1、Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a r?sum?. You should write at least 150 words following the outline given below:假设你是李明一名应届毕业生，在报纸上看到一则招聘广告，你想要到登广告的公司供职，请给该公司写一封求职信，内容应简要介绍自己的情况以及自己的经历等。Part II Reading Comprehension (Skimming and Scanning) (15
2、 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-4, markY (for YES ) if the statement agrees with the information given in the passage;N (for NO) if the statement contradicts the information given i
3、n the passage;NG (for NOT GIVEN) if the information is not given in the passage.For questions 5-10, complete the sentences with the information given in the passage.Americas Brain Drain CrisisLosing the Global EdgeWilliam Kunz is a self-described computer geek. A more apt description might be comput
4、er genius. When he was just 11, Kunz started writing software programs, and by 14 he had created his own video game. As a high school sophomore in Houston, Texas, he won first prize in a local science fair for a data encryption(编密码)program he wrote. In his senior year, he took up prize in an interna
5、tional science and engineering fair for designing a program to analyze and sort DNA patterns.Kunz went on to attend Carnegie Mellon, among the nations highest-ranked universities in computer science. After college he landed a job with Oracle in Silicon Valley, writing software used by companies arou
6、nd the world.Kunz looked set to become a star in his field. Then he gave it all up.Today, three years later, Kunz is in his first year at Harvard Business School. He left software engineering partly because his earning potential paled next to friends who were going into law or business. He also worr
7、ied about job security, especially as more companies move their programming overseas to lower costs. “Every time youre asked to train someone in India, you think, Am I training my replacement?“ Kunz says.Things are turning out very differently for another standout in engineering, Qing-Shan Jia. A st
8、udent at Tsinghua University in Beijing, Jia shines even among his gifted cohorts(一群人)at a school sometimes called “the MIT of China“. He considered applying to Harvard for his PhD, but decided it wasnt worth it.来源：His university is investing heavily in cutting-edge research facilities, and attracts
9、 an impressive roster of international professors. “I can get a world-class education here and study with world-class scholars,“ Jia says.These two snapshots(快照)illustrate part of a deeply disturbing picture. In the disciplines underpinning the high-tech economymath, science and engineeringAmerica i
10、s steadily losing its global edge. The depth and breadth of the problem is clear:?Several of Americas key agencies for scientific research and development will face a retirement crisis within the next ten years.?Less than 6% of Americas high school seniors plan to pursue engineering degrees, down 36
11、% from a decade ago.?In 2000, 56% of Chinas undergraduate degrees were in the hard sciences; in the United States, the figure was 17%.?China will likely produce six times the number of engineers next year than America will graduate, according to Mike Gibbons of the American Society for Engineering E
12、ducation. Japan, with half Americas population, has minted(铸造)twice as many in recent years.“Most Americans are unaware of how much science does for this country and what we stand to lose if we cant keep up,“ says Shirley Ann Jackson, president of Rensselaer Polytechnic Institute and chair of the Am
13、erican Association for the Advancement of Science. David Baltimore, president of the California Institute of Technology and a Nobel laureate, puts it bluntly:“ We cant hope to keep intact our standard of living, our national security, our way of life, if Americans arent competitive in science.“The C
14、risis Americans CreatedIn January 2001, the Hart-Rudman Commission, tasked with finding solutions to Americas major national security threats, concluded that the failures of Americas math and science education and Americas system of research “Pose a greater threat.than any potential conventional war
15、.“The roots of this failure lie in primary and secondary education. The nation that produced most of the great technological advances of the last century now scores poorly in international science testing. A 2003 survey of math and science literacy ranked American 15-year-olds against kids from othe
16、r industrialized nations. In math, American students came in 24th out of 28 countries; in science, Americans were 24th out of 40 countries, tied with Latvia. This test, in conjunction with others, indicates Americans start out with sufficient smartstheir fourth-graders score wellbut they begin to sl
17、ide by eighth grade, and sink almost to the bottom by high school.Dont blame school budgets. Americans shell out more than $440 billion each year on public education, and spend more per capita than any nation save Switzerland. The problem is that too many of their high school science and math teache
18、rs just arent qualified. A survey in 2000 revealed that 38% of math teachers and 28% of science teachers in grades 712 lacked a college major or minor in their subject area. In schools with high poverty rates, the figures jumped to 52% of math teachers and 32% of science teachers. “The highest predi
19、ctor of student performance boils down to teacher knowledge,“ says Gerald Wheeler, executive director of the National Science Teachers Association. To California Congressman Buck McKeon, a member of the House Committee on Education and the Workforce, it comes down to this: “How can you pass on a pas
20、sion to your students if you dont know the subject?“Perhaps its no surprise that, according to a 2004 Indiana University survey, 18% of college prep kids werent taking math their senior year of high school. “When I compare our high schools to what I see when Im traveling abroad, Im terrified for our
21、 workforce of tomorrow,“ Microsoft chairman Bill Gates told a summit of state governors earlier this year. “Our high schools, even when theyre working exactly as designed, cannot teach our kids what they need to know today.“The Bush Administration has also proposed cutting the fiscal 2006 budget for
22、 research and development in such key federal agencies as the National Oceanic and Atmospheric Administration and the National Institute of Standards and Technology, the latter of which acts as a liaison(联络)with industry and researchers to apply new technology.“Funding cuts are job cuts,“ says Rep.
23、Vernon J. Ehlers, Republican of Michigan and a member of the Science Committee in the House. Reduced funding has put the squeeze on research positions, further smothering incentives(动机)for students to go into hard science.What Americans Must DoAmericans have done it before: the Manhattan Project, th
24、e technology surge that followed Sputnik. Theyve demonstrated that they can commit themselves to daunting goals and achieve them. But they cant minimize the challenges theyre facing.Americans need out-or-the-box thinking, of the sort suggested by experts in a report released in October called “Risin
25、g above the Gathering Storm“, a study group within the National Academy of Sciences, which included the National Academy of Engineering and the Institute of Medicine, came up with innovative proposals. Among them are:?Four-year scholarships for 25,000 undergraduate students who commit to degrees in
26、math, science or engineering, and who qualify based on a competitive national exam;?Four-year scholarships for 10,000 college students who commit to being math or science teachers, and who agree to teach in a public school for five years after graduation;?Extended visas for foreign students who earn
27、 a math or science PhD in the United States, giving them a year after graduation to look for employment here. If they find jobs, work permits and permanent residency status would be expedited.Many experts are also urging that non-credentialed but knowledgeable people with industry experience be allo
28、wed to teach. That experiment is already underway at High Tech High in San Diego. Conceived by Gary Jacobs, whose father founded Qualcomm, this charter school stresses a cutting-edge curriculum, whether the classes are on biotechnology or web design. To teach these courses, the school hires industry
29、 professionals. High Tech High also arranges internships at robotics labs, Internet start-ups and university research centers.In just five years, 750 kids have enrolled, three classes have graduated and the vast majority of students have gone on to college. One of the success stories is Jeff Jensen,
30、 class of 2005, who was a decidedly apathetic(缺乏兴趣的)student before High Tech High. He is now a freshman at Stanford University on a partial scholarship, planning to study chemistry or medicine.IBM is one of the companies encouraging its workers to teach. This past September, IBM announced a tuition-
31、assistance plan, pledging to pay for teacher certification as well as a leave of absence for employees who wish to teach in public schools.The philanthropic(博爱的)arms of corporations are also getting involved. The Siemens Foundation sponsors a yearly math, science and technology competition, consider
32、ed the Nobel Prize for high school research and a great distiller of American talent. Honeywell spends $2 million each year on science programs geared to middle school students, including a hip-hop touring group that teaches physical science, and a robotics lab program that teaches kids how to desig
33、n, build and program their own robot. “Weve found that if we dont get kids excited about science by middle school, its too late,“ says Michael Holland, a spokesperson for Honeywell.As important as all these initiatives are, they barely begin to take Americans where they need to go. Americans shortco
34、mings are vast, and time, unfortunately, is working against them.“The whole world is running a race,“ says Intels Howard High, “only we dont know it.“ No one knows whether or when the United States will relinquish(放弃)its lead in that race. Or how far back in the pack they could ultimately fall. But
35、the first order of business is to recognize whats at stake and get in the game.1. Kunz gave up software engineering mainly because he earned less than those in law or business field did.2. Only a small percentage of Americas high school seniors plan to major in engineering at college.3. If Americans
36、 arent competitive in science, they cannot survive the severe competition between developed countries.4. College education is to blame for the failure of Americas math and science education.5. American high school students sink almost to the bottom in a survey of math and science literacy because to
37、o many of the high school _ in America are not qualified.6. Cutting budget for science research and development further smothers incentives for American students to _.7. One innovative proposal proposed by some experts is providing _ for 25,000 qualified undergraduate students.8. At High Tech High,
38、_ are hired to teach courses on biotechnology or web design.9. Many companies encourage their employees to _, with IBM one of them.10. Americans shortcomings in science are vast, and unfortunately _ is making efforts to defeat them. Part IV Reading Comprehension (Reading in Depth) (25 minutes)Sectio
39、n ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in bank is identified by a letter. Plea
40、se mark the corresponding letter for each item on Answer Sheet 2 with a single line through the center. You may not use any of the words in the bank more than once.Questions 47 to 56 are based on the following passage.The whole world put attention to the South Asia where the tsunami happened. Before
41、, musicians produced a “sonic tsunami“, Wall Street analysts 47 “tsunamis“ of bad earnings news and Japanese restaurants served “tsunami“ sushi rolls. The word was used in dozens of different 48 , but now it likely will appear with just one tragic meaning.Because of the South Asian tsunami disaster
42、that has killed more than 150,000 people, the word assumes a(n) 49 solemn use, much the way “Ground Zero“, for the site of the World Trade Center, had its meaning 50 from “starting point“ to the center of the Sept. 11 tragedy, said Paul Payack, head of Global Language Monitor. Payack said that since
43、 the Dec. 26 tsunami, the 51 word has appeared more than 18.5 million times and been the subject of 88,000 articles in major media.“Before Sept. 11, 2001, the term ground zero was a business cliche meaning starting point, especially when 52 a project over again as in going back to ground zero. That
44、term now represents what many consider to be hallowed ground and its old usage is rarely 53 ,“ he said.“In the same manner, we envision that the word tsunami will be the subject of considerable discretion before being used in any thing other than a most 54 manner,“ he said. Payack said thousands of
45、55 teams around the world use tsunami into their names, like the Tsunami Aquatics Swim team of Livermore, California.He said there are also some 10,000 products called tsunami, like Tsunami Point-to-Point Wireless Bridges, Tsunami Multimedia Speakers and Tsunami Image Processors. Newspaper headline
46、writers also liked the 56 word, as the Detroit News “Ford Releases a Tsunami of New Products“ and “Heading for the presidency on a tsunami of visions“ in Londons The Times.A colorful I foolishB concerts J solelyC serious K thoughtD changed L JapaneseE pursuing M employedF contexts N foresawG usually
47、 O sportsH beginningSection BDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 w
48、ith a single line through the center.Passage OneQuestions 57 to 61 are based on the following passage.Let us suppose that you are in the position of a parent. Would you allow your children to read any book they wanted to without first checking its contents? Would you take your children to see any fi
49、lm without first finding out whether it is suitable for them? If your answer to these questions is “yes“, then you are either extremely permissive. If your answer is “no“, then you are exercising your right as a parent to protect your children from what you consider to be undesirable influences. In other words, by acting as a censor yourself, you are admitting that there is a strong case for censorship.Now, of course, you will say that it is one thing
