂开的。

第五篇：

标题：The deadly dynamics of landsilde

作者：Sigma Xi

词汇题

strange

object

made secure

claimed

exploited

preserved

语法和数学

语法题目考点都比较常规，属于基础语法题目，

语篇题较少，整体难度不大。

其中有一篇文章讲到了nikki giovanni,

一位黑人诗人。其余题目基本为词汇题，语法规则题。

数学总体难度正常，学生们只要仔细审题及计算，都能够拿到自己的预期分数。

写作部分

文章选自于the wall street journal

文章题目：Peter Downs：can't find skilled workers? Start an apprentice program

文章内容：

1 One key element to a competitive workforce almost entirely overlooked in the U.S. is apprenticeships. These days, American businesses typically want someone else—trade schools, community colleges, universities or even the federal government—to train their future employees. If potential future job seekers haven't been provided with the training they need, many businesses expect job seekers to take all the responsibility on themselves, often taking on serious debt without any guarantee of future employment.

2 Worse, in the face of greater competition, many American employers are slashing training budgets and running employment software that rejects every applicant who doesn't already have the perfect combination of training and experience to perform the job on day one. Then employers lament that job applicants don't already know how to do the jobs that they want them to do. So shortsighted is this attitude that some construction companies that don't support apprenticeship programs complain that companies that do have such programs aren't training enough new workers.

Yes, you read that right.

3 This sense of entitlement contrasts sharply with attitudes in some of the world's most competitive countries, where businesses are highly involved in preparing future workers through apprenticeships. In Switzerland, 70% of young people age 15-19 apprentice in hundreds of occupations, including baking, banking, health care, retail trade and clerical careers. In Germany, 65% of youth are in apprenticeships; in Austria 55%. All three countries have youth unemployment rates less than half of

America's 16%.

4 Last year, Greece, Italy, Latvia, Portugal, the Slovak Republic and Spain all asked Germany to help them set up similar systems. In 1997, Britain introduced a program called Modern Apprenticeships, based on the German model, and enrollment has increased every year. It now stands at 858,900. In 2012, the U.K. added apprenticeship programs for commercial pilots, lawyers, engineers and accountants that are considered the equivalent of a college education.

5 The U.S. is headed in the opposite direction. The number of apprenticeship programs has fallen by one-third in the last decade. With only 330,578 registered apprentices in 2013, the U.S. had less than 40% of the number in Britain, a country one-fifth as populous.

6 There are glimmers of hope that the U.S.—

or at least some savvy industries—might be starting to embrace apprenticeship. In St. Louis, technology entrepreneur Jim McKelvey convinced several large employers last year—including Enterprise, Monsanto and Rawlings —that it doesn't take a college education to become good at computer programming. What it takes is working with an experienced programmer.

7 These employers joined with Mr. McKelvey to set up what is essentially an apprenticeship program called LaunchCode. The program takes people with basic programming skills, pays them $15 an hour, and pairs them with experienced programmers for two years to give them the training to secure jobs as coders.

8 Some employers think apprenticeships could also work in other high-tech, high-growth industries. In recent years, the U.S. Office for Apprenticeships has registered new apprenticeship programs in information technology, health care, biotechnology and geospatial technology.

9 There is evidence that such apprenticeships can do more than just train young people for future careers: They can also improve student academic performance. In the few U.S. school districts that have offered apprenticeships, high-school juniors and seniors who have been apprentices have improved in the classroom.

10 In the Bayless School District in suburban St. Louis, for example, students who entered the district's Middle Apprenticeship Program with the Carpenters' Union had better attendance than before entering the program. The mean grade point average for these students was 1.7 at the end of their sophomore year, before they entered the apprenticeship program. By senior year, it was 3.13. They graduated with better attendance and better grades than did a group of similar students who weren't in the program.

11 To the extent that the American business community is involved in education reform, they are typically investing in faddish reforms such as banning tenure, that, even if passed, would do little to ensure the competitiveness of the nation's workforce. If this same money and effort went into pushing for a two-track education system—college or apprenticeship—it would do far more to produce students prepared to compete in the 21st-century economy.