例题 (Academic Test Plus T2Q1)：
When the Maori people first came to New Zealand, they brought the mulberry plant from which they made bark cloth. However, the mulberry did not flourish in the new climate so they found a substitute in the native flax. They used this for baskets, mats, and fishing nets and to make intricate fibre ceremonial cloaks. Maori identified almost 60 types of flax, and propagated flax nurseries and plantations to supply the integral material.
They chopped the leaves near the base of the flax plant using a sharp mussel shell or shaped rocks. The flesh of the leaf was stripped off right down to the fibre which went through several processes of washing, bleaching, softening, dyeing and drying. Flax ropes and cords had such great strength that they were used to bind together sections of hollowed-out logs to create huge ocean-going canoes, and to provide rigging, sails and lengthy anchor warps for them. It was also used for roofs for housing. The ends of the flax leaves were fanned out to make torches to provide light at night.
For which of the following purposes does the passage say the Maori used flax?
A special clothing
B cleaning cloth
C equipment for boats
D walls for their huts
E cooking tools
这道题的正确答案是A和C。这道题的定位词是flax，而目的purpose的替换是‘to do’或者‘for …’，全篇文章有两个正解，两个干扰项。相信英语基础较好的同学应该可以很快地做出来。
- 如果在3个选项中犹豫（比如说这道题里washing/bleaching/drying明显跟B有关，而canoes/sails/anchor等跟C相关的词语可能不是很熟悉），那么可以考虑3个选项都选（如ABC）。这样的话最终的分数恒定是1分（A正确+1，B错误-1，C正确+1 = 1），属于比较保守的策略。当然，也可以猜其中的两个选项，这样可能会得2分，或者0分，概率各半，属于比较激进的策略。
例题 (Academic Test Plus T4Q2)：
It is possible to study the curriculum of an educational institution from a number of different perspectives. In the first instance, we can look at curriculum planning, that is at decision-making, in relation to identifying learners' needs and purposes; establishing goals and objectives; selecting and grading content; organising appropriate learning arrangements and learner groupings: selecting, adapting or developing appropriate materials, learning tasks and assessment and evaluation tools.
Alternatively, we can study the curriculum in action, as it were. This second perspective takes us into the classroom itself. Here, we can observe the teaching/learning process and study the ways in which the intentions of the curriculum planners, which were developed during the planning phase, are put into action.
Yet another perspective relates to assessment and evaluation. From this perspective we would try and find out what students had learned and what they had failed to learn, in relation to what had been planned. In addition we might want to find out if they had learned anything which had not been planned.
Which of these ways of looking at an institution's curriculum is outlined in the text?
A observing what happens during lessons
B evaluating the materials used
C analysing the content of tests
D considering what is taken into account when preparing the curriculum
E comparing this curriculum with other choices that could have been made
F reviewing actual learning compared to curriculum goals
G assessing the effectiveness of teacher preparation for lessons
这道题的答案是ADF三个。第一段的核心词是planning，对于选项D的preparing；第二段的核心词是in action/observe，对于选项A的observing；第三段的核心词是in relation to what had been planned，对应的是选项F的compared to。
但是不可否认的是，第三段的核心点非常难找，比如选项B中的evaluating与文中的Evaluation；选项E的comparing与文中的in relation to；选择G的assessing与文中的assessment。客观的说，A和D相对都是比较好找的，F的正确率其实很低。
情况一：只选A和D，放弃第三个选项。那么最终的成绩是A (正确+1) D (正确+1) F (未选-1) = 1分。看似有点可惜，但至少能拿到1分。
- 80%的概率猜不到正确答案，那么就是0分。A (正确+1) B (错误-1) D (正确+1) F (未选-1) = 0分。