Re: [請益] SAT的英文科在考甚麼???
看板Eng-Class作者winniebabe (Werewolves Of London)時間14年前 (2012/01/11 18:51)推噓0(0推 0噓 1→)留言1則, 1人參與討論串2/2 (看更多)
SAT全真例題彙編的第一組閱讀~
給你參考一下~答案在最下面~
Immigrants’ adoption of English as their primary language is one measure of
assimilation into the larger United States society. Generally languages
define social groups and provide justification for social structures. Hence,
a distinctive language sets a cultural group off from the dominant language
group. Throughout United States history this pattern has resulted in one
consistent, unhappy consequence, discrimination against members of the
cultural minority. Language differences provide both a way to rationalize
subordination and a ready means for achieving it.
Traditionally, English has replaced the native language of immigrant groups
by the second or third generation. Some characteristics of today’s
Spanish-speaking population, however, suggest the possibility of a departure
from this historical pattern. Many families retain ties in Latin America and
move back and forth between their present and former communities. This “
revolving door” phenomenon, along with the high probability of additional
immigrants from the south, means that large Spanish-speaking communities are
likely to exist in the United States for the indefinite future.
This expectation underlies the call for national support for bilingual
education in Spanish-speaking communities’ public schools. Bilingual
education can serve different purposes, however. In the 1960s, such programs
were established to facilitate the learning of English so as to avoid
disadvantaging children in their other subjects because of their limited
English. More recently, many advocates have viewed bilingual education as a
means to maintain children’s native languages and cultures. The issue is
important for people with different political agendas, from absorption at one
pole to separatism at the other.
To date, the evaluations of bilingual education’s impact on learning have
been inconclusive. The issue of bilingual education has, nevertheless, served
to unite the leadership of the nation’s Hispanic communities. Grounded in
concerns about status that are directly traceable to the United States
history of discrimination against Hispanics, the demand for maintenance of
the Spanish language in the schools is an assertion of the worth of a people
and their culture. If the United States is truly a multicultural nation—that
is, if it is one culture reflecting the contributions of many—this demand
should be seen as a demand not for separation but for inclusion.
More direct efforts to force inclusion can be misguided. For example,
movements to declare English the official language do not truly advance the
cohesion of a multicultural nation. They alienate the twenty million people
who do not speak English as their mother tongue. They are unnecessary since
the public’s business is already conducted largely in English. Further,
given the present state of understanding about the effects of bilingual
education on learning, it would be unwise to require the universal use of
English. Finally, it is for parents and local communities to choose the path
they will follow, including how much of their culture they want to maintain
for their children.
1.It can be inferred from the passage that one of the characteristics of
immigrant groups to the United States has traditionally been that, after
immigration, relatively few members of the group
(A) became politically active in their new communities
(B) moved back and forth repeatedly between the United States and their
former communities
(C) used their native languages in their new communities
(D) suffered discrimination in their new communities at the hands of the
cultural majority
(E) sought assimilation into the dominant culture of the new communities they
were entering
2.The passage suggests that one of the effects of the debate over bilingual
education is that it has
(A) given the Hispanic community a new-found pride in its culture
(B) hampered the education of Spanish-speaking students
(C) demonstrated the negative impact on imposing English as the official
United States language
(D) provided a common banner under which the Spanish-speaking communities
could rally
(E) polarized the opinions of local Spanish-speaking community leaders
3.In lines 38-39, the phrase “different political agendas” refers
specifically to conflicting opinions regarding the
(A) means of legislating the assimilation of minorities into United States
society
(B) methods of inducing Hispanics to adopt English as their primary language
(C) means of achieving nondiscriminatory education for Hispanics
(D) official given responsibility for decisions regarding bilingual education
(E) extent to which Hispanics should blend into the larger United States
society
4.In lines 64-65 the author says that “It would be unwise to require the
universal use of English.” One reason for this, according to the author, is
that
(A) it is not clear yet whether requiring the universal use of English would
promote or hinder the education of children whose English is limited
(B) the nation’s Hispanic leaders have shown that bilingual education is
most effective when it includes the maintenance of the Spanish language in
the schools
(C) requiring the universal use of English would reduce the cohesion of the
nation’s Hispanic communities and leadership
(D) the question of language in the schools should be answered by those who
evaluate bilingual education, not by people with specific political agendas
(E) it has been shown that bilingual education is necessary to avoid
disadvantaging in their general learning children whose English is limited
5.In the last paragraph, the author of the passage is primarily concerned
with discussing
(A) reasons against enacting a measure that would mandate the forced
inclusion of immigrant groups within the dominant United culture
(B) the virtues and limitations of declaring English the official language of
the United States
(C) the history of attitudes within the Hispanic community toward bilingual
education in the United States
(D) the importance for immigrant groups of maintaining large segments of
their culture to pass on to their children
(E) the difference in cultures between Hispanics and other immigrant groups
in the United States
閱讀彙編中給的答案~
BDEAA
※ 引述《alexinusa (Alex)》之銘言：
: 你應該是指 SAT 三科 (閱讀 數學 寫作) 當中的閱讀吧?
: 閱讀有兩個部分
: 一個是 sentence completion (句子填充)
: 一個是 reading comprehension (閱讀測驗)
: 句子填充就會給你一個句子 要你填空 像是:
: 1. President Bush publically ______ the terrorists for their actions in
: the 911 attack.
: a) appraised
: b) denounced
: c) extolled
: d) amassed
: e) vetoed
: SAT 的單字量是 "3500 字"
: 可是這 3500 個字不含 "簡單的字"
: 也就是說 像 integral, compromise, vital 這些可能是托福的字
: 就不含在這 3500 個 SAT 字裡面
: GRE 跟 SAT 的字很像 當中大部分是重複的
: 只是 GRE 又多了小部分更難的生字
: 另一個部分就是閱讀測驗
: 閱讀測驗的文章有四題是短文 一篇文章大約 15 行左右
: 剩下的都是長篇文章 一篇有 ~80-130 行
: 這些也是選擇題五選一
: 文章大多是取自小說 研究報告 科學/歷史/文學文章 或社論文章
: 我沒考過國文指考 所以我不知道跟 SAT 的文章有沒有類似
: 有問題再問我囉!
: ※ 引述《babycannon (寶貝砲)》之銘言：
: : 美國的大學入學測驗SAT 英文這科在考甚麼? 像我們的國文指考考文學作品嗎?
: : 單字量跟GRE比起來 如何?
: : 有人了解嗎?
--
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