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 SAT/ACT 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美國（安多佛）菲利普斯學(xué)院外語系主任彼得?梅里爾博士