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，越來越多的大學(xué)生開始投資理財，比如炒股、買基金、買房等：
1. 有人認(rèn)為大學(xué)生不應(yīng)該投資理財；
2. 有人認(rèn)為應(yīng)該支持大學(xué)生投資理財；
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）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。參見第五段可知，此處講Lee Paulson，一個華盛頓非贏利組織的經(jīng)理說到，聯(lián)合航空公司對精英乘客和普通乘客區(qū)別對待，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。這是精英人士的勢利行為，而且這樣登機(jī)效率也不高。
3. NG。參見第六段可知除了聯(lián)合航空公司，Delta航空公司也對精英乘客的登機(jī)時間給予特殊優(yōu)待，說明這種現(xiàn)象并不少見，但不能據(jù)此就推斷出絕大多數(shù)的美國航空公司都這樣。
4. Y。參見第八段作者提出來的幾點(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)所寫的東西能改變這些長期以來不贏利的公司的運(yùn)轉(zhuǎn)模式。結(jié)合兩個段落可知作者不贊成一些航空公司在乘客登機(jī)這一事件上對乘客區(qū)別對待的做法。
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排在你后面的乘客有影響，而不會影響你前面的乘客。
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。
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)的速度會更快，但不見得將來會有更多乘客不攜帶隨身行李。
8. the process by up to 10 times。參見第二段中 “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，對于晚到的乘客來說，很多方面對他們不利，如他們的隨身行李可能沒有足夠的空間擺放。
10. “underpaid and mistreated”。參見文章的倒數(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動于衷的登機(jī)口工作人員的做法，他們對登機(jī)區(qū)亂糟糟的局面不管不問，而且他了解到這些人接受此類做法是因?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)。此處需要一個名詞。此處講希臘人舉行接力賽時在運(yùn)動員之間傳遞火炬。故選D)。
12. H)。此處需要一個名詞。此處講火炬在運(yùn)動員之間傳遞后點(diǎn)燃大鍋，這是純潔、理智和和平的象征。故選H)。
13. K)。此處需要一個動詞。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)會上，當(dāng)時的火炬是在希臘的奧林匹亞點(diǎn)燃的，然后被傳遞到德國的奧運(yùn)會開幕式。故選K)。
14. I)。此處需要一個作定語的分詞或形容詞。此處考查固定短語“the opening ceremony”，意為“開幕式”。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)會開始，每一次的奧運(yùn)會都以從希臘到開幕式的火炬?zhèn)鬟f開始。故選I)。
15. L)。此處需要一個形容詞。此處考查固定短語“be capable of”，意為“能夠……”。此處講每個火炬都必須能夠經(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)動員舉得才舒服。故選N)。
17. E)。此處需要一個副詞。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者舉起來舒適。故選E)。
18. A)。 此處需要一個動詞。此處考查固定短語“vary from ... to ...”，意為“隨……的不同而不同”。此處講雖然火炬的設(shè)計每年有所不同，其現(xiàn)代化的外觀是由迪斯尼藝術(shù)家John Hench設(shè)計的。故選A)。
19. M)。此處需要一個動詞。此處講雖然最初的奧林匹克火炬是靠太陽光點(diǎn)燃的，但是現(xiàn)代火炬卻是以加壓的液體燃料為動力的。故選M)。
20. G)。此處需要一個名詞。此處講奧運(yùn)火炬中燃燒的圣火需要一個備份，以防火炬在傳遞過程中熄滅。故選G)。
Section B
Passage One
21. B)。細(xì)節(jié)判斷題。參見文章第一段中“... 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374,000人受傷，人們都擔(dān)心因?yàn)閹讉€湖決口造成洪災(zāi)，死傷人數(shù)還會增加。故選C)。
23. A)。細(xì)節(jié)理解題。參見第二段中“... 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，此處講專家20多年以來一直對四川和青藏高原地帶進(jìn)行廣泛的研究，但是沒有發(fā)現(xiàn)任何關(guān)于大地震會襲擊這一地區(qū)的跡象。故選A)
24. C)。推斷題。參見第二、四、五段可知地震是很難預(yù)測的，但并不是不能預(yù)測的。地震發(fā)生頻繁是客觀事實(shí)，但是這篇文章無法推出這一點(diǎn)。故選C)。
25. D)。主旨題。縱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，沒有跡象表明會在該地帶發(fā)生地震等。且文章中unusual一詞出現(xiàn)的頻率較高，說明了文章的主旨是這次地震的不同尋常，故選D)。前三個選項(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年三月以來的水平。故選D)。
27. B)。 參見第三段中 “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)指出勞動力市場的持續(xù)惡化表明許多美國人正在應(yīng)對嚴(yán)重的金融問題，對經(jīng)濟(jì)蕭條的討論已不僅僅是語義的問題。故選B)。
28. C)。 參見第五段可知，Moody投資人服務(wù)公司的首席經(jīng)濟(jì)學(xué)家John Lonski表示對工人來說這是經(jīng)濟(jì)衰退。最后真正至關(guān)重要的是薪水和失業(yè)率將會發(fā)生什么變化，它們正在朝勞動力市場衰退的方向發(fā)展。你怎么能不承認(rèn)這個事實(shí)呢？故選C)。
29. C)。 參見最后一段中“Wage growth has stagnated for months, falling behind the rate of inflation.” 可知，工資上漲已經(jīng)停步不前好幾個月了，工資漲幅落在通貨膨脹率之后。故選C)。
30. B)。 參見第三段最后一句可知，許多美國消費(fèi)者不得不削減開支以應(yīng)對昂貴的燃料、食品以及狀況不佳的住房市場。由第四段可知，薪水報告是反映經(jīng)濟(jì)狀況的第二個主要因素。政府報告說從四月到六月經(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手。故選B)。
32. C)。此處考查動詞。此處講一個人應(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題。same前用定冠詞the，而alike 和like 當(dāng) “象……” 講時不作定語。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 形成一對頭韻詞，而reason和emotion相對。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手的角度去看問題而不是同情他們。故選C)。
37. A)。此處考查動詞形近詞辨析。此處講根據(jù)《心理科學(xué)》2008年4月發(fā)表的一項(xiàng)研究，從對手的角度看問題包括對對手的興趣、想法和行為能做到理解和預(yù)見。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。 此處講從對手的角度看問題包括理解和預(yù)見對手的興趣、想法和可能的行為。故選B)。
39. D)。此處考查副詞。通過讀上句可知這里在進(jìn)行前后對比，此處講同情會使人違反公平和平等的標(biāo)準(zhǔn)，給對手優(yōu)惠的待遇。故選D)。
40. B)。此處考查動詞形近詞辨析?！皃erform studies”為常用短語，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估成功的談判和從對方觀點(diǎn)看待問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賣進(jìn)行協(xié)商，在此過程中，以價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。故選A)。
42. D)。此處考查動名詞。“asking price”為固定短語，意為“索價，要價”。此處講賣主的要價高出了買主能承受的限度。故選D)。
43. B)。此處考查名詞。此處講在第一項(xiàng)研究中，那些在個性測試中從對方觀點(diǎn)看問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)。此處考查動詞。“達(dá)成交易”是“arrive at / reach a deal”。故選A)。
45. C)。此處考查比較級。根據(jù)過渡詞組“in contrast”，可知此處是對“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)。此處考查被動語態(tài)。此處講在第二個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”，主動形式表達(dá)被動含義，意為“被分成”。故選A)。
47. D)。此處考查賓語從句的引導(dǎo)詞。此處講從對方角度看問題的那組人被告知去想象對方在想什么。賓語從句的引導(dǎo)詞在從句中作賓語。故選D)。
48. C)。此處考查動詞。此處講抱有同情心的人被告知去想象對方的感覺，對方說什么是不用去想象的，對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。此處講心理學(xué)家發(fā)現(xiàn)和在設(shè)定的條件下相比，從對方觀點(diǎn)看問題的人達(dá)成了最多的協(xié)議，增加了對方的滿意度。故選B)。
50. D)。此處考查副詞。此處講雖然同情者得到了的對手滿意度，但是他們在達(dá)成協(xié)議方面不如從對方角度看問題的人做得成功，因而他們沒能為自己和對手創(chuàng)造出長期的價值。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，越來越多的大學(xué)生開始投資理財，比如炒股、買基金、買房等：
1. 有人認(rèn)為大學(xué)生不應(yīng)該投資理財；
2. 有人認(rèn)為應(yīng)該支持大學(xué)生投資理財；
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）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。參見第五段可知，此處講Lee Paulson，一個華盛頓非贏利組織的經(jīng)理說到，聯(lián)合航空公司對精英乘客和普通乘客區(qū)別對待，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。這是精英人士的勢利行為，而且這樣登機(jī)效率也不高。
3. NG。參見第六段可知除了聯(lián)合航空公司，Delta航空公司也對精英乘客的登機(jī)時間給予特殊優(yōu)待，說明這種現(xiàn)象并不少見，但不能據(jù)此就推斷出絕大多數(shù)的美國航空公司都這樣。
4. Y。參見第八段作者提出來的幾點(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)所寫的東西能改變這些長期以來不贏利的公司的運(yùn)轉(zhuǎn)模式。結(jié)合兩個段落可知作者不贊成一些航空公司在乘客登機(jī)這一事件上對乘客區(qū)別對待的做法。
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排在你后面的乘客有影響，而不會影響你前面的乘客。
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。
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)的速度會更快，但不見得將來會有更多乘客不攜帶隨身行李。
8. the process by up to 10 times。參見第二段中 “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，對于晚到的乘客來說，很多方面對他們不利，如他們的隨身行李可能沒有足夠的空間擺放。
10. “underpaid and mistreated”。參見文章的倒數(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動于衷的登機(jī)口工作人員的做法，他們對登機(jī)區(qū)亂糟糟的局面不管不問，而且他了解到這些人接受此類做法是因?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)。此處需要一個名詞。此處講希臘人舉行接力賽時在運(yùn)動員之間傳遞火炬。故選D)。
12. H)。此處需要一個名詞。此處講火炬在運(yùn)動員之間傳遞后點(diǎn)燃大鍋，這是純潔、理智和和平的象征。故選H)。
13. K)。此處需要一個動詞。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)會上，當(dāng)時的火炬是在希臘的奧林匹亞點(diǎn)燃的，然后被傳遞到德國的奧運(yùn)會開幕式。故選K)。
14. I)。此處需要一個作定語的分詞或形容詞。此處考查固定短語“the opening ceremony”，意為“開幕式”。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)會開始，每一次的奧運(yùn)會都以從希臘到開幕式的火炬?zhèn)鬟f開始。故選I)。
15. L)。此處需要一個形容詞。此處考查固定短語“be capable of”，意為“能夠……”。此處講每個火炬都必須能夠經(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)動員舉得才舒服。故選N)。
17. E)。此處需要一個副詞。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者舉起來舒適。故選E)。
18. A)。 此處需要一個動詞。此處考查固定短語“vary from ... to ...”，意為“隨……的不同而不同”。此處講雖然火炬的設(shè)計每年有所不同，其現(xiàn)代化的外觀是由迪斯尼藝術(shù)家John Hench設(shè)計的。故選A)。
19. M)。此處需要一個動詞。此處講雖然最初的奧林匹克火炬是靠太陽光點(diǎn)燃的，但是現(xiàn)代火炬卻是以加壓的液體燃料為動力的。故選M)。
20. G)。此處需要一個名詞。此處講奧運(yùn)火炬中燃燒的圣火需要一個備份，以防火炬在傳遞過程中熄滅。故選G)。
Section B
Passage One
21. B)。細(xì)節(jié)判斷題。參見文章第一段中“... 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374,000人受傷，人們都擔(dān)心因?yàn)閹讉€湖決口造成洪災(zāi)，死傷人數(shù)還會增加。故選C)。
23. A)。細(xì)節(jié)理解題。參見第二段中“... 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，此處講專家20多年以來一直對四川和青藏高原地帶進(jìn)行廣泛的研究，但是沒有發(fā)現(xiàn)任何關(guān)于大地震會襲擊這一地區(qū)的跡象。故選A)
24. C)。推斷題。參見第二、四、五段可知地震是很難預(yù)測的，但并不是不能預(yù)測的。地震發(fā)生頻繁是客觀事實(shí)，但是這篇文章無法推出這一點(diǎn)。故選C)。
25. D)。主旨題。縱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，沒有跡象表明會在該地帶發(fā)生地震等。且文章中unusual一詞出現(xiàn)的頻率較高，說明了文章的主旨是這次地震的不同尋常，故選D)。前三個選項(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年三月以來的水平。故選D)。
27. B)。 參見第三段中 “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)指出勞動力市場的持續(xù)惡化表明許多美國人正在應(yīng)對嚴(yán)重的金融問題，對經(jīng)濟(jì)蕭條的討論已不僅僅是語義的問題。故選B)。
28. C)。 參見第五段可知，Moody投資人服務(wù)公司的首席經(jīng)濟(jì)學(xué)家John Lonski表示對工人來說這是經(jīng)濟(jì)衰退。最后真正至關(guān)重要的是薪水和失業(yè)率將會發(fā)生什么變化，它們正在朝勞動力市場衰退的方向發(fā)展。你怎么能不承認(rèn)這個事實(shí)呢？故選C)。
29. C)。 參見最后一段中“Wage growth has stagnated for months, falling behind the rate of inflation.” 可知，工資上漲已經(jīng)停步不前好幾個月了，工資漲幅落在通貨膨脹率之后。故選C)。
30. B)。 參見第三段最后一句可知，許多美國消費(fèi)者不得不削減開支以應(yīng)對昂貴的燃料、食品以及狀況不佳的住房市場。由第四段可知，薪水報告是反映經(jīng)濟(jì)狀況的第二個主要因素。政府報告說從四月到六月經(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手。故選B)。
32. C)。此處考查動詞。此處講一個人應(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題。same前用定冠詞the，而alike 和like 當(dāng) “象……” 講時不作定語。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 形成一對頭韻詞，而reason和emotion相對。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手的角度去看問題而不是同情他們。故選C)。
37. A)。此處考查動詞形近詞辨析。此處講根據(jù)《心理科學(xué)》2008年4月發(fā)表的一項(xiàng)研究，從對手的角度看問題包括對對手的興趣、想法和行為能做到理解和預(yù)見。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。 此處講從對手的角度看問題包括理解和預(yù)見對手的興趣、想法和可能的行為。故選B)。
39. D)。此處考查副詞。通過讀上句可知這里在進(jìn)行前后對比，此處講同情會使人違反公平和平等的標(biāo)準(zhǔn)，給對手優(yōu)惠的待遇。故選D)。
40. B)。此處考查動詞形近詞辨析?！皃erform studies”為常用短語，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估成功的談判和從對方觀點(diǎn)看待問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賣進(jìn)行協(xié)商，在此過程中，以價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。故選A)。
42. D)。此處考查動名詞。“asking price”為固定短語，意為“索價，要價”。此處講賣主的要價高出了買主能承受的限度。故選D)。
43. B)。此處考查名詞。此處講在第一項(xiàng)研究中，那些在個性測試中從對方觀點(diǎn)看問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)。此處考查動詞。“達(dá)成交易”是“arrive at / reach a deal”。故選A)。
45. C)。此處考查比較級。根據(jù)過渡詞組“in contrast”，可知此處是對“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)。此處考查被動語態(tài)。此處講在第二個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”，主動形式表達(dá)被動含義，意為“被分成”。故選A)。
47. D)。此處考查賓語從句的引導(dǎo)詞。此處講從對方角度看問題的那組人被告知去想象對方在想什么。賓語從句的引導(dǎo)詞在從句中作賓語。故選D)。
48. C)。此處考查動詞。此處講抱有同情心的人被告知去想象對方的感覺，對方說什么是不用去想象的，對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。此處講心理學(xué)家發(fā)現(xiàn)和在設(shè)定的條件下相比，從對方觀點(diǎn)看問題的人達(dá)成了最多的協(xié)議，增加了對方的滿意度。故選B)。
50. D)。此處考查副詞。此處講雖然同情者得到了的對手滿意度，但是他們在達(dá)成協(xié)議方面不如從對方角度看問題的人做得成功，因而他們沒能為自己和對手創(chuàng)造出長期的價值。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