Part I
Writing
(30 minutes)
Directions: For this part, you are allowed 30 minutes to write a composition on the topic “To Invest or Not”. You should write at least 120 words following the outline given below in Chinese:
目前，越來(lái)越多的大學(xué)生開(kāi)始投資理財(cái)，比如炒股、買(mǎi)基金、買(mǎi)房等：
1. 有人認(rèn)為大學(xué)生不應(yīng)該投資理財(cái)；
2. 有人認(rèn)為應(yīng)該支持大學(xué)生投資理財(cái)；
3. 你的看法。
Part II
Reading Comprehension ( Skimming and Scanning )
(15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly.
For questions 1-7, mark
Y (for YES) if the statement agrees with the information given in the passage.
N (for NO) if the statement contradicts the information given in the passage.
NG (for NOT GIVEN) if the information is not given in the passage.
For questions 8-10, complete the sentences with the information given in the passage.
Choosing the Best Graduate Program
Choosing universities from thousands of miles away presents some challenges — especially when there are so many outstanding universities to choose from in the United States.
This article will give you some ideas on where to get further help and information and on what academic and lifestyle factors to consider in developing a short list of universities. Finding the right academic and personal match requires careful planning, research, and networking on your part. No special formula or answer applies to everyone. You should begin the process of reflection and research 12 to 18 months before you wish to start studying in the United States.
Step 1: Define Your Education and Career Goals
Defining the goals for your education and career will help you select the most appropriate graduate programs and will help motivate you through the application process. It will also assist you in writing the application essays in which you often will be asked to explain your career goals and how they relate to your application for graduate study. Lastly, it will lead you to find out exactly what qualifications are required for that career and whether or not U.S. credentials（證明書(shū)）are recognized in your home country.
To help define your education and career goals, ask yourself these questions:
●What career do I want to pursue? Is employment available in my country in this field? What advanced degree is required to enter this profession? Speak to people already working in the field and to representatives of professional associations. Educational advisers or career advisers in your country may also have information about the skills and background required for various professions, as well as knowledge of the need for professionals in different fields in your country.
●How will study in the United States enhance my career? Will a graduate degree help me earn a higher salary? Consult educators, government officials, and working professionals in your country about the value of U.S. study for you at this stage in your career, including any increased earning potential. Take into account in your planning any revalidation or certification requirements for employment in your particular field when you return home.
●What is the system of recognition for U.S. degrees in my country? In many countries, a U.S. degree is highly valued, and recognition of degrees is straightforward. However, in some countries, particularly those with educational systems markedly different from that of the United States, graduate degrees from the United States may not be officially recognized, or they may be recognized at a different level. If this is the case, check on the situation in your country with your nearest EducationUSA information and advising center or with the ministry of education or other appropriate authorities before you begin your applications. This step is especially important if you are planning to undertake a professional program in the United States, because requirements for professional education usually are rigorously upheld and vary greatly from country to country.
Step 2: Consult an EducationUSA Information and Advising Center
Trained educational advisers in these offices provide information and advice about study in the United States. Advisers are available to assist you in answering questions about:
●equivalency between the educational systems;
●entry requirements for study in your field;
●using reference materials to find institutions that are appropriate for you;
●sources of financial assistance available in your home country and in the United States;
●testing and other application requirements;
●preparation of your applications;
●planning your education;
●adjusting to academic and cultural life in the United States;
●using your education after you return to your home country.
To find the information or advising center nearest you, contact the American embassy or consulate in your country, or consult the list at http://www.educationusa.state.gov/centers.htm. Education USA information and advising centers may be located in U.S. embassies, American libraries, or in some countries at other non-governmental organizations.
When you contact the center, you should be able to provide the following information:
●the degree(s) you have already earned;
●your field of study;
●when you want to begin to study in the United States;
●your English language proficiency;
Part I Writing
One possible version:
A High Diploma and a Good Job
Nowadays, a vast majority of people are inclined to believe that if a person has a higher education diploma, he will surely have a promising career. That is why so many university students are working so hard to become master or doctor candidates. Every day they spend their time acquiring as much knowledge as possible. In addition, we see many parents urging their children to go to various guidance classes in order to be successful in the fierce competition. Only if you have a good education can you stand out among so many job applicants and be picked out by your potential employer, thus starting the path to a promising career.
There are also many others who don’t agree. They think that a person with a high diploma won’t necessarily get a good job. In their opinion, what really counts is one’s ability. What our society needs the most are highly capable people. They point out that there exist in all walks of life a large number of people with good scores but low abilities.
In my opinion, both sides are partly right. We shouldn’t pay too much attention to either diplomas or abilities. Taking all factors into consideration, we can safely draw the conclusion that our society needs citizens who are both well-educated and highly capable.
Part II
Reading Comprehension
(Skimming and Scanning)
1. N。參見(jiàn)第四段中“You’d assume airlines would just want to get us on the plane as quickly as possible. But nothing could be further from the truth.” 可知，此處講你可能會(huì)認(rèn)為航空公司只是想讓我們盡快登機(jī)，而事實(shí)并非如此。
2. N。參見(jiàn)第五段可知，此處講Lee Paulson，一個(gè)華盛頓非贏利組織的經(jīng)理說(shuō)到，聯(lián)合航空公司對(duì)精英乘客和普通乘客區(qū)別對(duì)待，精英乘客從紅地毯先登機(jī)，而其他的較為貧窮的乘客站在旁邊的黑地毯上。這是精英人士的勢(shì)利行為，而且這樣登機(jī)效率也不高。
3. NG。參見(jiàn)第六段可知除了聯(lián)合航空公司，Delta航空公司也對(duì)精英乘客的登機(jī)時(shí)間給予特殊優(yōu)待，說(shuō)明這種現(xiàn)象并不少見(jiàn)，但不能據(jù)此就推斷出絕大多數(shù)的美國(guó)航空公司都這樣。
4. Y。參見(jiàn)第八段作者提出來(lái)的幾點(diǎn)質(zhì)疑及第九段中 “I’m not hopeful that anything I write will change the way in which these chronically unprofitable companies operate.” 可知，此處講作者并不是希望他(她)所寫(xiě)的東西能改變這些長(zhǎng)期以來(lái)不贏利的公司的運(yùn)轉(zhuǎn)模式。結(jié)合兩個(gè)段落可知作者不贊成一些航空公司在乘客登機(jī)這一事件上對(duì)乘客區(qū)別對(duì)待的做法。
5. N。本題定位在小標(biāo)題 “Pack Tight and Light”下的段落，參見(jiàn)第十段中“The fact is that the lighter your load, the faster you’ll board. And, the faster the passengers standing in line behind you will be able to board faster, too.”可知，此處講你裝的行李越輕，你登機(jī)就越快，而且排隊(duì)在你后面的人也能登機(jī)越快，很顯然你的行李裝的怎樣只對(duì)排在你后面的乘客有影響，而不會(huì)影響你前面的乘客。
6. Y。本題定位在小標(biāo)題“Don’t Hold Up the Flight”下的段落，參見(jiàn)第十二段中“How do you avoid the jam? Arrange your luggage quickly and get out of the aisle immediately so that others can pass.” 可知，此處講應(yīng)該怎樣避免飛機(jī)上擁擠呢？你應(yīng)該快速地把行李放好，然后立即讓出走道，這樣其他乘客才能迅速通過(guò)。
7. NG。本題定位在小標(biāo)題“Better Yet, Bring Nothing (or Close to It)”下的段落，參見(jiàn)第十四段可知，如果我們帶的隨身行李少，我們登機(jī)的速度會(huì)更快，但不見(jiàn)得將來(lái)會(huì)有更多乘客不攜帶隨身行李。
8. the process by up to 10 times。參見(jiàn)第二段中 “Fermilab’s Jason Steffen recently published a research paper in the Journal of Air Transport Management that concluded loading smaller groups of passengers in every other row could accelerate the process by up to 10 times.” 可知，此處講費(fèi)爾米實(shí)驗(yàn)室的Jason Steffen最近在《航空運(yùn)輸管理》雜志上發(fā)表了一篇研究論文，該論文的結(jié)論是在飛機(jī)上每隔一排少坐一些乘客會(huì)使登機(jī)的速度比以前快10倍。
9. their carry-on bags。 本題定位在小標(biāo)題“Be First in Line”下的段落，參見(jiàn)第十一段中“Latecomers, on the other hand, are disadvantaged in many ways. There may not be enough room for their carry-on bags.” 可知，此處講另一方面，對(duì)于晚到的乘客來(lái)說(shuō)，很多方面對(duì)他們不利，如他們的隨身行李可能沒(méi)有足夠的空間擺放。
10. “underpaid and mistreated”。參見(jiàn)文章的倒數(shù)第一段中“He told me he’s tired of indifferent gate agents that allow chaos in the boarding area, and understands they think it is acceptable behavior because they’re ‘underpaid and mistreated’.” 可知，此處講他告訴我他厭倦了那些無(wú)動(dòng)于衷的登機(jī)口工作人員的做法，他們對(duì)登機(jī)區(qū)亂糟糟的局面不管不問(wèn)，而且他了解到這些人接受此類(lèi)做法是因?yàn)樗麄冋J(rèn)為自己薪水低且受到了不公正的待遇。
Part III
Reading Comprehension
(Reading in Depth)
Section A
11. D)。此處需要一個(gè)名詞。此處講希臘人舉行接力賽時(shí)在運(yùn)動(dòng)員之間傳遞火炬。故選D)。
12. H)。此處需要一個(gè)名詞。此處講火炬在運(yùn)動(dòng)員之間傳遞后點(diǎn)燃大鍋，這是純潔、理智和和平的象征。故選H)。
13. K)。此處需要一個(gè)動(dòng)詞。此處講第一次現(xiàn)代奧運(yùn)火炬?zhèn)鬟f是在1936年的柏林夏季奧運(yùn)會(huì)上，當(dāng)時(shí)的火炬是在希臘的奧林匹亞點(diǎn)燃的，然后被傳遞到德國(guó)的奧運(yùn)會(huì)開(kāi)幕式。故選K)。
14. I)。此處需要一個(gè)作定語(yǔ)的分詞或形容詞。此處考查固定短語(yǔ)“the opening ceremony”，意為“開(kāi)幕式”。此處講自從1964年在奧地利的因斯布魯克舉行的冬季奧運(yùn)會(huì)開(kāi)始，每一次的奧運(yùn)會(huì)都以從希臘到開(kāi)幕式的火炬?zhèn)鬟f開(kāi)始。故選I)。
15. L)。此處需要一個(gè)形容詞。此處考查固定短語(yǔ)“be capable of”，意為“能夠……”。此處講每個(gè)火炬都必須能夠經(jīng)受住風(fēng)、雨、凍雨、雪和極端的氣候條件。故選L)。
16. N)。此處需要一個(gè)形容詞。此處講火炬必須有足夠的燃料才能支撐跑完全程，并且要夠輕巧運(yùn)動(dòng)員舉得才舒服。故選N)。
17. E)。此處需要一個(gè)副詞。此處講火炬必須有足夠的燃料才能支撐跑完全程，并且要夠輕巧，這樣才能使火炬?zhèn)鬟f者舉起來(lái)舒適。故選E)。
18. A)。 此處需要一個(gè)動(dòng)詞。此處考查固定短語(yǔ)“vary from ... to ...”，意為“隨……的不同而不同”。此處講雖然火炬的設(shè)計(jì)每年有所不同，其現(xiàn)代化的外觀是由迪斯尼藝術(shù)家John Hench設(shè)計(jì)的。故選A)。
19. M)。此處需要一個(gè)動(dòng)詞。此處講雖然最初的奧林匹克火炬是靠太陽(yáng)光點(diǎn)燃的，但是現(xiàn)代火炬卻是以加壓的液體燃料為動(dòng)力的。故選M)。
20. G)。此處需要一個(gè)名詞。此處講奧運(yùn)火炬中燃燒的圣火需要一個(gè)備份，以防火炬在傳遞過(guò)程中熄滅。故選G)。
Section B
Passage One
21. B)。細(xì)節(jié)判斷題。參見(jiàn)文章第一段中“... and the school buildings turned out to be especially vulnerable to collapse because of poor construction.”可知，此處講因?yàn)榻ㄖ|(zhì)量差學(xué)校的房子尤其容易倒塌。故選B)。A)只是死亡人數(shù)可能增加的原因。
22. C)。細(xì)節(jié)理解題。參見(jiàn)第一段中“More than 69,000 people have been confirmed dead so far, and more than 374,000 injured, with fears of further casualties because several lakes created by rockfall dams may give way and cause sudden flooding.”可知，此處講迄今已經(jīng)證實(shí)有69,000多人喪生，超過(guò)374,000人受傷，人們都擔(dān)心因?yàn)閹讉€(gè)湖決口造成洪災(zāi)，死傷人數(shù)還會(huì)增加。故選C)。
23. A)。細(xì)節(jié)理解題。參見(jiàn)第二段中“... have been doing extensive research in that region of China and the Tibetan plateau for more than two decades, but had found no hints that suggested such a large earthquake might strike the area.”可知，此處講專(zhuān)家20多年以來(lái)一直對(duì)四川和青藏高原地帶進(jìn)行廣泛的研究，但是沒(méi)有發(fā)現(xiàn)任何關(guān)于大地震會(huì)襲擊這一地區(qū)的跡象。故選A)
24. C)。推斷題。參見(jiàn)第二、四、五段可知地震是很難預(yù)測(cè)的，但并不是不能預(yù)測(cè)的。地震發(fā)生頻繁是客觀事實(shí)，但是這篇文章無(wú)法推出這一點(diǎn)。故選C)。
25. D)。主旨題?？v觀全文可以看出第一段引出5·12地震之后，后面的段落都是在談此次地震如何地不同尋常，沒(méi)有跡象表明會(huì)在該地帶發(fā)生地震等。且文章中unusual一詞出現(xiàn)的頻率較高，說(shuō)明了文章的主旨是這次地震的不同尋常，故選D)。前三個(gè)選項(xiàng)都太片面，不能全面地概括這篇文章的大意。
Passage Two
26. D)。 參見(jiàn)第二段中 “However, the nation’s unemployment rate has steadily moved higher. In July, it rose to 5.7 percent from 5.5 percent in June, its highest level since March 2004.”可知，美國(guó)的失業(yè)率一直穩(wěn)步上升。七月份的失業(yè)率從六月份的5.5%上升到5.7%，達(dá)到2004年三月以來(lái)的水平。故選D)。
27. B)。 參見(jiàn)第三段中 “But economists have pointed to the steady erosion of the labor market as a sign that many Americans are facing significant financial problems, making the recession debate more than a matter of semantics.” 可知，經(jīng)濟(jì)學(xué)家已經(jīng)指出勞動(dòng)力市場(chǎng)的持續(xù)惡化表明許多美國(guó)人正在應(yīng)對(duì)嚴(yán)重的金融問(wèn)題，對(duì)經(jīng)濟(jì)蕭條的討論已不僅僅是語(yǔ)義的問(wèn)題。故選B)。
28. C)。 參見(jiàn)第五段可知，Moody投資人服務(wù)公司的首席經(jīng)濟(jì)學(xué)家John Lonski表示對(duì)工人來(lái)說(shuō)這是經(jīng)濟(jì)衰退。最后真正至關(guān)重要的是薪水和失業(yè)率將會(huì)發(fā)生什么變化，它們正在朝勞動(dòng)力市場(chǎng)衰退的方向發(fā)展。你怎么能不承認(rèn)這個(gè)事實(shí)呢？故選C)。
29. C)。 參見(jiàn)最后一段中“Wage growth has stagnated for months, falling behind the rate of inflation.” 可知，工資上漲已經(jīng)停步不前好幾個(gè)月了，工資漲幅落在通貨膨脹率之后。故選C)。
30. B)。 參見(jiàn)第三段最后一句可知，許多美國(guó)消費(fèi)者不得不削減開(kāi)支以應(yīng)對(duì)昂貴的燃料、食品以及狀況不佳的住房市場(chǎng)。由第四段可知，薪水報(bào)告是反映經(jīng)濟(jì)狀況的第二個(gè)主要因素。政府報(bào)告說(shuō)從四月到六月經(jīng)濟(jì)上漲了1.9%，低于經(jīng)濟(jì)學(xué)家之前預(yù)期的百分比。盡管政府稅收回扣項(xiàng)目為經(jīng)濟(jì)投入了幾十億美元，這個(gè)令人失望的數(shù)字還是出現(xiàn)了。一些分析人士認(rèn)為這表明這種經(jīng)濟(jì)狀況會(huì)持續(xù)到年底。故選B)。
Part IV Cloze
31. B)。此處考查名詞。此處講成功的談判需要清楚地了解自己的對(duì)手。故選B)。
32. C)。此處考查動(dòng)詞。此處講一個(gè)人應(yīng)該采取什么方法才能在日常交流中獲得這種認(rèn)識(shí)呢？故選C)。
33. B)。此處考查形容詞。此處講心理學(xué)家亞當(dāng)和他的同事威廉、黛布拉及朱迪思提出了相似的問(wèn)題。same前用定冠詞the，而alike 和like 當(dāng) “象……” 講時(shí)不作定語(yǔ)。故選B)。
34. D)。此處考查詞組搭配。此處講心理學(xué)家亞當(dāng)和他的同事威廉、黛布拉及朱迪思發(fā)現(xiàn)了談判的成功取決于把精力集中在 理智(head) 上而不是 情感(heart)上?！叭Q于”是“depend on”。故選 D)。
35. D)。此處考查名詞。參考34題，head 和heart 形成一對(duì)頭韻詞，而reason和emotion相對(duì)。故選 D)。
36. C)。此處考查介詞的用法。此處講更好的做法是我們能從談判對(duì)手的角度去看問(wèn)題而不是同情他們。故選C)。
37. A)。此處考查動(dòng)詞形近詞辨析。此處講根據(jù)《心理科學(xué)》2008年4月發(fā)表的一項(xiàng)研究，從對(duì)手的角度看問(wèn)題包括對(duì)對(duì)手的興趣、想法和行為能做到理解和預(yù)見(jiàn)。A) 意為“涉及到”，B) 意為“移交，轉(zhuǎn)交”，C) 意為“發(fā)展，演化”，D) 意為“旋轉(zhuǎn)，考慮”。故選A)。
38. B)。此處考查形容詞。 此處講從對(duì)手的角度看問(wèn)題包括理解和預(yù)見(jiàn)對(duì)手的興趣、想法和可能的行為。故選B)。
39. D)。此處考查副詞。通過(guò)讀上句可知這里在進(jìn)行前后對(duì)比，此處講同情會(huì)使人違反公平和平等的標(biāo)準(zhǔn)，給對(duì)手優(yōu)惠的待遇。故選D)。
40. B)。此處考查動(dòng)詞形近詞辨析?！皃erform studies”為常用短語(yǔ)，意為“進(jìn)行研究”，此處講研究人員一共進(jìn)行了三次研究，這些研究的目的是評(píng)估成功的談判和從對(duì)方觀點(diǎn)看待問(wèn)題以及同情傾向三者之間的關(guān)系。故選B)。
41. A)。此處考查關(guān)系詞。此處講談判者就一筆加油站的買(mǎi)賣(mài)進(jìn)行協(xié)商，在此過(guò)程中，以價(jià)格為決定因素的交易是不可能達(dá)成的。該句中要填的詞在從句中作狀語(yǔ)。故選A)。
42. D)。此處考查動(dòng)名詞。“asking price”為固定短語(yǔ)，意為“索價(jià)，要價(jià)”。此處講賣(mài)主的要價(jià)高出了買(mǎi)主能承受的限度。故選D)。
43. B)。此處考查名詞。此處講在第一項(xiàng)研究中，那些在個(gè)性測(cè)試中從對(duì)方觀點(diǎn)看問(wèn)題部分得分較高的參與者更有可能成功地達(dá)成交易。故選B)。
44. A)。此處考查動(dòng)詞?！斑_(dá)成交易”是“arrive at / reach a deal”。故選A)。
45. C)。此處考查比較級(jí)。根據(jù)過(guò)渡詞組“in contrast”，可知此處是對(duì)“同情談判”弊端的闡述，此處講的是相反，在同情因素方面得高分使雙方不容易成功地達(dá)成創(chuàng)新性的交易。故選C)。
46. A)。此處考查被動(dòng)語(yǔ)態(tài)。此處講在第二個(gè)涉及到同一加油站談判的研究中，談判參與者被分成三組?！癰e cut into”，意為 “被切成”；“fall into”，主動(dòng)形式表達(dá)被動(dòng)含義，意為“被分成”。故選A)。
47. D)。此處考查賓語(yǔ)從句的引導(dǎo)詞。此處講從對(duì)方角度看問(wèn)題的那組人被告知去想象對(duì)方在想什么。賓語(yǔ)從句的引導(dǎo)詞在從句中作賓語(yǔ)。故選D)。
48. C)。此處考查動(dòng)詞。此處講抱有同情心的人被告知去想象對(duì)方的感覺(jué)，對(duì)方說(shuō)什么是不用去想象的，對(duì)方在考慮什么和上句重復(fù)。故選C)。
49. B)。此處考查分詞作狀語(yǔ)。此處講心理學(xué)家發(fā)現(xiàn)和在設(shè)定的條件下相比，從對(duì)方觀點(diǎn)看問(wèn)題的人達(dá)成了最多的協(xié)議，增加了對(duì)方的滿意度。故選B)。
50. D)。此處考查副詞。此處講雖然同情者得到了的對(duì)手滿意度，但是他們?cè)谶_(dá)成協(xié)議方面不如從對(duì)方角度看問(wèn)題的人做得成功，因而他們沒(méi)能為自己和對(duì)手創(chuàng)造出長(zhǎng)期的價(jià)值。故選D)。
Part V Translation
51. it’s time for us to have class
52. she ignored me
53. Considering / Given that he is a very responsible man
54. as if they would succeed
55. No sooner had he stepped out of the door / He had no sooner stepped out of the door
Writing
(30 minutes)
Directions: For this part, you are allowed 30 minutes to write a composition on the topic “To Invest or Not”. You should write at least 120 words following the outline given below in Chinese:
目前，越來(lái)越多的大學(xué)生開(kāi)始投資理財(cái)，比如炒股、買(mǎi)基金、買(mǎi)房等：
1. 有人認(rèn)為大學(xué)生不應(yīng)該投資理財(cái)；
2. 有人認(rèn)為應(yīng)該支持大學(xué)生投資理財(cái)；
3. 你的看法。
Part II
Reading Comprehension ( Skimming and Scanning )
(15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly.
For questions 1-7, mark
Y (for YES) if the statement agrees with the information given in the passage.
N (for NO) if the statement contradicts the information given in the passage.
NG (for NOT GIVEN) if the information is not given in the passage.
For questions 8-10, complete the sentences with the information given in the passage.
Choosing the Best Graduate Program
Choosing universities from thousands of miles away presents some challenges — especially when there are so many outstanding universities to choose from in the United States.
This article will give you some ideas on where to get further help and information and on what academic and lifestyle factors to consider in developing a short list of universities. Finding the right academic and personal match requires careful planning, research, and networking on your part. No special formula or answer applies to everyone. You should begin the process of reflection and research 12 to 18 months before you wish to start studying in the United States.
Step 1: Define Your Education and Career Goals
Defining the goals for your education and career will help you select the most appropriate graduate programs and will help motivate you through the application process. It will also assist you in writing the application essays in which you often will be asked to explain your career goals and how they relate to your application for graduate study. Lastly, it will lead you to find out exactly what qualifications are required for that career and whether or not U.S. credentials（證明書(shū)）are recognized in your home country.
To help define your education and career goals, ask yourself these questions:
●What career do I want to pursue? Is employment available in my country in this field? What advanced degree is required to enter this profession? Speak to people already working in the field and to representatives of professional associations. Educational advisers or career advisers in your country may also have information about the skills and background required for various professions, as well as knowledge of the need for professionals in different fields in your country.
●How will study in the United States enhance my career? Will a graduate degree help me earn a higher salary? Consult educators, government officials, and working professionals in your country about the value of U.S. study for you at this stage in your career, including any increased earning potential. Take into account in your planning any revalidation or certification requirements for employment in your particular field when you return home.
●What is the system of recognition for U.S. degrees in my country? In many countries, a U.S. degree is highly valued, and recognition of degrees is straightforward. However, in some countries, particularly those with educational systems markedly different from that of the United States, graduate degrees from the United States may not be officially recognized, or they may be recognized at a different level. If this is the case, check on the situation in your country with your nearest EducationUSA information and advising center or with the ministry of education or other appropriate authorities before you begin your applications. This step is especially important if you are planning to undertake a professional program in the United States, because requirements for professional education usually are rigorously upheld and vary greatly from country to country.
Step 2: Consult an EducationUSA Information and Advising Center
Trained educational advisers in these offices provide information and advice about study in the United States. Advisers are available to assist you in answering questions about:
●equivalency between the educational systems;
●entry requirements for study in your field;
●using reference materials to find institutions that are appropriate for you;
●sources of financial assistance available in your home country and in the United States;
●testing and other application requirements;
●preparation of your applications;
●planning your education;
●adjusting to academic and cultural life in the United States;
●using your education after you return to your home country.
To find the information or advising center nearest you, contact the American embassy or consulate in your country, or consult the list at http://www.educationusa.state.gov/centers.htm. Education USA information and advising centers may be located in U.S. embassies, American libraries, or in some countries at other non-governmental organizations.
When you contact the center, you should be able to provide the following information:
●the degree(s) you have already earned;
●your field of study;
●when you want to begin to study in the United States;
●your English language proficiency;
Part I Writing
One possible version:
A High Diploma and a Good Job
Nowadays, a vast majority of people are inclined to believe that if a person has a higher education diploma, he will surely have a promising career. That is why so many university students are working so hard to become master or doctor candidates. Every day they spend their time acquiring as much knowledge as possible. In addition, we see many parents urging their children to go to various guidance classes in order to be successful in the fierce competition. Only if you have a good education can you stand out among so many job applicants and be picked out by your potential employer, thus starting the path to a promising career.
There are also many others who don’t agree. They think that a person with a high diploma won’t necessarily get a good job. In their opinion, what really counts is one’s ability. What our society needs the most are highly capable people. They point out that there exist in all walks of life a large number of people with good scores but low abilities.
In my opinion, both sides are partly right. We shouldn’t pay too much attention to either diplomas or abilities. Taking all factors into consideration, we can safely draw the conclusion that our society needs citizens who are both well-educated and highly capable.
Part II
Reading Comprehension
(Skimming and Scanning)
1. N。參見(jiàn)第四段中“You’d assume airlines would just want to get us on the plane as quickly as possible. But nothing could be further from the truth.” 可知，此處講你可能會(huì)認(rèn)為航空公司只是想讓我們盡快登機(jī)，而事實(shí)并非如此。
2. N。參見(jiàn)第五段可知，此處講Lee Paulson，一個(gè)華盛頓非贏利組織的經(jīng)理說(shuō)到，聯(lián)合航空公司對(duì)精英乘客和普通乘客區(qū)別對(duì)待，精英乘客從紅地毯先登機(jī)，而其他的較為貧窮的乘客站在旁邊的黑地毯上。這是精英人士的勢(shì)利行為，而且這樣登機(jī)效率也不高。
3. NG。參見(jiàn)第六段可知除了聯(lián)合航空公司，Delta航空公司也對(duì)精英乘客的登機(jī)時(shí)間給予特殊優(yōu)待，說(shuō)明這種現(xiàn)象并不少見(jiàn)，但不能據(jù)此就推斷出絕大多數(shù)的美國(guó)航空公司都這樣。
4. Y。參見(jiàn)第八段作者提出來(lái)的幾點(diǎn)質(zhì)疑及第九段中 “I’m not hopeful that anything I write will change the way in which these chronically unprofitable companies operate.” 可知，此處講作者并不是希望他(她)所寫(xiě)的東西能改變這些長(zhǎng)期以來(lái)不贏利的公司的運(yùn)轉(zhuǎn)模式。結(jié)合兩個(gè)段落可知作者不贊成一些航空公司在乘客登機(jī)這一事件上對(duì)乘客區(qū)別對(duì)待的做法。
5. N。本題定位在小標(biāo)題 “Pack Tight and Light”下的段落，參見(jiàn)第十段中“The fact is that the lighter your load, the faster you’ll board. And, the faster the passengers standing in line behind you will be able to board faster, too.”可知，此處講你裝的行李越輕，你登機(jī)就越快，而且排隊(duì)在你后面的人也能登機(jī)越快，很顯然你的行李裝的怎樣只對(duì)排在你后面的乘客有影響，而不會(huì)影響你前面的乘客。
6. Y。本題定位在小標(biāo)題“Don’t Hold Up the Flight”下的段落，參見(jiàn)第十二段中“How do you avoid the jam? Arrange your luggage quickly and get out of the aisle immediately so that others can pass.” 可知，此處講應(yīng)該怎樣避免飛機(jī)上擁擠呢？你應(yīng)該快速地把行李放好，然后立即讓出走道，這樣其他乘客才能迅速通過(guò)。
7. NG。本題定位在小標(biāo)題“Better Yet, Bring Nothing (or Close to It)”下的段落，參見(jiàn)第十四段可知，如果我們帶的隨身行李少，我們登機(jī)的速度會(huì)更快，但不見(jiàn)得將來(lái)會(huì)有更多乘客不攜帶隨身行李。
8. the process by up to 10 times。參見(jiàn)第二段中 “Fermilab’s Jason Steffen recently published a research paper in the Journal of Air Transport Management that concluded loading smaller groups of passengers in every other row could accelerate the process by up to 10 times.” 可知，此處講費(fèi)爾米實(shí)驗(yàn)室的Jason Steffen最近在《航空運(yùn)輸管理》雜志上發(fā)表了一篇研究論文，該論文的結(jié)論是在飛機(jī)上每隔一排少坐一些乘客會(huì)使登機(jī)的速度比以前快10倍。
9. their carry-on bags。 本題定位在小標(biāo)題“Be First in Line”下的段落，參見(jiàn)第十一段中“Latecomers, on the other hand, are disadvantaged in many ways. There may not be enough room for their carry-on bags.” 可知，此處講另一方面，對(duì)于晚到的乘客來(lái)說(shuō)，很多方面對(duì)他們不利，如他們的隨身行李可能沒(méi)有足夠的空間擺放。
10. “underpaid and mistreated”。參見(jiàn)文章的倒數(shù)第一段中“He told me he’s tired of indifferent gate agents that allow chaos in the boarding area, and understands they think it is acceptable behavior because they’re ‘underpaid and mistreated’.” 可知，此處講他告訴我他厭倦了那些無(wú)動(dòng)于衷的登機(jī)口工作人員的做法，他們對(duì)登機(jī)區(qū)亂糟糟的局面不管不問(wèn)，而且他了解到這些人接受此類(lèi)做法是因?yàn)樗麄冋J(rèn)為自己薪水低且受到了不公正的待遇。
Part III
Reading Comprehension
(Reading in Depth)
Section A
11. D)。此處需要一個(gè)名詞。此處講希臘人舉行接力賽時(shí)在運(yùn)動(dòng)員之間傳遞火炬。故選D)。
12. H)。此處需要一個(gè)名詞。此處講火炬在運(yùn)動(dòng)員之間傳遞后點(diǎn)燃大鍋，這是純潔、理智和和平的象征。故選H)。
13. K)。此處需要一個(gè)動(dòng)詞。此處講第一次現(xiàn)代奧運(yùn)火炬?zhèn)鬟f是在1936年的柏林夏季奧運(yùn)會(huì)上，當(dāng)時(shí)的火炬是在希臘的奧林匹亞點(diǎn)燃的，然后被傳遞到德國(guó)的奧運(yùn)會(huì)開(kāi)幕式。故選K)。
14. I)。此處需要一個(gè)作定語(yǔ)的分詞或形容詞。此處考查固定短語(yǔ)“the opening ceremony”，意為“開(kāi)幕式”。此處講自從1964年在奧地利的因斯布魯克舉行的冬季奧運(yùn)會(huì)開(kāi)始，每一次的奧運(yùn)會(huì)都以從希臘到開(kāi)幕式的火炬?zhèn)鬟f開(kāi)始。故選I)。
15. L)。此處需要一個(gè)形容詞。此處考查固定短語(yǔ)“be capable of”，意為“能夠……”。此處講每個(gè)火炬都必須能夠經(jīng)受住風(fēng)、雨、凍雨、雪和極端的氣候條件。故選L)。
16. N)。此處需要一個(gè)形容詞。此處講火炬必須有足夠的燃料才能支撐跑完全程，并且要夠輕巧運(yùn)動(dòng)員舉得才舒服。故選N)。
17. E)。此處需要一個(gè)副詞。此處講火炬必須有足夠的燃料才能支撐跑完全程，并且要夠輕巧，這樣才能使火炬?zhèn)鬟f者舉起來(lái)舒適。故選E)。
18. A)。 此處需要一個(gè)動(dòng)詞。此處考查固定短語(yǔ)“vary from ... to ...”，意為“隨……的不同而不同”。此處講雖然火炬的設(shè)計(jì)每年有所不同，其現(xiàn)代化的外觀是由迪斯尼藝術(shù)家John Hench設(shè)計(jì)的。故選A)。
19. M)。此處需要一個(gè)動(dòng)詞。此處講雖然最初的奧林匹克火炬是靠太陽(yáng)光點(diǎn)燃的，但是現(xiàn)代火炬卻是以加壓的液體燃料為動(dòng)力的。故選M)。
20. G)。此處需要一個(gè)名詞。此處講奧運(yùn)火炬中燃燒的圣火需要一個(gè)備份，以防火炬在傳遞過(guò)程中熄滅。故選G)。
Section B
Passage One
21. B)。細(xì)節(jié)判斷題。參見(jiàn)文章第一段中“... and the school buildings turned out to be especially vulnerable to collapse because of poor construction.”可知，此處講因?yàn)榻ㄖ|(zhì)量差學(xué)校的房子尤其容易倒塌。故選B)。A)只是死亡人數(shù)可能增加的原因。
22. C)。細(xì)節(jié)理解題。參見(jiàn)第一段中“More than 69,000 people have been confirmed dead so far, and more than 374,000 injured, with fears of further casualties because several lakes created by rockfall dams may give way and cause sudden flooding.”可知，此處講迄今已經(jīng)證實(shí)有69,000多人喪生，超過(guò)374,000人受傷，人們都擔(dān)心因?yàn)閹讉€(gè)湖決口造成洪災(zāi)，死傷人數(shù)還會(huì)增加。故選C)。
23. A)。細(xì)節(jié)理解題。參見(jiàn)第二段中“... have been doing extensive research in that region of China and the Tibetan plateau for more than two decades, but had found no hints that suggested such a large earthquake might strike the area.”可知，此處講專(zhuān)家20多年以來(lái)一直對(duì)四川和青藏高原地帶進(jìn)行廣泛的研究，但是沒(méi)有發(fā)現(xiàn)任何關(guān)于大地震會(huì)襲擊這一地區(qū)的跡象。故選A)
24. C)。推斷題。參見(jiàn)第二、四、五段可知地震是很難預(yù)測(cè)的，但并不是不能預(yù)測(cè)的。地震發(fā)生頻繁是客觀事實(shí)，但是這篇文章無(wú)法推出這一點(diǎn)。故選C)。
25. D)。主旨題?？v觀全文可以看出第一段引出5·12地震之后，后面的段落都是在談此次地震如何地不同尋常，沒(méi)有跡象表明會(huì)在該地帶發(fā)生地震等。且文章中unusual一詞出現(xiàn)的頻率較高，說(shuō)明了文章的主旨是這次地震的不同尋常，故選D)。前三個(gè)選項(xiàng)都太片面，不能全面地概括這篇文章的大意。
Passage Two
26. D)。 參見(jiàn)第二段中 “However, the nation’s unemployment rate has steadily moved higher. In July, it rose to 5.7 percent from 5.5 percent in June, its highest level since March 2004.”可知，美國(guó)的失業(yè)率一直穩(wěn)步上升。七月份的失業(yè)率從六月份的5.5%上升到5.7%，達(dá)到2004年三月以來(lái)的水平。故選D)。
27. B)。 參見(jiàn)第三段中 “But economists have pointed to the steady erosion of the labor market as a sign that many Americans are facing significant financial problems, making the recession debate more than a matter of semantics.” 可知，經(jīng)濟(jì)學(xué)家已經(jīng)指出勞動(dòng)力市場(chǎng)的持續(xù)惡化表明許多美國(guó)人正在應(yīng)對(duì)嚴(yán)重的金融問(wèn)題，對(duì)經(jīng)濟(jì)蕭條的討論已不僅僅是語(yǔ)義的問(wèn)題。故選B)。
28. C)。 參見(jiàn)第五段可知，Moody投資人服務(wù)公司的首席經(jīng)濟(jì)學(xué)家John Lonski表示對(duì)工人來(lái)說(shuō)這是經(jīng)濟(jì)衰退。最后真正至關(guān)重要的是薪水和失業(yè)率將會(huì)發(fā)生什么變化，它們正在朝勞動(dòng)力市場(chǎng)衰退的方向發(fā)展。你怎么能不承認(rèn)這個(gè)事實(shí)呢？故選C)。
29. C)。 參見(jiàn)最后一段中“Wage growth has stagnated for months, falling behind the rate of inflation.” 可知，工資上漲已經(jīng)停步不前好幾個(gè)月了，工資漲幅落在通貨膨脹率之后。故選C)。
30. B)。 參見(jiàn)第三段最后一句可知，許多美國(guó)消費(fèi)者不得不削減開(kāi)支以應(yīng)對(duì)昂貴的燃料、食品以及狀況不佳的住房市場(chǎng)。由第四段可知，薪水報(bào)告是反映經(jīng)濟(jì)狀況的第二個(gè)主要因素。政府報(bào)告說(shuō)從四月到六月經(jīng)濟(jì)上漲了1.9%，低于經(jīng)濟(jì)學(xué)家之前預(yù)期的百分比。盡管政府稅收回扣項(xiàng)目為經(jīng)濟(jì)投入了幾十億美元，這個(gè)令人失望的數(shù)字還是出現(xiàn)了。一些分析人士認(rèn)為這表明這種經(jīng)濟(jì)狀況會(huì)持續(xù)到年底。故選B)。
Part IV Cloze
31. B)。此處考查名詞。此處講成功的談判需要清楚地了解自己的對(duì)手。故選B)。
32. C)。此處考查動(dòng)詞。此處講一個(gè)人應(yīng)該采取什么方法才能在日常交流中獲得這種認(rèn)識(shí)呢？故選C)。
33. B)。此處考查形容詞。此處講心理學(xué)家亞當(dāng)和他的同事威廉、黛布拉及朱迪思提出了相似的問(wèn)題。same前用定冠詞the，而alike 和like 當(dāng) “象……” 講時(shí)不作定語(yǔ)。故選B)。
34. D)。此處考查詞組搭配。此處講心理學(xué)家亞當(dāng)和他的同事威廉、黛布拉及朱迪思發(fā)現(xiàn)了談判的成功取決于把精力集中在 理智(head) 上而不是 情感(heart)上?！叭Q于”是“depend on”。故選 D)。
35. D)。此處考查名詞。參考34題，head 和heart 形成一對(duì)頭韻詞，而reason和emotion相對(duì)。故選 D)。
36. C)。此處考查介詞的用法。此處講更好的做法是我們能從談判對(duì)手的角度去看問(wèn)題而不是同情他們。故選C)。
37. A)。此處考查動(dòng)詞形近詞辨析。此處講根據(jù)《心理科學(xué)》2008年4月發(fā)表的一項(xiàng)研究，從對(duì)手的角度看問(wèn)題包括對(duì)對(duì)手的興趣、想法和行為能做到理解和預(yù)見(jiàn)。A) 意為“涉及到”，B) 意為“移交，轉(zhuǎn)交”，C) 意為“發(fā)展，演化”，D) 意為“旋轉(zhuǎn)，考慮”。故選A)。
38. B)。此處考查形容詞。 此處講從對(duì)手的角度看問(wèn)題包括理解和預(yù)見(jiàn)對(duì)手的興趣、想法和可能的行為。故選B)。
39. D)。此處考查副詞。通過(guò)讀上句可知這里在進(jìn)行前后對(duì)比，此處講同情會(huì)使人違反公平和平等的標(biāo)準(zhǔn)，給對(duì)手優(yōu)惠的待遇。故選D)。
40. B)。此處考查動(dòng)詞形近詞辨析?！皃erform studies”為常用短語(yǔ)，意為“進(jìn)行研究”，此處講研究人員一共進(jìn)行了三次研究，這些研究的目的是評(píng)估成功的談判和從對(duì)方觀點(diǎn)看待問(wèn)題以及同情傾向三者之間的關(guān)系。故選B)。
41. A)。此處考查關(guān)系詞。此處講談判者就一筆加油站的買(mǎi)賣(mài)進(jìn)行協(xié)商，在此過(guò)程中，以價(jià)格為決定因素的交易是不可能達(dá)成的。該句中要填的詞在從句中作狀語(yǔ)。故選A)。
42. D)。此處考查動(dòng)名詞。“asking price”為固定短語(yǔ)，意為“索價(jià)，要價(jià)”。此處講賣(mài)主的要價(jià)高出了買(mǎi)主能承受的限度。故選D)。
43. B)。此處考查名詞。此處講在第一項(xiàng)研究中，那些在個(gè)性測(cè)試中從對(duì)方觀點(diǎn)看問(wèn)題部分得分較高的參與者更有可能成功地達(dá)成交易。故選B)。
44. A)。此處考查動(dòng)詞?！斑_(dá)成交易”是“arrive at / reach a deal”。故選A)。
45. C)。此處考查比較級(jí)。根據(jù)過(guò)渡詞組“in contrast”，可知此處是對(duì)“同情談判”弊端的闡述，此處講的是相反，在同情因素方面得高分使雙方不容易成功地達(dá)成創(chuàng)新性的交易。故選C)。
46. A)。此處考查被動(dòng)語(yǔ)態(tài)。此處講在第二個(gè)涉及到同一加油站談判的研究中，談判參與者被分成三組?！癰e cut into”，意為 “被切成”；“fall into”，主動(dòng)形式表達(dá)被動(dòng)含義，意為“被分成”。故選A)。
47. D)。此處考查賓語(yǔ)從句的引導(dǎo)詞。此處講從對(duì)方角度看問(wèn)題的那組人被告知去想象對(duì)方在想什么。賓語(yǔ)從句的引導(dǎo)詞在從句中作賓語(yǔ)。故選D)。
48. C)。此處考查動(dòng)詞。此處講抱有同情心的人被告知去想象對(duì)方的感覺(jué)，對(duì)方說(shuō)什么是不用去想象的，對(duì)方在考慮什么和上句重復(fù)。故選C)。
49. B)。此處考查分詞作狀語(yǔ)。此處講心理學(xué)家發(fā)現(xiàn)和在設(shè)定的條件下相比，從對(duì)方觀點(diǎn)看問(wèn)題的人達(dá)成了最多的協(xié)議，增加了對(duì)方的滿意度。故選B)。
50. D)。此處考查副詞。此處講雖然同情者得到了的對(duì)手滿意度，但是他們?cè)谶_(dá)成協(xié)議方面不如從對(duì)方角度看問(wèn)題的人做得成功，因而他們沒(méi)能為自己和對(duì)手創(chuàng)造出長(zhǎng)期的價(jià)值。故選D)。
Part V Translation
51. it’s time for us to have class
52. she ignored me
53. Considering / Given that he is a very responsible man
54. as if they would succeed
55. No sooner had he stepped out of the door / He had no sooner stepped out of the door