上海8.11备战记录 --- 是骡子是马拉出来遛遛

Atir

128. If money is invested at r percent interest, compounded
annually, the amount of the investment will double in
approximately
70
r years. If Pat’s parents invested
$5,000 in a long-term bond that pays 8 percent
interest, compounded annually, what will be the
approximate total amount of the investment 18 years
later, when Pat is ready for college?
(A) $20,000
(B) $15,000
(C) $12,000
(D) $10,000
(E) $ 9,000
Algebra Applied problems
Since the investment will double in 70 70
r 8
= =
8.75 ≈ 9 years, the value of the investment over
18 years can be approximated by doubling its
initial value twice. Th erefore, the approximate
value will be ($5,000)(2)(2) = $20,000.
Th e correct answer is A.

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149. During a trip, Francine traveled x percent of the total
distance at an average speed of 40 miles per hour
and the rest of the distance at an average speed of
60 miles per hour. In terms of x, what was Francine’s
average speed for the entire trip?

答案
12 000/(X+200)

Atir

74. A 1972 agreement between Canada and the United
States reduced the amount of phosphates that
municipalities had been allowed to dump into the
Great Lakes.
(A) reduced the amount of phosphates that
municipalities had been allowed to dump
(B) reduced the phosphate amount that
municipalities had been dumping
(C) reduces the phosphate amount municipalities
have been allowed to dump
(D) reduced the amount of phosphates that
municipalities are allowed to dump
(E) reduces the amount of phosphates allowed for
dumping by municipalities
Verb form; Idiom
An agreement that occurred in 1972 is correctly
described with the past tense verb reduced. Since
the dumping continued after the date of the
agreement, the past perfect verb had been allowed
should instead be the present are allowed (if the
agreement remained in eff ect when the sentence
was written) or the past were allowed (if the
agreement was no longer in eff ect when the
sentence was written). Since were allowed does not
appear in any of the options, we can assume that
the correct verb tense is are allowed. Th e phrase
amount of phosphates is clear and idiomatically
correct, whereas phosphate amount is not idiomatic.
A Had been allowed should be are allowed.
B Th e phosphate amount should be the amount of
phosphates; the omission of some form of
allow is incorrect since the agreement
changed not the amount dumped, but the
amount permitted to be dumped.
C Present tense reduces should be the past tense
reduced; the phosphate amount should be the
amount of phosphates; have been allowed
should be are allowed.
D Correct. Th e past tense reduced is correctly
used in this sentence to describe a past
action, and the present tense are allowed is
used to describe the present situation.
E Present tense reduces should be the past tense
reduced; allowed for dumping is an incorrect
idiom; allowed for dumping by municipalities
is awkward.
Th e correct answer is D.

Atir

OG数学PS倒数第二题，觉得挺难的

229. Right triangle PQR is to be constructed in the xy-plane
so that the right angle is at P and PR is parallel to the
x-axis. The x- and y-coordinates of P, Q, and R are to
be integers that satisfy the inequalities –4 ≤ x ≤ 5 and
6 ≤ y ≤ 16. How many different triangles with these
properties could be constructed?
(A) 110
(B) 1,100
(C) 9,900
(D) 10,000
(E) 12,100

Th e correct answer is C.

Atir

116. Mauritius was a British colony for almost 200 years,
excepting for the domains of administration and
teaching, the English language was never really
spoken on the island.
(A) excepting for
(B) except in
(C) but except in
(D) but excepting for
(E) with the exception of
Idiom; Grammatical construction
Th is two-clause sentence describes an apparent
incompatibility: as a British colony, Mauritius
might be expected to be English-speaking, but
in fact it was not. To describe this apparent
contradiction and to avoid a comma splice, the
clauses should be joined by the conjunction but.
Domains describes places in which English is
spoken; for is the incorrect preposition. Excepting
is not idiomatic English in this case.
A Th e lack of a conjunction causes a comma
splice; excepting for is non-idiomatic.
B Th e lack of a conjunction causes a comma
splice.
C Correct. Th e two independent clauses are
separated by but, and except in is an
appropriate idiom.
D Excepting for is non-idiomatic.
E Th e lack of a conjunction causes a comma
splice.
Th e correct answer is C.

haoqianruhaos

7.11

Atir

感觉CR考得真的是思维，不是英文更不是阅读！！！

Atir

Th ere are six kinds of reading comprehension questions, each of which tests a diff erent skill. The reading comprehension questions ask about the following areas:

Main idea
Sometimes you will be told the central point in the passage itself, and sometimes it will be necessary for you to determine the central point from the overall organization or development of the passage.

You may be asked in this kind of question to
? recognize a correct restatement, or paraphrasing, of the main idea of a passage
? identify the author’s primary purpose or objective in writing the passage
? assign a title that summarizes, briefly and pointedly, the main idea developed in the passage

Supporting ideas
Th ese questions measure your ability to comprehend the supporting ideas in a passage and diff erentiate them from the main idea. Th e questions also measure your ability to diff erentiate ideas that are explicitly stated in a passage from ideas that are implied by the author but that are not explicitly stated.

You may be asked about
? facts cited in a passage
? the specific content of arguments presented by the author in support of his or her views
? descriptive details used to support or elaborate on the main idea

In other words, these questions ask for the main point of one small part of the passage.

Inferences
Th ese questions ask about ideas that are not explicitly stated in a passage but are implied by the
author. Unlike questions about supporting details, which ask about information that is directly
stated in a passage, inference questions ask about ideas or meanings that must be inferred from
information that is directly stated. Authors can make their points in indirect ways, suggesting ideas
without actually stating them. Inference questions measure your ability to understand an author’s
intended meaning in parts of a passage where the meaning is only suggested. Th ese questions do not
ask about meanings or implications that are remote from the passage; rather, they ask about
meanings that are developed indirectly or implications that are specifically suggested by the author.

To answer these questions, you may have to
?logically take statements made by the author one step beyond their literal meanings
? recognize an alternative interpretation of a statement made by the author
? identify the intended meaning of a word used figuratively in a passage

If a passage explicitly states an eff ect, for example, you may be asked to infer its cause. If the author
compares two phenomena, you may be asked to infer the basis for the comparison. You may be
asked to infer the characteristics of an old policy from an explicit description of a new one. When
you read a passage, therefore, you should concentrate not only on the explicit meaning of the
author’s words, but also on the more subtle meaning implied by those words.

Applying information to a context outside the passage itself
Th ese questions measure your ability to discern the relationships between situations or ideas
presented by the author and other situations or ideas that might parallel those in the passage. In
this kind of question, you may be asked to
? identify a hypothetical situation that is comparable to a situation presented in the passage
? select an example that is similar to an example provided in the passage
? apply ideas given in the passage to a situation not mentioned by the author
? recognize ideas that the author would probably agree or disagree with on the basis of
statements made in the passage
Unlike inference questions, application questions use ideas or situations not taken from the passage.
Ideas and situations given in a question are like those given in the passage, and they parallel ideas
and situations in the passage; therefore, to answer the question, you must do more than recall what
you read. You must recognize the essential attributes of ideas and situations presented in the passage
when they appear in diff erent words and in an entirely new context.

Logical structure
Th ese questions require you to analyze and evaluate the organization and logic of a passage. Th ey may ask you
? how a passage is constructed—for instance, does it define, compare or contrast, present a new idea, or refute an idea?
? how the author persuades readers to accept his or her assertions
? the reason behind the author’s use of any particular supporting detail
? to identify assumptions that the author is making
? to assess the strengths and weaknesses of the author’s arguments
? to recognize appropriate counterarguments
Th ese questions measure your ability not only to comprehend a passage but also to evaluate it
critically. However, it is important for you to realize that logical structure questions do not rely on
any kind of formal logic, nor do they require you to be familiar with specific terms of logic or
argumentation. You can answer these questions using only the information in the passage and
careful reasoning.

About the style and tone
Style and tone questions ask about the expression of a passage and about the ideas in a passage that
may be expressed through its diction—the author’s choice of words. You may be asked to deduce the
author’s attitude to an idea, a fact, or a situation from the words that he or she uses to describe it.
You may also be asked to select a word that accurately describes the tone of a passage—for instance,
“critical批评,” “questioning质问,” “objective客观的,” or “enthusiastic热情的.”
To answer this type of question, you will have to consider the language of the passage as a whole.
It takes more than one pointed, critical word to make the tone of an entire passage “critical.”
Sometimes, style and tone questions ask what audience the passage was probably intended for or
what type of publication it probably appeared in. Style and tone questions may apply to one small
part of the passage or to the passage as a whole. To answer them, you must ask yourself what
meanings are contained in the words of a passage beyond the literal meanings. Did the author use
certain words because of their emotional content, or because a particular audience would expect to
hear them? Remember, these questions measure your ability to discern meaning expressed by the
author through his or her choice of words.

Atir

Focus on key words and phrases, and make every effort to avoid losing the sense of what is discussed in the passage.
Keep the following in mind:
? Note how each fact relates to an idea or an argument.
? Note where the passage moves from one idea to the next.
? Separate main ideas from supporting ideas.
? Determine what conclusions are reached and why.

Atir

做题步骤：
先读问题，再读文章，再看答案。

types of questions:
Argument construction
Evaluation of a plan
Argument evaluation

Atir

早
（还是起得不够早）