2014年SAT考试白皮书
2014上半年SAT考试真题：阅读
2014上半年SAT考试真题：阅读2014上半年SAT考试真题：阅读Secti on 29. D题型：双篇关系题解析：P1主要讲演员主要犯的错误就是直奔结果忽视目的，总想给观众留下深刻的印象，但是没有想明白演员表演的主要目的是在表演中做到引诱、侮辱、说服、恐吓。
P2则以表演硬汉作为一个例子，说明如果意味的追求硬汉的外表呈现，是很荒谬、不真实的。
要想在荧幕上塑造硬汉形象，要在外表形象以外来塑造。
10. E题型：态度题解析：P1的整体语风比较书面、议论，P2则比较随意、口语化。
11. C题型：双篇互联题解析：从P1观点出发看p2作者会通过什么方式来准备一个角色。
P1认为应该考虑表演的目的，objective，究竟要表演什么，对应了C选项的motivation12. C题型：求同题解析：两篇文章都对于P2中对硬汉的表演怎么看，那个表演很表面，不真实，也不能达到表演的目的。
13. B题型：词汇题解析：定位点前面，文章开篇说到妈妈经常打电话，我总是听到关于Carroll的事。
此处说I got pienty of material ，就应该指获得了关于Carroll的信息。
14. A题型：类比推理题解析：原文要呈现接收者和提出者的关系，对应了A听广播的和电视播报员15. A题型：内容理解题解析：定位处furniture的描述中提及了是价值一大笔钱，此处又说很英国，就是在意识中“来自英国”代表着价值一大笔钱。
16. D题型：内容理解题解析：定位点比较长，主要讲的是Carroll是如何布置自己的新居的。
17. E题型：词汇题解析：此题特别容易误选B ,increase，因为看上去与develop 本意十分接近。
但实际上这里需要考虑本句句首for的因果，因为是个画家，她的一些行为就好解释了，也就是一切更为清晰了。
18. B题型：内容理解题解析：从原文语气“ The what? ”可以看出Mama对于此事非常的困惑和不理解19. B题型：因果题解析：镇上女人因为什么被Norman惹火了。
2014年SAT考试数学模拟试题及答案
2014年SAT考试数学模拟试题及答案SAT考试数学练习题SAT Math Practice Test 11. Of the following, which is greater than ?A. 2/5B. 4/7C. 4/9D. 5/11E. 6/132. If an object travels at five feet per second, how many feet does it travel in one hour?A. 30B. 300C. 720D. 1800E. 180003. What is the average (arithmetic mean) of all the multiples of ten from 10 to 190 inclusive?B. 95C. 100D. 105E. 1104. A cubical block of metal weighs 6 pounds. How much will another cube of the same metal weigh if its sides are twice as long?A. 48B. 32C. 24D. 18E. 125. In a class of 78 students 41 are taking French, 22 are taking German and 9 students are taking both French and German. How many students are not enrolled in either course?A. 6B. 15C. 24D. 33E. 546. If f(x) = │(x2 –50)│, what is the value of f(-5) ?B. 25C. 0D. -25E. -757. ( √2 - √3 )2 =A. 5 - 2√6B. 5 - √6C. 1 - 2√6D. 1 - √2E. 18. 230 + 230 + 230 + 230 =A. 8120B. 830C. 232D. 230E. 2269. Amy has to visit towns B and C in any order. The roads connecting these towns with her home are shown on the diagram. How many different routes can she take starting from A and returning to A, going through both B and C (butnot more than once through each) and not travelling any road twice on the same trip?A. 10B. 8C. 6D. 4E. 210. In the figure above AD = 4, AB = 3 and CD = 9. What is the area of triangle AEC ?A. 18B. 13.5C. 9D. 4.5E. 3SAT考试数学练习题SAT Math Practice Test 1参考答案1.Correct Answer: BExplanation:One way to deal with fractions is to convert them all to decimals. (Using your calculator, divide the numerator by the denominator).In this case all you would needd to do is to see which is greater than 0.5.Otherwise to see which is greater than ?, double the numerator and see if the result is greater than the denominator. In B, the correct answer, doubling the numerator gives us 8, which is bigger than 7.2.Correct Answer: EExplanation:If an object travels at 5 feet per second it covers 5x60 feet in one minute, and 5x60x60 feet in one hour. Answer = 18000(E)3.Correct Answer: CExplanation:You could add up all the multiples of 10 (10 + 20 + 30 ....+190), and divide by the number of terms (19). Or you could realize that the average of an evenly spaced series of numbers is equal to the value of the middle term (or the average of the two middle terms if there are an even number of terms). The middle term out of 19 is the tenth term in the series = 100.4.Correct Answer: AExplanation:If you double the sides of a cube, the ratio of the surfaceareas of the old and new cubes will be 1: 4. The ratio of the volumes of the old and new cubes will be 1: 8.Weight is proportional to volume. So, If the first weighs 6 pounds, the second weighs 6x8 pounds =48.5.Correct Answer: CExplanation:You could solve this by drawing a Venn diagram. A simpler way is to realize that you can subtract the number of students taking both languages from the numbers taking French to find the number taking only French. Likewise find those taking only German. Then we have:Total = only French + only German + both + neither78 = (41-9) + (22-9) + 9 + neither.Not enrolled students = 246.Correct Answer: BExplanation:If x = -5, then (x2 –50) = 25 –50 = -25But the sign │x│means the absolute value of x (the distance between the number and zero on the number line). Absolute values are always positive.│-25 │= 257.Correct Answer: AExplanation:Expand as for (a + b)2.(√2 - √3)(√2 - √3) = 2 - 2(√2 + √3) + 3 = 5 - 2 √68.Correct Answer: CExplanation:All four terms are identical therefore we have 4 (230).But 4 = 22, and so we can write 22. 230Which is equivalent to 2329.Correct Answer: BExplanation:Amy can travel clockwise or anticlockwise on the diagram.Clockwise, she has no choice of route from A to B, a choice of one out of two routes from B to C, and a choice of one out of two routes from C back to A. This gives four possible routes.Similarly, anticlockwise she has four different routes.Total routes = 810.Correct Answer: DExplanation:If we take AE as the base of triangle AEC, then the height is CD.The height of the triangle is therefore, 9 (given).To find the base we need to see that triangles AEB and CDE are similar. The ratio AB: CD, is therefore equal to the ratio AE: ED. The given information shows that the ratio is 3:9, or 1:3. Now dividing AD (4) in this ratio gives us AE as 1.The area of AEC = base x height=1/2 x 9 = 4.5。
2014年中国SAT年度报告
2014年中国SAT年度报告序言变革的达摩克里斯之剑时光如梭，继我们2013年发布《差距与差异》后，一年的时间就这么过去了。
很多时候时间并不像我们所认为得那样公平，相反越是缺乏时间的人，时间越是从你身边匆匆流逝。
当然，这种感受本身可能也是我们正在快速变老的证据之一。
一切都在变化，毫不怜悯我们的可惜。
今年我们的报告主题叫《核心与变革》。
选择这个主题并不是为了再次向世人重复“唯一不变的是变化本身”这一陈词滥调，我们希望与学生和一些同行一起去探讨变化之中那些被保留的核心是什么。
我们还想反躬自问，面对这纷繁芜杂的变局，我们该如何处置。
在这一年里，我们看到了教育领域多年来最快速、最大规模，很有可能也会是百年间里最为彻底的变革在酝酿和兴起。
教育的国界进一步被打破，在线教育和面授教育将会如何对垒或如何合作并进，这一年似乎也有了更多共识也有了更多的较量。
这甚至让一向保守持重的教育界变成了理想主义者和冒险家的乐园：欲望裹挟着梦想，资本指挥着方向。
无论体制内外，言必称颠覆。
这种热闹非凡的局面足以让人兴奋，也确实有理由兴奋，历史所赋予的机会让大佬和屌丝能站在同一起跑线上竞技。
正因如此，人们荷尔蒙勃发，瞪大布满血丝的双眼，用嘶哑的声音高喊未来的号子。
宛若身患肺炎的革命者从病床上挣扎坐起，一番憧憬之后递上一块带血的手帕。
我的评论可能有一些刻薄。
但是这短短一年间，我们看到一些创业者和他们的团队欣欣然上路出发，又在短短几个月之后黯然退场；我们看到史上最多的中国学生报名参加SAT考试，却又是在今年遗憾乃至愤怒地看到最大规模的考试延期和分数发布延期。
而这两个领域恰好都是我所在的领域，不得不让我感慨“其兴也勃焉，其亡也忽焉”。
在资本的倡导下，所有人都默念“无坚不破，惟快不破”的口诀，手舞足蹈匆匆上路。
生怕因为慢了半拍就跌倒在第二天的征途上。
快，当然好，但快到底是目的还是手段？为了将自己主动输出的价值传递到更多人手上，快当然好。
这时候为了快，聚集资源、提高效率毫无疑问是正当的。
2014年6月sat真题_词汇
3. Manfred's attitude was one of -------, but his classmates
refused to pay any attention to his airs of superiority.
(A) severity (B) solicitousness (C) frivolity (D) condescension (E) contrition
circle on the answer sheet.
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the
(A) unabashed . . resolute (B) diffident . . dilatory (C) pretentious . . unswerving (D) succinct . . impetuous (E) taciturn . . tenacious
- The electronic-media entrepreneur maintained that 5. traditional newspapers, books, and magazines are : not quite dead, but in rapid decline.
包蕾-2014年6月SAT考试回顾
作文部分:作文题目考的是“Are people who stay in the same community happier than those who move from one place to another?”这个题目问的是人们是一直住在一个社区会更快乐,还是搬去不同的地方会更快乐。
乍一看,这个题目跟我们准备过的creativity,persistence,以及challenging authorities跟本不沾边。
但其实分析一下,以往关于persistence 和creativity话题的例子也可以拿来用(只要不跑题成只写persistence和creativity就可以)。
思路一:如果选择前者更加快乐,我们可以思考一下,人们在一个地方居住会获得什么?比如,稳定的居住地可以使公司得到更加稳定的技术支持和社交圈,有助于企业更好发展。
例如,Steve Jobs1955年出生于美国加州旧金山,并始终居住在加州,是因为只有在这种高科技最发达、人才最多的地方,苹果公司才可以良性发展。
苹果公司深刻地改变了现代通讯、娱乐、生活方式。
而成功必不可少的一个因素就是坚定不移地(persistence)在加州发展。
类似的例子还有企业家Warren Buffett,1930出生于美国内布拉斯加州的奥马哈市。
经过细致分析,他发现奥马哈市在美国乃至世界的发展前景都是首屈一指的,因此他决定安家奥马哈市,并一心一意投资,汇聚了庞大的财富。
而这些成就必不可少的原因之一就是他从未离开福地(persistence)——奥马哈。
再举一个例子,就是众所周知的新首富卡洛斯·斯利姆·埃卢(Carlos Slim Helú)。
作为黎巴嫩裔墨西哥商人,他出生于墨西哥城,并始终坚持(persistence)在那里发展企业——墨西哥电信。
也正是他的这个决定直接铸就了墨西哥电信的发展,并使他登顶全球首富。
很显然,卡洛斯·斯利姆的成功离不开他对墨西哥城的坚持不懈(persistence)。
【SAT词汇填空】2014年上半年度考情回顾及备考指导
一、词汇部分(1)词汇难度。
所考单词几乎全部可以从历年真题以及OG的题干和选项中找到。
这里举个典型的例子：2014年1月真题section2第7题Essayist Michel De Montaigne cultivated a contemplative prose style that seemed to meander with his thoughts, thereby making his essays ________ and filled with _________.(A) digressive... tangents (B) cursory... ephemera(C) convoluted... jargon (D) frenetic... platitudes(E) aimless.. polemics本题破题的关键在meander with his thoughts，meander本意指河流等蜿蜒曲折，引申意为“漫步”。
思维漫步、信马由缰，难免会出现跑题的情况。
所以答案选A。
digressive跑题的; tangent 切线、跑题。
大家再看2011年10月真题section8第3题The speaker _______ frequently, but these tangents were the most entertaining parts of the presentation.(A) debilitated (B) gestured(C) exclaimed (D) paused (E) digressed很显然，知道了tangent不仅可以指数学中的切线也可以表示“跑题”，答案非E莫属。
管中窥豹、略见一斑。
这道题反映了词汇考点重复旧题这个颠扑不破的道理。
只要考生死磕历年真题和OG，认认真真的去记录、分析和总结，就能识破出题人的小花招;就总能在考试中碰到似曾相识却已改头换面的题目。
英国高考A-LEVEL(CIE考试局)经济学Economics 2014年AS & A2 考试大纲
SYLLABUSCambridge International AS and A Level Economics9708For examination in June and November 2014University of Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.© University of Cambridge International Examinations 2011Contents1. Introduction (2)1.1 Why choose Cambridge?1.2 Why choose Cambridge International AS and A Level?1.3 W hy choose Cambridge International AS and A Level Economics?1.4 C ambridge AICE (Advanced International Certificate of Education) Diploma1.5 How can I find out more?2. Assessment at a glance (5)3. Syllabus aims and assessment (7)3.1 Aims3.2 Assessment objectives4. Curriculum content (10)4.1 Core (AS Level and A Level)4.2 Supplement (A Level only)5. Appendix: Resource list (24)6. Additional information (27)6.1 Guided learning hours6.2 Recommended prior learning6.3 Progression6.4 Component codes6.5 Grading and reporting6.6 Access6.7 ResourcesAlterations in the syllabus are indicated by black vertical lines on either side of the text.Introduction1. Introduction1.1 Why choose Cambridge?University of Cambridge International Examinations is the world’s largest provider of international education programmes and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for excellence in education. Our qualifications are recognised by the world’s universities and employers.RecognitionA Cambridge International AS or A Level is recognised around the world by schools, universities andemployers. The qualifications are accepted as proof of academic ability for entry to universities worldwide, though some courses do require specific subjects.Cambridge International A Levels typically take two years to complete and offer a flexible course ofstudy that gives students the freedom to select subjects that are right for them. Cambridge InternationalAS Levels often represent the first half of an A Level course but may also be taken as a freestandingqualification. They are accepted in all UK universities and carry half the weighting of an A Level. University course credit and advanced standing is often available for Cambridge International A/AS Levels in countries such as the USA and Canada.Learn more at /recognitionExcellence in educationWe understand education. We work with over 9000 schools in over 160 countries who offer ourprogrammes and qualifications. Understanding learners’ needs around the world means listening carefully to our community of schools, and we are pleased that 98% of Cambridge schools say they wouldrecommend us to other schools.Our mission is to provide excellence in education, and our vision is that Cambridge learners becomeconfident, responsible, innovative and engaged.Cambridge programmes and qualifications help Cambridge learners to become:• confident in working with information and ideas – their own and those of others• responsible for themselves, responsive to and respectful of others• innovative and equipped for new and future challenges• engaged intellectually and socially, ready to make a difference.Support in the classroomWe provide a world-class support service for Cambridge teachers and exams officers. We offer a widerange of teacher materials to Cambridge schools, plus teacher training (online and face-to-face), expertadvice and learner-support materials. Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support from our customer services. Learn more at /teachers Not-for-profit, part of the University of CambridgeWe are a part of Cambridge Assessment, a department of the University of Cambridge and a not-for-profit organisation.We invest constantly in research and development to improve our programmes and qualifications.2Cambridge International AS and A Level Economics 9708Introduction3Cambridge International AS and A Level Economics 97081.2 Why choose Cambridge International AS and A Level?Cambridge International AS and A Levels have a proven reputation for preparing students well for university, employment and life. They help develop the in-depth subject knowledge and understanding which are so important to universities and employers.You can offer almost any combination of 55 subjects. Students can specialise or study a range of subjects, ensuring breadth. Giving students the power to choose helps motivate them throughout their studies. Cambridge International AS and A Level gives you building blocks to build an individualised curriculum that develops your learners’ knowledge, understanding and skills in: • in-depth subject content • independent thinking• applying knowledge and understanding to new as well as familiar situations • handling and evaluating different types of information sources • thinking logically and presenting ordered and coherent arguments • making judgements, recommendations and decisions• presenting reasoned explanations, understanding implications and communicating them clearly andlogically • working and communicating in English.The syllabuses are international in outlook, but retain a local relevance. They have been created specifically for an international student body with content to suit a wide variety of schools and avoid cultural bias.1.3 W hy choose Cambridge International AS and A LevelEconomics?Success in Cambridge International AS Level and A Level Economics is accepted by universities andemployers as proof of essential knowledge and ability. Successful Cambridge International AS and A Level candidates gain lifelong skills, including:• the ability to explain and analyse economic issues and arguments• the ability to evaluate economic information and organise, present and communicate ideas andjudgements clearly • a sound foundation of economic ideas including an introduction to the price system and governmentintervention, international trade and exchange rates, the measurement of employment and inflation and the causes and consequences of inflation.Introduction4Cambridge International AS and A Level Economics 97081.4 C ambridge AICE (Advanced International Certificate ofEducation) DiplomaCambridge AICE (Advanced International Certificate of Education) Diploma is the group award of Cambridge International AS and A Level.Cambridge AICE Diploma involves the selection of subjects from three curriculum groups – Mathematics and Science; Languages; Arts and Humanities.A Cambridge International A Level counts as a double-credit qualification and a Cambridge International AS Level as a single-credit qualification within the Cambridge AICE Diploma award framework.To be considered for an AICE Diploma, a candidate must earn the equivalent of six credits by passing a combination of examinations at either double credit or single credit, with at least one course coming from each of the three curriculum areas.The AICE Diploma is comprised of examinations administered in May/June and October/November series each year.Economics (9708) falls into Group 3, Arts and Humanities.Learn more about the AICE Diploma at /qualifications/academic/uppersec/aice1.5 How can I find out more?If you are already a Cambridge schoolYou can make entries for this qualification through your usual channels. If you have any questions, please contact us at international@If you are not yet a Cambridge schoolLearn about the benefits of becoming a Cambridge school at /startcambridge .Email us at international@ to find out how your organisation can become a Cambridge school.Assessment at a glance5Cambridge International AS and A Level Economics 97082. Assessment at a glanceNo previous study of the subject is assumed by the syllabus.Centres and candidates may choose to:• take all Advanced Level (Cambridge International A Level) and Advanced Subsidiary Level (CambridgeInternational AS Level) components at one exam series, leading to the full Cambridge International A Level qualification (Papers 1, 2, 3 and 4)• take the Cambridge International AS Level components (Papers 1 and 2) at one exam series and, havingreceived the AS qualification, take both Cambridge International A Level components (Papers 3 and 4) at a later series, leading to the full Cambridge International A Level qualification • take the Cambridge International AS Level components only (Papers 1 and 2) at one exam series,leading to the AS qualification.Papers 1 and 2 are for both AS Level and A Level candidates. Papers 3 and 4 test the topics in the Supplement, but also require a knowledge and understanding of the topics in the Core.Assessment at a glanceAvailabilityThis syllabus is examined in the May/June examination series and the October/November examinationseries.This syllabus is available to private candidates.Centres in the UK that receive government funding are advised to consult the Cambridge website for the latest information before beginning to teach this syllabus.Combining this with other syllabusesCandidates can combine this syllabus in an examination series with any other Cambridge syllabus, except: • syllabuses with the same title at the same level6Cambridge International AS and A Level Economics 9708Syllabus aims and assessment7Cambridge International AS and A Level Economics 97083. Syllabus aims and assessment3.1 AimsThe Cambridge International AS and A Level Economics syllabus aims to:• provide a basis of factual knowledge of economics • encourage the student to develop:• a facility for self-expression, not only in writing but also in using additional aids, such as statistics and diagrams, where appropriate• the habit of using works of reference as sources of data specific to economics • the habit of reading critically to gain information about the changing economy we live in•an appreciation of the methods of study used by the economist, and of the most effective ways economic data may be analysed, correlated, discussed and presented.3.2 Assessment objectivesThere are five Assessment Objectives (AOs) for Cambridge International AS and A Level economics. Students are expected to:AO1: Demonstrate knowledge and understanding of the specified content.AO2: Interpret economic information presented in verbal, numerical or graphical form.AO3: Explain and analyse economic issues and arguments, using relevant economic concepts, theoriesand information.AO4: Evaluate economic information, arguments, proposals and policies, taking into consideration relevantinformation and theory, and distinguishing facts from hypothetical statements and value judgements.AO5: Organise, present and communicate economic ideas and informed judgements in a clear, logicaland appropriate form.The multiple choice components (Papers 1 and 3) will particularly test Assessment Objectives 1, 2 and 3.The data response part of Papers 2 and 4 will particularly test Assessment Objectives 2 and 3, and to a lesser extent Assessment Objectives 1, 4 and 5.The essay part of Papers 2 and 4 will particularly test Assessment Objectives 1, 3, 4 and 5, and to a lesser extent Assessment Objective 2.Syllabus aims and assessmentThe marks as a % available for each group of skills are as follows:The skills are weighted to give an indication of their relative importance. They are not intended to provide a precise statement of the number of marks allocated to particular skills.8Cambridge International AS and A Level Economics 9708Syllabus aims and assessment BLANK PAGECurriculum content4. Curriculum contentOverview of the curriculum topics for AS Level and A Level EconomicsCurriculum contentCurriculum contentCandidates for Cambridge International AS Level should study only the Core Material.Candidates for Cambridge International A Level should study both Core and Supplementary topics.4.1Core (AS Level and A Level)Examples of other concepts and terms includedbartercheques coincidence of wants command economy costs of production division of labour economic goods economic growth economic problem entrepreneurfixed capitalfixed capital formation free goodsinterest investmentlaw (economic)liquiditymacroeconomicsmarketmarket systemmaximisationmeasure of valuemedium of exchangemicroeconomicsneedsother things being equalprimary sectorproduction frontierproduction transformationcurveresourcessecondary sectorSmith, Adamspecialisationstandard of deferredpaymentsstore of wealthtertiary sectorunit of accountvalue judgementwantsworking capitalCurriculum contentCurriculum contentExamples of other concepts and terms includedexcise dutiesexternal benefit external costfree rider government expenditure imperfectionsinformation failuremarket failurenegative externalitynon-excludabilitynon-rejectabilitynon-rivalnesspositive externalityCurriculum contentExamples of other concepts and terms includedbilateral tradecapital account of balance of payments comparative costscurrent account of balance of paymentscurrent transfersdeficitdumpingembargoesexports external balancefinancial account of balanceof paymentsglobalisationimportsinfant industry argumentinvisible balancemultilateral tradenet errors and omissionsnet investment incomequotasunrise/sunset industriessurplustarifftrade creationtrade diversiontrading possibility curvevisible balanceVoluntary Export Restraints(VERs)World Trade Organisation(WTO)Curriculum contentExamples of other concepts and terms includedbase yearclaimant count Consumer Price Index cost of living dependency ratio household expenditurelabourforce surveynominal valueparticipation ratereal valueRetail Prices Indexsamplingweightsworking populationCurriculum contentExamples of other concepts and terms includedanticipated inflation appreciationcost-push inflation deflationdemand-pull inflation depreciation devaluation‘dirty float’fiscal boost fiscal dragforeign exchangeForex MarkethyperinflationIMFJ-curveMarshall-Lerner conditionmenu costsmonetary inflationpurchasing power parityQuantity Theory of Moneyreflationrevaluationshoe leather costsstagflationunanticipated inflationvelocity of circulation Examples of other concepts and terms includedexchange controls expenditure dampening expenditure switchinginterest rate policytrade-off(s)Curriculum content4.2 Supplement (A Level only)Examples of other concepts and terms includedoptimum resource allocation Pareto optimalityCurriculum contentExamples of other concepts and terms includedaverage fixed cost average variable cost barriers to exitbreak-even pointcartelclosed shopcollective bargaining concentration ratio decreasing returns diseconomies of scale diversification economies of largedimensionsfinancial economies of scale horizontal integration immobility of labourimperfect competitionincreasing returnsindustrial concentrationintegrationmarginal physical productminimum efficient scale(MES)mobility of labourmonopsonynatural monopolynon-pecuniary advantagesoccupational mobilityparadox of valuepecuniary advantagespredatory pricingprice agreementsrisk-bearing economies ofscalesales maximisationsales revenue maximisationsatisficing profitssecond-best theorysharessupernormal profittechnical economiestransfer earningsvertical integrationwage driftCurriculum contentExamples of other concepts and terms includedcontracting out deregulation government failure means tested benefits negative income taxprice stabilisationsupply-side economicstax creditstechnical monopolythe poverty trapuniversal benefitsx-inefficiencyCurriculum contentCurriculum contentCurriculum contentExamples of other concepts and terms includedautomatic stabiliser canons of taxation flat taxlaffer curve marginal tax ratesopen market operationspoverty trapprogressive taxationproportional taxationquantitative easing (QE)regressive taxationwork disincentivesAppendix: Resource list5. Appendix: Resource listText booksThis is not a list of compulsory texts, but a range of alternatives which teachers may like to choose from.DictionariesAppendix: Resource listInternetTeachers will also find useful material on the following websites:and the Useful Websites page on the Subject Page for Economics on the Cambridge Students website: Resources are also listed on Cambridge’s public website at . Please visit this site on aregular basis as the Resource lists are updated through the year.Access to teachers’ email discussion groups, suggested schemes of work and regularly updated resourcelists may be found on the Cambridge Teacher Support website at . This websiteis available to teachers at registered Cambridge Centres.Appendix: Resource listKey Directive WordsAdditional information6. Additional information6.1 Guided learning hoursCambridge International A Level syllabuses are designed on the assumption that candidates have about360 guided learning hours per subject over the duration of the course. Cambridge International AS Level syllabuses are designed on the assumption that candidates have about 180 guided learning hours persubject over the duration of the course. (‘Guided learning hours’ include direct teaching and any othersupervised or directed study time. They do not include private study by the candidate.)However, these figures are for guidance only, and the number of hours required may vary according to local curricular practice and the candidates’ prior experience of the subject.6.2 Recommended prior learningCandidates beginning this course are not expected to have studied Economics previously.6.3 ProgressionCambridge International A Level Economics provides a suitable foundation for the study of Economics orrelated courses in higher education. Equally it is suitable as part of a course of general education.Cambridge International AS Level Economics constitutes the first half of the Cambridge InternationalA Level course in Economics and therefore provides a suitable foundation for the study of Economics at Cambridge International A Level and thence for related courses in higher education. Depending on localuniversity entrance requirements, it may permit or assist progression directly to university courses inEconomics or some other subjects. It is also suitable as part of a course of general education.Teachers and Learners should take into account that, in some countries, universities advise that some combinations of subjects with similar content should be avoided where possible, for example Economics, Business Studies and Accounting. Learners are advised to contact universities in advance of makingdecisions about subject combinations that include two or more of these subjects.6.4 Component codesBecause of local variations, in some cases component codes will be different in instructions about makingentries for examinations and timetables from those printed in this syllabus, but the component names willbe unchanged to make identification straightforward.Additional information6.5 Grading and reportingCambridge International A Level results are shown by one of the grades A*, A, B, C, D or E indicating thestandard achieved, Grade A* being the highest and Grade E the lowest. ‘Ungraded’ indicates that thecandidate has failed to reach the standard required for a pass at either Cambridge International AS Level orA Level. ‘Ungraded’ will be reported on the statement of results but not on the certificate.If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge International AS Level grade will be awarded if both of the following apply:• the components taken for the Cambridge International A Level by the candidate in that series included all the components making up a Cambridge International AS Level• the candidate’s performance on these components was sufficient to merit the award of a Cambridge International AS Level grade.For languages other than English, Cambridge also reports separate speaking endorsement grades(Distinction, Merit and Pass), for candidates who satisfy the conditions stated in the syllabus.Percentage uniform marks are also provided on each candidate’s statement of results to supplement their grade for a syllabus. They are determined in this way:• A candidate who obtains…… the minimum mark necessary for a Grade A* obtains a percentage uniform mark of 90%.… the minimum mark necessary for a Grade A obtains a percentage uniform mark of 80%.… the minimum mark necessary for a Grade B obtains a percentage uniform mark of 70%.… the minimum mark necessary for a Grade C obtains a percentage uniform mark of 60%.… the minimum mark necessary for a Grade D obtains a percentage uniform mark of 50%.… the minimum mark necessary for a Grade E obtains a percentage uniform mark of 40%.… no marks receives a percentage uniform mark of 0%.Candidates whose mark is none of the above receive a percentage mark in between those stated according to the position of their mark in relation to the grade ‘thresholds’ (i.e. the minimum mark for obtaining agrade). For example, a candidate whose mark is halfway between the minimum for a Grade C and theminimum for a Grade D (and whose grade is therefore D) receives a percentage uniform mark of 55%.The percentage uniform mark is stated at syllabus level only. It is not the same as the ‘raw’ mark obtained by the candidate, since it depends on the position of the grade thresholds (which may vary from one series to another and from one subject to another) and it has been turned into a percentage.Cambridge International AS Level results are shown by one of the grades a, b, c, d or e indicating thestandard achieved, Grade a being the highest and Grade e the lowest. ‘Ungraded’ indicates that thecandidate has failed to reach the standard required for a pass at Cambridge International AS Level.‘Ungraded’ will be reported on the statement of results but not on the certificate.For languages other than English, Cambridge will also report separate speaking endorsement grades(Distinction, Merit and Pass) for candidates who satisfy the conditions stated in the syllabus.The content and difficulty of a Cambridge International AS Level examination is equivalent to the first half ofa corresponding Cambridge International A Level.Additional information29Cambridge International AS and A Level Economics 9708Percentage uniform marks are also provided on each candidate’s statement of results to supplement their grade for a syllabus. They are determined in this way:• A candidate who obtains…… the minimum mark necessary for a Grade a obtains a percentage uniform mark of 80%.… the minimum mark necessary for a Grade b obtains a percentage uniform mark of 70%.… the minimum mark necessary for a Grade c obtains a percentage uniform mark of 60%.… the minimum mark necessary for a Grade d obtains a percentage uniform mark of 50%.… the minimum mark necessary for a Grade e obtains a percentage uniform mark of 40%.… no marks receives a percentage uniform mark of 0%.Candidates whose mark is none of the above receive a percentage mark in between those stated according to the position of their mark in relation to the grade ‘thresholds’ (i.e. the minimum mark for obtaining a grade). For example, a candidate whose mark is halfway between the minimum for a Grade c and the minimum for a Grade d (and whose grade is therefore d) receives a percentage uniform mark of 55%.The percentage uniform mark is stated at syllabus level only. It is not the same as the ‘raw’ mark obtained by the candidate, since it depends on the position of the grade thresholds (which may vary from one series to another and from one subject to another) and it has been turned into a percentage.6.6 AccessReasonable adjustments are made for disabled candidates in order to enable them to access theassessments and to demonstrate what they know and what they can do. For this reason, very fewcandidates will have a complete barrier to the assessment. Information on reasonable adjustments is found in the Cambridge Handbook which can be downloaded from the website Candidates who are unable to access part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award based on the parts of the assessment they have taken.6.7 ResourcesCopies of syllabuses, the most recent question papers and Principal Examiners’ reports for teachers are on the Syllabus and Support Materials CD-ROM, which we send to all Cambridge International Schools. They are also on our public website – go to /alevel . Click the Subjects tab and choose your subject. For resources, click ‘Resource List’.You can use the ‘Filter by’ list to show all resources or only resources categorised as ‘Endorsed byCambridge’. Endorsed resources are written to align closely with the syllabus they support. They have been through a detailed quality-assurance process. As new resources are published, we review them against the syllabus and publish their details on the relevant resource list section of the website.Additional syllabus-specific support is available from our secure Teacher Support website which is available to teachers at registered Cambridge schools. It provides past question papers and examiner reports on previous examinations, as well as any extra resources such asschemes of work or examples of candidate responses. You can also find a range of subject communities on the Teacher Support website, where Cambridge teachers can share their own materials and join discussion groups.*2897769789*。
2014年SAT模拟试题及答案：句子改错
2014年SAT模拟试题及答案：句子改错1、Writing > Identifying Sentence ErrorsThe following sentence contains either a single error or no error at all. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence contains no error, select choice E.A(Many common) English words B(such as) shampoo, pajamas and bungalow C(were first used) on the Indian sub-continent and have D(its origins) in the Hindi language. E(No error)(A)(B)(C)(D)(E)正确答案：DExplanationThe error in this sentence occurs at (D), where there is a pronoun agreement error. The singular possessive pronoun “its”does not agree with the plural noun to which it refers, “words,”and should therefore be replaced with the appropriate plural possessive pronoun, “their.”2、The following sentence contains either a single error or no error at all. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence contains no error, select choice E.A(Before) the end of the semester, B(each of you) C(needs) to meet with your adviser D(or I) to discuss your plans for next year. E(No error)(A)(B)(C)(D)(E)正确答案：DExplanationThe personal pronoun “I”in the prepositional phrase “with your adviser or I”is an object of the preposition “with”and should be in the objective case. The corrected phrase should be: “with your adviser or me.”3、The following sentence contains either a single error or no error at all. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence contains no error, select choice E.A(The origin of) amusement parks lie in ancient and medieval religious festivals and trade fairs, B(where) merchants, entertainers, and food sellers C(gathered) D(in order to) take advantage of the large crowds. E(No error)(A)(B)(C)(D)(E)正确答案：AExplanationThe error in this sentence occurs at (A), where there is subject-verb disagreement. To agree with the plural verb “lie,”the singular “origin”must be changed to the plural “origins.。