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教材部分内容展示

专业及职业tpo5 conversation 2

一、背景介绍:

专业及职业:学生面临选专业或者选就业职业的问题,不知道应该选哪个,哪个更适合自己,来寻求教授的建议。

二、 分类表格:

三、 各分类常见逻辑结构:

专业及职业类: Question --> Advice --> Student's Opinion --> Advice 2 --> Example

四、十三大原则中这节课会用到的原则+举例

1.开头原则:

托福讲座常见的开头方式有4种:

课堂回顾式开头

OK, we’ve been talking about early agriculture in the near east. So let’s concentrate on one site and see what we can learn from it.

OK. In the last class, we started talking about useful plant fibers…Today we’ll continue talking about useful fibers, and we’ll begin with a fiber that’s commonly known as “Manila hemp.”

课堂回顾式开头即先回顾上节课或前几节课讲过的内容,由此引出本节课所讲内容。在此类开头要特别注意不要把所回顾的内容错当成是本节课主题。

课堂回顾式开头常见关键点

时态:课堂回顾式开头在回顾上节课所讲内容时通常会用一般过去时或者是现在完成时、现在完成进行时

关键词:in the last class, today, now, talk about, but.

直入主题式

OK, today we are going to continue our discussion of plant life in coastal salt marshes of North America.

Ok, now I want to talk about an animal that has a fascinating set of defense mechanisms.

直入主题式开头即在文章开头就直接交代本节课的主要话题

直入主题式开头常见关键词

Today, now, want to talk about, discuss…

背景引入式

We’ve been looking at colossal statues—works of exceptionally huge size—and their essentially public role, in commemorating a political or religious figure. We’ve seen how some of these statues date back thousands of years . . . like the statues of the Pharaohs of ancient Egypt—which you can still visit today . . . and how others, though surviving only in legend, have fired the imagination of writers and artists right up to our own time, such as the Colossus of Rhodes, that 110-foot statue of the Greek god Helios. Remember, this same word, “colossus”—which means a giant or larger-than-life-size statue—is what today’s term “colossal” derives from. Now, it was one thing to build such statues, at an equally colossal cost, when the funds were being allocated by ancient kings and pharaohs. But if we’re going to think about modern-day colossal statues, we need to reexamine more closely their role as social and political symbols—in order to understand why a society today—a society of free, tax-paying citizens—would agree to allocate so much of its resources to erecting them.(红色字体部分为本篇文章的主题)

背景引入式开头即在展开话题之前先对本话题进行铺垫性陈述,目的是为展开话题做铺垫或是引出话题。

此类开头方式一般比较啰嗦,是听力讲座中最难的一类开头。

寒暄离题式

Hi, everyone. Good to see you all today. Actually, I expected the population to be a lot lower today. It typically runs between 50 and 60 percent on the day the research paper is due. Um, I was hoping to have your exams back today, but, uh, the situation was that I went away for the weekend, and I was supposed to get in yesterday at five, and I expected to fully complete all the exams by midnight or so, which is the time that I usually go to bed, but my flight was delayed, and I ended up not getting in until one o’clock in the morning. Anyway, I’ll do my best to have them finished by the next time we meet. (红色字体部分为寒暄离题部分,与主旨无关) OK. In the last class, we started talking about useful plant fibers. In particular, we talked about cotton fibers, which we said were very useful, not only in the textile industry, but also in the chemical industry, and in the production of many products, such as plastics, paper, explosives, and so on. Today we’ll continue talking about useful fibers, and we’ll begin with a fiber that’s commonly known as “Manila hemp.”

寒暄离题式开头一般是老师和学生课首寒暄,往往会设重听题,问老师寒暄

这些内容的意图是什么。

把握开头原则对于把握文章主旨以及整篇文章的框架有着至关重要的作用,文章主旨一般会出现在文章开头四五句,对应了内容主旨题的答案。

听力对话或讲座第一题常见的有两种题目:内容主旨题和目的主旨题

内容主旨题(考察听力对话或讲座的主要内容),常见问法如下:

What problem does the man have?

What are the speakers mainly discussing?

What is the main topic of the lecture?

What is the lecture mainly about?

What aspect of X does the professor mainly discuss?

What does the professor mainly discuss?

目的主旨题(考察的是意图,如在对话中考察的往往是学生去找老师的目的是什么),常见问法如下:

Why does the student visit the professor?

Why did the professor ask to see the student?

Why does the student visit the registrar’s office?

Why does the professor explain X?

2.强调原则(语义的强调):

Ok, actually, most of our materials are available electronically now.

2. What does the librarian say about the availability of journals and articles in the library?

A. They are not easy to find if a professor put them on reserve
B. Most of them are accessible in an electronic format
C. Most of them can be checked out for three weeks
D. Printed versions from the past three years are located in the reference section.

解释:1.Actually,in fact,especially,just remember, most importantly, one thing I should mention, indeed 语气语义强调词一般极容易出考题

2.重复,停顿,吐字清晰,大声是在强调

3.因果原则

And we know a lot more about the troubadours than we do about the Chanson authors, because they often had small biographical sketches added to their poems that gives more specific information about their social status, geographical location and small outlines of their career.

6.Why does the professor mention that romance poems often included biographical sketches?

A. To emphasize the similarities between chanson authors and romance authors
B. To explain why the social status of troubadours is known today
C. To point out why the biographical sketches are reliable sources of information
D. To provide evidence that many troubadours were also historians

解释:因果类标志词又可细分为原因类和结果类。

原因类: because, because of, due to, since, as, for, The reason is, That’s why, By reason of, Owing to …

结果类: so that, therefore, thereby, hereby, thus, As a result, consequently, hence, accordingly….

五、本次课可能用到的笔记法

六、词汇,短语及句式

七、文章框架分析

The student’s problem: doesn’t know how to keep pace with the professor’s class.

The professor points out the possible reasons: didn’t have the introductory courses, the courses the students had ever had during high school were not a good preparation for his class.

The professor agrees that the student can continue the class due to her great interest. Moreover, it is good to take his course as a non-major course.

Finally, he suggests the student to watch the video records about the introductory course.

八、听力文本

(更多内容尽在百利天下)

九、 学生听力过程

注:此过程中,“小节”的长度由老师根据每个学生的水平来决定,两个句子到两个自然段不等。注意不要让学生听起来太吃力,有挫败感,也不要让学生听着太简单而没有提升。

第一小节

学生听+记笔记
学生复述
学生猜考点
老师讲解(结合笔记法,带领学生逐句听,该小节进行完之后综合听一遍,保证学生每句话都听明白了再进行下一小节)

第二小节

学生听+记笔记
学生复述+回顾之前的内容
学生猜考点
老师讲解(结合笔记法,带领学生逐句听,该小节进行完之后综合听一遍,保证学生每句话都听明白了再进行下一小节)

全部小节进行完之后,让学生全文一起综合听一遍

十、 题目,答案及解析

1: What is the conversation mainly about?

A. An assignment about which the student would like advice
B. Concerns as to whether the student should be in the professor’s course
C. The selection of films to be viewed by students in a film theory course
D. The structure and sequence of courses in the Film Department

Answer: B
解析:这是一道内容主旨题。但是本题目最好从全篇把握,从一开始谈到高中所学和大学是不一样的,那个时候浅显,所以最好先注册intro class,但后来教授觉得除了看书,她还可以通过看一些video intro class,以便能跟得上教授的课程,所以一直都在讨论是否这个学生应不应该上这门课的问题。

2: What is the professor’s attitude toward the student’s high school film course?

A. He does not consider it satisfactory preparation for the class he teaches
B. He does not think that literary works should be discussed in film classes
C. He believes that this type of course often confuses inexperienced students
D. He feels that the approach taken in this course is the best way to learn about film

Answer:A
解析:本题为说话人态度题。教授在原文中提到“Um…I wouldn’t think that would be enough. Did you concentrate mainly on form or content?”Oh, that approach, treating film as literature, ignoring what makes it unique.”“Sure, but that kind of class. Well, I’m not surprised that you are feeling a little lost.”从作者的话语我们可知,作者对于学生的高中课程还是不太满意的,认为它不够形成一个很好的准备。答案选A。

3: Why was the student permitted to sign up for professor’s film theory course?

A. Her high school course fulfilled the requirement for previous course work
B. The computer system that usually blocks students was not working properly
C. An employee in the department did not follow instructions
D. The professor made an exception in her case

Answer:C
解析:这是一道细节题。原文中学生说“Well, I did have a problem with that but I discussed it with one of your office staff, and she gave me permission.”然后教授这样回答,“Of course. No matter how many times I tell them, they just keep on…”所以C选项为本题正确选项。

作业:

1)本次课的所有词汇及理论知识复习并掌握
2)本次课的材料重新听写一遍,笔记提交给老师
3)习题练习:专业和职业类对话2个(具体数量老师课根据学生的时间及水平调节)要求:按照托福听力作业积累本完成

教材部分内容展示

第三章 柱图

学生姓名 授课老师
时间 本次课时
教学内容 课件3:柱形图
教学目标 通过讲解单柱,双柱,三柱以及比较常见的多柱图,让学生快速掌握柱形图的各种图形审题方法,加上高分表达和句式的练习以及高分范文的赏析后,能够快速模考写作。

目录

一、写法简介(Bar Chart) 2
(一)单柱 2
(二)双柱 3
(三)三柱 4
(四)多柱 5
二. 思路详解 6
三、 高分词汇 7
四、 范文赏析 7

柱形图

一、写法简介(Bar Chart)

(一) 单柱

写作方法:
• 如果以时间为横轴的话,就写变动趋势(写法同曲线图)
• 如果是以组为横轴,则进行数据对比(写法同饼图)
【注意事项】:对不同数据进行比较, 突出极值.

(二) 双柱

写作方法:

1. 审题:把握好柱形图的特殊数据及分组特点;

1)横坐标:年份?国家?其他?
2)纵坐标:数据及单位
3)看清各个柱子所代表的项目及数值意义;
4)找出最大和最小数据,比较柱子与柱子之间的落差,突出落差的极值;

2. 数据分成几组? 表明趋势或对比结果

1)数据对象少且横轴为时间轴时, 对不同时间段内的同一信息的历时变化;
2)数据对象很多时, 对多个数据组进行整体比较;

3. 描述各个柱和数值:

首先确定描述顺序(高à低?低à高? 混合?);条形图太多,可以把数值相近的归类进行描述(太多无法分组描述,只挑选最显著的);时态根据具体情况而定

【注意事项】

一个段落说明一种比较内容;

比较要按一定的思路来组织,

三)三柱

写作方法:

1. 审题:把握好柱形图的特殊数据及分组特点;

1)横坐标:年份?国家?其他?
2)纵坐标:数据及单位
3)看清各个柱子所代表的项目及数值意义;
4)找出最大和最小数据,比较柱子与柱子之间的落差,突出落差的极值;

2. 数据对象很多时, 对多个数据组进行整体比较;

3. 描述各个柱和数值:首先确定描述顺序(高à低?低à高? 混合?);条形图太多,可以把数值相近的归类进行描述(太多无法分组描述,只挑选最显著的);时态根据具体情况而定

4. 具体思路: 将柱状图当成线形图来写,连接极值,成四条线;接着进行分类:增长的car;减少的bus;波动的 train, tube

(四)多柱

Figures for imprisonment in five countries between 1930 and 1980

写作方法:
1. 由分到总:先对同一个年份的多个数据组进行整体比较, 然后强调同一项目数值变化及差异.
2. 由总到分:先整体比较五个国家的imprisonment;再分析某一个国家的不同年份的imprisonment的数值变动。

二. 思路详解

The bar chart below shows the different levels of post-school qualifications in Australia and proportion of men and women who held them in 1999.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

中文思路分析:
观察图表:表头,横纵坐标,数字的单位
确定要描述的信息:数字-各个比例值
两个柱的信息对比
整合信息(数字和趋势),确定词汇和句式:
注意各部分之间的衔接

三、 高分词汇

由分析思路可知柱形图可以理解为曲线图和扇形图的合成,所以词汇课套用曲线图和扇形图的词汇

四、 范文赏析

The bar chart below shows the different levels of post-school qualifications in Australia and proportion of men and women who held them in 1999.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

范文:

The bar chart gives some information about post-school qualifications in terms of the different levels of further education reached by men and women in Australia in 1999. It can be seen from the chart that there were substantial differences in the proportion of men and women at different levels. The biggest gender difference is at the lowest post-school level—skilled vocational diploma, where 90% of those who held a skilled vocational diploma were men, compared with only 10% of women. By contrast, more women held undergraduate diploma (70% as against 30% of men) and marginally more women reached Bachelor’s degree level (55% against 45% of men). At the higher level of education, men with postgraduate diplomas clearly outnumbered their female counterparts (70% and 30% respectively) and also constituted 60% of Master’s graduates. Thus we can see that more men than women held qualifications at the lower and higher levels of education, while more women reached undergraduate diploma level than men. The gender difference is the smallest at the level of Bachelor’s degree, however. (173words)

教材部分内容展示

GRE阅读—事物缺陷题

学生姓名 授课老师
时间 本次课时
教学内容 GRE阅读-事物缺陷题
教学目标 事物缺陷题,都有哪些特征词;从而要注意在背单词的时候,要注意单词的感情色彩;同时也要注意对阅读里面可能会出现的事物缺陷题的地方 要有敏感。

本课框架:

事物缺陷题 2
事物缺陷题的特征词 2
事物缺陷题的提问方式 3
例题精讲 3
Practice: 6

事物缺陷题

1.事物的缺陷题也是GRE阅读中的重要考点,出题频率非常高;

事物缺陷题的特征词

特征词:
特点:
举例:
1. My point is that its central consciousness—its profound understanding of class and gender as shaping influences on people’s lives—owes much to that earlier literary heritage, a heritage that, in general, has not been sufficiently valued by most contemporary literary critics.
2. But King’s stance on the Vietnam War cannot be explained in terms of pacifism alone.
3. Lawmakers courts, and employers have often been blind to the real needs of women.
4. Detailed understanding of this phenomenon awaits further study.
5. They were too traditional, too hemmed in by their generation to demand social and political rights.
6. In addition, aggregate population estimates are very shaky, which makes it difficult for historians to compare rates of crime per thousand in one decade of the preindustrial period with rates in another decade.
7. One difficulty, however, was that few of the remaining 97 percent recorded their thoughts or had them chronicled by contemporaries.
8. The revival or passage of state laws limiting the daily or weekly work hours of women conveniently accomplished this.

事物缺陷题的提问方式

1. 直接提问:
1) According to the author, a major limitation of anaerobic glycolysis is that it can…
2) Which of the following does the author cite as a weakness in the argument that bacterial chemosynthesis provides the foundation for the food chains at deep-sea vents?
2. 有的就缺陷的改进方法进行提问,答案即对原文的事物缺陷叙述取非:
1) The author of the passage believes that Black Fiction would have been improved had Rosenblatt
2) It can be inferred that the author of the passage believes that Mary Barton might have been an even better novel if Gaskell had

例题精讲

例文1:
A speech attempting to persuade people can achieve little unless it takes into account the aspect of their being related to such hopes and fears. the passage suggests that a speech that attempts to persuade people to act is likely to fail if it does not______
A. distort the truth a little to make it more acceptable to the audience.
B. appeal to the self-interest as well as the humanitarianism of the audience
C. address listeners’ emotions as well as their intellects
D. concede the logic of other points of view.
E. show how an immediately desirable action is consistent with timeless principles.

教材部分内容展示

第五章 削弱

学生姓名 授课老师
时间 本次课时
教学内容 课件5 削弱
教学目标 掌握削弱题目的特点和解题方法,掌握削弱中的因果关系级运用因果逻辑链。

1. 削弱题目简介 1
2. 削弱类题目通常有两个特点 1
3. 削弱GMAT论断的关键是攻击结论。但是攻击并不意味着破坏 2
4. 常见削弱状况 3
5. 三种错误选项陷阱 3
6. 削弱当中的因果:什么叫因果关系 4
7. 因果关系的错误类型 4
8. 如何识别因果关系 4
9. 前提中的因果关系VS结论中的因果关系 5
1) 结论中的因果关系 5
2) 前提中的因果关系 6
10. 因果关系错误的情形 6
11. 因果关系结论中的主要假设 6
12. 如何反驳因果关系结论 7
13. 因果关系练习题 8
14. 因果推理回顾 11
15. 削弱题型练习题 12
16. 答案与解析 31

1. 削弱题目简介

答题要求:找出能最大程度上破坏作者的论断的选项
注意事项:题干中包含论证:理解题干中的前提结论
重视题干推理的结论
质疑题干中的推理
正确选项可以包含新信息

2. 削弱类题目通常有两个特点

(1)问题中使用weaken或weaken的同义词

(2)题干认为你应该把选项视为真实的
Which of the following, if true,… Which of the following, if true, most seriously weakens the argument above? Which of the following, if true, most call into question the claim above? Which of the following, if true, casts the most doubt on the conclusion drawn above?

3. 削弱GMAT论断的关键是攻击结论。但是攻击并不意味着破坏

答题时可以假定可以攻击某些部分来削弱论断: 或前提或结论 怎样去削弱论断 前提 在实践中,大部分正确选项都不涉及前提 结论 结论是最有可能在论断中被攻击的部分,正确选项不仅否定结论,还会指出结论忽视了某些因素或可能性。很多时候答案会表明即使在前提正确的条件下,不能推出结论 假设 削弱大多会攻击作者的假设 All my neighbors own blue cars. Therefore I own a blue car.

4. 常见削弱状况

信息不完整 作者没有考虑到所有的可能性,或依赖于不完全的证据,可以通过提出新的可能性对此进行削弱。 类比不当 作者试图比较两种本质上完全不同的事物 无效结论 作者以某种方式使结论有效或限制结论使得结论可以被攻击。

5. 三种错误选项陷阱

Opposite Answers
Shell game Answers
Out of Scope Answers

6. 削弱当中的因果:什么叫因果关系

审查事件时,人们会很自然地试图解释事情为什么发生,这就导致了因果效应推理-支持或反对一件事导致了另一件事的发生。在GMAT中这种题目经常会在推理题中出现,作者往往错误地得出结论说一件事导致了另一件事的产生。
Last week IBM announced a quarterly deficit and the stock market dropped 10 points. Thus, IBM’s announcement must have caused the drop.

1)因果关系的错误类型
题干:A导致B的发生 错误类型:C导致B的发生 C导致AB的发生 B导致A发生 无因果 题干是特殊情况

2)如何识别因果关系

3)前提中的因果关系VS结论中的因果关系
因果关系可能出现在前提里,也可能在结论里 如果在结论里,那这个推理过程有问题, 如果是在前提中出现,那么论断可能是错误的,但可能不是因果关系导致的
a.结论中的因果关系

前提:In North America, people drink a lot of milk 前提:There is a high frequency of cancer in North America 结论:Therefore, drinking milk causes cancer.
b.前提中的因果关系
前提:Drinking milk causes cancer
前提:The residents of North America drink a lot of milk
结论:Therefore, in north America there is a high frequency of cancer among the residents.
4)因果关系错误的情形
1) 一件事发生在另一件事之前
Every morning the rooster crows before the sun rises. Hence, the rooster must cause the sun to rise.
2) 两件事(或更多的事)同时发生
The consumption of ice cream has been found to correlate with the murder rate. Therefore, consuming ice cream must cause one to be more likely to commit murder.
5)因果关系结论中的主要假设
在现实世界里谈论因果关系时,有一个固有的理解-一个特定的原因可能是导致结果的一个可能性因素,很有可能有其他因素也导致了结果的发生。这是很合理的因为我们一般能够观察到一系列的因果关系现象的存在,且经验告诉我们不同的行为可能导致形同的结果。但GMAT叙述者不这么认为,当他说一个因素导致结果时,他假设他提出的原因是唯一的原因。
前提:Average temperatures are higher at the equator than in any other area
前提: Individuals living at or near the equator tend to have lower per-capita incomes than individuals living elsewhere.
结论:Therefore, higher average temperatures cause lower per-capita incomes.
6)如何反驳因果关系结论
1) 找出导致所述结果的替代性原因
由于作者认为只有一个原因,找出另一个原因可以起到反驳的效果。
2) 表明即使原因有了,也未必产生该结果。
这种答案常常以反例的形式出现。由于作者认为原因导致结果,说明结果没有产生可以作为对作者的反驳。
3) 表明虽然结果产生了,原因没有产生
这种答案常常以反例的形式出现。由于作者认为原因导致结果,说明原因没有产生可以作为对作者的反驳。
4) 因果倒置
由于作者认为原因导致结果,说明因果关系颠倒可以作为对作者的反驳
5) 用以推出因果关系的统计数据有问题
如果统计数据有问题,则其所推出的因果关系也就有问题了

教材部分内容展示

SAT语法串讲

学生姓名 授课老师
时间 本次课时
教学内容 SAT语法串讲之平行结构、比较结构和代词指代。
教学目标 掌握平行结构、比较结构和代词指代的理论知识点,掌握做题方法。

本课框架

SAT语法串讲-平行结构 2
一. 重要性 2
二. 定义 2
三. 常见的并列连词和词组 3
四. 考查实质和例题分析 3
五. 介词优先原则 3
SAT语法串讲-比较结构 4
一.重要性 4
二.比较结构的标志词 4
三.SAT中比较结构常考的题目类型 4
1. 比较对象前后保持一致 4
2. 比较对象的单复数保持一致 5
3. 比较级重复 5
SAT语法串讲-代词 6
一. 重要性 6
二. 常见的代词 6
三. 代词考点的做题原则 6
四. 常考的题型 7
1.人称代词的主格和宾格 7
2.代词单复数 7
3.指代不清 8
4.反身代词 8
5.人称要保持一致 8
6.定语从句中关系代词的使用 9
随堂作业 9

SAT语法串讲-平行结构

一.重要性

平行结构在改进句子和挑错题中的考法一致,而且是高频率出现的考点,也是其他语法点,像比较结构的做题原则。

二.定义

英语是重结构的语言,更喜欢结构上的平衡一致,平行结构因此也就应运而生。平行结构是指_________________________________________________________

三.常见的并列连词和词组

连词:______________________________________________________________
词组:______________________________________________________________

四.考查实质和例题分析

平行结构考查的实质:_________________________________________________

例题1:Of the hundreds of warm-water coral species, only a few
(A) are highly prized
(B) for use in jewelry because of their
(C) beauty, luster, and they are hard
(D). No error (E).

例题2:Most drivers know not only that excessive speeding on highways wastes gasoline, but also that it is dangerous.
(A) know not only that excessive speeding on highways wastes
(B) know that excessive speeding on highways could be wasteful of
(C) are knowledgeable that excessive speeding on highways not only wastes
(D) have known that excessive speeding on highways wastes not only
(E) know that excessive speeding on highways not only by itself can waste

五.介词优先原则

原则:_______________________________________________________________

例题1:During a conference with Pravika's parents, the teacher mentioned that Pravika had demonstrated considerable ability in math and to learn foreign languages.
(A)considerable ability in math and to learn
(B)considerable ability in math and that she could do it well in
(C)ability that was considerable in math as well as in learning
(D)considerable ability in math and in
(E)considerable ability to learn math and in

例题2:In a recent year, more tourists from the US visited museums in Great Britain than those Canada.
(A) Canada
(B) Canada did
(C) compared to Canada’s
(D) Canadian ones
(E) in Canada

SAT语法串讲-比较结构

一.重要性
在前面的基础语法课程中我们已经学习到了比较级和最高级的使用方法和表达形式,而比较级和最高级在SAT语法的改进句子和挑错题中又是一个高频率的考点,需要引起关注。
二.比较结构的标志词
标志词:_____________________________________________________________
三.SAT中比较结构常考的题目类型
1. 比较对象前后保持一致
提示:_______________________________________________________________
例题1:A mixture of jazz and classical idioms, the music of Gershwin was more innovative than most of his contemporaries.
(A)than most of his contemporaries
(B)than most of his contemporaries were
(C)than were most of his contemporaries
(D)than that of most of his contemporaries
(E)than most of his contemporaries, as far as music is concerned

例题2:The novel Pride and Prejudice by Jane Austen was once
(A)more widely read
(B)and was more popular
(C)in high schools in the United States than Charlotte Bronte
(D). No error
(E)

2. 比较对象的单复数保持一致

例题:The duties of a firefighter are often as dangerous as a police officer.
(A)as a police officer
(B)as those of a police officer
(C)like a police officer
(D)such as a police officer
(E)like a police officer's

3. 比较级重复

提示:______________________________________________________________
例题1:Just how(A) critical an improved balance of trade is to(B) a healthy economy has never been(C) more clearer (D)than it is now. No error(E)
例题2:No one is more sorrier than me that you missed the awards ceremony.
(A)more sorrier than me
(B)sorrier than I
(C)more sorry like myself
(D)as sorry like I am
(E)sorrier but me

4. 分清比较范围

提示:________________________________________________________________
例题1:Lions and tigers may be (A) identical in size, but (but) the tiger is the fiercer (C) animal and the lion the strongest (D). No error

教材部分内容展示
教材部分内容展示
教材部分内容展示
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教材部分内容展示
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  • 托福
    浩天同学
    2014年7月1日

    梅老师,他长到17岁,我常想,多亏有您这样的老师,牵着他、拽着他鼓励他,否则我一个人会很难的...真心地,感谢您!

  • 托福
    小宁同学
    2014年3月14日

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    2014年5月18日

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  • GRE
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    2014年6月17日

    今天丁老师详细和我讲了GRE的考试形式,让我了解到了更多的信息,并耐心和我解说我的模考题里反映的问题,以前的学习存在很多的漏洞,今天得到了很好的指导,这是我做十次模考也得不来的宝贵经验,感谢丁老师!

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    2014年3月19日

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    2014年2月24日

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    雨轩同学
    2014年6月23日

    炎炎老师不仅是一个好老师,还是一个真正可以让学生成为朋友的闺蜜~

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  • GRE
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    2014年7月11日

    非常感谢黄老师这一学期的陪伴,经过这一学期的学习我的GRE比最初的时候有了很大进步,在学习上的任何问题老师都很细心地讲解,而且作业批改的也很详细,考出理想的成绩才是我对老师最大的回报,最后再次感谢老师的细心教导与鼓励,我会继续努力的。

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  • 雅思
    颂威同学
    2014年7月13日

    老师,刚查了分数,6.5,各个单项是6 7.5 6 6,这回分数完全够了,太感谢您了!您教的口语和写作方法太管用了!终于可以和雅思说拜拜了~

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    梁萧同学
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  • 托福
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  • GRE
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    2014年4月19日

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---致所有怀揣远洋留学梦的在职学员们

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