丰久光，美国马里兰大学中等教育学和教育技术硕士，WLSA（世界名中学联盟）中国学术副总监，WLSA Fudan Academy WLSA复旦学院副校长。曾任苏州一中国际部副校长，在上海交通大学海外考试培训中心等多家知名机构曾担任SATACT高级讲师。有十多年出国考培TOEFL、SAT、ACT、SSAT和AP英语语言与写作的教学经验。曾在英国温切斯特公学、美国安多佛菲利普斯学院、格鲁顿中学、哈佛西湖中学等多所英美顶名中学进行访问、学习和培训。2015年10月取得英国温切斯特公学教学管理证书。
目錄：
Table of Contents（目录）
Chapter 1 Introduct ion Format of the SATACT Reading Test 考试形式
Chapter 2 Main Ideas Understand Main Ideas and Viewpoints文章主旨题
01 Genres 文章的类型
02 Main Idea Questions and Viewpoints 如何理解主旨题
Chapter 3 Emotions Narrative Reading & Understand the Tones and Emotions
记叙文阅读， 体会作者的思想感情
01 Tones in Reading 阅读篇章中的感情
02 Tone Words 英语中描述感情的词
03 Recognizing the Tones in English Reading 识别英文阅读中主人公的感情
04 Redesigned SAT & ACT Novel Reading 新SAT和ACT小说类文章阅读
Chapter 4 Craft Understand Rhetoric and Literary Devices修辞学写作手法
01 Introduction： Ethos, Pathos, Logos 喻德、喻情、喻理讲解
02 Examples： Ethos, Pathos, Logos 喻德、喻情、喻理举例
03 Specific Rhetorical Devices & Figures of Speech 修辞手法
04 Structure of a Passage or a Paragraph 文章和段落结构
Chapter 5 Details Understand Details, Functions and Inferences 文章的细节
01 Detail Questions 细节题
02 Function Questions 作用题
03 Inference Questions 推理题
Chapter 6 Vocabulary in Context语境中的词汇
01 Introduction 词汇题介绍
02 Types of Context Clue 语境和各种提示
Chapter 7 Evidence-Based Detail Questions in Redesigned SAT 新SAT寻证题行号题
Chapter 8 Redesigned SAT Paralleled Reading Passage 新SAT双篇阅读
01 The Differences and Similarities Between Redesigned SAT and Old SAT
新旧SAT双篇阅读的异同
02 The Relationship Between the Two Passages
双篇阅读中两篇文章的关系
03 Special Types of Questions in Redesigned SAT Paralleled Reading
新SAT双篇阅读的特殊题型
Chapter 9 Founding Documents and American History Passages 建国文献和美国历史篇章阅读
01 Types of History Reading Passages in Redesigned SAT and Fundamentals of Founding Documents of the American Government
新SAT历史类文章的种类和美国建国文献的核心思想
02 Major Periods and Suggestions for Preparations 主要历史时期及准备建议
03 Required Abilities and Skills and Suggestions for Preparations 考查能力和复习意见
04 Some Important Historical Figures Appearing in Redesigned SAT Reading
新SAT阅读中出现的一些重要历史人物
05历史阅读篇章真题出现统计
06美国重要历史文件
Chapter 10 Science Reading 科技英语阅读
01科技英语的特点
02 SATACT科技文章阅读技巧
03新SAT科技阅读题型
04科技英语常用句型、短语和表达方法
內容試閱：
Foreword 前言In recent decades, the number of international students in American high schools and universities has been increasing. More and more schools look to full-pay foreign students to help them cope with shortcomings in financial models that would otherwise prove unsustainable. On the other side of the equation, many Chinese students and their parents choose to go abroad to study so that the students can receive what they believe will be a better education. Preparing to go abroad is a long and complicated process, and students need to overcome many difficulties before they make such a move, regardless of direction. And for those going from China to the US, regardless of preparation, most will still have difficulties in adjusting to school life when they start studying in USA. These difficulties have many causes, and some can only be addressed once the students arrive at their new schools. Among all the difficulties, English language proficiency level is one of the barriers that Chinese students confront. It is difficult for Chinese students to do well in standardized tests designed for native speakers of English. Naturally, some of them have not achieved sufficient English proficiency levels to succeed academically in American schools. Meanwhile, some students and their parents believe that there are shortcuts to learn English well and to get high SAT and ACT scores provided they pay exorbitant tuition fee to training centers. Some foreign teachers call these centers cramming schools, and the beliefthe hope, really is that they are miraculously capable of providing the secret recipe for high scores. However, these hopes do not depict the reality, as standard tests are meant to evaluate studentsEnglish proficiency levels, and they require that students study diligently in order to truly improve their English. This book is designed to improve students English, as well as to familiarize them with these standardized tests and enhance their SATACT testing skills. The author has broken down the subtle skills required of students into specific and more accessible topics, for example punctuation, basic grammar and sentence structures. One of the things that makes this book unprecedented is that it was written bilingually; it was written principally in English by a non-native English speaker mainly for non-native English readers. The message is crystal clear here： as foreign language learners, it is always beneficial to be immersed in the target language. Not only do we need to be exposed to the target language, but as learners we also need to welcome challenges and difficulties so that we can constantly improve our foreign language learning. In this regard, this book also provides a valuable example for foreign language educators and learners. Around the world, education is undergoing many changes that create serious challenges to educators. Fortunately, the new and old generations of educators are coming together to work on them with passion and perseverance in order to develop new methods of teaching and learning and to provide new solutions to keep up with these ever-changing situations. In this new age of global interconnectivity and interdependence, it is necessary to provide a new pedagogical approach for standard test training. This book is a worthy experiment in that direction. Peter Merrill, PhD Instructor of German and Russian Head, Division of World Languages Phillips Academy Andover, MA USA美国（安多佛）菲利普斯学院外语系主任彼得?梅里尔博士
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