请大家先看下面一道类比题(摘自SSAT官方指南)：

　　Melon is to felon as

　　(A) mangle is to tangle

　　(B) bunny is to funny

　　(C) honeydew is to robber

　　(D) cringe is to fringe

　　(E) mango is to tango

　　这是一道非常有趣的题目，涉及到了SSAT类比解题中的几个难点和容易被人忽视的点，这里给大家就这道题做一个简单的展开，做一下强调。

　　(一) 词形的考察

　　首先看一下题干中的两个词，Melon的意思是“瓜”，而felon的意思是“重罪犯”，按照人类通用的逻辑我们找不到任何合理的逻辑关系，这种情况在SSAT也是存在的，有些时候SSAT考察的类比关系与词意无关，而仅与词形有关。例如两个词首字母不同、第二个词比第一个词多一个字母、两个词中字母顺序不同等等都是有可能考察到的类比关系。例如：

　　Rough is to cough as

　　A. chapped is to score

　　B. flight is to fright

　　C. sight is to fight

　　D. seated is to sated

　　E. lair is to liar

　　Melon is to lemon as

　　A. cantaloupe to fruit

　　B. star to rats

　　C. trunk to torso

　　D. tames to mates

　　E. tree to human

　　(二) 避免过于Common的类比关系

　　在词意上没有发现突破口的时候，大多数同学可以想到根据词形来寻找类比关系，尤其是在题干中的两个词Melon和felon仅有首字母不同的情况下。但是大家一看答案的五个选项就傻了眼——除了C选项之外，剩下的ABDE四个选项全部符合“首字母不同”这个类比关系。那么，是不是我们应该从这四个答案里面随便选一个就可以了呢?或者难道题出的有问题么?答案显然都是否定的。因为每道题目有且只有一个正确答案，如果你找到的类比关系使得选项中出现了2个甚至更多正确答案，那往往不是题出的有问题，而是你选择的类比关系过于Common，不够Special。

　　题目做到这里很多同学觉得很抑郁，因为题干中的两个词唯一能找到的横向类比关系无法帮助我们选出答案。那么还有什么思路使我们可以去思考的呢?那就是——纵向寻找类比关系。

　　(三) 纵向类比关系

　　纵向寻找类比关系往往是容易被同学们忽视的一种解题思路，因为思维定势使大家更习惯去寻找题干中两个词语横向上的类比而非纵向上的。但实际上，纵向类比关系在SSAT考试中也是经常出现的，如果横向上的两个词语逻辑上关联不大，那么我们事实上可以考虑纵向上的类比。

　　例如在本题中，由于ABDE都可以被我们排除掉了(不可能都是正确答案所以只能都排除)，所以也只剩下C选项了。那么我们就来看一下C的前一个词honeydew是“甜瓜、蜜瓜”的意思，是melon的一种;而后一个词robber“强盗”是felon的一种。纵向上存在一个种属关系!所以这道题的答案就是C选项。

　　我们可以再给大家举出几道例题：

　　Clam is to calm as

　　(A) shell is to smooth

　　(B) sent is to tens

　　(C) scallop is to doldrums

　　(D) fish is to feel

　　(E) oyster is to quiet

　　Money is to tree as Euro is to

　　(A) bush

　　(B) grass

　　(C) cranberry

　　(D) stalk

　　(E) elm

　　上面提到的几点可以说都不是SSAT类比题中最主流的解题思路和方法，但都会考察到，尤其是纵向的类比，很多时候是属于难度相对偏大的题目。因此如果想在SSAT类比题部分有所突破，这几点是大家所必须注意和掌握的。希望大家在练习的过程中多思考多总结SSAT类比题，对所有有可能考察到的类比关系和解题思路都有一个比较好的把握。

内地生多申请9年级

　　据主考官介绍，SSAT是美国中学入学考试，相当于中国中考。它是由位于美国新泽西州普林斯顿市的中学入学考试委员会SSATB命题的考试。至今，该考试中心在全球已设有750多个考场，每年约有6万名考生报考。目前全球有600多所私立中学 (其中包括众多美国、加拿大、瑞士等名牌中学)将SSAT成绩列为入学申请的重要材料之一。

　　SSAT考试也可以说是美国中学语文和数学的考试。它主要测试学生的数学、英文程度及理解力。考试分为数学、词汇、阅读三大部分，另有作文(不记分)。有低阶(5-7年级的考生)，满分为2130分。高阶 (8-11年级的考生)，满分为2400分，两种考卷。

　　目前，中国内地学生参加的主要是SSAT高阶考试，主要为初二、初三学生。因为美国高中是9—12年级，所以8年级学生申请9年级是最好的申请时机。少量高一、高二学生也会报名参加这一考试到美国读10-11年级。但因为除9年级以外的都是插班，所以申请机会往往没有9年级多。

　　词汇和阅读是难点

　　对中国学生来说，SSAT中的数学部分通常比较简单，中国学生如果本身数学基础好，只要掌握了数学的英语术语和解题技巧一般就可以获得高分。要想获得理想的SSAT成绩，最难的部分是词汇和阅读。

　　据了解，SSAT的词汇、阅读、写作其实就是要测试学生的英语水平，但是要想获得SSAT好成绩，决不是只靠背多少英语单词可以解决问题的。

　　SSAT主考官列举了一所美国中学9年级 (美国高一)英语课程的设置、教学要求，从中可以大致了解SSAT考试在词汇、阅读、作文中会涉及到的内容和要求。它们是：

　　教学生学习文学和练习写作的必要技能;以神话、民间传说和流传的故事为切入点，通过听到和叙说的故事中的描述和形容，了解自己、社团、民族、国籍等概念;通过口头讨论以及对一些不同体裁的当代或经典文章的评论，例如小说、短篇故事、诗歌、戏剧或者其他媒介，让学生学习批判性思维;在学生练习说、写能力的同时，安排一些具有创新性的活动：写读书笔记、剪报、周记、小组演讲和短篇故事写作;让学生口述家庭历史等。

SECTION 4

　　1. B 固定搭配，not only … but also

　　2. E 逻辑主语，walking的逻辑主语是人，me不作主语，故选E

　　3. A 逻辑主语，packing的逻辑主语是人，B时态不对，故选A

　　4. E 考察插入语和主谓一致，主语是cells，谓语动词要用复数，选E

　　5. B A不简洁，C，D无谓语动词，E therefore不对

　　6. D 原句是run-on句型，B选项run-on句型，C选项they指代不明，E选项，aim to这个词组一般用主动态，E错误

　　7. B 原句主谓不一致，C选项run-on句型，D,E选项为非完整句。

　　8. B 原句为run-on句型，C，E无谓语动词，D为run-on句型

　　9. A 原句满足主谓一致以及定语从句引导词正确，B，C主谓不一致，D,E无谓语动词。

　　10. E 考察逻辑主语，E选项scheduled和building之间构成被动关系。

　　11. E 考察比较句介词的平行，E选项符合traveling in … than .. in的平行结构

　　12. D 时态错误，改that became为that becomes

　　13. B 此题考察介词位于句首的倒装句主谓一致，改were为was

　　14. B 形容词/副词考点，改efficient为efficiently

　　15. D 平行结构，去掉they offer

　　16. D although和but不能连用

　　17. A 副词修饰动词，改interchangeable为interchangeably

　　18. D 固定搭配，改coping about为coping with

　　19. E NO ERROR

　　20. B 考察时态，改stock为stocked

　　21. B 考察时态，改has presented为had presented

　　22. D 考察代词，改it为them

　　23. D 考察名词一致性，改as a juror为as jurors

　　24. E NO ERROR

　　25. A 考察主谓一致，改are为is

　　26. C 考察强调句型，改when为that

　　27. D 考察平行结构，改growing seasons are short为short growing seasons

　　28. D 考察名词一致性，去掉one of

　　29. A 考察代词，改their为its

　　SECTION 10

　　1.B 平行结构，not only as … but also as

　　2.A 原句是时间状语从句，B选项引导词where错误，C时态错误，D, E run-on句型

　　3.D 考察平行结构，their intelligence和their ability的平行

　　4.A 固定搭配play a role in doing sth.，再根据主谓一致，选A

　　5.E 原句为run-on句型，B选项为run-on句型，C选项which不对，D选项被动

　　6.D one和you不能相互指代，E选项时态不对

　　7.E 原句无谓语动词，B选项run-on句型，C选项为谓语动词，D选项诸位不一致

　　8.C 考察逻辑主语 distinguished的逻辑主语只能是villanelle，而D选项主谓不一致，故选C

　　9.B 原句being错误，C选项matures主谓不一致，D选项and also不简洁，E选项句子无谓语动词

　　10.A 考察时态，过去的过去

　　11.C 考察平行结构，both for … and for …

　　12.B A,C选项similarly和much the same way句意重复，D为非完整句，E为run-on句型

　　13.D 应该是Louisiana这个州的legal system

　　14.E request that sb. (should) do sth. 虚拟语气

   3. 结尾段

In summary, the conclusion reached in this argument is in valid and misleading. To make the argument more convincing, the arguer would have to prove that college-bound students are most concerned about the promise of jobs after graduation and the F College can keep its promise in the end. Moreover, I would suspend my judgment about the credibility of the recommendation until the arguer can provide concrete evidence that promising students jobs can actually encourage them to work harder in their study. Otherwise, the arguer is simply begging the question throughout the argument.

To conclude, the argument is not persuasive as it stands. Before we accept the conclusion, the arguer must present more facts that GT has indeed to meet the requirements of C Corporation. To solidify the argument, the arguer would have to produce more evidence concerning the foods and service of D and how they can better meet the needs of C’s employees.

As it stands, the argument is not well reasoned. To make it logically acceptable, the arguer would have to demonstrate that an offer of employment to the spouse is the only condition that new professors consider on accepting P’s offer. Additionally, the arguer must provide evidence to rule out other possible causes of the low staff morale at the university.

To sum up, the conclusion lacks credibility because the evidence cited in the analysis does not lend strong support to what the arguer maintains. To strengthen the argument the arguer would have to provide more evidence concerning the percentage of the affected families and their geographical distribution. To better evaluate the argument, we would need more information regarding the electric expense relevant to the actual amount of time for cooling among, respectively, the three groups of households and the amount of electricity used for other purposes in all three groups of families under survey.

In conclusion, the arguer fails to establish a causal relationship between sending Get-Away’s mechanics to the Quality-Care Seminar and improved maintenance, greater customer satisfaction and greater profits for the airline. To strengthen the argument, the argument, the arguer would have to provide evidence that automobile maintenance and airplane maintenance are similar in every aspect. To better evaluate the argument, we would need more information about the relationship between improved maintenance and greater customer satisfaction along with greater profits.

   2. 中间段

First, the argument is based on a false analogy. The arguer simply assumes that airplane mechanics and automobile maintenance crews perform many similar functions, but he does not provide any evidence that their functions are indeed comparable. As we know, the structure, operation and function of airplanes and those of automobiles differ conspicuously. It is true that both the airplane and the automobile need refueling and engine maintenance, but even here there exist fundamental differences: the structure and the building materials of each other’s engines are different, so is the oil they use. Therefore, even though the two-week Quality-Care Seminar proved effective in improving the performance of the maintenance crews in the automobile racing industry, there is no guarantee that it will work just as well for airplane mechanics

Second, the arguer commits a fallacy of hasty generalization. Even if the maintenance of the airline has been improved as a result of sending its mechanics to the Seminar, which is, of course , unwarranted assumption, it does not follow that there will be greater profits as well as greater customer satisfaction for airline. As we know, customer satisfaction depends on several major factors other than good maintenance of the airplane. For instance, customers are generally concerned about the punctuality, the on-board service, the ticket price, the luggage handling procedure and even the discount, all of which are ignored by the arguer. Besides, the arguer does not provide any solid information concerning how the airplane can improve its profits. Unless Get-Away Airlines can significantly increase its customers or passengers and at the same time cut down its costs, both of which are unknown from this argument, there is no guarantee that it will “inevitably” harvest greater profits. Actually, the arguer’s recommendation of investing in this training program a the only way to increase customer satisfaction an profits would most probably turn out to be ineffective and misleading.

In the first place, the arguer fails to take into account the geographical factors in the analysis. While we informed that there are wide geographical differences in the nation of Claria, and that many citizens are experiencing rising costs of electricity, the arguer fails to make clear the exact number of those citizens or their percentage in the national population, as well as the geographical distribution of these citizens. If only a small portion of the whole population are experiencing the rising costs of electricity while most familiars do not have similar experience, then the reason might be that the former do not use electricity sparingly. In this case, the rising costs of those families have nothing to do with what kind of electric appliance they use to cool their house. Or if only families living in hot areas are spending more money on cooling, then it is unwise to require citizens living in temperate and frigid zones to install both fans and air conditioners, in the absence of all this information, it is impossible for us to install both fans and air conditioners. In the absence of all this information, it is impossible for us to evaluate the recommended policy that is intended to help every household nationwide to reduce their electricity cost.

In the second place , the comparison in this argument is incomplete and selective, the arguer discovers that using fans alone is more cost effective than using air conditions alone, and that using both fans and air conditioners are the least expensive way of cooling. However, the arguer fails to provide any information regarding the actual amount of time for using, respectively, fans alone, air conditioners alone, and both fans and air conditioners in those three groups of surveyed families. It is very likely that these three groups of families are located in three very different climatic regions of Claria, and hence the amount of days of the year during which they need to cool their houses varies significantly. Families living in cooler areas of the nation certainly cool their houses for fewer hours and hence use less electricity than families living in hot areas, no matter what cooling appliance they use. Unless we are certain that the surveyed families ling in the same climatic region, or that they need to cool their houses for the same amount of hours in the same year although they live in different regions, which is very unlikely, we have every reason to doubt the trustworthiness of this comparative study. Furthermore on electricity may be using more electricity for purposes other than cooling. Unless the arguer also takes this factor into consideration, the comparison is unconvincing.

First of all, the argument is based on a hasty generalization. According to the cited studies, professors at Bronston College are happier living in small towns when their spouses are also employed in the local area than when their spouses work in distant areas, which is understandable. This fact tells very little about what actual conditions the professors often consider as important when they choose where to work. Even if we accept the arguer’s assumption that whether their spouse can find a job in the local area Is the only important question that new professors consider when they decide whether to accept is it likely that the professor will consider accepting the university’s offer. Consequently, it is unwarranted to assume that new professors will accept Pierce’s offer whether their spouse can find satisfactory employment in the local area.

In addition, the arguer fails to consider several other relevant factors that may influence professors’ decision. For instance, since Pierce’s location is not ideal, the pay it offers should be high enough to be attractive. New gifted professors are also concerned about the position they can have and the courses they supposed to teach in the new university. What’s more, what researchers care most about might be the university’s research conditions such as laboratory equipments, adequate research funds, etc.

Finally, the arguer hints that the morale of Pierce’s entire staff is low, but he fails to analyze the causes. Is it because the management of the university is poor, or because the pay is too low, or because the local area stuffers from economic depression, or because the local environment is severely damaged by industrial pollutionUnder these circumstances, offering employment to the spouse would be ineffective at all for the purpose of attracting more new professors. Furthermore, if these problems do exist, even if Pierce succeeds in hiring many of the most gifted teachers and researchers of the country, the general moral of the whole faculty would remain low.

The major problem with this argument is that the arguer fails to convince us that Cedar’s present supplier the Good-Taste should be fired. First, the fact that the Good-Taste is the second most expensive caterer in the city may be due to its better foods, quality service and high reputation in this industry. Second, the fact that it prices have been rising for the last three years may be due to nationwide inflation or the rising cost in the food industry. Third, the fact that Good- Taste refuses to serve special diets does not indicate that it cannot meet the needs of Cedar Corporation unless the arguer can demonstrate that Good-Taste served special diets at first and now it refuses to do so hence disappointing Cedar’s employees complained, which makes it impossible for us to e valuate the overall service of Good-Taste. Maybe these three people are those few on special diets. Even if they have every reason to complain about the foods or service of the supplier on a certain day, these three people’s opinion lacks the necessary representativeness based on which we can make any general judgment concerning the overall performance of Good-Taste.

Another point worth considering is the arguer’s hasty generalization. We are informed that Discount serves fish and poultry, but we do not know whether Cedar’s employee all prefer this limited menu. We can believe that one sample lunch that the arguer happened to taste was indeed delicious, but based on this slim information, we can never evaluate the overall performance of Discount.

One major assumption in short of legitimacy is the causal relationship claimed between college-bound students’ increasing concern abut job prospects after graduation and their expectation on the university to find jobs for them. Students’ increasing concern about job prospects may mean that when they choose which university to go to they prefer those universities that can offer the majors most likely to lead to more job opportunities and higher income after graduation. They may also be more interested in prestigious universities because their students are more competitive and more welcomed in the job market. As is known to everyone, in a market economy, promising to find jobs for students is impractical and hence rather doubtful. This strategy may prove misleading and counterproductive in the end. Instead of promising jobs to students, Foley College should devote its resources and efforts to offering more majors with good job prospects as well as attracting more prestigious professors to enhance its reputation.

In addition, the conclusion is based on a gratuitous assumption that promising students jobs will make students more conscious in their study. This, however, is unwarranted. When students do not have to worry about their employment after graduation, they feel no pressure in their study; as a result, they will become more passive and dependent and gradually lose the initiative to improve themselves. Although it is more likely that they will complete their coursework, but when they graduate, no company would like to employ them. By then the university’s promise will turn not to be meaningless.

难点四：

        未能体会GMAT的改错真谛。准确地说，GMAT改错除了改正语法错误之外，更强调表达的有效性和简洁性。这一点既是GMAT与TOEFL的不同之处，又是GMAT语法大大难于TOEFL语法的关键之所在。因为ETS经常对同一句意用二道三个语法上正确，但表达上有差异的选项干扰你的思路。如：(A)Hewasabsentbecausehewasill.(B)Hewasabsentforthereasonthathewasill.这两种表达在语法上都正确，但为什么GMAT选A而不选B呢?其原因就在于表达的简洁性和有效性上，because比forthereasonthat简洁，所以选A。对于此点的不充分理解部分来源于我们有一个先入为主的观念，认为改错就一定只是针对语法现象，类似于TOEFL。同时，也由于我们在英语学习中缺乏这样的训练造就的。因为，一般非英语专业的学生很少有writing课。即使有，老师只会告诉你同一意思可以用几个句型来表达，但从来不会要求你去辨别哪个是最简洁的，表达上是最有效的。

        难点五：
 
        不能把握题干的真实含义。在一些复杂的，较长划线部分的难题中，由于句中混杂较多的修饰成分和逻辑搭配不当问题，使得考生在很短的时间内无法分辨出句子的真实含义，经常在二三个选项间徘徊，总觉得这二三个选项的句意都可以理解通，由于时间限制，只好从中随机挑一个从而导致最后的失分。

        难点六：

        心理上的畏惧。由于以上几点的困惑及茫然，导致解题的准确度下降;自然而然，考生的自信心受挫，畏惧心里也就随之增强。

   难点一：      

   对一些基本语法知识的生疏。毋庸置疑，英语表达有一些固定的结构，比如：Itisestimated(believed，thought)that;todosth.istodosth.;一些固定词组的搭配如accommodationtosth.，beliefin，both...and等，这些是我们学习英语表达的基础，掌握它们只能靠记忆。而很多准备GMAT的商业人士，因为长期不用而忘记这些用法，从而不可避免地影响GMAT改错的学习。      

   难点二：      

   GMAT语法规则与通常我们所学的，甚至一些专业语法书籍的规则不尽相同。所以如果我们用已有的语法知识去解按新规则设计的题目，不可避免地会产生一些困惑。在中学课本中，我们曾学过“which”可指代前面整个句子的用法，例如：Heworkedinthisfieldforseveralyears，whichcontributedtohislatersuccess.在此句中，which指前面整个句子，但在GMAT看来，which不能指代前面整个句子，因而此句话是错误的。又比如：中学语法课本说过，that引导宾语从句时，that可省可不省;而GMAT则认为，that一般不可省。诸如此类的问题还有很多。在碰到此类问题时，若你马上摒弃以前的旧思想，以GMAT的要求去调整你已有的语法规则，那么你可能不会有太大的困惑。而若你试图通过查阅更全、更厚的语法书去证明你原有的语法知识是错的，而GMAT是正确的话，你最后会发觉你的这些时间、精力的耗费都是徒劳的，因为往往查阅的结果只会使你确信，你原有的相关知识是对的。      

    难点三：      

    不能有效地把握句子的重心。在GMAT改错中，几乎所有的题干都是复合句。每一个复合句都有一个主要信息和一个或几个附属信息。在英语表达中，主要信息必定要用一个完整的句子来表达，而次要信息则会采用从句、分词短语或独立结构来表述。如：Watchingnewsontelevision，wehadourdinner.在这个简单的复合句中，Wehadourdinner是句子的主要信息，而从属信息是Watchingnewsontelevision(采用分词形式，表主句的伴随状况)。对于这样一个正确的句子，ETS经常会采用主次颠倒和主次不分的手法对此句进行修改，制造出两个干扰项：(B)Havingourdinner，wewatchednewsontelevision(C)Wehadourdinnerandwatchednewsontelevision.(B)为主次颠倒(C)为主次不分。由于我们母语汉语中并无类似现象，且由于中英文表达上的差异性，经常就会导致GMAT考生认为三个句子的意思都是一样的，从而面对不知该选哪一个的困惑。

SAT写作考试高分成绩的取得是建立在语言和内容两个部分上的，当然其中最为基础的就是语言中的词汇和句子。下面就从词句的角度为大家详细的分析一下SAT写作技巧方面的内容，希望能给大家带来一些帮助和借鉴。

1). 词汇的多样性。

有调查指出，中国学生在作文中最常出现的词性为动词，因为我们脑中时刻紧记着以前语文老师要求的只有用动词才能写出生动的文章，才能体现我们的博览群书。然而英语中却不尽然。通过对大多高分范文的分析，不难发现，除了动词词组的运用，各种的名词的使用更得考官的青睐，更能体现外国人的文风。

中国学生的这种作文用词多是因为以人做主语而导致的，所以大家在练习的时候，可以多尝试一些被动语态或者从其他角度进行分析。

另外，SAT写作考试虽然不是语言考试，对大家的词汇量还是有一定的需要的，在写作中，如果一个相同的词在400字的文中出现了不下三次，那么作为学生自己，也会觉得自己的文章没有可看性，更别提考官，可见此学生语言功底一般，又怎么拿得到高分。

而如果一篇文章，关于同个词却有三四中表达方法，无疑给这篇文章加分不少。其实同义词也是展现一个学生英语水平的一个媒介。

中国学生最常用的形容词就是good, 不管是修饰什么名词，用上再说，殊不知这已经给这篇文章打了个相对低的起评分，所以如何来表达不同的“好”呢?我们就可以用excellent, marvellous, gorgeous, splendid, wonderful等。再如不要一想到“越来越多”就用 “more and more” 尝试用 “an increasing number” 这样不同的词来表达，势必会给平淡的文章增添亮点。

2). 句式结构的多样性

用丰富多彩的句型，也是SAT写作能得高分的标准之一。例如有这样一个句型："If we don't recognize the..."我们是否可以替换为："Failure to recognize..."，再如 “sth. happened in 1998.” 我们也可以替换为 “1998 saw sth happening.” 这样显得更加的地道。此处还推荐学生能用不同的从句写出漂亮的句子，为文章加分。当然，这并不是意味着整篇文章都是复合句或并列句，如果能很好的做到长短句结合，使文章通顺连贯，也是能得到考官喜欢的。

   Tip 1: 采用排除法来排除错误答案        

   如果答案中有一个词你肯定是错误的，你就可以用笔划掉他。就算你还是不知道哪个选项是正确的，继续排除不正确的选项直到不能再 排除，这样在剩下的选项中，就算猜你也有了更大的命中率。        

   其实这一点不仅仅是对填空题，对所有的SAT选择题目都是十分有效的方法，帮助大家节省时间，提高效率。        

   Tip 2: 对于GMAT阅读填空题的两个空格的问题，只要有一个单词错误，就可以排除掉了        

   如果你认识选项中的一些单词不能填入任何一个空格，那先排除那个选项。就算另一个适合，这个答案也是错误的。        

   GMAT阅读填空题有一个空格的，也有两个空格的。对于有两个空格的填空题，这个方法非常简单有效。        

   Tip3：不要扭曲单词的含义，也不要想象单词的含义        

   如果你只能通过扭曲句子含义的方法将一个选项填入空格，那你很可能选择了错误的单词。正确的答案往往能很和谐的融入句子中。        

   很多考生在没有办法选出答案的时候，都习惯性的按照自己想象的意思把单词套进句子中，其实这是最自欺欺人的一个办法了。        

   Tip 4: 单词填入句子中以后，一定要回去检查你的答案        

   当你将整个句子拼合在一起后，这并不能保证你的选择一定是正确的。但是至少有一个能够肯定你没有犯一个显而易见的错误的法。      

   Tip5: 勇敢的选择你不熟悉的单词      

   很多人在做SAT阅读填空题的时候都倾向于选择自己认识的单词，就算单词不是那么完美的符合句子的含义。但是很多时候答案就是那些我们并不是非常熟悉或者根本不认识的单词。

   目前准备SAT考试的大都为高中二年级的学生，这一时期学生的单词量平均在2000左右。然而SAT考试要求的词汇量大约在10000以上，要想在短时间之内将自己的单词量扩充5倍以上难度很大，因此大部分考生都会集中记忆SAT高频单词，就是在SAT真题中出现的单词。在记忆这些SAT单词的时候，大家需要注意：

　　1、“快速，多遍”记单词

　　很多同学给自己制定了长达半年的记忆SAT单词的计划，但没过几个月，前面背过的东西早已忘得一干二净。因此，保量同时也要保质，记单词，重在及时重复，如果对任何一个单词在当天重复3遍，并在每5天之内要再次重复，并时不时利用闲暇时间进行强化，记忆效果会好很多。

　　2、记单词与做练习相结合

　　没有上下文语境，我们做的第一步只能是雾里看花，对于单词意思不能够准确把握，带入文章后也觉得不通顺，所以，与练习的结合对于背单词也是至关重要的，并且是必不可少的，甚至可以说，只有在练习的过程中我们才会掌握一个词真正的意思。

　　3、不需要记单词拼写与读音

　　在如此多的单词量的情况下，SAT不会要求考生对于每个单词的拼写一清二楚，而用来写作的单词1000-2000个也已经足够，其余的单词我们只要知道它大概的长相是什么就可以了。

　　掌握上面的这三个原则，大家在记忆SAT高频单词的时候，就能节省更多的时间和精力，进而花在做题等更多内容的备考上。新东方网提醒考生，单词的掌握是基础，但是不是备考的重点，所以一定要把握好记忆单词的时间，不要放错重点。