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 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, 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 5-10, complete the sentences with the information given in the passage.
　　America's Brain Drain Crisis
　　Losing the Global Edge
　　William Kunz is a self-described computer geek. A more apt description might be computer 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 international science and engineering fair for designing a program to analyze and sort DNA patterns.
　　Kunz went on to attend Carnegie Mellon, among the nation's highest-ranked universities in computer science. After college he landed a job with Oracle in Silicon Valley, writing software used by companies around 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 worried about job security, especially as more companies move their programming overseas to lower costs. "Every time you're 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 student 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 wasn't worth it.来源：www.examda.com
　　His university is investing heavily in cutting-edge research facilities, and attracts 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 economy—math, science and engineering—America is steadily losing its global edge. The depth and breadth of the problem is clear:
　　•Several of America's key agencies for scientific research and development will face a retirement crisis within the next ten years.
　　•Less than 6% of America's high school seniors plan to pursue engineering degrees, down 36% from a decade ago.
　　•In 2000, 56% of China's 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 Education. Japan, with half America's 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 can't keep up," says Shirley Ann Jackson, president of Rensselaer Polytechnic Institute and chair of the American Association for the Advancement of Science. David Baltimore, president of the California Institute of Technology and a Nobel laureate, puts it bluntly:" We can't hope to keep intact our standard of living, our national security, our way of life, if Americans aren't competitive in science."
　　The Crisis Americans Created
　　In January 2001, the Hart-Rudman Commission, tasked with finding solutions to America's major national security threats, concluded that the failures of America's math and science education and America's system of research "Pose a greater threat...than any potential conventional war."
　　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 other 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 smarts—their fourth-graders score well—but they begin to slide by eighth grade, and sink almost to the bottom by high school.
　　Don't 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 teachers just aren't qualified. A survey in 2000 revealed that 38% of math teachers and 28% of science teachers in grades 7~12 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 predictor 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 passion to your students if you don't know the subject?"
　　Perhaps it's no surprise that, according to a 2004 Indiana University survey, 18% of college prep kids weren't taking math their senior year of high school. "When I compare our high schools to what I see when I'm traveling abroad, I'm terrified for our workforce of tomorrow," Microsoft chairman Bill Gates told a summit of state governors earlier this year. "Our high schools, even when they're 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 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. 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 Do
　　Americans have done it before: the Manhattan Project, the technology surge that followed Sputnik. They've demonstrated that they can commit themselves to daunting goals and achieve them. But they can't minimize the challenges they're facing.
　　Americans need out-or-the-box thinking, of the sort suggested by experts in a report released in October called "Rising 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 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 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 allowed 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 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, 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-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, considered 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 design, build and program their own robot. "We've found that if we don't get kids excited about science by middle school, it's 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' shortcomings are vast, and time, unfortunately, is working against them.
　　"The whole world is running a race," says Intel's Howard High, "only we don't 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 the first order of business is to recognize what's 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 America's high school seniors plan to major in engineering at college.
　　3. If Americans aren't competitive in science, they cannot survive the severe competition between developed countries.
　　4. College education is to blame for the failure of America's math and science education.
　　5. American high school students sink almost to the bottom in a survey of math and science literacy because too 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, ________ 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)
　　Section A
　　Directions: 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. Please 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, 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 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 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 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 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 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 London's The Times.
　　[A] colorful [I] foolish
　　[B] concerts [J] solely
　　[C] serious [K] thought
　　[D] changed [L] Japanese
　　[E] pursuing [M] employed
　　[F] contexts [N] foresaw
　　[G] usually [O] sports
　　[H] beginning

　　Section B
　　Directions: 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 with a single line through the center.
　　Passage One
　　Questions 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 film 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 to exercise censorship where children are concerned and quite another to do the same for adults. Children need protection and it is the parents' responsibility to provide it. But what about adults? Aren't they old enough to decide what is good for them? The answer is that many adults are, but don't make the mistake of thinking that all adults are like you. Censorship is for the good of society as a whole. Like the law, censorship contributes to the common good.
　　Some people think that it is disgraceful that a censor should interfere with works of art. Who is this person, they say, to ban this great book or cut that great film? No one can set himself up as a superior being. But we must remember two things. Firstly, where genuine works of art are concerned, modern censors are extremely liberal in their views—often far more liberal than a large section of the public. Artistic merit is something which censors clearly recognize. And secondly, we must bear in mind that the great proportion of books, plays and films which come before the censor are very far from being "works of art".
　　When discussing censorship, therefore, we should not confine our attention to great masterpieces, but should consider the vast numbers of publications and films which make up the bulk of the entertainment industry. When censorship laws are relaxed, immoral people are given a license to produce virtually anything in the name of "art". There is an increasing tendency to equate artistic with "pornographic". The vast market for pornography would rapidly be exploited. One of the great things that censorship does is to prevent certain people from making fat profits by corrupting the minds of others. To argue in favor of absolute freedom is to argue in favor of anarchy.
　　Society would really be the poorer if it deprived itself of the wise counsel and the restraining influence which a censor provides.
　　57. Permissive parents would ________.
　　[A] let their children read any books they like to
　　[B] not let their children see any films they like to
　　[C] not let their children read any books without first checking their contents
　　[D] let their children see the films with their first checking
　　58. The fact that parents check the contents of the book or the film for their children to read or see shows ________.
　　[A] the necessity of censorship
　　[B] many books and films are bad
　　[C] children need their parents to help them understand more
　　[D] the parents are permissive
　　59. Which of the following statements is NOT true?
　　[A] Some adults can't tell right from wrong.
　　[B] Censorship is compared to the law because both of them perform good service to society as a whole.
　　[C] Censors pay attention only to genuine works of art.
　　[D] Censorship is necessary because many books, plays and films are far from being “works of art”.
　　60. What does the word “corrupt” (Line 5, Para 4) mean?
　　[A] Make morally bad. [B] Hurt. [C] Injure. [D] Damage.
　　61. What would be the best title of this passage?
　　[A] Permissive Parents and Responsible Parents.
　　[B] Censorship and the law.
　　[C] Censors Value Artistic Merits.
　　[D] Censorship Performs Good Service to Society.

　　Passage Two
　　Questions 62 to 66 are based on the following passage.
　　One thing the tour books don’t tell you about London is that 2,000 of its residents are foxes. As native as the royal family, they fled the city about centuries ago after developers and pollution moved in. But now that the environment is cleaner, the foxes have come home, one of the many wild animals that have moved into urban areas around the world.
　　“The number and variety of wild animals in urban areas is increasing,” says Gomer Jones, president of the National Institute for Urban Wildlife, in Columbia, Maryland. A survey of the wildlife in New York’s Central Park last year tallied the species of mammals, including muskrats, shrews and flying squirrels. A similar survey conducted in the 1890s counted only five species. One of the country’s largest populations of raccoons(浣熊)now lives in Washington D.C., and moose(驼鹿)are regularly seen wandering into Maine towns. Peregrine falcons(游隼)dive from the window ledges of buildings in the largest U.S. cities to prey on pigeons.
　　Several changes have brought wild animals to the cities. Foremost is that air and water quality in many cities has improved as a result of the 1970s’ pollution-control efforts. Meanwhile, rural areas have been built up, leaving many animals on the edges of suburbia. In addition, conservationists have created urban wildlife refuges.
　　The Greater London Council last year spent $750,000 to buy land and build 10 permanent wildlife refuges in the city. Over 1,000 volunteers have donated money and cleared rubble from derelict lots. As a result, pheasants now strut in the East End and badgers scuttle across lawns near the center of town. A colony of rare house martins nests on a window ledge beside Harrods, and one evening last year a fox was seen on Westminster Bridge looking up at Big Ben.
　　For peregrine falcons, cities are actually safer than rural cliff dwellings. By 1970 the birds were extinct east of the Mississippi because the DDT had made their eggs too thin to support life. That year, ornithologist Tom Cade of Cornell University began rising the birds for release in cities, for cities afforded abundant food and contained none of the peregrine’s natural predators.
　　"Before they were exterminated, some migrated to cities on their own because they had run out of cliff space," Cade says. “To peregrines, buildings are just like cliffs.” He has released about 30 birds since 1975 in New York, Baltimore, Philadelphia and Norfolk, and of the 20 pairs now living in the East, half are urbanites. “A few of the young ones have gotten into trouble by falling down chimneys and crashing into window-glass, but overall their adjustment has been successful.”
　　62. The first paragraph suggests that ________.
　　[A] environment is crucial for wildlife
　　[B] tour books are not always a reliable source of information
　　[C] London is a city of fox
　　[D] foxes are highly adaptable to environment
　　63. The selection is primarily concerned with ________.
　　[A] wildlife of all kinds returning to large cities to live
　　[B] falcons in New York, Baltimore, Philadelphia, and Norfolk
　　[C] moose stumbling into plate-glass storefronts
　　[D] foxes returning to London
　　64. In the 4th paragraph the pheasants, badgers, and martins etc. are mentioned to ________.
　　[A] explain their living habit
　　[B] make known their habitat
　　[C] show the endeavors of Londoners to make the city habitable for wildlife
　　[D] encourage volunteers to do something for the species
　　65. The main idea of paragraph 3 is ________.
　　[A] that air and water quality has improved in the cities
　　[B] why wildlife likes the noise and commotion in the cities
　　[C] that wildlife refuges have been built in the cities
　　[D] why wildlife is returning to cities
　　66. Cities make good homes for peregrine falcons because they provide ________.
　　[A] bountiful nesting areas, abundant food, and rainwater control basins
　　[B] abundant food, buildings that resemble cliffs, and no natural predators
　　[C] large buildings with chimneys other wildlife, and well-lighted nesting areas
　　[D] abundant food, chimneys, rubble, and window sills

Part V Cloze (15 minutes)
　　Directions: There are 20 blanks in the following passage. For each blank there are four choices marked [A], [B], [C] and [D] on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the center.
　　Most people would be 67 by the high quality of medicine 68 to most Americans. There is a lot of specialization, a great deal of 69 to the individual, a 70 amount of advanced technical equipment, and 71 effort not to make mistakes because of the financial risk which doctors and hospitals must 72 in the courts if they 73 things badly.
　　But the Americans are in a mess. The problem is the way in 74 health care is organized and 75 . 76 to public belief it is not just a free competition system. The private system has been joined a large public system, because private care was simply not 77 the less fortunate and the elderly.
　　But even with this huge public part of the system, 78 this year will eat up 84.5 billion dollars—more than 10 per cent of the U.S. budget—large numbers of Americans are left 79 . These include about half the 11 million unemployed and those who fail to meet the strict limits 80 income fixed by a government trying to make savings where it can.
　　The basic problem, however, is that there is no central control 81 the health system. There is no 82 to what doctors and hospitals charge for their services, other than what the public is able to pay. The number of doctors has shot up and prices have climbed. When faced with toothache, a sick child, or a heart attack, all the unfortunate person concerned can do is 83 up.
　　Two-thirds of the population 84 covered by medical insurance. Doctors charge as much as they want 85 that the insurance company will pay the bill.
　　The rising cost of medicine in the U.S. is among the most worrying problems facing the country. In 1981 the country's health bill climbed 15.9 per cent—about twice as fast as prices 86 general.
　　67. A compressed B impressed C obsessed D repressed
　　68. A available B attainable C achievable D amenable
　　69. A extension B retention C attention D exertion
　　70. A countless B titanic C broad D vast
　　71. A intensive B absorbed C intense D concentrated
　　72. A run into B come into C face D defy
　　73. A treat B deal C maneuver D handle
　　74. A which B that C what D when
　　75. A to finance B financed C the finance D to be financed
　　76. A Contrary B Opposed C Averse D Objected
　　77. A looking for B looking into C looking after D looking over
　　78. A which B what C that D it
　　79. A over B out C off D away
　　80. A for B in C with D on
　　81. A over B on C under D behind
　　82. A boundary B restriction C confinement D limit
　　83. A to pay B paying C to be paid D to have paid
　　84. A is being B are C have been D is
　　85. A knowing B to know C they know D known
　　86. A in B with C on D for

　　Part VI Translation (5 minutes)
　　Directions: Complete the following sentences on Answer Sheet 2 by translating into English the Chinese given in brackets.
　　87. Regardless of all the difficulties, ________________________(我们会尽力争取我们的权利).
　　88. The order from the commander was that the troops ________________________(立即开拔去前线).
　　89. Science to the human mind is ________________________(正如水或空气之于身体).
　　90. For the past two years, ________________________(我一直忙着准备考试).
　　91. Of all the people I know, ________________________(没有人比格林先生更值得我尊敬).

Part I Writing
　　May 27th, 2005
　　Dear Sir,
　　I was pleased to see your ad in Beijing Evening News on May 25th, 2005 for a sales engineer. This July 1 will receive my Bachelor’s degree in Electronic Engineering from Beijing University. I believe that I have capability to work well because of my education and work experiences. As indicated in my attached résumé, my main degree course is concerned with basic electronic topics. But I also have taken such courses as Marketing, Consumer Behavior Strategies and Psychology, and all available opportunities to increase my knowledge.
　　I have already passed CET-6 with excellent results and I have even worked two summers as an English interpreter at Beijing Travel Service.
　　1 would welcome an opportunity to join your staff because your work is the kind I have been preparing to do and because the conditions under which it is carried out would help to express my abilities. If an interview is needed, please call me at your convenience. Thank you very much!
　　Best Wishes!
　　Sincerely,
　　Li Ming
　　Part II Reading Comprehension (Skimming and Scanning)
　　1. N 根据题干中的信息词Kunz 和software engineering定位到第一个小标题下的第四段，可知Kunz放弃软件工程部分原因在于自己赚的钱不如法律界和商界的朋友多，但这不是主要原因，故该句表述错误。
　　2. Y 根据题干中的信息词high school seniors和engineering定位到第一个小标题下的倒数第二段下的第二点，可知只有不到6%的美国高三学生打算攻读工程学学位，即在大学以工程学为专业，这个比例显然很小，故该句表述正确。
　　3. NG 根据题干中的信息词competitive in science定位到第一个小标题下的最后一句，可知David Baltimore认为，美国人如果在理科没有竞争力，就无法保证现有的生活水平、国家安全和生活方式，但并没有提到他们无法在发达国家的激烈竞争中存活下来。
　　4. N 根据题干中的信息词math and science education定位到第二个小标题下的第一段，可知美国数学和理科教育的失败以及美国研究体系的失败严重威胁着美国;下一段开头提到，这失败的根源在于初等和中等教育，而并非是大学教育，故该句表述错误。
　　5. science and math teachers。根据题干中的信息词math and science literacy和qualified定位到第二个小标题下的第二、三段，可知在2003年一项国际数学和理科水平调查中，美国四年级学生表现良好，但高中生却几乎排在最后，问题不在于学校的预算，而在于美国高中有许多数学和理科教师不够资格，由此可得答案。
　　6. go into hard science。根据题干中的信息词cutting budget和smothers incentives定位到第二个小标题下的最后两段，可知美国总统布什提议削减国家重点科研机构的研究、发展预算，这将导致相关机构的裁员，也会压制学生学习自然科学的动机。
　　7. four-year scholarships。根据题干中的信息词innovative proposal和25，000定位到第三个小标题下第二段下的第一条，可知专家提出的创新提议之一就是为两万五千名攻读数学、理科或工程学学位的学生，以及在全国考试中选拔出来的学生提供四年的奖学金。
　　8. industry professionals/( non-credentialed but) knowledgeable people with industry experience。根据题干中的信息词High Tech High和hired定位到第三个小标题下的第三段，可知许多专家建议让没有证书但拥有行业经验的博学人士参与教学，该实验正在High Tech High中进行，由此可得答案。下文又提到为了教授生物工艺或网络设计等课程，该校还聘请了行业专业人员，由此也可得答案。
　　9. teach ( in public schools)。根据题干中的信息词employees和IBM定位到第三个小标题下的第五段，可知IBM是鼓励员工进行教学的公司之一，它支持员到工公立学校进行教学，由此可得答案。
　　10. time。根据题干中的信息词shortcomings和unfortunately定位到第三个小标题下的倒数第二段，可知美国人的缺点很多，而不幸的是，时间还在和他们作对，再结合上文可知，此处意为美国人在理科上的缺点很多，而他们自己却没有意识到那些缺点，这使得他们耽误了保住理科领先地位的时间，由此可得答案。
Part IV Reading Comprehension(Reading in Depth)
　　Section A
　　47.N 分析句子结构可知，空格所在分句缺少谓语动词。结合前后两个分句的谓语动词produced和served可知，空格处应选动词过去式。原句意为“华尔街分析家________糟糕收益消息的‘海啸’”，因此所选动词应带有“估计，预测”的含义，N(预见)最适合。
　　48.F 该空格前为形容词different，再结合之前用于限定可数名词数量的dozens of可知，空格处应选复数可数名词。原句意为“该词过去被用于许多不同的________，但现在可能只会代表一个悲惨的含义”，因此F(上下文，背景)最适合。
　　49.J 该空格前为不定冠词a(n)，空格后为形容词solemn，因此空格处应选副词作状语。选项中有两个副词G(通常)和J(单独地)，结合句意“由于南亚的海啸灾难夺去了超过l5万人的生命，该词采取了________严肃的用法”可知，J最适合。
　　50.D 分析句子结构可知，该空格所在句包含had sth. done的结构，因此空格处应选动词过去分词。原句意为“……用于描述世贸大楼的‘归零地’将其含义从‘起点’________为9•11灾难的中心”，因此所选动词应意为“更改，改换”，D(改变)最适合。
　　51.L 该空格前为定冠词the，空格后为名词word，因此空格处应选名词、形容词、动词过去分词等作定语。原句意为“自12月26日海啸起，这个________单词出现次数高达l850多万次”，此处并没有表现出明显的感情色彩，因此L(日语的)最适合。tsunami从发音上来看，也确实应该是日语衍生过来的单词。
　　52.H 该空格前为引导时间状语的连词when，因此空格处应选动词现在分词与后面的project构成动宾搭配。原句意为“在2001年9月11日之前，归零地是个商业套语，意为起点，特别是当就像‘回到归零地’所描述的那样重新________一个项目时”，因此所选单词应意为“开始”，H(开始)最适合。选项E虽然也为现在分词形式，但pursue意为“(继续)从事或忙于”，与原文不符，故排除。
　　53.M 该空格前为副词rarely，再结合之前的系动词is可知，空格处应选形容词，或动词过去分词表被动。原句意为“那个词现在用于表示许多人都认为是圣地的地方，其旧的用法很少________”，因此所选单词应带有“提及”或“应用”等含义，只有M(使用)最适合。
　　54.C 该空格前为最高级的标志词most，之后为名词manner，因此空格处应选多音节形容词。原句意为“海啸这个词在被用于最________的情况之外时，将值得慎重考虑”，因此所选形容词应带有“严肃的，严重的”的含义，C(严重的)最适合。
　　55.O 该空格前为介词of，空格后为名词teams，因此空格处应选名词、形容词、动词分词等作定语。原句意为“全世界数千________队的名字中都包含海啸的字样，例如加利福尼亚的利文摩尔海啸游泳队”，因此所选单词应与游泳或体育等有关，O(运动的)最适合。
　　56.A 该空格前为定冠词the，空格后为名词word，因此空格处应选名词、形容词、动词分词等作定语。结合句意“报纸头条作者也喜欢这个________词”和剩余选项可知，A(多彩的，有趣的)最适合。 来源:考试大-英语六级考试
Section B
　　Passage One
　　57.A 细节题。文章第一段第四句指出，如果你的答案是“是的”，那你就是一个极度宽容的(纵容的)家长，再结合该段第二、三句的两个问题可知，A正确。
　　58.A 推断题。由第一段末句可知，父母检查孩子们读的书和看的电影的内容是因为there is a strong case for censorship，所以A正确。
　　59.C 推断题。由文章第三段可知，审查者并不只是关注真正的艺术作品，故选C。
　　60.A 语义题。corrupt意为“使恶化，腐蚀”，结合本句中的关键词minds可知，只有A最符合句意。
　　61.D主旨题。文章以家长该不该审查子女阅读的书和观看的电影的内容这一问题引出论点——审查是必要的，并在接下来的内容中讨论了审查的必要性以及审查对社会的积极影响，所以D正确。
　　Passage Two
　　62.A 推断题。文章第一段指出，随着开发商的到不，城市受到污染，狐狸就离开了，后来环境变干净了，狐狸又回来了，即第一段暗示了环境对于动物的重要性，所以A正确。
　　63.A 推断题。文章第一段写狐狸回到了城市;第二段写城市中动物的数量和品种在增加;第三、四、五段写人为因素使城市适合动物的生存;最后一段写动物自己回到城市生活。总的说来全文是在写动物回到了城市生活，所以A正确。
　　64.C 推断题。由文章第四段前两句可知，伦敦人为使动物回到城市付出了很多努力，这些努力的结果就是动物们重新回到了城市生活。作者在此提到这些动物，是为了说明伦敦人对野生动物所付出的努力，所以C正确。
　　65.D 主旨题。文章第三段首句指出，城市的很多变化使野生动物又回来了，接下来的内容又谈论了一些具体的变化，由此可知，本段主要论述了野生动物回到城市里的原因，所以D正确。
　　66.B 细节题。由文章第五段最后一句和第六段第一、二句可知，B正确。
　　Part V Cloze
　　67.B 词义辨析题。本句的意思是：“很多人对医药的高质量________。”impress意为“对……印象深刻”，符合句意;compress意为“挤压，压缩”，obsess意为“使困扰”，repress意为“镇压”，均排除。
　　68.A 词义辨析题。available意为“可获得的”;attainable和achievable同义，指“可得到的”，是“需要努力才能得到的”意思，排除;amenable意为“有责任的，应服从的”，排除;所以A正确。
　　69.C 词义辨析题。本句的意思是：“对个人的很多________。”attention意为“关注”，正确;extension意为“延长”，retention意为“保持”，exertion意为“努力”，均排除。
　　70.D 惯用搭配题。本句的意思是：“________高级的技术设备。”vast意为“大量的”，常用来形容数量、程度等，正确;countless意为“无数的”，常用于可数名词，排除;titanic意为“巨大的”，常形容体积，排除;broad意为“宽的”，排除。
　　71.C 词义辨析题。intense意为“强烈的”，常指由内在而来的力量，所以intense effort意为“巨大的努力”;intensive意为“强烈的”，常用于指行为的强度和程度是由外部强加的，排除;absorbed意为“全神贯注的”，concentrated意为“集中的”，均排除。
　　72.C 词义辨析题。本句的意思是：“医生和医院将________财政风险。”run into意为“偶遇”，come into意为“得到”，face意为“面临”，defy意为“违抗”，所以C正确。
　　73.D 词义辨析题。treat意为“对待”，deal意为“处理”，常与介词with搭配，maneuver意为“操作”，handle意为“处理”，等同于to deal with，故选D。
　　74.A 逻辑衔接题。which引导的定语从句修饰the way。the way作先行词时，引导词有三种用法：in which，that或省略引导词，故选A。
　　75.B 逻辑衔接题。finance在这里作动词，与organize是并列关系，所以应用其过去分词形式，故选B。
　　76.A 词义辨析题。contrary to意为“和……相反”;oppose to，averse to，object to都意为“反对”。根据句意，医疗系统是和大众观点相反的，而不是反对大众观点，故A正确。
　　77.C 惯用搭配题。look for意为“寻找”，look into意为“调查”，look after意为“照顾”， look over意为“检查”，该句谈论的是私人看护，所以C正确。
　　78.A 逻辑衔接题。which引导一个非限定性定语从句，修饰名词this huge public part of the system。非限定性定语从句不能用that引导，所以A正确。
　　79.B 惯用搭配题。leave over意为“剩下”，leave out意为“遗漏，排除”，leave off意为“停止”，结合句意“很多美国人被排除在外”可知，B正确。
　　80.D 介词用法题。limit on…意为“对……的限定”，所以D正确。
　　81.A 惯用搭配题。control over意为“控制”，且control不与on，under和behind搭配，所以A正确。
　　82.D 词义辨析题。boundary意为“界线，边界”，restriction意为“限制”，confinement意为“(被)限制，局限”，limit指时空、程度、量等方面的“限定，局限”，其内涵是如果超出了这种限度就会受罚或产生令人不快的后果。原句意为“不同于人们的支付能力，医生和医院的服务收费没有________”，所以D正确。
　　83.A 动词时态题。该句的主干是all the person can do is…，所填部分为表语，且时态为一般现在时，故选A。pay up意为“全部付清”。
　　84.B 逻辑衔接题。本句的主语是复数概念，所以谓语动词应用复数形式，另外，因为本句说的是一般事实，所以应用一般现在时，故选B。
　　85.A 逻辑衔接题。此处应使用know的现在分词knowing作原因状语，其主语是doctors，与know是施动关系，故不选known，所以A正确。
　　86.A 惯用搭配题。in general是固定搭配，意为“一般而言”，所以A正确。
　　Part VI Translation
　　87.we’ll try out best to fight for our rights
　　由给出的中英文可知，所译部分应为完整的句子。“尽力”可译为try one’s best;“争取”可译为fight for，表示一种抗争;“权利”应译为rights。
　　88.(should)set off for the front immediately
　　由给出的中英文可知，所译部分应和the troops一起构成表语从句，而主句的主语为order，故从句应采用虚拟语气，其谓语应为“(should+)动词原形”的形式。“开拔去……”即“动身去……”，应译为set off for;“前线”应译为front。
　　89.what air or water is to the body
　　分析给出的中英文可知，该句隐含…to sb./sth. is what…is to sb./sth.的比较结构，意为“……对于某人/某事物而言正如……对某人/某事物一样”。此处身体应译为body。
　　90.I have been busy preparing for the examination
　　所给出的英文部分为for引导的时间状语，表示的是一段时间，再结合中文部分的“一直”可知，所译部分应采用现在完成时。“忙着……”应译为be busy doing sth.，“准备”应译为prepare for。
　　91.none deserves my respect more than Mr. Green根据给出的中文可知，所译部分应为完整的句子，且为比较结构。“值得”应为该句的谓语，可译为deserve;该句比较的对象应为none和Mr. Green;“更”用more表示即可。实际上，“没有人比格林先生更值得我尊敬”所表达的含义是我最尊敬格林先生，故此处也可考虑译为I respect Mr. Green most。