ACT阅读考前攻略

ACT阅读考前攻略泰迪教育提供ACT本质是实力＋运气＋时间，做题就是玩连连看，找你妹。

所谓运气，换个词就是概率问题；所谓时间，换个词就是取舍问题。

学会柿子捡软的捏（虐），鱼儿拣鲜的吃，学会从大海里捞鱼，不是捞水，不要感叹大海啊全是水，要取舍，有舍才有得。

无论用什么方法，都应以简洁、明了、清晰为原则，方便易操作为导向。

阅读的流程可分解成划词、找句、做题、取舍四步，阅读的两大问题是找不到和做不对。

本方法第二步是在解决找不到的问题，而做不对主要涉及三个方面：一词汇、二同义句、三联想过多，将自己代入文章，强＊作者观点。

已知条件：1.读文顺序：将小说散文（PF）、社会科学（SS）、人文学科（HS）、自然科学（NS）分别假定为1-4，读文顺序预设为4231或者4321，段数≤4或≥20则先做读文序列的下一篇，小说建议放在最后做。

2.做题顺序：由后向前，由简到难。

3.阅读部分由四大块组成，分别为L－O－V－I：文章是L，题干是O，选项是V，取舍是I4.文章L分5小块:L1 段落主旨，写作手法；（一般只需要读第一句即可）L2 细节（大写字母、数字、特殊符号、斜体等）；L3 三大关系（因果、比较、顺序）；L4 归纳和总结（topic、summary、sum up等）；L5 词汇题结构框架示意图（求助，不会画图的孩纸伤不起）：L4 （论点）@L1（分论点1）&L1 （分论点2）＊L1（分论点3）@L2（@L3）（论据1）&L2(&L3) （论据2）＊L2（＊L3）（论据3）5.取舍I分3小块：i1主要包括有行数的、问段落主旨、有大写字母、有特殊符号等；i2主要涉及全文主旨（topic、summary、sum up）等；i3主要涉及推断题（infer、imply、suggest等）和排除题（EXCEPT、NOT、LEAST等），如果排除题给出了段落位置，则归类为i1；6.考点词分四类，答案往往位于考点词附近。

转折词：NOW、BUT、HOWEVER、yet、despite、nevertheless、nonetheless、although因果词：BECAUSE（why）、therefore、thus、consequently、as a result比较词：than、most、more、greatest、as well as、be equal to顺序词：on the other hand、also、while、alternatively、first、primary、then、finally阅读步骤：一.慢读引言＋每段第一句＋考点词所在句子并在必要时标注L3及考点词［不可勾划过多，要对数字、人名、特殊符号（冒号、括号等）、三大关系、三个以上并列、NOT、NO、NEVER等敏感，亦不可超过3分钟］，读完后由后向前做题。

二.细读题干，粗读选项，O+V分析，本步是定位环节，通过题干和选项确定关键词（数字、大写字母、特殊符号，斜体）完成定位，将出题句限定在某一个位置，而不是满篇找答案。

细读题干是确定关键词及可用于精确定位的小写名词，粗读选项是确定关键词，以完成定位。

注：a．细读题干，粗读选项主要是找大写字母及数字及特殊符号等，以能够粗略定位，细读题干是为了确定小写的限制性名词及需要回答的问题，从而能够进一步精确定位出题句，必要时候可以通过考点词去确认出题句，大致是一个大球带若干个小球锁定出题句。

b. 通过定题目类型来做题：（1）段落主旨题——常见形式为in the fifth paragraph（line 36-41），二者读其一即可，此题优先看第一句，大部分出题句位于第一句，特殊情况看考点词所在句及归纳总结（比如有冒号等标志）。

（2）attitude/passage/topic——引言+末末+首末（首首、末首、与引言相关的全文重复名词）（3）词汇题——将选项（V）词汇带入题干（O）词汇所在文章中的句子c. O＋V分析后，如果没有大写的关键词或数字或特殊符号，可以先从上一题的位置走起或直接从考点词，每段第一句，第一段及最后一段这几个位置找起。

例如OG 187页第37题，可从第38题位置入手。

OG 187 33题可以从考点词＋complex behaviors走起，玩连连看就行。

d.如果只能在选项中发现一个关键词，细读后发现不是答案，直接就排除一个选项。

三. 判断i1、i2、i3，完成取舍。

i1、i2直接做，i3可以先放下（给行数给段落位置的例外），徐徐图之，以蒙为主，蒙要向L4靠拢。

i1优先寻找L2、L3及L1；i2优先寻找L4；i3优先寻找出题句、L4及L1；如果可以直接选答案，就不必再执行第四步。

即如果全文扫读之后，O和V分析后，能直接出答案的，不必再回原文找依据了。

四.回归原文，确定范围，出题句不一定在给定的行数里，需要以关键词所在句子上下扫读。

如0964E的16题。

五.粗读题干，细读选项，OV分析，本步是做题环节。

粗看题干看的是在问什么，细读选项是看主谓宾，以完成做题。

六.解决i3（推断和排除题），按顺序涂卡。

复习巩固操作步骤为：读句（标L3及考点词）+OV分析定位+取舍（i1、i2、i3）+找句（出题句）＋OV分析做题。

第二步在解决找不到的问题，很关键。

蒙题原则：如果没有时间，可以有下列原则可供选择，仅供参考。

1. 做题时注意选项中名词动词形容词与原文的原词或为同义词；选项与主题相关，或者说与全文的正负向态度一致，统统要选。

2. 无中生有（全文没有）、偷换名词、因果颠倒、选项不属于定位段落出现在其他段落等统统不要选。

3. 选项中三正一负或三负一正，那就选这个不同的选项。

例选项ABCD分别为disbelief、respect、amusement、skepticism则选B，选项ABCD分别为arrogant、withdrawn、caring、embittered则选C。

4.如果选项中出现了more than，那么一般不选这个选项，如果是except、not、least题的话，选这个比较选项。

5. 如果选项中出现了绝对词，那么一般不选这个选项。

同理，如果是except、not、least题的话，选这个绝对选项。

即狠角色不选，一竿子打翻一船人的不选，比如出现only、ultimately useless等。

6. 如果没有办法确定选项，快速扫读引言、末段末句及首段末句等确定文章主题，选与主题相关的选项（小说比较特殊，快速读一遍，先做容易定位的）。

7. 卡的文章快做，顺的文章慢做。

如果文章读不懂，不要纠结，纠结20分钟和只做10分钟的结果差别是不大的，读懂和读不懂的结果也差别不大。

特别提醒：1.总分是四科平均后的四舍五入，英语和作文会有一个合分。

不要给自己太大的压力，比方说我要考36，只要两科拿到36分，另外两科拿到35分即可以了，这样难度会小一些。

2.先读文章后做题，如果不先读文章，例如OG 187第33、35题，先读题会很难找。

若剩下7分钟左右，只执行二到六步，若剩下5分钟左右，执行第五步加蒙题原则，若剩下1分钟，随便涂B涂C即可。

3. 涂卡要饱满、圆润，不要一浅一深，可能影响得分。

4. 做对题涂错选项只是暂时的，要多做题就能消除，有良好的心态。

5.如果平时做题时间恰恰好或者做不完，考试的时候肯定做不完。

6.真题最重要的是第一遍，第二遍做一般能够30+以上。

7.先易后难，比如之所以不先读小说，就是很大概率读不懂，心里影响比较大。

8.每个部分的靠后的题容易出现连错情况，尤其要谨慎。

9.实力和运气同等重要，运气也是实力的一种，5分钟做完一篇对7个是有可能的。

10.考前突击刷真题能增加分数，不刷真题很可能6月考27分，10月考还是27分。

11.把长名字缩写成短名字，减小记忆负担。

比如OG 605页有个人叫Shades Bowen，直接缩写成SB去读就好，An Introduction to Purpose and ToneEvery written piece of information is created by an author who has a specific reason for writing. This reason for writing is known as the author's purpose. Effective readers read to understand the author's purpose.Understanding purpose is closely related to the ability to identify the tone of a passage. Tone is the emotion or mood of the author's written voice. Purpose and tone are established with word choice.Purpose is the reason the author writes about a topic.Tone is the author’s attitude toward th e topic.PurposeMany reasons can motivate a writer to write. The writer’s reasons can range from the need to take a stand on a hotly debated issue to the desire to entertain an audience with an amusing story. In general, the author's purpose falls into one of three general categories: •To inform. When setting out to inform, a writer gives information about a topic. Authors use facts to teach or explain the main idea to readers. Most textbook passages are written to inform.The following topic sentences reflect the writer’s desire to inform:Lou Gehrig’s disease causes the body to shut down while the mind remains sharp and clear.Preparing garden beds for spring planting requires several steps.•To persuade. A writer who sets out to persuade tries to convince the reader to agree with his or her view on the topic. Authors combine facts with emotional appeals to sway the reader. Politicians and advertisers often write and speak to persuade.The following topic sentences reflect the writer’s desire to persuade:Someone you know or love will die from Lou Gehrig’s disease unless a cure is found, so make a generous donation to the Lou Gehrig’s Disease Foundation.Chemicals that control weeds in gardens, such as dioxin, should be banned from use because they are human health hazards.•To entertain. A writer whose purpose is to entertain sets out to amuse the audience. Authors appeal to the reader’s senses, emotions, and imagination. Both fiction and nonfiction writers seek to entertain.The following topic sentences reflect the writer’s desire to entertain:It is pleasant even to be ill when you know that there are people who are looking forward to your convalescence as to a holiday.—Anton Chekhov, The Story of an Unknown Man.In preparing the soil for planting, you will need several tools. Dynamite would be a beautiful thing to use, but it would have a tendency to get the dirt into the front-hall and track up the stairs. —Robert Benchley, “Gardening Notes.”ToneThe author’s purpose is expressed by the tone of voice he or she assumes in writing. Tone is the emotion or mood of the author’s written voice. Purpose and tone are so closely related thatthey work together. Purpose and tone are established with word choice. To identify tone and purpose, you need to build on several skills you have already studied: vocabulary, inference, and main ideas.An author chooses the words that make an impact on the reader, words that will help the author convey the intended purpose. Sometimes an author wants to appeal to reason and just gives facts and factual explanations. At other times, an author wants to appeal to emotions and stir the reader to feel deeply.Tone clues the reader to the author’s primary purpose. The main purpose of textbooks is t o share reliable information; therefore, textbooks strive for an objective tone. An objective tone usually presents facts and reasonable, un-biased explanations. Adjectives such as matter-of-fact and factual describe this neutral tone. A subjective tone allows a writer to share his or her personal worldview through fiction and personal essays. The subjective or emotional tone words describe senses, feelings, personal experiences, judgments, biases, or opinions. Study the following list of basic tone words.Basic Tone WordsObjective (impartial)unbiasedneutralformalSubjective (partial)biasedemotionalinformalCommonly Used Tone WordsRecognizing tone words and understanding their meanings deepens comprehension. Here is a list of commonly used tone words. Look up the meaning of any word you do not know.Commonly Used Tone WordsSubjective, Emotional, or Biased WordsObjective, Unbiased, or Neutral Wordsadmiringangryanxiousapprovingbitingbittercalmcheerfulcoldcomicconceiteddiscourageddisgusteddoubtfulearnestelatedencouragingfunnygloomygratefulhapyhostilehumorousinformalinsultingjoyfullivelyplayfulsadseriousthreateningwistfulacademicaccuratefactualimpartialmatter-of-facttruthfulFigurative Language: Similes and MetaphorsConsider the following well-known phrases:sharp as a tackeats like a birdan icy stareraining cats and dogsEach one of these sayings creates a vivid word picture that deepens the reader’s understanding of the author’s meaning. T o understand how an author creates and uses vivid word pictures, you need to know about literal and figurative language.Literal language uses the exact meaning of a word or phrase.Figurative language uses a word or phrase to mean something different from its literal definition; also known as “figures of speech.”Literal language expresses the exact meaning of a word or phrase. For example, if you were out hiking with a friend and told him to “go jump in a lake,” he could take your words literally and immerse himself in a nearby body of water. However, if you were having an argument and said, “Go jump in a lake,” your friend would understand that you were using figurative language andwere saying something like “go away.” Hundreds of figures of speech exist, but understanding two commonly used types will make you a more skilled reader. The two types are simile and metaphor.Simile is an indirect comparison between two ideas that uses like, as, as if, or as though. Metaphor is a direct comparison between two ideas that does not use like, as, as if, or as though.SimileRead the following two sentences.Jamie is sharp as a tack; she always knows the right thing to say.Elaine, who is always worried about her weight, eats like a bird.A simile is an indirect comparison between two ideas that uses like, as, as if, or as though. The phrases “sharp as a tack” and “eats like a bird” are similes. They use the words like and as, which are words of indirect comparison. Jamie is not a tack, and Elaine is not a bird; instead, they are discussed in similes as similar to these things. Perhaps Jamie is compared to a sharp tack because her ideas pierce through to the main point. Calling Jamie “sharp as a tack” means that Jamie is smart or quick-minded. Perhaps Elaine’s eating style is compared to a bird’s because she picks at her food and takes tiny bites of it. Saying that Elaine “eats like a bird” means that Elaine eats small portions. Because a simile is a figure of speech that cannot be taken literally, the skilled read er must interpret the author’s meaning.MetaphorA metaphor is a direct comparison between two ideas that does not use like, as, as if, or as though. Two phrases at the beginning of this chapter—“an icy stare” and “raining cats and dogs”—are metaphors. Note that neither of these examples uses the word like or as. Instead the first item is directly compared to the second item. For example, the word icy is used to directly describe a person’s stare, to paint a picture of a “cold look.” To say it is “raining cats and dogs” is to suggest a heavy downpour. In some ancient myths, cats represented rain and dogs represented wind (for example, in Nordic mythology, both animals were associated with the storm god, Odin). Often a metaphor uses words such as is, are, or were to make the direct comparison between the two ideas. For example, “Faith is my anchor” sets up a direct link between faith and the traits of an anchor. Thus the metaphor paints a picture of faith as an ideal that lies beneath a person’s everyday life, out of sight, yet holds that person’s life steady so that it cannot drift. Because a metaphor is a figure of speech that cannot be taken literally, the skilled reader must interpret the author’s meaning.Distinguishing Between Similes and MetaphorsBoth similes and metaphors use comparisons between ideas to deepen meaning. Almost any expression that can be worded as a simile could also be worded as a metaphor. Remember the main difference between a simile and a metaphor is the use of the words like, as, as if, and as though. Similes use these words; metaphors do not. Authors must carefully choose whether the indirect comparison of a simile or the direct comparison of a metaphor is better suited for their purpose. Thus skilled readers pay close attention t o the author’s careful application of these twofigures of speech.她视角（一位ACT阅读老师的视角）ACT阅读部分考试时间为35分钟，需要读完4篇文章，每篇10道题目，共40题。