¿Éº Ôä Á75æ

全国最大SAT交流群：308463095
可汗阅读75篇
打造最高端出国留学语言培训
QQ群号：308463095
客服电话：010-8646-6630
Contents
PART 1 Diagnostic Quiz

Science Passage 1-----------------------------------------------------------------------------------------1
Science Passage 2-----------------------------------------------------------------------------------------3
Social Science Passage 1---------------------------------------------------------------------------------5
Social Science Passage 2---------------------------------------------------------------------------------7
History Passage 1-----------------------------------------------------------------------------------------9
History Passage 2----------------------------------------------------------------------------------------11
Literature Passage 1------------------------------------------------------------------------------------13
Literature Passage 2------------------------------------------------------------------------------------15
PART 2 Science
Skill Level 2 Passage 1----------------------------------------------------------------------------------17
PART 3 Social Science


Skill Level 3 Passage 2---------------------------------------------------------------------------------101

PART 4 History

PART 5 Literature


PART 6 Answer
Answer Key---------------------------------------------------------------------------------------------218
'LDJQRVWLFTXL] 6FLHQFHSDVVDJH
5IJTQBTTBHFJTFYDFSQUFEGSPN.BSDVT&SJLTFOT1MBTUJD1PMMVUJPO 1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
JOUIF8PSMET0DFBOT.PSF5IBO5SJMMJPO1MBTUJD1JFDFT
8FJHIJOH0WFS 5POT"GMPBUBU4FB ª
"DDPSEJOHUPUIFQBTTBHF PDFBOQMBTUJDTBSFGPVOEJO
HSFBUFTURVBOUJUJFTJO
1MBTUJDQPMMVUJPOJTHMPCBMMZEJTUSJCVUFEBDSPTTBMMPDFBOT "
TVCUSPQJDBMSFHJPOT
EVFUPJUTQSPQFSUJFTPGCVPZBODZBOEEVSBCJMJUZ BOEUIF
BCTPSQUJPOPGUPYJDBOUTCZQMBTUJDXIJMFUSBWFMJOHUISPVHIUIF #
EFOTFMZQPQVMBUFEBSFBT
Line FOWJSPONFOUIBTMFETPNFSFTFBSDIFSTUPDMBJNUIBUTZOUIFUJD $
BSFBTUIBUBSFOPUBGGFDUFECZ67SBEJBUJPO
5 QPMZNFSTJOUIFPDFBOTIPVMECFSFHBSEFEBTIB[BSEPVT
XBTUF5ISPVHIQIPUPEFHSBEBUJPOBOEPUIFSXFBUIFSJOH %
DPBTUBMSFHJPOT
QSPDFTTFT QMBTUJDTGSBHNFOUBOEEJTQFSTFJOUIFPDFBO
DPOWFSHJOHJOUIFTVCUSPQJDBMHZSFT"DDVNVMBUJPOPGQMBTUJD
QPMMVUJPOBMTPPDDVSTJODMPTFECBZT HVMGTBOETFBT
10 TVSSPVOEFECZEFOTFMZQPQVMBUFEDPBTUMJOFTBOEXBUFSTIFET 2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
%FTQJUFPDFBOPHSBQIJDNPEFMQSFEJDUJPOTPGXIFSFEFCSJT
NJHIUDPOWFSHF FTUJNBUFTPGSFHJPOBMBOEHMPCBMBCVOEBODF 5IFNBJODPOUSBTUUIBUUIFBVUIPSESBXTCFUXFFOUIJT
BOEXFJHIUPGGMPBUJOHQMBTUJDTIBWFCFFOMJNJUFEUP TUVEZBOEQSFWJPVTTUVEJFTPGQMBTUJDQPMMVUJPOJTUIBU
NJDSPQMBTUJDTMFTTUIBONN6TJOHFYUFOTJWFQVCMJTIFEBOE UIJTTUVEZ
15 OFXEBUB QBSUJDVMBSMZGSPNUIF4PVUIFSO)FNJTQIFSF
"
VTFETBNQMFTPGQMBTUJDQPMMVUJPOGSPNBMMPWFSUIF
TVCUSPQJDBMHZSFTBOENBSJOFBSFBTBEKBDFOUUPQPQVMBUFE
XPSME
SFHJPOTDPSSFDUFEGPSXJOEESJWFOWFSUJDBMNJYJOH XF
QPQVMBUFEBOPDFBOPHSBQIJDNPEFMPGEFCSJTEJTUSJCVUJPOUP #
FYQMPSFEUIFQIZTJDBMQSPDFTTFTJOWPMWFEJOQMBTUJD
FTUJNBUFHMPCBMEJTUSJCVUJPOBOEDPVOUBOEXFJHIUEFOTJUJFTPG EFHSBEBUJPO
20 QMBTUJDQPMMVUJPOJOBMMTBNQMFETJ[FDMBTTFT
1MBTUJDTPGBMMTJ[FTXFSFGPVOEJOBMMPDFBOSFHJPOT $
FTUJNBUFEUIFEJTUSJCVUJPOPGMBSHFSDMBTTFTPGQMBTUJDT
DPOWFSHJOHJOBDDVNVMBUJPO[POFTJOUIFTVCUSPQJDBMHZSFT %
GPDVTFEPOQMBTUJDBDDVNVMBUJPOJOTVCUSPQJDBMSFHJPOT
JODMVEJOHTPVUIFSOIFNJTQIFSFHZSFTXIFSFDPBTUBM PGUIFHMPCF
QPQVMBUJPOEFOTJUZJTNVDIMPXFSUIBOJOUIFOPSUIFSO
25 IFNJTQIFSF8IJMFUIJTTIPXTUIBUQMBTUJDQPMMVUJPOIBT
TQSFBEUISPVHIPVUBMMUIFXPSMEhTPDFBOT UIFDPNQBSJTPOPG
TJ[FDMBTTFTBOEXFJHIUSFMBUJPOTIJQTTVHHFTUTUIBUEVSJOH
GSBHNFOUBUJPOQMBTUJDTBSFMPTUGSPNUIFTFBTVSGBDF 3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
5IFPCTFSWBUJPOTUIBUUIFSFJTNVDIMFTTNJDSPQMBTUJDBU
30 UIFTFBTVSGBDFUIBONJHIUCFFYQFDUFETVHHFTUTUIBUSFNPWBM 8IJDI DIPJDF QSPWJEFT UIF CFTU FWJEFODF GPS UIF
QSPDFTTFTBSFBUQMBZ5IFTFJODMVEF67EFHSBEBUJPO BOTXFSUPUIFQSFWJPVTRVFTUJPO
CJPEFHSBEBUJPO JOHFTUJPOCZPSHBOJTNT EFDSFBTFECVPZBODZ
"
MJOFTo i"DDVNVMBUJPOXBUFSTIFEw
EVFUPGPVMJOHPSHBOJTNT FOUSBJONFOUJOTFUUMJOHEFUSJUVT BOE

CFBDIJOH'SBHNFOUBUJPOSBUFTPGBMSFBEZCSJUUMFNJDSPQMBTUJDT #
MJOFTo i%FTQJUFNNw
35 NBZCFWFSZIJHI SBQJEMZCSFBLJOHTNBMMNJDSPQMBTUJDT
GVSUIFSEPXOJOUPFWFSTNBMMFSQBSUJDMFT NBLJOHUIFN $
MJOFTo i5IFQMBZw
VOBWBJMBCMFGPSPVSOFUT NNNFTIPQFOJOH
.BOZ
%
MJOFTo i.BOZPSHBOJTNTw
SFDFOUTUVEJFTBMTPEFNPOTUSBUFUIBUNBOZNPSFPSHBOJTNT
JOHFTUTNBMMQMBTUJDQBSUJDMFTUIBOQSFWJPVTMZUIPVHIU FJUIFS
40 EJSFDUMZPSJOEJSFDUMZ JFWJBUIFJSQSFZPSHBOJTNT
*OPDFBOPHSBQIZ BiHZSFwSFGFSTUPBMBSHFTZTUFNPGSPUBUJOHPDFBO
DVSSFOUT
第1页
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
*OEFTDSJCJOHUIFEJTUSJCVUJPOPGPDFBOQMBTUJDT UIF 8IJDI PG UIF GPMMPXJOH TUBUFNFOUT NPTU XFBLFOT UIF
BVUIPSSFMJFTQSJNBSJMZPOXIBUUZQFPGFWJEFODF BVUIPST DPODMVTJPO UIBU UIFSF BSF GFXFS NJDSPQMBTUJDT
UIBOFYQFDUFEPOUIFTFBTVSGBDF
"
1FSTPOBMOBSSBUJWFT
"
1MBTUJDTPGBMMTJ[FTXFSFGPVOEPOUIFPDFBOTTVSGBDF
#
)JTUPSJDBMUSFOET
#
-BSHFQMBTUJDTUFOEUPGSBHNFOUEVFUPOBUVSBMQSPDFTTFT
$
%BUBTZOUIFTJT TVDIBTCJPEFHSBEBUJPO
%
&YQFSUPQJOJPOT $
4PNFQMBTUJDTXFSFMJLFMZJOHFTUFECZPSHBOJTNT
%
5IFOFUTVTFEJOUIFTUVEZXFSFVOBCMFUPDBQUVSF
QMBTUJDTTNBMMFSUIBONN
第2页
1BTTBHFJTFYDFSQUFEGSPN.JDIBFM5IBDLFSBZTi5IF-POH 8JOEJOH 1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
3PBEUP"EWBODFE#BUUFSJFTGPS&MFDUSJD$BST wQVCMJTIFEJO
1BTTBHFJTFYDFSQUFEGSPN+VMJF$IBPTi(PPECZF 3BOHF"OYJFUZ
&MFDUSJD7FIJDMFT.BZ#F.PSF6TFGVM5IBO1SFWJPVTMZ5IPVHIU w
8IJDITJUVBUJPOJTNPTUTJNJMBSUPUIFiQPTJUJWF
QVCMJTIFEJO GFFECBDLMPPQw MJOFTo
EFTDSJCFEJO1BTTBHF
3DVVDJH "
"QSPGFTTJPOBMUFOOJTQMBZFSXJOTBUPVSOBNFOU XIJDI
UIFORVBMJGJFTIJNGPSBEEJUJPOBMUPVSOBNFOUT
#BUUFSJFTIBWFDPNFBMPOHXBZTJODF"MFTTBOESP7PMUB #
"OPOMJOFBEWFSUJTJOHGJSNTFOETBEWFSUJTFNFOUTUPBO
GJSTUEJTDPWFSFEJOUIBUUXPVOMJLFNFUBMT XIFO POMJOFDVTUPNFS BOEUIFDVTUPNFSTDIPJDFTJOGPSN
TFQBSBUFECZBOBDJEJDTPMVUJPO DPVMEQSPEVDFBOFMFDUSJD XIJDIBEWFSUJTFNFOUTBSFTFOUUPIFSJOUIFGVUVSF
Line DVSSFOU*OUIFJSFWPMVUJPO CBUUFSJFTIBWFUBLFOPOWBSJPVT
5 GPSNT SBOHJOHGSPNMFBEBDJE UPOJDLFMNFUBMIZESJEF UP $
"UIFSNPTUBUUVSOTPOUIFIFBUXIFOUIFUFNQFSBUVSF
DVSSFOUEBZMJUIJVNJPO ESPQTUPBDFSUBJOUFNQFSBUVSF BOEUIFOUVSOTPGGUIF
/PX UFDIOPMPHJDBMBEWBODFTJOCBUUFSJFTBSFNPSFDSJUJDBM IFBUXIFOUIFUFNQFSBUVSFSJTFTUPBDFSUBJO
UIBOFWFS$PVQMFEXJUIUIFBMBSNJOHSBUFBUXIJDIXFBSF UFNQFSBUVSF
FYQMPJUJOHGPTTJMGVFMT UIFXPSMETHSPXJOHFOFSHZEFNBOE
%
"USVDLESJWFSTXFSWFTUPBWPJEBQPUIPMF4FFJOHUIJT
10 OFDFTTJUBUFTUIBUXFGJOEBMUFSOBUJWFFOFSHZTPVSDFT
UIFESJWFSPGUIFDBSCFIJOEUIFUSVDLBWPJETUIFTBNF
8JUIQSFTFOUEBZUFDIOPMPHZ IPXFWFS FMFDUSJDWFIJDMFT
QPUIPMF
DBOOPUDPNQFUFXJUIJOUFSOBMDPNCVTUJPOWFIJDMFT
"DDPSEJOHUP<POF>SFWJFX iFOFSHZEFOTJUJFTUXPBOEGJWF
UJNFTHSFBUFSBSFSFRVJSFEUPNFFUUIFQFSGPSNBODFHPBMTPGB
15 GVUVSFHFOFSBUJPOPGQMVHJOIZCSJEFMFDUSJDWFIJDMFT 1)&7T

XJUIBNJMFBMMFMFDUSJDSBOHF BOEBMMFMFDUSJDWFIJDMFT 2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
&7T
XJUIBNJMFSBOHF SFTQFDUJWFMZw5PNBLFUIF
*O1BTTBHF POFXFBLOFTTPGUIF#FSLFMFZTUVEZJT
MFBQ TDJFOUJTUTXJMMIBWFUPGJOEOFXDPVQMJOHTPGCBUUFSZ
NBUFSJBMT UIBUUIFSFTFBSDIFST
20 4UJMM SFTFBSDIFSTBSFIPQFGVMPGBCSFBLUISPVHI5IFZDBO "
GPDVTFEPOQPXFSGBEFJOTUFBEPGFOFSHZDBQBDJUZ
OPXVTFDPNQVUJOHUPBDDFMFSBUFUIFEJTDPWFSZPGOFX GBEF
FMFDUSPEFBOEFMFDUSPMZUFTZTUFNT5IJTDSFBUFTBQPTJUJWF
GFFECBDLMPPQJOXIJDIDPNQVUJOHJOGPSNTFYQFSJNFOUT BOE #
MPPLFEBUCBUUFSZQFSGPSNBODFCFZPOEUIFiFOEPG
FYQFSJNFOUBMSFTVMUTIFMQSFGJOFUIFDPNQVUJOHQSPDFTT5IJT MJGFwUISFTIPME
25 IJHIUISPVHIQVUJUFSBUJWFQSPDFTTNBZCFTDJFOUJTUTVMUJNBUF
$
VTFEPOFUZQFPGFMFDUSJDWFIJDMFUPHFOFSBMJ[FBCPVU
IPQFGPSEJTDPWFSJOHNBUFSJBMTUIBUDBOTJHOJGJDBOUMZJNQSPWF
BMMFMFDUSJDWFIJDMFT
UIFFMFDUSPDIFNJDBMQFSGPSNBODF TBGFUZBOEDPTUPGCBUUFSJFT
%
SFMJFEPOMZPO64ESJWFST
3DVVDJH
8JUIUPEBZTFMFDUSJDWFIJDMF &7
CBUUFSJFT iFOEPGMJGFw 3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
JTDPNNPOMZEFGJOFEBTXIFOUIFTUPSBHFDBQBDJUZESPQT
30 EPXOUPUPQFSDFOUPGUIFPSJHJOBMDBQBDJUZ"TDBQBDJUZ 5IF SFTFBSDIFST EFTDSJCFE JO 1BTTBHF SFMZ QSJNBSJMZ
GBEFT UIFWFIJDMFTSBOHFEFDSFBTFT#FSLFMFZSFTFBSDIFST POXIJDIUZQFPGFWJEFODF
EFDJEFEUPJOWFTUJHBUFUIFFYUFOUUPXIJDIWFIJDMFTTUJMMNFFU
UIFOFFETPGESJWFSTCFZPOEUIJTDPNNPOCBUUFSZSFUJSFNFOU "
&YQFSJNFOUBMEBUB
UISFTIPME
#
-JUFSBUVSFSFWJFXT
35 5IF#FSLFMFZTDJFOUJTUTBOBMZ[FEQPXFSDBQBDJUZGBEF PS
UIFEFDMJOJOHBCJMJUZPGUIFCBUUFSZUPEFMJWFSQPXFS TVDIBT $
&YQFSUUFTUJNPOJFT
XIFOBDDFMFSBUJOHPOBGSFFXBZPOSBNQ BTJUBHFT5IFZ
NPEFMFEUIFJNQBDUPGQPXFSGBEFPOBWFIJDMFTBCJMJUZUP %
$VTUPNFSGFFECBDL
BDDFMFSBUFBTXFMMBTUPDMJNCTUFFQIJMMTBOEDPNQMFUFPUIFS
40 ESJWFDZDMFT5IFZGPVOEUIBUQPXFSGBEFGPSUIFDIPTFO
WFIJDMF<B/JTTBO-FBG>EPFTOPUIBWFBTJHOJGJDBOUJNQBDUPO
BO&7TQFSGPSNBODF BOEUIBUBCBUUFSZTSFUJSFNFOUXJMMCF
ESJWFOCZFOFSHZDBQBDJUZGBEFSBUIFSUIBOCZQPXFSGBEF
5IFSFTFBSDIFSTUIVTDPODMVEFUIBUiSBOHFBOYJFUZNBZCF
45 BOPWFSTUBUFEDPODFSOwTJODF&7TDBONFFUUIFEBJMZUSBWFM
OFFETPGNPSFUIBOQFSDFOUPG64ESJWFSTFWFOBGUFS
MPTJOHQFSDFOUPGUIFJSPSJHJOBMMZSBUFECBUUFSZDBQBDJUZ
5IFZBMTPDPODMVEFUIBUCBUUFSJFTDBOiTBUJTGZEBJMZNPCJMJUZ
SFRVJSFNFOUTGPSUIFGVMMMJGFUJNFPGBOFMFDUSJDWFIJDMFw
第3页
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
5IFBVUIPSTPGCPUIQBTTBHFTXPVMEMJLFMZBHSFFUIBU )PXXPVMEUIFSFTFBSDIFSTEFTDSJCFEJO1BTTBHFMJLFMZ
SFTQPOE UP UIF SFWJFX RVPUFE JO UIF UIJSE QBSBHSBQI PG
"
IVNBOTOFFEUPTUPQVTJOHGPTTJMGVFMTBTBOFOFSHZ 1BTTBHF MJOFTo
TPVSDF
"
5IFZXPVMEBSHVFUIBUJUJTMJLFMZJNQPTTJCMFUPNFFU
#
SFTFBSDIJOHUIFQFSGPSNBODFPGFMFDUSJDDBSCBUUFSJFTJT UIFQFSGPSNBODFOFFETPGGVUVSFFMFDUSJDDBSWFIJDMFT
BXPSUIXIJMFFOEFBWPS
#
5IFZXPVMEDMBJNUIBUNPTUFMFDUSJDDBSESJWFSTOFFE
$
UIFUSBWFMOFFETPG64ESJWFSTBSFMJLFMZHSFBUFSUIBO CBUUFSJFTUIBUDBOMBTUGPSNPSFUIBONJMFT
BOUJDJQBUFE
$
5IFZXPVMEBHSFFUIBUFMFDUSJDDBSCBUUFSJFTEPOPU
%
FMFDUSJDDBSTXJMMTPPOCFDPNFNPSFQPQVMBSUIBO DVSSFOUMZNFFUUIFOFFETPGNPTU64ESJWFST
JOUFSOBMDPNCVTUJPOWFIJDMFT
%
5IFZXPVMEBTTFSUUIBUFMFDUSJDWFIJDMFTMJLFMZIBWF
QFSGPSNBODFSBOHFTHSFBUFSUIBOJOJUJBMMZUIPVHIU
第4页
'LDJQRVWLFTXL] 6RFLDOVFLHQFHSDVVDJH
5IJTQBTTBHFJTFYDFSQUFEGSPN+PIO1"*PBOOJEJT i4DJFOUJGJD
3FTFBSDI/FFETBO0WFSIBVM wªCZ4DJFOUJGJD"NFSJDBO
&BSMJFSUIJTZFBSBTFSJFTPGQBQFSTJO5IF-BODFUSFQPSUFE
UIBUQFSDFOUPGUIFCJMMJPOTQFOUFBDIZFBSPONFEJDBM
SFTFBSDIJTXBTUFE5IJTJTOPUCFDBVTFPGGSBVE BMUIPVHIJUJT
Line USVFUIBUSFUSBDUJPOTBSFPOUIFSJTF*OTUFBE JUJTCFDBVTFUPP
5 PGUFOBCTPMVUFMZOPUIJOHIBQQFOTBGUFSJOJUJBMSFTVMUTPGB
TUVEZBSFQVCMJTIFE/PGPMMPXVQJOWFTUJHBUJPOTFOTVFUP
SFQMJDBUFPSFYQBOEPOBEJTDPWFSZ/PPOFVTFTUIFGJOEJOHT
UPCVJMEOFXUFDIOPMPHJFT
5IFQSPCMFNJTOPUKVTUXIBUIBQQFOTBGUFSQVCMJDBUJPO
10 TDJFOUJTUTPGUFOIBWFUSPVCMFDIPPTJOHUIFSJHIURVFTUJPOT
BOEQSPQFSMZEFTJHOJOHTUVEJFTUPBOTXFSUIFN5PPNBOZ
OFVSPTDJFODFTUVEJFTUFTUUPPGFXTVCKFDUTUPBSSJWFBUGJSN
DPODMVTJPOT3FTFBSDIFSTQVCMJTISFQPSUTPOIVOESFETPG
USFBUNFOUTGPSEJTFBTFTUIBUXPSLJOBOJNBMNPEFMTCVUOPU
15 JOIVNBOT%SVHDPNQBOJFTGJOEUIFNTFMWFTVOBCMFUP
SFQSPEVDFQSPNJTJOHESVHUBSHFUTQVCMJTIFECZUIFCFTU
BDBEFNJDJOTUJUVUJPOT5IFHSPXJOHSFDPHOJUJPOUIBU
TPNFUIJOHIBTHPOFBXSZJOUIFMBCPSBUPSZIBTMFEUPDBMMT
GPS BTPOFNJHIUHVFTT NPSFSFTFBSDIPOSFTFBSDI BLB
20 NFUBSFTFBSDI
BUUFNQUTUPGJOEQSPUPDPMTUIBUFOTVSFUIBU
QFFSSFWJFXFETUVEJFTBSF JOGBDU WBMJE
*UXJMMUBLFBDPODFSUFEFGGPSUCZTDJFOUJTUTBOEPUIFS
TUBLFIPMEFSTUPGJYUIJTQSPCMFN8FOFFEUPJEFOUJGZBOE
DPSSFDUTZTUFNMFWFMGMBXTUIBUUPPPGUFOMFBEVTBTUSBZ5IJT
25 JTFYBDUMZUIFHPBMPGBOFXDFOUFSBU4UBOGPSE6OJWFSTJUZ UIF
.FUB3FTFBSDI*OOPWBUJPO$FOUFSBU4UBOGPSE
XIJDIXJMM
TFFLUPTUVEZSFTFBSDIQSBDUJDFTBOEIPXUIFTFDBOCF
PQUJNJ[FE*UXJMMFYBNJOFUIFCFTUNFBOTPGEFTJHOJOH
SFTFBSDIQSPUPDPMTBOEBHFOEBTUPFOTVSFUIBUUIFSFTVMUTBSF 1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
30 OPUEFBEFOETCVUSBUIFSUIBUUIFZQBWFBQBUIGPSXBSE
5IFDFOUFSXJMMEPTPCZFYQMPSJOHXIBUBSFUIFCFTUXBZT 5IFNBJOQVSQPTFPGUIFQBTTBHFJTUP
UPNBLFTDJFOUJGJDJOWFTUJHBUJPONPSFSFMJBCMFBOEFGGJDJFOU
"
BSHVFUIBUTDJFOUJGJDTUVEJFTOFFEUPCFNPSF
'PSFYBNQMF UIFSFJTBMPUPGJOUFSFTUPODPMMBCPSBUJWFUFBN
FGGJDJFOU
TDJFODF TUVEZSFHJTUSBUJPO TUSPOHFSTUVEZEFTJHOTBOE
35 TUBUJTUJDBMUPPMT BOECFUUFSQFFSSFWJFX BMPOHXJUINBLJOH #
EFTDSJCFUIFSFTVMUTPGBTDJFOUJGJDTUVEZ
TDJFOUJGJDEBUB BOBMZTFTBOEQSPUPDPMTXJEFMZBWBJMBCMFTP
UIBUPUIFSTDBOSFQMJDBUFFYQFSJNFOUT UIFSFCZGPTUFSJOHUSVTU $
FYQMBJOUIFIJTUPSZPGTDJFOUJGJDJORVJSZ
JOUIFDPODMVTJPOTPGUIPTFTUVEJFT3FQSPEVDJOHPUIFS %
IJHIMJHIUUIFGSBVEVMFOUOBUVSFPGNBOZ
TDJFOUJTUTBOBMZTFTPSSFQMJDBUJOHUIFJSSFTVMUTIBTUPPPGUFO
SFTFBSDITUVEJFT
40 JOUIFQBTUCFFOMPPLFEEPXOPOXJUIBLJOEPGiNFUPPw
EFSJTJPOUIBUXPVMEXBTUFSFTPVSDFTCVUPGUFOUIFZNBZ
IFMQBWPJEGBMTFMFBETUIBUXPVMEIBWFCFFOFWFONPSF
XBTUFGVM
2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
0WFSUIFDPVSTFPGUIFQBTTBHF UIFNBJOGPDVTTIJGUT
GSPN
"
BOFYQMBOBUJPOPGBQIFOPNFOPOUPBOBSSBUJWF
JMMVTUSBUJOHUIJTQIFOPNFOPO
#
UIFJEFOUJGJDBUJPOPGBQSPCMFNUPBQSPQPTBMGPS
TPMWJOHUIJTQSPCMFN
$
BQSFEJDUJPOGPSUIFGVUVSFUPBOFYQMBOBUJPO
VOEFSMZJOHUIJTQSFEJDUJPO
%
UIFJOUSPEVDUJPOPGBOBSHVNFOUUPBDPVOUFSDMBJN
SFGVUJOHUIJTBSHVNFOU
第5页
3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
8IJDIPGUIFGPMMPXJOHTJUVBUJPOTJTNPTUTJNJMBSUPUIF "DDPSEJOHUPUIFHSBQI XIBUBSFUIFQSJNBSZSFTFBSDI
SFTFBSDIQSPCMFNTEFTDSJCFEJOQBSBHSBQI QSJPSJUJFTGPSESVHDPNQBOJFTBOEVOJWFSTJUJFT
"
"IJHITDIPPMIBTUPDVUJUTNVTJDBOEBSUTQSPHSBNT "
%SVHDPNQBOJFTQSJPSJUJ[FQSPGJUBCJMJUZVOJWFSTJUJFT
EVFUPBEFDSFBTFJOHPWFSONFOUGVOEJOH QSJPSJUJ[FQVCMJTIBCJMJUZ
#
"QBUJFOUDPOUJOVFTUPHFUTJDLFSCFDBVTFTIFEPFT #
%SVHDPNQBOJFTQSJPSJUJ[FGVOEBCJMJUZVOJWFSTJUJFT
OPUBCJEFCZIFSQIZTJDJBOTSFDPNNFOEBUJPOT QSJPSJUJ[FUSBOTMBUBCJMJUZ
$
"HPWFSONFOUBMCPEZJTVOBCMFUPDPNFUPBDPOTFOTVT $
%SVHDPNQBOJFTQSJPSJUJ[FQSPGJUBCJMJUZVOJWFSTJUJFT
BCPVUUIFCVEHFUGPSUIFVQDPNJOHZFBS QSJPSJUJ[FGVOEBCJMJUZ
%
"NBSLFUJOHGJSNUFTUTBXFCTJUFXJUIQBSUJDJQBOUTUIBU %
#PUIESVHDPNQBOJFTBOEVOJWFSTJUJFTQSJPSJUJ[F
BSFOPUSFQSFTFOUBUJWFPGUIFUBSHFUQPQVMBUJPO QSPGJUBCJMJUZBCPWFGVOEBCJMJUZ QVCMJTIBCJMJUZ BOE
USBOTMBUBCJMJUZ
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
*OUIFGJOBMQBSBHSBQI XIJDIPGUIFGPMMPXJOH
DPVOUFSBSHVNFOUTSFHBSEJOHFYQFSJNFOUSFQMJDBUJPO
EPFTUIFBVUIPSBOUJDJQBUF
"
5IBUJUPGUFOSFTVMUTJODPOUSBEJDUPSZPVUDPNFT
#
5IBUJUJTVOPSJHJOBMBOEUIFSFGPSFOPUXPSUIXIJMF
$
5IBUJUJTEJGGJDVMUUPGVOE
%
5IBUJUJTGSFRVFOUMZVOQVCMJTIBCMF
第6页
5IJTQBTTBHFJTBEBQUFEGSPN-BO$IBQMJOBOE.JDIBFM/PSUPOT
i8IZ%POU:PV8BOUUP4JOHBOE%BODFJO1VCMJD wªCZ
4DJFOUJGJD"NFSJDBO
1JDUVSFUXPCJSUIEBZQBSUJFTPOFGPSZFBSPMET BOEPOF
GPSZFBSPMET5IFGPSNFSDPOKVSFTLJETCFMMPXJOHi)BQQZ
#JSUIEBZwBOEQVUUJOHUIFJSMFGUGFFUJOEVSJOHUIFi)PLFZ
Line 1PLFZwUIFTFDPOEDPOKVSFTTMVNQTIPVMEFSFEUFFOTIVEEMFE
5 JODPSOFSTGVSUJWFMZHMBODJOHBUFBDIPUIFSFWFOBTMPVE
NVTJDCMBSFTJOUIFCBDLHSPVOE8IZUIFEJGGFSFODF 0VS
SFTFBSDITVHHFTUTUIBUUIFQSPDFTTPGLJETMPTJOHUIFKPZPG
TJOHJOHBOEEBODJOHJTJOUSJDBUFMZMJOLFEUPBDSVDJBM
EFWFMPQNFOUJOUIFJSVOEFSTUBOEJOHPGPUIFSQFPQMF
10 8FUFTUFEUIFMJOLCFUXFFOUIFBCJMJUZUPVOEFSTUBOEUIF
NJOETPGPCTFSWFSTBOEXJMMJOHOFTTUPQFSGPSNXJUIBUFTUPG
POFIVOESFEGJGUZOJOFDIJMESFOSBOHJOHJOBHFGSPNUP
ZFBSTPME8FGJSTUHBWFFBDIDIJMEGPVSPQUJPOTJOSBOEPN
PSEFSTJOHBTPOHPGUIFJSDIPPTJOH QFSGPSNBEBODFPGUIFJS
15 DIPPTJOH DJSDMFSFETIBQFTPOBQBHF PSDPMPSJOBTRVBSF
$IJMESFOIBEUPTFMFDUUXPPGUIFGPVSPQUJPOTUPDPNQMFUFJO
GSPOUPGVTSJHIUUIFOBOEUIFSF5IFGJSTUUXPUBTLTXFSFPVS
QFSGPSNBODFUBTLT NBEFFWFONPSFEJGGJDVMUCZUIFGBDUUIBU
UIFTJOHJOHBOEEBODJOHIBEUPCFDPNQMFUFEXJUIPVUBOZ
20 NVTJDBMBDDPNQBOJNFOU5IFTFDPOEUXPUBTLTXFSFPVS
iDPOUSPMwUBTLT XIJDIXFNBEFEFMJCFSBUFMZCPSJOHUPTFFJG
PMEFSLJETXPVMETUJMMDIPPTFUIFTFPWFSUIFUFSSPSPG $GDSWHGIURP/DQ&KDSOLQDQG0LFKDHO1RUWRQ¶V³:K\
'RQ¶W<RX:DQWWR6LQJDQG'DQFHLQ3XEOLF"É\
QFSGPSNBODF 6FLHQWLILF$PHULFDQ
5IFEJGGFSFODFTCFUXFFOLJETPGEJGGFSFOUBHFTXFSF
25 TVSQSJTJOHFWFOUPVT8IFSFBTTPNFPGZFBSPMET
DIPTFUPCPUITJOHBOEEBODF OPUBTJOHMFDIJMEBHFEPS
EJE0SQVUBOPUIFSXBZ XIJMFKVTUPGBOEZFBSPMET
DIPTFUPBWPJECPUITJOHJOHBOEEBODJOH OFBSMZPG
BOEZFBSPMETDIPTFUPBWPJECPUI 1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
30 8IZTVDIBDIBOHFJOQSFGFSFODFT 8FOFYUNFBTVSFE
DIJMESFOTBXBSFOFTTUIBUPUIFSTNJHIUCFKVEHJOHUIFJS *OUIFGJSTUQBSBHSBQI UIFEFTDSJQUJPOPGUIFUXP
QFSGPSNBODF VTJOHBUBTLUIBUNFBTVSFTi5IFPSZPG.JOEw CJSUIEBZQBSUJFTTFSWFTNBJOMZUP
PSPVSBCJMJUZUPVOEFSTUBOEUIBUPUIFSTIBWFNJOETBOE
"
JMMVTUSBUFBGBNJMJBSTPDJBMQIFOPNFOPO
PQJOJPOTUIBUEJGGFSGSPNPVST<"O>JODSFBTFJO5IFPSZPG
35 .JOEXBTTUSPOHMZBOEOFHBUJWFMZDPSSFMBUFEXJUIDIJMESFOT #
DPOUSBEJDUUIFSFTVMUTPGBTDJFOUJGJDTUVEZ
EFTJSFUPTJOHBOEEBODFUIFIJHIFSDIJMESFOTDPSFEPOPVS
5IFPSZPG.JOEUFTUUIFNPSFDIJMESFOVOEFSTUPPEUIBU $
FYQMPSFBDPNNPONJTDPODFQUJPO
PUIFSTDBOIBWFBEJGGFSFOUPQJOJPOPGUIFJSBCJMJUJFTUIF %
EFGFOEBDPOUSPWFSTJBMTPDJBMQSBDUJDF
NPSFMJLFMZUIFZBSFUPSFGVTFUPQFSGPSN"OEUIJTUSFOEIFME
40 BNPOHPVSZPVOHFTUQBSUJDJQBOUTBOEZFBSPMETXJUIB
NPSFEFWFMPQFE5IFPSZPG.JOEXFSFNPSFMJLFMZUPBWPJE
TJOHJOHBOEEBODJOH
0VSEBUBSVMFPVUBTBMJFOUBMUFSOBUJWFFYQMBOBUJPOGPSPVS 2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
QBUUFSOPGQFSGPSNBODFBWPJEBODF POFGBNJMJBSUPBOZPOF #BTFEPOUIFQBTTBHF XIJDITUBUFNFOUBCPVU5IFPSZPG
JOUFSBDUJOHXJUITPDJBMMZBXLXBSEUFFOTPSUXFFOTBT
.JOEBOEQFSGPSNBODFBOYJFUZJTNPTUMJLFMZUSVF
4 DIJMESFOFOUFSQVCFSUZUIFZFYQFSJFODFBIPTUPGDIBOHFTUIBU
EFDSFBTFUIFJSEFTJSFUPQFSGPSN)PXFWFS PVSSFTVMUTTIPX "
5IFPSZPG.JOEBOEQFSGPSNBODFBOYJFUZCPUI
UIBUUIFTIJGUBXBZGSPNQFSGPSNBODFCFHJOTBTFBSMZBTBHF CFHJOBUUIFPOTFUPGQVCFSUZ
ZFBSTCFGPSFDIJMESFOFOUFSQVCFSUZTVHHFTUJOHUIBUUIFTF
DIBOHFTBTTPDJBUFEXJUIQVCFSUZBSFVOMJLFMZUPBDDPVOUGPS #
"T5IFPSZPG.JOEJODSFBTFT QFSGPSNBODF
PVSSFTVMUT BOYJFUZEFDSFBTFT
$
5IFPSZPG.JOEJTBCFUUFSQSFEJDUPSPGQFSGPSNBODF
BOYJFUZUIBOJTBDIJMETBHFBMPOF
%
"OJODSFBTFJOQFSGPSNBODFBOYJFUZDBVTFTBO
JNNFEJBUFJODSFBTFJO5IFPSZPG.JOE
第7页
3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS 8IJDITUBUFNFOUGSPNUIFQBTTBHFJTCFTUTVQQPSUFE
UPUIFQSFWJPVTRVFTUJPO CZUIFEBUBQSFTFOUFEJOUIFHSBQI
"
MJOFTo i8FPMEw
"
i$IJMESFOIBEUPTFMFDUUXPPGUIFGPVSPQUJPOTUP
DPNQMFUFJOGSPOUPGVTSJHIUUIFOBOEUIFSFw
#
MJOFTo i8IFSFBTEJEw
$
MJOFTo i8FPVSTw
#
i<8>IJMFKVTUPGBOEZFBSPMETDIPTFUP
BWPJECPUITJOHJOHBOEEBODJOH OFBSMZPG
%
MJOFTo i"OEEBODJOHw
BOEZFBSPMETDIPTFUPBWPJECPUI
$
i5IFIJHIFSDIJMESFOTDPSFEPOPVS5IFPSZPG.JOE
UFTUUIFNPSFDIJMESFOVOEFSTUPPEUIBUPUIFSTDBO
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ IBWFBEJGGFSFOUPQJOJPOPGUIFJSBCJMJUJFTUIFNPSF
MJLFMZUIFZBSFUPSFGVTFUPQFSGPSNw
8IJDIQPUFOUJBMDPVOUFSBSHVNFOUEPUIFBVUIPST
%
i<">TDIJMESFOFOUFSQVCFSUZUIFZFYQFSJFODFB
BEESFTTJOUIFGJOBMQBSBHSBQIPGUIFQBTTBHF
IPTUPGDIBOHFTUIBUEFDSFBTFUIFJSEFTJSFUP
"
.BOZPMEFSDIJMESFOTUJMMFOKPZFOHBHJOHJO QFSGPSNw
QFSGPSNBODFBDUJWJUJFT
#
4PNFZPVOHFSDIJMESFOEPOPUFOKPZTJOHJOHBOE
EBODJOH
$
1FSGPSNBODFBOYJFUZTUFNTGSPNDIBOHFTUIBU
PDDVSCFDBVTFPGQVCFSUZ
%
5IFPSZPG.JOEEPFTOPUEFWFMPQVOUJMQVCFSUZ
BGUFSNBOZDIJMESFOCFHJOUPFYIJCJUQFSGPSNBODF
BOYJFUZ
第8页
'LDJQRVWLFTXL] +LVWRU\SDVVDJH
1BTTBHFJTFYDFSQUFEGSPN+PIO-PDLFTi4FDPOE5SFBUJTFPG 1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
(PWFSONFOU wGJSTUQVCMJTIFEJO1BTTBHFJTFYDFSQUFEGSPN
1JFSSF+PTFQI1SPVEIPOTi(FOFSBM*EFBPGUIF3FWPMVUJPOJOUIF
5IFNBJOJEFBPG1BTTBHFJTUIBU
UI$FOUVSZ wPSJHJOBMMZQVCMJTIFEJO
"
JUJTTBGFSGPSQFPQMFUPMJWFJOBTUBUFPGOBUVSF
3DVVDJH UIBOUPDPOTFOUUPMJWFJOBDPNNVOJUZ
#
QFPQMFXIPDIPPTFUPCFDPNFQBSUPGB
.FOCFJOH BTIBTCFFOTBJE CZOBUVSF BMMGSFF FRVBM BOE DPNNVOJUZBSFTVCKFDUUPUIFXJMMPGUIFNBKPSJUZ
JOEFQFOEFOU OPPOFDBOCFQVUPVUPGUIJTFTUBUF BOE
TVCKFDUFEUPUIFQPMJUJDBMQPXFSPGBOPUIFS XJUIPVUIJTPXO $
NJOPSJUZPQJOJPOTBOENBKPSJUZPQJOJPOTTIPVMECF
Line DPOTFOU5IFPOMZXBZXIFSFCZBOZPOFEJWFTUTIJNTFMGPG HJWFOFRVBMDPOTJEFSBUJPOJODPNNVOJUZBGGBJST
5 IJTOBUVSBMMJCFSUZ BOEQVUTPOUIFCPOETPGDJWJMTPDJFUZ JT %
JUJTVOSFBMJTUJDUPFYQFDUQFPQMFUPTVSSFOEFSUIFJS
CZBHSFFJOHXJUIPUIFSNFOUPKPJOBOEVOJUFJOUPB OBUVSBMMJCFSUJFTXIFOKPJOJOHBDPNNVOJUZ
DPNNVOJUZGPSUIFJSDPNGPSUBCMF TBGF BOEQFBDFBCMFMJWJOH
POFBNPOHTUBOPUIFS JOBTFDVSFFOKPZNFOUPGUIFJS
QSPQFSUJFT BOEBHSFBUFSTFDVSJUZBHBJOTUBOZ UIBUBSFOPUPG
10 JU5IJTBOZOVNCFSPGNFONBZEP CFDBVTFJUJOKVSFTOPUUIF 2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
GSFFEPNPGUIFSFTUUIFZBSFMFGUBTUIFZXFSFJOUIFMJCFSUZPG
UIFTUBUFPGOBUVSF8IFOBOZOVNCFSPGNFOIBWFTP *O1BTTBHF UIFSFGFSFODFUPiCPOETw MJOF
NBJOMZ
DPOTFOUFEUPNBLFPOFDPNNVOJUZPSHPWFSONFOU UIFZBSF TFSWFTUP
UIFSFCZQSFTFOUMZJODPSQPSBUFE BOENBLFPOFCPEZQPMJUJD
15 XIFSFJOUIFNBKPSJUZIBWFBSJHIUUPBDUBOEDPODMVEFUIF "
JOTFSUBQFSTPOBMPQJOJPOJOUPBOPUIFSXJTFPCKFDUJWF
SFTU EJTDVTTJPOPGTPDJBMSJHIUT
'PSXIFOBOZOVNCFSPGNFOIBWF CZUIFDPOTFOUPG #
TVHHFTUUIBUBMMQFPQMFNVTUSFMZPOPOFBOPUIFSJOB
FWFSZJOEJWJEVBM NBEFBDPNNVOJUZ UIFZIBWFUIFSFCZ TUBUFPGOBUVSF
NBEFUIBUDPNNVOJUZPOFCPEZ XJUIBQPXFSUPBDUBTPOF
20 CPEZ XIJDIJTPOMZCZUIFXJMMBOEEFUFSNJOBUJPOPGUIF $
FNQIBTJ[FUIFQPJOUUIBUPOFIBTUPSFMJORVJTITPNF
NBKPSJUZGPSUIBUXIJDIBDUTBOZDPNNVOJUZ CFJOHPOMZUIF GSFFEPNJOPSEFSUPKPJOBDPNNVOJUZ
DPOTFOUPGUIFJOEJWJEVBMTPGJU BOEJUCFJOHOFDFTTBSZUPUIBU
%
DBMMJOUPRVFTUJPOUIFJEFBUIBUOBUVSBMMJCFSUZFYJTUT
XIJDIJTPOFCPEZUPNPWFPOFXBZJUJTOFDFTTBSZUIFCPEZ
TIPVMENPWFUIBUXBZXIJUIFSUIFHSFBUFSGPSDFDBSSJFTJU
25 XIJDIJTUIFDPOTFOUPGUIFNBKPSJUZPSFMTFJUJTJNQPTTJCMFJU
TIPVMEBDUPSDPOUJOVFPOFCPEZ POFDPNNVOJUZ XIJDIUIF
DPOTFOUPGFWFSZJOEJWJEVBMUIBUVOJUFEJOUPJU BHSFFEUIBUJU 3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
TIPVMEBOETPFWFSZPOFJTCPVOECZUIBUDPOTFOUUPCF
DPODMVEFECZUIFNBKPSJUZ 8IJDITUBUFNFOUCFTUSFGMFDUTUIFQFSTQFDUJWFPGUIF
BVUIPSPG1BTTBHFPOUIFEJTTPMVUJPOPGUIFTPDJBM
DPOUSBDU
3DVVDJH
"
5IFDPOUSBDUTIPVMEOFWFSCFEJTTPMWFEVOEFSBOZ
DJSDVNTUBODFT
30 5IF4PDJBM$POUSBDUJTUIFTVQSFNFBDUCZXIJDIFBDI
DJUJ[FOQMFEHFTUPUIFBTTPDJBUJPOIJTMPWF IJTJOUFMMJHFODF #
5IFDPOUSBDUTIPVMEPOMZCFEJTTPMWFEJGFWFSZQFSTPO
IJTXPSL IJTTFSWJDFT IJTHPPET JOSFUVSOGPSUIFBGGFDUJPO JTJOGBWPSPGJU
JEFBT MBCPS QSPEVDUT TFSWJDFTBOEHPPETPGIJTGFMMPXTUIF
$
5IFDPOUSBDUTIPVMECFEJTTPMWFEJGBOZQFPQMFBSF
NFBTVSFPGUIFSJHIUPGFBDICFJOHEFUFSNJOFECZUIF
CFJOHPQQSFTTFE
35 JNQPSUBODFPGIJTDPOUSJCVUJPOT BOEUIFSFDPWFSZUIBUDBOCF
EFNBOEFEJOQSPQPSUJPOUPIJTEFMJWFSJFT %
5IFDPOUSBDUTIPVMECFEJTTPMWFEJGBNBKPSJUZPGUIF
5IVTUIFTPDJBMDPOUSBDUTIPVMEJODMVEFBMMDJUJ[FOT XJUI QPQVMBUJPOBHSFFTUIBUJUJTUIFCFTUDPVSTFPGBDUJPO
UIFJSJOUFSFTUTBOESFMBUJPOT*GBTJOHMFNBOXFSFFYDMVEFE
GSPNUIFDPOUSBDU JGBTJOHMFPOFPGUIFJOUFSFTUTVQPOXIJDI
40 UIFNFNCFSTPGUIFOBUJPO JOUFMMJHFOU JOEVTUSJPVT BOE
TFOTJCMFCFJOHT BSFDBMMFEVQPOUPCBSHBJO XFSFPNJUUFE UIF
DPOUSBDUXPVMECFNPSFPSMFTTSFMBUJWFPSTQFDJBM JUXPVME
OPUCFTPDJBM
5IFTPDJBMDPOUSBDUTIPVMEJODSFBTFUIFXFMMCFJOHBOE
45 MJCFSUZPGFWFSZDJUJ[FO*GBOZPOFTJEFEDPOEJUJPOTTIPVME
TMJQJOJGPOFQBSUPGUIFDJUJ[FOTTIPVMEGJOEUIFNTFMWFT CZ
UIFDPOUSBDU TVCPSEJOBUFEBOEFYQMPJUFECZUIFPUIFST JU
XPVMEOPMPOHFSCFBDPOUSBDUJUXPVMECFBGSBVE BHBJOTU
XIJDIBOOVMNFOUNJHIUBUBOZUJNFCFJOWPLFEKVTUMZ
第9页
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
)PXEPUIFBVUIPSTPGUIFUXPQBTTBHFTWJFXUIF 5IFBVUIPSPG1BTTBHFXPVMENPTUMJLFMZSFTQPOEUPUIF
SFMBUJPOTIJQCFUXFFOTPDJFUZBOEQFSTPOBMMJCFSUZ BTTFSUJPOJO1BTTBHFUIBUJUJTOFDFTTBSZGPSBDPNNVOJUZ
UPGPMMPXUIFiDPOTFOUPGUIFNBKPSJUZw MJOF
XJUI
"
5IFZCPUIBDLOPXMFEHFUIBUQBSUJDJQBUJPOJOTPDJFUZ
JODSFBTFTUIFMJCFSUJFTPGFWFSZJOEJWJEVBM "
BHSFFNFOU CFDBVTFJUJTJNQPTTJCMFGPSFWFSZNFNCFS
PGBTPDJFUZUPBHSFFXJUIPOFBOPUIFS
#
5IFZCPUIBHSFFUIBUQBSUJDJQBUJPOJOTPDJFUZJODSFBTFT
UIFMJCFSUJFTPGBMJNJUFEOVNCFSPGDJUJ[FOT #
BHSFFNFOU CFDBVTFTPNFJOEJWJEVBMTJOBTPDJFUZBSF
NPSFJNQPSUBOUUIBOPUIFST
$
5IFBVUIPSPG1BTTBHFCFMJFWFTUIBUQBSUJDJQBUJPOJO
TPDJFUZJODSFBTFTUIFMJCFSUJFTPGUIPTFJOUIFNBKPSJUZ $
EJTBHSFFNFOU CFDBVTFTPDJFUZNVTUBEESFTTUIFOFFET
XIJMFUIFBVUIPSPG1BTTBHFCFMJFWFTUIBUJUEPFTOPU PGFWFSZJOEJWJEVBM
JODSFBTFMJCFSUJFTGPSBOZPOF
%
EJTBHSFFNFOU CFDBVTFTPNFNJOPSJUZPQJOJPOTNBZJO
%
5IFBVUIPSPG1BTTBHFCFMJFWFTUIBUQBSUJDJQBUJPOJO GBDUCFCFUUFSUIBOUIFNBKPSJUZPQJOJPO
TPDJFUZEFDSFBTFTJOEJWJEVBMTMJCFSUJFT XIJMFUIFBVUIPS
PG1BTTBHFCFMJFWFTUIBUJUJODSFBTFTUIFN
第 10 页
5IJTQBTTBHFJTFYDFSQUFEGSPN1SFTJEFOU+PIO',FOOFEZT 1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
JOBVHVSBMBEESFTT HJWFOJO
"DFOUSBMUIFNFPGUIFQBTTBHFJTUIBU
"
UIPTFOBUJPOTUIBUEFEJDBUFUIFNTFMWFTUPEFNPDSBDZ
5IFXPSMEJTWFSZEJGGFSFOUOPX'PSNBOIPMETJOIJT XJMMSFDFJWFBJEBOETVQQPSUGSPNUIF6OJUFE4UBUFT
NPSUBMIBOETUIFQPXFSUPBCPMJTIBMMGPSNTPGIVNBO
QPWFSUZBOEBMMGPSNTPGIVNBOMJGF"OEZFUUIFTBNF #
DPPQFSBUJPOBNPOHBMMOBUJPOTJTOFDFTTBSZUPQSPUFDU
Line SFWPMVUJPOBSZCFMJFGTGPSXIJDIPVSGPSFCFBSTGPVHIUBSFTUJMM UIFGVUVSFPGIVNBOJUZ
5 BUJTTVFBSPVOEUIFHMPCF-FUUIFXPSEHPGPSUIGSPNUIJT $
UIF'PVOEJOH'BUIFSTPGUIF6OJUFE4UBUFTXPVMECF
UJNFBOEQMBDF UPGSJFOEBOEGPFBMJLF UIBUUIFUPSDIIBTCFFO QSPVEPGUIFDPVOUSZTQSPHSFTTPWFSUIFMBTUDFOUVSZ
QBTTFEUPBOFXHFOFSBUJPOPG"NFSJDBOTCPSOJOUIJT
DFOUVSZ UFNQFSFECZXBS EJTDJQMJOFECZBIBSEBOECJUUFS %
UIF6OJUFE4UBUFTTIPVMEEFEJDBUFNPSFSFTPVSDFTUP
QFBDF QSPVEPGPVSBODJFOUIFSJUBHF BOEVOXJMMJOHUPXJUOFTT GJHIUJOHUZSBOOZBSPVOEUIFXPSME
10 PSQFSNJUUIFTMPXVOEPJOHPGUIPTFIVNBOSJHIUTUPXIJDI
UIJTOBUJPOIBTBMXBZTCFFODPNNJUUFE BOEUPXIJDIXFBSF
DPNNJUUFEUPEBZBUIPNFBOEBSPVOEUIFXPSME
5PUIPTFOFXTUBUFTXIPNXFXFMDPNFUPUIFSBOLTPGUIF
GSFF XFQMFEHFPVSXPSEUIBUPOFGPSNPGDPMPOJBMDPOUSPM 2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
15 TIBMMOPUIBWFQBTTFEBXBZNFSFMZUPCFSFQMBDFECZBGBS
NPSFJSPOUZSBOOZ8FTIBMMOPUBMXBZTFYQFDUUPGJOEUIFN ,FOOFEZTSFGFSFODFUPiPVSGPSFCFBSTw MJOF

TVQQPSUJOHPVSWJFX#VUXFTIBMMBMXBZTIPQFUPGJOEUIFN TFSWFTNBJOMZUP
TUSPOHMZTVQQPSUJOHUIFJSPXOGSFFEPNBOEUPSFNFNCFS "
DBMMJOUPRVFTUJPOUIFSFMFWBODFPGTUSVHHMFTGBDFE
UIBU JOUIFQBTU UIPTFXIPGPPMJTIMZTPVHIUQPXFSCZSJEJOH CZQFPQMFVOEFSDPMPOJBMSVMF
20 UIFCBDLPGUIFUJHFSFOEFEVQJOTJEF
5PUIPTFQFPQMFJOUIFIVUTBOEWJMMBHFTPGIBMGUIFHMPCF #
JOTQJSFBSFCFMMJPOTJNJMBSUPUIBUQSPQPTFECZUIF
TUSVHHMJOHUPCSFBLUIFCPOETPGNBTTNJTFSZ XFQMFEHFPVS "NFSJDBOSFWPMVUJPOBSJFT
CFTUFGGPSUTUPIFMQUIFNIFMQUIFNTFMWFT GPSXIBUFWFS
QFSJPEJTSFRVJSFEOPUCFDBVTFXFTFFLUIFJSWPUFT CVU $
DPOOFDUDPOUFNQPSBSZTUSVHHMFTGPSGSFFEPNXJUI
25 CFDBVTFJUJTSJHIU*GBGSFFTPDJFUZDBOOPUIFMQUIFNBOZXIP UIF"NFSJDBODPMPOJTUTGJHIUGPSJOEFQFOEFODF
BSFQPPS JUDBOOPUTBWFUIFGFXXIPBSFSJDI
'JOBMMZ UPUIPTFOBUJPOTXIPXPVMENBLFUIFNTFMWFTPVS %
IJHIMJHIUUIFJNQPSUBODFPGUIFOFYUHFOFSBUJPO
BEWFSTBSZ XFPGGFSOPUBQMFEHFCVUBSFRVFTUUIBUCPUITJEFT PG"NFSJDBOTJOUIFGJHIUGPSGSFFEPN
CFHJOBOFXUIFRVFTUGPSQFBDF CFGPSFUIFEBSLQPXFSTPG
30 EFTUSVDUJPOVOMFBTIFECZTDJFODFFOHVMGBMMIVNBOJUZJO
QMBOOFEPSBDDJEFOUBMTFMGEFTUSVDUJPO
4PMFUVTCFHJOBOFXSFNFNCFSJOHPOCPUITJEFTUIBU 3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
DJWJMJUZJTOPUBTJHOPGXFBLOFTT BOETJODFSJUZJTBMXBZT
TVCKFDUUPQSPPG-FUVTOFWFSOFHPUJBUFPVUPGGFBS CVUMFUVT
,FOOFEZJOEJDBUFTUIBUUIFBCJMJUZUPNPOJUPSXFBQPOT
35 OFWFSGFBSUPOFHPUJBUF
TIPVMECF
-FUCPUITJEFT GPSUIFGJSTUUJNF GPSNVMBUFTFSJPVTBOE
QSFDJTFQSPQPTBMTGPSUIFJOTQFDUJPOBOEDPOUSPMPGBSNT BOE "
HJWFOFYDMVTJWFMZUPUIFHPWFSONFOUPGUIF6OJUFE
CSJOHUIFBCTPMVUFQPXFSUPEFTUSPZPUIFSOBUJPOTVOEFSUIF 4UBUFT
BCTPMVUFDPOUSPMPGBMMOBUJPOT
40 -FUCPUITJEFTTFFLUPJOWPLFUIFXPOEFSTPGTDJFODF #
TIBSFECZUIFMFBEFSTPGBMMOBUJPOT
JOTUFBEPGJUTUFSSPST5PHFUIFSMFUVTFYQMPSFUIFTUBST
$
EFTJHOBUFEUPBTNBMMHSPVQPGJOUFSOBUJPOBMMFBEFST
DPORVFSUIFEFTFSUT FSBEJDBUFEJTFBTF UBQUIFPDFBOEFQUIT
BOEFODPVSBHFUIFBSUTBOEDPNNFSDF %
BEPQUFECZBOFXMZDSFBUFEJOEFQFOEFOUCPEZ
"OE JGBCFBDIIFBEPGDPPQFSBUJPONBZQVTICBDLUIF
4 KVOHMFPGTVTQJDJPO MFUCPUITJEFTKPJOJODSFBUJOHBOFX
FOEFBWPSOPUBOFXCBMBODFPGQPXFS CVUBOFXXPSMEPG
MBXXIFSFUIFTUSPOHBSFKVTU BOEUIFXFBLTFDVSF BOEUIF
QFBDFQSFTFSWFE
"MMUIJTXJMMOPUCFGJOJTIFEJOUIFGJSTUPOFIVOESFEEBZT
/PSXJMMJUCFGJOJTIFEJOUIFGJSTUPOFUIPVTBOEEBZTOPSJO
UIFMJGFPGUIJT"ENJOJTUSBUJPOOPSFWFOQFSIBQTJOPVS
MJGFUJNFPOUIJTQMBOFU#VUMFUVTCFHJO
第 11 页
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
0WFSUIFDPVSTFPGUIFQBTTBHF UIFNBJOGPDVTTIJGUT 8IJDIDIPJDFCFTUTVNNBSJ[FT,FOOFEZTQFSTQFDUJWF

GSPN POTDJFOUJGJDQSPHSFTT
"
BEFTDSJQUJPOPGUIFIJTUPSZPGUIF6OJUFE4UBUFTUPB "
5IFBEWBODFNFOUPGTDJFODFTIPVMECFBDFOUSBM
QSPQPTBMGPSJNQSPWJOHUIFMJWFTPGJUTDJUJ[FOT QSJPSJUZGPSUIF6OJUFE4UBUFT
#
BDPNNJUNFOUUPIFMQJOHBMMJFTPGUIF6OJUFE4UBUFT #
4DJFOUJGJDLOPXMFEHFXJMMJOFWJUBCMZJNQSPWFUIFMJWFT
UPBDBMMGPSCFUUFSDPPQFSBUJPOBNPOHPQQPTJOH PGQFPQMFPOUIJTQMBOFU
OBUJPOT
$
4DJFODFIBTUIFQPUFOUJBMUPCPUIJNQSPWFBOEIBSN
$
BOBSHVNFOUGPSJNQSPWJOHUIFMJWFTPGQFPQMF IVNBOJUZ
BSPVOEUIFXPSMEUPBSFDPHOJUJPOPGUIBU
BSHVNFOUTXFBLOFTTFT %
*OWFTUNFOUJOUIFTDJFODFTXJMMFOBCMFIVNBOTUP
CFUUFSVOEFSTUBOEIPXUIFVOJWFSTFXPSLT
%
BOFYQMBOBUJPOPGUIFGPSFJHOQPMJDJFTPGUIF6OJUFE
4UBUFTUPBOFYBNQMFJMMVTUSBUJOHUIFTFQPMJDJFT
第 12 页
'LDJQRVWLFTXL] /LWHUDWXUHSDVVDJH
5IJTQBTTBHFJTFYDFSQUFEGSPN)FOSZ+BNFT %BJTZ.JMMFS" 1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
4UVEZ PSJHJOBMMZQVCMJTIFEJO5IFGPMMPXJOHTDFOF
EFTDSJCFTUIFNFFUJOHPGUXP"NFSJDBOTJOB4XJTTWJMMBHF
8IJDIDIPJDFCFTUTVNNBSJ[FTUIFQBTTBHF
"
*UDBQUVSFTBDPOWFSTBUJPOCFUXFFOUXPUPVSJTUTJO
0VSDPVSJFSTBZTUIFZUBLFZPVSJHIUVQUPUIFDBTUMF UIF 4XJU[FSMBOE
ZPVOHHJSMDPOUJOVFE8FXFSFHPJOHMBTUXFFL CVUNZ
NPUIFSHBWFPVU4IFTVGGFSTESFBEGVMMZGSPNEZTQFQTJB4IF #
*UEFTDSJCFTUIFSFMBUJPOTIJQCFUXFFOUXPGSJFOET
Line TBJETIFDPVMEOhUHP3BOEPMQIXPVMEOhUHPFJUIFSIFTBZTIF $
*UQBJOUTBQJDUVSFPGMJGFJO4XJU[FSMBOE
5 EPFTOhUUIJOLNVDIPGPMEDBTUMFT#VU*HVFTTXFhMMHPUIJT
XFFL JGXFDBOHFU3BOEPMQI %
*UIJHIMJHIUTUIFVODPOTDJPVTUIPVHIUTPGBO
:PVSCSPUIFSJTOPUJOUFSFTUFEJOBODJFOUNPOVNFOUT "NFSJDBOUSBWFMFS
8JOUFSCPVSOFJORVJSFE TNJMJOH
)FTBZTIFEPOhUDBSFNVDIBCPVUPMEDBTUMFT)FhTPOMZ
10 OJOF)FXBOUTUPTUBZBUUIFIPUFM.PUIFShTBGSBJEUPMFBWF
IJNBMPOF BOEUIFDPVSJFSXPOhUTUBZXJUIIJNTPXFIBWFOhU 2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
CFFOUPNBOZQMBDFT#VUJUXJMMCFUPPCBEJGXFEPOhUHPVQ
UIFSF"OE.JTT.JMMFSQPJOUFEBHBJOBUUIF$IBUFBVEF "TVTFEJOMJOF iDPOTDJPVTwNPTUOFBSMZNFBOT
$IJMMPO
15 *TIPVMEUIJOLJUNJHIUCFBSSBOHFE TBJE8JOUFSCPVSOF "
SFTQPOTJWF
$PVMEOhUZPVHFUTPNFPOFUPTUBZGPSUIFBGUFSOPPOXJUI
#
JOGPSNFE
3BOEPMQI
.JTT.JMMFSMPPLFEBUIJNBNPNFOU BOEUIFO WFSZ $
BXBSF
QMBDJEMZ *XJTI:06XPVMETUBZXJUIIJNTIFTBJE
20 8JOUFSCPVSOFIFTJUBUFEBNPNFOU*TIPVMENVDISBUIFS %
XBUDIGVM
HPUP$IJMMPOXJUIZPV
8JUINF BTLFEUIFZPVOHHJSMXJUIUIFTBNFQMBDJEJUZ
4IFEJEOhUSJTF CMVTIJOH BTBZPVOHHJSMBU(FOFWBXPVME
IBWFEPOFBOEZFU8JOUFSCPVSOF DPOTDJPVTUIBUIFIBECFFO 3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
25 WFSZCPME UIPVHIUJUQPTTJCMFTIFXBTPGGFOEFE8JUIZPVS
NPUIFS IFBOTXFSFEWFSZSFTQFDUGVMMZ #BTFEPOUIFJOUFSBDUJPOCFUXFFO.JTT.JMMFSBOE
#VUJUTFFNFEUIBUCPUIIJTBVEBDJUZBOEIJTSFTQFDUXFSF 8JOUFSCPVSOF JUDBOSFBTPOBCMZCFJOGFSSFEUIBU
MPTUVQPO.JTT%BJTZ.JMMFS*HVFTTNZNPUIFSXPOhUHP 8JOUFSCPVSOF
BGUFSBMM TIFTBJE4IFEPOhUMJLFUPSJEFSPVOEJOUIF
30 BGUFSOPPO#VUEJEZPVSFBMMZNFBOXIBUZPVTBJEKVTU "
GFFMTDPNGPSUBCMFFYQSFTTJOHIJTGFFMJOHTGPS.JTT
OPXUIBUZPVXPVMEMJLFUPHPVQUIFSF .JMMFS
.PTUFBSOFTUMZ 8JOUFSCPVSOFEFDMBSFE
5IFOXFNBZBSSBOHFJU*GNPUIFSXJMMTUBZXJUI #
JTBGSBJEPGSVJOJOHUIFQMBOUPHPUPUIFDBTUMFXJUI
3BOEPMQI *HVFTT&VHFOJPXJMM .JTT.JMMFS
35 &VHFOJP UIFZPVOHNBOJORVJSFE $
JTFOHBHJOHXJUI.JTT.JMMFSPOMZJOPSEFSUPCF
&VHFOJPhTPVSDPVSJFS)FEPFTOhUMJLFUPTUBZXJUI QPMJUF
3BOEPMQIIFhTUIFNPTUGBTUJEJPVTNBO*FWFSTBX#VUIFhTB
TQMFOEJEDPVSJFS*HVFTTIFhMMTUBZBUIPNFXJUI3BOEPMQIJG %
IBTSFTFSWBUJPOTBCPVUKPJOJOH.JTT.JMMFSUPUIF
NPUIFSEPFT BOEUIFOXFDBOHPUPUIFDBTUMF DBTUMF
40 8JOUFSCPVSOFSFGMFDUFEGPSBOJOTUBOUBTMVDJEMZBT
QPTTJCMFXFDPVMEPOMZNFBO.JTT%BJTZ.JMMFSBOE
IJNTFMG5IJTQSPHSBNTFFNFEBMNPTUUPPBHSFFBCMFGPS
DSFEFODFIFGFMUBTJGIFPVHIUUPLJTTUIFZPVOHMBEZhTIBOE
1PTTJCMZIFXPVMEIBWFEPOFTPBOERVJUFTQPJMFEUIFQSPKFDU
4 CVUBUUIJTNPNFOUBOPUIFSQFSTPO QSFTVNBCMZ&VHFOJP
BQQFBSFE"UBMM IBOETPNFNBO XJUITVQFSCXIJTLFST
XFBSJOHBWFMWFUNPSOJOHDPBUBOEBCSJMMJBOUXBUDIDIBJO
BQQSPBDIFE.JTT.JMMFS MPPLJOHTIBSQMZBUIFSDPNQBOJPO
0I &VHFOJPTBJE.JTT.JMMFSXJUIUIFGSJFOEMJFTUBDDFOU
第 13 页
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS *OUIFMBTUQBSBHSBQI UIFXPSETiSFGMFDUFE wiMVDJEMZ wBOE

UPUIFQSFWJPVTRVFTUJPO iGFMUwQSJNBSJMZTFSWFUP
"
MJOFTo i#VU.JMMFSw
"
IJHIMJHIUUIFOBSSBUPSTOFVUSBMBOEPCKFDUJWFQPJOUPG
WJFX
#
MJOF i.PTUEFDMBSFEw
#
GPSFTIBEPXUIFGVUVSFBDUJPOTPGBDIBSBDUFS
$
MJOFTo i8JOUFSCPVSOFIJNTFMGw
$
JOUSPEVDFBOFXDIBSBDUFSJOUPUIFQBTTBHF
%
MJOF i1PTTJCMZQSPKFDUw
%
TIJGUUIFGPDVTGSPNBDPOWFSTBUJPOUPBDIBSBDUFST
TVCKFDUJWFUIPVHIUT
第 14 页
5IJTQBTTBHFJTFYDFSQUFEGSPN)FSNBO.FMWJMMFTi3FECVSO)JT
1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
'JSTU7PZBHF wPSJHJOBMMZQVCMJTIFEJO*UEFTDSJCFTUIFMJGFPGB
ZPVOHTBJMPSEVSJOHIJTGJSTUWPZBHFBDSPTTUIF"UMBOUJD0DFBO
8IJDIDIPJDFCFTUTVNNBSJ[FTUIFQBTTBHF
"
"DIBSBDUFSGBDFTBEJGGJDVMUTJUVBUJPOBOEEFTDSJCFT
5IFPSEFSXBTHJWFOUPMPPTFUIFNBJOTLZTBJM XIJDIJT UIFFYQFSJFODFPGDPOGSPOUJOHJU
UIFGJGUIBOEIJHIFTUTBJMGSPNEFDL*UXBTBWFSZTNBMMTBJM
BOEGSPNUIFGPSFDBTUMFMPPLFEOPCJHHFSUIBOBDBNCSJD #
"DIBSBDUFSSFGMFDUTPOBQBTUFYQFSJFODFJOPSEFSUP
Line QPDLFUIBOELFSDIJFG#VU*IBWFIFBSEUIBUTPNFTIJQTDBSSZ JOTQJSFIJNTFMGUPBDUJPOJOUIFQSFTFOU
5 TUJMMTNBMMFSTBJMT BCPWFUIFTLZTBJMDBMMFENPPOTBJMT BOE $
"DIBSBDUFSQSFQBSFTUPUBLFBTJHOJGJDBOUBDUJPOCVU
TLZTDSBQFST BOEDMPVESBLFST#VU*TIBMMOPUCFMJFWFJOUIFN UIFOEFDJEFTOPUUPVOEFSUBLFUIBUBDUJPO
UJMM*TFFUIFNBTLZTBJMTFFNTIJHIFOPVHIJOBMMDPOTDJFODF
BOEUIFJEFBPGBOZUIJOHIJHIFSUIBOUIBU TFFNT %
"DIBSBDUFSVOEFSUBLFTBOBDUJPOCVUUIFORVFTUJPOT
QSFQPTUFSPVT#FTJEFT JUMPPLTBMNPTUMJLFUFNQUJOHIFBWFO UIFSJHIUOFTTPGIJTEFDJTJPO
10 UPCSVTIUIFWFSZGJSNBNFOUTP BOEBMNPTUQVUUIFFZFTPG
UIFTUBSTPVUXIFOBGMBXPGXJOE UPP NJHIUWFSZTPPOUBLF
UIFDPODFJUPVUPGUIFTFDMPVEEFGZJOHDMPVESBLFST
/PX XIFOUIFPSEFSXBTQBTTFEUPMPPTFUIFTLZTBJM BO
PME%VUDITBJMPSDBNFVQUPNF BOETBJE #VUUPOT NZCPZ 2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
15 JUhTIJHIUJNFZPVCFEPJOHTPNFUIJOHBOEJUhTCPZhTCVTJOFTT
*OUIFGJSTUQBSBHSBQI UIFXPSETiIFBWFO wiGJSNBNFOU w
#VUUPOT UPMPPTFEFSPZBMT BOEOPUPMENFOhTCVTJOFTT MJLF
NF/PX EhZFTFFEBUMFFMMFGFMMPXXBZVQEBSF EBSF KVTU BOEiTUBSTwTFSWFNBJOMZUP
CFIJOEEFNTUBSTEBSFXFMM UVNCMFVQ OPX #VUUPOT *[BZ "
IJHIMJHIUUIFTQJSJUVBMOBUVSFPGTBJMJOH
BOEMPP[FIJNXBZZPVHP #VUUPOT
20 "MMUIFSFTUKPJOJOHJO BOETFFNJOHVOBOJNPVTJOUIF #
JMMVTUSBUFUIFEBOHFSTJOWPMWFEJODMJNCJOHUIF
PQJOJPO UIBUJUXBTIJHIUJNFGPSNFUPCFTUJSSJOHNZTFMG NBTU
BOEEPJOHCPZhTCVTJOFTT BTUIFZDBMMFEJU *NBEFOPNPSF
$
EFTDSJCFUIFDPOTUFMMBUJPOTJOUIFOJHIUTLZ
BEP CVUKVNQFEJOUPUIFSJHHJOH6Q*XFOU OPUEBSJOHUP
MPPLEPXO CVULFFQJOHNZFZFTHMVFE BTJUXFSF UPUIF %
FNQIBTJ[FUIFIFJHIUPGUIFTLZTBJM
25 TISPVET BT*BTDFOEFE
*UXBTBMPOHSPBEVQUIPTFTUBJST BOE*CFHBOUPQBOUBOE
CSFBUIFIBSE CFGPSF*XBTIBMGXBZ#VU*LFQUBUJUUJMM*HPU
UPUIF+BDPChT-BEEFSBOEUIFZNBZXFMMDBMMJUTP GPSJUUPPL
NFBMNPTUJOUPUIFDMPVETBOEBUMBTU UPNZPXOBNB[FNFOU 3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
30 *GPVOENZTFMGIBOHJOHPOUIFTLZTBJMZBSE IPMEJOHPONJHIU
BOENBJOUPUIFNBTUBOEDVSMJOHNZGFFUSPVOEUIFSJHHJOH *UDBOSFBTPOBCMZCFJOGFSSFEUIBUUIFOBSSBUPSEFDJEFT
BTJGUIFZXFSFBOPUIFSQBJSPGIBOET UPMPPTFOUIFTLZTBJMCFDBVTF
'PSBGFXNPNFOUT*TUPPEBXFTUSJDLFOBOENVUF*DPVME
"
UIFDSFXXPVMECFJOEBOHFSPUIFSXJTF
OPUTFFGBSPVUVQPOUIFPDFBO PXJOHUPUIFEBSLOFTTPGUIF
35 OJHIUBOEGSPNNZMPGUZQFSDI UIFTFBMPPLFEMJLFBHSFBU #
UIFDBQUBJOPGUIFTIJQPSEFSFEIJNUP
CMBDLHVMG IFNNFEJO BMMSPVOE CZCFFUMJOHCMBDLDMJGGT*
TFFNFEBMMBMPOFUSFBEJOHUIFNJEOJHIUDMPVETBOEFWFSZ $
UIFPUIFSTBJMPSTPOUIFTIJQBHSFFEUIBUIFTIPVME
TFDPOE FYQFDUFEUPGJOENZTFMGGBMMJOHGBMMJOHGBMMJOH BT*
%
JUXBTTPNFUIJOHIFIBEBMXBZTXBOUFEUPEP
IBWFGFMUXIFOUIFOJHIUNBSFIBTCFFOPONF
40 *DPVMECVUKVTUQFSDFJWFUIFTIJQCFMPXNF MJLFBMPOH
OBSSPXQMBOLJOUIFXBUFSBOEJUEJEOPUTFFNUPCFMPOHBUBMM
UPUIFZBSE PWFSXIJDI*XBTIBOHJOH"HVMM PSTPNFTPSUPG
TFBGPXM XBTGMZJOHSPVOEUIFUSVDLPWFSNZIFBE XJUIJOB
GFXZBSETPGNZGBDFBOEJUBMNPTUGSJHIUFOFENFUPIFBSJU
4 JUTFFNFETPNVDIMJLFBTQJSJU BUTVDIBMPGUZBOETPMJUBSZ
IFJHIU
第 15 页
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS "TVTFEJOMJOF iIFNNFEJOwNPTUOFBSMZNFBOT

UPUIFQSFWJPVTRVFTUJPO
"
BUUBDIFE
"
MJOFTo i5IFEFDLw
#
GSBNFE
#
MJOFTo i/PXTPNFUIJOHw
$
DPOUSPMMFE
$
MJOFTo i"MMSJHHJOHw
%
DPOOFDUFE
%
MJOFTo i6QBTDFOEFEw
第 16 页
全国最大SAT交流群：308463095 VNLOOOHYHO
6FLHQFH SDVVDJH
This passage is excerpted from Joseph Mascaro, Gregory P Asner, measurements for carbon estimation, they exist as
Stuart Davies, Alex Dehgan, and Sassan Saatchi, “These Are the Days 60 standardized, spatially explicit, archivable and verifiable data
of Lasers in the Jungle,” ©2014 by Joseph Mascaro, et al. —the needed substrate for a REDD2-type accounting
program.
Just as the Moon’s history was disrobed by laser ranging
Due to the constancy of the underlying measurements,
50 years ago, Earth’s tropical forests are giving up their
both field and LiDAR data could provide the needed
secrets to the light. Airborne light detection and ranging—
65 information if they covered every hectare on Earth. But, in
Line called LiDAR—has over the last ten years become a key tool
the case of field surveys, this is impossible. The surveys that
5 that ecologists use to understand physical variation in
do exist measure a tiny amount of actual forest, and so what
tropical forests across space and time. Like an MRI of the
might be verified is widely spaced. And to avoid fraud and
human brain, LiDAR probes the intricate three-dimensional
protect landowners, many governments keep their plot
architecture of the forest canopy, unveiling carbon that
70 locations secret. Satellite LiDAR data remain sparse,
forests keep out of the atmosphere, and also the mounting
providing only extrapolated, coarse-resolution carbon
10 threats to that carbon storehouse: drought, fire, clandestine
estimates with very high uncertainties, and there is no
logging and brash gold-mining operations. Even the
prospect of wall-to-wall coverage in the near future. By
quintessential natural disturbance of the sun-filled light gap
2020, airborne LiDAR could give us a direct measurement of
—long thought to enhance the incredibly high species
75 3-D forest structure for every hectare in the tropics: a
diversity of tropical forests—has been deconstructed by laser
standardized database from which to build a carbon
15 technology.
economy.
Laser ranging in tropical forests is such a game-changing
technology that science results can scarcely get through peer- 1 Pertaining to the study of changing proportions in part of an organism or
review before they are dwarfed by still larger-scale studies. body resulting from growth.
In a decade, laser power on commercial-grade LiDARs has 2 Reduced Emissions from Deforestation and Degradation, a program
20 skyrocketed and costs have plummeted. These improvements implemented by the United Nations Framework Convention on Climate
in LiDAR technology allow airplanes to fly faster, higher and Change.
farther, covering more forest area in a single day than every
ground-based survey that has ever been collected in the
history of tropical ecology. To estimate the amount of carbon
25 stored in a 50-hectare tropical forest monitoring plot on the
ground—the largest field plot in the world—takes a team of
12 people about eight months: a slog of rain and mud and
snakes with tape measures and data log books. Today’s
airborne LiDARs can get you to within about 10% of the
30 same carbon estimate in eight seconds.
It is this staggering contrast in scale between LiDAR and
fieldwork that led us here: Before this decade is out, we
could directly assess the carbon stock of every single square
hectare of tropical forest on Earth. We could do it just as well
35 as if we were standing there in the flesh with tape measures
in hand. And we could do it for far less than what we have
already spent to offset carbon emissions from forests. . .
It is easy in principle, though logistically nightmarish, to
measure carbon in tropical forests. A strict constructionist
40 would cut, dry and weigh the biomass of the world’s forests.
But this is a self-defeating enterprise. As a result, it is likely
that no one has measured carbon over a single hectare of
tropical forest, even with the most detailed field surveys. For
a century ecologists and foresters have relied on allometric1
45 estimation in lieu of carbon measurements to translate field
surveys of tree diameters, heights and wood densities into
whole-forest carbon estimates. Given a volume with known
dimensions and density, one would estimate its mass in a
similar fashion.
50 As the new kid on the block, LiDAR has been tacked onto The graph illustrates the relationship in different types of forests
the back end—initially thought of as kind of large-scale between mean canopy vertical height profiles (MCH), as measured
helper to field surveys. Carbon estimates from the field have by LiDAR, and field-based estimates of carbon biomass.
been treated as something inherently closer to the real thing
than measurements made by LiDAR—ground “Truth” with a Adapted from Gregory P. Asner, "Tropical Forest Carbon Assessment:
55 capital “T”. This is perhaps understandable historically, but Integrating Satellite and Airborne Mapping Approaches." ©2010
Institute of Physics and IOP Publishing.
vis-à-vis actual carbon, there is no such thing as ground truth:
both field and LiDAR efforts rely on allometry to convert
measurements into carbon estimates. Prior to using these
第 17 页
6FLHQFH SDVVDJH
1 __________________________________________ 5 __________________________________________
The authors' central claim in the passage is that As used in line 45 (“translate”), “translate” most nearly
means
A) LiDAR’s opponents have prevented the technology
from advancing to a point where it might be A) convert.
scientifically useful, favoring traditional methods.
B) move.
B) Fieldwork and LiDAR are best used in combination
C) transform.
when mapping carbon in tropical forests, in order to
avoid human error while maintaining accuracy. D) express.
C) LiDAR is as important a technology as MRI scanning
or the scientific study of the moon with lasers.
6 __________________________________________
D) LiDAR technology is faster, cheaper, and nearly as
accurate as traditional field methods for measuring the The authors use the phrase “ground ‘Truth’ with a capital
carbon biomass on Earth. ‘T’” (lines 54–55) in order to
A) argue that field measurements should be given up in
order to focus exclusively on LiDAR measurements.
2 __________________________________________
B) illustrate the impossibility of ever gaining accurate and
In the first paragraph, the words “disrobed,” “unveiling” usable measurements from either fieldwork or LiDAR.
and “deconstructed” primarily serve to
C) defend the idea that LiDAR measurements are
A) highlight the negative connotations that laser inherently more accurate than measurements obtained
technology currently has. via fieldwork.
B) emphasize the extensive reach of laser technology. D) note the excessive faith scientists have put in the
accuracy of field-survey estimates.
C) demonstrate the inherently unknowable characteristics
of objects, even with laser technology.
D) implicitly compare lasers to other forms of technology. 7 __________________________________________
The authors imply that the response of various officials to

3 __________________________________________ attempts to measure their countries’ carbon stock through
field surveys has been
The authors imply that the main benefit of using LiDAR,
A) unhelpful, because they fear that jobs for their
as opposed to fieldwork, for measuring carbon in tropical
countries’ scientists will be lost.
forests is the
B) helpful, because their countries have invested
A) scale and rapidity with which LiDAR can be used.
significantly in technology to allow studies to expand.
B) expense of hiring scientists to carry out fieldwork.
C) helpful, because their countries stand to benefit from
C) rapid changes and improvements in LiDAR technology. universal carbon data that the studies will uncover.
D) precision of LiDAR, which eliminates human error. D) unhelpful, because they do not make their countries’
land holdings readily available for study.
4 __________________________________________
8 __________________________________________
Which choice provides the best evidence for the answer to
the previous question? Which choice provides the best evidence for the answer to
the previous question?
A) lines 19–20 (“In . . . plummeted”)
A) lines 63–65 (“Due . . . Earth”)
B) lines 20–22 (“These . . . farther”)
B) lines 66–68 (“The surveys . . . spaced”)
C) lines 32–34 (“Before . . . Earth”)
C) lines 68–70 (“And . . . secret”)
D) lines 34–36 (“We could . . . hand”)
D) lines 70–73 (“Satellite . . . future”)
第 18 页
6FLHQFH SDVVDJH
9 __________________________________________ 11 __________________________________________
The data in the graph support the authors' point in The information from the graph best supports the claim
paragraph five (lines 50–62 “As . . . program.”) about the that the carbon biomass of the three forests depicted is
uses of LiDAR by most disparate at
A) providing an example of the use of information from A) 25 MCH2
LiDAR in conjunction with traditional field-based
B) 225 MCH2
estimates.
C) 400 MCH2
B) comparing data gathered by LiDAR technology from
three separate forest sites. D) 900 MCH2
C) showing LiDAR’s superior accuracy compared to data
gathered through fieldwork, even though the graph
uses estimated figures.
D) presenting an example of the use of LiDAR in a
tropical forest, which until this study was purely
hypothetical.
10 __________________________________________
It can reasonably be inferred from the graph that

A) for the same mean canopy height (above 25 MCH2),
tropical forests have more carbon biomass than
temperate forests.
B) there is an inverse relationship between mean canopy
vertical height and aboveground carbon biomass.
C) at a mean canopy height of 625 MCH2, all three types
of forests depicted will have approximately the same
aboveground carbon biomass.
D) on average, the new tropical forest has less
aboveground carbon biomass at a given canopy height
than the boreal-temperate forest depicted.
第 19 页
6FLHQFH SDVVDJH
Passage adapted from Nikhil Swaminathan, "Eat (Less) to Live Sinclair's lab is now working on developing what he calls
(Longer)," ©2007 by Scientific American. 60 a possible "supermouse" with elevated levels of NAMPT to
see if it lives longer and is more disease-resistant than normal
Scientists have known for more than 70 years that the one mice.
surefire way to extend the lives of animals was to cut calories Matt Kaeberlein, a pathologist at the University of
by an average of 30 to 40 percent. The question was: Why? Washington in Seattle, says that Sinclair's team has an
Line Now a new study begins to unravel the mystery and the 65 interesting hypothesis connecting the mitochondria to
5 mechanism by which reducing food intake protects cells longevity, but that it needs to be more directly tested in the
against aging and age-related diseases. context of dietary restriction. "If the NAMPT-overexpressing
Researchers report in the journal Cell that the mice are long-lived and disease resistant, that will provide
phenomenon is likely linked to two enzymes—SIRT3 and more support for this idea.”
SIRT4—in mitochondria (the cell's powerhouse that, among
10 other tasks, converts nutrients to energy). They found that a Lifespan of Groups of Mice With Different Levels of
cascade of reactions triggered by lower caloric intake raises Caloric Reduction
the levels of these enzymes, leading to an increase in the
strength and efficiency of the cellular batteries. By
invigorating the mitochondria, SIRT3 and SIRT4 extend the
15 life of cells, by preventing flagging mitochondria from
developing tiny holes (or pores) in their membranes that
allow proteins that trigger apoptosis, or cell death, to seep out
into the rest of the cell.
"We didn't expect that the most important part of this
20 pathway was in the mitochondria," says David Sinclair, an
assistant professor of pathology at Harvard Medical School
and a study co-author. "We think that we've possibly found
regulators of aging."
In 2003 Sinclair's lab published a paper in Nature that
25 described the discovery of a gene that switched on in the
yeast cell in response to calorie restriction, which Sinclair
calls a "master regulator in aging." Since then, his team has
been searching for an analogous gene that plays a similar role
in the mammalian cell.
30 The researchers determined from cultures of human
embryonic kidney cells that lower caloric intake sends a
signal that activates a gene inside cells that codes for the
enzyme NAMPT (nicotinamide phosphoribosyltransferase).
The two- to four-fold surge in NAMPT in turn triggers the
35 production of a molecule called NAD (nicotinamide adenine
dinucleotide), which plays a key role in cellular metabolism Adapted from Weindruch R, et al. (1986). "The Retardation of Aging
and signaling. in Mice by Dietary Restriction: Longevity, Cancer, Immunity, and
The uptick in NAD levels activates the SIRT3 and SIRT4 Lifetime Energy Intake." Journal of Nutrition, April, 116(4), 641-54.
genes, increasing levels of their corresponding SIRT3 and
40 SIRT4 enzymes, which then flood the interior of the
mitochondria. Sinclair says he's not sure exactly how SIRT3
and SIRT4 beef up the mitochondria's energy output, but that
events leading to cell death are at the very least delayed when
there are vast quantities of the enzymes.
45 SIRT3 and SIRT4 are part of a family called sirtuins
(SIRT1, which helps extend cell life by modulating the
number of repair proteins fixing DNA damage both inside
and outside the cell's nucleus, is also a member). SIRT is
short for sir-2 homologue—a well-studied protein that is
50 known to extend yeast cell longevity. According to Sinclair,
all of the mammalian SIRT genes (and their proteins) are
possible drug targets for therapies aimed at extending life, as
well as staving off age-related illnesses, such as Alzheimer’s
disease, cancers and metabolic disorders, like diabetes.
55 "I think SIRT3 is the next most interesting sirtuin from a
drug development standpoint," Sinclair says. "It does protect
cells, but there's growing evidence that it may mediate the
benefits of exercise as well.”
第 20 页
6FLHQFH SDVVDJH
1 __________________________________________ 5 __________________________________________
The author indicates that caloric reduction extends the life As used in line 15 (“flagging”), “flagging” most nearly
of a mammalian cell by means
A) turning off those genes involved in apoptosis, or cell A) breaking.
death.
B) shrinking.
B) forcing the mitochondria to utilize different energy
C) folding.
sources for fuel.
D) weakening.
C) reducing the production of NAD (nicotinamide
adenine dinucleotide).
D) initiating a series of steps that results in the increased 6 __________________________________________
production of certain enzymes.
The main purpose of the fifth paragraph (lines 30–37) is to
A) suggest that caloric reduction has a different effect on
2 __________________________________________ yeast cells than mammalian cells.
Based on the passage, SIRT-3 and SIRT-4 indirectly affect B) highlight the important role that the kidney plays in the
cell longevity by aging process.
A) strengthening the mitochondrial membrane. C) clarify the intermediate steps between caloric reduction
and improved mitochondrial efficiency.
B) fixing damage to the cell’s DNA.
D) identify the negative relationship between NAMPT
C) initiating cell death. production and NAD production.
D) diminishing the efficiency of the cell’s mitochondria.
7 __________________________________________
3 __________________________________________
The author implies that the results of Sinclair’s study will
Which choice provides the best evidence for the answer to enable future scientists to
the previous question? A) reverse the aging process.
A) lines 7–9 (“Researchers . . . mitochondria”) B) diagnose patients with age-related illnesses from an
B) lines 13–18 (“By . . . cell.”) earlier age.
C) lines 38–41 (“The . . . mitochondria.”) C) create mice that are essentially immortal.
D) lines 41–44 (“Sinclair . . . enzymes.”) D) more effectively treat a number of age-related illnesses.
4 __________________________________________ 8 __________________________________________
The author’s use of the words “powerhouse” and Which choice provides the best evidence for the answer to
“batteries” in the second paragraph serves mainly to the previous question?
A) emphasize that mitochondria are the most important A) lines 45–50 (“SIRT . . . longevity.”)
components of the cell. B) lines 50–54 (“According . . . diabetes.”)
B) suggest that mitochondria use an electrical gradient to C) lines 59–62 (“Sinclair’s . . . mice.”)
produce energy.
D) lines 67–69 (“If . . . idea.”)
C) stress that mitochondria are the main sources of energy
for the cell.
D) imply that mitochondria need to be recharged in order
to function efficiently.
第 21 页
6FLHQFH SDVVDJH
9 __________________________________________ 11 __________________________________________
The main purpose of the graph is to It can reasonably be inferred from the graph that, 30
months into the study,
A) illustrate the relationship between caloric intake and
longevity in different groups of mice. A) all of the mice in the “55% caloric reduction” group
were still alive.
B) highlight how caloric reduction affects SIRT-3 enzyme
production in different groups of mice. B) all of the mice in the “25% caloric reduction” group
were still alive.
C) suggest that caloric reduction affects mice differently
than it affects yeast. C) approximately 50% of the mice in the “no caloric
reduction” group were still alive.
D) indicate that it is likely impossible to produce a
genetically enhanced “supermouse.” D) none of the mice in the “no caloric reduction” group
were still alive.
10 __________________________________________
How does the information in the graph relate to the

author’s claim that caloric reduction increases the
longevity of mammalian cells?
A) It supports the claim, but suggests that the differences
in longevity are marginal after a 25% caloric reduction.
B) It supports the claim since the average lifespan of each
group of mice increases as caloric reduction increases.
C) It does not support the claim since the group of mice
that did not have any caloric reduction had the highest
survival rate after 35 months.
D) It does not support the claim since all four groups of
mice had the same average lifespan.
第 22 页
6FLHQFH SDVVDJH
Passage 1 is excerpted from Linden Miles, "The Meandering Mind: Passage 2
Vection and Mental Time Travel," ©2010 by Linden Miles. Passage 2
is excerpted from Justin Gregg, "A New Frontier in Animal Santino was a misanthrope with a habit of pelting tourists
Intelligence," ©2013 by Scientific American.
with rocks. As his reputation for mischief grew, he had to
devise increasingly clever ways to ambush his wary victims.
Passage 1
Santino learned to stash his rocks just out of sight and
40 casually stand just a few feet from them in order to throw off
The ability to travel mentally through time sets humans
apart from many other species, yet little is known about this suspicion. At the very moment that passersby were fooled
core cognitive capacity. In particular, what shapes the into thinking that he meant them no harm, he grabbed his
Line passage of the mind's journey through time? hidden projectiles and launched his attack.
5 A core facet of conscious experience is that one's mind Santino, you see, is not human. He’s a chimpanzee at
45 Furuvik Zoo in Sweden. His crafty stone-throwing escapades
periodically wanders from the here-and-now. From memories
of lost loves to expectations about forthcoming vacations, have made him a global celebrity, and also caught the
mental time travel (MTT) makes it possible to revisit the past attention of researchers studying how animals, much like
and pre-experience the future. Present across cultures and humans, might be able to plan their behavior.
10 emerging early in childhood, MTT is believed to serve a Santino is one of a handful of animals that scientists
50 believe are showing a complex cognitive ability called
pivotal function in human cognition. When confronted with
complex and challenging judgments, simulating future episodic memory. Episodic memory is the ability to recall
outcomes (i.e., prospection) on the basis of prior experience past events that one has the sense of having personally
(i.e., retrospection) is a tactic that optimizes decision-making experienced. Unlike semantic memory, which involves
15 and behavioral selection. That the past informs the future in recalling simple facts like “bee stings hurt,” episodic memory
55 involves putting yourself at the heart of the memory; like
this way (i.e., recollection-guides-simulation) is evidenced
from research demonstrating that retrospection and remembering the time you swatted at a bee with a rolled up
prospection rely on largely overlapping neural structures and newspaper and it got angry and stung your hand.
cognitive operations. If an animal can imagine itself interacting with the world
20 However, remarkably little is known about the actual in the past via episodic memory – like Santino recalling a
60 failed attack when a human spotted him holding a rock, or
process of MTT and how it impacts people's behavior. In this
respect, one emerging possibility is that MTT may be you remembering swatting at a bee – it stands to reason that
represented in the sensory-motor systems that regulate the animal might also be able to imagine itself in the future in
human movement (i.e., MTT is embodied). Put simply, a similar scenario, and thus plan its behavior. Santino might
25 traveling mentally in time may initiate associated bodily opt to hide his rocks, and you might decide to stop
65 antagonizing bees. The ability to represent oneself and one’s
movements through space. Initial evidence for such a
thought-action coupling during MTT was reported in a study actions in the mind’s eye – both in the past [and] in the future
in which spontaneous fluctuations in the direction and – is what scientists refer to as “mental time travel.”
magnitude of postural sway were assessed while participants
30 engaged in either retrospective or prospective mental
imagery. The results revealed that the temporal locus of MTT
did indeed influence the direction of people's movements —
whereas retrospection was accompanied by significant
backwards sway, prospection yielded postural movement in
35 an anterior direction.
第 23 页
6FLHQFH SDVVDJH
1 __________________________________________ 5 __________________________________________
Over the course of passage 1, the main focus shifts from In the first paragraph of passage 2, the use of the words
“mischief,” “clever,” and “fooled” serves mainly to
A) a scientific study about mental time travel to an
example of how humans use mental time travel in their A) suggest that Santino had a violent disposition.
daily lives.
B) call attention to Santino’s advanced cognitive abilities.
B) a description of the evolution of mental time travel to
C) imply that Santino was smarter than most
an evaluation of its limitations in humans.
chimpanzees.
C) an explanation of mental time travel to a description of
D) illustrate Santino’s reliance on semantic memory.
a study about its neurological basis.
D) an argument in support of the existence of mental time
travel to a counter-argument refuting its existence in 6 __________________________________________
humans.
The author of passage 2 indicates that Santino’s use of
episodic memory is most evidenced by his
2 __________________________________________ A) ability to recall past experiences.
It can reasonably be inferred from passage 1 that, in B) accuracy when throwing objects.
humans, the existence of mental time travel
C) disinterest in other chimpanzees.
A) begins before birth.
D) tendency to interact with humans.
B) continues to develop throughout adulthood.
C) is universal.
7 __________________________________________
D) is limited to certain populations around the world.
According to passage 2, which choice best summarizes the
relationship between episodic and semantic memory?
3 __________________________________________ A) Episodic memory is a more advanced form of semantic
memory.
the previous question? B) Episodic memory relies on personal experiences while
semantic memory relies on fact recollection.
A) lines 1–2 (“The . . . species”)
C) Episodic memory is an essential component of
B) lines 6–9 (“From . . . future”)
consciousness while semantic memory is not.
C) lines 9–10 (“Present . . . childhood”)
D) Some animals are capable of episodic memory, but all
D) lines 11–15 (“When . . . selection”) animals are capable of semantic memory.
4 __________________________________________ 8 __________________________________________
As used in line 11, “pivotal” most nearly means Which choice provides the best evidence for the answer to
A) critical
A) lines 45-48 (“His . . . behavior”)
B) basic
B) lines 49-51 (“Santino . . .memory”)
C) overriding
C) lines 53-55 (“Unlike . . . memory”)
D) urgent
D) lines 65-67 (“The . . . travel”)
第 24 页
6FLHQFH SDVVDJH
9 __________________________________________ 11 __________________________________________
The authors of passage 1 and passage 2 would likely agree The author of passage 1 would likely use which of the
about which of the following characteristics of mental following terms to describe Santino’s ability to recall past
time travel? events?
A) That it is similar to the concept of semantic memory A) Retrospection
B) That it is a sophisticated cognitive ability B) Prospection
C) That it is present throughout the animal kingdom C) Simulation
D) That it can affect the positioning and movement of the D) Semantic memory
body
10 __________________________________________
Which of the following types of evidence is relied upon in

passage 1 but not in passage 2?
A) Expert testimonies
B) Personal narratives
C) Scientific studies
D) Historical data
第 25 页
全国最大SAT交流群：308463095 VNLOOOHYHO2
6FLHQFH SDVVDJH4
This passage is excerpted from David B. Wake and Vance T. Updates from the Global Amphibian Assessment are
Vredenburg, "Amphibians in Crisis." ©2008 by The National Academy ongoing and show that, although new species described
of Sciences of the USA. 60 since 2004 are mostly too poorly known to be assessed,
>20% of analyzed species are in the top three categories of
Amphibians have received much attention during the last
threat. Species from montane tropical regions, especially
two decades because of a now-general understanding that a
those associated with stream or streamside habitats, are
larger proportion of amphibian species are at risk of
most likely to be severely threatened.
Line extinction than those of any other taxon.* Why this should
5 be has perplexed amphibian specialists. A large number of
*A group of one or more populations of an organism or organisms
factors have been implicated, including most prominently seen by taxonomists to form a unit.
habitat destruction and epidemics of infectious diseases;
global warming also has been invoked as a contributing
factor. What makes the amphibian case so compelling is the
10 fact that amphibians are long-term survivors that have
persisted through the last four mass extinctions.
Paradoxically, although amphibians have proven
themselves to be survivors in the past, there are reasons for
thinking that they might be vulnerable to current
15 environmental challenges and, hence, serve as multipurpose
sentinels of environmental health. The typical life cycle of a
frog involves aquatic development of eggs and larvae and
terrestrial activity as adults, thus exposing them to a wide
range of environments.
20 Frog larvae are typically herbivores, whereas adults are
carnivores, thus exposing them to a wide diversity of food,
predators, and parasites. Amphibians have moist skin, and
cutaneous respiration is more important than respiration by
lungs. The moist, well vascularized skin places them in
25 intimate contact with their environment. One might expect
them to be vulnerable to changes in water or air quality
resulting from diverse pollutants. Amphibians are thermal-
conformers, thus making them sensitive to environmental
temperature changes, which may be especially important for
30 tropical montane (e.g., cloud forest) species that have
experienced little temperature variation. Such species may
have little acclimation ability in rapidly changing thermal
regimes. In general, amphibians have small geographic
ranges, but this is accentuated in most terrestrial species (the
35 majority of salamanders; a large proportion of frog species
also fit this category) that develop directly from terrestrial
eggs that have no free-living larval stage. These small ranges
make them especially vulnerable to habitat changes that
might result from either direct or indirect human activities.
40 Living amphibians (Class Amphibia, Subclass
Lissamphibia) include frogs (~5,600 currently recognized
species), salamanders (~570 species), and caecilians (~175
species). Most information concerning declines and
extinctions has come from studies of frogs, which are the
45 most numerous and by far the most widely distributed of
living amphibians. Salamanders facing extinctions are
centered in Middle America. Caecilians are the least well
known; little information on their status with respect to
extinction exists.
50 The Global Amphibian Assessment completed its first
round of evaluating the status of all then-recognized species
in 2004, finding 32.5% of the known species of amphibians to
be “globally threatened” by using the established top three
categories of threat of extinction (i.e. Vulnerable,
55 Endangered, or Critically Endangered); 43% of species have
declining populations. In general, greater numbers as well as
proportions of species are at risk in tropical countries.
第 26 页
6FLHQFH SDVVDJH4
1 __________________________________________ 5
The main idea of the first two paragraphs is that The author discusses the thermal conformity of
amphibians amphibians in order to
A) have traditionally been very persistent but are now A) show why they are so susceptible to being harmed by
disproportionately endangered. changes in their environments.
B) face a risk of extinction greater than that of any other B) contrast them with other types of animals that other
group of organisms. scientists have studied in greater depth.
C) have been praised by scientists for their ability to C) prove that amphibians are the most sensitive of all
withstand the last four mass extinctions. animals and therefore need to be treated with greater
D) now face extinction across all species because of care.
human activity. D) question why the geographic ranges of amphibians is
so small compared to that of other species.
2
As used in line 9, "compelling" most nearly means 6 __________________________________________
A) urgent. Frogs have been studied more than other amphibians
B) captivating. because
C) overwhelming.
A) members of other species are less common and not
D) forced.
found in as many places.
B) they model human biology better than other
amphibians.
C) so many other amphibian species have recently
3
become extinct.
The author implies that the study of frogs and other
D) their sensitivity to environments makes them ideal for
amphibians is especially important because these
study.
species
A) are sensitive to environmental changes that might
affect other species in the future.
B) have less ability to adapt to changing environmental
7 __________________________________________
conditions than other species do.
Which choice provides the best evidence for the answer
C) are exposed to more predators and parasites than
to the previous question?
other species are.
D) embody the principles of evolution more clearly and A) lines 40–43 (“Living . . . species”)
linearly than other species do. B) lines 43–46 (“Most . . . amphibians”)
C) lines 46–47 (“Salamanders . . . America”)
D) lines 47–49 (“Caecilians . . . exists”)
4 __________________________________________
A) lines 12–16 (“Paradoxically . . . health”)
B) lines 16–19 (“The typical . . . environments”)
C) lines 20–22 (“Frog . . . parasites”)
D) lines 22–24 (“Amphibians . . . lungs”)
第 27 页
6FLHQFH SDVVDJH4
8 10
The phrase “globally threatened” (line 53) primarily Information from the graph and the passage suggests
serves to that the second-largest category includes most of the
A) show that scientists consider amphibians’ future world’s
perilous by the seriousness of the terms. A) caecilians.
B) lend authority to the author’s argument about B) salamanders.
amphibian extinction by using a well-recognized C) frogs.
phrase. D) montane amphibians.
C) quote the scientists at The Global Amphibian
Assessment so that readers understand the limited
nature of their statistics.
D) demonstrate that, though amphibians have been
11
referred to as threatened, this term is questionably
The third-largest category represents amphibians that
applied.
are classified as
A) endangered.
B) least concern.
C) extinct.
9 D) vulnerable.
The graph supports the statement in the last paragraph
about the evaluation completed in 2004 by
A) demonstrating that approximately ⅓ of amphibian
species are in the top three categories of threat.
B) showing that only 1% of amphibians have gone
extinct in the wild, despite predictions to the
contrary.
C) highlighting that scientists have not collected enough
data on a significant number of amphibian species.
D) proving that the remaining species of amphibians
will become extinct in the future.
第 28 页
6FLHQFH SDVVDJH5
Adapted from Abi Berger, "Magnetic Resonance Imaging," ©2002 by
Abi Berger.
Magnetic resonance imaging (MRI) uses the body's

natural magnetic properties to produce detailed images from
any part of the body. For imaging purposes the hydrogen
Line nucleus (a single proton) is used because of its abundance in
5 water and fat.
The hydrogen proton can be likened to the planet earth,
spinning on its axis, with a north-south pole. In this respect
it behaves like a small bar magnet. Under normal
circumstances, these hydrogen proton “bar magnets” spin in
10 the body with their axes randomly aligned. When the body is
placed in a strong magnetic field, such as an MRI scanner,
the protons' axes all line up. This uniform alignment creates
a magnetic vector oriented along the axis of the MRI
scanner. MRI scanners come in different field strengths,
15 usually between 0.5 and 1.5 tesla.
The strength of the magnetic field can be altered
electronically from head to toe using a series of gradient
electric coils, and, by altering the local magnetic field by
these small increments, different slices of the body will
20 resonate as different frequencies are applied.
When the radiofrequency source is switched off the
magnetic vector returns to its resting state, and this causes a
signal (also a radio wave) to be emitted. It is this signal which
is used to create the MR images. Receiver coils are used
25 around the body part in question to act as aerials to improve
the detection of the emitted signal. The intensity of the
received signal is then plotted on a grey scale and cross
sectional images are built up.
Multiple transmitted radiofrequency pulses can be used
30 in sequence to emphasise particular tissues or abnormalities.
A different emphasis occurs because different tissues relax at
different rates when the transmitted radiofrequency pulse is
switched off. The time taken for the protons to fully relax is
measured in two ways. The first is the time taken for the
35 magnetic vector to return to its resting state and the second
is the time needed for the axial spin to return to its resting
state. The first is called T1 relaxation, the second is called T2
relaxation.
An MR examination is thus made up of a series of pulse
40 sequences. Different tissues (such as fat and water) have
different relaxation times and can be identified separately. By
using a “fat suppression” pulse sequence, for example, the
signal from fat will be removed, leaving only the signal from
any abnormalities lying within it.
45 Most diseases manifest themselves by an increase in water
content, so MRI is a sensitive test for the detection of disease.
The exact nature of the pathology can be more difficult to
ascertain: for example, infection and tumour can in some
cases look similar. A careful analysis of the images by a
50 radiologist will often yield the correct answer.
There are no known biological hazards of MRI because,
unlike x ray and computed tomography, MRI uses radiation
in the radiofrequency range which is found all around us and
does not damage tissue as it passes through.
第 29 页
6FLHQFH SDVVDJH5
1 __________________________________________ 4 __________________________________________
Which choice best reflects the author’s point of view Over the course of the passage, the main focus shifts
regarding magnetic resonance imaging (MRI)? from
A) It is the most important tool used by scientists to aid A) an explanation of how magnetic resonance imaging
in the diagnosis of particular diseases. (MRI) works to a discussion of MRI’s practical
B) It is a valuable and effective technique but should be advantages.
used sparingly in order to prevent possible damage to B) a story about the origin of magnetic resonance
the body. imaging (MRI) to a discussion of alternative imaging
C) It is a breakthrough technology that will methods used by scientists.
revolutionize the treatment of particular ailments. C) an explanation of tissue relaxation rates to a summary
D) It is a useful tool in disease diagnosis, although of the magnetic properties of hydrogen protons.
specialized training is required to accurately interpret D) an introduction about the properties of
MRI images. radiofrequency waves to a criticism of the health risks
of x-ray devices.
2
to the previous question? 5
A) lines 16-20 ("The strength ... applied") The "planet earth" image in line 6 mainly serves to
B) lines 29-33 ("Multiple ... off") A) highlight an unlikely parallel between the fields of
C) lines 40-44 ("Different ... it") biology and astronomy.
D) lines 45-50 ("Most ... answer") B) inject a note of humor into an otherwise serious
explanation of magnetic resonance imaging.
C) create a pun centered on the idea that hydrogen is
necessary for life on this planet.
D) communicate a complex scientific idea using a more
3 familiar concept.
It can reasonably be inferred from the passage that, like
a bar magnet, the nucleus of a hydrogen atom
A) spins in a counter-clockwise direction.
B) is responsive to external magnetism.
C) attracts metallic substances. 6
D) is surrounded by electrons. It can reasonably inferred from the passage that
electromagnetic waves in the radiofrequency range
A) do not create long-lasting effects on the human body.

B) only create magnetic fields in tissues with high water
content.
C) are stronger than waves in the x-ray range.
D) always travel in the same direction.
第 30 页
6FLHQFH SDVVDJH5
7 10
Which choice provides the best evidence for the answer According to the table, which tissue is the first to return
to the previous question? to its original magnetic vector resting state?
A) lines 21-23 ("When ... emitted") A) Water/CSF
B) lines 26-28 ("The ... up") B) Liver
C) lines 33-37 ("The time ... state") C) Fat
D) lines 51-54 ("There ... through") D) Tendon
8
As used in line 46, "sensitive" most nearly means
11
A) appreciate.
It can reasonably be inferred from the table that
B) unstable.
C) discerning. A) some tissues display axial spin relaxation times that
D) observant. are much longer than their magnetic vector
relaxation times.
B) it generally takes longer for the magnetic vector to
return to its resting state than the axial spin.
C) it often takes twice as long for the axial spin to
9
return to its resting state than the magnetic vector.
The data in the table support the author’s point that
D) it always takes at least three times as long for the
A) pulse relaxation times can be used to identify
magnetic vector to return to its resting state than the
different tissues in the body.
axial spin.
B) magnetic resonance imaging is safer than other
imaging techniques.
C) infections and tumors look similar using magnetic
resonance imaging.
D) hydrogen protons behave like a small bar magnet.
第 31 页
6FLHQFH SDVVDJH6
This passage is excerpted from Leyra Castro and Ed Wasserman, choose the matching card and to do so more quickly from
“Crows Understand Analogies,” © Scientific American 2015. one task to the next.
Then, the critical test was given. Each card now
A recent research collaboration has discovered that crows
pictured a pair of items. The middle card would display
exhibit strong behavioral signs of analogical reasoning—the
ability to solve puzzles like “bird is to air as fish is to what?” 65 pairs AA or CD, and the two side cards would display pair
Line Analogical reasoning is considered to be the pinnacle of BB and pair EF. The relation between one pair of items
5 cognition and it only develops in humans between the ages must be appreciated and then applied to a new pair of
of three and four. items to generate the correct answer: the BB card in the
Why might crows be promising animals to study? Of case of AA or the EF card in the case of CD. For instance,
course, crows are reputed to be clever. Aesop’s famous fable 70 if the middle card displayed a circle and a cross, then the
“The Crow and the Pitcher” tells of a crow solving a correct choice would be the side card containing a square
10 challenging problem: the thirsty crow drops pebbles into a and a triangle rather than the side card containing two
pitcher with water near the bottom, thereby raising the fluid squares.
level high enough to permit the bird to drink. Such tales are Not only could the crows correctly perform this task,
charming and provocative, but science cannot rely on them. 75 but they did so spontaneously, from the very first
Recent scientific research sought to corroborate this fable. presentations, without ever being trained to do so.
15 It found that crows given a similar problem dropped stones It seems that initial training to match identical items
into a tube containing water, but not into a tube containing enabled the crows to grasp a broadly applicable concept of
sand. Crows also chose to drop solid rather than hollow sameness that could apply to the novel two-item analogy
objects into the water tube. It thus seems that crows do 80 task. Such robust and uninstructed behavior represents
indeed understand basic cause-effect relations. the most convincing evidence yet of analogical reasoning
20 But, what happens when crows are given problems that in a non-primate animal.
require more abstract thinking? Before setting our sights on
analogical reasoning, we might begin with a simpler abstract
task. For example, sameness and differentness are key
abstract ideas, because two or more items of any kind—
25 coins, cups, caps, or cars—can be the same as or different
from one another. Because sameness and differentness can
be detected visually, perhaps that may provide an elegant
way to study their apprehension by nonverbal animals.
To do so, we present visual stimuli on a touchscreen
30 monitor. We reward animals with food for contacting one
button when sets contain identical items and we reward
animals for contacting a second button when sets contain
non-identical items. Several species of birds and mammals
learn this task and also transfer their learning to new stimuli,
35 showing that they have learned an abstract concept, which
extends beyond the training items.
Devising a task to study analogical thinking in animals is
the next step. Here, the gist of analogy can be captured by
arranging a matching task in which the relevant logical
40 arguments are presented in the form of visual stimuli. Using
letters of the alphabet for explanatory purposes, choosing
test pair BB would be correct if the sample pair were AA,
whereas choosing test pair EF would be correct if the sample
pair were CD. Stated logically, A:A as B:B (same = same) and
45 C:D as E:F (different = different). Critically, no items in the
correct test pair physically match any of the items in the
sample pair; so, only the analogical relation of sameness can
be used to solve the task.
Now, we have found that crows too can exhibit analogical
50 thinking. Ed Wasserman, one of the authors of this article,
and his colleagues in Moscow, Anna Smirnova, Zoya Zorina,
and Tanya Obozova, first trained hooded crows on several
tasks in which they had to match items that were the same as
one another. The crows were presented with a tray
55 containing three cups. The middle cup was covered by a card
picturing a color, a shape, or a number of items. The other
two side cups were also covered by cards—one the same as
and one different from the middle card. The cup under the
matching card contained food, but the cup under the
60 nonmatching card was empty. Crows quickly learned to
第 32 页
6FLHQFH SDVVDJH6
1 __________________________________________ 5
The main purpose of the passage is to Which choice provides the best evidence for the answer
A) present research approaches used to determine that to the previous question?
crows may be able to think analogically. A) lines 26-28 ("Because ... animals")
B) show that crows have been proven to be the smartest B) lines 30-33 ("We reward ... items")
of all non-primate animals. C) lines 33-36 ("Several species ... items")
C) argue that crows need proper training in order to D) lines 38-40 ("Here ... stimuli")
perform complex and advanced tasks.
D) explain that scientists’ understanding of crows likely
will progress rapidly following a recent study.
6
Based on the authors’ initial explanation of the analogical
matching task, a sample pair with a triangle and a square
2
would most correctly be
As used in line 2, "strong" most nearly means
A) Two triangles.
A) powerful.
B) A circle and a cross.
B) compelling.
C) Two squares.
C) intense.
D) A square and a cross.
D) extreme
3 7
In the fourth paragraph, the phrase “sameness and It can be reasonably inferred that a key difference
differentness” primarily serves to between the two parts of the study done by Ed
Wasserman and his colleagues is that the second part
A) introduce a concept that is central to the
A) required a more complex task.
experiments described later.
B) involved direct observation, while the first
B) refer to the topic that led researchers to begin
experiment was viewed on a monitor.
studying reasoning in animals.
C) involved a new analogical relationship.
C) reveal that expert scientists sometimes use everyday
D) tested learned abilities, while the second experiment
language in their reports.
tested natural abilities.
D) emphasize that certain terms must be used when
describing intelligent animals.
8
4
The discussion of animals’ ability to apply a learned
skill in various testing scenarios suggests that some A) lines 54-58 ("The crows ... card")
animals B) lines 58-60 ("The cup ... empty")
A) grasp concepts because they are similar to things C) lines 63-68 ("Each ... answer")
they experience in the wild. D) lines 74-75 ("Not ... spontaneously")
B) are capable of understanding the shared concept that
underlies different tasks.
C) cannot differentiate between “sameness” and
“difference” after being trained.
D) learn a new task most quickly when they have just
repeated a different task many times.
第 33 页
6FLHQFH SDVVDJH6
9 11
The averaged results for sessions 1-8 as shown in the The information from the chart best supports the
chart reveal that authors’ claim that the crows
A) Crow 1 was generally more successful at matching A) easily understood the relationship between two
size and Crow 2 was generally more successful at unlike objects.
matching color. B) recognized that a learned skill could be applied to a
B) Crow 1 was generally more successful at matching new task.
shape and Crow 2 was generally more successful at C) quickly learned to complete the matching task.
matching size. D) grasped the concept of cause-effect relationships.
C) Crow 1 was generally more successful at matching
shape and Crow 2 was generally more successful at
matching color.
D) Crow 1 was generally more successful at matching
color and Crow 2 was generally more successful at
matching size.
10
Which statement can be reasonably inferred from the
information in the passage and the graph?
A) Crows’ ability to match objects steadily improves as

new dimensions are introduced.
B) Researchers can see evidence of learning even when
an animal’s performance on a task is inconsistent
during observation.
C) Crows perform differently on matching tasks when
they are aware that they are being observed.
D) Researchers may influence the outcome of scientific
trials with animals by varying their teaching
methods.
第 34 页
6FLHQFH SDVVDJH7
Adapted from "NASA's NuSTAR Helps Solve Riddle of Black Hole Astronomers look for these warping effects by
Spin." © 2013 by NASA. 60 analyzing X-ray light emitted by iron circulating in the
accretion disk. In the new study, they used both XMM-
Two X-ray space observatories, NASA's Nuclear
Newton and NuSTAR to simultaneously observe the
Spectroscopic Telescope Array (NuSTAR) and the European
Space Agency's XMM-Newton, have teamed up to measure, black hole in NGC 1365. While XMM-Newton revealed
Line for the first time, the spin rate of a black hole with a mass that light from the iron was being warped, NuSTAR
65 proved that this distortion was coming from the gravity of
5 two million times that of our sun.
The supermassive black hole lies at the dust- and gas- the black hole and not gas clouds in the vicinity.
filled heart of a galaxy called NGC 1365, and it is spinning NuSTAR's higher-energy X-ray data showed that the iron
almost as fast as Einstein's theory of gravity will allow. The was so close to the black hole that its gravity must be
findings, which appear in a new study in the journal Nature, causing the warping effects.
10 resolve a long-standing debate about similar measurements 70 With the possibility of obscuring clouds ruled out,
in other black holes and will lead to a better understanding scientists can now use the distortions in the iron signature
of how black holes and galaxies evolve. to measure the black hole's spin rate. The findings apply
"This is hugely important to the field of black hole to several other black holes as well, removing the
science," said Lou Kaluzienski, a NuSTAR program scientist uncertainty in the previously measured spin rates.
15 at NASA Headquarters in Washington.
The observations also are a powerful test of Einstein's
theory of general relativity, which says gravity can bend
space-time, the fabric that shapes our universe, and the light
that travels through it.
20 "We can trace matter as it swirls into a black hole using
X-rays emitted from regions very close to the black hole,"
said the coauthor of a new study, NuSTAR principal
investigator Fiona Harrison of the California Institute of
Technology in Pasadena. "The radiation we see is warped
25 and distorted by the motions of particles and the black hole's
incredibly strong gravity."
NuSTAR, an Explorer-class mission launched in June
2012, is designed to detect the highest-energy X-ray light in
great detail. It complements telescopes that observe lower-
30 energy X-ray light, such as XMM-Newton and NASA's
Chandra X-ray Observatory. Scientists use these and other
telescopes to estimate the rates at which black holes spin.
Until now, these measurements were not certain because
clouds of gas could have been obscuring the black holes and
35 confusing the results. With help from XMM-Newton,
NuSTAR was able to see a broader range of X-ray energies
and penetrate deeper into the region around the black hole.
The new data demonstrate that X-rays are not being warped
by the clouds, but by the tremendous gravity of the black
40 hole. This proves that spin rates of supermassive black holes
can be determined conclusively.
Measuring the spin of a supermassive black hole is
fundamental to understanding its past history and that of its
host galaxy.
45 "These monsters, with masses from millions to billions of
times that of the sun, are formed as small seeds in the early
universe and grow by swallowing stars and gas in their host
galaxies, merging with other giant black holes when galaxies
collide, or both," said the study's lead author, Guido Risaliti
50 of the Harvard-Smithsonian Center for Astrophysics in
Cambridge, Mass., and the Italian National Institute for
Astrophysics.
Supermassive black holes are surrounded by pancake-like
accretion disks, formed as their gravity pulls matter inward.
55 Einstein's theory predicts that the faster a black hole spins,
the closer the accretion disk lies to the black hole. The closer
the accretion disk is, the more gravity from the black hole
will warp X-ray light streaming off the disk.
第 35 页
6FLHQFH SDVVDJH7
1 __________________________________________ 5
The main purpose of the passage is to According to the passage, gas clouds are relevant to the
A) contradict a longstanding scientific hypothesis. field of black hole science due to the
B) discuss the findings and implications of a recent A) effect that they have had in preventing the accurate
study. collection of black hole data.
C) show how modern technology can improve scientific B) extent to which they are linked in a symbiotic
relationship with black holes.
observations.
C) ability they have to warp the view of the study’s
D) inform readers about the history of a phenomenon.
telescopes in space.
D) degree to which they are connected to Einstein’s
theory regarding accretion disks.
2
In designing their study, the scientists most probably
thought of Einstein's theory of gravity as
6
A) an outdated model which needed to be updated to Which best describes the roles played in the study by
incorporate new technologies. NuSTAR and XMM-Newton?
B) a scientific breakthrough that had yet to be tested
A) NuSTAR provided more precise information about a
and proven correct.
finding made by XMM-Newton.
C) a baseline hypothesis that they hoped to validate
B) XMM-Newton was able to see more deeply into
through the study’s experiments.
space than NuSTAR.
D) a major scientific discovery that they wanted to
C) XMM-Newton validated a finding first made by
update and revise in their study.
NuSTAR.
D) NuSTAR’s X-ray data contradicted XMM-Newton’s
findings.
3
As used in line 39, "tremendous" most nearly means
A) colossal. 7
B) amazing. Which choice provides the best evidence for the answer
C) dreadful. to the previous question?
D) appalling. A) lines 1-5 ("two ... sun")
B) lines 27-29 ("NuSTAR ... detail")
C) lines 61-63 ("In ... 1365")
D) lines 63-66 (While ... vicinity)
4
What effect does the word “monsters” (line 45) have on
the tone of the passage?
8
A) It creates a heightened tone that reinforces the
massive size of black holes. The best restatement of the author's view of the study's
B) It creates a frightening tone that suggests that black findings is that the author
holes are something to fear. A) believes the findings eliminate previous ambiguities.
C) It creates an alarming tone that implies that B) is concerned that there is not enough evidence to
measuring black holes is impossible. prove the scientists’ theory.
D) It creates a menacing tone that hints at the C) accepts that the study’s findings require no further
destructive power of black holes. research.
D) concludes that more questions than answers have
been raised.
第 36 页
6FLHQFH SDVVDJH7
9 11
Which choice provides the best evidence for the answer The author includes a quote from Guido Risaliti (lines
to the previous question? 45-49) most likely to
A) lines 38-40 ("The ... hole") A) help readers understand black holes as unknowable
B) lines 42-44 ("Measuring ... galaxy") and dangerous.
C) lines 70-72 (With ... rate) B) support the claim that supermassive black holes
D) lines 72-74 ("The ... rates") have a warping effect.
C) back up the argument that black holes and galaxies
remain a mystery.
D) add context to the discussion of the importance of
spin rates.
10
The passage makes the most extensive use of which
type of evidence?
A) Scientific observations
B) Expert testimony
C) Historical documentation
D) Statistical evidence
第 37 页
6FLHQFH SDVVDJH8
This passage is adapted from Steven C. Pan, “The Interleaving Effect: A second explanation is that interleaving strengthens
Mixing It Up Boosts Learning.” ©2015 by Scientific American. memory associations. With blocking, a single strategy,
temporarily held in short-term memory, is sufficient. That’s
We’ve all heard the adage: practice makes perfect! In not the case with interleaving—the correct solution changes
other words, acquiring skills takes time and effort. But how 65 from one practice attempt to the next. As a result, your
exactly does one go about learning a complex subject such as brain is continually engaged at retrieving different
Line tennis, calculus, or how to play the violin? An age-old answer responses and bringing them into short-term memory.
5 is: practice one skill at a time. A beginning pianist might Both of these accounts imply that increased effort
rehearse scales before chords. A tennis player practices the during training is needed when interleaving is used. This
forehand before the backhand. Learning researchers call this 70 corresponds to a potential drawback of the technique,
“blocking,” and because it is commonsensical and easy to namely that the learning process often feels more gradual
schedule, blocking is dominant in schools and training and difficult at the outset. However, that added effort can
10 programs. generate better, longer-lasting results.
However, another strategy promises improved results.
Enter “interleaving,” a largely unheard-of technique that is
capturing the attention of cognitive psychologists and
neuroscientists. Whereas blocking involves practicing one
15 skill at a time before the next (for example, “skill A” before
“skill B” and so on, forming the pattern “AAABBBCCC”), in
interleaving one mixes, or interleaves, practice on several
related skills together (forming for example the pattern
“ABCABCABC”). For instance, a pianist alternates practice
20 between scales, chords, and arpeggios, while a tennis player
alternates practice between forehands, backhands, and
volleys.
Given interleaving’s promise, it is surprising then that few
studies have investigated its utility in everyday applications.
25 However, a new study by cognitive psychologist Doug
Rohrer takes a step towards addressing that gap. Rohrer and
his team are the first to implement interleaving in actual
classrooms. The location: middle schools in Tampa, Florida.
The target skills: algebra and geometry.
30 The three-month study involved teaching 7th graders
slope and graph problems. Weekly lessons were largely
unchanged from standard practice. Weekly homework
worksheets, however, featured an interleaved or blocked Data in the figures show results of an experiment where college students
design. When interleaved, both old and new problems of learned to solve multiple types of problems, and practice problems were
35 different types were mixed together. Of the nine
either blocked or interleaved. Students were then tested one week later
participating classes, five used interleaving for slope
on their ability to solve those same types of problems.
problems and blocking for graph problems; the reverse
occurred in the remaining four. Five days after the last
lesson, each class held a review session for all students. A
40 surprise final test occurred one day or one month later. The
result? When the test was one day later, scores were 25
percent better for problems trained with interleaving; at one
month later, the interleaving advantage grew to 76 percent.
These results are important for a host of reasons. First,
45 they show that interleaving works in real-world, extended
use. It is highly effective with an almost ubiquitous subject,
math. The interleaving effect is long-term and the advantage
over blocking actually increases with the passage of time. The
benefit even persists when blocked materials receive
50 additional review. Overall, the interleaving effect can be
strong, stable, and long-lasting.
Researchers are now working to understand why
interleaving yields such impressive results. One prominent
explanation is that it improves the brain’s ability to tell apart
55 concepts. With blocking, once you know what solution to
use, the hard part is over. With interleaving, each practice
attempt is different from the last, so rote responses don’t
work. Instead, your brain must continuously focus on
searching for different solutions. That process can improve
60 your ability to learn critical features of skills.
第 38 页
6FLHQFH SDVVDJH8
1 __________________________________________ 4
Over the course of the passage, the main focus shifts It can reasonably be inferred from the passage that most
from researchers interested in skills acquisition are
A) an evaluation of a popular learning strategy to a A) unconcerned with the relevance of interleaving to
consideration of several lesser-known but potentially people’s routine activities.
more effective strategies. B) focused on how interleaving improves athletes’
B) a presentation of experts’ opinions on two learning performance.
strategies to an argument based on the author’s own C) intent on examining the function of blocking within
opinion. an educational setting.
C) an explanation of two learning strategies to a D) undecided about whether interleaving is an effective
discussion of a study that shows the benefits of one alternative to blocking.
strategy over the other.
D) a description of the learning strategies traditionally
used by musicians and athletes to a recommendation
to employ an alternative strategy.
5 __________________________________________
2 A) lines 7–10 (“Learning . . . programs”)

The main effect of the words "adage" (line 1) and "age- B) lines 14–19 (“Whereas . . . ABCABCABC”)
old" (line 4) is to C) lines 19–22 (“For . . . volleys”)
D) lines 23–24 (“Given . . . applications”)
A) emphasize the prevalence of certain assumptions
about learning.
B) reveal that a method of learning has been extensively
researched on a method of learning.
6 _________________________________________
C) highlight the reliability of a commonsense approach
As used in line 53, “yields” most nearly means
to learning.
D) suggest that a style of learning is the subject of A) surrenders.
ongoing debate. B) slows.
C) rewards.
D) produces.
3 __________________________________________
In the second paragraph (lines 11-22) the references to
the pianist and the tennis player primarily illustrate 7 _________________________________________
A) the most common technique used to teach The author of the passage would most likely agree with
complicated skills. which perspective on interleaving?
B) the process of interleaving in specific contexts. A) It is more beneficial when an individual wants to learn
numerous unrelated skills than when an individual
C) the difficulties associated with mastering complex
wants to learn several related skills.
subjects.
B) It may demand more time and exertion than other
D) the skepticism teachers exhibit towards the approaches to learning but is likely to have a more
interleaving method. valuable outcome.
C) If it is applied consistently it can train the brain to
distinguish between relevant and irrelevant
information.
D) It may require more studies on its effectiveness before
neuroscientists recommend it be used in classroom
instruction.
第 39 页
6FLHQFH SDVVDJH8
8 10
Which choice provides the best evidence for the answer Data in the figures indicate that on average, students
to the previous question? were most accurate at solving
A) lines 48–50 (“The benefit ... review”) A) practice problems that were blocked..
B) lines 53–56 (“One ... over”) B) practice problems that were interleaved..
C) lines 62–65 (“With ... next”) C) problems on a test following blocked practice..
D) lines 69–73 (“This ... results”) D) problems on a test following interleaved practice.
9 11
According to data in the figures, what was the average Data in the figures best support which idea about
percent accuracy of students’ performance on practice interleaving presented in the passage?
problems when the problems were interleaved? A) Interleaving can be beneficial even when it is used to
A) 20 reinforce skills that were mastered through blocking.
B) 60 B) Interleaving may enhance learning by helping the
C) 63 brain to distinguish between concepts.
D) 89 C) Interleaving is generally less well-known as a learning
strategy than is blocking.
D) Interleaving appears to boost a person’s retention of
practiced skills.
第 40 页
6FLHQFH SDVVDJH9
This passage is adapted from Ferris Jabr, “The Reading Brain in the When under pressure to read quickly, students using
Digital Age: The Science of Paper versus Screens.” ©2013 Scientific computers and paper performed equally well. When
American. managing their own study time, however, volunteers using
65 paper scored about 10 percentage points higher.
How exactly does the technology we use to read change
Presumably, students using paper approached the exam
the way we read? As digital texts and technologies become
with a more studious frame of mind than their screen-
more prevalent, we gain new and more mobile ways of
reading peers, and more effectively directed their attention
Line reading—but are we still reading as attentively and
and working memory. This workbook is compiled by
5 thoroughly? Should we be worried about dividing our
Echo, vii-121025, if you know what I mean.
attention between pixels and ink or is the validity of such
concerns paper-thin?
Understanding how reading on paper is different from
reading on screens requires some explanation of how the
10 brain interprets written language. We often think of reading
as a cerebral activity concerned with the abstract—with
thoughts and ideas. As far as our brains are concerned,
however, text is a tangible part of the physical world we
inhabit. In fact, the brain essentially regards letters as
15 physical objects because it does not really have another way
of understanding them. After all, we did not invent writing
until relatively recently in our evolutionary history. So the
human brain improvises a brand-new circuit for reading by
weaving together various regions of neural tissue devoted to
20 other abilities.
Although many old and recent studies conclude that
people understand what they read on paper more thoroughly
than what they read on screens, the differences are often
small. Some experiments, however, suggest that researchers
25 should look not just at immediate reading comprehension,
but also at long-term memory. In a 2003 study Kate Garland
of the University of Leicester and her colleagues asked 50
British college students to read study material from an
introductory economics course either on a computer
30 monitor or in a spiral-bound booklet. After 20 minutes of
reading Garland and her colleagues quizzed the students
with multiple-choice questions. Students scored equally well
regardless of the medium, but differed in how they
remembered the information.
35 Psychologists distinguish between remembering
something—which is to recall a piece of information along
with contextual details, such as where, when and how one
learned it—and knowing something, which is feeling that
something is true without remembering how one learned the
40 information. Generally, remembering is a weaker form of
memory that is likely to fade unless it is converted into more
stable, long-term memory that is “known” from then on.
When taking the quiz, volunteers who had read study
material on a monitor relied much more on remembering
45 than on knowing, whereas students who read on paper
depended equally on remembering and knowing. Garland
and her colleagues think that students who read on paper
learned the study material more thoroughly more quickly;
they did not have to spend a lot of time searching their
50 minds for information from the text, trying to trigger the
right memory—they often just knew the answers.
Additionally, when reading on screens, people seem less
inclined to engage in what psychologists call metacognitive
learning regulation—strategies such as setting specific goals,
55 rereading difficult sections and checking how much one has
understood along the way. In a 2011 experiment at the
Technion–Israel Institute of Technology, college students
took multiple-choice exams about expository texts either on
computers or on paper. Researchers limited half the
60 volunteers to a meager seven minutes of study time; the
other half could review the text for as long as they liked.
第 41 页
6FLHQFH SDVVDJH9
1 __________________________________________ 4
Over the course of the passage, the main focus shifts The main purpose of the second paragraph (lines 8-20)
from is to
A) a presentation of objections to the practice of reading A) provide context for the information that follows.
on screens to an examination of research that B) introduce an argument that follows.
weakens those objections. C) answer the questions posed previously.
B) a discussion of how the brain comprehends written D) support a claim made previously.
text to an explanation of experiments addressing the
impact of different mediums on learning.
C) an analysis of general questions about reading on
paper versus reading on screens to an assessment of 5 __________________________________________
the merits of reading on both mediums. As used in line 21, "old" most nearly means
D) an account of the author’s perspective on reading on A) advanced.
paper versus reading on screens to a description of B) experienced.
several researchers’ perspectives on the subject. C) worn.
D) past.
2
A main purpose of the questions in the first paragraph is 6 __________________________________________
to The main purpose of lines 35-40 ("Psychologists ...
A) hypothesize whether the results of a technological information") is to
study will cause people to reconsider their A) summarize major criticisms of two theories about
engagement with mobile devices. reading.
B) argue that people are relying too much on B) describe and recommend two approaches for
technology to understand the information that they studying.
read. C) note advances in two areas of psychological research.
C) emphasize a common perception about the effect of D) define and contrast two kinds of learning..
technology on people’s reading skills.
D) criticize people’s use of popular technologies to
complete everyday tasks.
7 __________________________________________
Based on the passage, the researchers who conducted the
2003 study have which perspective on reading on paper
3 __________________________________________ versus reading on screens?
In line 7, the phrase “paper-thin” is most clearly used to
A) Reading on screens is more effective than reading on
indicate that
paper for helping students score well on tests
A) an ongoing debate lacks depth. administered shortly after they read.
B) a particular reaction may be unwarranted. B) Reading on screens is more suitable than reading on
C) an unpleasant situation may ultimately be unavoidable. paper for learning introductory information about a
D) a prominent position has less popular support than given subject than is reading on paper.
expected. C) Reading on paper results in stronger and more
efficient acquisition of information than does reading
on screens.
D) Reading on paper is as effective as reading on screens
for helping students retain information for a long
period of time.
第 42 页
6FLHQFH SDVVDJH9
8 10
Which choice provides the best evidence for the answer Which choice provides the best evidence for the answer
to the previous question? to the previous question?
A) lines 26-30 ("In a ... booklet") A) lines 52-56 ("Additionally ... way")
B) lines 30-34 ("After ... information") B) lines 56-59 ("In a ... paper")
C) lines 40-42 ("Generally ... then on") C) lines 59-61 ("Researchers ... liked")
D) lines 46-51 ("Garland ... answers") D) lines 62-63 ("When under ... well")
9 11
It can reasonably be inferred from the passage that Based on the passage, which evidence would most
experts consider which of the following to play an severely undermine the proposed explanation for the
important role in learning? differences in performance between groups of students
A) Learners’ ability to memorize large amounts of provided in lines 66-69 ("Presumably ... memory")?
information when under pressure to read quickly A) In interviews conducted after the experiment,
B) Learners’ awareness of what they want to accomplish students who took the exam on computers reported
when reading and how they approach a complex engaging in as many metacognitive learning strategies
section of a text as did students who took the exam on paper.
C) Learners’ ability to make sense of difficult concepts
B) In a group discussion conducted after the experiment,
without outside assistance while reading
students who took the exam on paper indicated that
D) Learners’ willingness to read equally challenging
they felt confused by many of the same sentences in
materials on paper and on screen
the expository texts that confused the students who
took the exam on computers.
C) In an analysis of students’ scores on the multiple-
choice exams administered as part of the experiment,
researchers report that students answered a particular
question correctly regardless of whether they were
taking the exam on computers or paper.
D) In a subsequent experiment modeled after the 2011
experiment, students who took the exam on paper
and who managed their own study time scored an
average of 20 percentage points higher than students
who took the exam on computers and who managed
their own study time.
第 43 页
6FLHQFH SDVVDJH
This passage is adapted from Anne-Laurence Bibost and Culum foraging behavior due to their ability to process the
Brown, “Laterality Influences Schooling Position in Rainbowfish, 60 information more quickly in the appropriate hemisphere.
Melanotaenia spp.” © 2013 by Brown, Bibost. It is well documented that the position adopted by a fish
when swimming within a school is influenced by a range of
Many vertebrates and invertebrates show a preferential
factors, including the internal motivational state (e.g., level
use of one side of their body over the other, a phenomenon
of hunger), hydrodynamics and predator avoidance
known as laterality. Laterality stems from cerebral
65 strategies. Moreover, positions within a school have different
Line lateralization, whereby specific types of information are
costs and benefits associated with them. For example,
5 preferentially processed in one hemisphere of the brain.
peripheral positions may enhance foraging opportunities, but
It is now widely accepted that brain lateralization conveys
they are also more vulnerable to predation. Individuals within
both costs and benefits while performing certain tasks and
populations vary in their laterality scores and the present
that it can have fitness consequences for animals in their
70 study suggests that each fish positions itself within the school
natural environment. Previous studies have demonstrated that
accordingly. Individuals that were more left lateralized when
10 strongly lateralized animals perform better than non-
viewing their mirror image were found in positions at the
lateralized animals in a variety of contexts. For example,
periphery of the school keeping the majority of their shoal
Magat and Brown found that strongly lateralized parrots
mates within their preferred visual field. It is highly likely
were faster at learning a complex task than non-lateralized
75 that this school position is the product of an active choice on
parrots. In addition, strongly lateralized parrots and domestic
the behalf of the fish which compete for their preferred
15 chickens were faster in discriminating between pebbles and
positions within the school in a highly dynamic fashion and
grains than non-lateralized individuals. Moreover, brain
is dependent on the laterality scores of the other fish in the
lateralization is suggested to enhance simultaneous task
school. It may be that strongly lateralized fish (particularly
performance such as foraging whilst also looking out for
80 right biased individuals) benefit from occupying in these
predators. The costs of laterality are various and context
positions but we have yet to conduct tests which involve
20 specific. For example, strongly lateralized animals often have
predator or prey detection in a schooling context.
difficulty in solving spatial tasks because their inherent turn
bias can be difficult to overcome. Similarly strongly *A hemifield is one half of a visual field; "contra-lateral" means pertaining
lateralized individuals perform relatively poorly when they to the other side.
have to compare similar information in each visual hemifield.
25 The observed pattern of laterality across species, and
particularly the variation within species, is likely shaped by
natural selection to suit contemporary ecological and social
conditions. Large bodied parrots that use extractive foraging
techniques tend to be strongly lateralized whereas small
30 bodied species that graze on grass seeds and nectar are non-
lateralized. In addition, the pattern of lateralization varies
between populations subject to differential predation
pressure. Fish from high predation regions are more strongly
lateralized compared to fish from low predation regions and
35 their pattern of laterality also differs. It has been argued that
fish from high predation locations, or those that readily rely
on schooling, show enhanced laterality so that they can keep
track of their shoal mates and other stimuli simultaneously.
Laterality has been extensively studied using fish as model
40 organisms. A large number of fish species form schools (a
cohesive group of fish that swim in polarized and
synchronized manner) or shoals (a loose social aggregation
of fish). Group cohesion provides advantages by enhancing
foraging success and anti-predator behaviors.
45 It is easy to imagine how such finely tuned maneuvers
could be influenced by laterality. One might predict, for
example, that the stability and the cohesion of a fish school
are preserved if all the fishes tend to swim in the same
direction. Alternatively, perhaps schools are best comprised
50 of a range of lateralized individuals that prefer to take up
different locations within the school. It is possible that fish
with either a right eye or a left eye bias for viewing
conspecifics would be positioned on the left and right side of
the school respectively. This would allow lateralized fish to
55 simultaneously gather information about their school mates
in one hemifield and other key stimuli in the contra-lateral
hemifield (e.g., predators or prey).* In theory, this would
enable them to perform more efficient anti-predator or
第 44 页
6FLHQFH SDVVDJH
1 __________________________________________ 5 __________________________________________
The main purpose of the passage is to The author includes specific examples in the second and
third paragraphs (lines 6–38 “It is . . . visual hemifield.”)
A) trace the development of a scientific research method.
most likely to
B) compare and contrast two prevailing theories.
A) highlight complications that impede research that links
C) analyze a characteristic shared by certain species. laterality to species survival.
D) pose a hypothesis and explain its validity. B) point out inconsistencies in study results that explain
laterality in schooling fish.
C) help clarify the function and significance of laterality in
2 __________________________________________ the natural world.
The author’s central claim about laterality is that it D) suggest plausible avenues of research on lateralized
species and predation.
A) has proved to be common in prey animals and
uncommon in predators.
B) evolved in certain species to help them meet 6 __________________________________________
environmental conditions.
One central idea in the passage is that
C) is advantageous to some species and costly to others.
A) lateralization enhances behaviors that help ensure
D) is indicative of organisms that have advanced brain
species survival.
structures.
B) the costs of lateralization to individual species are
difficult to assess.
3 __________________________________________ C) a single species can have individuals with both
lateralized and non-lateralized brains.
As used in line 5, “preferentially” most nearly means
D) predatory species and species of prey display different
A) favorably. hemispheric preferences.
B) popularly.
C) essentially.
7 __________________________________________
D) selectively.
Which choice best supports the answer to the previous
question?
4 __________________________________________ A) lines 20–22 (“Strongly . . . overcome.”)
According to the passage, lateralized behavior is mainly B) lines 19–20 (“The costs . . . specific.”)
linked to C) lines 31–33 (“The pattern . . . pressure.”)
A) task specialization. D) lines 33–34 (“Fish . . . regions.”)
B) hierarchical structure.
C) population size.
8 __________________________________________
D) foraging success.
The author implies that schooling fish make excellent
candidates for laterality studies because hemispheric
preference
A) exists in a multitude of species and thus ensures a
representative research sample.
B) is suggestive of species with advanced brain structures
that function as a group.
C) could explain behaviors of individuals that affect the
efficiency of the group.
D) has been widely linked to group behaviors used as
predator avoidance strategies.
第 45 页
6FLHQFH SDVVDJH
9 __________________________________________ 11 __________________________________________
Which choice provides the best evidence for the answer to Which of the following would provide the best support for
the previous question? the author’s assertion about school position in the last
paragraph?
A) lines 40–42 (“A large number . . . manner.”)
A) Data focusing on laterality as an individual trait rather
B) lines 45–46 (“It is easy . . . laterality.”)
than on its function in a group
C) lines 61–65 (“The position . . . strategies.”)
B) Study results showing that altruistic behavior is
D) lines 71–79 (“Individuals . . . school.”) characteristic of schooling species
C) Research findings indicating that schooling species are
capable of making consensus decisions
10 __________________________________________
D) A report on observed similarities between fish that
As used in line 50, “range” most nearly means travel individually and fish that travel in groups
A) assortment.
B) selection.
C) scope.
D) capacity.
第 46 页
6FLHQFH SDVVDJH
This passage is excerpted from Luis Villareal, “Are Viruses Alive?” © previously thought to exist only in cellular organisms. Some
2008 by Scientific American. of these genes are involved in making the proteins encoded
by the viral DNA and may make it easier for Mimivirus to
The symbol [2004] indicates that the following sentence is
60 co-opt host cell replication systems. As the research team
referenced in a question.
noted in its report in the journal Science, the enormous
For about 100 years, the scientific community has complexity of the Mimivirus’s genetic complement
repeatedly changed its collective mind over what viruses are. “challenges the established frontier between viruses and
First seen as poisons, then as life-forms, then biological parasitic cellular organisms.”
Line chemicals, viruses today are thought of as being in a gray
5 area between living and nonliving: they cannot replicate on
their own but can do so in truly living cells and can also
affect the behavior of their hosts profoundly.
The seemingly simple question of whether or not viruses
are alive has probably defied a simple answer all these years
10 because it raises a fundamental issue: What exactly defines
“life?” A precise scientific definition of life is an elusive
thing, but most observers would agree that life includes
certain qualities in addition to an ability to replicate. For
example, a living entity is in a state bounded by birth and
15 death. Living organisms also are thought to require a degree
of biochemical autonomy, carrying on the metabolic
activities that produce the molecules and energy needed to
sustain the organism. This level of autonomy is essential to
most definitions.
20 Viruses, however, parasitize essentially all biomolecular
aspects of life. That is, they depend on the host cell for the
raw materials and energy necessary for nucleic acid
synthesis, protein synthesis, processing and transport, and all
other biochemical activities that allow the virus to multiply
25 and spread. One might then conclude that even though these
processes come under viral direction, viruses are simply non-
living parasites of living metabolic systems. But a spectrum
may exist between what is certainly alive and what is not.
A rock is not alive. A metabolically active sack, devoid of
30 genetic material and the potential for propagation, is also not
alive. A bacterium, though, is alive. Although it is a single
cell, it can generate energy and the molecules needed to
sustain itself, and it can reproduce. But what about a seed? A
seed might not be considered alive. Yet it has a potential for
35 life, and it may be destroyed. In this regard, viruses resemble
seeds more than they do live cells.
Another way to think about life is as an emergent property
of a collection of certain non-living things. Both life and
consciousness are examples of emergent complex systems.
40 They each require a critical level of complexity or interaction
to achieve their respective states. A neuron by itself, or even
in a network of nerves, is not conscious—whole brain
complexity is needed. A virus, too, fails to reach a critical
complexity. So life itself is an emergent, complex state, but it
45 is made from the same fundamental, physical building blocks
that constitute a virus. Approached from this perspective,
viruses, though not fully alive, may be thought of as being
more than inert matter: they verge on life.
In fact, in October [2004], French researchers announced
50 findings that illustrate afresh just how close some viruses
might come. Didier Raoult and his colleagues at the
University of the Mediterranean in Marseille announced that
they had sequenced the genome of the largest known virus,
Mimivirus, which was discovered in 1992. The virus, about
55 the same size as a small bacterium, infects amoebae.
Sequence analysis of the virus revealed numerous genes
第 47 页
6FLHQFH SDVVDJH
1 __________________________________________ 6 __________________________________________
The main purpose of the passage is to The "rock," line 29, primarily serves to provide an example
of an item that
A) promote the work done by a team of researchers.
A) is closer in substance to a metabolically active sack
B) correct a common misunderstanding.
than is a virus.
C) argue for an unpopular position.
B) functions exactly like a virus.
D) explore reasons why a definition is ambiguous.
C) has a form similar to that of a virus
D) is easy to classify, unlike a virus.
2 __________________________________________
Over the course of the passage, the main focus shifts from 7 __________________________________________
A) an analysis of historical issues affecting a scientific
The words “emergent,” line 44, and “verge,” line 48, in
study to an assessment of that study.
paragraph five primarily serve to
B) the presentation of a question to an analysis of factors
A) demonstrate the unstable qualities of a virus.
affecting its answer.
B) show that viruses are in the process of becoming
C) a scientific query to an argument proving that the
something else.
query is irrelevant and unnecessary.
C) characterize the relationship of viruses to life.
D) a statement of scientific facts to an argument about the
validity of those facts. D) explain that scientific inquiry into viruses is new.
3 __________________________________________ 8 __________________________________________
The author implies that viruses are not considered living What does the author imply about viruses in paragraph
primarily because they are not four?
A) capable of sustaining life without a host organism. A) Viruses’ lack of complex systems means that they fail to
meet the standards for life.
B) made up of other living things.
B) Viruses have the consciousness, but not the complexity,
C) able to replicate in living cells.
to merit being defined as alive.
D) bounded by birth and death.
C) Viruses have more in common with brains than with
bacteria.
4 __________________________________________ D) If viruses could grow large enough, they could

eventually be considered alive.
A) lines 11–15 (“A precise . . . death”) 9 __________________________________________
B) lines 20–25 (“Viruses . . . spread”) Which choice provides the best evidence for the answer to
C) lines 25–28 (“One . . . not”)
A) lines 37–39 (“Another . . . systems”)
D) lines 31–33 (“A bacterium . . . reproduce”)
B) lines 40–43 (“They . . . needed”)
C) lines 43–46 (“A virus . . . virus”)
5 __________________________________________
D) lines 46–48 (“Approached . . . life”)
As used in line 7, “profoundly” most nearly means
A) painfully.
B) sincerely.
C) extremely.
D) wisely.
第 48 页
6FLHQFH SDVVDJH
10 __________________________________________ 11 __________________________________________
Which choice best describes the author’s tone in The author uses the information in lines 31–36 (“A
describing the research described in paragraph five? bacterium . . . cells.”) mainly to support the assertion that
A) Analytical A) researchers have recently shown that viruses are closer
to being alive than previously thought.
B) Ambivalent
B) recent studies have proven that viruses will never be
C) Biased
able to truly be classified as alive.
D) Objective
C) viruses will continue to challenge the idea of what
“alive” means, without any possible resolution.
D) Mimivirus can be classified as living, but smaller
viruses do not merit this classification.
第 49 页
6FLHQFH SDVVDJH
This passage is excerpted from Yan Zhao, “Aspirin-Like Compound 60 fare under field conditions. Nonetheless, such investigations
Primes Plant Defense Against Pathogens,” © 2014 by Yan Zhao. could set the stage for providing growers of potato, tomato,
and other susceptible crops some insurance against
Willow trees are well-known sources of salicylic acid, and phytoplasmas in outbreak-prone regions.
for thousands of years, humans have extracted the compound
from the tree’s bark to alleviate minor pain, fever, and
Line inflammation.
5 Now, salicylic acid may also offer relief to crop plants by
priming their defenses against a microbial menace known as
“potato purple top phytoplasma.” Outbreaks of the cell-wall-
less bacterium in the fertile Columbia Basin region of the
Pacific Northwest in 2002 and subsequent years inflicted
10 severe yield and quality losses on potato crops. The
Agricultural Research Service identified an insect accomplice
—the beet leafhopper, which transmits the phytoplasma to
plants while feeding.
Carefully timed insecticide applications can deter such
15 feeding. But once infected, a plant cannot be cured. Now, a
promising lead has emerged. An ARS-University of
Maryland team has found evidence that pretreating tomato
plants, a relative of potato, with salicylic acid can prevent
phytoplasma infections or at least diminish their severity.
20 Treating crops with salicylic acid to help them fend off
bacteria, fungi, and viruses isn’t new, but there are no
published studies demonstrating its potential in preventing
diseases caused by phytoplasmas.
Wei Wu, a visiting scientist, investigated salicylic acid’s
25 effects, together with molecular biologist Yan Zhao and
others at ARS’s Molecular Plant Pathology Laboratory in
Beltsville, Maryland. “This work reached new frontiers by
demonstrating that plants could be beneficially treated even
before they become infected and by quantifying gene activity
30 underlying salicylic acid’s preventive role,” according to
Robert E. Davis, the lab’s research leader.
For the study, published in the July 2012 Annals of
Applied Biology, the team applied two salicylic acid
treatments to potted tomato seedlings. The first application
35 was via a spray solution 4 weeks after the seedlings were
planted. The second was via a root drench 2 days before
phytoplasma-infected scions were grafted onto the plants’
stems to induce disease. A control group of plants was not
treated.
40 In addition to visually inspecting the plants for disease
symptoms, the team analyzed leaf samples for the
phytoplasma’s unique DNA fingerprint, which turned up in
94 percent of samples from untreated plants but in only 47
percent of treated ones. Moreover, symptoms in the treated
45 group were far milder than in untreated plants. In fact,
analysis of mildly infected treated plants revealed
phytoplasma levels 300 times below those of untreated
plants, meaning that the salicylic acid treatment must have
suppressed pathogen multiplication. Significantly, the
50 remaining 53 percent of treated plants were symptom- and
pathogen-free 40 days after exposure to the infected scions.
Researchers credit salicylic acid with triggering “systemic
acquired resistance,” a state of general readiness against
microbial or insect attack. Using quantitative polymerase
55 chain reaction procedures, the team also identified three
regulatory defense genes whose activity was higher in treated
plants than in untreated ones.
Why salicylic acid had this effect isn’t known. Other
questions remain as well, including how treated plants will
第 50 页
6FLHQFH SDVVDJH
1 __________________________________________ 5 __________________________________________
Over the course of the passage, the main focus shifts from It can be reasonably inferred that the study discussed in
the passage was
A) an overview of all research done to date on a scientific
topic to the future opportunities for studying this topic. A) an extension of other studies that examined the effects
of phytoplasma-based diseases on crops.
B) background information needed to understand an
experiment to a description of the experiment itself. B) the only study to examine the links between potatoes
and tomatoes.
C) a summary of the experiments leading to a particular
scientific discovery to a philosophical discussion of the C) a continuation of the researchers’ previous work on
discovery’s implications. bacteria, fungi, and viruses.
D) a description of a scientific inquiry to a description of D) one of several studies conducted over the years about
the pivotal moments in solving a mystery related to the effects of salicylic acid on crops.
that inquiry.
6 __________________________________________
2 __________________________________________
The author mentions willow trees in order to the previous question?
A) argue that only natural compounds should be used to A) lines 15–16 (“Now . . . emerged”)
treat infections that have their basis in nature.
B) lines 16–19 (“An ARS . . . severity”)
B) show that natural objects known for their aesthetic
C) lines 20–23 (“Treating . . . phytoplasmas”)
qualities can also be sources of medicine.
D) lines 24–27 (“Wei Wu . . . Maryland”)
C) use a colorful and familiar metaphor to draw the reader
into a dense scientific passage.
D) introduce the topic by showing that salicylic acid has 7 __________________________________________
been helpful to humans before.
The main purpose of the sixth paragraph (lines 40–51) is
to
3 __________________________________________ A) describe the steps in an experiment.
The word “Now” (line 5) primarily serves to B) present the results of an experiment.
A) highlight the recent nature of the scientific findings. C) explain why an experiment was conducted.
B) interject a note of informality into a formal passage. D) argue that an experiment should be reproduced.
C) suggest that humans no longer perform the activity
mentioned in the first paragraph.
8 __________________________________________
D) create a sense of urgency in the passage.
The author uses the information in lines 49–
51(“Significantly, the . . . infected scions.”) mainly to
4 __________________________________________ support the assertion that
A) salicylic acid may help prevent certain crop diseases in
“Promising” (line 16) most closely means
vulnerable regions.
A) partially encouraging.
B) further research into the mechanisms of salicylic acid is
B) extremely supportive. needed.
C) potentially valuable. C) salicylic acid can permanently eradicate phytoplasma-
based infections in crops.
D) generally positive.
D) future experiments require control groups to draw
accurate conclusions.
第 51 页
6FLHQFH SDVVDJH
9 __________________________________________ 11 __________________________________________
The author implies that research into the uses of salicylic Which choice best describes the author’s attitude towards
acid to prevent phytoplasma infections potential uses of salicylic acid in agriculture?
A) needs to occur in a variety of settings before definitive A) Unreservedly enthusiastic
claims can be made.
B) Generally wary
B) has demonstrated how to prevent diseases caused by
C) Cautiously optimistic
phytoplasma on farms.
D) Resolutely opposed
C) has shown how the acid works to prevent phytoplasma-
related diseases.
D) must be further tested in a laboratory setting before
being used by the general public.
10 __________________________________________

A) lines 52–54 (“Researchers . . . attack”)
B) lines 54–57 (“Using . . . ones”)
C) lines 58–60 (“Other . . . conditions”)
D) lines 60–63 (“Nonetheless . . . regions”)
第 52 页
6FLHQFH SDVVDJH
This passage is excerpted from Douglas Fox, “Primordial Soup’s On: acids." Meteors, comets or primordial ponds of hydrogen
Scientists Repeat Evolution’s Most Famous Experiment” © 2007 by 60 cyanide would still need to provide those molecules.
Scientific American. Bada's experiment could also have implications for life on
Mars, because the Red Planet may have been swaddled in
A Frankensteinesque contraption of glass bulbs and
nitrogen and carbon dioxide early in its life. Bada intends to
crackling electrodes has produced yet another revelation
test this extrapolation by doing experiments with lower-
about the origin of life.
65 pressure mixes of those gases.
Line The results suggest that Earth's early atmosphere could
5 have produced chemicals necessary for life—contradicting
Composition of Earth’s Atmosphere 4.5 Billion Years Ago
the view that life's building blocks had to come from comets
and Today
and meteors. "Maybe we're over-optimistic, but I think this is
a paradigm shift," says chemist Jeffrey Bada, whose team
performed the experiment at the Scripps Institution of
10 Oceanography in La Jolla, California.
Bada was revisiting the famous experiment first done by
his mentor, chemist Stanley Miller, at the University of
Chicago in 1953. Miller, along with his colleague Harold
Urey, used a sparking device to mimic a lightning storm on
15 early Earth. Their experiment produced a brown broth rich in
amino acids, the building blocks of proteins. The disclosure
made the pages of national magazines and showed that
theories about the origin of life could actually be tested in the
laboratory.
20 But the Miller-Urey results were later questioned: It turns
out that the gases he used (a reactive mixture of methane and
ammonia) did not exist in large amounts on early Earth. "Composition of the Earth's Atmosphere, Today and in Earlier
Scientists now believe the primeval atmosphere contained an Times." ©2003 Natalie Mach, Graduate Fellow, Integrated
inert mix of carbon dioxide and nitrogen—a change that Teaching and Learning Program, College of Engineering,
25 made a world of difference. University of Colorado at Boulder.
When Miller repeated the experiment using the correct
combo in 1983, the brown broth failed to materialize.
Instead, the mix created a colorless brew, containing few
amino acids. It seemed to refute a long-cherished icon of
30 evolution—and creationists quickly seized on it as supposed
evidence of evolution's wobbly foundations.
But Bada's repeat of the experiment—armed with a new
insight—seems likely to turn the tables once again.
Bada discovered that the reactions were producing
35 chemicals called nitrites, which destroy amino acids as
quickly as they form. They were also turning the water acidic
—which prevents amino acids from forming. Yet primitive
Earth would have contained iron and carbonate minerals that
neutralized nitrites and acids. So Bada added chemicals to
40 the experiment to duplicate these functions. When he reran it,
he still got the same watery liquid as Miller did in 1983, but
this time it was chock-full of amino acids.
"It's important work," says Christopher McKay, a
planetary scientist at NASA Ames Research Center in
45 Moffett Field, Calif. "This is a move toward more realism in
terms of what the conditions were on early Earth.”
Most researchers believe that the origin of life depended
heavily on chemicals delivered to Earth by comets and
meteorites. But if the new work holds up, it could tilt that
50 equation, says Christopher Chyba, an astrobiologist at
Princeton University. "That would be a terrific result for
understanding the origin of life," he says, "and for
understanding the prospects for life elsewhere.”
But James Ferris, a prebiotic chemist at Rensselaer
55 Polytechnic Institute in Troy, N.Y., doubts that atmospheric
electricity could have been the only source of organic
molecules. "You get a fair amount of amino acids," he says.
"What you don't get are things like building blocks of nucleic
第 53 页
6FLHQFH SDVVDJH
1 __________________________________________ 5 __________________________________________
What main effect do the phrases “paradigm shift” (line 8) As used in line 30, “seized on” most nearly means
and “tilt that equation”(line 49-50) have on the meaning
A) embraced.
of the passage?
B) took advantage of.
A) They imply that accepted theories regarding the origin
of life on Earth are groundless. C) caught.
B) They indicate that Miller’s experiment regarding the D) grappled with.
origin of life on Earth has sparked debate.
C) They suggest a shift in scientific thought regarding the
origin of life on Earth. 6 __________________________________________
D) They signal that scientists are now certain how life As used in line 45, “realism” most nearly means
began on early Earth.
A) veracity.
B) conformity.
2 __________________________________________ C) practicality.
Based on the passage, the significance of Jeffrey Bada’s D) constancy.
experiment rests mainly on his success at
A) confirming that the production of amino acids on early
Earth was possible. 7 __________________________________________
B) explaining the critical function of nitrites to the The main objection to Bada’s conclusion rests on the idea
production of amino acids. that
C) verifying the presence of nitrites in Earth’s atmosphere A) a number of organic molecules in Earth’s atmosphere
as well as in comets and meteors. are not found on comets and meteors.
D) tracing the development of different types of amino B) the nitrogen and carbon dioxide gases were mixed
acids on Earth. under excessively high pressures.
C) the amino acids were destroyed almost as quickly as
they were created.
3 __________________________________________
D) amino acids alone are insufficient for the creation of
According to the the passage, the main problem with the life on Earth.
Miller-Urey experiment was that
A) the results have never been duplicated in subsequent
scientific experiments. 8 __________________________________________
B) the discovery of new evidence invalidated the method Which choice provides the best evidence for the answer to
of analysis. the previous question?
C) the conclusion neglected to account for the ambiguous A) lines 36–37 (“They . . . forming”)
nature of the results.
B) lines 37–39 (“Yet . . . acids”)
D) the research methods used in the study were ineffective
in a laboratory setting. C) lines 58–59 (“What . . . nucleic acids”)
D) lines 63–65 (“Bada. . . gases”)
4 __________________________________________

question?
A) lines 16–19 (“The disclosure . . . .laboratory”)
B) lines 20–22 (“It turns out . . . early Earth”)
C) lines 26–27 (“When . . . materialize”)
D) lines 37–39 (“Yet . . . acids”)
第 54 页
6FLHQFH SDVVDJH
9 __________________________________________ 11 __________________________________________
How does the information in the second graph relate to According to the graphs, which of the following is more
the author’s description of the atmosphere on early Earth? prevalent in Earth’s atmosphere today than 4.5 billion
years ago?
A) It contradicts the author’s description, indicating
instead that the atmosphere of early Earth was A) Nitrogen
comprised primarily of nitrogen and oxygen.
B) Oxygen
B) It contradicts the author’s description since it does not
C) Hydrogen
mention the presence of methane and ammonia in the
atmosphere of early Earth. D) Carbon dioxide
C) It supports the author’s description by suggesting that
the atmosphere of early Earth was comprised primarily
of nitrogen and carbon dioxide.
D) It supports the author’s description by proposing that
hydrogen and water vapor were present in the
atmosphere of early Earth.
10 __________________________________________
According to the last paragraph of the passage, the

composition of the atmosphere of early Mars would look
most like which of the two graphs?
A) Early Earth, because it is comprised primarily of
nitrogen and carbon dioxide.
B) Earth Earth, because it contains a lower-pressure
mixture of gases.
C) Today, because it is comprised primarily of nitrogen
and oxygen.
D) Today, because it contains a higher-pressure mixture of
gases.
第 55 页
6FLHQFH SDVVDJH
Passage 1 is excerpted from Tamara Davis, "If Galaxies are All Moving Passage 2
Apart, How Can They Collide?" ©2009 by Scientific American.
Passage 2 is excerpted from David Biello, "More Often Than Not, New data seem to show that galaxies collide all the time.
Massive Galaxies Form by Mergers" ©2005 by Scientific American.
In fact, the oldest and largest galaxies in the universe most
likely formed from such intergalactic combinations.
Passage 1
Astronomer Pieter van Dokkum of Yale University used
40 some of the longest and deepest sky surveys ever conducted
Dark energy, believed to be causing the acceleration of the
expansion of the universe, provides a constant outward force to try to determine whether the oldest, largest galaxies—
that does not dilute as the universe expands. Pitted against called ellipticals because they lack the swirling arms of
Line this relentless push is the gravitational pull from the rest of the spiral type, like our own Milky Way--formed from the
5 the matter and energy in the universe. Early on, the universe collapse of ancient clouds of gas or the accretion of smaller
45 galaxies bumping into each other. Of the 126 galaxies of all
was much denser than it is today, and the attractive force of
gravity was winning the battle, on scales both large and varieties van Dokkum looked at, 67 showed telltale signs of
small. Clouds of gas condensed to form stars and galaxies, impact, such as trailing tails of stars, or a collision in
and galaxies drew together to form clusters. If there had been progress.
10 more matter around, the universe might have started to "Our study found these common massive galaxies do form
50 by mergers," Van Dokkum explains. "It is just that the
recollapse before it ever had the chance to accelerate. But
matter and energy do dilute as the volume of the universe mergers happen quickly and the features that reveal the
increases, so dark energy slowly came to dominate. Since mergers are very faint and therefore difficult to detect.”
about six billion years ago (about a billion years before Earth "Quickly" on a galactic scale means just a few hundred
15 formed), the expansion has, on average, been accelerating. million years--a small fraction of the 13.7 billion years the
55 universe has been in existence--and, because such collisions
Nevertheless, the cosmic dance continues. Galaxies that
had been pulled together before the universe began rarely involve head-to-head star crashes, they leave few
accelerating still have the chance to collide. Collectively they traces behind except in the shape of the resulting galaxy and
form overdense patches of the universe in which gravity still a general slowing in its formation of new stars.
20 reigns. In our neighborhood the Andromeda galaxy, our None of the six spiral galaxies in the survey showed any
60 after-crash damage, but that doesn't mean that our own
largest companion, is actually falling toward us, and we will
have our first close encounter with it in just a few billion galaxy is free and clear. "The Milky Way will indeed undergo
years' time. a collision in the near future as we are heading toward M31,
Our local group comprises Andromeda, the Magellanic the Andromeda Nebula," van Dokkum adds. "'Near future' in
25 Clouds and about 35 other galaxies, all of which lie in an this case is about four billion years from now though."
even larger cluster called Virgo. Together we will travel
through the expanding universe, and we had better learn to
like the company. [A]ny galaxies that have not yet won the
gravity war have missed their chance. The universe is now
30 split into pockets of interaction that will drift alone through
the expanding cosmos.
Like revelers on a ship, the galaxies in our group will
continue to collide and interact in myriad interesting ways,
but we will be forever separated from the revelers on other
35 ships sailing away from us in the vast universe.
第 56 页
6FLHQFH SDVVDJH
1 __________________________________________ 5 __________________________________________
Based on Passage 1, which of the following choices In Passage 1, the analogy to “revelers on a ship” (line 32)
suggests that the expansion of the universe is accelerating? serves mainly to
A) New galaxies are continuously forming. A) convey the idea of a static universe composed of
separate members.
B) Galaxy clusters are moving further apart.
B) compare the immensity of the universe with the
C) Ancient galaxies are gaining in mass.
vastness of the sea.
D) Galaxy collisions are occurring more frequently.
C) stress the dynamic relationship of members within a
galaxy group.
2 __________________________________________ D) lessen the negative implications of future collisions in

the cosmos.
question?
A) lines 11–13 (“But . . . dominate.”) 6 __________________________________________
B) lines 16–18 (“Galaxies . . . .collide”) In Passage 2, the situation described in paragraph 3 is

most similar to
C) lines 24–26 (“Our . . . Virgo.”)
A) an animal behavior that is difficult to analyze because it
D) lines 29–31 (“The universe . . . cosmos.”)
varies within the species.
B) a natural phenomenon that is difficult to document
3 __________________________________________ because it is rarely seen.
C) a physical law that is logical in theory but still largely
As used in line 6, “attractive” most nearly means unfounded.
A) advantageous. D) an artistic style that is gaining in popularity but still
B) compelling. widely unknown.
C) absorbing.
D) pulling. 7 __________________________________________
It can reasonably be inferred from Passage 2 that collisions

4 __________________________________________ throughout the universe
A) are largely undocumented.
The author of Passage 1 claims that the Milky Way and the
Andromeda Galaxy will collide mainly because B) can cause clouds of collapsing gas.
A) they are bound together by gravity. C) occur at a relatively consistent rate.
B) they show signs of impact from billions of years ago. D) rarely involve spiral galaxies.
C) one is much denser than the other.
D) one is a spiral galaxy and the other an elliptical galaxy. 8 __________________________________________

A) lines 37–38 (“The oldest . . . combinations.”)
B) lines 45–48 (“Of . . . progress.”)
C) lines 55–58 (“Because . . . new stars.”)
D) lines 59–60 (“None . . . damage.”)
第 57 页
6FLHQFH SDVVDJH
9 __________________________________________ 11 __________________________________________
Compared with the tone of passage 2, passage 1 is more Which type of evidence is used extensively in passage 2
but not in passage 1?
A) lyrical.
A) Summaries of scholarly opinion
B) somber.
B) References to historical sources
C) speculative.
C) Judgments of renowned scientists
D) technical.
D) Results from a study
10 __________________________________________
The authors of both passages would agree that

intergalactic collisions
A) can be predicted with relative accuracy.
B) are most common in the outer reaches of the cosmos.
C) are inevitable within confined groups.
D) can be explained by the dominance of dark matter.
第 58 页
6FLHQFH SDVVDJH6
This passage is excerpted from Rob Dunn, “Science Reveals Why 60 Even foods that have not evolved to survive digestion
Calorie Counts Are All Wrong.” © 2015 by Scientific American. differ markedly in their digestibility. Proteins may require
as much as five times more energy to digest as fats
Food is energy for the body. Digestive enzymes in the
because our enzymes must unravel the tightly wound
mouth, stomach and intestines break up complex food
molecules into simpler structures, such as sugars and amino strings of amino acids from which proteins are built. Yet
65 food labels do not account for this expenditure. Some
Line acids that travel through the bloodstream to all our tissues.
5 Our cells use the energy stored in the chemical bonds of foods such as honey are so readily used that our digestive
these simpler molecules to carry on business as usual. We system is hardly put to use. They break down in our
calculate the available energy in all foods with a unit known stomach and slip quickly across the walls of our intestines
as the food calorie, or kilocalorie—the amount of energy into the bloodstream: game over.
required to heat one kilogram of water by one degree Celsius. 70 Finally, some foods prompt the immune system to
10 Fats provide approximately nine calories per gram, whereas identify and deal with any hitchhiking pathogens. No one
carbohydrates and proteins deliver just four. Fiber offers a has seriously evaluated just how many calories this
piddling two calories because enzymes in the human process involves, but it is probably quite a few. A
digestive tract have great difficulty chopping it up into somewhat raw piece of meat can harbor lots of potentially
smaller molecules. 75 dangerous microbes. Even if our immune system does not
15 Every calorie count on every food label you have ever attack any of the pathogens in our food, it still uses up
seen is based on these estimates or on modest derivations energy to take the first step of distinguishing friend from
thereof. Yet these approximations assume that the 19th- foe. This is not to mention the potentially enormous
century laboratory experiments on which they are based calorie loss if a pathogen in uncooked meat leads to
accurately reflect how much energy different people with 80 illness.
20 different bodies derive from many different kinds of food.
New research has revealed that this assumption is, at best, far
too simplistic. To accurately calculate the total calories that
someone gets out of a given food, you would have to take
into account a dizzying array of factors, including whether
25 that food has evolved to survive digestion; how boiling,
baking, microwaving or flambéing a food changes its
structure and chemistry; how much energy the body expends
to break down different kinds of food; and the extent to
which the billions of bacteria in the gut aid human digestion
30 and, conversely, steal some calories for themselves.
Nutrition scientists are beginning to learn enough to
hypothetically improve calorie labels, but digestion turns out
to be such a fantastically complex and messy affair that we
will probably never derive a formula for an infallible calorie
35 count.
Consider how vegetables vary in their digestibility. We eat
the stems, leaves and roots of hundreds of different plants.
The walls of plant cells in the stems and leaves of some
species are much tougher than those in other species. Even
40 within a single plant, the durability of cell walls can differ.
Older leaves tend to have sturdier cell walls than young ones.
Generally speaking, the weaker or more degraded the cell
walls in the plant material we eat, the more calories we get
from it. Cooking easily ruptures cells in, say, spinach and
45 zucchini, but cassava (Manihot esculenta) or Chinese water
chestnut (Eleocharis dulcis) is much more resistant. When
cell walls hold strong, foods hoard their precious calories and
pass through our body intact (think corn).
Some plant parts have evolved adaptations either to make
50 themselves more appetizing to animals or to evade digestion
altogether. Fruits and nuts first evolved in the Cretaceous
(between 145 and 65 million years ago), not long after
mammals were beginning to run between the legs of
dinosaurs. Evolution favored fruits that were both tasty and
55 easy to digest to better attract animals that could help plants
scatter seeds. It also favored nuts and seeds that were hard to
digest, however. After all, seeds and nuts need to survive the
guts of birds, bats, rodents and monkeys to spread the genes
they harbor.
第 59 页
6FLHQFH SDVVDJH6
1 __________________________________________ 4
One major claim that the author makes in the passage The author implies that in the future nutrition labels
is that the traditional method of counting calories is may
A) prevalent only because scientists have not developed A) reflect an accurate measurement of total calories in
a better model. a given food.
B) easy to comprehend because it is based on a simple
B) include information based on updated research.
ratio of water to degrees Celsius.
C) remain unchanged regardless of how different
C) flawed because it derived from a study on popular
kinds of foods are prepared.
19th century foods.
D) be vigorously challenged by nutrition scientists.
D) inaccurate because it fails to account for the complex
processes of digestion.
5
2
Over the course of the passage, the main focus shifts
from A) lines 15-17 ("Every ... thereof")
A) an overview of the human digestive tract to an in- B) lines 17-20 ("Yet ... food")
depth report on how the stomach functions. C) lines 22-25 (To ... digestion)
B) an explanation of one approach to calories to a D) lines 31-35 ("Nutrition ... count")
discussion on the need for a new approach.
C) a description of the evolution of plants to a list of
different types of plant species.
D) a theory about the chemical composition of food to
examples supporting this theory. 6
The discussion of vegetables in paragraph four, lines
36-48, primarily serves to
A) indicate that the strength of cell walls in vegetables
affects the intake of nutrients.
3 B) examine why humans consume the stems, leaves and
According to the passage, why does fiber have a lower roots of some vegetables.
number of calories per gram than fats? C) identify vegetables that offer more calories than
A) Fibers contain a less complex molecular structure other vegetables.
than those found in fats. D) catalog how vegetables react to different cooking
B) Fiber stores less energy in their chemical bonds than methods.
those found in fats.
C) Digestive enzymes use more energy to process fiber
than to process fats.
D) More digestive enzymes are required to breakdown
fiber than to breakdown fats.
7
As used in line 43, the word "evade" most nearly means
A) baffle
B) avoid
C) deceive
D) desert
第 60 页
6FLHQFH SDVVDJH6
8 10
It can most reasonably be inferred that many fruits and As used in lines 52-54, "harbor" most nearly means
nuts initially began evolving in order to A) keep
A) become more appealing to dinosaurs. B) contain
B) ensure their continual existence. C) nurture
C) provide a broad range of nutrients to animals. D) protect
D) keep pace with animals’ developing digestive
systems.
11
The main purpose of the last paragraph is to
9 A) warn readers about the dangers of contaminated
foods.
B) describe how the immune system identifies different
A) lines 1-4 ("Food ... tissues") types of pathogens in foods.
B) lines 36-39 ("We ... species") C) present pathogens as another factor to consider
C) lines 51-54 ("Fruits ... dinosaurs") when estimating calories.
D) lines 57-59 ("After ... contain") D) urge nutrition scientists to study how pathogens in
undercooked meat affect people’s health.
第 61 页
6FLHQFH SDVVDJH7
The Human Genome Project was an international scientific research Passage 2
project with the primary goal of mapping all of the genes that make
up human DNA. Funded by the U.S. government, it began in 1990 and 30 Humans vary across the world. Every independently
was successfully completed in 2003. Passage 1 is from the National
Human Genome Research Institute website. Passage 2 is from conceived individual is genetically unique. This seems
Evolution and Medicine. ©2011 by BSCS. paradoxical in light of the fact that all humans have a
high degree of genetic similarity. It is often reported that
Passage 1 two humans are 99.9 percent similar in their DNA.
35 However, the human genome is immense, providing
The Human Genome Project has revealed that there
multiple opportunities for genetic variation to arise; the
are probably about 20,500 human genes. The completed
0.1 percent by which we differ amounts to 3.3 million
human sequence can now identify their locations. This
nucleotides. Findings from the International HapMap
Line ultimate product of the Human Genome Project has
Project confirm previous studies and show a relatively
5 given the world a resource of detailed information about
40 low amount of differentiation among human groups
the structure, organization and function of the complete
defined by ethnicity and geography. There is much more
set of human genes. This information can be thought of
genetic variation within (about 90 percent) than among
as the basic set of inheritable "instructions" for the
(about 10 percent) human groups. This means that the
development and function of a human being.
10
similarities among different groups of humans far
The International Human Genome Sequencing
45 outweigh the differences.
Consortium published the first draft of the human
As the ability to decipher the genotypes of individuals
genome in the journal Nature in February 2001 with the
improves and becomes more widely available, medical
sequence of the entire genome's three billion base pairs
practitioners will be better able to give patients specific
some 90 percent complete. A startling finding of this first
15
information about their health. Individual genetic
draft was that the number of human genes appeared to
50 profiles provide useful information about disease
be significantly fewer than previous estimates, which
susceptibility and predispositions. Crews and Gerber
ranged from 50,000 genes to as many as 140,000. The full
(2008) suggest three possible medical-clinical
sequence was completed and published in April 2003.
applications of individual genetic profiling: improved
Upon publication of the majority of the genome in
screening, more-informed counseling, and
20 February 2001, Francis Collins, the director of the
55 individualized drug formularies. Until more
National Human Genome Research Institute, noted that
individualized data are available, however, researchers
the genome could be thought of in terms of a book with
continue to try to determine whether disease
multiple uses: "It's a history book - a narrative of the
susceptibility is linked to specific genetic factors and, if
journey of our species through time. It's a shop manual,
25
so, whether the genetic factors are distributed
with an incredibly detailed blueprint for building every
60 differentially among geographic groups. Patterns of
human cell. And it's a transformative textbook of
variation among humans have been shaped by
medicine, with insights that will give healthcare
migration, genetic drift, mutation, and natural selection.
providers immense new powers to treat, prevent and
These evolutionary mechanisms lead to a correlation
cure disease."
between geographic distribution that may be medically
65 relevant.
第 62 页
6FLHQFH SDVVDJH7
1 __________________________________________ 5
As used in line 4, "ultimate" most nearly means In the first paragraph of Passage 2, the reference to
A) final. previous studies of human groups primarily serves to
B) extreme. A) call into question the methodology of the
C) absolute. International HapMap Project.
D) fundamental B) suggest a potential bias within the International
HapMap Project.
C) emphasize that the findings of the International
HapMap Project were consistent with earlier
2 __________________________________________ research.
It can reasonably be inferred from Passage 1 that the D) draw a comparison between the International
information supplied by human genes is HapMap Project and the Human Genome Project.
A) passed down from generation to generation.
B) heavily influenced by environmental factors.
C) very difficult to decipher without sophisticated
technology. 6
D) similar to the information supplied by non-human The information in lines 41-43 ("There ... groups")
genes. primarily serves to
A) provide more precise data regarding the degree of

genetic overlap between members of different ethnic
and geographic groups.
3 B) support the author’s claim that genetic profiling will
Which choice provides the best evidence for the answer enhance the ability to predict a group member’s
to the previous question? predisposition to a particular disease.
A) lines 1-2 ("The human ... genes") C) further develop the idea that the human genome is
B) lines 7-9 ("This information ... being") much larger and more complicated than scientists
C) lines 14-16 ("A startling ... estimates") originally thought.
D) lines 26-29 ("And it's ... disease") D) call into question the results of the International
HapMap Project and other studies regarding the
diversity of the human genome.
4 __________________________________________
As used in line 32, "paradoxical" most nearly means
7
A) convoluted.
Based on Passage 2, Crews and Gerber would most
B) sophisticated.
likely support all of the following applications of genetic
C) obscure.
profiling EXCEPT:
D) contradictory.
A) A patient receives a personalized medication based
on his genetic makeup.
B) A doctor schedules an annual medical test for a
patient because of a genetic predisposition.
C) A patient stops exercising based on the finding that
he is not at risk for a particular disease.
D) A counselor meets with a patient to discuss whether
she is at risk for a certain condition.
第 63 页
6FLHQFH SDVVDJH7
8 10
The authors of both passages would most likely agree How would the author of Passage 2 most likely
that improvements in our knowledge of the human respond to the “history book” metaphor in Passage 1?
genome will
A) With approval, because the author believes that
A) allow scientists to formulate cures for the majority of knowledge of the human genome will give scientists
diseases. a better understanding of how cells are constructed.
B) improve the ability of medical practitioners to treat B) With approval, because the author recognizes that
patients. the human genome provides insight into the story
C) enhance treatment options for certain groups based of the human species over time.
on their geography. C) With disapproval, because the author asserts that
D) reduce the cost of most medical treatments. the human genome only provides information
about the current state of humanity.
D) With disapproval, because the author suggests that
the relevance of human migrations is overstated.
9
A central idea that is expressed in Passage 2 but not
Passage 1 is that the human genome
A) can be understood like a book with multiple uses.
11
B) is much smaller than scientists originally thought.
C) is surprisingly similar among different individuals.
D) instructs the development of human cells into
tissues. A) lines 43-45 ("This ... differences")
B) lines 46-49 ("As ... health")
C) lines 49-51 ("Individual ... predispositions")
D) lines 60-62 ("Patterns ... selection")
第 64 页
6FLHQFH SDVVDJH
Passage 1 is adapted from "Ancient DNA Tells Story of Giant Eagle Passage 2
Evolution," © 2005 by Public Library of Science. Passage 2 is adapted
from Tim Heupink, et al. "Dodos and Spotted Green Pigeons are The mysterious spotted green pigeon (Caloenas maculata)
Descendants of an Island Hopping Bird," © 2014 by Tim Heupink, et al.
was a relative of the dodo, according to scientists who have
examined its genetic make-up. The authors say their results,
Passage 1
published in the open access journal BMC Evolutionary
40 Biology, support a theory that both birds are descended from
For reasons that are not entirely clear, when animals make
their way to isolated islands, they tend to evolve relatively “island hopping” ancestors.
quickly toward an outsized or pint-sized version of their The scientists took DNA from two feathers of the spotted
Line mainland counterpart. green pigeon. Because of its age, the DNA was highly
5 Perhaps the most famous example of an island giant—and, fragmented, so they focused in on three DNA “mini
45 barcodes” – small sections of DNA which are unique for
sadly, of species extinction—is the dodo, once found on the
Indian Ocean island of Mauritius. When the dodo's ancestor most bird species. They looked at these sections of the
(thought to be a migratory pigeon) settled on this island with pigeon's DNA, and compared it to other species.
abundant food, no competition from terrestrial mammals, and This showed that the spotted green pigeon is indeed a
10 no predators, it could survive without flying, and thus was separate species, showing a unique DNA barcode compared
50 to other pigeons. The pigeon is genetically most closely
freed from the energetic and size constraints of flight. New
Zealand also had avian giants, now extinct, including the related to the Nicobar pigeon and the dodo and Rodrigues
flightless moa, an ostrich-like bird, and Haast's eagle solitaire, both extinct birds from islands near Madagascar.
(Harpagornis moored), which had a wingspan up to 3 The spotted green pigeon shows signs of a semi-terrestrial
15 meters. Though Haast's eagle could fly—and presumably island lifestyle and the ability to fly. The closely related
55 Nicobar pigeon shows similar habits and has a preference for
used its wings to launch brutal attacks on the hapless moa—
its body mass (10–14 kilograms) pushed the limits for self- travelling between small islands.
propelled flight. The scientists say this lifestyle, together with the
As extreme evolutionary examples, these island birds can relationship of both pigeons to the dodo and Rodrigues
20 offer insights into the forces and events shaping evolutionary solitaire, supports an evolutionary theory that the ancestors of
60 these birds were “island hoppers,” moving between islands
change. In a new study, Michael Bunce et al. compared
ancient mitochondrial DNA extracted from Haast's eagle around India and Southeast Asia. The birds that settled on
bones with DNA sequences of 16 living eagle species to particular islands then evolved into the individual species.
better characterize the evolutionary history of the extinct The dodo's ancestor managed to hop as far as the island of
25 giant raptor. Their results suggest the extinct raptor Mauritius near Madagascar where it then lost the ability to
65 fly.
underwent a rapid evolutionary transformation that belies its
kinship to some of the world's smallest eagle species. Dr. Tim Heupink, Griffith University Australia says: “This
The authors characterized the rates of sequence evolution study improves our ability to identify novel species from
within mitochondrial DNA to establish the evolutionary historic remains, and also those that are not novel after all.
30 relationships between the different eagle species. Their Ultimately this will help us to measure and understand the
70 extinction of local populations and entire species.”
analysis places Haast's eagle in the same evolutionary lineage
as a group of small eagle species in the genus Hieraaetus.
Surprisingly, the genetic distance separating the giant eagle
and its more diminutive Hieraaetus cousins from their last
35 common ancestor is relatively small.
第 65 页
6FLHQFH SDVVDJH
1 __________________________________________ 6 __________________________________________
According to the author of Passage 1, one of the reasons As used in line 35, “common” most nearly means
why dodo birds were so large is that they
A) familiar.
A) competed with larger birds, such as the Haast’s eagle.
B) frequent.
B) had food sources that included large, terrestrial
C) shared.
animals.
D) general.
C) interbred with the larger, flightless moa.
D) had no natural predators on the island of Mauritius.
7 __________________________________________
2 __________________________________________ In Passage 2, the image of a barcode mainly serves to

A) trivialize the complexity of a particular research
practice.
B) use a familiar concept to communicate an idea.
A) lines 5–7 (“Perhaps . . . Mauritius.”)
C) question the novelty of a scientific phenomenon.
B) lines 7–11 (“When . . . flight.”)
D) inject a note of levity into an otherwise serious
C) lines 11–15 (“New Zealand . . . meters.”)
argument.
D) lines 15–18 (“Though . . . flight.”)
8 __________________________________________
3 __________________________________________
The author of Passage 2 includes a quote from Dr. Tim
As used in line 16, “launch” most nearly means Heupink (lines 67–70 “This study . . . entire species.”) most
likely to
A) eject.
A) establish Dr. Heupink as the worldwide expert on the
B) throw.
evolutionary history of the spotted green pigeon.
C) catapult.
B) suggest that the spotted green pigeon study has broader
D) initiate. implications within the field of evolutionary biology.
C) provide additional evidence supporting the
evolutionary linkage between the dodo and the spotted
4 __________________________________________ green pigeon.
It can reasonably be inferred from Passage 1 that, for most D) introduce a counterargument that calls into question
bird species, there is a certain size at which they the results of the spotted green pigeon study.
A) are unable to fly.
B) require less energy when flying. 9 __________________________________________
C) are more likely to attack other animals.
The authors of both passages would likely agree that, in
D) do not have to compete with other birds for food. the field of evolutionary biology, genetic testing is
A) a helpful tool when trying to decipher the evolutionary
history of a species.
5 __________________________________________
B) only possible if the DNA sample originated in a cell’s
Which choice provides the best evidence for the answer to mitochondria.
the previous question? C) useful when analyzing the evolutionary history of
A) lines 1–4 (“For . . . counterpart.”) birds, but not other animals.
B) lines 15–18 (“Though . . . flight.”) D) an imperfect practice that should only be used as a last
resort when analyzing a species’ evolution.
C) lines 19–21 (“As . . . change.”)
D) lines 25–27 (“Their . . . species.”)
第 66 页
6FLHQFH SDVVDJH
10 __________________________________________ 11 __________________________________________
Which of the following is a main idea in Passage 1 but In explaining the evolutionary lineage of extinct birds,
NOT in Passage 2? both authors make extensive use of which type of
evidence?
A) The dodo originated from “island hoppers” that lived
on islands in Southeast Asia. A) Historical accounts
B) The dodo and the Haast’s eagle both originated from a B) DNA analysis
common ancestor that lived in New Zealand.
C) Local folklore
C) The geographic isolation of a species can significantly
D) Quotes from scientific experts
affect the average size of that species over time.
D) Bones and other types of connective tissue are excellent
sources of DNA for genetic testing.
第 67 页
6FLHQFH SDVVDJH
This passage is excerpted from Larry Greenemeir, “Forget 60 Whether this approach is practical depends upon the
Passwords,” ©2012 by Scientific American. system being defended. It is unlikely, for example, that
Yahoo or Google would implement this approach to security
It seems like something out of a Robert Ludlum spy novel. for their free e-mail services. Would someone want to play a
Someone tries to coerce you into revealing your computer game for several minutes every time they want to log onto
security passwords. You might be tempted to give in, but it is 65 their e-mail? A government facility housing nuclear
Line impossible for you to reveal your authentication credentials. weapons, however, could better justify the time commitment
5 You do not actually know them because they are safely required to log in using the sequence learning method,
buried deep within your subconscious. particularly if users log in once each day and such an
Sounds a bit extreme just to make sure no one can log on approach promises to improve security, says Nicolas
to your laptop or smartphone, but a team of researchers from 70 Christin, associate director of Carnegie Mellon University’s
Stanford and Northwestern universities as well as SRI Information Networking Institute.
10 International is nonetheless experimenting at the computer-,
cognitive- and neuroscience intersection to combat identity The average training sequence advantage gained by
theft and shore up cyber security—by taking advantage of the participants over the period of seven training blocks.
human brain’s innate abilities to learn and recognize patterns.
The researchers are studying ways to covertly create and
15 store secret data within the brain's corticostriatal memory
system, which is responsible for reminding us how to do
things. When a person needs to access a computer, network
or some other secure system, they would use special
authentication software designed to tease out that secret data.
20 To test this concept, the researchers devised a computer
game requiring players to tap buttons on a keyboard as large
black dots descending down their screen cross a horizontal
line—very similar in concept to the video game Guitar Hero.
During an initial training session lasting from 30 minutes to
25 an hour, the dots fall at different speeds and in various
locations, forming patterns that repeat until participants
become adept at hitting the appropriate buttons at the right
time. In effect, users' corticostriatal memory becomes adept
at repeating a particular pattern over time, such as dialing a
30 phone number or typing a word on a keyboard without
looking at one's fingers.
The researchers refer to this as "serial interception
sequence learning" training, during which a person
unwittingly learns a specific sequence of keystrokes that can
35 later be used to confirm that person's identity. To log on to,
Hristo Bojinov, et al, "Neuroscience Meets Cryptography:
for example, a Web site, the user would play the game the
Designing Crypto Primitives Secure Against Rubber Hose Attacks.”
same each time that pattern of dots appears, proving his © 2012 by Hristo Bojinov, et al.
identity and allowing him access.
"While the planted secret can be used for authentication,
40 the participant cannot be coerced into revealing it since he or
she has no conscious knowledge of it," according to the
researchers in a study they presented August 8 at the
USENIX Security Symposium in Bellevue, Wash. As
currently conceived, the implicit learning approach being
45 studied might protect against someone either forcing or
tricking you to reveal a password, says lead author Hristo
Bojinov, a Stanford University Ph.D. computer science
candidate. Such coercion could take the form of physical or
verbal threats demanding your password or other security
50 credentials, or it could be a seemingly legitimate phone call
or e-mail designed to coax out this information.
The researchers say they have tested their approach on
370 players so far and continue to add new participants to
their study. The test currently requires at least 30 minutes of
55 training to get reliable results. "It is unlikely that training
time can be shrunk much because this type of brain memory
takes time to get trained," Bojinov says. "It may be possible
to reduce the authentication time [that follows training], but
it is yet to be seen how much." . . .
第 68 页
6FLHQFH SDVVDJH
1 __________________________________________ 5 __________________________________________
Over the course of the passage, the main focus shifts from The authors imply that subjects who used the sequence
learning method could not be forced or tricked into
A) a rejection of hypothetical scenarios to the dismissal of
revealing their passwords because the subjects
these scenarios.
A) will soon forget their passwords.
B) a description a research study to a discussion of the
study’s possible applications. B) will not be able to keep up with the changing
passwords.
C) an explanation of scientific work to an argument about
the ethics of using this work in different ways. C) don’t know what the passwords are.
D) the application of one scientific study to a D) do not have access to certain sites’ password games.
consideration of that study’s results for an entire
scientific field.
6 __________________________________________
2 __________________________________________ Which choice provides the best evidence for the answer to
The main purpose of paragraph one is to
A) lines 39–41 (“While . . . it”)
A) show that science and literature have more in common
B) lines 43–46 (“As . . . password”)
than most people realize.
C) lines 48–51 (“Such . . . information”)
B) explain a seemingly new technology by showing that it
has actually been in use for years. D) lines 52–54 (“The researchers . . . study”)
C) demonstrate that the technologies discussed in the
article are too complex for most readers to understand.
7 __________________________________________
D) introduce the subject with a compelling hypothetical
scenario. The authors imply that the sequence learning method
would be most useful for sites that
A) run risks high enough to make the time investment
3 __________________________________________ worthwhile.
The words “covertly” and “secret,” lines 14–15 (“covertly B) provide access to the general public on a daily basis.
create and store secret”), primarily serve to
C) serve the government by housing nuclear materials.
A) highlight the participant’s lack of conscious knowledge
D) target researchers with an academic perspective.
of their “password.”
B) demonstrate that not even the researchers know how
the experiment works. 8 __________________________________________
C) argue that the experiment, as described, is unethical.
D) inject a colorful characterization of the research into a the previous question?
straightforward text.
A) lines 57–59 (“It may . . . much”)
B) lines 60–63 (“Whether . . . services”)
4 __________________________________________ C) lines 63–65 (“Would . . . email”)
As used in line 32, “serial” most nearly means D) lines 65–67 (“A government . . . method”)
A) parallel. 9 __________________________________________
B) successive.
According to the graph, the greatest gain in advantage
C) continual. came between training blocks
D) harmonic. A) 1 and 2.
B) 3 and 4.
C) 5 and 6.
D) 6 and 7.
第 69 页
6FLHQFH SDVVDJH
10 __________________________________________ 11 __________________________________________
According to the passage, one explanation for the rise in The average final advantage for participants in the study,
final advantage as shown by the graph is that as shown by the graph, is closest to
A) users worked to memorize different patterns over a A) 0.02
period of time.
B) 0.04
B) researchers programmed various patterns into the
C) 0.08
minds of the subjects.
D) 0.14
C) only a select group of people are good at remembering
patterns.
D) subjects’ corticostriatal memories began to store and
repeat patterns.
第 70 页
6FLHQFH SDVVDJH
Adapted from Mason Inman, "Jumping Genes Reveal Kangaroos’ 60 between the two. They pared down the thousands of jumping
Origins," © 2010 by Mason Inman. elements to 53 that would serve as markers of how various
marsupials branched off from each other. They found that all
Nothing is more Australian than kangaroos. But these living marsupials must have come from one branch of
marsupials—along with a variety of others including the mammals, since they all share jumping elements in 10
Tasmanian devil—have ancient roots in South America, a 65 particular spots in their genomes, which are not found in any
Line new study suggests. other mammals.
5 Exactly how these various marsupials, both living and They then searched through the DNA of 20 marsupial
extinct, are related has been murky. There are marsupials species—including the wallaroo, the common wombat, and
found today in both Australia and the Americas, with the the marsupial mole—to see which of these markers they
opossum the most familiar to Americans. 70 carry. It hadn't been clear which lineage of marsupials split
Some older studies suggested that marsupials first arose in off first, but the new study found this first branch gave rise to
10 Australia and that some marsupial lineages might have been the Didelphimorphia lineage, which includes several species
split in two when these landmasses separated 80 million of opossums of South America. Further branches gave rise to
years ago. But there are few fossils from either South other South American marsupials. All of today's Australian
America or Australia of long-extinct marsupials, so debates 75 marsupials appear to have branched off later, all arising from
have raged for decades about how to arrange the branches of a single lineage that branched from a South American
15 the marsupial family tree. Genetic studies—looking both at microbiotherian-like ancestor to form varied forms—
genes in cells' nuclei and in mitochondria, the cells’ kangaroos, the rodent-like bandicoots, and the Tasmanian
powerhouses that carry their own DNA—have come up with devil.
contradictory results about which lineages are most closely 80 It's still a bit of a mystery, Nilsson, Schmitz, and
related and which split off first. colleagues say, why the marsupial family tree sorted out so
20 Maria Nilsson, Jürgen Schmitz, and colleagues present the cleanly. They found two distinct branches—one for South
first study to use the sequences of retroposed elements—a America and one for Australia—despite these landmasses
kind of “jumping gene”—to reconstruct marsupials' family having formed parts of the larger landmass of Gondwana for
tree. Retroposed elements make up a bigger portion of 85 tens of millions of years around the time that marsupials
kangaroos' and other marsupials' genomes than any other arose
25 mammal that's had its genome sequenced. The sequences
appear to serve little or no purpose to these animals, but that’s
exactly what gives the new technique its strength.
Retroposons use their own enzymatic machinery, or that
of other retroposons, to copy their own RNA and create DNA
30 copies of themselves. Instead of making copies to spread
from cell to cell and organism to organism, as, for example,
viruses do, retroposed elements are deposited in other parts
of the same genome in the same cell—including in the germ
line cells—cutting a gap in a DNA strand and inserting
35 themselves there. These copies remain in their new locus. It
is extremely rare that a retroposed element is cleanly excised
sometime after insertion. After millions of years, hundreds of
thousands of them are now littered throughout marsupials’
genomes.
40 Also, the way they spread through the genome means they
can occur in idiosyncratic patterns. Jumping genes are so
widespread in marsupial genomes that when a copy jumps, it
often lands in the middle of an older jumping gene, creating
one retroposon nested within another one. Retroposons, and
45 especially nested ones, are unlikely to arise independently in
another species in exactly the same part of the genome by
chance. So if different species share a few of the same nested
retroposed elements, chances are overwhelming that they all
got them from a long-lost ancestor.
50 In two marsupial genomes that were recently sequenced,
Nilsson, Schmitz, and colleagues identified thousands of
these nested retroposed elements—more than 8,000 in the
genome of the South American opossum (Monodelphis
domestica), and nearly 4,500 in the genome of a kangaroo,
55 the Australian Tammar Wallaby kangaroo (Macropus
eugenii).
Nilsson, Schmitz, and colleagues sorted all these nested
retroposed elements into three categories: those unique to the
kangaroo, those unique to the opossum, or those shared
第 71 页
6FLHQFH SDVVDJH
1 __________________________________________ 5 __________________________________________
What does the study of retroposed elements mainly The author uses the information in the paragraph 5 (lines
indicate about marsupials in South America and 28–39) mainly to
Australia?
A) stress the complexity of the marsupial genetic code.
A) They have changed little over time.
B) point out inconsistencies in previous research.
B) They descended from a single species.
C) explain the biological basis of the study.
C) They are unrelated to other mammals.
D) suggest possible complications to the study.
D) They evolved earlier than believed.
6 __________________________________________
2 __________________________________________
The main contrast the author draws between “jumping
What effect does the word “murky” (line 6) have on the genes” and viruses is in terms of their
tone of the passage?
A) stability over time.
A) It creates a pessimistic tone that implies that finding
B) resistance to mutation.
conclusive evidence is unlikely.
C) rates of multiplication.
B) It creates a judgmental tone that alerts the reader to
possible bias. D) methods of transmission.
C) It creates an exuberant tone that shows the author’s
passion for scientific research.
7 _____________________
D) It creates an engaging tone that suggests a problem to
be solved. AsAs
used in in
used lineline
35 35
, “locus” mostmost
, “locus” nearly means
nearly means
A) position.
3 __________________________________________ B) center.
C) size.
Which choice best explains the author’s view of the study’s
results? D) copy.
A) He trusts they were produced through reliable analysis.
B) He thinks that they ignore convincing evidence to the 8 __________________________________________
contrary.
C) He fears that they have raised more questions than they Based on the passage, the main significance of “jumping
answered. genes” to the study is that they
D) He doubts that they would be duplicated in subsequent A) were identified in an ancient ancestor of the kangaroo.
studies. B) provide a consistent means of comparison.
C) can easily be divided into three separate types.
4 __________________________________________ D) evolved over the course of millions of years.

the previous question? 9 __________________________________________
A) lines 10–12 (“Some marsupial . . . ago”)
B) lines 25–27 (“The sequences . . . strength”) the previous question?
C) lines 40–41 (“Also . . . patterns”) A) lines 44–49 (“Retroposons . . . ancestor”)
D) lines 80–82 (“It's still . . . cleanly”) B) lines 57–60 (“Nillson . . . the two”)
C) lines 60–62 (“They pared . . . each other”)
D) lines 67–72 (“They then . . . lineage”)
第 72 页
6FLHQFH SDVVDJH
10 __________________________________________ 11 __________________________________________
The scientists who conducted the study claim that the The author acknowledges that the study leaves which
South American opossum question unanswered?
A) descended directly from the kangaroo rather than the A) When marsupials arrived in Gondwana
other way around.
B) When the kangaroo split off from the Didelphimorphia
B) evolved in Australia at approximately the same time it lineage
evolved in South America.
C) Why the opposum and the kangaroo have a similar
C) branched off from a common ancestor before the genetic structure
kangaroo did.
D) Why marsupials split into two distinct branches
D) migrated from South America to Australia through
Gondwana.
第 73 页
6FLHQFH SDVVDJH4
Passage 1 is adapted from Eugene C. Robertson, “The Interior of the Passage 2
Earth.” © 2011 by U.S. Geological Survey. Passage 2 is adapted from
USGS, “Hotspots: Mantle Thermal Plumes.” © 1999 by U.S. Geological The vast majority of earthquakes and volcanic
Survey.
35 eruptions occur near plate boundaries, but there are
Passage 1 some exceptions. For example, the Hawaiian Islands,
which are entirely of volcanic origin, have formed in the
The planet Earth is made up of three main shells: the middle of the Pacific Ocean more than 3,200 km from
very thin, brittle crust, the mantle, and the core; the the nearest plate boundary. How do the Hawaiian
mantle and core are each divided into two parts. 40 Islands and other volcanoes that form in the interior of
Line Although the core and mantle are about equal in plates fit into the plate-tectonics picture?
5 thickness, the core actually forms only 15 percent of the In 1963, J. Tuzo Wilson, the Canadian geophysicist
Earth's volume, whereas the mantle occupies 84 percent. who discovered transform faults, came up with an
The crust makes up the remaining 1 percent. Our ingenious idea that became known as the "hotspot"
knowledge of the layering and chemical composition of 45 theory. Wilson noted that in certain locations around
the Earth is steadily being improved by earth scientists the world, such as Hawaii, volcanism has been active for
10 doing laboratory experiments on rocks at high pressure very long periods of time. This could only happen, he
and analyzing earthquake records on computers. reasoned, if relatively small, long-lasting, and
Because the crust is accessible to us, its geology has exceptionally hot regions—called hotspots—existed
been extensively studied, and therefore much more 50 below the plates that would provide localized sources of
information is known about its structure and high heat energy (thermal plumes) to sustain volcanism.
15 composition than about the structure and composition Specifically, Wilson hypothesized that the distinctive
of the mantle and core. Within the crust, intricate linear shape of the Hawaiian Island-Emperor Seamounts
patterns are created when rocks are redistributed and chain resulted from the Pacific Plate moving over a
deposited in layers through the geologic processes of 55 deep, stationary hotspot in the mantle, located beneath
eruption and intrusion of lava, erosion, and the present-day position of the Island of Hawaii. Heat
20 consolidation of rock particles, and solidification and from this hotspot produced a persistent source of
recrystallization of porous rock. magma by partly melting the overriding Pacific Plate.
By the large-scale process of plate tectonics, about The magma, which is lighter than the surrounding solid
twelve plates, which contain combinations of continents 60 rock, then rises through the mantle and crust to erupt
and ocean basins, have moved around on the Earth's onto the seafloor, forming an active seamount.
25 surface through much of geologic time. The edges of the According to Wilson's hotspot theory, the volcanoes
plates are marked by concentrations of earthquakes and of the Hawaiian chain should get progressively older and
volcanoes. Collisions of plates can produce mountains become more eroded the farther they travel beyond the
like the Himalayas, the tallest range in the world. The 65 hotspot. The oldest volcanic rocks on Kauai, the
plates include the crust and part of the upper mantle, and northwesternmost inhabited Hawaiian island, are about
30 they move over a hot, yielding upper mantle zone at very 5.5 million years old and are deeply eroded. By
slow rates of a few centimeters per year, slower than the comparison, on the "Big Island" of Hawaii—
rate at which fingernails grow. The crust is much thinner southeasternmost in the chain and presumably still
under the oceans than under continents. 70 positioned over the hotspot—the oldest exposed rocks
are less than 0.7 million years old and new volcanic rock
is continually being formed.
第 74 页
6FLHQFH SDVVDJH4
1 __________________________________________ 5
The main purpose of Passage 1 is to Both passages make the point that plate boundaries
A) highlight the research being done on the Earth’s A) move at a rapid pace due to frequent collisions.
geological variations. B) are the location of many global “hotspots.”
B) introduce new findings regarding the effect of plate C) are the site of most earthquakes and volcanoes.
collisions in different locations. D) explain how Hawaii has so many volcanoes.
C) discuss the impact of earthquakes and volcanoes on
the Earth’s geological structure.
D) provide basic information about the Earth's layers
and the process of plate tectonics.
6
In line 9, "steadily" most nearly means
A) consistently.
2 __________________________________________ B) evenly.
Which statement about the Earth's crust accurately C) calmly.
reflects the point of view of the author of Passage 1? D) faithfully.
A) It is too intricate and complicated in its geological
makeup to be studied in-depth.
B) It is the best-understood layer of the Earth’s shell,
despite making up a small portion of it.
7 __________________________________________
C) It is easily reachable, easy to study, and makes up the
By referring to Wilson's idea as "ingenious" (line 44), the
most stable part of the Earth’s shell.
author of Passage 2 signifies that the idea was
D) It is brittle, complex, and equal in thickness to the
Earth’s layers of mantle and core. A) creative and well-researched.
B) inventive and compelling.
C) imaginative but impractical.
D) shrewd but misleading.
3
Which idea is presented in Passage 1 but NOT in Passage
2?
A) Our knowledge of the Earth’s crust is increasing,
thanks to the ongoing work of scientists. 8
B) The Earth’s plates have shifted a great deal over It can reasonably be inferred from Passage 2 that the
millions of years. hotspot theory
C) Some earthquakes and volcanoes happen in the A) can be supported by comparing the volcanic rocks of
interiors of plates. two different islands.
D) Some of the Earth's most prominent geological B) has yet to be proved due in part to a lack of evidence
features result from plates colliding. from multiple locations.
C) has been recently altered after a thorough study of
Hawaiian volcano sites.
4 __________________________________________ D) won’t be able to be confirmed with certainty until
In explaining plate tectonics, both passages make use of volcanoes get older and erode.
which kind of evidence?
A) Geological records
B) Expert testimony
C) Long-running experiments
D) Hypothetical scenarios
第 75 页
6FLHQFH SDVVDJH4
9 11 __________________________________________
A) lines 45-47 ("Wilson ... time") A) lines 7-11 ("Our ... computers")
B) lines 47-51 ("This ... volcanism") B) lines 12-16 ("Because ... core")
C) lines 62-65 ("According ... hotspot") C) lines 22-27 ("By ... volcanoes")
D) lines 27-32 ("Collisions ... grow")
D) lines 67-72 ("By ... formed")
10
How would the author of Passage 1 most likely respond
to the hotspot theory in Passage 2?
A) With approval, because it helps refine scientists’
knowledge of the composition of the Earth.
B) With disapproval, because it contradicts the idea
that volcanoes generally occur at plate edges.
C) With caution, because the plates move so slowly that
there is not yet evidence to support it.
D) With support, because it may help explain the
formation of the Himalayas.
第 76 页
6FLHQFH SDVVDJH5
Adapted from Nani Morgan, Michael R. Irwin, Mei Chung, and 60 Apparently, powerful links exist between the brain and
Chenchen Wang, "The Effects of Mind-Body Therapies on the the immune system, and psychosocial factors can directly
Immune System." ©2014 by Nani Morgan et al.
influence health through behavior. MBTs may buffer
Over the last two decades, mind-body therapies (MBTs), these immune alterations through relaxation, stress
including Tai Chi, Qi Gong, meditation, and Yoga have reduction, improved mood, and moderate physical
65 activity. Behavioral responses are therefore the key to
received increasing awareness and attention from the
Line scientific community seeking to understand the safety and activating neuroendocrine and autonomic pathways,
5 efficacy of these widely used practices. According to the 2007 which in turn modulate the immune system and have
National Health Interview Survey, 19% of American adults implications for susceptibility to a variety of diseases.
have used at least one mind-body therapy in the past 12 Thus, behavioral interventions that alter immune
months. Currently, the National Center for Complementary 70 responses provide potent evidence for psychological
and Alternative Medicine designates MBTs as a top research influences on immune function.
10 priority.
Previous work has shown that MBTs offer many
psychological and health functioning benefits including
reductions in disease symptoms, improvements in coping,
behavior regulation, quality of life, and well-being. In light of
15 these benefits, recent investigations have sought to better
understand the role of MBTs on physiological pathways such
as the immune system. It has been well-established that
psychological stress and depression impair anti-viral
immune responses and activate innate immunity or markers
20 of inflammation via effector pathways, such as the
sympathetic nervous system and the hypothalamus-
pituitary-adrenal (HPA) axis. In fact, behavioral
interventions targeted at alleviating stress, promoting
heightened states of relaxation, and encouraging moderate
25 physical activity, have been shown to bolster anti-viral
immune responses and decrease markers of inflammation,
particularly among older adults or adults experiencing high
levels of psychological stress.
The efficacy of such behavioral interventions in
30 modulating the immune system suggests that MBTs may
also confer immunomodulatory benefits. Tai Chi, Qi Gong,
and Yoga are multi-dimensional behavioral therapies that
integrate moderate physical activity, deep breathing, and
meditation to promote stress reduction and relaxation,
35 which could potentially influence the immune system.
Meditation, including more integrative, mindfulness-based
stress-reduction programs, has also been shown to regulate
emotional and affective responses to stress, and therefore
may influence the immune system even in the absence of
40 physical activity.
To our knowledge, this study is the first comprehensive
review of the best available evidence, summarizing the
effects of MBTs on the immune system while focusing on
two aspects of immunity that are regulated by stress
45 response mechanisms, namely inflammation and anti-viral
related immune responses…Indeed, evidence accrued from
34 randomly controlled trials (RCTs) indicates that Tai Chi,
Qi Gong, meditation, and Yoga, both short- and long-term,
appear to reduce markers of inflammation and influence
50 virus-specific immune responses to vaccinations. Our
findings are supported by existing literature evaluating the
immunomodulatory effects of other types of behavioral
interventions including exercise, stress reduction, and mood
modifying approaches. For example, exercise, one of the
55 most widely-studied behavioral interventions, has been
shown to reduce chronic inflammation, enhance
immunological memory in the context of vaccination, and
even reduce sick days associated with the common cold and
other upper respiratory tract infections.
第 77 页
6FLHQFH SDVVDJH 5
1 __________________________________________ 5
The main purpose of the passage is to In line 31, "confer" most nearly means
A) counter the claim that mind-body therapies have no A) bestow.
effect on the immune system. B) negotiate.
B) inform readers that mind-body therapies can C) admit.
influence immune responses in the body. D) allocate.
C) advance the argument that mind-body therapies
have become an increasingly popular alternative.
D) uphold the findings of a previous study about the
6
effect of mind-body therapies on behavior.
The author implies that the study of mind-body
therapies is especially important because
2 A) there has not previously been a comprehensive study

Based on the passage, behaviors can influence physical on the connection between MBTs and the immune
health by system.
B) MBTs are a new and unexplored way of helping to
A) impacting the body’s immune response.
regulate moods, behavior, and immune responses.
B) reinforcing the body’s reactions to physical stress.
C) MBTs are becoming an increasingly effective method
C) changing the body’s recovery time during illness.
when combined with regular overall exercise.
D) increasing the body’s reception to inflammation.
D) new findings show that MBTs have a greater impact
on overall health and can replace physical exercise.
3
to the previous question? 7
A) lines 1-5 ("Over ... practices")
B) lines 5-8 ("According ... months")
C) lines 8-10 ("Currently ... priority") A) lines 41-46 ("To ... responses")
D) lines 14-17 ("In ... system") B) lines 46-50 ("Indeed ... vaccinations")
C) lines 50-54 ("Our ... approaches")
D) lines 54-59 ("For ... infections")
4
The discussion of “multi-dimensional behavioral
therapies” in paragraph 3 (lines 29-40) primarily serves 8
to In line 70, "potent" most nearly means
A) introduce the claim that integrating mental and A) influential.
physical exercise can have a strong impact on health. B) vigorous.
B) provide a specific example of how these kinds of C) useful.
therapy can influence a person’s overall health better D) stiff.
than any others.
C) inform readers about the different kinds of therapies
they can use to supplement their physical activity.
D) defend the study’s findings regarding the efficacy of
mind-body therapies on bolstering the immune
system.
第 78 页
6FLHQFH SDVVDJH5
9 11
How does the graph relate to the passage? It can reasonably be inferred from the graph that
A) It indicates that stress hormones are only loosely A) while stress hormones rise sharply at the beginning
linked with physical exercise. of exercise, they drop below the initial value after
B) It highlights findings that exercise has an impact 120 minutes.
on lowering stress in the body. B) the benefits of prolonged exercise are minimal at
C) It supports the claim that cortisol is closely linked best unless one exercises for longer than 180
in the body with free fatty acids. minutes.
D) It emphasizes the disparity between pure physical C) both cortisol and free fatty acid levels largely remain
exercise and mind-body therapies. the same if exercising for a duration shorter than 60
minutes.
D) a sustained drop in cortisol is beneficial only when
combined with a large increase in free fatty acid
10 levels.
According to the graph, the largest decrease in cortisol
occurs between
A) 15-30 minutes of exercise.
B) 45-60 minutes of exercise.
C) 60-90 minutes of exercise.
D) 90-120 minutes of exercise.
第 79 页
6FLHQFH SDVVDJH6
Adapted from “A Molecular Model of Blood Cell Renewal.” © 2004 by 60 With these results, Goodell and colleagues constructed
the Public Library of Science. a model of the HSC self renewal cycle: quiescent HSCs
maintain a “state of readiness,” molecularly speaking,
A developing organism captured on time-lapse video is a
that allows a quick response to environmental triggers. A
wonder to behold. If you're watching a chick embryo, by day
3, you'll see millions of cells engaged in a frenzy of activity, stressor (like the chemotherapy mentioned above)
65 triggers a “prepare to proliferate” state—a kind of
as rapidly dividing cells migrate to new positions, acquire
Line the characteristics of specialized cells, and craft well-defined pregnant pause—and then the proliferation machinery
5 tissues, organs, and limbs in just under two weeks. In kicks in, going through an early and late phase before
addition to the cells destined for specialization is another quiescence returns. By shedding light on the molecular
important group, stem cells, whose progeny have two very mechanisms of stem cell renewal, this study will aid
different fates. They can either “self renew”—that is, make 70 efforts to develop stem-cell-based clinical therapies,
identical copies of themselves—or generate intermediate which depend on replicating the HSC self renewal cycle
10 progenitor cells that give rise to mature, differentiated cells. to replenish diseased or damaged tissue, and will
Both differentiation and self renewal are guided by an ultimately guide efforts to grow stem cell colonies outside
elaborately regulated genetic program, which transforms the body, a long-standing goal that would have many
embryonic stem cells into the many different cell types that clinical applications.
make up the body. Adult stem cells share the hallmark trait
15 of self renewal, but are relatively rare: in bone marrow, the
source of hematopoiesis, or blood [formation], only an
estimated one in 10,000–15,000 cells is an adult
hematopoietic stem cell (HSC).
Studies that have compared the gene expression profiles
20 of different types of stem cells to identify genetic signatures
of “stemness” have found only a limited number of signature
genes. And the molecular mechanisms that regulate this so-
called potency and the self renewal process have remained
obscure. Now, focusing on HSCs, Margaret Goodell and
25 colleagues have undertaken a systematic evaluation of HSC
renewal. The study identifies molecular signatures associated
with discrete stages of the HSC self renewal cycle and
proposes a molecular model of the process.
HSC renewal passes through three stages: quiescence,
30 activation and proliferation, and a return to the dormant
state. HSCs give rise to both red blood cells, which carry
oxygen and carbon dioxide, and white blood cells, which
fight infection. Once activated by a trigger, dormant HSCs
engage a regulatory program that rapidly churns out billions
35 of cells, then puts the brakes on cell division, prompting the
return to a nondividing, quiescent state.
To understand the genetic programs underlying this
process, Goodell and colleagues induced proliferation in
HSCs (with the chemotherapeutic drug, 5-fluorouracil, or
40 5FU), then allowed the cells to return to quiescence, so they
could characterize the changes in gene expression that
occurred during each stage. They compared these time-
specific patterns to the gene expression profiles of naturally
proliferating fetal mouse HSCs (which undergo massive
45 proliferation) and quiescent adult mouse HSCs (which
hardly divide at all) to find genes associated with the two
different states.
Genes were grouped into proliferating or quiescent
groups based on when they were expressed after 5FU
50 treatment, and these groupings were refined based on
comparisons to previously published HSC gene expression
data. Functional analysis of these genes found a bias toward
genes involved in cell division processes in the proliferation
stage and toward cell division inhibitors in the quiescent
55 stage, supporting the logic of the groupings.
第 80 页
6FLHQFH SDVVDJH 6
1 __________________________________________ 5
The main purpose of the passage is to Which choice best summarizes the results of Goodell’s
A) contradict a widely held belief about hematopoietic study concerning hematopoietic stem cell renewal?
stem cells. A) Hematopoietic stem cells can differentiate into
B) discuss the social implications of human stem cell either red blood cells or white blood cells.
research. B) The process of stem cell renewal can be subdivided
C) describe the results of a study concerning into the stages of quiescence, activation, and
hematopoietic stem cells. proliferation.
D) explain the process by which human stem cells C) Hematopoietic stem cells differentiate in a fashion
differentiate into specific tissues. similar to fetal mouse stem cells.
D) Different sets of genes are expressed in
hematopoietic stem cells based on the stage of stem
2 cell renewal.
It can reasonably be inferred from the passage that,
prior to Goodell’s study, research concerning stem cells
had
6
A) resulted in a comprehensive list of those genes Which choice provides the best evidence for the answer
involved in stem cell renewal and differentiation. to the previous question?
B) failed to identify any genes that were expressed
A) lines 14-15 ("Adult ... rare")
exclusively in stem cells.
B) lines 31-33 ("HSCs ... infection")
C) elucidated a number of regulatory mechanisms
C) lines 42-47 ("They ... states")
underlying gene expression in stem cells.
D) lines 52-55 ("Functional ... groupings")
D) isolated a few genes that were expressed exclusively
in stem cells but had not identified how they worked.
7
In line 24, "obscure" most nearly means
3
A) unclear.
B) complicated.
C) ambiguous.
A) lines 5-8 ("In addition ... fates")
D) secluded.
B) lines 8-10 ("They ... cells")
C) lines 11-14 ("Both ... body")
D) lines 19-24 ("Studies ... obscure")
8
Which choice best represents the author’s perspective
on stem cell research?
4
A) Stem cell research has the potential to substantially
As used in line 10, "mature" most nearly means
improve scientists’ ability to repair damaged tissues
A) developed.
in the body.
B) mellow.
B) While stem cell research can improve our
C) thorough.
understanding of human development, it requires
D) experienced.
advanced training and education.
C) It is worthwhile to pursue stem cell research using
fetal mouse stem cells but not human stem cells.
D) Stem cell research has the potential to substantially
improve doctors’ ability to diagnose and treat
diseases.
第 81 页
6FLHQFH SDVVDJH6
9 11
The main purpose of the figure is to According to the figure, at 15.5 days of embryonic
A) suggest that both human and mouse embryonic stem development a mouse's hematopoietic stem cells are in
cells spend most of their time in the quiescent phase the
of stem cell renewal. A) specification phase.
B) show that the timelines of stem cell renewal in B) emergence phase.
human and mouse embryonic stem cells are identical. C) maturation phase.
C) illustrate the different timelines by which human and D) expansion phase.
mouse embryonic stem cells renew and differentiate.
D) highlight how mouse stem cells differentiate into
various tissues of the body.
10
How does the figure support the author’s description
of the stem cell renewal process in the final paragraph
of the passage?
A) It establishes that stem cells go through a short

period of quiescence before returning to a
prolonged state of proliferation.
B) It indicates that the stem cell renewal process occurs
rapidly before birth but then slows down
considerably after birth.
C) It shows how stem cells go through a phase of rapid
proliferation before returning to a state of
quiescence.
D) It clarifies how stem cells could be used to help
repair damaged tissues in various clinical situations.
第 82 页
6FLHQFH SDVVDJH7
This passage is excerpted from the Ecological Society of America, During the past century, human activities clearly have
"Human Alteration of the Global Nitrogen Cycle: Causes and accelerated the rate of nitrogen fixation on land,
Consequences." © 1997 by the Ecological Society of America.
effectively doubling the annual transfer of nitrogen from
Nitrogen is an essential component of proteins, genetic 60 the vast but unavailable atmospheric pool to the
material, chlorophyll, and other key organic molecules. All biologically available forms. The major sources of this
organisms require nitrogen in order to live. It ranks behind enhanced supply include industrial processes that
Line oxygen, carbon, and hydrogen as the most common produce nitrogen fertilizers, the combustion of fossil
5 chemical element in living tissues. Until human activities fuels, and the cultivation of soybeans, peas, and other
began to alter the natural cycle, however, nitrogen was only 65 crops that host symbiotic nitrogen-fixing bacteria.
scantily available to much of the biological world. As a Furthermore, human activity is also speeding up the
result, nitrogen served as one of the major limiting factors release of nitrogen from long-term storage in soils and
that controlled the dynamics, biodiversity, and functioning organic matter.
10 of many ecosystems. Industrial fixation of nitrogen for use as fertilizer
The Earth’s atmosphere is 78% nitrogen gas, but most 70 currently totals approximately 80 Tg per year and
plants and animals cannot use nitrogen gas directly from the represents by far the largest human contribution of new
air as they do carbon dioxide and oxygen. Instead, plants - nitrogen to the global cycle. That figure does not include
and all organisms from the grazing animals to the predators manures and other organic nitrogen fertilizers, which
15 to the decomposers that ultimately secure their nourishment represent a transfer of already-fixed nitrogen from one
from the organic materials synthesized by plants - must wait 75 place to another rather than new fixation.
for nitrogen to be “fixed,” that is, pulled from the air and ...
bonded to hydrogen or oxygen to form inorganic Until the late 1970s, most industrially produced
compounds, mainly ammonium and nitrate, that they can fertilizer was applied in developed countries. Use in these
20 use. regions has now stabilized while fertilizer applications in
The amount of gaseous nitrogen being fixed at any given
developing countries have risen more dramatically. The
time by natural processes represents only a small addition to
80 momentum of human population growth and increasing
the pool of previously fixed nitrogen that cycles among the
urbanization ensures that industrial fertilizer production
living and nonliving components of the Earth’s ecosystems.
25 Most of that nitrogen, too, is unavailable, locked up in soil will continue at high and likely accelerating rates for
organic matter - partially rotted plant and animal remains - decades in order to meet the escalating demand for food.
that must be decomposed by soil microbes. These microbes
release nitrogen as ammonium or nitrate, allowing it to be
recycled through the food web. The two major natural
30 sources of new nitrogen entering this cycle are nitrogen-
fixing organisms and lightning.
Nitrogen-fixing organisms include a relatively small
number of algae and bacteria. Many of them live free in the
soil, but the most important ones are bacteria that form close
35 symbiotic relationships with higher plants. Symbiotic
nitrogen-fixing bacteria such the the Rhizobia, for instance,
live and work in nodules on the roots of peas, beans, alfalfa,
and other legumes. These bacteria manufacture an enzyme
that enables them to convert gaseous nitrogen directly into
40 plant usable forms.
Lightning may also indirectly transform atmospheric
nitrogen into nitrates, which rain onto soil.
Quantifying the rate of natural nitrogen fixation prior to
human alterations of the cycle is difficult but necessary for
45 evaluating the impacts of human-driven changes to the
global cycling of nitrogen. The standard unit of
measurement for analyzing the global nitrogen cycle is the
teragram (abbreviated Tg), which is equal to a million metric
tons of nitrogen. Worldwide, lighting, for instance, fixes less
50 than 10 Tg of nitrogen per year - maybe even less than 5 Tg.
Microbes are the major natural suppliers of new biologically
available nitrogen. Before the widespread planting of legume
crops, terrestrial organisms probably fixed between 90 and
140 Tg of nitrogen per year. A reasonable upper bound for
55 the rate of natural nitrogen fixation on land is thus about
140 Tg of nitrogen per year.
第 83 页
6FLHQFH SDVVDJH 7
1 __________________________________________ 5
The author’s central claim in the passage is that Which choice provides the best evidence for the answer
A) human activities are hastening the rate at which to the previous question?
nitrogen is fixed into biologically useful forms. A) lines 43-46 ("Quantifying ... nitrogen")
B) nitrogen is a necessary symbiotic component to B) lines 46-49 ("The ... nitrogen")
sustain life on earth and keep ecosystems in balance. C) lines 49-52 ("Worldwide ... nitrogen")
C) industrial use of fertilizer has contributed to the rise D) lines 52-54 ("Before ... year")
of fixed nitrogen, outpacing the output of organic
nitrogen.
D) developing countries need to continue their use of
fertilizer in order to meet rising agricultural
6
demands.
In lines 65, "symbiotic" most nearly means
A) harmonious.
B) interdependent.
2 C) concerted.
In the passage, the author indicates that nitrogen D) collegial.
A) is derived primarily from lightning and industrial

fertilizer.
B) is more essential than oxygen, carbon, and hydrogen.
7
C) is mostly a minor factor in regulating ecosystems.
The author implies that humans are altering the natural
D) is necessary to sustain biological life and ecosystems.
cycle of nitrogen by
A) stabilizing the food web chain of events.
B) using industrial fertilizer and fossil fuels.
3 C) expanding biodiversity and agriculture.
In line 15, "secure" most nearly means D) decreasing the release of fixed elements.
A) protect.
B) defend.
C) acquire.
D) shelter. 8
Which choice provides the best evidence for the
answer to the previous question?
A) lines 57-61 ("During ... forms")
4 B) lines 61-65 ("The ... bacteria")
According to paragraph 6, the main purpose of C) lines 66-68 ("Furthermore ... matter")
quantifying natural nitrogen fixation is to D) lines 69-72 ("Industrial ... cycle")
A) support claims about the consequence of human
enterprise on nitrogen fixation rates.
B) establish a unit of measurement to provide a
baseline for fixed rates of nitrogen.
C) provide examples of the impacts on nitrogen release
from lightning and microbes.
D) caution readers about the environmental effects of
nitrogen release on the ecosystem.
第 84 页
6FLHQFH SDVVDJH7
9 11
How does the data in the graph support the author’s The graph indicates that, between 1960 and 2010, the
point in the last paragraph? United States’ nitrogen fertilizer use has
A) The graph indicates that the use of fertilizer on corn
A) remained stable.
in developed countries is rising faster than the overall
B) fallen off, then increased again.
use of fertilizer.
C) tripled in volume.
B) The graph strengthens the argument that fertilizer
D) decreased significantly.
production must be halted in order to reduce
nitrogen rates.
C) The graph suggests that urbanization will lead to a
rapid acceleration of nitrogen fertilizer production in
the United States.
D) The graph supports the claim that fertilizer
production in developed countries has largely
stabilized.
10
The main purpose of the information in the graph is to
A) show the relationship over time between overall
fertilizer use in the United States and the amount used
to grow corn.
B) illustrate the effect of overall nitrogen fertilizer use on
the environment in the United States.
C) forecast the production of nitrogen fertilizer use in the
United States over the coming century.
D) indicate the inherent risk in increasing production of
nitrogen fertilizer use and its impact on the corn
industry.
第 85 页
全国最大SAT交流群：308463095 6NLOOOHYHO
6RFLDOVFLHQFH SDVVDJH
5IJTQBTTBHFJTBEBQUFEGSPN+BO%FMIFZBOE$ISJTUJBO,SPMM i" 60 DPNQSJTFTMJGFFYQFDUBODZ MJGFTBUJTGBDUJPO BOEUIF
A)BQQJOFTT5FTUGPSUIF/FX.FBTVSFTPG/BUJPOBM8FMM#FJOH)PX FDPMPHJDBMGPPUQSJOUBOEJTUIFSFGPSFBCMFUPEFNPOTUSBUFIPX
.VDI#FUUFSUIBO(%1"SF5IFZ wªCZ8;##FSMJO4PDJBM
NBOZSFTPVSDFTDPVOUSJFTOFFEJOPSEFSUPQSPEVDFBDFSUBJO
4DJFODF$FOUFS
MFWFMPGIFBMUIBOETVCKFDUJWFXFMMCFJOH
5IFSFJTDVSSFOUMZBCSPBEHMPCBMNPWFNFOUBXBZGSPN 3FQMBDJOHUIF(%1BMUPHFUIFSJTRVJUFBESBTUJDTUSBUFHZ
DPOTJEFSBUJPOTPGNFSFFDPOPNJDTVDDFTTUPXBSETBOFX 65 GPS BTTFTTJOH OBUJPOBM XFMMCFJOH BT OPU POMZ JT FDPOPNJD
QVCMJDQPMJDZHPBMJOWPMWJOHBCSPBEFSOPUJPOPGRVBMJUZPG HSPXUIBQSFSFRVJTJUFGPSNBOZPGUIFTPDJBMHPPETUIBUNBLF
Line MJGF5IJTNPWFNFOUIBTBMTPTQVSSFEBSFUIJOLJOHPGXIJDI MJGFFOKPZBCMFCVUUIFNFUSJDPG(%1JTBMTPIJHIMZDPSSFMBUFE
5 TUBUJTUJDTJOGPSNVTCFTUBCPVUBDPVOUSZTTJUVBUJPOBOEIPX XJUITVDIPUIFSGBDUPST5IVT CZBSHVJOHUIBUUIF(%1JT
JUTDJUJ[FOTBSFGBSJOH'PSEFDBEFT UIFHPMETUBOEBSEXBTB POMZBNFBOTUPBOFOE UIFTFNFBTVSFTBSFJOEBOHFSPG
NBDSPFDPOPNJDJOEJDBUPSUIF(%1HSPTTEPNFTUJDQSPEVDU 70 NBLJOHBDPODFQUVBMBTTVNQUJPOUIBUJTOPUBCMFJOUIFPSZCVU
DBMDVMBUFEQFSDBQJUB5IJTJTUIFNPTUQSPNJOFOUZBSETUJDL DBOCFDIBMMFOHFEJOQSBDUJDFPOUIFCBTJTPGBDUVBMDBVTBM
UIBUUIFNFEJB QPMJUJDJBOTBOEUIFQVCMJDDPOTJEFSXIFOUIFZ NFDIBOJTNTBOEFNQJSJDBMEBUB
10 USZUPBTTFTTIPXBDPVOUSZJTQFSGPSNJOH)PXFWFS UIJT
NFBTVSFXBTOFWFSNFBOUUPCFBNFBTVSFPGUIFXFMGBSFPG
OBUJPOT BTJUTDSFBUPS4JNPO,V[OFUTXBSOFEJOUIFT

BOETPUIFSFJTHSPXJOHTLFQUJDJTNBCPVUUIF(%1T
VTFGVMOFTTBTBNFBTVSFPGOBUJPOBMXFMMCFJOH4MPHBOTTVDI )BQQZ1MBOFU*OEFY )1*
CZ(FPHSBQIJD4VCSFHJPO
15 BTiCFZPOE(%1wPSiSFEFGJOJOHQSPHSFTTwDIBMMFOHFUIF
QSFPDDVQBUJPOXJUIUIF(%1
5ISFFLFZTUSBUFHJFTIBWFCFFOFNQMPZFEUPEFWFMPQB
CFUUFSNFBTVSFPGXFMMCFJOHIFBMJOHUIF(%1
DPNQMFNFOUJOHUIF(%1 BOESFQMBDJOHUIF(%1
20 5IFGJSTUHSPVQPGJOJUJBUJWFTUSJFTUPEFBMXJUIUIF
EPXOTJEFTPGUIF(%1CZBUUFNQUJOHUPGJYUIFJOEJDBUPS
JUTFMG
0OFLFZBJNPGUIJTHSPVQPGNFBTVSFTJTUPBDDPVOUGPS
TVTUBJOBCJMJUZBOEUIFFOWJSPONFOUBMEBNBHFBTTPDJBUFEXJUI
25 (%1HSPXUI'PSFYBNQMF UIF*OEFYPG4VTUBJOBCMF
&DPOPNJD8FMGBSFBOEUIF(FOVJOF1SPHSFTT*OEJDBUPSBSF
CPUICBTFEPOUIFDPOTVNQUJPOPGQSJWBUFIPVTFIPMET
)PXFWFS UIFZBMTPSFGMFDUBEEJUJPOBMTPDJBMGBDUPSTTVDIBT
IPVTFIPMEMBCPSBOEFEVDBUJPOXJUIBSJTJOHWBMVF XIJMFBJS
30 QPMMVUJPOBOEFOWJSPONFOUBMEBNBHFMPXFSUIFTDPSF"TB
DPOTFRVFODF UIFEPXOTJEFTPGFDPOPNJDHSPXUIBOE
NPEFSOJ[BUJPOPVHIUUPCFBDDPVOUFEGPSXIJMTUSFUBJOJOHUIF
CFOFGJUTPGUIF(%1 OBNFMZBTJOHMFGJHVSFUIBUDBQUVSFT "EBQUFEGSPN5IF6OIBQQZ1MBOFU*OEFY ªCZ
EJGGFSFOUFOUJUJFTBOEJTDPNQBSBCMFBDSPTTOBUJPOT OFG UIFOFXFDPOPNJDTGPVOEBUJPO
35 5IFTFDPOEHSPVQPGNFBTVSFTNPWFTGVSUIFSBXBZGSPN
UIF(%1BTBZBSETUJDLUIBOUIFQSFWJPVTBQQSPBDIFTCVUEPFT
OPUBCBOEPOUIFTVNPGHPPETBOETFSWJDFTBMUPHFUIFS
*OTUFBE UIJTHSPVQPGNFBTVSFTTFFLTUPBTTFTTOBUJPOBMXFMM
CFJOHCZDPNQMFNFOUJOHUIF(%1XJUIBOVNCFSPGLFZ
40 TPDJBMJOEJDBUPST
'PSFYBNQMF UIF)VNBO%FWFMPQNFOU*OEFYDPNQSJTFT
UIFUISFFEJNFOTJPOTIFBMUI FEVDBUJPO BOENBUFSJBMMJWJOH
DPOEJUJPOT XIJDIBSFNFBTVSFECZMJGFFYQFDUBODZ ZFBSTPG
TDIPPMJOH BOE(/*<HSPTTOBUJPOBMJODPNF> SFTQFDUJWFMZ
1 __________________________________________
45 8IJMFUIFNFUIPEPGDPNQMFNFOUJOHUIF(%1XJUIGVSUIFS
The authors' central claim in the passage is that
JOEJDBUPSTJTBCMFUPPWFSDPNFUIFDPOUSPWFSTJBMNPOFUJ[BUJPO
GSPNXIJDIUIFNFBTVSFTUIBUUSZUPiIFBM(%1wTVGGFS UIF A) SFQMBDJOHUIF(%1PVUSJHIUNBZTFFNBQQFBMJOH
TUBOEBSEJ[BUJPOPGEJGGFSFOUVOJUTJTBMTPDPOUSPWFSTJBM*O CVUJUTBMUFSOBUJWFTXPVMECFEJGGJDVMUBOE
QBSUJDVMBS NFSHJOHEJGGFSFOUVOJUTJOUPBTJOHMFTUBOEBSEJ[FE EBOHFSPVTUPJNQMFNFOU
50 JOEFYJTNFUIPEPMPHJDBMMZDIBMMFOHJOHBOEBHBJOSFRVJSFT
B) XFMMCFJOHBOEFDPOPNJDTIBWFOPUCFFOTIPXOUP
WBMVFKVEHFNFOUTCZUIFSFTFBSDIFS
5IFNPTUSBEJDBMEFQBSUVSFGSPNUIF(%1JTFNCPEJFECZ DPSSFMBUFUPBOZTJHOJGJDBOUEFHSFF
UIFUIJSEHSPVQPGNFBTVSFT XIJDITFFLTBMUFSOBUJWF C) UIF(%1DBOPOMZNFBTVSFFDPOPNJDT XIJMF
JOEJDBUPSTPGXFMMCFJOHXJUIPVUBDDPVOUJOHGPSUIFTVNPG IBQQJOFTTNVTUCFDPOTJEFSFEQSJNBSJMZJOUFSNTPG
55 HPPETBOETFSWJDFTQSPEVDFEJOBOFDPOPNZ5IFMPHJD PUIFSGBDUPST
CFIJOEUIJTBQQSPBDIJTUIBUUIF(%1IBTBMXBZTCFFOBOE
SFNBJOTBNFBOTUPBOFOESBUIFSUIBOUIFFOEJUTFMG D) UIFSFJTBHSPXJOHNPWFNFOUUPJNQSPWFUIFXBZJO
'BNPVTFYBNQMFTJODMVEFUIF)BQQZ1MBOFU*OEFY XIJDIBDPVOUSZTXFMMCFJOHJTNFBTVSFE
DBMDVMBUFECZUIF/FX&DPOPNJDT'PVOEBUJPO5IFJOEFY
第 86
页
2 __________________________________________ 6 __________________________________________
*OUIFGJSTUQBSBHSBQI UIFSFGFSFODFUP4JNPO,V[OFUT 8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS
NBJOMZTFSWFTUP UPUIFQSFWJPVTRVFTUJPO
A) FNQIBTJ[FUIBUUIF(%1JTBSFTQFDUFEBOEWBMJE A) MJOFTo i5ISFFUIF(%1w
UPPM
B) MJOFTo i5IFGJSTUJUTFMGw
B) VOEFSTDPSFBDPNNPODPODFSOBCPVUUIF(%1CZ
DJUJOHBDSJUJD C) MJOFTo i'PSFYBNQMFIPVTFIPMETw
C) DMBSJGZBOBCTUSBDUQPJOUBCPVUUIFEFWFMPQNFOUPG D) MJOFTo i"TBDPOTFRVFODFOBUJPOTw
UIF(%1CZNFOUJPOJOHJUTDSFBUPS
D) TUSFOHUIFOUIFBSHVNFOUUIBUUIF(%1EPFTOPU
BEFRVBUFMZNFBTVSFXFMMCFJOH 7 __________________________________________
*UDBOCFJOGFSSFEUIBUUIFBMUFSOBUJWFBQQSPBDIUP
NFBTVSJOHIBQQJOFTTUIBUJTNPTUEJGGFSFOUGSPNUIF
3 __________________________________________ DVSSFOUBQQSPBDIJTCBTFEPOUIFCFMJFGUIBU
"TVTFEJOMJOF iQSPNJOFOUwNPTUOFBSMZNFBOT A) (%1JTBIFMQGVMNFBTVSFNFOUPGIPXFDPOPNJDT
DPOUSJCVUFUPXFMGBSFJOEJGGFSFOUDPVOUSJFT
A) QSPOPVODFE
B) UIFTVNPGHPPETBOETFSWJDFTQSPEVDFECZBDPVOUSZ
B) SFNBSLBCMF JTOPUBOFDFTTBSZGBDUPSJOEFUFSNJOJOHBDPVOUSZT
C) SFDPHOJ[FE XFMMCFJOH
D) QSPKFDUJOH C) NBUFSJBMMJWJOHDPOEJUJPOTBOEMJGFFYQFDUBODZIBWF
OPFGGFDUPOJOEJWJEVBMIBQQJOFTT
D) FDPOPNJDQSPTQFSJUZJTBHPPEQSFEJDUPSPGMJGF
FYQFDUBODZBOEJTQBSUJDVMBSMZVTFGVMGPSDPNQBSJOH
4 __________________________________________ MJGFFYQFDUBODJFTBSPVOEUIFXPSME
5IFBVUIPSTJNQMZUIBUUIFiGJSTUHSPVQPGJOJUJBUJWFTw
XPVMEQSJNBSJMZ
8 __________________________________________
A) DIBOHFUIFNFBTVSFNFOUBQQSPBDIUPFODPNQBTT
POMZTPDJBMGBDUPST 8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS
B) UBLFCPUIQPTJUJWFBOEOFHBUJWFGBDUPSTJOUPBDDPVOU UPUIFQSFWJPVTRVFTUJPO
VOJWFSTBMMZ A) MJOFTo i5IFNPTUFDPOPNZw
C) TIPXUIFQPTJUJWFFGGFDUTPGNPEFSOJ[BUJPOJOJUTOFX B) MJOFTo i5IFMPHJDJUTFMGw
NFBTVSFNFOUT
C) MJOFTo i'BNPVT'PVOEBUJPOw
D) TIJGUUIFNFBTVSFNFOUPG(%1TPUIBUJUJTDBMDVMBUFE
D) MJOFTo i5IFJOEFYXFMMCFJOHw
QFSDBQJUB
5 __________________________________________ 9 __________________________________________
"TVTFEJOMJOF iGJHVSFwNPTUOFBSMZNFBOT "DDPSEJOHUPUIFHSBQI UIFSFHJPOXJUIUIFGPVSUI

MPXFTU)1*TDPSFJT
A) TZNCPM
A) 3VTTJB 6LSBJOF BOE#FMBSVT
B) OVNCFS
B) $FOUSBMBOE&BTUFSO&VSPQF
C) MFWFM
D) TUSVDUVSF C) 4PVUI"TJB
D) /PSUI"NFSJDB
第 87 页
10 __________________________________________ 11 __________________________________________
#BTFEPOUIFQBTTBHF XIJDIPGUIFGPMMPXJOHJTNPTU 5IFHSFBUFTUOVNCFSPGHFPHSBQIJDSFHJPOTIBWFBO

MJLFMZUPDPOUSJCVUFUP4PVUI"NFSJDBT)1*SBOLJOH )1*TDPSFJOXIJDISBOHF
A) "TPNFXIBUIJHIEVSBUJPOPGFEVDBUJPO A)
B) "NPEFSBUFMZMPXHSPTTOBUJPOBMJODPNF B)
C) "GBJSMZMPXQSPEVDUJPOPGTFSWJDFT C)
D)
D) "SFMBUJWFMZIJHIMJGFFYQFDUBODZ
第 88 页
全国最大SAT交流群：308463095 6NLOOOHYHO2
6RFLDOVFLHQFH SDVVDJH2
Adapted from Terry F. Pettijohn II, Kimberly E. LaPiene, Terry F. can enhance self-esteem specifically related to the social
Pettijohn, and Amanda L. Horting, "Relationships between Facebook functions of the self (social self-esteem) when individuals
Intensity, Friendship Contingent Self-Esteem, and Personality in U.S.
60 receive positive comments and feedback from their friends
College Students." (C) 2012 by Terry F. Pettijohn II et al.
online. In addition, researchers have found that introverted
Online social networking sites, such as Facebook, Google individuals and individuals with low self-esteem may benefit
+, and Bebo, have grown in popularity in recent years and from the social opportunities provided by the Facebook
they provide an exciting new area of study in the field of interface, without the anxiety of interacting face-to-face.
Line psychology. Facebook provides individuals with easy access to 65 Facebook provides an opportunity for individuals who
5 view personal information about their friends, coworkers, and value their friendships to stay informed about social events and
even complete strangers. Facebook has over 500 million active this technology may be particularly important and highly
users and every month over 700 billion minutes are spent on utilized by individuals whose value of themselves is contingent
Facebook. Among U.S. college students, 96% have a Facebook on how well their relationships with friends are succeeding...
account. Given the popularity of online social networking 70 Related to the current investigation, the quality of friendships
10 sites, Facebook in particular, the current study was designed
and how this quality affects self-esteem may be correlated with
to investigate the relationship between Facebook use, the the frequency and intensity in which individuals engage in
importance of quality of friendships to self-esteem, and social networking. Individuals who value their friendships and
personality in college students. see these friendships as important dimensions of themselves
Social relationships are considered by many to be the most
75 may engage in increased social networking behaviors to
15 important component of human life. With the expansion of
provide additional means for keeping connected with friends
the Internet and social networking sites, more people are
using technology to communicate with their friends and and sharing personal activities.
family online and maintain these interpersonal connections in
novel ways that were not available in previous generations. * Changed for cultural accuracy.
20 Some researchers initially believed online activities negatively
impacted relationships and feared that virtual communication
would replace face-to-face interactions and deteriorate social
bonds. Others, however, have found support for the idea that
social networking sites and the Internet have expanded
25 methods of staying socially connected with others and
increased relationship closeness and connectedness. Social
networking sites, such as Facebook, allow users to add
“friends” and keep track of their status, interests, photos,
“likes,” and updates of others’ personal information in
30 cyberspace.
Internet use is related to both positive and negative
psychological and social factors, but the key to understanding
these outcomes is through examining specific types of Internet
use instead of simply the amount of time spent online. While
35 using social media can have positive benefits associated with
community engagement, education, social connectedness, and
identity development, it can also lead to risks linked to social
rejection, cyberbullying, depression, exposure to
inappropriate content, and other negative consequences
40 related to general well-being. For example, a negative
relationship has been found between time spent using
electronic media, including social networking sites, and
college grades. In college, upper-class students with more
Facebook friends reported high levels of social adjustment and
45 stronger attachment to the college than students with less
Facebook friends, although freshmen did not benefit from
having more Facebook friends and actually reported
decreased social and emotional adjustment.
With respect to self-esteem, the research is also mixed,
50 especially considering the different types of self-esteem. In
certain cases, excessive Facebook use may be related to lower
general self-esteem. For example, Mehdizadeh (2010) found a
significant negative correlation between self-esteem and the
number of times students checked Facebook per day and
55 between self-esteem and the time spent on Facebook per
session. Those with lower self-esteem also presented less self-
promoting content on Facebook pages. However, Facebook
第 89
页
1 __________________________________________ 5 __________________________________________
The primary purpose of the passage is to The sentence “Some researchers initially believed online
A) discuss the benefits and drawbacks of using social activities negatively impacted relationships” in lines 20–
media to maintain relationships. 21 primarily serves to
B) debate the merits of using social media as a primary A) introduce a conflicting argument to the study’s main
form of interpersonal communication. findings.
C) emphasize the positive aspects behind the use of B) provide support for the claim that most online social
interactions lead to bullying.
social media to cultivate relationships.
D) raise questions about research findings regarding the C) offer evidence that early studies of social media use
are outdated.
negative impact of online activities on relationships.
D) warn readers about the dangers of using social media
as a form of communication.
2 __________________________________________
The author implies that studying online social networks 6
is important to the field of psychology because Based on the passage, the connection between social
A) online social networks can reveal new connections media use and self-esteem is
between social media use and self-regard.
A) complicated due to the many variables that must be
B) online social networks are becoming increasingly
accounted for.
relevant modes of communication.
B) strongly linked because social media can reveal self-
C) online social networks are used by a large percentage
perception.
of college students to maintain friendships.
C) inconsistent although multiple studies suggest there is
D) online social networks shed light on how college
a correlation.
students create and preserve relationships online.
D) contradictory because not enough research has been
undertaken.
3
8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS
7
A) MJOFTo4 iOnlinepsychologyw
B) MJOFT4o6 iFacebookstrangersw
A) lines 49-52 ("With ... self-esteem")
C) MJOFT6o9 iFacebookaccountw
B) lines 52-56 ("For ... session")
D) MJOFT9o13 iGivenstudentsw
C) lines 57-61 ("However ... online")
D) lines 61-64 ("In ... face-to-face")
4
In line 10 "quality" most nearly means 8
A) condition.
In line 66, "value" most nearly means
B) affirmation.
C) individuality. A) commend.
D) endowment. B) appreciate.
C) glorify.
D) honor.
第 90 页
9 11 __________________________________________
How does the graph relate to the passage? According to the graph, which two kinds of status
A) It illustrates the point that self-esteem is correlated updates are written with equal frequency?
with how often users engage with social media. A) Positive things and major events
B) It provides context for the claim that excessive B) Private/personal events and negative things
Facebook use leads to lower self-esteem. C) Major events and everyday events
C) It supports the study’s findings that content updates D) Negative things and relationships
cover a range of topics and emotions.
D) It demonstrates the disparity between different
categories of social media updates and their content.
10 __________________________________________
The passage and the graph agree that
A) people post about negative things fairly infrequently.
B) people post about personal events more than half
the time.
C) people post about everyday events rarely.
D) people post about relationships most often. -
第 91 页
This passage is excerpted from Kasley Killam, “A Hug A Day Keeps the Evidently, just as we prioritize exercise and nutrition, we
Doctor Away,” © Scientific American 2015. ought to prioritize quality time with loved ones; just as we
avoid unhealthy habits like smoking, we should make effort to
During my final semester of undergrad, I made two signs
that read, “Feeling stressed about exams? Have a free hug!” avoid isolation and to counter social exclusion. And even if
Then I recruited a friend and we stood in the entrance of the 60 you don’t want to hug hundreds of strangers (although I
Line campus library, held up the signs, and waited. [Passersby] had
recommend trying it), don’t underestimate the healing power
5 one of two reactions: Either they quickly looked down at their of touch.
phones and awkwardly shuffled by, or their faces lit up as they
embraced us. Most people were enthusiastic. Some exclaimed,
“You made my day!” or “Thank you. I needed this.” One leapt
into my arms, nearly toppling me over. After two hours of
10 warm interactions, my friend and I couldn’t believe how
energized and happy we felt.
A study published earlier this month suggests that, in
addition to making us feel connected with others, all those
hugs may have prevented us from getting sick. At first, this
15 finding probably seems counterintuitive (not to mention
bizarre). You might think, like I did, that hugging hundreds of
strangers would increase your exposure to germs and
therefore the likelihood of falling ill. But the new research out
of Carnegie Mellon indicates that feeling connected to others,
20 especially through physical touch, protects us from stress-
induced sickness. This research adds to a large amount of
evidence for the positive influence of social support on health.
Social support can broadly be defined as the perception of
meaningful relationships that serve as a psychological
25 resource during tough times. More specifically, this means
emotional support, such as expressions of compassion, and
may include access to information or other assistance. The
researchers measured social support by giving out a
questionnaire in which participants rated different statements
30 (e.g. “I feel that there is no one I can share my most private
worries and fears with.”). Then, they conducted interviews
every night for two weeks to find out how often participants
experienced conflict with others and how often they received
hugs. Finally, the researchers infected participants with a
35 common cold virus and observed what happened.
Several interesting results emerged. Encouragingly, people
overall had a strong sense of social support, as shown by a
high median score on the questionnaire. Similarly, they were
more likely to be hugged (which happened on an average of
40 68% of days during the two-week interview period) than to
experience conflict (7% of days).
The most important results, however, were what the
researchers deemed a “stress-buffering effect.” Keep in mind
that interpersonal conflict can cause people a lot of stress and
45 thereby weaken their immune systems. Yet regardless of how
much conflict they endured, participants with a strong sense
of social support developed less severe cold symptoms than
those who felt socially deprived. Likewise, the more often
people hugged, the less likely they were to get sick, even
50 among individuals who frequently had tense interactions. In
other words, both social support and hugging prevented
against illness. The same lead researcher has previously shown
that the more diverse types of social ties a person has, such as
with friends, family, coworkers, and community, the less
55 susceptible to colds they are.
第 92
页
1 __________________________________________ 5 __________________________________________
The first paragraph serves mainly to As used in line 28, "giving out" most nearly means
A) provide background information necessary to A) distributing.
understand the scientific study. B) donating.
B) introduce the scientific study through a personal C) conferring.
anecdote. D) sacrificing.
C) show that not all scientific experiments need to be
conducted in a laboratory.
D) describe the author’s experience as a subject of the
scientific study. 6
Which of the following can be inferred about the "stress-
buffering effect" of social support?
A) People who experience a lot of conflict are more likely
2 __________________________________________
than other people to develop severe cold symptoms,
In the second paragraph, the author implies that the regardless of their level of social support.
study shows hugs to be B) People who experience a lot of conflict but have a lot
A) the only proven method of preventing sickness. of social support are less likely to develop severe cold
B) less successful than social support in protecting symptoms than people who experience little conflict
people from colds and other illnesses. but have little social support.
C) not conclusively effective at helping people maintain C) People who experience little conflict but still feel
good health. stressed about it are more likely than other people to
D) one of several ways to guard against some illnesses. develop moderate to severe cold symptoms.
D) People who experience little conflict but do not feel
stressed about it always have significantly higher levels
of social support than those who feel stressed.
3
A) MJOFT2o14 iA studysickw
7
B) MJOFT16o18 iYouillw
C) MJOFT18o21 iButsicknessw
D) MJOFT21o22 iThishealthw
A) lines 42-43 ("The most ... effect")
B) lines 45-48 ("Yet ... deprived")
C) lines 48-50 ("Likewise ... interactions")
D) lines 52-55 ("The same ... are")
4
As used in line 26, "expressions" most nearly means
A) demonstrations.
B) declarations. 8
C) revelations. The phrase “friends, family, coworkers, and
D) looks community” (line 54) primarily serves to
A) clarify that only some social connections are
beneficial to health.
B) illustrate the kinds of social ties to which the author
is referring.
C) describe the groups of participants in the
researcher’s previous study.
D) provide examples of people from whom readers
might be exposed to illness.
第 93 页
9 11 __________________________________________
According to the graph, the average incidence of colds According to the graph, the average incidence of colds
for participants who had low-diversity social groups for participants who reported 5 types of social
was closest to relationships was closest to
A) 30% A) 30%
B) 40% B) 40%
C) 60% C) 50%
D) 70% D) 60%
10 __________________________________________
According to the passage, the link shown in the graph
between high social diversity and a strong immune
system
A) illustrates the “stress-buffering effect” of social
support.
B) proves the value of frequent hugs.
C) shows that people with many social ties have less
conflict in their lives than other people do.
D) cannot be explained by science.
第 94 页
全国最大SAT交流群：308463095 6NLOOOHYHO 2
6RFLDOVFLHQFH SDVVDJH 4
This passage is adapted from David Z. Hambrick, “Winning SCRABBLE 60 a task in which they were shown groups of letters and judged
and the Nature of Expertise,” (c)2015 Scientific American. whether they formed words. (fMRI measures brain activity by
detecting changes in blood flow within different regions of

the brain.) The major finding of this study was that
SCRABBLE has been one of the most popular board games
competitive SCRABBLE players recruited brain regions
in the world for decades. And, now, as an increasingly
popular domain for scientific research on expertise, it is 65 associated with working memory and visual perception to
Line giving psychologists a better understanding of the
perform this task to a greater degree than the control subjects
5 underpinnings of complex skill and a clearer picture of the did.
origins of greatness. The overarching goal of this research is What might explain SCRABBLE experts’ superiority in
to better understand the interplay between “software” and working memory and visuospatial reasoning? For the same
“hardware” aspects of the cognitive system. Software factors 70 basic reason that basketball players tend to be tall, a likely
include knowledge and skills that are acquired through explanation is that people high in working memory and
10 experience, whereas hardware factors include genetically- visuospatial reasoning abilities are people who tend to get
influenced abilities and capacities. SCRABBLE is ideal for into, and persist at, playing SCRABBLE: because it gives them
research on how these factors interact not only because it is an advantage in the game. This explanation fits with what
relatively easy to find research participants from a wide range 75 behavioral geneticists call gene-environment correlation,
of skill, but because it can be imported into the lab. which is the idea that our genetic makeup influences our
15 The basic goal of SCRABBLE is to create intersecting experiences.
words by placing lettered tiles on a board containing a 15 x 15 These findings add to an emerging understanding of
grid. Knowledge is, of course, critical for success in this task. complex skill that may ultimately bring expertise within reach
If you want to become a great SCRABBLE player, first and 80 of a larger number of people than is currently the case.
foremost, you have to know a lot of words. You also need to Beginning of reading passage footnotes.
20 be adept at identifying potential plays. Finally, you have to
know SCRABBLE strategy—or what aficionados call “rack * Changed for cultural accuracy.
management”—such as how to keep a good mix of
consonants and vowels.
People aren’t born with this type of specialized knowledge.
25 Research indicates that we may come into the world equipped
with the building blocks for complex skills such as math, but
certainly nothing as specific as knowledge of words in a
particular language. Thus, experience is necessary to become
an expert in SCRABBLE. And, in fact, SCRABBLE skill has
30 been found to correlate positively with the amount of time
people spend engaging in SCRABBLE-related activities. In
one study, using official SCRABBLE rating as an objective
measure of skill, researchers found that groups of “elite” and
“average” SCRABBLE players differed in the amount of time
35 they had devoted to things like studying word lists, analyzing
previous SCRABBLE games, and anagramming—and not by a
little. Overall, the elite group had spent an average of over
5,000 hours on SCRABBLE study, compared to only about
1,300 hours for the average group.
40 Clearly, expert SCRABBLE players are to some degree
“made.” But there is evidence that basic cognitive abilities
play a role, too. In a study recently published in Applied
Cognitive Psychology, Michael Toma and his colleagues
found that elite SCRABBLE players outperformed college
45 students from a highly selective university on tests of two
cognitive abilities: working memory and visuospatial
reasoning. Working memory is the ability to hold in mind
information while using it to solve a problem, as when
iterating through possible moves in a SCRABBLE game.
50 Visuospatial reasoning is the ability to visualize things and to
detect patterns, as when imagining how tiles on a SCRABBLE
board would intersect after a certain play. Both abilities are
influenced by genetic factors.
Further evidence pointing to a role of these abilities in
55 SCRABBLE expertise comes from a recent brain imaging
study by Andrea Protzner and her colleagues at the University
of Calgary. Using functional magnetic resonance imaging
(fMRI), these researchers recorded the brain activity of
SCRABBLE players and control subjects as they performed
第 95
页
1 __________________________________________ 5 __________________________________________
The passage makes the most extensive use of which The author implies that people who experience great
kind of evidence? success in a given activity are often born with
A) expert testimony. A) advantages uniquely suited to that activity.
B) scientific studies. B) a drive to succeed in any activity.
C) secondary sources. C) parents who value success in that activity.
D) statistical analysis. D) a desire to participate in many activities.
2 __________________________________________ 6
The main effect of the term “hardware” line 8 is to Which choice provides the best evidence for the answer
suggest that the human brain. to the previous question?
A) is more like a computer than people realize. A) lines 28-31 ("Thus ... activities")
B) has particular characteristics that cannot be changed. B) lines 37-39 ("Overall ... group")
C) can be essentially reprogrammed through people’s C) lines 50-52 ("Visuospatial ... play")
actions. D) lines 69-74 ("For ... game")
D) can be improved through the use of computers.
7
3 As used in line 32, "objective" most nearly means
Evidence from the passage suggests that elite
A) perceptible.
SCRABBLE players would be most likely to outperform
B) sensory.
non-elite SCRABBLE players in which of the following?
C) intentional.
A) Gaining admission to a selective university. D) unbiased.
B) Playing a board game like chess.
C) Solving a mathematical equation.
D) Learning a foreign language.
8
The main purpose of paragraph 3 is to
A) trace the non-cognitive factors associated with
4 SCRABBLE expertise.
Which choice provides the best evidence for the claim B) show that average SCRABBLE players lack the
that two people performing the same activity may be genetic advantages of elite players.
using different areas of the brain? C) examine the value of childhood training in
A) lines 17-19 ("Knowledge ... words") predicting SCRABBLE success.
B) lines 31-37 ("In one ... little") D) demonstrate that hard work is all it takes to become
C) lines 61-63 ("fMRI ... brain") an elite SCRABBLE player.
D) lines 63-67 ("The major ... did")
第 96 页
9 11 __________________________________________
According to the chart, the question to which the According to the chart, elite SCRABBLE players are most
smallest percentage of college students answered “yes” likely to do which of the following?
mainly tested the students’ A) Study the definitions of words.
A) vocabulary knowledge. B) Keep track of letters played.
B) critical thinking. C) Memorize point values.
C) working memory. D) Memorize words.
D) visuospatial reasoning.
10 __________________________________________
Based on the passage and the chart, college students
playing SCRABBLE are more likely than elite players to
A) make an effort to visualize the board from a
different perspective, because they are less able to
rely on visuospatial reasoning.
B) have difficulty remembering which letters have
been played, because they use their working
memory less.
C) forget to study, because they are less invested in
winning any particular game.
D) spend time learning words, because they have
less inherent talent than elite players.
第 97 页
5IJTQBTTBHFJTFYDFSQUFEGSPN4UFQIFO+-ZDFUU i%ZOBNJDTPG SFJUFSBUJOHUIFSPMFPGJOUFSUSJCFUSBOTNJTTJPOJODSFBUJOHUIF
$VMUVSBM5SBOTNJTTJPOJO/BUJWF"NFSJDBOTPGUIF)JHI(SFBU1MBJOT w 60 QIFOPNFOPOIJTUPSJDBMMZMBCFMFEBTUIFi(SFBU1MBJOT
ªCZ4UFQIFO+-ZDFUU DVMUVSFw)PXFWFS QBUUFSOTPGJOUFSUSJCFWBSJBUJPOJO4VO
%BODFFMFNFOUTBMTPFYIJCJUFEBTUBUJTUJDBMMZTJHOJGJDBOU
"TDBTFTUVEJFTHP VOEFSTUBOEJOHUIFEJTUSJCVUJPOPG SFMBUJPOTIJQXJUIMJOHVJTUJDBGGJOJUJFTCFUXFFOEJGGFSFOUUSJCFT
DVMUVSBMFMFNFOUTJO/BUJWF"NFSJDBODPNNVOJUJFTEVSJOH 0SEJOBSJMZ UIJTQBUUFSONJHIUTJNQMZCFBUUSJCVUFEUPUIFGBDU
UIFIJTUPSJDBMQFSJPEPGUIF(SFBU1MBJOTXPVMETFFNBNPTU
65 UIBUUSJCFTXJUINPSFNVUVBMMZDPNQSFIFOTJCMFMBOHVBHFT
Line DIBMMFOHJOHPOF'BNPVTMZ UIFSFJTBNJYUVSFPGQPXFSGVM XFSFBCMFUPNPSFFGGFDUJWFMZUSBOTNJUUIFCFIBWJPSBMWBSJBOUT
5 JOUFSOBMBOEFYUFSOBMGBDUPST DSFBUJOHGPSBSFMBUJWFMZCSJFG BNPOHUIFNTFMWFT)FSF IPXFWFS MBOHVBHFQBUUFSOTXFSF
QFSJPEJOUJNFBTFFNJOHMZEJTUJODUJWFTFUPGTIBSFE GPVOEOPUUPDPSSFMBUFXJUIHFPHSBQIJDQBUUFSOTBOE
FMFNFOUTGSPNBMJOHVJTUJDBMMZEJWFSTFTFUPGQFPQMFT5IJTJT NPSFPWFS UIFTUBUJTUJDBMSFMBUJPOTIJQCFUXFFO4VO%BODF
LOPXOBDSPTTUIFXPSMEBTUIFi(SFBU1MBJOTDVMUVSFw<*OPVS
70 QBUUFSOJOHBOEMJOHVJTUJDBGGJMJBUJPOXBTGPVOEUPTUJMMIPME
TUVEZ> RVBOUJUBUJWFBOBMZTFTTIPXIPXEJGGFSFOUQSPDFTTFT FWFOXIFOHFPHSBQIZXBTDPOUSPMMFEGPS5IFSFMBUJPOTIJQ
10 PQFSBUFEPOUXPTFUTPGDVMUVSBMUSBJUTBNPOHOJOF)JHI CFUXFFO4VO%BODFWBSJBUJPOTBOEMBOHVBHFQBUUFSOTJT
1MBJOTHSPVQT.PDDBTJOEFDPSBUJPOTFYIJCJUBQBUUFSO UIFSFGPSF JOUIJTJOTUBODFQV[[MJOH
DPOTJTUFOUXJUIHFPHSBQIJDBMMZNFEJBUFECFUXFFOHSPVQ
JOUFSBDUJPO)PXFWFS HSPVQWBSJBUJPOTJOUIFSFMJHJPVT
DFSFNPOZPGUIF4VO%BODFBMTPSFWFBMFWJEFODFPGQVSJGZJOH
15 DVMUVSBMTFMFDUJPOBTTPDJBUFEXJUIIJTUPSJDBMCJBTFT EJWJEJOH 7KH6LPLODULW\RI6XQ'DQFHV$PRQJ)RXU*UHDW3ODLQV7ULEHV
EPXOBODJFOUMJOHVJTUJDMJOFT5IFMBUUFSTIPXTUIBUXIJMFUIF
DPOHMPNFSBUJPOPGi1MBJOTDVMUVSFwNBZIBWFCFFOBQSPEVDU
PGNFSHJOHOFXJEFBTXJUIPME DPNCJOFEXJUIDVMUVSBM
JOUFSDIBOHFCFUXFFOHSPVQT UIFEFUBJMTPGXIBUXBT
20 BDDFQUFE SFKFDUFEPSFMBCPSBUFEJOFBDIDBTFSFGMFDUFEQSF
FYJTUJOHJEFPMPHJDBMCJBTFT"MUIPVHIDVMUVSFNBZTPNFUJNFT
CFBiNFMUJOHQPU wUIFBOBMZTFTTIPXUIBUFWFOJOIJHIMZ
GMVJETJUVBUJPOT DVMUVSBMNPTBJDTNBZCFJOEJSFDUMZTIBQFECZ
IJTUPSJDBMGBDUPSTUIBUBSFOPUBMXBZTPCWJPVT
25 i$VMUVSFwJTUIFDPOHMPNFSBUJPOPGJOGPSNBUJPO
LOPXMFEHF JEFBT BOECFMJFGT TIBSFECZDPNNVOJUJFTBOE
USBOTNJUUFECZTPDJBMJOUFSBDUJPO5IJTTIBSFEQSPQFSUZ
DIBSBDUFSJ[FTBMMIVNBOTPDJFUJFT$PNNVOJUJFTUIBUDBNFUP
PDDVQZUIF)JHI(SFBU1MBJOTEVSJOHUIFUIDFOUVSZ
30 FYFNQMJGZUIFNBOOFSJOXIJDIIVNBOTDBOUBLFFYJTUJOH
JEFBT FMBCPSBUFUIFN DPNCJOFUIFNXJUIOFXPOFT QBTT
UIFNTVDDFTTGVMMZCFUXFFOHSPVQTBOEDSFBUFOPWFM EJTUJODU
QBUUFSOT WJTJCMFPWFSUFNQPSBMBOETQBUJBMTDBMFT"UUFNQUJOH
UPFYBNJOFUIFSPMFPGTQFDJGJDGBDUPSTJODSFBUJOHDVMUVSBM
35 QBUUFSOJOHVOEFSTVDIIJTUPSJDBMMZDPOUJOHFOU USBOTJFOU BOE
EZOBNJDDPOEJUJPOT IPXFWFS QSFTFOUTBDIBMMFOHF
)FSF BOBMZTFTIBWFTIPXOUIFQSFTFODFPGEJTUJODU
QSPDFTTFTPQFSBUJOHBOEVMUJNBUFMZJOGMVFODJOHUIF
SFQSFTFOUBUJPOPGDVMUVSBMUSBJUTJOEJGGFSFOUUSJCFT1BUUFSOTPG
40 TJNJMBSJUZBOEEJGGFSFODFJONPDDBTJOEFTJHOTBNPOH
EJGGFSFOUUSJCFTTIPXBTUBUJTUJDBMMZTJHOJGJDBOUSFMBUJPOTIJQ
XJUIUIFNPEFMPGHFPHSBQIJDSFMBUJPOTIJQTCFUXFFOUSJCFT
/PTUBUJTUJDBMFGGFDUPGMBOHVBHFBGGJMJBUJPOPOUIFEJTUSJCVUJPO
PGNPDDBTJOEFDPSBUJPOTXBTEFUFDUFE5IJTJOEJDBUFTUIBUUIF
45 SFQSFTFOUBUJPOPGNPDDBTJOEFDPSBUJPOUZQFTBNPOHHSPVQT
JT JOUIJTDBTF NPTUTUSPOHMZEFUFSNJOFECZXIFUIFSPSOPU
UIBUUSBJUJTQSFTFOUJOBOPUIFS HFPHSBQIJDBMMZQSPYJNBUF
USJCF*OPUIFSXPSET TFMFDUJPOCJBTFTIBWFOPUEJTSVQUFEUIF
EJTUSJCVUJPOPGUIFTFEFDPSBUJPOTUPUIFFYUFOUUIBUUIFZ
50 EFWJBUFTJHOJGJDBOUMZGSPNBQBUUFSOQSFEJDUBCMFPOUIFCBTJT
PGUIFHFPHSBQIJDSFMBUJPOTIJQTCFUXFFOUSJCFTBMPOF5IFTF
SFTVMUTXPVMETFFNUPSFBGGJSNUIFSPMFPGJOUFSHSPVQSFMBUJPOT
JODSFBUJOHBQBUUFSOPGTIBSFEDVMUVSBMTJNJMBSJUZPWFSUIF
SFHJPOEVSJOHUIFUIDFOUVSZ XIJDINBOZIBWFQSFWJPVTMZ
55 EJTDVTTFE
#FIBWJPSBMWBSJBUJPOCFUXFFOUSJCFTJOUFSNTPGUIFJS
QSBDUJDFPGUIFSFMJHJPVTDFSFNPOZPGUIF4VO%BODFBMTP
JOEJDBUFEBTUBUJTUJDBMSFMBUJPOTIJQXJUIHFPHSBQIZ BHBJO
第 98 页
1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
5IFBVUIPSNBLFTUIFNPTUFYUFOTJWFVTFPGXIJDI 8IBUEPFTUIFBVUIPSJNQMZBCPVUTJNJMBSJUJFTJONPDDBTJO
LJOEPGFWJEFODF EFTJHOBNPOH(SFBU1MBJOTUSJCFTJOUIFUIDFOUVSZ
"
1FSTPOBMSFDPMMFDUJPOT "
5IFNPDDBTJOEFTJHOTBSFBTTJNJMBSBTUIFUSJCFT4VO
%BODFT
#
4UBUJTUJDT
#
4JNJMBSMBOHVBHFTQMBZFEBTNBMMCVUWJUBMSPMFJO
$
2VBOUJUBUJWFBOBMZTJT EFUFSNJOJOHUIFTJNJMBSJUZPGUIFUSJCFTNPDDBTJO
%
&YQFSUUFTUJNPOZ EFTJHOT
$
5IFTJNJMBSJUJFTJONPDDBTJOEFTJHODBOCFFYQMBJOFE
JOUIFDPOUFYUPGUIFUSJCFTSFMBUJWFHFPHSBQIJFT
2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
%
5IF(SFBU1MBJOTUSJCFTEJEOPUIBWFDPNNPODVMUVSBM
"TVTFEJOMJOF iNFEJBUFEwNPTUOFBSMZNFBOT FMFNFOUTVOUJMBGUFSUIFUIDFOUVSZ
"
SFTPMWFE
#
JOGMVFODFE 6 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
$
JOUFSWFOFE 8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS
%
SFDPODJMFE
"
MJOFTo i'BNPVTMZQFPQMFTw
#
MJOFTo i1BUUFSOTUSJCFTw
3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
$
MJOFTo i/PEFUFDUFEw
5IFXPSEiNPTBJDw MJOF
QSJNBSJMZTFSWFTUP %
MJOFTo i)PXFWFSUSJCFTw
"
QSPWJEFBOJNBHFUPDPOUSBTUXJUIBDPNNPOMZVTFE
NFUBQIPS
#
DSFBUJWFMZJMMVTUSBUFUIFXBZTJOXIJDI(SFBU1MBJOT 7 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
USJCFTIBWFTIBSFEBDPNNPODVMUVSF
*UDBOCFSFBTPOBCMZJOGFSSFEUIBUUIFSFMBUJPOTIJQTBNPOH
$
DIBSBDUFSJ[FUIFBSUJTUJDUSBEJUJPOTTIBSFECZ(SFBU UIF4VO%BODFTPGUIF(SFBU1MBJOTUSJCFTJTQV[[MJOH
1MBJOTUSJCFT CFDBVTF
%
TBSDBTUJDBMMZDPNNFOUPOUIF(SFBU1MBJOTUSJCFT "
JUXPVMECFMPHJDBMGPSMBOHVBHFBOE
IJTUPSZPGDPOGMJDU HFPHSBQIZUPDPSSFMBUF CVUUIFZEPOPU
#
UIFUSJCFTXJUITJNJMBSNPDDBTJOEFTJHOTTIPVMEIBWF
TJNJMBS4VO%BODFT CVUUIFZEPOPU
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ $
MBOHVBHFQBUUFSOTEPOPUOPSNBMMZIBWFTVDIB
TUSPOHJOGMVFODFPODVMUVSBMEFWFMPQNFOUT
5IFNBJOQVSQPTFPGUIFBVUIPSTEJTDVTTJPOPGDVMUVSBM
QBUUFSOJOHJOQBSBHSBQIUXPJTUP %
HFPHSBQIZJTUIFPOMZMPHJDBMFYQMBOBUJPOGPSTVDI
TUSPOHDVMUVSBMTJNJMBSJUJFT
"
SFGVUFUIFGJOEJOHTPGBOPUIFSTUVEZ
#
DPOUFTUBOBDDFQUFEUIFPSZ
$
TFUGPSUIUIFDIBMMFOHFTPGUIFTUVEZ 8 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
%
QSFTFOUBDPOUSPWFSTJBMDMBJN 8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS
"
MJOFTo i)PXFWFSMJOFTw
#
MJOFTo i*OPUIFSBMPOFw
$
MJOFTo i#FIBWJPSBMDVMUVSFw
%
MJOFTo i)FSFGPSw
第 99 页
9 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 11 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
"DDPSEJOHUPUIFUBCMF XIJDIUXPUSJCFTIBWFUIFNPTU 5IFEJGGFSFODFCFUXFFOUIFUSJCFTXJUIUIFHSFBUFTUMFWFM

TJNJMBS4VO%BODFT EJTDPVOUJOHFBDIUSJCFT PGTJNJMBSJUZBOEUIFUSJCFTXJUIUIFMFBTUMFWFMPG
DPNQBSJTPOUPJUTFMG TJNJMBSJUZ BTEFQJDUFEJOUIFDIBSU JTBQQSPYJNBUFMZ
"
5IF(SPT7FOUSFBOE"SBQIPUSJCFT "

#
5IF#MBDLGPPUBOE(SPT7FOUSFUSJCFT #

$
5IF"SBQIPBOE#MBDLGPPUUSJCFT $

%

%
5IF"TTJOJCPJOFBOE(SPT7FOUSFUSJCFT
10 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
"DDPSEJOHUPUIFQBTTBHF UIFTJNJMBSJUJFTCFUXFFOUIF
USJCFT4VO%BODFTBTTIPXOJOUIFDIBSUDBOCFCFTU
BUUSJCVUFEUP
"
UIFDMPTFHFPHSBQIJDBMMPDBUJPOTUIBUUIFUSJCFTTIBSFE
#
TJNJMBSJUJFTJOUIFMBOHVBHFTGSPNXIJDIUIFJSQSFTFOU
EBZMBOHVBHFTEFSJWFE
$
QBUUFSOTPGTJNJMBSJUZJOEFTJHOQSFGFSFODFTBNPOH
EJGGFSFOUUSJCFT
%
TFMFDUJPOCJBTFTUIBUEJGGFSFOUUSJCFTIBWFFYIJCJUFE
第 100 页
60 <#VUXIFUIFS>PSOPUOFXNFEJBUFDIOPMPHJFTBSFFOIBODJOH
5IJTQBTTBHFJTFYDFSQUFEGSPN:VQFJ;IBP i/FX.FEJBBOE
%FNPDSBDZ5ISFF$PNQFUJOH7JTJPOTGSPN$ZCFS0QUJNJTNBOE
EFNPDSBDZ UIFZBSFUIFESJWJOHGPSDFCFIJOETPNFSBEJDBM
$ZCFS1FTTJNJTNwªCZ:VQFJ;IBP TIJGUTXIJDIBSFUBLJOHQMBDFJOQPMJUJDT BOEUIFTFDIBOHFT
BSFJOFWJUBCMZCSJOHJOHXJUIUIFNCPUICFOFGJUTBOE
1PMJUJDBMDPNNVOJDBUJPOTDIPMBSTBSFLFFOMZDPODFSOFE MJNJUBUJPOT
XJUIUIFFYUFOUUPXIJDIOFXNFEJBJTBGGFDUJOHQPMJUJDT
"DDPSEJOHMZ UIFGPMMPXJOHTFDUJPOTQSFTFOUUIFSFTQFDUJWF
Line QPTJUJPOTPGDZCFSPQUJNJTUTBOEDZCFSQFTTJNJTUTJOSFMBUJPO
5 UPUISFFLFZBSFBTPGUIFEFCBUFIPXOFXNFEJBFOBCMF
NJOPSQBSUJFTUPIBWFBHSFBUFS<PSMFTTFS>QSFTFODFIPXOFX
NFEJBDPVMENBLFJUQPTTJCMFUPTUSFOHUIFODJUJ[FOTBUUFNQUT
JOQPMJUJDBMQBSUJDJQBUJPOIPXDJUJ[FOTBSFVTJOH NJDSP

CMPHTUPQBSUJDJQBUFJOQPMJUJDBMDPNNVOJDBUJPO
10 5IFGJSTUBSFBPGEFCBUFUPCFDPOTJEFSFEIFSFJTUPXIBU
FYUFOUOFXNFEJBBSFBCMFUPQVUNJOPSQBSUJFTPOBQBSXJUI
UIFJSMBSHFSDPVOUFSQBSUT JOUFSNTPGFYQPTVSF.JOPSQBSUJFT
BSFBCMFUPNBLFVTFPGOFXNFEJBUFDIOPMPHJFTUP
EJTTFNJOBUFJOGPSNBUJPOBOEQSPNPUFUIFNTFMWFTUZQJDBMMZ
15 UIFTFOFXUFDIOPMPHJFTOPUPOMZQSPWJEFCSPBEFSFYQPTVSF
GPSNJOPSQBSUJFTCVUBMTPBDUBTBEEJUJPOBMDIBOOFMTUISPVHI
XIJDIUPDIBMMFOHFNBKPSPQQPOFOUTBOECSFBLJOUPUIF
QPMJUJDBMEFCBUF)PXFWFS DZCFSQFTTJNJTUTBSHVFUIBUB
IJHIFSOVNCFSPGDPNNVOJDBUJPODIBOOFMTEPFTOPUFRVBUF
20 XJUINPSFEFNPDSBDZ#PUINJOPSBOENBKPSQBSUJFTUFOEUP
BQQSPBDIUIF*OUFSOFUJOVUJMJUBSJBOUFSNT VTJOHJUBTBUPPMUP
QSPWJEFJOGPSNBUJPOBCPVUQPMJDJFTSBUIFSUIBOBTBOFX
QMBUGPSNGPSUIFQSPNPUJPOPGJOUFSBDUJPOBOE
JOUFSPSHBOJ[BUJPOBMMJOLT
25 )PXFWFS QPMJUJDBMDZCFSPQUJNJTUTIBWFDSJUJDJ[FEDZCFS
QFTTJNJTUTGPSCFJOHUPPFYUSFNFBOENBJOUBJOUIBUOFX
NFEJBNJHIUCFUIFEFDJTJWFFMFNFOUJOQVTIJOHUIF
EFNPDSBUJDBHFOEBPGFMFDUJPOTOPXBEBZT'PSJOTUBODF
CBTFEPOEBUBQVCMJTIFECZUIF1FX3FTFBSDI$FOUFS TJYUZ $GDSWHGIURP'DYLG$QJRWWL1R'HEDWH$ERXW,W
30 TJYQFSDFOUBHFPGTPDJBMNFEJBVTFSTIBWFQBSUJDJQBUFEJOBU 6HDUFK(QJLQH-RXUQDO
MFBTUFJHIUPOMJOFQPMJUJDBMBDUJWJUJFT TVDIBTFODPVSBHJOH
QFPQMFUPWPUFPSQPTUJOHUIFJSDPNNFOUTPOQPMJUJDTUISPVHI
TPDJBMNFEJB5IVT *OUFSOFUWPUFSTNBZTIBQFFMFDUJPO
DBNQBJHOBHFOEBTUPTPNFFYUFOU5IFGBDUUIBU#BSBDL
35 0CBNBPCUBJOFEBOFMFDUPSBMWJDUPSZGPMMPXJOHBUSJVNQIBOU
HSBTTSPPUTDBNQBJHOBOETVDDFTTGVMVTFPGTPDJBMNFEJBTVDI
BT'BDFCPPLBOE.Z4QBDFJTBDBTFJOQPJOU
5IFUIJSEBSFBPGUIFEFCBUFUPCFDPOTJEFSFEIFSFJTUIF
QIFOPNFOPOPGDJUJ[FO NJDSP
CMPHHJOH$JUJ[FOTBSFVTJOH
40 TPDJBMNFEJB TVDIBTCMPHT 'BDFCPPL 5XJUUFS BOE8FJCP
BTBDIBOOFMGPSQBSUJDJQBUJPOJOQPMJUJDBMEJTDVTTJPOT BJNJOH
UPEJSFDUMZPSJOEJSFDUMZJOGMVFODFQVCMJDDPODFSOTPSFWFO
SFTIBQFUIFQVCMJDBHFOEB QSPNPUJOHUIFEFNPDSBUJDQVCMJD 1 __________________________________________
TQIFSF7PMUNFS JOIJTFNQJSJDBMTUVEZPGQPMJUJDBM
45 DPNNVOJDBUJPO SFWFBMFEUIFJOUFSEFQFOEFODJFTCFUXFFO
5IFBVUIPSTDFOUSBMDMBJNJTUIBU
QPMJUJDJBOT DJUJ[FOTBOEUIFNFEJB BOEIJHIMJHIUFEXIZTPNF A) XIJMFUIFSFJTEJTBHSFFNFOUBCPVUXIFUIFSPSOPU
NFEJBBSFNPSFTVDDFTTGVMDIBOOFMTGPSEFNPDSBUJDQVCMJD OFXNFEJBFOIBODFEFNPDSBDZ BMMBHSFFUIBU
DPNNVOJDBUJPOUIBOPUIFST7PMUNFSDJUFTUIFFYBNQMFPGB UIFZBSFDIBOHJOHQPMJUJDT
$IJOFTFCMPHHFSOBNFE-JYJBPEF XIPXBTUIFGJSTU B) QPMJUJDBMDBOEJEBUFTDBOOPUJOGMVFODFFMFDUJPOT
50 TVDDFTTGVMDBTFPGVTJOHBCMPHBTBAXBUDIEPHUPFYQPTF
XJUIPVUNBOJQVMBUJOHOFXNFEJBUPCFOFGJUUIFJS
OVNFSPVTPGGJDJBMDPSSVQUJPOTJO$IJOBJOBOE DBNQBJHOT
UIFSFCZCSPBEFOJOHUIFDIBOOFMPGQPMJUJDBMQBSUJDJQBUJPO
UISPVHICMPHT5IJTFYBNQMFJMMVTUSBUFTUIFQPUFOUJBMQPXFSPG C) DJUJ[FOTNVTUCFDPNFNPSFFOHBHFEJOQPMJUJDTCZ
OFXNFEJB XIJDIIBTBMSFBEZTUBSUFEUPDIBMMFOHFUIF CMPHHJOHUPUSVMZFYFSDJTFUIFJSEFNPDSBUJD
55 FYJTUJOHQPMJUJDBMTZTUFN QSJWJMFHFT
-PPLJOHBUUIFUISFFLFZBSFBTPGEFCBUFPVUMJOFEBCPWF JU D) JUJTUPPTPPOUPUFMMXIBUOFXNFEJBT
JTBQQBSFOUUIBUUIFSFJTOPUIJOHJOIFSFOUMZEFNPDSBUJDBCPVU QPMJUJDBMFGGFDUTXJMMCF CVUUIFZBSF
UIFOFXNFEJBUIFFYUFOUUPXIJDIUIFZBSFCFJOHVTFEUP HFOFSBMMZUIPVHIUUPCFQPTJUJWF
FOIBODFEFNPDSBDZEFQFOETPOXIPJTVTJOHUIFNBOEXIZ
第 101
页
2 __________________________________________ 6 __________________________________________
"TVTFEJOMJOFTo iDPODFSOFEXJUIwNPTU 5IFBVUIPSVTFTUIF1FX3FTFBSDI$FOUFSGJOEJOHTUP
OFBSMZNFBOT JNQMZUIBU
A) XPSSJFEBCPVU A) #BSBDL0CBNBTWJDUPSZXBTQPTTJCMFPOMZCFDBVTFPG
B) JOUFSFTUFEJO TPDJBMNFEJBVTBHF
C) NPUJWBUFECZ B) OFXNFEJBVTFSTJOGMVFODFSFBMXPSMEQPMJUJDBMFWFOUT
UPTPNFEFHSFF
D) VOFBTZBCPVU
C) DZCFSPQUJNJTUTUBLFBOPWFSMZQPTJUJWFTUBODFUPXBSET
OFXNFEJB
D) DZCFSQFTTJNJTUTEPOPUVOEFSTUBOEIPXOFXNFEJB
3 __________________________________________ PVUMFUTBSFVTFE
5IFBVUIPSJNQMJFTUIBUDZCFSPQUJNJTUTWJFXUIFVTFPG
OFXNFEJBUFDIOPMPHJFTCZNJOPSQBSUJFTBT
7 __________________________________________
A) UIFPOMZTPMVUJPOUPUIFQSPCMFNPGVOGBJSOFTTJO
FMFDUJPOT 8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPS
B) VTFGVMUPPMTUIBUNBZCFEBOHFSPVTJOUIFXSPOH UIFBOTXFSUPUIFQSFWJPVTRVFTUJPO
IBOETCFDBVTFPGUIFMJNJUFEVOEFSTUBOEJOHNPTU A) MJOFTo i)PXFWFSOPXBEBZTw
QFPQMFIBWFPGUIFN
B) MJOFTo i'PSNFEJBw
C) QMBUGPSNTUIBUIBWFCFFODBSFGVMMZEFWFMPQFECZ
QPMJUJDJBOTJOPSEFSUPTFSWFUIFOFFETPGTQFDJBM C) MJOFTo i5IVTQPJOUw
JOUFSFTUT D) MJOFTo i5IFUIJSEQVCMJDTQIFSFw
D) BOPQQPSUVOJUZUPNBLFUIFFMFDUPSBMQSPDFTTNPSF
EFNPDSBUJD
4 __________________________________________ 8 __________________________________________
8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIF 5IFBVUIPSEJTDVTTFT-JYJBPEFBTBOFYBNQMFPG
BOTXFSUPUIFQSFWJPVTRVFTUJPO A) BOFXNFEJBVTFSXIPNBEFBQPMJUJDBMJNQBDU
A) MJOFTo i5IFGJSTUFYQPTVSFw
B) BOBWFSBHFQFSTPOXIPNJTHVJEFEMZUSJFEUPDIBOHF
B) MJOFTo i.JOPSUIFNTFMWFTw
UIFXPSME
C) MJOFTo i)PXFWFSEFNPDSBDZw
C) BOFXLJOEPGQPMJUJDJBOXIPCFHBOBTBOPSEJOBSZ
DJUJ[FO
D) MJOFTo i#PUIMJOLTw
D) BTDIPMBSJOQPMJUJDBMDPNNVOJDBUJPOTXPSLJOHUP
DIBOHFUIFGJFME
5 __________________________________________ 9 __________________________________________
5IFFYQSFTTJPOTiDZCFSPQUJNJTUTwBOEiDZCFS 8IJDIPGUIFGPMMPXJOHDIPJDFTSFQSFTFOUTUIFHSFBUFTU
QFTTJNJTUTw MJOF
QSJNBSJMZTFSWFUP OVNCFSPGQFPQMF
A) GSBNFUIFEFCBUFTVSSPVOEJOHOFXNFEJBBOE A) .D$BJOhT'BDFCPPLTVQQPSUFST
QPMJUJDTXJUIGBNJMJBSPQQPTJUJPOBMUFSNT
B) 0CBNBhT5XJUUFSGPMMPXFST
B) MFHJUJNJ[FUIFBVUIPSTBSHVNFOUCZDSFBUJOHB
OFXLJOEPGKBSHPOUPSFGFSFODFUIFQMBZFSTJOUIJT C) .D$BJOhT.Z4QBDFGSJFOET
QPMJUJDBMGJFME
D) 0CBNBhT.Z4QBDFGSJFOET
C) DMBSJGZUIBUUIFSFBSFPOMZUXPQPTTJCMFQPTJUJPOT
UPUBLFSFHBSEJOHUIJTJTTVF BOEUIFZBSFPQQPTFE
UPPOFBOPUIFS
D) EJTUJOHVJTICFUXFFONBKPSBOENJOPSQBSUJFT
XJUIOFXUFSNTUIBUBMMPXUIFSFBEFSUPWJFX
UIFNBTQPTJUJWFBOEOFHBUJWF
第 102 页
10 __________________________________________ 11 __________________________________________
"DDPSEJOHUPUIFQBTTBHF 0CBNBT 8FDBOJOGFSGSPNUIFDIBSUUIBUUIFNBKPSJUZPG

DPNQBSBUJWFMZIJHIVTBHFPGTPDJBMNFEJBBT .D$BJOTVQQPSUFSTXFSF
EFQJDUFEJOUIFDIBSUJTBOFYBNQMFPG
A) BDUJWFPO'BDFCPPL
A) UIFMJOLTCFUXFFOOFXNFEJBVTFBOEQPMJUJDBM
B) BDUJWFPO.Z4QBDF
TVDDFTT
C) BDUJWFPO5XJUUFS
B) FBSMZBEPQUFSTPGUFDIOPMPHZCFOFGJUJOHGSPN
UIFJSUJNJOH D) OPUBDUJWFPOBOZPGUIFTFQMBUGPSNT
C) UIFJNQPSUBODFPGNJDSPCMPHHJOHUPSFBDI
TVQQPSUFST
D) NJOPSDBOEJEBUFTHBJOJOHFYQPTVSFUISPVHIOFX
NFEJB
第 103 页
5IJTQBTTBHFJTFYDFSQUFEGSPN)JSPTIJ/JUUPOP .JDIJLP 60 4IFSNBOFUBMTVHHFTUTDBSFHJWJOHCFDBVTFUIFQMBZFSJT
'VLVTIJNB "LJIJSP:BOP BOE)JSPLJ.PSJZB i5IF1PXFSPG,BXBJJ FYQFDUFEUPBDUBTBEPDUPSXIPIFMQTUIFQBUJFOUEFQJDUFEPO
7JFXJOH$VUF*NBHFT1SPNPUFTB$BSFGVM#FIBWJPSBOE/BSSPXT
UIFHBNFCPBSEXJUISFNPWJOHGPSFJHOPCKFDUTGSPNUIF
"UUFOUJPOBM'PDVT wªCZ)JSPTIJ/JUUPOP FUBM
QBUJFOUTCPEZ6TJOHEJGGFSFOUUZQFTPGUBTLTXPVMEFMVDJEBUF
$VUFUIJOHTBSFQPQVMBSXPSMEXJEF*OQBSUJDVMBS +BQBOT UIFDBVTFPGQFSGPSNBODFJNQSPWFNFOU
DVMUVSFBDDFQUTBOEBQQSFDJBUFTDIJMEJTIOFTTBUUIFTPDJBM 65 3FDFOUMZ 4IFSNBOBOE)BJEUDIBMMFOHFEUIFDMBTTJDWJFX
MFWFM7BSJPVTLJOETPGBOJNFBOEDIBSBDUFSHPPET TVDIBT UIBUDVUFOFTTJTBOJOOBUFSFMFBTFSPGQBSFOUBMJOTUJODUTBOE
Line 1PLÏNPOBOE)FMMP,JUUZ XIJDIBSFPGUFOEFTDSJCFEBT DBSFHJWJOHSFTQPOTFT*OTUFBE UIFZQSPQPTFEUIBUQFSDFJWJOH
5 LBXBJJ BSFQSPEVDFEBOEFYQPSUFEUPNBOZDPVOUSJFT5IJT DVUFOFTTNPUJWBUFTTPDJBMFOHBHFNFOUBOEQSJNFTBGGJMJBUJWF
QIFOPNFOPOBUUSBDUTDPOTJEFSBCMFBUUFOUJPOGSPNWBSJPVT GSJFOEMZUFOEFODJFT5IJTBUUJUVEJOBMDIBOHFJTBTTVNFEUPCF
GJFMET JODMVEJOHBFTUIFUJDTBOEFOHJOFFSJOH,BXBJJJTBO 70 MJOLFEXJUIDPHOJUJWFQSPDFTTFTSFMBUFEUPNFOUBMJ[JOH JF
BUUSJCVUJWFBEKFDUJWFJONPEFSO+BQBOFTFBOEJTPGUFO BUUSJCVUJOHNFOUBMTUBUFTUPBHFOUT
BOETPNFUJNFTJOEJSFDUMZ
USBOTMBUFEJOUP&OHMJTIBTiDVUFw)PXFWFS UIJTXPSEXBT MFBETUPJODSFBTFEDBSFT*GDVUFOFTTJOEVDFECFIBWJPSBM
10 PSJHJOBMMZBOBGGFDUJWFBEKFDUJWFEFSJWFEGSPNBOBODJFOU DBSFGVMOFTTJTDBVTFECZBIFJHIUFOFENPUJWBUJPOGPSTPDJBM
XPSE LBXBIBZVTIJ XIJDIMJUFSBMMZNFBOTGBDF LBXB
JOUFSBDUJPO UIFFGGFDUXPVMEOPUCFGPVOEJOTJNQMF
GMVTIJOH IBZVTIJ
5IFPSJHJOBMNFBOJOHPGiBTIBNFE 75 QFSDFQUVBMoDPHOJUJWFUBTLTUIBUEPOPUTVHHFTUTPDJBM
DBOUCFBSUPTFF GFFMQJUZwXBTDIBOHFEUPiDBOUMFBWF JOUFSBDUJPO
TPNFPOFBMPOF DBSFGPSw*OUIFQSFTFOUQBQFS XFDBMMUIJT
15 BGGFDUJWFGFFMJOH UZQJDBMMZFMJDJUFECZCBCJFT JOGBOUT BOE
ZPVOHBOJNBMT DVUF
$VUFPCKFDUTBSFBTTVNFEUPCFDIBSBDUFSJ[FECZCBCZ
0HDQ6FRUHVRQWKH2SHUDWLRQ7DVN%HIRUHDQG$IWHU
TDIFNB5IJTJTBTFUPGGFBUVSFTUIBUBSFDPNNPOMZTFFOJO 9LHZLQJ,PDJHV
ZPVOHBOJNBMTBMBSHFIFBESFMBUJWFUPUIFCPEZTJ[F BIJHI
20 BOEQSPUSVEJOHGPSFIFBE MBSHFFZFT BOETPGPSUI-PSFO[
BTTVNFEUIBUSFTQPOTFTUPCBCZTDIFNBBSFJOOBUFQSPDFTTFT
BOEBSFUSJHHFSFECZFMFNFOUBMGFBUVSFTPGUIFTUJNVMJ*O
IVNBOT UIFTUJNVMJBSFEFFNFEDVUF DBQUVSFBUUFOUJPO CSJOH
BTNJMFUPUIFWJFXFSTGBDF BOEJOEVDFNPUJWBUJPOBOE
25 CFIBWJPSGPSBQQSPBDIBOEDBSFHJWJOH#BCZTDIFNB
NPEVMBUFTQFSDFQUJPOBOEBUUFOUJPOBUFBSMZTUBHFTPGWJTVBM
QSPDFTTJOHBOEBDUJWBUFTUIFSFXBSETZTUFNPGUIFCSBJO
'SPNBOFUIPMPHJDBMQFSTQFDUJWF JUJTVOEFSTUBOEBCMFUIBU
DVUFUIJOHTBSFUSFBUFEGBWPSBCMZ)PXFWFS MJUUMFJTLOPXO
30 BCPVUXIFUIFSFODPVOUFSJOHBDVUFPCKFDUJOGMVFODFTUIF
TVCTFRVFOUCFIBWJPSPGUIFCFIPMEFS#FDBVTFDVUFUIJOHT
QSPEVDFQPTJUJWFGFFMJOHT UIFJSJOGMVFODFNBZFYUFOEUPPUIFS
BTQFDUTPGCFIBWJPS
4IFSNBO )BJEU BOE$PBOSFQPSUFEUXPFYQFSJNFOUT
35 TIPXJOHUIBUQFSGPSNBODFJOBGJOFNPUPSEFYUFSJUZUBTL UIF
DIJMESFOTHBNF0QFSBUJPO
JNQSPWFEBGUFSQBSUJDJQBOUT
WJFXFEBTMJEFTIPXPGDVUFJNBHFT FH QVQQJFTBOE
LJUUFOT
NPSFUIBOBGUFSUIFZWJFXFEJNBHFTUIBUXFSFOPUBT
DVUF FH EPHTBOEDBUT
5IFQFSGPSNBODFNFBTVSFXBTUIF
40 OVNCFSPGQMBTUJDCPEZQBSUTUIBUQBSUJDJQBOUTSFNPWFE
TVDDFTTGVMMZGSPNUIFCPEZPGUIFQBUJFOUEFQJDUFEPOUIF
HBNFCPBSEVTJOHUXFF[FSTXJUIPVUUPVDIJOHUIFFEHFTPGUIF
DPNQBSUNFOUT5IFJNQSPWFNFOUJOUIFBDDVSBDZPGUIJTUBTL 1 __________________________________________
DBOCFJOUFSQSFUFEBTBOJOEFYPGJODSFBTFEBUUFOUJPOUPBOE
45 DPOUSPMPGNPUPSBDUJPOT4IFSNBOFUBMFYQMBJOFEUIJTFGGFDU 5IFBVUIPSTDFOUSBMDMBJNJTUIBU
JOUFSNTPGUIFFNCPEJFEDPHOJUJPOQFSTQFDUJWF5IBUJT UIF A) DVUFOFTTQSPWPLFTUIFTBNFFNPUJPOBMSFTQPOTFT
UFOEFSOFTTFMJDJUFECZDVUFJNBHFTJTNPSFUIBOKVTUBQPTJUJWF BSPVOEUIFXPSME
BGGFDUJWFGFFMJOHTUBUF*UDBONBLFQFPQMFNPSFQIZTJDBMMZ
UFOEFSJOUIFJSNPUPSCFIBWJPS"MUIPVHIUIFSFTVMUTBSF B) FODPVOUFSJOHBDVUFPCKFDUNBZMFBEUPDIBOHFTJO
50 JOUSJHVJOH UIFNFDIBOJTNPGQFSGPSNBODFJNQSPWFNFOU CFIBWJPS
SFNBJOTVODMFBSGPSUXPSFBTPOT'JSTU UIFUJNFUPDPNQMFUF C) TUVEJFTPGDVUFOFTTTIPVMEJODMVEFUBTLTUIBUJOWPMWF
UIFUBTLXBTOPUNFBTVSFE#FUUFSQFSGPSNBODFDPVMECF TPDJBMJOUFSBDUJPO
BDIJFWFEFJUIFSUISPVHITMPXBOEEFMJCFSBUFBDUJPOTPS
UISPVHIRVJDLBOEBDDVSBUFBDUJPOT.FBTVSJOHUIF D) DVUFOFTTFMJDJUTGFFMJOHTPGUFOEFSOFTTJOUFTU
55 QFSGPSNBODFTQFFEXPVMEIFMQUPFYQMBJOUIFVOEFSMZJOH TVCKFDUT
NFDIBOJTN4FDPOE POMZPOFUZQFPGUBTLXBTVTFE*G
WJFXJOHCBCZBOJNBMTJOEVDFEBCFIBWJPSBMUFOEFODZUPXBSE
QSPUFDUJPOBOEDBSFHJWJOH QFSGPSNBODFJNQSPWFNFOUDPVME
CFTQFDJGJDUPBDBSFSFMBUFEUBTL5IFPQFSBUJPOUBTLVTFECZ
第 104 页
2 __________________________________________ 6 __________________________________________
5IFBVUIPSTNFOUJPO1PLÏNPOBOE)FMMP,JUUZJO 8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS
PSEFSUP UPUIFQSFWJPVTRVFTUJPO
A) QSPWJEFFYBNQMFTPGQPQVMBSLBXBJJQSPEVDUT A) MJOFTo i5IFBDUJPOTw
GSPN+BQBO
B) MJOFTo i4IFSNBOQFSTQFDUJWFw
B) DMBSJGZBOFBSMJFSTUBUFNFOUCZTIPXJOHUIBUTPNF
QSPEVDUTVTFDVUFOFTTJOUIFJSNBSLFUJOH C) MJOFTo i5IBUTUBUFw
C) EFNPOTUSBUFUIBUDVUFQSPEVDUTBSFNPSFMJLFMZUP D) MJOFTo i"MUIPVHISFBTPOTw
CFFYQPSUFEUIBOPUIFSQSPEVDUT
D) TVQQPSUUIFDMBJNUIBULBXBJJQSPEVDUTBSF
GPVOEJOWBSJPVTGJFMET 7 __________________________________________
5IFBVUIPSTJNQMZUIBU4IFSNBO )BJEU BOE

$PBOT0QFSBUJPOFYQFSJNFOUXPVMEIBWFCFFO
3 __________________________________________ JNQSPWFECZDIBOHJOHUIF
"TVTFEJOMJOF iFMFNFOUBMwNPTUOFBSMZNFBOT A) NFUIPEPMPHZ
A) JOOFS B) UFTUTVCKFDUT
B) DIFNJDBM C) FYQFSJNFOUBMTFUUJOH
C) QBSUJBM D) SFTFBSDIFST
D) FTTFOUJBM
4 __________________________________________ 8 __________________________________________
5IFXPSETiDBQUVSFwBOEiJOEVDFw MJOFTo
QSJNBSJMZTFSWFUP UPUIFQSFWJPVTRVFTUJPO
A) JSPOJDBMMZEFQJDUUIFVODMFBSFGGFDUTPGDVUFJNBHFT A) MJOFTo i*GUBTLw
POUFTUTVCKFDUT
B) MJOFTo i5IFCPEZw
B) DIBSBDUFSJ[FUIFDVUFTUJNVMJVTFEJOUFTUTJO C) MJOFTo i6TJOHJNQSPWFNFOUw
VOVTVBMMZTUSPOHUFSNT
D) MJOFTo i*OTUFBEUFOEFODJFTw
C) JOEJDBUFUIBUDVUFTUJNVMJDBOIBWFBGPSDFGVMJNQBDU
POUIFWJFXFS
D) QSPWJEFBGPSNBMUPOFUPDPOUSBTUXJUIUIFSFTUPGUIF
QBTTBHFTJOGPSNBMUPOF
5 __________________________________________ 9 __________________________________________
5IFBVUIPSTJNQMZUIBUUIFZTFF4IFSNBO )BJEU BOE "DDPSEJOHUPUIFHSBQI UIFTFDPOEIJHIFTUPWFSBMM

$PBOTFYQFSJNFOUTBTNBJOMZ TDPSFJOUIFTUVEZXBTBDIJFWFECZUIFQBSUJDJQBOUTXIP
A) JOUFSFTUJOHCVUVOOFDFTTBSZ A) IBEKVTUWJFXFEQJDUVSFTPGCBCZBOJNBMT
B) TMPQQZBOEJODPODMVTJWF B) IBEKVTUWJFXFEQJDUVSFTPGBEVMUBOJNBMT
C) TVHHFTUJWFCVUJODPNQMFUF C) XFSFBCPVUUPWJFXQJDUVSFTPGBEVMUBOJNBMT
D) JOWFOUJWFBOEHSPVOECSFBLJOH D) XFSFBCPVUUPWJFXQJDUVSFTPGCBCZBOJNBMT
第 105 页
10 __________________________________________ 11 __________________________________________
"DDPSEJOHUPUIFQBTTBHF POFFYQMBOBUJPOGPSUIF 5IFBWFSBHFJOJUJBMTDPSFPGQBSUJDJQBOUTXIPXFSF

QFSGPSNBODFPGUIFTVCKFDUTJOUIFHSBQITUPQ MBUFSTIPXOUIFBEVMUBOJNBMQJDUVSFTXBTDMPTFTUUP
TDPSJOHHSPVQJTUIBUUIF XIJDIOVNCFS
A) UFTUUPPLQMBDFVOEFSUJNFEDPOEJUJPOT GPSDJOH A)
UIFTVCKFDUTUPCFNPSFBDDVSBUF B)
B) TVCKFDUTIBEUPQFSGPSNTFWFSBMLJOETPGUBTLT C)
NBLJOHUIFNDPOTJEFSFBDIPOFNPSFDBSFGVMMZ
D)
C) UFOEFSOFTTFMJDJUFECZWJFXJOHUIFJNBHFTNBEF
UIFNNPSFDBSFGVMJOQFSGPSNJOHUIFUBTL
D) TVCKFDUTFYQFSJFODFEBIFJHIUFOFENPUJWBUJPOGPS
TPDJBMJOUFSBDUJPO
第 106 页
This passage is adapted from Jamshid J. Tehrani, “The Phylogeny of 55 Overall, the results demonstrate a high degree of
Little Red Riding Hood.” © 2013 by Jamshid J. Tehrani. consistency in the groupings returned by the analyses. All
three analyses identified “Little Red Riding Hood” and “The
Story of Grandmother” as a single tale type that is distinct
The publication of Jacob and Wilhelm Grimm's Children's from “The Wolf and the Kids.” The East Asian tales,
and Household Tales two hundred years ago sparked 60 meanwhile, did not cluster with ATU 333 or ATU 123. One
enormous academic interest in traditional stories and helped intriguing possibility is that the East Asian tales represent a
Line establish folklore as a field for academic inquiry. One of the sister lineage that diverged from ATU 333 and ATU 123
5 most unexpected discoveries to emerge from these studies was before they evolved into two distinct groups.
the recurrence of many of the same plots in the oral traditions
associated with different societies. Researchers have examined
the distributions of common plot elements within and across
regions to make inferences about past migration and cross-
10 cultural contact.
Other researchers have sought to classify similar folktales
from different oral literatures into distinct “international
types” based on consistencies in their plots. The most
comprehensive reference work in this field, the Aarne-Uther-
15 Thompson (ATU) index, identifies more than two thousand
international types distributed across three hundred cultures.
This study proposes an approach to studying cross-cultural
relationships among folktales that employs quantitative
methods of phylogenetic analysis. Phylogenetics was originally
20 developed to investigate the evolutionary relationships among
biological species, and has become increasingly popular in
studies of cultural phenomena. In each case, the aim of a
phylogenetic analysis is to construct a graph that represents
relationships of common ancestry inferred from shared
25 inherited traits. The study focuses on one of the most famous
stories in the folktale literature, ATU 333 – “Little Red Riding
Hood,” believed to be based on an old folktale known as “The
Story of Grandmother.”
Highly similar stories to “Little Red Riding Hood” have
30 been recorded in various non-western oral literatures. These
include a folktale that is popular in East Asia known as “The
Tiger Grandmother,” in which a group of siblings spend the
night in bed with a tiger who poses as their grandmother.
Despite similarities, it is not clear whether these tales can in
35 fact be classified as ATU 333. Some writers suggest they may
belong to another international tale type, ATU 123, “The Wolf
and the Kids.” In this tale, a goat warns her kids not to open
the door while she is out in the fields, but is overheard by a
wolf. When she leaves, the wolf impersonates her and tricks
40 the kids into letting him in. Although ATU 123 is believed to
be closely related to ATU 333, it is classified as a separate
international tale type.
The ambiguities surrounding the classification of the East 1 __________________________________________
Asian tales exemplify the problems of current folklore
The primary purpose of the passage is to
45 taxonomy. The present study addresses two key questions:
Can the tales described above be divided into phylogenetically A) discuss the reasons that folk tales are similar across
distinct international types? If so, should the East Asian tales
cultures and societies.
be classified as variants of ATU 333 or ATU 123?
Data for the study were drawn from 58 variants of ATU B) highlight the merits of a traditional approach to
50 333/123 available in English translation from 33 populations. studying the history of folk tales.
Relationships among the tales were reconstructed using three C) show how a new approach to tracing relationships
methods of phylogenetic analysis. The analyses focused on 72
plot variables, such as the tricks used by the villain to deceive among folktales helps address a particular example.
the victim. D) emphasize the similarities among folk tales
throughout history and all over the world.
第 107 页
2 __________________________________________ 6 __________________________________________
The author’s reference to Jacob and Wilhelm Grimm's The author implies that "The Tiger Grandmother"
Children's and Household Tales in paragraph 1 should be classified with which tale or tales mentioned
primarily serves to in the last paragraph?
A) provide a well-known reference point to introduce A) "Little Red Riding Hood"
the topic of the study of folktales. B) "The Story of Grandmother"
B) offer evidence that folktales should be taken seriously C) "The Wolf and the Kids"
as a subject of academic study.
D) "The East Asian Tales"
C) introduce the argument that most folktales from
across cultures and societies really are very similar.
D) advise readers that they should familiarize themselves
with the work before they can understand the study.
7 __________________________________________
3 __________________________________________ A) lines 29-30 ("Highly ... literatures")

B) lines 30-33 ("These ... grandmother")
The passage suggests that folktales and biological species
C) lines 35-37 ("Some ... Kids")
are similar in that
D) lines 40-42 ("Although ... type")
A) there are more than two thousand of each,
distributed across much of the planet.
B) they can be measured on the same scale.
C) different groups can be traced back to a common 8 __________________________________________
ancestor. In line 36, "belong to" most nearly means
D) most cultural phenomena are based on underlying
A) be suitable for.
biological processes.
B) be the property of.
C) be grouped with.
D) be an attribute of.
4
to the previous question? 9 __________________________________________
A) lines 13-16 ("The ... cultures") The chart best supports the author's discussion of the
B) lines 17-19 ("This ... analysis") study by showing
C) lines 19-22 ("Phylogenetics ... phenomena")
A) the extreme differences between the East Asian tales
D) lines 22-25 ("In ... traits")
and the tales classified as ATU 123 and ATU 333.
B) that the East Asian tales share traits with the tales in
ATU 123 and ATU 333 but diverge from both.
C) the five different traits that are present in tales from
5
around the world.
As used in line 22, "phenomena" most nearly means
D) that the Hand test and Excuse to escape are featured
A) anomalies.
most prominently in the East Asian tales.
B) productions.
C) paradoxes.
D) miracles.
第 108 页
10 __________________________________________ 11 __________________________________________
According to the chart, which trait is NOT present both Based on information in the passage and the chart,
in the East Asian tales and in those of ATU 333? which two traits are both present in the the tale "The
A) Hand test Wolf and the Kids”?
B) Dialogue with the villain A) Voice operation and dialogue with the villain
C) Rescue by passer-by B) Hand test and rescue by passer-by
D) Excuse to escape C) Dialogue with the villain and excuse to escape
D) Voice operation and hand test
第 109 页
This passage is adapted from Madhuvanthi Kannan, “Overworking For beginners, Radel’s technique of overtaxing the brain,
Your Brain Can Spark Ideas.” ©2015 by Scientific American. to find a sweet window for a creative spell, may be a good
If you walk down to the office gallery at Pearlfisher Inc., a 65 place to start. As we go through our day, juggling multiple
design agency, you are bound to hear the unmistakable cluck tasks, our mind works hard to stay focused on a single task.
of plastic balls colliding. At first, you might dismiss it as the There is the added pressure to keep distractions at bay –
Line sound of employees chilling out on a ping pong game. What meetings, e-mails, news updates. At the end of it all, we are
5 you see next might take your breath away – a huge ball pit left feeling exhausted. At such times, instead of shutting
filled with 81,000 white plastic balls. But frolicking in the pit 70 down and relaxing, we should perhaps learn to capitalize on
are not preschoolers or kindergartners. They are in fact the mental fatigue and try to kindle our creative genius.
corporate managers, dressed in business suits, in an afternoon
brainstorming session.
10 Companies relying on innovation go to astonishing lengths
to imbue creativity in their staff. Jump In!, the wacky
brainchild of Pearlfisher’s creative strategist, is built on the
premise that interleaving work and play can spark creativity in
grown-ups, just like it did back in school days. 75
15 But it turns out that mental exhaustion from overwork can
itself unleash creativity. When we are tired, our mind can be
too weary to control our thoughts, and eccentric ideas that
might normally be filtered out can bubble up, suggests a recent
study by Rémi Radel at the University of Nice. This means that
20 perhaps creative ideas can be hatched at the workplace, right
when we feel drained from a mental overload.
In their study, Radel and colleagues overtaxed the minds of
a group of undergrads by having them perform a computerized
task that demanded attention: finding the direction of a center
25 arrow by ignoring the directions of surrounding arrows. The
task was iterated across 2000 trials. In conflict trials, the center
and surrounding arrows pointed in opposite directions
whereas in non-conflict trials, all arrows pointed in the same
direction. The controls and test subjects faced conflict in 10%
30 and 50% of the trials, respectively. After the students finished
the task, the scientists measured their creativity in verbal tests.
First, they asked the students to enlist multiple, innovative uses
for common objects, such as paperclip, newspaper, shoe. Next,
they tested the students’ ability to connect unrelated words.
35 They presented the students with a “priming word” followed
by “target word” – for example, they flashed the word tiger
followed by the word loni, jumbled from lion – and asked the
students to vote whether the target word was a real or a non-
existent word.
40 Radel found that students who took the rigorous attention
task turned out to be more creative than others who had taken
milder versions of the task. These students were also more
likely to connect unrelated words in the word association test.
They identified more non-existent words as real words
1 __________________________________________
45 especially when the prime-target pairs were seemingly related,
such as tiger and loni. They perceived loni as lion when it The primary purpose of the passage is to
appeared after tiger and hence, called it a real word. Their
ability to associate unrelated words came from a reduced A) discuss findings that support a particular
filtering of irrelevant information – here, for instance, the conclusion about creativity
50 priming word tiger – from the mind.
B) illuminate certain methods used to enhance
Radel’s attention task induced creativity in the students by
creativity in the workplace.
exhausting their inhibition, which is the brain’s ability to sift
out unwanted information from the conscious mind. Although C) resolve a debate about how fatigue affects a
inhibition is essential for day-to-day activities such as problem- brain’s ability to function.
55 solving and focusing on tasks, it stifles creative thinking by
gating out eccentric thoughts and ideas. Being creative is not D) illustrate how a positive outlook boosts a
just about achieving a state of low inhibition, but about person’s creativity.
tweaking inhibition for brief stints without losing control.
Harvard psychologist Shelly Carson calls this process “flexing
60 the brain.” She says that creative people can turn down the
volume of inhibition to let novel ideas inspire them, and then,
turn the volume back up to put their ideas to meaningful use.
第 110 页
2 __________________________________________ 6 __________________________________________
In the first paragraph of the passage, the main effect of In the context of the passage as a whole, the sixth
the phrases "preschoolers or kindergartners" and paragraph lines 51-62 primarily serve to
"corporate managers" is to
A) clarify the meaning of the term “inhibition.”
A) critique an unusual business practice.
B) reflect on the results of Radel's study.
B) present a recommendation on appropriate C) explain Shelly Carson’s notion of “flexing the brain.”
managerial conduct.
D) provide guidance on how a person can employ
C) emphasize a contrast between an activity and its
creative strategies.
participants.
D) highlight an observation on the prevalence of
childish behavior in many adults.
7 __________________________________________
It can most reasonably be inferred that the author
3 __________________________________________ regards mental exhaustion as
"TVTFEJOMJOF42 imilderwNPTUOFBSMZNFBOT A) a potential opportunity for creative inspiration that
should be pursued.
A) more sensitive.
B) an unpleasant consequence that results from
B) easier. performing mundane activities.
C) blander. C) a state that is less inclined to artistic invention than a
D) weaker. state of mental alertness.
D) the ideal condition in which to focus on multiple
tasks.
4 __________________________________________
The passage suggests that one reason subjects in the

control group connected fewer unrelated words on 8 __________________________________________
average than did subjects in the experimental group is
that the subjects in the control group were more likely 8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS
to UPUIFQSFWJPVTRVFTUJPO
A) become distracted due to mental exhaustion. A) MJOFT11o14 iJump daysw
B) demonstrate their creativity in unexpected ways. B) MJOFT16o19 iWhen Nicew
C) exclude the priming words from conscious thought. C) MJOFT5o8 iAsupdatesw
D) MJOFT9o71 iAt such geniusw
D) mistake the jumbled words for real words.
9 __________________________________________
5 __________________________________________ The graph indicates that the average priming effect of
unrelated words for subjects in the experimental group
Which choice provides the best evidence for the answer was nearest in milliseconds (ms) to
A) 10.
A) MJOFT3o3 iThey presented wordw
B) 20.
B) MJOFT42o43 iThese testw
C) lines 46-47 ("They perceived ... word") C) 30.

D) lines 47-50 ("Their ... mind") D) 40.
第 111 页
10 __________________________________________ 11 __________________________________________
The graph shows that on average, the priming effects of The graph most directly refers to the component of the
related words for subjects in the experimental group and study summarized in which lines of the passage?
the control group were
A) lines 22-25 ("In their ... arrows")
A) similar.
B) lines 29-30 ("The controls ... respectively")
B) equivalent.
C) lines 32-33 ("First ... shoe")
C) variable.
D) lines 33-34 ("Next ... words")
D) unpredictable.
第 112 页
This passage is adapted from David Z. Hambrick, “What Makes a 60 single-mindedness is a part of innate talent rather than a
Prodigy?” ©2015 by Scientific American. cause of it—a convergence of genetically-influenced aptitude,
interest, and drive that predisposes a person to obsessively
What explains prodigies? How can a person accomplish so
engage in some activity.
much so fast? Psychologists have long debated this question.
According to one account, it is possible that most anyone Consistent with Winner’s thesis, results of a recent study
Line could be a prodigy, with the right environment. As the late 65 of more than 10,000 twins by Miriam Mosing, Fredrik Ullén,
5 psychologist Michael Howe argued, “With sufficient energy and their colleagues at Sweden’s Karolinska Institute revealed
and dedication on the parents’ part, it is possible that it may that a common set of genes influence both music aptitude and
not be all that difficult to produce a child the propensity to practice—an example of a phenomenon
prodigy.”Extraordinary opportunity is indeed a theme that known as genetic pleiotropy, which occurs when one gene (or
runs through the biographies of many prodigies. 70 set of genes) influences multiple traits.
10 However, recent research indicates that basic cognitive Taken together, these findings add to a growing body of
abilities known to be influenced by genetic factors also play a evidence indicating that exceptional performance in music,
role in prodigious achievement. In the most extensive study of the arts, sports, science, and other complex domains is, at its
prodigies to date, the psychologist Joanne Ruthsatz and her core, determined multiply—the product of both
colleagues administered the Stanford Binet intelligence test to 75 environmental factors and of genetically-influenced traits.
15 18 prodigies—five in art, eight in music, and five in math. More generally, psychologists who study expertise are moving
There was a wide range of IQs in the sample, from 100—the beyond the question of whether experts are “born” or “made.”
average for the general population—to 147—well above the As the psychologist Jonathan Wai put it, it is increasingly
usual cutoff for “intellectually gifted.” However, with an clear that “Experts are born, then made.”
average score of 140 (above the 99th percentile), nearly all of
20 the prodigies did extraordinarily well on the tests of working
memory. Analogous to the central processing unit of a
computer, working memory is a cognitive system responsible
for carrying out the mental operations involved in complex
tasks such as problem solving and language comprehension.
25 It is what you use when you compute a tip for a dinner check
in your head, or when you hold in mind the steps of a
complex skill you are trying to learn.
Working memory is measured with tests that involve both
remembering information for a short period of time and
30 manipulating that information in some way. For example, in
backward digit span, the test-taker is read a sequence of
random digits, such as 8 3 2 9 5 1 3 7 5 0. The goal is then to
recall the digits back in the reverse order—0 5 7 3 1 5 9 2 3 8
for the preceding sequence. As measured by tests like these,
35 people differ substantially in the capacity of their working
memory system—some people have a “bigger” working
memory than other people. Moreover, this variation is
substantially influenced by genetic factors, with estimates of
heritability typically around 50%.
40 With an average score of 148, the music prodigies in the
Ruthsatz study were especially high in working memory (the
average for the math prodigies was 135 and for art prodigies
was 132). In fact, all eight of the music prodigies were at or
above the 99th percentile, and four were at or above the
45 99.9th percentile. The odds of eight randomly selected people
scoring this high on a test are essentially zero. Ruthsatz and
colleagues concluded that a superior working memory is one
characteristic that prodigies in art, music, and math have in
common.
50 Prodigies also exhibit an unusual commitment to their
domain, which the developmental psychologist Ellen Winner
calls a “rage to master.” Winner describes children who
possess this quality in the following terms: “Often one cannot
tear these children away from activities in their area of
55 giftedness, whether they involve an instrument, a computer, a
sketch pad, or a math book. These children have a powerful
interest in the domain in which they have high ability, and
they can focus so intently on work in this domain that they
lose sense of the outside world.” Winner argues that this
第 113
页
1 __________________________________________ 5 __________________________________________
The main purpose of the first paragraph is to In the context of the quotations by Ellen Winner, the
A) present the belief that the surroundings in which a main effect of the word “rage” in line 52 is to
child is raised could cause a child to become a A) acknowledge the resentment that prodigies may feel
prodigy. as a result of their gifts.
B) characterize a debate among psychologists as to why
B) suggest that the lives of prodigies are frequently
prodigies possess certain talents that the general
characterized by conflict.
population lacks.
C) emphasize the extreme nature of an aspect of
C) examine the advanced cognitive abilities and
prodigies’ behavior.
privileges that many prodigies share.
D) detail the astonishing speed with which prodigies can D) indicate that prodigies have intensely active
complete a task. imaginations.
2 __________________________________________ 6
In the passage, the author mentions calculating a tip and In line 61, "convergence" most nearly means
learning the steps of a complex skill primarily in order A) movement.
to B) approach.
A) provide examples of tasks that involve the use of C) union.
working memory. D) succession.
B) indicate two practices at which prodigies generally
excel.
C) reinforce the idea that any person can be a prodigy.
7
D) identify two tasks that prodigies completed on the
Based on the passage, it can most reasonably be inferred
intelligence test.
that genetics help to determine prodigies’ skills and the
A) likelihood that the prodigy will be motivated to

improve their skills.
3 B) decision to dissociate from their peers who lack
As used in line 35, “capacity” most nearly means similar skills.
A) qualification. C) environments that parents create to help their
B) number. children who are prodigies to advance.
C) duty. D) attitude that prodigies have toward the areas of their

giftedness as they grow into adults.
D) extent.
8
4 Which choice provides the best evidence for the answer
Which choice provides the best evidence that the scores to the previous question?
received by the prodigies in the Ruthsatz study cannot
A) lines 52-56 ("Winner ... book")
be attributed entirely to chance?
B) lines 56-59 ("These ... world")
A) lines 37-39 ("Moreover ... 50%") C) lines 64-70 ("Consistent ... multiple traits")
B) lines 40-43 ("With ... 132") D) lines 71-75 ("Taken ... genetically-influenced traits")
C) lines 43-45 ("In fact ... percentile")
D) lines 45-46 ("The odds ... zero")
第 114 页
9 11 __________________________________________
According to the table, the highest mean Full Scale IQ The data in the table best support a finding that is
standard score attained by a group of prodigies in a summarized in which lines of the passage?
single domain was
A) lines 12-15 ("In the ... math")
A) 134.8 B) lines 28-30 ("Working ... way")
B) 139.8 C) lines 34-37 ("As measured ... people")
C) 140.06 D) lines 46-49 ("Ruthsatz ... common")
D) 148.38
10 __________________________________________
Which comparison of the prodigies’ scores is best
supported by information in the table?
A) While the math prodigies earned a higher mean Full
Scale IQ standard score than the art prodigies, the art
prodigies earned a higher mean Working Memory
standard score.
B) While the music prodigies earned the highest mean
Working Memory standard score of prodigies in any
domain, they earned a lower Full Scale IQ standard
score than their math counterparts.
C) While the art prodigies earned a mean Working
Memory standard score higher than that of the
average for the general population, their mean Full
Scale IQ standard score was slightly lower than the
average score of the general population.
D) While prodigies in all three domains earned high
Working Memory standard scores, their mean Full
Scale IQ standard scores were all lower than
researchers had expected.
第 115 页
"EBQUFEGSPN$PMJO#VUMFS )VNBO$BSSZJOH$BQBDJUZBOE)VNBO +LVWRULFDODQG3URMHFWHG:RUOG3RSXODWLRQ*URZWK81
)FBMUIªCZ$PMJO#VUMFS5IFQBTTBHFSFGFSTUPDBSSZJOH (VWLPDWHV%DVHGRQ5DWHVRI)HUWLOLW\
DBQBDJUZ PSUIFNBYJNVNQPQVMBUJPOTJ[FPGBTQFDJFTUIBUBO
FOWJSPONFOUDBOTVQQPSU
5IFRVFTUJPOPGIVNBOPWFSQPQVMBUJPOBOEJUTSFMBUJPOTIJQ
UPIVNBODBSSZJOHDBQBDJUZIBTCFFODPOUSPWFSTJBMGPSPWFS
UXPDFOUVSJFT*OUIF3FWFSFOE5IPNBT.BMUIVTQVU
Line GPSXBSEUIFIZQPUIFTJTUIBUQPQVMBUJPOHSPXUIXPVMEFYDFFE
5 UIFHSPXUIPGSFTPVSDFT MFBEJOHUPUIFQFSJPEJDSFEVDUJPOPG
IVNBOOVNCFSTCZFJUIFSiQPTJUJWFDIFDLTw TVDIBTEJTFBTF
GBNJOF BOEXBS PSiQSFWFOUJWFDIFDLTw CZXIJDI JOUIF
BCTFODFPGDPOUSBDFQUJPO
.BMUIVTNFBOUSFTUSJDUJPOTPO
NBSSJBHF5IJTi.BMUIVTJBOWJFXwXBTSBQJEMZBDDFQUFECZ
10 NPTUQPMJUJDJBOT EFNPHSBQIFST BOEUIFHFOFSBMQVCMJD BOE
SFNBJOFEQPQVMBSVOUJMGBJSMZSFDFOUMZ
.BMUIVThTXPSTUGFBSTXFSFOPUCPSOFPVUUISPVHIUIF
DFOUVSZGPMMPXJOHIJTEFBUIJOGPPEQSPEVDUJPOMBSHFMZ
LFQUQBDFXJUIUIFTMPXMZHSPXJOHHMPCBMQPQVMBUJPO
15 )PXFWFS TPPOBGUFS UIFHMPCBMQPQVMBUJPOCFHBOUP
SJTFTUFFQMZBTBOUJCJPUJDT WBDDJOFT BOEUFDIOPMPHZJODSFBTFE
MJGFFYQFDUBODZ#ZUIFT DPODFSOTPGBNJTNBUDI $GDSWHGIURP(OL]DEHWK/HDK\0DGVHQ+RZ'LG:H$UULYHDW6HYHQ
CFUXFFOHMPCBMQPQVMBUJPOBOEHMPCBMGPPETVQQMZ %LOOLRQDQG:KHUH'R:H*R)URP+HUH"E\(QYLURQPHQWDO
&KDQJHDQG6HFXULW\3URJUDP:RRGURZ:LOVRQ,QIRUPDWLRQDO&HQWHU
QFBLFEFYQSFTTFEJOCPPLTTVDIBT1BVM&ISMJDIhT5IF
IRU6FKRODUV
20 1PQVMBUJPO#PNC5IJTCPPLQSFEJDUFEBGVUVSFTDBSSFECZ
JODSFBTJOHGBNJOF FQJEFNJD BOEXBSUIFUISFFNBJO
.BMUIVTJBOQPTJUJWFDIFDLT
*O 6OJUFE4UBUFT1SFTJEFOU-ZOEPO+PIOTPOTIJQQFE
XIFBUUP*OEJBUPBWFSUBGBNJOFPOUIFDPOEJUJPOUIBUUIF
25 DPVOUSZBDDFMFSBUFJUTBMSFBEZWJHPSPVTGBNJMZQMBOOJOH
DBNQBJHO+PIOTPOXBTQBSUPGBOVOCSPLFOTFSJFTPG64
QSFTJEFOUTDPODFSOFEXJUIUIFIBSNGVMFGGFDUTPGSBQJE
QPQVMBUJPOHSPXUIJOEFWFMPQJOHDPVOUSJFT5IJTMJOF
FYUFOEFE BUMFBTU
GSPN+PIO',FOOFEZUP+JNNZ$BSUFS
30 (FPSHF)8#VTIXBTBMTPTZNQBUIFUJDUPUIJTWJFX QSJPS
UPCFDPNJOHWJDFQSFTJEFOUJO
#VUUIFTTVSQSJTFEQPQVMBUJPOXBUDIFST*OTUFBEPG
CFJOHBQFSJPETIBEPXFECZDBMBNJUPVTGBNJOF UIFOFXDSPQ
TUSBJOTJOUSPEVDFECZUIFi(SFFO3FWPMVUJPOw FTQFDJBMMZ
35 HSBJOTTVDIBTSJDF XIFBU BOENBJ[F
DBVTFEBESBNBUJD
JODSFBTFJOUIFHMPCBMQSPEVDUJPOPGDFSFBMT UIFNBJOTPVSDF
PGFOFSHZJOUIFHMPCBMEJFU"NPOHUIFEFWFMPQNFOU
DPNNVOJUZ EFTQBJSUVSOFEJOUPDBVUJPVTPQUJNJTN#ZUIF
FOEPGUIFEFDBEF UIFQVCMJDIFBMUIDPNNVOJUZGFMU
40 TVGGJDJFOUMZFNQPXFSFEUPQSPDMBJNi)FBMUIGPS"MMCZUIF
:FBSw"WFSBHFMJGFFYQFDUBODZDPOUJOVFEUP[PPN
VQXBSETBMNPTUFWFSZXIFSF
5IFJOUSPEVDUJPOPGTBGFDPOUSBDFQUJPODPOUSJCVUFEUPB
SBQJEGFSUJMJUZEFDMJOFJONBOZDPVOUSJFT#VUXIJMFUIFSBUFPG
45 HMPCBMQPQVMBUJPOHSPXUIEFDMJOFEGSPNJUTQFBLJOUIFMBUF
T UIFBCTPMVUFJODSFNFOUPGJODSFBTFJOBOOVBMHMPCBM
QPQVMBUJPODPOUJOVFEUPHSPX.PTUQPQVMBUJPOSFMBUFE
TDJFOUJTUT JODMVEJOHGPPETDJFOUJTUTBOEEFNPHSBQIFST BT
XFMMBT641SFTJEFOU+JNNZ$BSUFS DPOUJOVFEUPCFWFSZ
50 DPODFSOFEBCPVUHMPCBMPWFSQPQVMBUJPO*O UIFGBUIFSPG
UIF(SFFO3FWPMVUJPO UIFBHSJDVMUVSBMTDJFOUJTU/PSNBO
#PSMBVH XBTBXBSEFEUIF/PCFM1FBDF1SJ[F*OIJT/PCFM
MFDUVSF #PSMBVHXBSOFEUIBUUIFTVDDFTTPGUIF(SFFO
3FWPMVUJPOXPVMECVZBCSFBUIJOHTQBDFGPSIVNBOLJOEPG
55 UISFFEFDBEFT VOMFTTFRVJWBMFOUBDUJPOXBTUBLFOUPSFEVDF
GFSUJMJUZSBUFT
第 116 页
1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
5IFQSJNBSZQVSQPTFPGUIFQBTTBHFJTUP *OUIFTFDPOEQBSBHSBQI MJOFTo20

UIFXPSETiGFBST w
iDPODFSOTwBOEiTDBSSFEwQSJNBSJMZTFSWFUP
"
BTTFSUUIBUHMPCBMPWFSQPQVMBUJPOXJMMDFBTFUPCFB
UISFBUCFDBVTFOFXNFUIPETPGGPPETVQQMZBOE "
DIBSBDUFSJ[FQPUFOUJBMPVUDPNFTPGUIFJNQFOEJOH
DPOUSBDFQUJPOXJMMLFFQJUBUCBZJOEFGJOJUFMZ HMPCBMTIPSUBHFPGDFSFBMHSBJOT
#
SBJTFUIFBSHVNFOUUIBUUIFHMPCBMQPQVMBUJPOIBT #
FNQIBTJ[FUIFBOYJFUZBOEVODFSUBJOUZTVSSPVOEJOH
JODSFBTFEJOUIFUXFOUJFUIDFOUVSZEVFUPWBDDJOFT QSFEJDUJPOTSFHBSEJOHPWFSQPQVMBUJPO
BOUJCJPUJDT BOEUFDIOPMPHJDBMBEWBODFTJOIFBMUI
DBSF $
DPOUSBTUDSJUJDBMQSFEJDUJPOTXJUIBOVMUJNBUFMZ
QPTJUJWFPVUDPNFSFTVMUJOHGSPNJODSFBTFEMJGF
$
JOUSPEVDFUIFJEFBUIBUHMPCBMQPQVMBUJPOHSPXUI FYQFDUBODJFT
IBTDPOUJOVFEUPCFBTFSJPVTDPODFSOEFTQJUF
BEWBODFTJOBHSJDVMUVSFBOEDPOUSBDFQUJPO %
FTUBCMJTIBIJTUPSZPGBQQSFIFOTJPOSFHBSEJOH
PWFSQPQVMBUJPOBOEJUTJOGMVFODFPOJODPSSFDU
%
FNQIBTJ[FUIBUHPWFSONFOUQPMJDJFTDPODFSOJOH GVUVSFQSPHOPTFT
GBNJMZQMBOOJOHBOEGPPEQSPEVDUJPOBSFBCTPMVUFMZ
OFDFTTBSZJOLFFQJOHHMPCBMQPQVMBUJPOHSPXUI
VOEFSDPOUSPM
5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
*OMJOF TZNQBUIFUJDUPNPTUOFBSMZNFBOT
2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
"
DBSJOHGPS
5IFBVUIPSJNQMJFTUIBU3FWFSFOE5IPNBT.BMUIVT #
BHSFFBCMFXJUI
XBTJOGMVFOUJBMCFDBVTFIF
$
TVQQPSUJWFPG
"
DPSSFDUMZQSFEJDUFEUIFGVUVSFPVUDPNFTPGHMPCBM
PWFSQPQVMBUJPO %
DPNQBTTJPOBUFUPXBSE
#
EFWFMPQFEBGSBNFXPSLGPSCBMBODJOHQPQVMBUJPO
HSPXUIBOESFTPVSDFT
6 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
$
XBTSJHIUBCPVUBQPUFOUJBMMBDLPGGPPEFWFOUIPVHI
IFXBTXSPOHBCPVUPWFSQPQVMBUJPO 5IFBVUIPShTEJTDVTTJPOPGUIFi(SFFO3FWPMVUJPOJO
QBSBHSBQI MJOF
QSJNBSJMZTFSWFTUP
%
JOWJUFEDPOUSPWFSTJBMEFCBUFTSFHBSEJOHQPQVMBUJPO
DPOUSPMBOEJUTSJTLT "
QSPWJEFBQPTJUJWFDPOUSBTUUPUIFEJSFQSFEJDUJPOT
NBEFFMTFXIFSFJOUIFQBTTBHF
#
SFBTTVSFSFBEFSTUIBUVOFYQFDUFEBHSJDVMUVSBM
JOWFOUJPOTNFBOUIFZIBWFOPUIJOHUPGFBS
3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
$
PGGFSFWJEFODFUIBUBMUFSOBUJWFPVUDPNFTUP
8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIF PWFSQPQVMBUJPOBOEGBNJOFBSFQPTTJCMFBOEMJLFMZ
BOTXFSUPUIFQSFWJPVTRVFTUJPO
%
XBSOSFBEFSTOPUUPCFMVMMFEJOUPBGBMTFTFOTFPG
"
MJOFTo i*ONBSSJBHFw
TFDVSJUZCZBTNBMMOVNCFSPGCFOFGJDJBMBHSJDVMUVSBM
BEWBODFT
#
MJOFTo i5IJTSFDFOUMZw
$
MJOFTo i.BMUIVTTQPQVMBUJPOw
%
MJOFTo i)PXFWFSFYQFDUBODZw
第 117 页
7 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 10 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
*UDBOSFBTPOBCMZCFJOGFSSFEUIBU#PSMBVHWJFXFEUIF "DDPSEJOHUPUIFHSBQI JGUIF)JHI'FSUJMJUZSBUFJT

ESBNBUJDJODSFBTFJODFSFBMQSPEVDUJPOBT NBJOUBJOFE
"
BTNBSUNPWFDFSUBJOUPFSBEJDBUFGVUVSFGBNJOFTBOE "
UIFXPSMETQPQVMBUJPOXJMMSFUVSOUPMFWFMTCZ
LFFQUIFHMPCBMQPQVMBUJPOCBMBODFE UIFZFBS
#
BOVOUFTUFEBQQSPBDICBTFEPOUIFCFMJFGUIBUUIFSJTL #
UIFXPSMEhTQPQVMBUJPOXJMMSPVHIMZEPVCMFCFUXFFO
PGPWFSQPQVMBUJPOPVUXFJHITUIFCFOFGJUTPGSFEVDJOH BOE
IVOHFS $
UIFXPSMETQPQVMBUJPOXJMMSFNBJODPOTUBOUCFUXFFO
$
BRVJDLGJYUIBUXJMMCFVOTVDDFTTGVMJOLFFQJOHUIF BOE
HMPCBMQPQVMBUJPOJODIFDLFWFOJGBEEJUJPOBM %
UIFXPSMETQPQVMBUJPOXJMMBQQSPYJNBUFMZRVBESVQMF
NFBTVSFTBSFVOEFSUBLFO CFUXFFOBOE
%
BQBSUJBMTPMVUJPOUPHMPCBMPWFSQPQVMBUJPOUIBUXJMM
GBJMJGPUIFSGBDUPSTBSFOPUBEESFTTFE
11 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
5IFHSBQIJOEJDBUFTUIBUUIFQPQVMBUJPOQSPKFDUJPOTGPS
8 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ $POTUBOU'FSUJMJUZBOE)JHI'FSUJMJUZSBUFTCFHJOUP
EJWFSHFJOXIJDIUJNFTQBO
UPUIFQSFWJPVTRVFTUJPO "

"
MJOFTo i"WFSBHFFWFSZXIFSFw
#

#
MJOFTo i#VUHSPXw
$

$
MJOFTo i.PTUPWFSQPQVMBUJPOw
%

%
MJOFTo i*OSBUFTw
9 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
)PXEPFTUIFHSBQISFMBUFUPUIFQBTTBHF
"
*UEFNPOTUSBUFTUIFUSVUIPGUIFBTTFSUJPOUIBU
GFSUJMJUZSBUFTXJMMNBUDIJODSFBTJOHGPPE
QSPEVDUJPOPWFSUIFOFYUDFOUVSZ
#
*UJMMVTUSBUFTUIFQPJOUUIBUUIFSBUFPGHMPCBM
QPQVMBUJPOHSPXUIIBTEFDMJOFETJODFUIFT
EVFUPDPOUSBDFQUJPO
$
*UQSPWJEFTTVQQPSUGPSUIFJEFBUIBUUIFSFXJMMCFB
ESBTUJDJODSFBTFJOHMPCBMQPQVMBUJPOJGGFSUJMJUZ
SBUFTSFNBJODPOTUBOU
%
*USFJOGPSDFTUIFDMBJNUIBUUIF(SFFO3FWPMVUJPO
XJMMCFBCMFUPNFFUUIFOFFETPGBSJTJOH
QPQVMBUJPO
第 118 页
5IJTQBTTBHFJTFYDFSQUFEGSPN$BSMZ8PPE 7BMJFS(MBEXFMMBOE+P 60 FOWJSPONFOUT)PXFWFS UIFPOMZLOPXOTUVEZJODIJMESFO
#BSUPO i"3FQFBUFE.FBTVSFT&YQFSJNFOUPG4DIPPM1MBZJOH FYBNJOFEUIFJNQBDUPGBHSFFOQMBZUJNFJOUFSWFOUJPO
&OWJSPONFOUUP*ODSFBTF1IZTJDBM"DUJWJUZBOE&OIBODF4FMG&TUFFNJO
6,4DIPPM$IJMESFOwªCZ8PPEFUBM
DPOTJTUJOHPGPSJFOUFFSJOH5IFUBTLPSJFOUFE TUSVDUVSFE
OBUVSFPGPSJFOUFFSJOHNBZOPUGBDJMJUBUFUIFHSFFOFYFSDJTF
5IFIFBMUICFOFGJUTPGFOHBHJOHJOQIZTJDBMBDUJWJUZ 1"
FGGFDU6OTUSVDUVSFEGSFFQMBZJOBOBUVSBMFOWJSPONFOUNBZ
EVSJOHDIJMEIPPEJODMVEFFOIBODFEGJUOFTT DPHOJUJWF 6 BMMPXHSFBUFSJOUFSBDUJPOXJUIUIFFOWJSPONFOU UIVT
GVODUJPOBOECPOFIFBMUISFEVDFECPEZGBUOFTT NPUPSTLJMM CFOFGJUJOHTFMGFTUFFN
Line EFWFMPQNFOU BOEGBWPVSBCMFDBSEJPWBTDVMBSBOENFUBCPMJD
5 EJTFBTFSJTLQSPGJMFT#FJOHBDUJWFEVSJOHDIJMEIPPEDBOBMTP
JNQSPWFTFMGFTUFFNBOESFEVDFTZNQUPNTPGBOYJFUZBOE *A competitive sport in which runners have to find their way across
EFQSFTTJPO1BSUJDJQBUJPOJO1"JOZPVUIJTPGHSFBU rough country with the aid of a map and compass.
JNQPSUBODFBT1"NBZUSBDLJOUPBEVMUIPPEXIFSFBEFRVBUF
MFWFMTPG1"BSFQSPUFDUJWFBHBJOTUNBOZDISPOJDEJTFBTFT
,QFUHDVHLQ6HOI(VWHHP3RVW3OD\IRU%R\VDQG
10 )PXFWFS JOUIF6,BQQSPYJNBUFMZPGCPZTBOEPG
*LUOVLQ'LIIHUHQW3OD\(QYLURQPHQWV
HJSMTBHFEoZFBSTBSFOPUNFFUJOHUIFEBJMZ
SFDPNNFOEBUJPOPGNJOVUFTPGNPEFSBUFUPWJHPSPVT
QIZTJDBMBDUJWJUZ
6OTUSVDUVSFEQMBZJTBMTPBOFTTFOUJBMQBSUPGDIJMEIPPE
15 XIJDIFOBCMFTDIJMESFOUPEFWFMPQBSFMBUJPOTIJQXJUIUIFJS
TVSSPVOEJOHFOWJSPONFOUBOEFOIBODFTTPDJBMTLJMMT
DPPSEJOBUJPOBOETUSFOHUI0VUEPPSFOWJSPONFOUTGBDJMJUBUF
QMBZBOEBSFBTTPDJBUFEXJUIJODSFBTFEMFWFMTPG1"5IVT
DIJMESFOTIPVMECFQSPWJEFEXJUIEBJMZPQQPSUVOJUJFTUPQMBZ
20 PVUEPPST5IFTDIPPMFOWJSPONFOUQSPWJEFTTVDIBO
PQQPSUVOJUZUISPVHIUIFQSPWJTJPOPGQMBZUJNF1MBZUJNF
OPSNBMMZUBLFTQMBDFPOUIFDPODSFUFTDIPPMQMBZHSPVOEBOE
MBTUTGPSBUMFBTUPOFIPVSQFSEBZ)PXFWFS VOJWFSTBMMZ
QMBZUJNFJTSFQPSUFEUPNBLFSFMBUJWFMZTNBMMDPOUSJCVUJPOTUP
25 DIJMESFOhTPWFSBMMEBJMZBDUJWJUZSFRVJSFNFOUT*OUIF6, POMZ
POFLOPXOTUVEZIBTSFQPSUFEUIFDPOUSJCVUJPOPGQMBZUJNFUP
PWFSBMMBDUJWJUZSFRVJSFNFOUT XJUIDPOUSJCVUJPOTCFJOHBTMPX
BT
"OVNCFSPGTUVEJFTIBWFTVDDFTTGVMMZJODSFBTFEQMBZUJNF
30 1"UISPVHIUIFJOUSPEVDUJPOPGJOUFSWFOUJPOTTVDIBTTQPSUTPS
HBNFTFRVJQNFOU QMBZHSPVOENBSLJOHT GJUOFTTCSFBLTBOE
QMBZHSPVOETUSVDUVSFT)PXFWFS UIFTFUZQFTPGJOUFSWFOUJPOT
UFOEUPGBDJMJUBUFTUSVDUVSFESBUIFSUIBOVOTUSVDUVSFE1"
6OTUSVDUVSFE1"JTFTTFOUJBMUPDIJMEIPPEEFWFMPQNFOUBOE
35 UIFSFGPSFOFFETUPCFFODPVSBHFEEVSJOHQMBZUJNF
/BUVSBMFOWJSPONFOUTDBOFODPVSBHFVOTUSVDUVSFEQMBZ
BOENBZUIFSFGPSFQMBZBSPMFJOGBDJMJUBUJOHVOTUSVDUVSFE1"
7KHVWDUWLQJVHOIHVWHHPVFRUHZDVRXWRIDSRVVLEOH
EVSJOHQMBZUJNF/BUVSBMFOWJSPONFOUTQSPWJEFMBSHFPQFO

TQBDFTXIJDIFODPVSBHFJOEJWJEVBMTUPCFBDUJWF XIJMTUBSFBT
40 MBDLJOHOBUVSFNBZSFTUSJDU1"EVFUPMJNJUFETQBDFBOE $GDSWHGIURPIURP&DUO\:RRG9DOLHU*ODGZHOODQG-R
QBSFOUBMGFBSTPWFSDSJNFBOESPBEUSBGGJD$IJMESFOSFQPSUB %DUWRQ³$5HSHDWHG0HDVXUHV([SHULPHQWRI6FKRRO3OD\LQJ
QSFGFSFODFGPSQMBZJOOBUVSBMFOWJSPONFOUT XJUIOBUVSF (QYLURQPHQWWR,QFUHDVH3K\VLFDO$FWLYLW\DQG(QKDQFH6HOI
(VWHHPLQ8.6FKRRO&KLOGUHQ´RULJLQDOO\SXEOLVKHGLQ
GBDJMJUBUJOHNPSFJNBHJOBUJWFBOEJOWFOUJWFQMBZ
'VSUIFSNPSF BEPMFTDFOUTMJWJOHJOVSCBOTFUUJOHTXJUIBDDFTT
45 UPHSFFOTQBDFTTVDIBTQBSLTBSFNPSFMJLFMZUPCFQIZTJDBMMZ
BDUJWFUIBOUIFJSQFFSTXJUIPVUQBSLBDDFTT JOEJDBUJOHUIBUBMM
GPSNTPGOBUVSFDBOCFVTFEBTBUPPMGPSFOHBHJOHZPVUIJO
1 __________________________________________
1"5IVT JGTDIPPMQMBZUJNFXFSFQFSGPSNFEPOUIFTDIPPM
GJFMEJUJTQPTTJCMFUIBUDIJMESFOhT1"MFWFMTXPVMECF 5IFNBJOQVSQPTFPGUIFQBTTBHFJTUP
50 JODSFBTFE5PEBUF UIFSFJTBMBDLPGEBUBRVBOUJGZJOHUIF
JNQBDUPGOBUVSBMFOWJSPONFOUTPOMFWFMTPG1"JODIJMESFO A) EFGFOEBOVOQPQVMBSCFMJFG
QBSUJDVMBSMZXJUIJOUIFTDIPPMTFUUJOH
B) DPOGJSNBQSFWJPVTMZVOUFTUFEIZQPUIFTJT
1FSGPSNJOH1"JOBOBUVSBMFOWJSPONFOU i(SFFO
&YFSDJTFw
IBTBMTPCFFOEFNPOTUSBUFEUPQSPWJEF C) TVNNBSJ[FWBSJPVTTUVEJFTPGBTPDJBMDPOEJUJPO
55 JNQSPWFNFOUTJOTFMGFTUFFNJOBEVMUT XIFUIFSQBSUJDJQBOUT
D) EFCVOLDPNNPONJTDPODFQUJPOTTVSSPVOEJOH
BSFTJNQMZWJFXJOHTDFOFTPGOBUVSFPSEJSFDUMZJOUFSBDUJOH BOJTTVF
XJUIOBUVSBMFOWJSPONFOUT4UVEJFTJOBEPMFTDFOUTBOE
DIJMESFOTVHHFTUUIBU(SFFO&YFSDJTFIBTOPTVDIBEEJUJWF
FGGFDUPOTFMGFTUFFNDPNQBSFEUPFYFSDJTFJOPUIFS
第 119
页
2 __________________________________________ 6 __________________________________________
"TVTFEJOMJOF iUSBDLwNPTUOFBSMZNFBOT 8IBUEPFTUIFBVUIPSDMBJNBCPVUi(SFFO
A) DBSSZ &YFSDJTFw MJOFTo
B) BTTJHO A) *UCFOFGJUTBEVMUTTFMGFTUFFNCVUJUTFGGFDUTPO
DIJMESFOIBWFOPUCFFOGVMMZEFUFSNJOFE
C) NPOJUPS
B) -PPLJOHBUJNBHFTPGOBUVSBMFOWJSPONFOUTJTUIF
D) MJOHFS CFTUXBZUPJNQSPWFTFMGFTUFFN
C) "EPMFTDFOUTEPOPUCFOFGJUGSPNHSFFOFYFSDJTFJOUIF
TBNFXBZUIBUBEVMUTEP
3 __________________________________________
D) 4FMGFTUFFNDBOPOMZSJTFUISPVHIEJSFDUJOUFSBDUJPO
5IFTUBUJTUJDTBCPVU6,DIJMESFO MJOFTo
QSJNBSJMZ XJUIUIFFOWJSPONFOU
TFSWFUP
A) FODPVSBHFSFBEFSTUPCFDPNFNPSFBDUJWF
7 __________________________________________
B) DBMMBUUFOUJPOUPBQBSUJDVMBSTJUVBUJPO
8IBUEPFTUIFBVUIPSJNQMZBCPVUQIZTJDBM
C) USBOTJUJPO UP B EJTDVTTJPO PG VOTUSVDUVSFE BOE BDUJWJUZJOBOBUVSBMFOWJSPONFOU
TUSVDUVSFEQMBZ
A) 4DJFOUJGJDTUVEJFTIBWFEFUFSNJOFEUIBUQIZTJDBM
D) JOUSPEVDFBOBSHVNFOUUIBUUIFBVUIPSTXJMMMBUFS BDUJWJUZDBOPOMZCFOFGJUTFMGFTUFFNJOBEVMUT
DPOUSBEJDU
B) 5IFSFMBUJPOTIJQCFUXFFOQIZTJDBMBDUJWJUZJOOBUVSF
BOETFMGFTUFFNSFRVJSFTGVSUIFSTUVEZ
C) "MUIPVHIJUIBTCFFOTUVEJFE QIZTJDBMBDUJWJUZJOB
4 __________________________________________ OBUVSBMFOWJSPONFOUTFGGFDUTBSFVODMFBSJOCPUI
DIJMESFOBOEBEVMUT
5IFBVUIPSJNQMJFTUIBUTUVEJFTUIBUIBWFJODSFBTFE D) 1IZTJDBMBDUJWJUZJOBOBUVSBMFOWJSPONFOUCFOFGJUT
QMBZUJNFQIZTJDBMBDUJWJUZBSF TFMGFTUFFNJOCPUIDIJMESFOBOEBEVMUT
A) BDDVSBUF CFDBVTFUIFZEFQJDUUIFCFOFGJUTPGQMBZ
BDSPTTBMMTPDJBMHSPVQT
#) DPSSFDU CFDBVTFUIFZIBWFBMMPXFEGPSUIFQVSDIBTF 8 __________________________________________
PGQMBZHSPVOETUSVDUVSFTBOEPUIFSFRVJQNFOUUP
IFMQGBDJMJUBUFQMBZ
C) GBVMUZ CFDBVTFUIFZJHOPSFUIFJNQPSUBODFPG
OBUVSBMFOWJSPONFOUT A) MJOFTo i4UVEJFTFOWJSPONFOUTw
D) MJNJUFE CFDBVTFUIFZEPOPUTUVEZTPDJP B) MJOFTo i)PXFWFSPSJFOUFFSJOHw
FNPUJPOBMEFWFMPQNFOU C) MJOFTo i5IFUBTLPSJFOUFEFGGFDUw
D) MJOFTo i6OTUSVDUVSFETFMGFTUFFNw
5 __________________________________________ 9 __________________________________________
8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPS 8IJDIPGBVUIPSTDMBJNTBCPVUTFMGFTUFFNEPFTUIF
UIFBOTXFSUPUIFQSFWJPVTRVFTUJPO DIBSUCFTUTVQQPSU
A) MJOFTo i"OVNCFSTUSVDUVSFTw
A) 6OTUSVDUVSFE1"JOBOBUVSBMFOWJSPONFOUNBZ
CFOFGJUTFMGFTUFFNJODIJMESFO
B) MJOFTo i)PXFWFS1"w
B) #PZTTFMGFTUFFNCFOFGJUTMFTTUIBOHJSMTGSPN1"JO
C) MJOFTo i6OTUSVDUVSFEQMBZUJNFw
CPUITUSVDUVSFEBOEVOTUSVDUVSFETFUUJOHT
D) MJOFTo i/BUVSBMQMBZUJNFw
C) 4UVEJFTPGPSJFOUFFSJOHEPOPUQSPWJEFFOPVHI
JOGPSNBUJPOUPTUVEZFGGFDUTPOTFMGFTUFFN
D) 4USVDUVSFE1"POQMBZHSPVOETQSPWJEFTHSFBUFS
CFOFGJUTUPTFMGFTUFFNUIBOPUIFSBDUJWJUJFTEP
第 120 页
10 __________________________________________ 11 __________________________________________
*UDBOSFBTPOBCMZCFJOGFSSFEGSPNUIF 5IFEJGGFSFODFCFUXFFOUIFBWFSBHFJODSFBTFJOHJSMTTFMG
DIBSUUIBU FTUFFNBOECPZTTFMGFTUFFNQPTUQMBZJTDMPTFTUUP
A) (JSMTFOKPZFEQMBZJOHNPSFUIBOCPZT A)
B) 1MBZHSPVOETBOEGJFMETBSFUIFPOMZUXP B)
WJBCMFPQUJPOTGPSQIZTJDBMBDUJWJUZJO C)
DIJMESFO
D)
C) #PZTBSFFRVBMMZIBQQZQMBZJOHBOZXIFSF
D) 1"POQMBZHSPVOETJODSFBTFEBWFSBHFTFMG
FTUFFNNPSFUIBO1"JOGJFMET
第 121 页
This passage is adapted from Danielle M. Roemer, "Riddles," in Diane Roskies studied classroom activities in Kheyder, a
Children's Folklore: A Source Book. © 1999 by Brian Sutton-Smith et al. Jewish primary school. There, a variety of verbal art forms
60 were applied in the teaching of the [Hebrew] alphabet. As one
Questions of when, where, how, and with whom children's
riddles [are used] have been addressed in the folkloristic and example of the pedagogic play, the children were encouraged
anthropological literature, but they have rarely been answered to tell riddles dealing with the shapes of the letters.
Line in depth. Prior to the 1960s or so, collecting standards allowed In contrast to pedagogic riddling, leisure-time riddling is
5 considerable latitude in the recording of contextual and pursued as an end in itself. Entertainment is the primary goal.
65 Generally speaking, leisure-time riddling between children
interactional data. Many researchers simply ignored the
information. Others sketched out basic parameters, but too and adults develops in the vicinity of the home, when practical
often their observations tended toward the obvious and the obligations are few. Although parents and siblings appear to
dominant. For example, researchers have tended to regard be children's most frequent coparticipants, youngsters
10 community members as a homogeneous group, thereby confronted by more distant relatives and other visitors may
assuming that whatever was true for adult riddling held equally 70 find that they can use riddling to communicate across the
well for children's. Or, they viewed children themselves as "small-talk barrier." Of course, it is always possible that this
undiversified, thereby bypassing differences in riddling due to arrangement can backfire. Proud of their "funny, clever"
youngsters' ages, or, in urban areas, their ethnic heritage. children, parents have been known to encourage the
15 Especially problematic has been information about settings and youngsters to "perform" riddles for the parents' friends.
interactional events that encourage or inhibit riddling. 75 Beginning of reading passage footnotes.
Despite this unevenness in the literature, enough
information is retrievable to at least hint at some cross-cultural
trends. As the first of these, we can identify two broadly *Pedagogy is the method and practice of teaching.
20 different tracks that communities take with regard to the
appropriateness of distinct groups' engaging in riddling. First,
there are groups that treat riddling as an activity open to both
adults and children. Among the Anang of Nigeria, for instance,
both adults and children may pose and answer riddles.
Student Responses to Statements about the Use of Riddles in the
25 Secondly, and in contrast to groups like the Anang, Classroom (in Percentages)
communities may limit active involvement according to the age
(or perhaps, the social status) of the potential participants. In
some cases, riddling is seen as an adult prerogative. Though
riddles may be posed occasionally to children for specific
30 purposes, such as testing the youngsters' intelligence, they are
not otherwise encouraged to participate. As an alternative to
across-the-board restrictions based on age, other communities
require children to simply remain silent when riddling occurs
in adult social events.
35 Within the literature, the most frequently reported
occasions of adult- child riddling are those involving
pedagogy* and leisure-time activity, respectively. In pedagogic
riddling, the adult takes on the role of teacher, the child the role
of student. The interactions can occur in the home as well as in
40 the school. To take the home environment first: Among the
Chamula of Central America, mothers may use riddles in
teaching their children to talk. In the Ozark mountains of the
United States in the 1930s, some parents regarded "workin' out
riddles" as an intellectual discipline for children. They posed
45 riddles to their children in the hope of training the children's
minds. Similar motives appear to have been behind adult-child
riddling in other areas of the United States and in Europe. By
far, the most frequent reports of pedagogic riddling in the
home come from Africa. There, riddling is used to amuse
50 children while testing their wit and competence in culture-
specific values. With respect to pedagogic riddling in the school
environment, several curriculum reports have suggested that
riddling in the classroom can aid youngsters' development of Source: Adapted from Tuncay Dilci et al., ``The Views of Primary
perceptual and descriptive skills. Although to my knowledge School Students on Use of Riddles in the Process of Education and
55 we have no ethnographic reports of pedagogic riddling within Training.'' © 2012 by IDOSI Publications.
the mainstream classroom, there exists at least one report
treating riddle use in formal, non-English language instruction.
第 122 页
1 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
The passage makes the most extensive use of which type As used in line 29, “posed” most nearly means
of evidence? "
displayed.
"
Expert testimony #
positioned.
B) Case studies $
asked.
C) Historical trends D) suggested.
D) Statistical analysis
6 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
2 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ The description of Ozark parents mainly serves to
Which choice best reflects the author's view of much of "
illustrate one way riddling is used to teach children.
the existing research on riddling? #
provide a counterpoint to the previous example of the
"
It is misleading because it puts too much emphasis on Chamula of South America.
variations in riddles in urban and rural settings. $
introduce the concept of leisure-time riddling in
#
It focuses on riddles adults present to children and various populations.
fails to address riddling between children. D) give an example of a commonly misunderstood use of
$
It undermines commonly accepted beliefs about riddling.
riddling behavior in an attempt to present new
conclusions.
%
It is incomplete because it overlooks age as a
7 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
significant factor in riddling behavior.
What does the author imply about parents who use
leisure-time riddling at home?
"
They occasionally overestimate others' interest in their
3 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ children.
#
They use riddling to distract their children from more
practical tasks.
tPUIFQSFWJPVTRVFTUJPO
$
They encourage their children to perform riddles
"
MJOFT7o iOthersdominantw
when conversation lags.

#
MJOFTo2 iForchildren'sw
D) They try to have children share riddles with their

$
MJOFT5o16 iEspecially riddlingw
siblings.
%
MJOFT21o23 iFirstchildrenw
8 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
4 @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
The phrase “cross-cultural” (line 18) primarily serves to
tPUIFQSFWJPVTRVFTUJPO
"
describe the specific ways in which riddling works in
"
MJOFT65o67 iGenerallyfeww
every culture.
#
MJOFT67o71 iAlthoughbarrierw
#
demonstrate the culture-specific nature of riddling
$
MJOFT71o72 iOf course backfirew
around the world.

%
MJOFT72o74 iProudfriendsw
$
emphasize the uneven nature of literature that claims
to be universal.
%
characterize the universality of certain traits of
riddling.
第 123 页
9 11
Student responses to which statement in the graph best The percentage of students noting complete agreement
support the author’s claim that riddling may lead to with the statement "Riddles help me learn about my
positive educational outcomes? own culture" is closest to
"
Statement 1 ") 30%.
#
Statement 2 #) 25%.
C) Statement 3 $
20%.
D) Statement 4 %
15%.
10
It can reasonably be inferred from the graph that the
majority of children surveyed
"
enjoy using riddles in the classroom to some extent.
#
believe in the importance of riddles to their
education in the classroom.
C) partially dislike the use of riddles in the classroom.
D) see no educational benefit in riddling.
第 124 页
+LVWRU\ SDVVDJH
7KHIROORZLQJLVDVSHHFKJLYHQE\%HQMDPLQ)UDQNOLQWRWKH 40 ZLOODVWRQLVKRXUHQHPLHVZKRDUHZDLWLQJZLWKFRQILGHQFH
&RQVWLWXWLRQDO&RQYHQWLRQRQ6HSWHPEHU7KH WRKHDUWKDWRXUFRXQFLOVDUHFRQIRXQGHGOLNHWKRVHRIWKH
&RQYHQWLRQZDVGHFLGLQJZKHWKHUWRUDWLI\WKHILQDOYHUVLRQRIWKH %XLOGHUVRI%DEHO DQGWKDWRXU6WDWHVDUHRQWKHSRLQWRI
86&RQVWLWXWLRQ VHSDUDWLRQRQO\WRPHHWKHUHDIWHUIRUWKHSXUSRVHRIFXWWLQJ
RQHDQRWKHU
VWKURDWV7KXV,FRQVHQW6LUWRWKLV&RQVWLWXWLRQ
'HDU0U3UHVLGHQW 5 EHFDXVH,H[SHFWQREHWWHUDQGEHFDXVH,DPQRWVXUHWKDWLW
,FRQIHVVWKDWWKHUHDUHVHYHUDOSDUWVRIWKLVFRQVWLWXWLRQ LVQRWWKHEHVW7KHRSLQLRQV,KDYHKDGRILWVHUURUV,
ZKLFK,GRQRWDWSUHVHQWDSSURYHEXW,DPQRWVXUH,VKDOO VDFULILFHWRWKHSXEOLFJRRG²,KDYHQHYHUZKLVSHUHGD
Line QHYHUDSSURYHWKHP)RUKDYLQJOLYHGORQJ,KDYH V\OODEOHRIWKHPDEURDG²:LWKLQWKHVHZDOOVWKH\ZHUHERUQ
5 H[SHULHQFHGPDQ\LQVWDQFHVRIEHLQJREOLJHGE\EHWWHU DQGKHUHWKH\VKDOOGLH²,IHYHU\RQHRIXVLQUHWXUQLQJWRRXU
LQIRUPDWLRQRUIXOOHUFRQVLGHUDWLRQWRFKDQJHRSLQLRQVHYHQ &RQVWLWXHQWVZHUHWRUHSRUWWKHREMHFWLRQVKHKDVKDGWRLW
RQLPSRUWDQWVXEMHFWVZKLFK,RQFHWKRXJKWULJKWEXWIRXQG DQGHQGHDYRUWRJDLQSDUWL]DQVLQVXSSRUWRIWKHPZHPLJKW
WREHRWKHUZLVH,WLVWKHUHIRUHWKDWWKHROGHU,JURZWKHPRUH SUHYHQWLWVEHLQJJHQHUDOO\UHFHLYHGDQGWKHUHE\ORVHDOOWKH
DSW,DPWRGRXEWP\RZQMXGJPHQWDQGWRSD\PRUHUHVSHFW VDOXWDU\HIIHFWV JUHDWDGYDQWDJHVUHVXOWLQJQDWXUDOO\LQRXU
10 WRWKHMXGJPHQWRIRWKHUV0RVWPHQLQGHHGDVZHOODVPRVW IDYRUDPRQJIRUHLJQ1DWLRQVDVZHOODVDPRQJRXUVHOYHV
VHFWVLQ5HOLJLRQWKLQNWKHPVHOYHVLQSRVVHVVLRQRIDOOWUXWK IURPRXUUHDORUDSSDUHQWXQDQLPLW\0XFKRIWKHVWUHQJWK
DQGWKDWZKHUHYHURWKHUVGLIIHUIURPWKHPLWLVVRIDUHUURU HIILFLHQF\RIDQ\*RYHUQPHQWLQSURFXULQJDQGVHFXULQJ
6WHHOHD3URWHVWDQWLQD'HGLFDWLRQWHOOVWKH3RSHWKDWWKH KDSSLQHVVWRWKHSHRSOHGHSHQGVRQRSLQLRQRQWKHJHQHUDO
RQO\GLIIHUHQFHEHWZHHQRXU&KXUFKHVLQWKHLURSLQLRQVRIWKH RSLQLRQRIWKHJRRGQHVVRIWKH*RYHUQPHQWDVZHOODVZHOO
15 FHUWDLQW\RIWKHLUGRFWULQHVLVWKH&KXUFKRI5RPHLV DVRIWKHZLVGRPDQGLQWHJULW\RILWV*RYHUQRUV,KRSH
LQIDOOLEOHDQGWKH&KXUFKRI(QJODQGLVQHYHULQWKHZURQJ WKHUHIRUHWKDWIRURXURZQVDNHVDVDSDUWRIWKHSHRSOHDQG
%XWWKRXJKPDQ\SULYDWHSHUVRQVWKLQNDOPRVWDVKLJKO\RI IRUWKHVDNHRISRVWHULW\ZHVKDOODFWKHDUWLO\DQG
WKHLURZQLQIDOOLELOLW\DVRIWKDWRIWKHLUVHFWIHZH[SUHVVLWVR XQDQLPRXVO\LQUHFRPPHQGLQJWKLV&RQVWLWXWLRQLIDSSURYHG
QDWXUDOO\DVDFHUWDLQIUHQFKODG\ZKRLQDGLVSXWHZLWKKHU E\&RQJUHVV FRQILUPHGE\WKH&RQYHQWLRQVZKHUHYHURXU
20 VLVWHUVDLG,GRQ
WNQRZKRZLWKDSSHQV6LVWHUEXW,PHHW LQIOXHQFHPD\H[WHQGDQGWXUQRXUIXWXUHWKRXJKWV
ZLWKQRERG\EXWP\VHOIWKDW
VDOZD\VLQWKHULJKW HQGHDYRUVWRWKHPHDQVRIKDYLQJLWZHOODGPLQLVWHUHG
,QWKHVHVHQWLPHQWV6LU,DJUHHWRWKLV&RQVWLWXWLRQZLWK 2QWKHZKROH6LU,FDQQRWKHOS H[SUHVVLQJDZLVKWKDW
DOOLWVIDXOWVLIWKH\DUHVXFKEHFDXVH,WKLQNDJHQHUDO HYHU\PHPEHURIWKH&RQYHQWLRQZKRPD\VWLOOKDYH
*RYHUQPHQWQHFHVVDU\IRUXVDQGWKHUHLVQRIRUPRI REMHFWLRQVWRLWZRXOGZLWKPHRQWKLVRFFDVLRQGRXEWDOLWWOH
25 *RYHUQPHQWEXWZKDWPD\EHDEOHVVLQJWRWKHSHRSOHLIZHOO RIKLVRZQLQIDOOLELOLW\DQGWRPDNHPDQLIHVWRXUXQDQLPLW\
DGPLQLVWHUHGDQGEHOLHYHIDUWKHUWKDWWKLVLVOLNHO\WREHZHOO 0 SXWKLVQDPHWRWKLVLQVWUXPHQW
DGPLQLVWHUHGIRUDFRXUVHRI\HDUVDQGFDQRQO\HQGLQ

'HVSRWLVPDVRWKHUIRUPVKDYHGRQHEHIRUHLWZKHQWKH ,QWKH&KULVWLDQ%LEOHWKHSHRSOHZKREXLOWWKH7RZHURI%DEHOVSRNH
SHRSOHVKDOOEHFRPHVRFRUUXSWHGDVWRQHHGGHVSRWLF PXOWLSOHODQJXDJHVDQGFRXOGQRWXQGHUVWDQGHDFKRWKHUZHOOHQRXJKWR
30 *RYHUQPHQWEHLQJLQFDSDEOHRIDQ\RWKHU,GRXEWWRR FRPSOHWHWKHWRZHU¶VFRQVWUXFWLRQ
ZKHWKHUDQ\RWKHU&RQYHQWLRQZHFDQREWDLQPD\EHDEOHWR
PDNHDEHWWHU&RQVWLWXWLRQ)RUZKHQ\RXDVVHPEOHDQXPEHU
RIPHQWRKDYHWKHDGYDQWDJHRIWKHLUMRLQWZLVGRP\RX
LQHYLWDEO\DVVHPEOHZLWKWKRVHPHQDOOWKHLUSUHMXGLFHVWKHLU
35 SDVVLRQVWKHLUHUURUVRIRSLQLRQWKHLU ORFDOLQWHUHVWVDQG
WKHLUVHOILVKYLHZV
)URPVXFKDQ$VVHPEO\FDQDSHUIHFWSURGXFWLRQEH
H[SHFWHG",WWKHUHIRUHDVWRQLVKHVPH6LUWRILQGWKLVV\VWHP
DSSURDFKLQJVRQHDUWRSHUIHFWLRQDVLWGRHVDQG,WKLQNLW
第 125 页
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB

7KHDXWKRU¶VFHQWUDOFODLPLQWKHSDVVDJHLVWKDW 2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP
$ WKH&RQVWLWXWLRQZLOOKDYHWRVXIILFHXQWLOLWLVSURYHQWR $ DQDFNQRZOHGJPHQWRIFULWLFLVPWRDGLVPLVVDORILWV
EHLQDGHTXDWH YDOLGLW\
% WKHREMHFWLRQVWRWKH&RQVWLWXWLRQDUHWULYLDODQGVKRXOG % DQDGPLVVLRQRIDSUREOHPWRWKHSURSRVDORID
EHGLVUHJDUGHGE\WKH$VVHPEO\ VROXWLRQ
& WKHREMHFWLRQVWRWKH&RQVWLWXWLRQFDQEHGLVPLVVHGXQOHVV & DQRYHUYLHZRILQFRQVLVWHQFLHVWRDQH[SODQDWLRQRI
WKH\DUHXQDQLPRXV WKHLUFRPSOH[LW\
' WKH&RQVWLWXWLRQLVDGHTXDWHDQGVKRXOGEHSDVVHGZLWKRXW ' DQDUJXPHQWIRUDFWLRQWRDVXPPDU\RIJXLGLQJ
REMHFWLRQ SULQFLSOHV
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB

,QWKHSDVVDJH)UDQNOLQFKDUDFWHUL]HVKLPVHOIDVVRPHRQH )UDQNOLQDWWULEXWHVWKH&RQVWLWXWLRQ¶VIODZVWRWKHIDFWWKDW
ZKRLV $ WKHGRFXPHQWZDVZULWWHQYHU\TXLFNO\
$ VDUFDVWLF % WKHSHRSOHZKRZURWHLWDOOKDGWKHLURZQRSLQLRQV
% H[SHULHQFHG & WKHFLWL]HQVRIWKHQDWLRQZHUHQRWFRQVXOWHG
& F\QLFDO ' WKHZULWHUVZHUHWU\LQJWRDSSHDUXQDQLPRXVZKHQ
' LQGHFLVLYH WKH\ZHUHQRW
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB BB BBB

:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWRWKH :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
SUHYLRXVTXHVWLRQ" WRWKHSUHYLRXVTXHVWLRQ"
$ OLQHV±³,WLVRIRWKHUV´ $ OLQHV±³,FRQIHVVWKHP´
% OLQHV±³,WKLQNZHOODGPLQLVWHUHG´ % OLQHV±³)RUZKHQYLHZV´
& OLQHV±³7KXVWKHEHVW´ & OLQHV±³,WWKHUHIRUHGRHV´
' OLQHV±³,KRSH&RQVWLWXWLRQ´ ' OLQHV±³7KHRSLQLRQVGLH´
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BB

,QOLQHWKHZRUG³ORFDO´PRVWQHDUO\PHDQV 7KHPDLQFRPSDULVRQ)UDQNOLQGUDZVEHWZHHQWKH
$ JHRJUDSKLFDO $VVHPEO\DQGWKH&KXUFKHVLVLQWHUPVRIWKHLUPHPEHUV¶
% SURYLQFLDO $ VWXEERUQDGKHUHQFHWRGRFWULQH
& QHDUE\ % GHGLFDWLRQWRSURPRWLQJWKHWUXWK
' GRPHVWLF & XQZLOOLQJQHVVWRDFFHSWIDLOXUH
' EOLQGQHVVWRWKHLUZHDNQHVVHV
BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB
$FFRUGLQJWRWKHSDVVDJHWKHPDLQREMHFWLRQWRLPPHGLDWH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
SDVVDJHRIWKH&RQVWLWXWLRQLVWKDWLWLV 7KHPDLQSXUSRVHRI)UDQNOLQ¶VFRPPHQW DERXWWKH
$ XQSRSXODU )UHQFKODG\OLQHLVPRVWOLNHO\WR
% GHVSRWLF $ ULGLFXOHWKHDUURJDQFHRIWKHODG\
& LPSHUIHFW % DOOXGHWRWKHGLYLVLRQRISXEOLFRSLQLRQ
' SDUWLVDQ & SRLQWRXWDXQLYHUVDOWUXWKLQDKXPRURXVZD\
' FRQYH\WKHIXWLOLW\RIIXUWKHUGLVSXWH
第 126 页
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
$VXVHGLQOLQH³JHQHUDO´PRVWQHDUO\PHDQV
$ RYHUDOO
% W\SLFDO
& FXVWRPDU\
' RUGLQDU\
第 127 页
+LVWRU\ SDVVDJH
3DVVDJHLVH[FHUSWHGIURPDSXEOLVKHGOHWWHUZULWWHQE\DQ HTXDOEHQHILWVWRDOOSDUWVRIWKH8QLWHG6WDWHV'LIIHUHQW
DXWKRUNQRZQRQO\DVWKH)HGHUDO)DUPHU3DVVDJHLVH[FHUSWHG ODZVFXVWRPVDQGRSLQLRQVH[LVWLQWKHGLIIHUHQWVWDWHV
IURPDSXEOLVKHGOHWWHUE\$JULSSDWKHSVHXGRQ\PRI-DPHV ZKLFKE\DXQLIRUPV\VWHPRIODZVZRXOGEHXQUHDVRQDEO\
:LQWKURS:LQWKURSZDVSDUWRIWKHDQWLIHGHUDOLVWPRYHPHQW 40 LQYDGHG7KH8QLWHG6WDWHVFRQWDLQDERXWDPLOOLRQRIVTXDUH
%RWKSDVVDJHVZHUHZULWWHQLQ PLOHVDQGLQKDOIDFHQWXU\ZLOOSUREDEO\FRQWDLQWHQ
PLOOLRQVRISHRSOH
3DVVDJH
3DVVDJH
2XUREMHFWKDVEHHQDOODORQJWRUHIRUPRXUIHGHUDO
V\VWHPDQGWRVWUHQJWKHQRXUJRYHUQPHQWVEXWDQHZREMHFW /HWXVQRZFRQVLGHUKRZIDU>WKHQHZV\VWHP@LV
QRZSUHVHQWV7KHSODQRIJRYHUQPHQWQRZSURSRVHGLV FRQVLVWHQWZLWKWKHKDSSLQHVVRIWKHSHRSOHDQGWKHLU
Line HYLGHQWO\FDOFXODWHGWRWDOO\WRFKDQJHLQWLPHRXUFRQGLWLRQ 5 IUHHGRP,WLVWKHRSLQLRQRIWKHDEOHVWZULWHUVRQWKHVXEMHFW
5 DVDSHRSOH,QVWHDGRIEHLQJWKLUWHHQUHSXEOLFVXQGHUD WKDWQRH[WHQVLYHHPSLUHFDQEHJRYHUQHGXSRQUHSXEOLFDQ
IHGHUDOKHDGLW LVFOHDUO\GHVLJQHGWRPDNHXVRQH SULQFLSOHVDQGWKDWVXFKDJRYHUQPHQWZLOOGHJHQHUDWHWRD
FRQVROLGDWHGJRYHUQPHQW:KHWKHUVXFKDFKDQJHFDQHYHUEH GHVSRWLVPXQOHVVLWEHPDGHXSRIDFRQIHGHUDF\RIVPDOOHU
HIIHFWHGLQDQ\PDQQHUZKHWKHULWFDQEHHIIHFWHGZLWKRXW VWDWHVHDFKKDYLQJWKHIXOOSRZHUVRILQWHUQDOUHJXODWLRQ
FRQYXOVLRQVDQGFLYLOZDUVZKHWKHUVXFKDFKDQJHZLOOQRW 7KLVLVSUHFLVHO\WKHSULQFLSOHZKLFKKDVKLWKHUWRSUHVHUYHG
10 WRWDOO\GHVWUR\WKHOLEHUWLHVRIWKLVFRXQWU\WLPHRQO\FDQ RXUIUHHGRP1RLQVWDQFHFDQEHIRXQGRIDQ\IUHH
GHWHUPLQH JRYHUQPHQWRIFRQVLGHUDEOHH[WHQWZKLFKKDVEHHQVXSSRUWHG
7KHFRQIHGHUDWLRQZDVIRUPHGZKHQJUHDWFRQILGHQFHZDV XSRQDQ\RWKHUSODQ/DUJHDQGFRQVROLGDWHGHPSLUHVPD\
SODFHGLQWKHYROXQWDU\H[HUWLRQVRILQGLYLGXDOVDQGRIWKH LQGHHGGD]]OHWKHH\HVRIDGLVWDQWVSHFWDWRUZLWKWKHLU
UHVSHFWLYHVWDWHVDQGWKHIUDPHUVRILWWRJXDUGDJDLQVW VSOHQGRXUEXWLIH[DPLQHGPRUHQHDUO\DUHDOZD\VIRXQGWR
15 XVXUSDWLRQVROLPLWHGDQGFKHFNHGWKHSRZHUV:HILQG EHIXOORIPLVHU\7KHUHDVRQLVREYLRXV,QODUJHVWDWHVWKH
WKHUHIRUHPHPEHUVRIFRQJUHVVXUJLQJDOWHUDWLRQVLQWKH VDPHSULQFLSOHVRIOHJLVODWLRQZLOOQRWDSSO\WRDOOWKHSDUWV
IHGHUDOV\VWHPDOPRVWDVVRRQDVLWZDVDGRSWHG7KHILUVW 7KHODZVQRWEHLQJPDGHE\WKHSHRSOHZKRIHOWWKH
LQWHUHVWLQJTXHVWLRQLVKRZIDUWKHVWDWHVFDQEHFRQVROLGDWHG LQFRQYHQLHQFHVGLGQRWVXLWWKHLUFLUFXPVWDQFHV,WLVXQGHU
LQWRRQHHQWLUHJRYHUQPHQWRQIUHHSULQFLSOHV7KHKDSSLQHVV VXFKW\UDQQ\WKDWWKH6SDQLVKSURYLQFHVODQJXLVKDQGVXFK
20 RIWKHSHRSOHDWODUJHPXVWEHWKHJUHDWREMHFWZLWKHYHU\ ZRXOGEHRXUPLVIRUWXQHDQGGHJUDGDWLRQLIZHVKRXOG
KRQHVWVWDWHVPDQDQGKHZLOOGLUHFWHYHU\PRYHPHQWWRWKLV VXEPLWWRKDYHWKHFRQFHUQVRIWKHZKROHHPSLUHPDQDJHGE\
SRLQW,IZHDUHVRVLWXDWHGDVDSHRSOHDVQRWWREHDEOHWR RQHOHJLVODWXUH7RSURPRWHWKHKDSSLQHVVRIWKHSHRSOHLWLV
HQMR\HTXDOKDSSLQHVVDQGDGYDQWDJHVXQGHURQH QHFHVVDU\WKDWWKHUHVKRXOGEHORFDOODZVDQGLWLVQHFHVVDU\
JRYHUQPHQWWKHFRQVROLGDWLRQRIWKHVWDWHVFDQQRWEH WKDWWKRVHODZVVKRXOGEHPDGHE\WKHUHSUHVHQWDWLYHVRI
25 DGPLWWHG WKRVHZKRDUHLPPHGLDWHO\VXEMHFWWRWKHZDQWRIWKHP
7RXFKLQJWKHIHGHUDOSODQ,GRQRWWKLQNPXFKFDQEHVDLG ,WLVLPSRVVLEOHIRURQHFRGHRIODZVWRVXLW*HRUJLDDQG
LQLWVIDYRU7KHVRYHUHLJQW\RIWKHQDWLRQZLWKRXWFRHUFLYH 0DVVDFKXVHWWV7KH\PXVWWKHUHIRUHOHJLVODWHIRU
DQGHIILFLHQWSRZHUVWRFROOHFWWKHVWUHQJWKRILWFDQQRW WKHPVHOYHV 7KHODZVRI&RQJUHVVDUHLQDOOFDVHVWREHWKH
DOZD\VEHGHSHQGHGRQWRDQVZHUWKHSXUSRVHVRI 0 VXSUHPHODZRIWKHODQGDQGSDUDPRXQWWRWKHFRQVWLWXWLRQV
30 JRYHUQPHQWDQGLQDFRQJUHVVRIUHSUHVHQWDWLYHVRI RIWKHLQGLYLGXDOVWDWHV7KLVQHZV\VWHPLVWKHUHIRUHD
VRYHUHLJQVWDWHVWKHUHPXVWQHFHVVDULO\EHDQXQUHDVRQDEOH FRQVROLGDWLRQRIDOOWKHVWDWHVLQWRRQHODUJHPDVVKRZHYHU
PL[WXUHRISRZHUVLQWKHVDPHKDQGV GLYHUVHWKHSDUWVPD\EHRIZKLFKLWLVWREHFRPSRVHG7KH
,QGHSHQGHQWRIWKHRSLQLRQVRIPDQ\JUHDWDXWKRUVWKDWD LGHDRIDQXQFRPSRXQGHGUHSXEOLFNRQDQDYHUDJHRQH
IUHHHOHFWLYHJRYHUQPHQWFDQQRWEHH[WHQGHGRYHUODUJH WKRXVDQGPLOHVLQOHQJWKDQGHLJKWKXQGUHGLQEUHDGWKDQG
35 WHUULWRULHVDIHZUHIOHFWLRQVPXVWHYLQFHWKDWRQH FRQWDLQLQJVL[PLOOLRQVRILQKDELWDQWVDOOUHGXFHGWRWKHVDPH
JRYHUQPHQWDQGJHQHUDOOHJLVODWLRQDORQHQHYHUFDQH[WHQG
第 128 页
+LVWRU\ SDVVDJH
VWDQGDUGRIPRUDOVRUKDELWVDQGRIODZVLVLQLWVHOIDQ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
DEVXUGLW\DQGFRQWUDU\WRWKHZKROHH[SHULHQFHRIPDQNLQG ,QH[SODLQLQJWKHLULGHDVRQIHGHUDOJRYHUQPHQWERWK
$OOWKDWSDUWWKHUHIRUHRIWKHQHZV\VWHPZKLFKUHODWHVWRWKH DXWKRUVPDNHXVHRIZKLFKNLQGRIHYLGHQFH"
LQWHUQDOJRYHUQPHQWRIWKHVWDWHVRXJKWDWRQFHWREHUHMHFWHG $ +LVWRULFDOUHFRUGV
% ([SHUWWHVWLPRQ\
& +\SRWKHWLFDOVFHQDULRV
' 3HUVRQDODQHFGRWHV
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
7KHPDLQSXUSRVHRI3DVVDJHLVWR %RWKSDVVDJHVDUJXHWKDWLQGLYLGXDOVWDWHV
$ SURYLGHLQIRUPDWLRQDERXWSODQVWRUHIRUPWKHIHGHUDO $ ZRXOGQRWEHQHILWIURPIROORZLQJWKHVDPHVHWRIODZV
V\VWHP % DUHEHFRPLQJWRRXQZLHOG\GXHWRODFNRIRQHXQLI\LQJ
% KLJKOLJKWLQFRQVLVWHQWJRYHUQPHQWSULQFLSOHVDFURVV JRYHUQPHQW
PXOWLSOHVWDWHV & UXQWKHULVNRIHQJDJLQJLQPXOWLSOHFLYLOZDUVRYHU
& LQWURGXFHSODQVIRUDQHZNLQGRIJRYHUQPHQWWKDWGLIIHUV WLPH
JUHDWO\IURPWKHFXUUHQWRQH ' GXSOLFDWHIXQFWLRQVDQGVKRXOGEHHYHQWXDOO\
' TXHVWLRQDSURSRVDOWRFRQVROLGDWHSRZHULQDVLQJOH FRQVROLGDWHG
IHGHUDOV\VWHP
BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB ,WFDQUHDVRQDEO\EHLQIHUUHGIURP3DVVDJHWKDWWKH
:KLFKVWDWHPHQWDERXWWKHIHGHUDOJRYHUQPHQWPRVW DXWKRULV
DFFXUDWHO\UHIOHFWVWKHSRLQWRIYLHZRIWKHDXWKRURI $ VNHSWLFDOWKDWFRQVROLGDWLQJWKHJRYHUQPHQWFDQRFFXU
3DVVDJH" SHDFHIXOO\
$ 7KHFXUUHQWIRUPRIJRYHUQPHQWKDVEHHQLQSODFHIRUWRR % FXULRXVDERXWUHIRUPLQJWKHIHGHUDOV\VWHPRI
ORQJDQGLQFUHDVHGFRQVROLGDWLRQLVORQJRYHUGXH JRYHUQPHQW
% 7KHSURSRVHGFKDQJHVZRXOGEULQJDERXWPRUHQHJDWLYH & FRQFHUQHGWKDWLQFUHDVLQJWKHLQGHSHQGHQFHRIVWDWHV
FRQVHTXHQFHVWKDQPDLQWDLQLQJWKHFXUUHQWIRUPRI ZLOOZHDNHQORFDOJRYHUQPHQWV
JRYHUQPHQWZRXOG ' GRXEWIXOWKDWWKHPDMRULW\RISHRSOHZLOOYRWHIRUQHZ
& $ZHOOIXQFWLRQLQJFRQIHGHUDWLRQLVLPSRVVLEOHEHFDXVH JRYHUQPHQWOHJLVODWLRQ
LQGHSHQGHQWVWDWHVZLOOQHYHUDJUHHRQSROLFLHV
' 7KHXQLIRUPV\VWHPRIODZVSURSRVHGE\DIHGHUDO BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB
JRYHUQPHQWZLOOKHOSXQLWHWKHFRXQWU\DVRQHQDWLRQ :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
WKHSUHYLRXVTXHVWLRQ"
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB $ OLQHV±³2XUSUHVHQWV´
:KLFKLGHDLVSUHVHQWHGLQ3DVVDJHEXW127LQ3DVVDJH" % OLQHV±³7KHSHRSOH´
$ 7KHSURSRVHGIRUPRIIHGHUDOJRYHUQPHQWZLOOLQHYLWDEO\ & OLQHV±³,QVWHDGJRYHUQPHQW´
UHVXOWLQW\UDQQ\ ' OLQHV±³:KHWKHUGHWHUPLQH´
% 7KHKDSSLQHVVDQGOLEHUW\RIWKHSHRSOHVKRXOGEHWKH
SULRULW\RIDQ\IRUPRIJRYHUQPHQW BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB
& 7KHFRXQWU\LVWRRODUJHDQGKDVWRRPDQ\SHRSOHIRUD ,QOLQH³LQYDGHG´PRVWQHDUO\PHDQV
IHGHUDOJRYHUQPHQWWRUXOHHIIHFWLYHO\ $ LQIULQJHG
' ,WLVEHWWHUIRUVWDWHVWRJRYHUQWKHPVHOYHVGXHWRWKHLU % XVXUSHG
GLIIHUHQFHVLQFXVWRPV & WUHVSDVVHG
' SHUPHDWHG
第 129 页
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBB B BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB B

%\UHIHUULQJWRWKHSRWHQWLDOJRYHUQPHQWDVDGHVSRWLVP :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
OLQHWKHDXWKRURI3DVVDJHLPSOLHVWKDWWKHSURSRVDOLV WKHSUHYLRXVTXHVWLRQ"
$ H[WUHPHDQGGDQJHURXV $ OLQHV±³/DUJHPLVHU\´
% XQZLVHEXWSRVVLEOH % OLQHV±³,Q«SDUWV´
& WURXEOHVRPHDQGXQFHUWDLQ & OLQHV±³7RWKHP´
' KD]DUGRXVEXWLQHYLWDEOH ' OLQHV±³7KHVWDWHV´
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB6 BB
+RZZRXOGWKHDXWKRURI3DVVDJHPRVWOLNHO\UHVSRQGWRWKH
DXWKRU¶VLGHDVDERXWFRQVROLGDWLRQRISRZHULQOLQHV±RI
3DVVDJH"
$ :LWKGLVDSSURYDOEHFDXVHWKH\FRQWUDGLFWKLVDUJXPHQW
% :LWKDSSURYDOEHFDXVHWKH\KHOSVXSSRUWKLVDUJXPHQW
& :LWKFDXWLRQEHFDXVHZKLOHWKHDXWKRUVDJUHHRQVRPHSRLQWV
WKH\GRQRWDJUHHRQDOO
' :LWKVXSSRUWEHFDXVHWKH\EULQJXSDQHZLGHDDERXWWKH
GHEDWH
第 130 页
+LVWRU\ SDVVDJH
7KLVSDVVDJHLVDGDSWHGIURPDOHWWHUZULWWHQE\7KRPDV KDYLQJDVPDQ\DVGRPHVWLFVQRWODERXULQJ7KH\
-HIIHUVRQWR-DPHV0DGLVRQ,WZDVRULJLQDOO\ZULWWHQLQ HPSOR\DOVRDJUHDWQXPEHURIPDQXIDFWXUHUVDQG
ZKHQ-HIIHUVRQZDVUHVLGLQJLQ)UDQFH WUDGHVPHQDQGODVWO\WKHFODVVRIODERXULQJKXVEDQGPHQ
%XWDIWHUDOOWKHVHFRPHVWKHPRVWQXPHURXVRIDOOWKH
6HYHQR
FORFNDQGUHWLUHGWRP\ILUHVLGH,KDYH 5 FODVVHVWKDWLVWKHSRRUZKRFDQQRWILQGZRUN,DVNHG
GHWHUPLQHGWRHQWHULQWRFRQYHUVDWLRQZLWK\RXWKLV P\VHOIZKDWFRXOGEHWKHUHDVRQWKDWVRPDQ\VKRXOGEH
>)RQWDLQHEOHDX@LVDYLOODJHRIDERXWLQKDELWDQWVZKHQ SHUPLWWHGWREHJZKRDUHZLOOLQJWRZRUNLQDFRXQWU\ZKHUH
Line WKHFRXUWLVQRWKHUHDQGZKHQWKH\DUHRFFXS\LQJD WKHUHLVDYHU\FRQVLGHUDEOHSURSRUWLRQRIXQFXOWLYDWHGODQGV"
5 YDOOH\WKUR
ZKLFKUXQVDEURRNDQGRQHDFKVLGHRILWDULGJH 7KHVHODQGVDUHNHSWLGOHPRVWO\IRUWKHVakHRI JDPH ,W
RIVPDOOPRXQWDLQVPRVWRIZKLFKDUHQDNHGURFN7KHNLQJ VKRXOGVHHPWKHQWKDWLWPXVWEHEHFDXVHRIWKHHQRUPRXV
FRPHVKHUHLQWKHIDOODOZD\VWRKXQW+LVFRXUWDWWHQGKLP ZHDOWKRIWKHSURSULHWRUVZKLFKSODFHVWKHPDERYHDWWHQWLRQ
DVGRDOVRWKHIRUHLJQGLSORPDWLFFRUSV%XWDVWKLVLVQRW WRWKHLQFUHDVHRIWKHLUUHYHQXHVE\SHUPLWWLQJWKHVHODQGVWR
LQGLVSHQVDEO\UHTXLUHGDQGP\ILQDQFHVGRQRWDGPLWWKH EHODERXUHG
10 H[SHQFHRIDFRQWLQXHGUHVLGHQFHKHUH,SURSRVHWRFRPH ,DPFRQVFLRXVWKDWDQHTXDOGLYLVLRQRISURSHUW\LV
RFFDVLRQDOO\WRDWWHQGWKHNLQJ
VOHYHHVUHWXUQLQJDJDLQWR LPSUDFWLFDEOH%XWWKHFRQVHTXHQFHVRIWKLVHQRUPRXV
3DULVGLVWDQWPLOHV LQHTXDOLW\SURGXFLQJVRPXFKPLVHU\WRWKHEXONRIPDQNLQG
7KLVEHLQJWKHILUVWWULS,VHWRXW\HVWHUGD\PRUQLQJ OHJLVODWRUVFDQQRWLQYHQWWRRPDQ\GHYLFHVIRUVXEGLYLGLQJ
WRWDNHDYLHZRIWKHSODFH)RUWKLVSXUSRVH,VKDSHGP\FRXUVH SURSHUW\RQO\WDNLQJFDUHWROHWWKHLUVXEGLYLVLRQVJRKDQGLQ
15 WRZDUGVWKHKLJKHVWRIWKHPRXQWDLQVLQVLJKWWRWKHWRSRI KDQGZLWKWKHQDWXUDODIIHFWLRQVRIWKHKXPDQPLQG7KH
ZKLFKZDVDERXWDOHDJXH$VVRRQDV,KDGJRWFOHDURIWKH GHVFHQWRISURSHUW\RIHYHU\NLQGWKHUHIRUHWRDOOWKHFKLOGUHQ
WRZQ,IHOOLQZLWKDSRRUZRPDQZDONLQJDWWKHVDPHUDWH RUWRDOOWKHEURWKHUVDQGVLVWHUVRURWKHUUHODWLRQVLQHTXDO
ZLWKP\VHOI DQGJRLQJWKHVDPHFRXUVH:LVKLQJWRNQRZWKH GHJUHHLVDSROLWLFPHDVXUHDQGDSUDFWLFDEOHRQH$QRWKHU
FRQGLWLRQRIWKHODERXULQJSRRU,HQWHUHGLQWRFRQYHUVDWLRQ PHDQVRIVLOHQWO\OHVVHQLQJWKHLQHTXDOLW\RISURSHUW\LVWR
20 ZLWKKHUZKLFK,EHJDQE\HQTXLULHVIRUWKHSDWKZKLFK H[HPSWDOOIURPWD[DWLRQEHORZDFHUWDLQSRLQWDQGWRWD[WKH
ZRXOGOHDGPHLQWRWKHPRXQWDLQDQGWKHQFHSURFHHGHGWR KLJKHUSRUWLRQVRISURSHUW\LQJHRPHWULFDOSURJUHVVLRQDV
HQTXLULHVLQWRKHUYRFDWLRQFRQGLWLRQDQGFLUFXPVWDQFH6KH WKH\ULVH:KHQHYHUWKHUHLVLQDQ\FRXQWU\XQFXOWLYDWHG
WROGPHVKHZDVDGD\ODERXUHUDWVRXVRUGVWHUOLQJWKH ODQGVDQGXQHPSOR\HGSRRULWLVFOHDUWKDWWKHODZVRI
GD\WKDWVKHKDGWZRFKLOGUHQWRPDLQWDLQDQGWRSD\DUHQWRI SURSHUW\KDYHEHHQVRIDUH[WHQGHGDVWRYLRODWHQDWXUDOULJKW
25 OLYUHVIRUKHUKRXVHZKLFKZRXOGFRQVXPHWKHKLUHRI 7KHHDUWKLVJLYHQDVDFRPPRQVWRFNIRUPDQWRODERXUDQG
GD\VWKDWRIWHQVKHFRXOGJHWQRHPSORLPHQWDQGRI 0 OLYHRQ,IIRUWKHHQFRXUDJHPHQWRILQGXVWU\ZHDOORZLWWR
FRXUVHZDVZLWKRXWEUHDG$VZHKDGZDONHGWRJHWKHUQHDUD EHDSSURSULDWHGZHPXVWWDNHFDUHWKDWRWKHUHPSOR\PHQWEH
PLOHDQGVKHKDGVRIDUVHUYHGPHDVDJXLGH,JDYHKHURQ IXUQLVKHGWRWKRVHH[FOXGHGIURPWKHDSSURSULDWLRQ
SDUWLQJVRXV6KHEXUVWLQWRWHDUVRIDJUDWLWXGHZKLFK,
30 FRXOGSHUFHLYHZDVXQIHLJQHGEHFDXVHVKHZDVXQDEOHWR

HPRWLRQ
XWWHUDZRUG6KHKDGSUREDEO\QHYHUEHIRUHUHFHLYHGVRJUHDW

IDUPHUV
DQDLG
7KLVOLWWOHDWWHQGULVVHPHQWZLWKWKHVROLWXGHRIP\ZDON
OHGPHLQWRDWUDLQRIUHIOHFWLRQVRQWKDWXQHTXDOGLYLVLRQRI
35 SURSHUW\ZKLFKRFFDVLRQVWKHQXPEHUOHVVLQVWDQFHVRI
ZUHWFKHGQHVVZKLFK,KDGREVHUYHGLQWKLVFRXQWU\DQGLVWR
EHREVHUYHGDOORYHU(XURSH7KHSURSHUW\RIWKLVFRXQWU\LV
DEVROXWHO\FRQFHQWHUHGLQDYHU\IHZKDQGVKDYLQJUHYHQXHV
RIIURPKDOIDPLOOLRQRIJXLQHDVD\HDUGRZQZDUGV7KHVH
40 HPSOR\WKHIORZHURIWKHFRXQWU\DVVHUYDQWVVRPHRIWKHP
第 131 页
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

-HIIHUVRQ¶VFHQWUDOFODLPLQWKHSDVVDJHLVWKDW -HIIHUVRQLPSOLHVWKDWWKHLQLWLDOSXUSRVHRIKLVZDONZDV
$ WKHFXUUHQWV\VWHPRILQKHULWDQFHDQGRZQHUVKLSLV WR
XQOLNHO\HYHUWRFKDQJH $ EHWWHUXQGHUVWDQGWKHSK\VLFDOJHRJUDSK\DURXQGKLP
% ZHDOWKVKRXOGEHUHGLVWULEXWHGLQDZD\WKDWEHQHILWVWKH % JHWRXWRIWKHWRZQLQRUGHUWRWKLQNPRUHFOHDUO\
PDMRULW\ RIVRFLHW\ & XQGHUVWDQGWKHFRQGLWLRQRIQRQ$PHULFDQODERUHUV
& WKHXQHPSOR\HGVKRXOGXVHWKHLUHQHUJLHVWRZRUNWKHODQG ' DYRLGUXQQLQJLQWRWKHNLQJDQGKLVFRXUWLHUV
UDWKHUWKDQDVNIRUPRQH\
' HYHU\ERG\KDVWKHQDWXUDOULJKWWRDVPXFKSURSHUW\DVKH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB
RUVKHWKLQNVQHFHVVDU\ :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
WRWKHSUHYLRXVTXHVWLRQ"
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB $ OLQHV±³%XWDVPLOHV´
-HIIHUVRQXVHVWKHH[DPSOHRIWKHZRPDQKHPHHWVRQWKH % OLQHV±³7KLVSODFH´
URDGLQRUGHUWR & OLQHV±³$VVRRQFRXUVH´
$ SURYLGHDPRYLQJDQHFGRWHLQRUGHUWRGLVWUDFWKLVUHDGHU ' OLQHV±³:LVKLQJKHU´
IURPODUJHULVVXHV
% LOOXVWUDWHKLVVXUURXQGLQJVZLWKDQDW\SLFDOH[DPSOHRIWKH BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB
QDWLYHSHRSOH :KDWPDLQHIIHFWGRHVWKHSKUDVH³IORZHURIWKHFRXQWU\´
& VXSSRUWWKHFODLPWKDWWKHHFRQRPLFVLWXDWLRQLVZRUVHWKDQ OLQHKDYHRQWKHWRQHRIWKHSDVVDJH"
0DGLVRQWKLQNV $ ,WOLJKWHQVWKHWRQHE\SURYLGLQJDPHWDSKRURIEHDXW\
' WUDQVLWLRQIURPKLVVSHFLILFH[SHULHQFHWRDPRUHJHQHUDO LQ DQRWKHUZLVHEOHDNQDUUDWLYH
DUJXPHQW % ,WSURYLGHVDQLPSDVVLRQHGWRQHWRGHVFULEHWKH
GLVFUHSDQF\EHWZHHQWKHUHODWLYHSULYLOHJHRIWKHIHZ
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB DQGWKHKDUGVKLSRIWKHPDQ\
2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP & ,WFUHDWHVDWRQHRISUDLVHE\FRPSDULQJWKHZRUNHUVRI
$ DGHVFULSWLRQRIWKHORFDOHWRDEURDGHUGLVFXVVLRQRI )UDQFHWRWKRVHLQWKH86
SULQFLSOHV ' ,WFUHDWHVDQRSWLPLVWLFWRQHE\VKRZLQJWKDWWKHSHRSOH
% DKXPRURXVDQHFGRWHWRDSRVLWLRQRQDSRSXODU86 RI)UDQFHDUHYDULRXVO\HPSOR\HG
GHEDWH
& DQDQDO\VLVRIWKHNLQJ¶VVLWXDWLRQWRDQDQDO\VLVRIDQ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBB
XQHPSOR\HGSHUVRQ¶V $VXVHGLQOLQH³JDPH´PRVWQHDUO\PHDQV
' -HIIHUVRQ¶VH[SHULHQFHVLQ)UDQFHWR0DGLVRQ¶V $ WULFNVWREHSOD\HG
H[SHULHQFHVLQWKH86 % SOD\WREHXQGHUWDNHQ
& VSRUWVWREHSUDFWLFHG
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB ' DQLPDOVWREHKXQWHG
7KHPDLQSXUSRVHRIWKHSDVVDJH¶VLQIRUPDWLRQDERXW
)RQWDLQHEOHDXLVWR
$ SURYLGHDSLFWXUHVTXHFRXQWHUSRLQWWRWKHWHUULEOHSRYHUW\
WKDW -HIIHUVRQZLWQHVVHV
% GHVFULEHDIRUHLJQODQGWRVRPHRQHZKRKDVQHYHUYLVLWHG
)UDQFH
& FRQWH[WXDOL]HWKHDQHFGRWHDQGDUJXPHQWWKDWIROORZ
' LQWHUHVWWKHUHDGHULQWKHQDUUDWLYHEHIRUHFKDQJLQJWRSLFV
第 132 页
+LVWRU\ SDVVDJH
BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

:KLFKFKRLFHEHVWGHVFULEHV-HIIHUVRQ¶VDWWLWXGHWRZDUGV :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWRWKH
VRFLRHFRQRPLFFRQGLWLRQVLQ)UDQFH" SUHYLRXVTXHVWLRQ"
$ +HDSSURYHVRIWKHNLQJ¶VSROLFLHVRQPRVWEXWQRWDOO $ OLQHV±³,WVKRXOGODERXUHG´
LVVXHV % OLQHV±³%XWWKHFRQVHTXHQFHVPDQNLQG´
% +HVHHV)UDQFHDVDQLVRODWHGFDVHZLWKXQLTXHFRQGLWLRQV & OLQHV±³OHJLVODWRUVPLQG´
QRWDSSOLFDEOHWRRWKHUFRXQWULHV ' OLQHV±³7KHGHVFHQWRQH´
& +HLVDIIURQWHGDWWKHIHZRSSRUWXQLWLHVJLYHQWRWKHSRRU
' +HLVSOHDVHGWKDWWKH8QLWHG6WDWHVGRHVQRWH[SHULHQFH
WKHVDPHFRQGLWLRQVDV)UDQFH
-HIIHUVRQ¶VVWDWHPHQWWKDWKHLVFRQVFLRXVWKDW³DQHTXDO
GLYLVLRQRISURSHUW\LVLPSUDFWLFDEOHÓLQHV±LPSOLHV
WKDWKH
$ KDVGHFLGHGWKDWWKHUHLVQRSRLQWLQSXUVXLQJKLVJRDOV
EHFDXVHWKH\ZRXOGXOWLPDWHO\SURYHLPSRVVLEOHWRFDUU\
RXW
% NQRZVWKDWKLVLGHDOVDUHQRWHQWLUHO\UHDOLVWLF\HWVWLOO
EHOLHYHVWKDWVRPHLPSURYHPHQWLVSRVVLEOH
& GRHVQRWFDUHDERXWZKDWLVUHDOLVWLFDOO\SRVVLEOHEXWLV
RQO\FRQFHUQHGZLWKWKHZD\WKDWWKLQJVVKRXOGEH
' EHOLHYHVWKDWHYHQWKRXJKSURSHUW\FDQQRWEHGLYLGHG
HTXDOO\LWVKRXOGVWLOOEHGLYLGHGDFFRUGLQJWRDPDQ¶V
DELOLWLHV
第 133 页
+LVWRU\ SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP7KHRGRUH5RRVHYHOW¶VVSHHFK WKHWLPH %XWZKHQWKHZDUZDVGRQHZKHQWKH\FDPH

WRWKHZRUNHUVRQWKH3DQDPD&DQDORULJLQDOO\ZULWWHQLQ KRPHZKHQWKH\ORRNHGDWZKDWKDGEHHQDFFRPSOLVKHGDOO
7KH3DQDPD&DQDOZKLFKSURYLGHVDSDVVDJHZD\IRUVKLSV WKRVHWKLQJVVDQNLQWRLQVLJQLILFDQFHDQG WKHJUHDWIDFW
WUDYHOLQJEHWZHHQWKH$WODQWLFDQG3DFLILF2FHDQVLVRQHRIWKH 40 UHPDLQHGWKDWWKH\KDGSOD\HGDSDUWOLNHPHQDPRQJPHQ
ODUJHVWDQGPRVWGLIILFXOWHQJLQHHULQJSURMHFWVHYHUXQGHUWDNHQ WKDWWKH\KDGERUQHWKHPVHOYHVVRWKDWZKHQSHRSOHDVNHG
5RRVHYHOWJDYHWKLVVSHHFKGXULQJKLVYLVLWWRWKH&DQDO]RQHWR ZKDWWKH\KDGGRQHRIZRUWKLQWKRVHJUHDW\HDUV DOOWKH\KDG
FKHFNRQWKHSURJUHVVRIWKHZRUN WRVD\ZDVWKDWWKH\KDGVHUYHGGHFHQWO\DQGIDLWKIXOO\LQWKH
JUHDWDUPLHV6R\RXPHQKHUHLQWKHIXWXUHHDFKPDQRI
,WZDVZLWKRXWSUHFHGHQWIRUDSUHVLGHQWWROHDYHWKH 5 \RXZLOOKDYHWKHULJKWWRIHHOLIKHKDVGRQHKLVGXW\DQGD
8QLWHG6WDWHVEXWWKLVZRUNLVZLWKRXWSUHFHGHQW<RXDUH OLWWOHPRUHWKDQKLVGXW\ULJKWXSWRWKHKDQGOHLQWKHZRUN
GRLQJWKHELJJHVWWKLQJRIWKHNLQGWKDWKDVHYHUEHHQGRQH KHUHRQWKH,VWKPXVWKDWKHKDVPDGHKLVFRXQWU\KLVGHEWRU
Line DQG,ZDQWHGWRVHHKRZ\RXDUHGRLQJLW,DPSURIRXQGO\ WKDWKHKDVGRQHPRUHWKDQKLVIXOOVKDUHLQDGGLQJUHQRZQWR
5 WKDQNIXOWKDW,VKDOOEHDEOHWRWDNHEDFNWRWKH8QLWHG6WDWHV WKHQDWLRQXQGHUZKRVHIODJWKHFDQDOLVEHLQJEXLOW
WKHPHVVDJHWKDWWKHQDWLRQ
VSLFNHGVRQVDUHFDUU\LQJ
WKHPVHOYHVVRZHOOKHUHWKDW,FDQDEVROXWHO\JXDUDQWHHWKH ,QFORVLQJDOO,KDYHWRVD\LVWKLV<RXDUHGRLQJWKHZRUN
VXFFHVVRIWKHPLJKW\ZRUNZKLFKWKH\DUHGRLQJ,WLVQRWDQ WKHOLNHRIZKLFKKDVQRWEHIRUHEHHQVHHQLQWKHDJHVDZRUN
HDV\WDVN0LJKW\IHZWKLQJVWKDWDUHZRUWKGRLQJDUHHDV\ WKDWVKDOOODVWWKURXJKWKHDJHVWRFRPHDQG,SOHGJHWR\RX
10 ,ZDQWWRVD\WKLVZRUGWR\RXPHQULJKWWKURXJKWRDOORI DV3UHVLGHQWRIWKH8QLWHG6WDWHVHYHU\RXQFHRIVXSSRUWDQG
\RXZKRDUHHQJDJHGLQWKHZRUNRIGLJJLQJWKLVFDQDO KHOSDQGDVVLVWDQFHWKDWLWLVLQP\SRZHUWRJLYH\RXVRWKDW
ZKHWKHU\RXDUHKHUHDVVXSHULQWHQGHQWIRUHPDQFKLHIFOHUN ZHWRJHWKHU\RXEDFNHGE\WKHSHRSOHRIWKH8QLWHG6WDWHV
PDFKLQLVWFRQGXFWRUHQJLQHHUVWHDPVKRYHOPDQDQGKHLV PD\VSHHGLO\EULQJWKLVJUHDWHVWRIZRUNVWRDWULXPSKDQW
WKH$PHULFDQZKRLVVHWWLQJWKHPDUNIRUWKHUHVWRI\RXWR FRQFOXVLRQ
15 OLYHXSWRE\WKHZD\ZKRHYHU\RXDUHLI\RXDUHGRLQJ
\RXUGXW\\RXDUHSXWWLQJ\RXUFRXQWU\XQGHUDQREOLJDWLRQ
WR\RXMXVWDVDVROGLHUZKRGRHVKLVZRUNZHOOLQDJUHDWZDU
SXWVWKHFRXQWU\XQGHUDQREOLJDWLRQWRKLP$V,KDYHVHHQ
\RXDWZRUNVHHQZKDW\RXKDYHGRQHDQGDUHGRLQJQRWHG
20 WKHVSLULWLQZKLFK\RXDUHDSSURDFKLQJWKHWDVN\HWWREH
GRQH,KDYHIHOWMXVWH[DFWO\DV,VKRXOGIHHOLI,VDZWKH
SLFNHGPHQRIP\FRXQWU\HQJDJHGLQVRPHJUHDWZDU,DP
ZHLJKLQJP\ZRUGVZKHQ,VD\WKDW\RXKHUHZKRGR\RXU
ZRUNZHOOLQEULQJLQJWRFRPSOHWLRQWKLVJUHDW HQWHUSULVH ZLOO
25 VWDQGH[DFWO\DVWKHVROGLHUVRIDIHZDQGRQO\DIHZRIWKH
PRVWIDPRXVDUPLHVRIDOOWKHQDWLRQVVWDQGLQKLVWRU\7KLVLV
RQHRIWKHJUHDWZRUNVRIWKHZRUOGLWLVDJUHDWHUZRUNWKDQ
\RX\RXUVHOYHVDWWKHPRPHQWUHDOL]H6RPHRI\RXDJRRG
PDQ\RI\RXDUHVRQVRIPHQZKRIRXJKWLQWKH&LYLO:DU
30 :KHQ\RXUIDWKHUVZHUHLQWKHILJKWLQJWKH\WKRXJKWDJRRG
GHDORIWKHIDFWWKDWWKHEODQNHWZDVWRRKHDY\E\QRRQDQG
QRWTXLWHKHDY\HQRXJKE\QLJKWWKDWWKHSRUNZDVQRWDV
JRRGDVLWPLJKWEHDQGWKHKDUGWDFNZDVVRPHWLPHV
LQVXIILFLHQWLQDPRXQWDQGWKH\ZHUHQRWDOZD\VVDWLVILHG
35 ZLWKWKHZD\LQZKLFKWKHUHJLPHQWVZHUHOHG
7KRVHZHUHWKHWKLQJVWKH\WDONHGDERXWDJRRGGHDORI
第 134 页
+LVWRU\ SDVVDJH

7KHPDLQSXUSRVHRIWKHVSHHFKLVWR :KLFKFKRLFHEHVWH[SODLQV5RRVHYHOW¶VSUDLVHIRUWKH
$ VWUHVVWKHLPSRUWDQFHRIWKH3DQDPD&DQDO ZRUNHUV"
% UHSRUWRQWKHSURJUHVVRIWKH3DQDPD&DQDO $ +HDSSUHFLDWHVWKHPIRUWKHLUGHWHUPLQDWLRQWRSURYH
& LQVSLUHWKH3DQDPD&DQDOZRUNHUV WKH8QLWHG6WDWHV¶VXSHULRULW\
' SURFODLPWKH3DQDPD&DQDOSURMHFWDVXFFHVV % +HDGPLUHVWKHPIRUWKHLUVXFFHVVDWUHNLQGOLQJ
QDWLRQDOSULGH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB & +HUHVSHFWVWKHPIRUWKHLUVHOIOHVVVHUYLFHWRWKHQDWLRQ
:KDWPDLQHIIHFWGRHVWKHSKUDVH³QDWLRQ¶VSLFNHGVRQV´ ' +HYDOXHVWKHPIRUWKHLUFRQWULEXWLRQWRWKHZRUOG¶V
OLQHKDYHRQWKHWRQHRIWKHSDVVDJH" HFRQRP\
$ ,WFUHDWHVDQKLVWRULFDOWRQHWKDWUHFDOOVSDVWWUDGLWLRQV
% ,WFUHDWHVDQXSOLIWLQJWRQHWKDWERRVWVFRQILGHQFHLQWKH BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
SURMHFW ,WFDQEHLQIHUUHGIURPWKHWKLUGSDUDJUDSKOLQHV±
& ,WFUHDWHVDSUHVLGHQWLDOWRQHWKDWUHLQIRUFHV5RRVHYHOW¶V WKDW5RRVHYHOWEHOLHYHVWKDWWKH8QLWHG6WDWHV
DXWKRULW\ $ VKRXOGFRPHWRWKHDLGWKHZRUNHUVRQWKH3DQDPD
' ,WFUHDWHVDSDWULRWLFWRQHWKDWVWLPXODWHVSULGH &DQDO
% ZLOOUHDSWKHEHQHILWVRIWKHZRUNGRQHRQWKH3DQDPD
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB &DQDO
7KHPDLQSXUSRVHRI5RRVHYHOW¶VFRPPHQWDERXWWKHVWHDP & ZLOOIDLOWRJLYHWKHZRUNHUVRQWKH3DQDPD&DQDOWKH
VKRYHOPDQOLQHV±LVPRVWOLNHO\WR FUHGLWWKH\GHVHUYH
$ VWUHVVWKHVLJQLILFDQFHRIHYHU\FRQWULEXWLRQWRWKHSURMHFW ' VKRXOGVXSSRUWWKH3DQDPD&DQDORXWRIUHVSHFWIRULWV
% VWUHVVWKHLPSRUWDQFHRIWHFKQRORJ\WRWKHSURMHFW¶V KLVWRU\
VXFFHVV
& SUDLVHWKHTXDOLW\RIWKHZRUNGRQHE\WKHPDQXDOODERUHUV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB BBBBB
' HQFRXUDJHWKHPDQXDOODERUHUVWRZRUNWRWKHEHVWRIWKHLU :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
DELOLW\ WKHSUHYLRXVTXHVWLRQ"
$ OLQHV±³7KRVHWLPH´
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB % OLQHV±³ZKHQWKH\LQVLJQLILFDQFH´
$VXVHGLQOLQH³HQWHUSULVH´PRVWQHDUO\PHDQV & OLQHV±³DOOWKH\DUPLHV´
$ HVWDEOLVKPHQW ' OLQHV±³KHKDVEXLOW´
% EXVLQHVV
& LQYHQWLRQ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB B BB
' XQGHUWDNLQJ %DVHGRQWKHSDVVDJHWKHSURMHFW¶VSRWHQWLDOVXFFHVV
ZRXOGEHFRQVLGHUHGDOOWKHPRUHDWULXPSKEHFDXVH
BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB $ PDQ\RIWKHPRVWFDSDEOHPHQZHUHDWZDU
7KHPDLQFRPSDULVRQ5RRVHYHOWGUDZVEHWZHHQWKH&LYLO % PXFKRIWKHZRUOGZDVLQYHVWHGLQWKHRXWFRPH
:DUDQGWKH3DQDPD&DQDOSURMHFWLVLQWHUPVRIWKHLU & WKHZRUNHUVLQLWLDOO\IHOWXQDWWDFKHGWRWKHZRUN
$ KLVWRULFDOVLJQLILFDQFH ' WKHSUHVLGHQWZDVVORZWRJLYHKLVIXOOVXSSRUW
% IXQGDPHQWDOSXUSRVH
& RUJDQL]DWLRQDOVWUXFWXUH
' SROLWLFDOPRWLYDWLRQ
第 135 页
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR 5RRVHYHOWXVHVWKHLQIRUPDWLRQLQWKHODVWSDUDJUDSKPDLQO\
WKHSUHYLRXVTXHVWLRQ" WRVXSSRUWKLVDVVHUWLRQWKDW
$ OLQHV±³7KLVLVUHDOL]H´ $ WKHSURMHFWKDVEHHQSURPRWHGDVDEHDFRQRISURJUHVV
% OLQHV±7KHJUHDWDPRQJPHQ´ % PRUH$PHULFDQZRUNHUVKDYHEHHQVHFXUHGIRUWKH
& OLQHV±³<RXDJHV´ SURMHFW
' OLQHV±³,SOHGJH\RX´ & WKHPRVWGLIILFXOWZRUNRQWKHSURMHFWKDVEHHQGRQH
' $PHULFDQVKDYHVKRZQXQSUHFHGHQWHGVXSSRUWIRUWKH
SURMHFW
第 136 页
+LVWRU\ SDVVDJH5
Passage 1 is an excerpt from The Influence of Sea Power Upon 3DVVDJH

History by A.T. Mahan, originally published in 1890. Passage 2 is an
excerpt from Maritime Security, Sea Power, and Trade, a speech One of the great strategic advantages of the United States
given in 2014 by Tom Kelly, the Acting Assistant Secretary of the is that, as "America, the Beautiful" reminds us, our nation
Bureau of Political-Military Affairs. 40 stretches from "sea to shining sea." The oceans have been
part of our identity – and our protection – since the
3DVVDJH founding of the country. They have been the path through
which we became both a great commercial and a great
The first and most obvious light in which the sea presents military force. I may be a diplomat, but I believe in naval
itself from the political and social point of view is that of a 45 power. It makes my job easier. I grew up on the shores of
great highway; or better, perhaps, of a wide common, over the Pacific Ocean. My professional background is in trade.
Line which men may pass in all directions, but on which some So it’s very natural for me to see the oceans and our
5 well-worn paths show that controlling reasons have led them maritime security as essential to our continued prosperity.
to choose certain lines of travel rather than others. Ninety percent of world trade is conducted on the oceans.
Under modern conditions, home trade is but a part of the 50 Our food, our fuel, our imports and exports all travel on
business of a country bordering on the sea. Foreign these global economic highways. Maritime trade is our
necessaries or luxuries must be brought to its ports, either in nation’s life blood. Keeping the oceans free for commerce –
10 its own or in foreign ships, which will return, bearing in in two words, maritime security – is key to our national
exchange the products of the country, whether they be the security.
fruits of the earth or the works of men's hands; and it is the 5 Today, this phrase encompasses a complex set of issues,
wish of every nation that this shipping business should be including both public and private activities, sometimes with
done by its own vessels. The ships that thus sail to and fro diametrically opposed interests. . . . Mother Nature
15 must have secure ports to which to return, and must, as far as reminded us that she still controls some aspects of maritime
possible, be followed by the protection of their country security. . . . Climate change is affecting the Arctic. As the
throughout the voyage. 60 ice cap shrinks, old shipping lanes are expanding and, in
.... some cases, new ones are opening. Opening these Arctic
In these three things—production, with the necessity of lanes to commerce and keeping them free will be important.
exchanging products, shipping, whereby the exchange is As the lanes open, we’ll see more demand for access to the
20 carried on, and colonies, which facilitate and enlarge the Arctic’s natural resources, which in turn may raise the
operations of shipping and tend to protect it by multiplying 5 stakes on territorial disputes.
points of safety—is to be found the key to much of the history, We should remember that outside the domestic waters of
as well as of the policy, of nations bordering upon the sea. The the United States, securing our own maritime security
policy has varied both with the spirit of the age and with the depends on our foreign policy. Our security assistance
25 character and clear-sightedness of the rulers; but the history of programs. . . can be a critical tool to support states trying to
the seaboard nations has been less determined by the 70 build their security capacity, which feeds into larger foreign
shrewdness and foresight of governments than by conditions policy objectives beyond achieving peace and security –
of position, extent, configuration, number and character of such as promoting economic growth, democracy, and
their people,—by what are called, in a word, natural human rights.
30 conditions. It must however be admitted, and will be seen, that
the wise or unwise action of individual men has at certain
periods had a great modifying influence upon the growth of
sea power in the broad sense, which includes not only the
military strength afloat, that rules the sea or any part of it by
35 force of arms, but also the peaceful commerce and shipping
from which alone a military fleet naturally and healthfully
springs, and on which it securely rests.
第 137 页
+LVWRU\ SDVVDJH5
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

The author of Passage 1 implies that a coastal nation's The author of Passage 2 implies that the United States
primary goal in building a navy is to might not have become a superpower were it not for its
$ attack other nations. $ economic strength.
% protect trading ships. % geographical position.
& defend its coastlines. & superior military.
' threaten its trading partners. ' natural resources.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB

:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR Which choice best supports the answer to the previous
WKH SUHYLRXVTXHVWLRQ" question?
$ OLQHV1±6³TheotherV´ $ OLQHV42±44³Theyforce´
% OLQHV8±4³Foreign necessariesvessels´ % OLQHV51±52³Maritime tradelife blood´
& OLQHV8±23³Insea´ & OLQHV55±57³Todayinterests´
' OLQHV31±37³The wiserests´ ' OLQHV68±70³Our securitycapacity´
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB

IQOLQH3WKHZRUG³common´PRVWQHDUO\PHDQV Unlike Passage 1, Passage 2 focuses on
$ public land. $ the benefits of trading with other nations via the
% political group. oceans.
& legal right. % the relationship of economic and military power.
' shared condition. & the shifting of maritime policies to adapt to
changing circumstances.
' the importance of the oceans for a specific
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB nation.
In line 10, the word “bearing” most nearly means
$ carrying.
% allowing. BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB
& supporting. In Passage 2, the discussion of climate change primarily
' yielding. serves to
$ convey the gravity of the threat to the oceans.
% stress the power of Mother Nature.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB & exemplify the many factors affecting maritime
The author’s central claim in Passage 2 is that security.
$ the continued prosperity of the U.S. depends on keeping ' suggest a plausible government initiative.
the oceans secure.
% U.S. foreign policy must change to focus on maintaining
control of the seas.
& the U.S military is crucial to defending domestic waters.
' the security of the world’s oceans is increasingly at risk
by enemies of the U.S.
第 138 页
VNLOOOHYHO2
+LVWRU\ SDVVDJH5
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

The author of Passage 2 would most probably view Based on the passages, both authors connect the idea of
Passage 1's claim about "natural conditions" (line 29-30) sea power with
with $ the ineffectiveness of the Navy in protecting trade.
$ approval, because he sees the nation's oceans as a % a leader’s desire to prevent territorial disputes.
strategic advantage. & a country’s political and economic advancement.
% skepticism, because he believes in both naval power ' the rights guaranteed to all people by natural law.
and diplomacy.
& hostility, because his professional background is in
trade.
' anxiety, because he is worried about the effects of
climate change.
第 139 页
+LVWRU\ SDVVDJH6
Passage 1 is excerpted from Senator William E. Borah, “Speech to 30 organization, in fact, they are looking forward to its activities
the Senate,” delivered in 1919. Passage 2 is excerpted from an with high hopes, as an organization being capable of preventing
editorial in the Magyar Tribune, “Shall There Be a League of a recurrence of another bloody war such as we have just gone
Nations?” Originally published in 1920. In the aftermath of World War through, and one that has upset Europe and the entire world.
I (1914-1918), United States President Woodrow Wilson sought to The nations that lost the war, Germany, Hungary, Bulgaria,
create an international governing body, called the League of Nations, 35 and Turkey, are the only nations of Europe who cannot be
that would come together to solve disputes between nations openly members at the present time, due to the fact that the other
and peacefully. nations do not want them to have anything to do with the
conferences of the League, and this revolutionary move. This is
3DVVDJH considered as a punishment to the above named nations.
40 In a very short time these nations will also be admitted as
Mr. President, after Mr. Lincoln had been elected President, members of the League. Russia is not a member yet, either,
before he assumed the duties of the office and at the time because Russia seems to be preparing for war against the whole
when all indications were to the effect that we would soon be world, though it is only a matter of time before Russia will join
Line in the midst of civil strife, a friend from the city of the League, even though its political views will be entirely
5 Washington wrote him for instructions. Mr. Lincoln wrote 5 different from the rest of the world.
back in a single line, "Entertain no compromise; have none of It is here the controversy lies. Maybe, it is because there is
it." That states the position I occupy at this time and which I nothing else to discuss, or on which the Republicans and
have in my humble way occupied from the first contention in Democrats can argue, maybe, it is because if America joins the
regard to this proposal of entering the League of Nations. League it will mean radical changes in America's foreign and
10 Have we not been told day by day for the last nine months domestic policies.
that the Senate of the United States, a coordinate part of the The United States has kept away from serious disagreements
treaty-making power, should accept this league as it was that have come up between European countries, but the World
written because the wise men sitting in Versailles* had so War thrust us into European politics. Due to industrial and
written it, and has not every possible influence and every economic conditions, the United States can no longer remain
15 source of power in public opinion been organized and directed isolated from Europe.
against the Senate to compel it to do that thing? Europe needs America, and America needs Europe.
What is the result of all this? We are in the midst of all the Products of the United States are constantly being exchanged
affairs of Europe. We have joined in alliance with all for products manufactured in Europe, thereby cementing the tie
European concerns. We have joined in alliance with all the between the two continents.
20 European nations which have thus far joined the league, and The entire world has made great advances in the field of
all nations which may be admitted to the league. We are contacting one another, since the invention of the steam
sitting there dabbling in their affairs and intermeddling in locomotive, steam boat, and telephone. These inventions have
their concerns. In other words, Mr. President–and this comes brought the entire world closer together, and new ideas have
to the question which is fundamental with me–we have developed.
25 forfeited and surrendered, once and for all, the great policy of 5 So now the nations throughout the world are beginning to
"no entangling alliances" upon which the strength of this feel as though they should all unite into one solid organization,
Republic has been founded for 150 years. which will insure the world of everlasting peace, without
interference from any one particular nation. This is the idea that
gave birth to the League of Nations.
* a city in France where the primary treaty ending World War I was
70 There are some who doubt whether the League will live up
signed
to these expectations of wiping war from the face of the earth.
Of course, this is all guess work, but the idea seems like a good
Passage 2 one and we believe it is worth trying.
In Europe, there is no controversy about the League of

Nations. Each nation can see the necessity of such an
第 140 页
+LVWRU\ SDVVDJH6
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 4BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

To what concerns do both Passage 1 and Passage 2 attribute As used in line 7, "occupy" most nearly means
opposition to the League of Nations? $ support.
$ Apprehension about cooperating with rival European % critique.
nations & entertain.
% A desire to avoid significant changes in United States ' dislike.
foreign policy
& Unwillingness to bear the financial burden of future
conflict in Europe
5BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB
' Distrust toward the foreign policy goals of other member
In citing the example of President Lincoln, the author of
nations
Passage 1 implies that
$ there is a moral and historical precedent for his own
inflexibility regarding the League of Nations.
2BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB % President Lincoln was an early critic of the
On which claim about foreign policy do the authors of both establishment of the League of Nations.
Passage 1 and Passage 2 agree? & the same "civil strife" faced by President Lincoln is
$ The United States must adapt its policies to changing being seen again in the aftermath of World War I.
global political conditions. ' he believes President Lincoln would support the
% Europe will be strengthened by United States League of Nations.
participation in the League of Nations.
& The United States has mostly avoided foreign conflicts
in the past.
' The League of Nations will not succeed in wiping war 6BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBB
from the face of the earth. Based on Passage 1, what relationship would the author
most likely prefer the United States to have with the
nations of Europe?
$ A relationship fostering alliances with current
3BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB members of the League of Nations, but not with future
Which piece of evidence, if added to Passage 2, would both members
strengthen the central claim of Passage 2 and challenge the % A relationship that fosters interdependence through
central claim of Passage 1? trade and diplomacy
$ A historical example demonstrating that a past foreign & A relationship encouraging alliances with friendly
alliance benefited the United States nations in order to marginalize rival nations
% A poll showing widespread support across Europe for the ' A relationship of neutrality toward both friendly and
League of Nations rival nations
& A hypothetical example of how international trade
agreements could strengthen the economies of Europe
' A quote from the President of the United States that
demonstrates his support for the League of Nations
第 141 页
VNLOOOHYHO2
+LVWRU\ SDVVDJH6
7BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB 0BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

$ lines 17-18 ("We are ... Europe") $ lines 29-33 ("Each ... world")
% lines 18-19 ("We ... Europe concerns") % lines 41-45 ("Russia ... world")
& lines 19-21 ("We ... the league") & lines 46-50 ("Maybe ... policies")
' lines 23-27 (In ... years) ' lines 53-55 ("Due ... Europe")
8BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB 11BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB

The main purpose of Passage 2 is to The author of Passage 2 includes the statement about
$ provide a balanced overview of global opinions on doubting the capabilities of the League of Nations (lines
the League of Nations. 70–71) most likely in order to
% state the author’s opinion regarding the League of $ provide additional support for his or her argument
Nations. regarding the League of Nations.
& produce a historical record of the debate surrounding % imply that his or her argument regarding the League
the League of Nations. of Nations may have been overstated.
' inform European readers about the United States’ & criticize the pessimism of those who do not support
perspective on the League of Nations. his or her argument.
' lend credibility to his or her argument by
acknowledging a counterargument.
9BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB
The author of Passage 2 supports his central claim that
the U.S. should join the League of Nations by
$ citing historical data that illustrate the effect of past
international wars on U.S. economics.
% offering his personal opinion on the League of
Nations' approach to foreign and domestic policies.
& asserting that emerging connections between the U.S.
and Europe will continue to be vital.
' explaining and responding to relevant
counterarguments against U.S. participation in the
League of Nations.
第 142 页
+LVWRU\ SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP$OH[DQGHU+DPLOWRQ5HSRUWRQ SURVSHULW\RIHDFKWRDQGWKURXJKWKHUHVWLQWKDWSURSRUWLRQ
0DQXIDFWXUHVRULJLQDOO\SXEOLVKHGLQ ZLOOLWEHOLWWOHDSWWREHGLVWXUEHGE\VROLFLWXGHVDQG
$SSUHKHQVLRQVZKLFKRULJLQDWHLQORFDOGLVFULPLQDWLRQV,WLV
,WLVQRWXQFRPPRQWRPHHWZLWKDQRSLQLRQWKDWWKRXJK 5 DWUXWKDVLPSRUWDQWDVLWLVDJUHHDEOHDQGRQHWRZKLFKLWLV
WKHSURPRWLQJRIPDQXIDFWXUHVPD\EHWKHLQWHUHVWRIDSDUW QRWHDV\WRLPDJLQHH[FHSWLRQVWKDWHYHU\WKLQJWHQGLQJWR
RIWKH8QLRQLWLVFRQWUDU\WRWKDWRIDQRWKHUSDUW7KH HVWDEOLVKVXEVWDQWLDODQGSHUPDQHQWRUGHULQWKHDIIDLUVRID
Line 1RUWKHUQ 6RXWKHUQUHJLRQVDUHVRPHWLPHVUHSUHVHQWHGDV &RXQWU\WRLQFUHDVHWKHWRWDOPDVVRILQGXVWU\DQGRSXOHQFH
5 KDYLQJDGYHUVHLQWHUHVWVLQWKLVUHVSHFW7KRVHDUHFDOOHG LVXOWLPDWHO\EHQHILFLDOWRHYHU\SDUWRILW2QWKH&UHGLWRI
0DQXIDFWXULQJWKHVH$JULFXOWXUDOVWDWHVDQGDVSHFLHVRI WKLVJUHDWWUXWK DQDFTXLHVFHQFHPD\VDIHO\EHDFFRUGHG
RSSRVLWLRQLVLPDJLQHGWRVXEVLVWEHWZHHQWKH IURPHYHU\TXDUWHUWRDOOLQVWLWXWLRQV DUUDQJHPHQWVZKLFK
0DQXIDFWXULQJDQG$JULFXOWXUDOLQWHUHVWV SURPLVHDFRQILUPDWLRQRISXEOLFRUGHUDQGDQXJPHQWDWLRQ
7KLVLGHDRIDQRSSRVLWLRQEHWZHHQWKRVHWZRLQWHUHVWVLV RI1DWLRQDO5HVRXUFH
10 WKHFRPPRQHUURURIWKHHDUO\SHULRGVRIHYHU\FRXQWU\EXW %XWWKHUHDUHPRUHSDUWLFXODUFRQVLGHUDWLRQVZKLFKVHUYH
H[SHULHQFHJUDGXDOO\GLVVLSDWHVLW,QGHHGWKH\DUHSHUFHLYHGVR WRIRUWLI\WKHLGHDWKDWWKHHQFRXUDJHPHQWRIPDQXIDFWXUHVLV
RIWHQWRVXFFRXUDQGWREHIULHQGHDFKRWKHUWKDWWKH\FRPH WKHLQWHUHVWRIDOOSDUWVRIWKH8QLRQ,IWKH1RUWKHUQDQG
DWOHQJWKWREHFRQVLGHUHGDVRQHDVXSSRVLWLRQZKLFKKDV PLGGOHVWDWHVVKRXOGEHWKHSULQFLSDOVFHQHVRIVXFK
EHHQIUHTXHQWO\DEXVHGDQGLVQRWXQLYHUVDOO\WUXH3DUWLFXODU HVWDEOLVKPHQWVWKH\ZRXOGLPPHGLDWHO\EHQHILWWKHPRUH
15 HQFRXUDJHPHQWVRISDUWLFXODUPDQXIDFWXUHVPD\EHRID 6RXWKHUQE\FUHDWLQJDGHPDQGIRUSURGXFWLRQVVRPHRI
1DWXUHWRVDFULILFHWKHLQWHUHVWVRIODQGKROGHUVWRWKRVHRI ZKLFKWKH\KDYHLQFRPPRQZLWKWKHRWKHUVWDWHVDQGRWKHUV
PDQXIDFWXUHUV %XWLWLVQHYHUWKHOHVVDPD[LPZHOO RIZKLFKDUHHLWKHUSHFXOLDUWRWKHPRUPRUHDEXQGDQWRURI
HVWDEOLVKHGE\H[SHULHQFHDQGJHQHUDOO\DFNQRZOHGJHG EHWWHUTXDOLW\WKDQHOVHZKHUH7KHVHSURGXFWLRQVSULQFLSDOO\
ZKHUHWKHUHKDVEHHQVXIILFLHQWH[SHULHQFHWKDW WKHDJJUHJDWH DUH7LPEHUIOD[+HPS&RWWRQ:RROUDZVLON,QGLJRLURQ
20 SURVSHULW\RIPDQXIDFWXUHVDQGWKHDJJUHJDWHSURVSHULW\RI OHDGIXUVKLGHVVNLQVDQGFRDOV2IWKHVHDUWLFOHV&RWWRQ
$JULFXOWXUHDUHLQWLPDWHO\FRQQHFWHG,QWKH&RXUVHRIWKH ,QGLJRDUHSHFXOLDUWRWKH6RXWKHUQVWDWHVDVDUHKLWKHUWR
GLVFXVVLRQZKLFKKDVKDGSODFHYDULRXVZHLJKW\ /HDG &RDO)OD[DQG+HPSDUHRUPD\EHUDLVHGLQJUHDWHU
FRQVLGHUDWLRQVKDYHEHHQDGGXFHGRSHUDWLQJLQVXSSRUWRI DEXQGDQFHWKHUHWKDQLQWKH0RUH1RUWKHUQVWDWHVDQGWKH
WKDWPD[LP3HUKDSVWKHVXSHULRUVWHDGLQHVVRIWKHGHPDQGRI :RRORI9LUJLQLDLVVDLGWREHRIEHWWHUTXDOLW\WKDQWKDWRI
25 DGRPHVWLFPDUNHWIRUWKHVXUSOXVSURGXFHRIWKHVRLOLVDORQH DQ\RWKHUVWDWHD&LUFXPVWDQFHUHQGHUHGWKHPRUHSUREDEOH
DFRQYLQFLQJDUJXPHQWRILWVWUXWK 0 E\WKHUHIOHFWLRQWKDW9LUJLQLDHPEUDFHVWKHVDPHODWLWXGHV
,GHDVRIDFRQWUDULHW\RILQWHUHVWVEHWZHHQWKH1RUWKHUQ ZLWKWKHILQHVW:RRO&RXQWULHVRI(XURSH7KH&OLPDWHRIWKH
DQG6RXWKHUQUHJLRQVRIWKH8QLRQDUHLQWKH0DLQDV 6RXWKLVDOVREHWWHUDGDSWHGWRWKHSURGXFWLRQRIVLON
XQIRXQGHGDVWKH\DUHPLVFKLHYRXV7KHGLYHUVLW\RI 7KHH[WHQVLYHFXOWLYDWLRQRI&RWWRQFDQSHUKDSVKDUGO\EH
30 &LUFXPVWDQFHVRQZKLFKVXFKFRQWUDULHW\LVXVXDOO\ H[SHFWHGEXWIURPWKHSUHYLRXVHVWDEOLVKPHQWRIGRPHVWLF
SUHGLFDWHGDXWKRULVHVDGLUHFWO\FRQWUDU\FRQFOXVLRQ0XWXDO 0DQXIDFWRULHVRIWKH$UWLFOHDQGWKHVXUHVWHQFRXUDJHPHQW
ZDQWVFRQVWLWXWHRQHRIWKHVWURQJHVWOLQNVRISROLWLFDO DQGYHQWIRUWKHRWKHUVZRXOGUHVXOWIURPVLPLODU
FRQQHFWLRQDQGWKHH[WHQWRIWKHVHEHDUVDQDWXUDOSURSRUWLRQ HVWDEOLVKPHQWVLQUHVSHFWWRWKHP
WRWKHGLYHUVLW\LQWKHPHDQVRIPXWXDOVXSSO\
35 6XJJHVWLRQVRIDQRSSRVLWHFRPSOH[LRQDUHHYHUWREH
GHSORUHGDVXQIULHQGO\WRWKHVWHDG\SXUVXLWRIRQHJUHDW
FRPPRQFDXVHDQGWRWKHSHUIHFWKDUPRQ\RIDOOWKHSDUWV
,QSURSRUWLRQDVWKHPLQGLVDFFXVWRPHGWRWUDFHWKH
LQWLPDWHFRQQH[LRQRILQWHUHVWZKLFKVXEVLVWVEHWZHHQDOOWKH
40 SDUWVRID6RFLHW\XQLWHGXQGHUWKHVDPHJRYHUQPHQWWKH
LQILQLWHYDULHW\RIFKDQQHOVZKLFKVHUYHWR&LUFXODWHWKH
第 143 页
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

7KHPDLQSXUSRVHRIWKHSDVVDJHLVWRVWUHVV 7KHPDLQUHODWLRQVKLS+DPLOWRQKLJKOLJKWVEHWZHHQWKH
$ WKHFRPSOHPHQWDU\QDWXUHRIDJULFXOWXUHDQG 1RUWKHUQDQGWKH6RXWKHUQVWDWHVLVLQWHUPVRIWKHLU
PDQXIDFWXULQJ $ LQFRPSDWLEOHSKLORVRSKLHV
% WKHLPSRUWDQFHRIPDQXIDFWXULQJWRLQWHUQDWLRQDOWUDGH % GLVSURSRUWLRQDWHSURGXFWLRQ
& WKHVXLWDELOLW\RIWKHFRXQWU\¶VUHVRXUFHVWRERWK & RQJRLQJKRVWLOLWLHV
DJULFXOWXUHDQGPDQXIDFWXULQJ ' FRPSOHPHQWDU\HFRQRPLHV
' WKHDJULFXOWXUDOEDVLVRIHFRQRPLFLPEDODQFHVZLWKLQWKH
6WDWHV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB
,QWKHVHFRQGSDUDJUDSK+DPLOWRQLPSOLHVWKDWFRQIOLFWV
RILQWHUHVWDPRQJJHRJUDSKLFDOUHJLRQV
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB $ UHIOHFWDQRSSRVLWLRQWRLQGHSHQGHQFH
+RZGRHV+DPLOWRQRUJDQL]HKLVDUJXPHQW" % DUHXQLTXHWRLQGXVWULDOL]HGQDWLRQV
$ +HULGLFXOHVDQRQJRLQJGHEDWHDQGWKHQFODULILHVWKHLVVXH & LQWHUIHUHZLWKWKHSURFHVVRIQDWLRQEXLOGLQJ
EHKLQGLW ' OHDGWRFLYLOXQUHVW
% +HGHVFULEHVDFXUUHQWSUREOHPDQGWKHQJLYHVKLVWRULFDO
H[DPSOHVWRH[SODLQLW BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB
& +HLQWURGXFHVDSUHYDLOLQJEHOLHIDQGWKHQSUHVHQWV :KLFKFKRLFHEHVWGHVFULEHV+DPLOWRQ¶VSHUVSHFWLYHRQ
DUJXPHQWVDJDLQVWLW DJULFXOWXUH"
' +HSURSRVHVDFRXUVHRIDFWLRQDQGWKHQH[SODLQVWKH $ ,WVXQFRQWUROOHGJURZWKWHQGVWRWKZDUWHFRQRPLF
SUREOHPZLWKHQDFWLQJLW SURJUHVV
% ,WVDGYDQFHPHQWLVJXDUDQWHHGE\LQGXVWULDO
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB GHYHORSPHQW
:KDWREMHFWLRQWRKLVDUJXPHQWGRHV+DPLOWRQDQWLFLSDWHLQ & ,WVH[SDQVLRQWRWKH1RUWKHUQVWDWHVGLVDGYDQWDJHV
WKHSDVVDJH" PDQXIDFWXUHUV
$ 7KH1RUWKHUQVWDWHVDQG6RXWKHUQVWDWHVKDYHDQLQHTXDOLW\ ' ,WVVLJQLILFDQFHLVRYHUHVWLPDWHGE\6RXWKHUQ
RIUHVRXUFHV ODQGRZQHUV
% 7KHDJULFXOWXUDODQGPDQXIDFWXULQJLQGXVWULHVHPEUDFH
FRQIOLFWLQJJRDOV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBB
& 7KHHVFDODWLRQRIDJULFXOWXUDOSURGXFWLRQLVERWK :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
DSSURSULDWHDQGLQHYLWDEOH WRWKHSUHYLRXVTXHVWLRQ"
' 7KHGHYHORSPHQWRIDQDWLRQDOHFRQRP\LVQHLWKHU $ OLQHV±³3DUWLFXODUPDQXIDFWXUHUV´
GHVLUDEOH QRUSUDFWLFDO % OLQHV±³7KHDJJUHJDWHFRQQHFWHG´
& OLQHV±³3HUKDSVWUXWK´
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB ' OLQHV±³0XWXDOFRQQHFWLRQ´
:KLFKFKRLFHEHVWVXSSRUWVWKHDQVZHUWRWKHSUHYLRXV
TXHVWLRQ" BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB
$ OLQHV±³,WLVQRWRWKHUSDUW´ $VXVHGLQOLQH³PLVFKLHYRXV´PRVWQHDUO\PHDQV
% OLQHV±³3DUWLFXODUPDQXIDFWXUHUV´ $ GLVREHGLHQW
& OLQHV±³3HUKDSVWUXWK´ % VSLULWHG
' OLQHV±³7KHZRRORI(XURSH´ & VSLWHIXO
' GDPDJLQJ
第 144 页
+LVWRU\ SDVVDJH
+DPLOWRQXVHVWKHWHUP³1DWLRQDO5HVRXUFHÓLQH +DPLOWRQFRPSDUHVWKHODWLWXGHVRI9LUJLQLDWRWKRVHRIWKH
PRVWOLNHO\WRHPSKDVL]H ILQHVWZRROFRXQWULHVLQ(XURSHSDUDJUDSKPDLQO\WR
$ WKHEHQHILWVRIDQH[SRUWHFRQRP\ VXSSRUWKLVDVVHUWLRQWKDW
% WKHLQWHUGHSHQGHQFHRILQGXVWU\ $ WKH8QLWHG6WDWHVLVFDSDEOHRIFRPSHWLQJRQWKHJOREDO
& WKHLPSRUWDQFHRILQGXVWULDOL]DWLRQ PDUNHW
' WKHVXSHULRULW\RIWKH8QLWHG6WDWHV % WKH8QLWHG6WDWHVVKRXOGIRFXVRQJURZLQJDOLPLWHG
QXPEHURIFURSV
& WKHDJULFXOWXUDOSURVSHULW\RIWKH6RXWKLVOLPLWHGE\LWV
JHRJUDSKLFDOORFDWLRQ
' WKH6RXWKFRQWULEXWHVGLUHFWO\WRWKHSURVSHULW\RIWKH
QDWLRQ
第 145 页
+LVWRU\ SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP)HGHUDOLVW3DSHU1R DQGIRUHVLJKWZRXOGXQLIRUPO\EHREVHUYHGE\HDFKRIWKHVH
SXEOLVKHGLQ,QLWVWDWHVPDQ-RKQ-D\GLVFXVVHVWKH 40 FRQIHGHUDFLHVIRUDORQJVXFFHVVLRQRI\HDUV
SRWHQWLDOHIIHFWVRIGLYLGLQJWKH86LQWRVHYHUDOGLIIHUHQW :KHQHYHUDQGIURPZKDWHYHUFDXVHVLWPLJKWKDSSHQ
QDWLRQV DQGKDSSHQLWZRXOGWKDWDQ\RQHRIWKHVHQDWLRQVRU
FRQIHGHUDFLHVVKRXOGULVHRQWKHVFDOHRISROLWLFDOLPSRUWDQFH
7KHKLVWRU\RI*UHDW%ULWDLQLVWKHRQHZLWKZKLFKZHDUH PXFKDERYHWKHGHJUHHRIKHUQHLJKERUVWKDWPRPHQWZRXOG
LQJHQHUDOWKHEHVWDFTXDLQWHGDQGLWJLYHVXVPDQ\XVHIXO 5 WKRVHQHLJKERUVEHKROGKHUZLWKHQY\DQGZLWKIHDU%RWK
OHVVRQV:HPD\SURILWE\WKHLUH[SHULHQFHZLWKRXWSD\LQJ WKRVHSDVVLRQVZRXOGOHDGWKHPWRFRXQWHQDQFHLIQRWWR
Line WKHSULFHZKLFKLWFRVWWKHP$OWKRXJKLWVHHPVREYLRXVWR SURPRWHZKDWHYHUPLJKWSURPLVHWRGLPLQLVKKHU
5 FRPPRQVHQVHWKDWWKHSHRSOHRIVXFKDQLVODQGVKRXOGEHEXW LPSRUWDQFHDQGZRXOGDOVRUHVWUDLQWKHPIURPPHDVXUHV
RQHQDWLRQ\HWZHILQGWKDWWKH\ZHUHIRUDJHVGLYLGHGLQWR FDOFXODWHGWRDGYDQFHRUHYHQWRVHFXUHKHUSURVSHULW\0XFK
WKUHHDQGWKDWWKRVHWKUHHZHUHDOPRVWFRQVWDQWO\HPEURLOHG WLPHZRXOGQRWEHQHFHVVDU\WRHQDEOHKHUWRGLVFHUQWKHVH
LQTXDUUHOVDQGZDUVZLWKRQHDQRWKHU1RWZLWKVWDQGLQJWKHLU XQIULHQGO\GLVSRVLWLRQV6KHZRXOGVRRQEHJLQQRWRQO\WR
WUXHLQWHUHVWZLWKUHVSHFWWRWKHFRQWLQHQWDOQDWLRQVZDVUHDOO\ ORVHFRQILGHQFHLQKHUQHLJKERUVEXWDOVRWRIHHOD
10 WKHVDPH\HWE\WKHDUWVDQGSROLF\DQGSUDFWLFHVRIWKRVH GLVSRVLWLRQHTXDOO\XQIDYRUDEOHWRWKHP'LVWUXVWQDWXUDOO\
QDWLRQVWKHLUPXWXDOMHDORXVLHVZHUHSHUSHWXDOO\NHSW FUHDWHVGLVWUXVWDQGE\QRWKLQJLVJRRGZLOODQGNLQGFRQGXFW
LQIODPHGDQGIRUDORQJVHULHVRI \HDUVWKH\ZHUHIDUPRUH PRUHVSHHGLO\FKDQJHGWKDQE\LQYLGLRXVMHDORXVLHVDQG
LQFRQYHQLHQWDQGWURXEOHVRPHWKDQWKH\ZHUHXVHIXODQG XQFDQGLGLPSXWDWLRQVZKHWKHUH[SUHVVHGRULPSOLHG
DVVLVWLQJWRHDFKRWKHU 7KH1RUWKLVJHQHUDOO\WKHUHJLRQRIVWUHQJWKDQGPDQ\
15 6KRXOGWKHSHRSOHRI$PHULFDGLYLGHWKHPVHOYHVLQWRWKUHH ORFDOFLUFXPVWDQFHVUHQGHULWSUREDEOHWKDWWKHPRVW1RUWKHUQ
RUIRXUQDWLRQVZRXOGQRWWKHVDPHWKLQJKDSSHQ":RXOGQRW RIWKHSURSRVHGFRQIHGHUDFLHVZRXOGDWDSHULRGQRWYHU\
VLPLODUMHDORXVLHVDULVHDQGEHLQOLNHPDQQHUFKHULVKHG" GLVWDQWEHXQTXHVWLRQDEO\PRUHIRUPLGDEOHWKDQDQ\RIWKH
,QVWHDGRIWKHLUEHLQJMRLQHGLQDIIHFWLRQDQGIUHHIURPDOO RWKHUV1RVRRQHUZRXOGWKLVEHFRPHHYLGHQWWKDQWKH
DSSUHKHQVLRQRIGLIIHUHQWLQWHUHVWVHQY\DQGMHDORXV\ZRXOG Northern Hive ZRXOGH[FLWHWKHVDPHLGHDVDQGVHQVDWLRQVLQ
20 VRRQH[WLQJXLVKFRQILGHQFHDQGDIIHFWLRQDQGWKHSDUWLDO WKHPRUHVRXWKHUQSDUWVRI$PHULFDZKLFKLWIRUPHUO\GLGLQ
LQWHUHVWVRIHDFKFRQIHGHUDF\LQVWHDGRIWKHJHQHUDOLQWHUHVWV WKHVRXWKHUQSDUWVRI(XURSH1RUGRHVLWDSSHDUWREHDUDVK
RIDOO$PHULFDZRXOGEHWKHRQO\REMHFWVRIWKHLUSROLF\DQG FRQMHFWXUHWKDWLWV\RXQJVZDUPVPLJKWRIWHQEHWHPSWHGWR
SXUVXLWV+HQFHOLNHPRVWRWKHUbordering QDWLRQVWKH\ JDWKHUKRQH\LQWKHPRUHEORRPLQJILHOGVDQGPLOGHUDLURI
ZRXOGDOZD\VEHHLWKHULQYROYHGLQGLVSXWHVDQGZDURUOLYH WKHLUOX[XULRXVDQGPRUHGHOLFDWHQHLJKERUV
25 LQWKHFRQVWDQWDSSUHKHQVLRQRIWKHP 7KH\ZKRZHOOFRQVLGHUWKHKLVWRU\RIVLPLODUGLYLVLRQV
7KHPRVWVDQJXLQHDGYRFDWHVIRUWKUHHRUIRXU DQGFRQIHGHUDFLHVZLOOILQGDEXQGDQWUHDVRQWRDSSUHKHQG
FRQIHGHUDFLHVFDQQRWUHDVRQDEO\VXSSRVHWKDWWKH\ZRXOG 0 WKDWWKRVHLQFRQWHPSODWLRQZRXOGLQQRRWKHUVHQVHEH
ORQJUHPDLQH[DFWO\RQDQHTXDOIRRWLQJLQSRLQWRIVWUHQJWK QHLJKERUVWKDQDVWKH\ZRXOGEHERUGHUHUVWKDWWKH\ZRXOG
HYHQLILWZDVSRVVLEOHWRIRUPWKHPVRDWILUVWEXWDGPLWWLQJ QHLWKHUORYHQRUWUXVWRQHDQRWKHUEXWRQWKHFRQWUDU\ZRXOG
30 WKDWWREHSUDFWLFDEOH\HWZKDWKXPDQFRQWULYDQFHFDQVHFXUH EHDSUH\WRGLVFRUGMHDORXV\DQGPXWXDOLQMXULHVLQVKRUW
WKHFRQWLQXDQFHRIVXFKHTXDOLW\",QGHSHQGHQWRIWKRVHORFDO WKDWWKH\ZRXOGSODFHXVH[DFWO\LQWKHVLWXDWLRQVLQZKLFK
FLUFXPVWDQFHVZKLFKWHQGWREHJHWDQGLQFUHDVHSRZHULQRQH VRPHQDWLRQVGRXEWOHVVZLVKWRVHHXVYL]formidable only
SDUWDQGWRLPSHGHLWVSURJUHVVLQDQRWKHUZHPXVWDGYHUWWR to each other.
WKHHIIHFWVRIWKDWVXSHULRUSROLF\DQGJRRGPDQDJHPHQW
35 ZKLFKZRXOGSUREDEO\GLVWLQJXLVKWKHJRYHUQPHQWRIRQH
DERYHWKHUHVWDQGE\ZKLFKWKHLUUHODWLYHHTXDOLW\LQ
VWUHQJWKDQGFRQVLGHUDWLRQZRXOGEHGHVWUR\HG)RULWFDQQRW
EHSUHVXPHGWKDWWKHVDPHGHJUHHRIVRXQGSROLF\SUXGHQFH
第 146 页
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB

7KHDXWKRU¶VFHQWUDOFODLPLQWKHSDVVDJHLVWKDW :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
$ VLQFHERUGHULQJQDWLRQVDUHQDWXUDOO\FRPSHWLWLYH WRWKHSUHYLRXVTXHVWLRQ"
WKH86VKRXOGDYRLGGLYLVLRQ $ OLQHV±³,QGHSHQGHQWGHVWUR\HG´
% VLQFH%ULWDLQLVH[SHULHQFHGLQWKHDUWRIZDUWKH86 % OLQHV±³)RU\HDUV´
VKRXOGLPLWDWHWKHLUSROLFLHV & OLQHV±³:KHQHYHUIHDU´
& VLQFHWKH1RUWKLVVWURQJHUWKDQWKH6RXWKPXOWLSOH ' OLQHV±³%RWKSURVSHULW\´
FRQIHGHUDFLHVDUHLQHYLWDEOH
' VLQFHXQLW\LVFULWLFDOWRWKHIXWXUHRIWKH86DQHZIRUP BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB
RIJRYHUQPHQWLVQHHGHG 7KHDXWKRULPSOLHVWKDWD1RUWKHUQFRQIHGHUDF\ZRXOG
PRVWOLNHO\HQJDJHLQZKDWNLQGRIDFWLYLW\"
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB $ 3URWHFWLRQRIERUGHULQJQDWLRQV
7KHPDLQSXUSRVHRIWKHSDVVDJHLVWR % ([SORLWDWLRQRIDZHDNHUQDWLRQ
$ ZDUQDJDLQVWDSRWHQWLDOIRUPRIJRYHUQPHQW & 'HYHORSPHQWRILQWHUQDWLRQDOWLHV
% DUJXHIRUDSDUWLFXODUGLSORPDWLFGHFLVLRQ ' ,QWURGXFWLRQRIGRPHVWLFWDULIIV
& GHIHQGDFXUUHQWIRUPRIJRYHUQPHQW
' H[SODLQDZD\LQZKLFKVFLHQFHUHODWHVWRSROLWLFV BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBB BBBBB
:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB WRWKHSUHYLRXVTXHVWLRQ"
7KHDXWKRULQFOXGHVWKHH[DPSOHRI%ULWDLQLQRUGHUWR $ OLQHV±³6KHWKHP´
$ TXHVWLRQWKHZLVGRPRIHVWDEOLVKLQJWLHVZLWKIRUHLJQ % OLQHV±³'LVWUXVWLPSOLHG´
QDWLRQV & OLQHV±³7KHRWKHUV´
% SURYLGHKLVWRULFDOHYLGHQFHIRUKLVSUHGLFWLRQV ' OLQHV±³1RUQHLJKERUV´
& H[SODLQKRZDULYDOQDWLRQH[HUFLVHVGLSORPDF\
' FKDOOHQJHDIRUHLJQSRZHUWRGLVFORVHLWVPHWKRGV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
$VXVHGLQOLQHWKHZRUG³VHQVDWLRQV´PRVWQHDUO\
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB PHDQV
$VXVHGLQOLQHWKHZRUG³VXSSRVH´PRVWQHDUO\PHDQV $ WULXPSKV
$ DGPLW % VXFFHVVHV
% LPSO\ & HPRWLRQV
& UHTXLUH ' FHOHEUDWLRQV
' H[SHFW
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 7KHDXWKRUVWDWHVWKDWWKHFRPSHWLWLRQRIERUGHULQJ
7KHDXWKRULPSOLHVWKDWD6RXWKHUQFRQIHGHUDF\ZRXOGPRVWO\ QDWLRQV
OLNHO\HQJDJHLQZKDWW\SHRIEHKDYLRU" $ GLPLQLVKHVWKHLULQWHUQDWLRQDOUHOHYDQFH
$ ,PSXOVLYH % LQFUHDVHVWKHLUMRLQWPLOLWDU\VWUHQJWK
% 9LROHQW & UHGXFHVWKHLUHFRQRPLFLQHTXDOLW\
& 3DVVLYHDJJUHVVLYH ' GDPDJHVWKHLUDJULFXOWXUDOLQGXVWULHV
' 'LSORPDWLF
第 147 页
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB
:KLFKFKRLFHZRXOGPRVWFOHDUO\XQGHUPLQHWKHDXWKRU¶V
DUJXPHQWDERXWWKHUHODWLRQVRIERUGHULQJQDWLRQV"
$ 7ZRERUGHULQJQDWLRQVUHPDLQHTXDOWRHDFKRWKHULQSRZHU
DQGDUHFRQVWDQWO\DWZDU
% 7ZRERUGHULQJQDWLRQVUHPDLQHTXDOWRHDFKRWKHULQSRZHU
DQGPDLQWDLQSHDFHIXOUHODWLRQV
& 7ZRERUGHULQJQDWLRQVDUHXQHTXDOLQSRZHUDQGWKH
VWURQJHUQDWLRQFRQTXHUVWKHZHDNHUQDWLRQ
' 7ZRERUGHULQJQDWLRQVDUHXQHTXDOLQSRZHUDQGWKHZHDNHU
QDWLRQFRQTXHUVWKHVWURQJHUQDWLRQ
第 148 页
+LVWRU\ SDVVDJH
3DVVDJHLVH[FHUSWHGIURPDVSHHFKGHOLYHUHGE\3DWULFN 3DVVDJH
+HQU\DQG3DVVDJHLVH[FHUSWHGIURPDVSHHFKGHOLYHUHGE\
-DPHV0DGLVRQ%RWKVSHHFKHVZHUHGHOLYHUHGGXULQJWKH %HIRUH,SURFHHGWRPDNHVRPHDGGLWLRQVWRWKHUHDVRQV
9LUJLQLD&RPPRQZHDOWK'HEDWHVRI7KHWZRVWDWHVPHQ ZKLFKKDYHEHHQDGGXFHGE\P\KRQRUDEOHIULHQGRYHUWKH
GLVDJUHHGRYHUZKHWKHUWKH$UWLFOHVRI&RQIHGHUDWLRQWKH ZD\,PXVWWDNHWKHOLEHUW\WRPDNHVRPHREVHUYDWLRQVRQ
FXUUHQWIRUPRIJRYHUQPHQWDWWKDWWLPHVKRXOGEHUHSODFHGE\ ZKDWZDVVDLGE\DQRWKHUJHQWOHPDQ0U+HQU\+HWROGXV
WKH86&RQVWLWXWLRQ 35 WKDWWKLV&RQVWLWXWLRQRXJKWWREHUHMHFWHGEHFDXVHLW
HQGDQJHUHGWKHSXEOLFOLEHUW\LQKLVRSLQLRQLQPDQ\
3DVVDJH LQVWDQFHV*LYHPHOHDYHWRPDNHRQHDQVZHUWRWKDW
REVHUYDWLRQ/HWWKHGDQJHUVZKLFKWKLVV\VWHPLVVXSSRVHGWR
*XDUGZLWKMHDORXVDWWHQWLRQWKHSXEOLFOLEHUW\6XVSHFW EHUHSOHWHZLWKEHFOHDUO\SRLQWHGRXWLIDQ\GDQJHURXVDQG
HYHU\RQHZKRDSSURDFKHVWKDWMHZHO8QIRUWXQDWHO\QRWKLQJ 40 XQQHFHVVDU\SRZHUVEHJLYHQWRWKHJHQHUDOOHJLVODWXUHOHW
ZLOOSUHVHUYHLWEXWGRZQULJKWIRUFH:KHQHYHU\RXJLYHXS WKHPEHSODLQO\GHPRQVWUDWHGDQGOHWXVQRWUHVWVDWLVILHG
Line WKDWIRUFH\RXDUHLQHYLWDEO\UXLQHG,DPDQVZHUHGE\ ZLWKJHQHUDODVVHUWLRQVRIGDQJHUZLWKRXWH[DPLQDWLRQ,I
5 JHQWOHPHQWKDWWKRXJK,PLJKWVSHDNRIWHUURUV\HWWKHIDFW SRZHUVEHQHFHVVDU\DSSDUHQWGDQJHULVQRWDVXIILFLHQW
ZDVWKDWZHZHUHVXUURXQGHGE\QRQHRIWKHGDQJHUV, UHDVRQDJDLQVWFRQFHGLQJWKHP+HKDVVXJJHVWHGWKDW
DSSUHKHQGHG,FRQFHLYHWKLVQHZJRYHUQPHQWWREHRQHRI 5 OLFHQWLRXVQHVVKDVVHOGRPSURGXFHGWKHORVVRIOLEHUW\EXW
WKRVHGDQJHUVLWKDVSURGXFHGWKRVHKRUURUVZKLFKGLVWUHVV WKDWWKHW\UDQQ\RIUXOHUVKDVDOPRVWDOZD\VHIIHFWHGLW 6LQFH
PDQ\RIRXUEHVWFLWL]HQV :HDUHFRPHKLWKHUWRSUHVHUYHWKH WKHJHQHUDOFLYLOL]DWLRQRIPDQNLQG,EHOLHYHWKHUHDUHPRUH
10 SRRUFRPPRQZHDOWKRI9LUJLQLDLILWFDQEHSRVVLEO\GRQH LQVWDQFHVRIWKHDEULGJPHQWRIWKHIUHHGRPRIWKHSHRSOHE\
VRPHWKLQJPXVWEHGRQHWRSUHVHUYH\RXUOLEHUW\DQG PLQH JUDGXDODQGVLOHQWHQFURDFKPHQWVRIWKRVHLQSRZHUWKDQE\
7KH&RQIHGHUDWLRQWKLVVDPHGHVSLVHGJRYHUQPHQW PHULWV YLROHQWDQGVXGGHQXVXUSDWLRQVEXWRQDFDQGLGH[DPLQDWLRQ
LQP\RSLQLRQWKHKLJKHVWHQFRPLXPLWFDUULHGXVWKURXJKD RIKLVWRU\ZHVKDOOILQGWKDWWXUEXOHQFHYLROHQFHDQGDEXVH
ORQJDQGGDQJHURXVZDULWUHQGHUHGXVYLFWRULRXVLQWKDW RISRZHUE\WKHPDMRULW\WUDPSOLQJRQWKHULJKWVRIWKH
15 EORRG\FRQIOLFWZLWKDSRZHUIXOQDWLRQLWKDVVHFXUHGXVD PLQRULW\KDYHSURGXFHGIDFWLRQVDQGFRPPRWLRQVZKLFKLQ
WHUULWRU\JUHDWHUWKDQDQ\(XURSHDQPRQDUFKSRVVHVVHVDQG UHSXEOLFVKDYHPRUHIUHTXHQWO\WKDQDQ\RWKHUFDXVH
VKDOODJRYHUQPHQWZKLFKKDVEHHQWKXVVWURQJDQGYLJRURXV SURGXFHGGHVSRWLVP,IZHJRRYHUWKHZKROHKLVWRU\RI
EHDFFXVHGRILPEHFLOLW\DQGDEDQGRQHGIRUZDQWRI HQHUJ\" DQFLHQWDQGPRGHUQUHSXEOLFVZHVKDOOILQGWKHLUGHVWUXFWLRQ
&RQVLGHUZKDW\RXDUHDERXWWRGREHIRUH\RXSDUWZLWKWKH WRKDYHJHQHUDOO\UHVXOWHGIURPWKRVHFDXVHV,IZHFRQVLGHU
20 JRYHUQPHQW 7DNHORQJHUWLPHLQUHFNRQLQJWKLQJV WKHSHFXOLDUVLWXDWLRQRIWKH8QLWHG6WDWHVDQGZKDWDUHWKH
UHYROXWLRQVOLNHWKLVKDYHKDSSHQHGLQDOPRVWHYHU\FRXQWU\ VRXUFHVRIWKDWGLYHUVLW\RIVHQWLPHQWZKLFKSHUYDGHVLWV
LQ(XURSHVLPLODUH[DPSOHVDUHWREHIRXQGLQDQFLHQW LQKDELWDQWVZHVKDOOILQGJUHDWGDQJHUWRIHDUWKDWWKHVDPH
*UHHFHDQGDQFLHQW5RPH²LQVWDQFHVRIWKHSHRSOHORVLQJ FDXVHVPD\WHUPLQDWHKHUHLQWKHVDPHIDWDOHIIHFWVZKLFK
WKHLUOLEHUW\E\WKHLURZQFDUHOHVVQHVVDQGWKHDPELWLRQRID WKH\SURGXFHGLQWKRVHUHSXEOLFV7KLVGDQJHURXJKWWREH
25 IHZ:HDUHFDXWLRQHGE\WKHKRQRUDEOHJHQWOHPDQZKR ZLVHO\JXDUGHGDJDLQVW3HUKDSVLQWKHSURJUHVVRIWKLV
SUHVLGHVDJDLQVWIDFWLRQDQGWXUEXOHQFH,DFNQRZOHGJHWKDW GLVFXVVLRQLWZLOODSSHDUWKDWWKHRQO\SRVVLEOHUHPHG\IRU

OLFHQWLRXVQHVV LVGDQJHURXVDQGWKDWLWRXJKWWREHSURYLGHG WKRVHHYLOVDQGPHDQVRISUHVHUYLQJDQGSURWHFWLQJWKH
DJDLQVW,DFNQRZOHGJHDOVRWKHQHZIRUPRIJRYHUQPHQW SULQFLSOHVRIUHSXEOLFDQLVPZLOOEHIRXQGLQWKDWYHU\V\VWHP
PD\HIIHFWXDOO\SUHYHQWLW\HWWKHUHLVDQRWKHUWKLQJLWZLOODV ZKLFKLVQRZH[FODLPHGDJDLQVWDVWKHSDUHQWRIRSSUHVVLRQ
30 HIIHFWXDOO\GR²LWZLOORSSUHVVDQGUXLQWKHSHRSOH

$ODFNRIPRUDOUHVWUDLQW
第 149 页
+LVWRU\ SDVVDJH

7KHFHQWUDOFODLPRIWKHDXWKRURI3DVVDJHFRQFHUQLQJWKH :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
&RQIHGHUDWLRQLVWKDWWKLVIRUPRIJRYHUQPHQWLVKLVWRULFDOO\ WKHSUHYLRXVTXHVWLRQ"
$ LQVXIILFLHQW $ OLQHV±³+HLQVWDQFHV´
% VXFFHVVIXO % OLQHV±³*LYHRXW´
& RSSUHVVLYH & OLQHV±³+HLW´
' GDQJHURXV ' OLQHV±³7KLVDJDLQVW´
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB

:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWRWKH $VXVHGLQOLQHRI3DVVDJHWKHZRUG³DEULGJHPHQW´
SUHYLRXVTXHVWLRQ" PRVWQHDUO\PHDQV
$ OLQHV±³,FLWL]HQV´ $ DEEUHYLDWLRQ
% OLQHV±³:HPLQH´ % FRQFHQWUDWLRQ
& OLQHV±³7KHSRVVHVVHV´ & VXPPDUL]DWLRQ
' OLQHV±³&RQVLGHUJRYHUQPHQW´ ' UHGXFWLRQ
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB

$VXVHGLQOLQHWKHZRUG³UHFNRQLQJ´PRVWQHDUO\PHDQV 7KHDXWKRURI3DVVDJHVWDWHVWKDWWKHRSLQLRQVRI86
$ FRQVLGHULQJ FLWL]HQVDUH
% FRPSXWLQJ $ RSWLPLVWLF
& HVWLPDWLQJ % GLYLGHG
' DGGLQJ & LOORJLFDO
' WULYLDO
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
7KH DXWKRURI3DVVDJHXVHVWKHH[DPSOHVRIDQFLHQW*UHHFH BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB
DQGDQFLHQW5RPHOLQHPRVWOLNHO\WR 7KHDXWKRURI3DVVDJHFODLPVWKDWSXEOLFOLEHUW\LV
$ GHPRQVWUDWHZK\SROLWLFDOUHYROXWLRQVDUHLQHYLWDEOHRYHU WKUHDWHQHGE\WKHPDMRULW\¶VDEXVHRISRZHU7KLVFODLP
WKHFRXUVHRIKLVWRU\ PRVWFOHDUO\FRQWUDVWVZLWKWKHFODLPLQ3DVVDJHWKDW
% H[SODLQZK\WKH&RQIHGHUDWLRQVKRXOGEHFRQGHPQHGDV SXEOLFOLEHUW\LVWKUHDWHQHGE\
DQLQHIILFLHQWIRUPRIJRYHUQPHQW $ DQDPELWLRXVPLQRULW\
& LOOXVWUDWHWKHUHVXOWVRISXEOLFFDUHOHVVQHVVDQGLQGLYLGXDO % DQRYHUDFWLYHPDMRULW\
DPELWLRQ & DQLPPRUDOFLWL]HQU\
' DUJXHDJDLQVWWKHRSSUHVVLYHSRZHURIWKHPDMRULW\RYHUD ' DQRSSUHVVLYHJRYHUQPHQW
FDUHOHVVPLQRULW\
7KHDXWKRURI3DVVDJHLPSOLHVWKDWWKHDXWKRURI3DVVDJH
GRHVQRW
$ JLYHFRQFUHWHSURRIIRUKLVDUJXPHQWV
% FDUHDERXWWKHIXWXUHRISXEOLFOLEHUW\
& FRQVLGHUWKHVKRUWFRPLQJVRIWKH&RQVWLWXWLRQ
' QRWLFHWKHGDQJHURIXVXUSDWLRQ
第 150 页
VNLOOOHYHO
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

:KLFKVLWXDWLRQLVPRVWVLPLODUWRWKHRQHGHVFULEHGLQOLQHV BB 7KHDXWKRUVRIERWKSDVVDJHVZRXOGDJUHHWKDWWKH
B
±RI3DVVDJH³3HUKDSVLQWKHSURJUHVVSDUHQWRI &RQVWLWXWLRQFRXOGSURYLGH
RSSUHVVLRQ´" $ SXEOLFOLEHUW\
$ DSDWLHQWFRPSODLQVDERXWDPHGLFDOWUHDWPHQWEXWWKHQ % PRUDOUHVWUDLQW
ILQGVWKDWLWLVWKHRQO\SRVVLEOHFXUH & LQFUHDVHGGHPRFUDF\
% DQDFWLYLVWRUJDQL]HVDSROLWLFDOGHPRQVWUDWLRQEXWWKHQ ' OHJDOSURWHFWLRQ
ILQGVWKDWLWLVIRUDQXQSRSXODUFDXVH
& DVWXGHQWFRPSOHWHVDQDVVLJQPHQWEXWWKHQILQGVWKDWLW
KDVUHFHLYHGDIDLOLQJJUDGH
' DSROLWLFDOFDQGLGDWHSURPLVHVUHIRUPEXWWKHQILQGVWKDW
LWLVLPSRVVLEOHWRLPSOHPHQWFKDQJH
第 151 页
+LVWRU\ SDVVDJH4
This passage is taken from Thomas Paine’s preface to Rights impolicy of two nations, like England and France, continually
of Man, originally published in 1791. Rights of Man was initially worrying each other, to no other end than that of a mutual
written as a response to Irish statesman Edmund Burke’s increase of burdens and taxes. That I might be assured I had
attack on the French Revolution. 45 not misunderstood him, nor he me, I put the substance of our
opinions into writing and sent it to him; subjoining a request,
From the part Mr. Burke took in the American Revolution, it that if I should see among the people of England, any
was natural that I should consider him a friend to mankind; and disposition to cultivate a better understanding between the two
as our acquaintance commenced on that ground, it would have nations than had hitherto prevailed, how far I might be
Line been more agreeable to me to have had cause to continue in 50 authorised to say that the same disposition prevailed on the
5 that opinion than to change it. part of France? He answered me by letter in the most
At the time Mr. Burke made his violent speech last winter in unreserved manner, and that not for himself only, but for the
the English Parliament against the French Revolution and the Minister, with whose knowledge the letter was declared to be
National Assembly, I was in Paris, and had written to him but written.
a short time before to inform him how prosperously matters 55 I put this letter into the hands of Mr. Burke almost three
10 were going on. Soon after this I saw his advertisement of the years ago, and left it with him, where it still remains; hoping,
Pamphlet he intended to publish: As the attack was to be made and at the same time naturally expecting, from the opinion I
in a language but little studied, and less understood in France, had conceived of him, that he would find some opportunity of
and as everything suffers by translation, I promised some of making good use of it, for the purpose of removing those
the friends of the Revolution in that country that whenever Mr. 60 errors and prejudices which two neighbouring nations, from
15 Burke's Pamphlet came forth, I would answer it. This appeared the want of knowing each other, had entertained, to the injury
to me the more necessary to be done, when I saw the flagrant of both.
misrepresentations which Mr. Burke's Pamphlet contains; and When the French Revolution broke out, it certainly
that while it is an outrageous abuse on the French Revolution, afforded to Mr. Burke an opportunity of doing some good, had
and the principles of Liberty, it is an imposition on the rest of 5 he been disposed to it; instead of which, no sooner did he see
20 the world. the old prejudices wearing away, than he immediately began
[…] sowing the seeds of a new inveteracy, as if he were afraid that
I had seen enough of the miseries of war, to wish it might England and France would cease to be enemies. That there are
never more have existence in the world, and that some other men in all countries who get their living by war, and by
mode might be found out to settle the differences that should 70 keeping up the quarrels of Nations, is as shocking as it is true;
25 occasionally arise in the neighbourhood of nations. This but when those who are concerned in the government of a
certainly might be done if Courts were disposed to set honesty country make it their study to sow discord and cultivate
about it, or if countries were enlightened enough not to be prejudices between Nations, it becomes the more
made the dupes of Courts. The people of America had been unpardonable.
bred up in the same prejudices against France, which at that
30 time characterised the people of England; but experience and
an acquaintance with the French Nation have most effectually
shown to the Americans the falsehood of those prejudices; and
I do not believe that a more cordial and confidential
intercourse exists between any two countries than between
35 America and France.
When I came to France, in the spring of 1787, the
Archbishop of Thoulouse was then Minister, and at that time
highly esteemed. I became much acquainted with the private
Secretary of that Minister, a man of an enlarged benevolent
40 heart; and found that his sentiments and my own perfectly
agreed with respect to the madness of war, and the wretched
第 152 页
+LVWRU\ SDVVDJH4
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 4BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB

In the passage, Paine expresses the opinion that war is It can reasonably be inferred from the passage that both
$ a practice that encourages additional clashes within a Paine and the Archbishop of Tholouse hope for
nation. $ a violent overthrow of the French monarchy.
% a barbaric activity that fails to resolve longstanding % a peaceful resolution to the people’s grievances in
conflicts. France.
& an undesirable method of settling disputes between & the creation of a multi-party democracy in France.
nations. ' stronger ties between the Church and the French
' an effective way to end religious disputes but not land monarchy.
disputes.
5BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBB BBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
Which of the following situations, if true, would WRWKHSUHYLRXVTXHVWLRQ"
significantly weaken Paine’s argument against Burke? $ OLQHV36±38³Whenesteemed´
$ Burke publishes a second pamphlet encouraging the % OLQHV8±41³I becamewar´
British to support the French people during the French & OLQHV44±46³That Ito him´
Revolution. ' OLQHV51±54³He answeredwritten´
% Burke moves to America to encourage American
support of the French Revolution.
& Burke responds to the Secretary’s letter and accuses
him of ignoring the grievances of the French people. 6BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
' Burke decides to leave politics to become a practicing In line 48, the word “cultivate” most nearly means
lawyer. $ develop.
% harvest.
& prepare.
' discipline.
3BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
The main purpose of the third paragraph (lines 22–35), is to
$ accuse court representatives of endorsing violence
rather than negotiating. 7BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
% draw parallels between the American Revolution and It can reasonably be inferred that, at the onset of the French
the French Revolution. Revolution, Burke
& provide an example of a peaceful resolution between $ was unaware of the existence of the Secretary’s letter.
quarreling nations. % strove to encourage peace between England and
' suggest that the American people encouraged the France.
violent overthrow of the French monarchy. & pledged his complete devotion to the French
revolutionaries.
' stirred animosity against the French in England.
第 153 页
+LVWRU\ SDVVDJH4
8BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBB BBBBB 10BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBB BBBBB

:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU In the last sentence of the passage, Paine refers to “those
WRWKHSUHYLRXVTXHVWLRQ" who are concerned in the government” most likely to
$ OLQHV1±5³Fromchange it´ $ suggest that Burke should be held to a different standard
% OLQHV22±25³I hadof nations´ than ordinary citizens.
& OLQHV65±67³instead.inveteracy´ % highlight Paine’s own importance in governmental
' OLQHV68±70³Thatis true´ affairs.
& attack the French monarchy for being unresponsive to the
French people.
' imply that politicians are more intelligent than ordinary
9BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBB BBBBB
citizens.
In line 67, the word “sowing” most nearly means
$ spreading.
% pitching.
& scattering. 11BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBB BBB
' drilling. Paine would most likely support which of the following
20th-century movements?
$ The African-American civil rights movement, because he
suggests that segregation is unethical.
% The women’s suffrage movement in England, because he
suggests that all citizens should have the right to vote.
& The civil disobedience movement in India, because he
suggests that violence should be avoided as a means of
fixing social problems.
' The fascist movement in Germany and Italy, because he
suggests that authoritarian governments promote national
unity.
第 154 页
+LVWRU\ SDVVDJH5
This passage is adapted from John Muir, “Save the Redwoods." alarm. This righteous and lively indignation on the part of
Originally published in 1920 in Sierra Club Bulletin. Californians after the long period of deathlike apathy, in
5 which they have witnessed the destruction of other groves
We are often told that the world is going from bad to worse, unmoved, seems strange until the rapid growth that right
sacrificing everything to mammon*. But this righteous uprising public opinion has made during the last few years is
in defense of God’s trees in the midst of exciting politics and considered and the peculiar interest that attaches to the
Line wars is telling a different story, and every Sequoia, I fancy, has Calaveras giants. They were the first discovered and are best
5 heard the good news and is waving its branches for joy. The known. These kings of the forest, the noblest of a noble race,
wrongs done to trees, wrongs of every sort, are done in the rightly belong to the world, but as they are in California we
darkness of ignorance and unbelief, for when light comes the cannot escape responsibility as their guardians. Fortunately
heart of the people is always right. Forty-seven years ago one of the American people are equal to this trust, or any other that
these Calaveras King Sequoias was laboriously cut down, that may arise, as soon as they see it and understand it.
10 the stump might be had for a dancing-floor. Another, one of the Any fool can destroy trees. They cannot defend themselves
finest in the grove, more than three hundred feet high, was or run away. And few destroyers of trees ever plant any; nor
skinned alive to a height of one hundred and sixteen feet from can planting avail much toward restoring our grand aboriginal
the ground and the bark sent to London to show how fine and giants. It took more than three thousand years to make some
big that Calaveras tree was—as sensible a scheme as skinning of the oldest of the Sequoias, trees that are still standing in
15 our great men would be to prove their greatness. Now some perfect strength and beauty, waving and singing in the mighty
millmen want to cut all the Calaveras trees into lumber and forests of the Sierra. Through all the eventful centuries since
money. But we have found a better use for them. No doubt Christ’s time, and long before that, God has cared for these
these trees would make good lumber after passing through a trees, saved them from drought, disease, avalanches, and a
sawmill, as George Washington after passing through the hands thousand storms; but he cannot save them from sawmills and
20 of a French cook would have made good food. But both for fools; this is left to the American people.
Washington and the tree that bears his name higher uses have
been found.
Could one of these Sequoia Kings come to town in all its *Material wealth, often associated with greed
godlike majesty so as to be strikingly seen and allowed to plead
25 its own cause, there would never again be any lack of defenders.
And the same may be said of all the other Sequoia groves and
forests of the Sierra with their companions and the noble
Sequoia sempervirens, or redwood, of the coast mountains.
In these noble groves and forests to the southward of the
30 Calaveras Grove the axe and saw have long been busy, and
thousands of the finest Sequoias have been felled, blasted into
manageable dimensions, and sawed into lumber by methods
destructive almost beyond belief, while fires have spread still
wider and more lamentable ruin.
35 For the thousands of acres of Sequoia forest outside of the
reservation and national parks, and in the hands of lumbermen,
no help is in sight. Probably more than three times as many
Sequoias as are contained in the whole Calaveras Grove have
been cut into lumber every year for the last twenty-six years
40 without let or hindrance, and with scarce a word of protest on
the part of the public, while at the first whisper of the bonding
of the Calaveras Grove to lumbermen most everybody rose in
第 155 页
+LVWRU\ SDVVDJH5
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 6BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

7KHPDLQSXUSRVHRIWKHSDVVDJHLVWR The main purpose of the author’s comment about
$ increase awareness of the fragility of forest ecosystems. George Washington (lines 17-20) is most likely to
% encourage support for the preservation of natural land. $ ridicule the idea of valuing utility above life.
& clarify the goals of the emerging naturalist movement. % allude to the historical age of the Sequoias.
' shed light on a debate about environmental policy. & equate the Sequoias with a symbol of America.
' downplay the seriousness of the logging profession.
Which choice best describes the author’s perspective on 7BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB
nature? As used in line 21, “higher” more nearly means
$ He is awestruck by its spiritual quality. $ superior.
% He is unimpressed by its material resources. % advanced.
& He is incredulous over its swift decline. & complex.
' He is ashamed of its exploitation by humans. ' sophisticated.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBB

The passage makes the most extensive use of which type of It can reasonably be inferred from the discussion of the
evidence? thousands of acres of Sequoia Forest (lines 35-37) that
$ Expert testimony $ lawmakers have been slower to protect natural sites
% Logical comparisons in California than in other states.
& Emotional appeal % laws have already been established to protect natural
' Personal anecdotes sites in some areas of the state.
& citizens have won legal battles against loggers and
milling companies
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB ' the Sequoias in Calaveras Grove have been classified
It can be inferred from the first paragraph that the as endangered.
author believes that people primarily are
$ victims of a cruel world.
% energized by controversy. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB
& self-serving and negligent. In paragraph 4(lines50), the references to the Sequoias
' inherently sound-minded. as kings and as “the noblest of a noble race” primarily
serve to
$ create a vivid image to emphasize the immense
5BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB height of the trees.
Which choice provides the best evidence to the answer to % convey the superiority of the Sequoias to other
the previous question? trees in California.
$ lines 1-2 ("We are ... mammon") & highlight the beauty of the trees in Calaveras
% lines 2-4 ("But this ... story") Grove in particular.
& lines 5-8 ("The wrongs ... right") ' personify the trees to generate compassion for their
' lines 15-17 ("Now some ... money") plight.
第 156 页
+LVWRU\ SDVVDJH5
A central claim in the passage is that Which choice provides the best evidence for the answer to
$ humans struggle with the desire to control nature. the previous question?
% nature will always be at the mercy of human $ lines 43-49 ("This righteous ... giants")
selfishness. % lines 49-50 ("They were ... known")
& humans are entrusted with the care of their & lines 55-56 ("Any fool ... run away")
environment. ' lines 61-65 ("Through all ... people")
' nature becomes more precious to humans after they
see it destroyed.
第 157 页
+LVWRU\ SDVVDJH
3DVVDJHLVDQH[FHUSWIURPDVSHHFKE\6HQDWRU(YHUHWW <HVRXUODQGKDVFKDQJHGVLQFHWKH6XSUHPH&RXUWGHFLVLRQ
'LUNVHQ3DVVDJHLVDQH[FHUSWIURPDVSHHFKE\6HQDWH RI
0DMRULW\/HDGHU0LNH0DQVILHOG%RWKVSHHFKHVZHUHGHOLYHUHG 35 $V/LQFROQRQFHREVHUYHG
RQWKHIORRURIWKH8QLWHG6WDWHV6HQDWHLQ,QWKH ³7KHRFFDVLRQLVSLOHGKLJKZLWKGLIILFXOW\DQGZHPXVW
8QLWHG6WDWHV6HQDWHGHEDWHGWKH&LYLO5LJKWV$FWDELOO ULVHZLWKWKHRFFDVLRQ$VRXUFDVHLVQHZVRZHPXVWWKLQN
RXWODZLQJGLVFULPLQDWLRQEDVHGXSRQUDFHFRORUUHOLJLRQVH[RU DQHZDQGDFWDQHZ:HPXVWILUVWGLVHQWKUDOORXUVHOYHVDQG
QDWLRQDOLW\6HYHUDOVHQDWRUVRSSRVHGWRWKHELOODWWHPSWHGWR WKHQZHVKDOOVDYHWKH8QLRQ´
EORFNLWVSDVVDJHSURPSWLQJDUHVSRQVHIURPWKHELOO¶V

VXSSRUWHUV FORWXUHDOHJLVODWLYHSURFHGXUHIRUHQGLQJDGHEDWHDQGWDNLQJDYRWH
3DVVDJH 3DVVDJH
7RGD\WKH6HQDWHLVVWDOHPDWHGLQLWVHIIRUWVWRHQDFWD 40 0U3UHVLGHQW
FLYLOULJKWVELOORQHYHUVLRQRIZKLFKKDVDOUHDG\EHHQ 6SHDNLQJIRUP\VHOIPD\,VD\DWWKHRXWVHWWKDW,VKRXOG
DSSURYHGE\WKH+RXVHE\DYRWHRIPRUHWKDQWR7KDW KDYHSUHIHUUHGLWKDGWKHLVVXHEHHQUHVROYHGEHIRUHP\WLPH
Line WKH6HQDWHZLVKHVWR DFWRQDFLYLOULJKWVELOOFDQEHGLYLQHG DVD6HQDWRURUKDGLWQRWFRPHWRWKHIRUHXQWLODIWHU7KH
5 IURPWKHIDFWWKDWWKHPRWLRQWRWDNHXSZDVDGRSWHGE\D 6HQDWRUIURP0RQWDQDKDVQROXVWIRUFRQIOLFWRQWKLV PDWWHU
YRWHRIWR 5 <HWWKLVTXHVWLRQLVRQHZKLFKLQYLWHVFRQIOLFWIRULWGLYLGHV
7KHUHDUHPDQ\UHDVRQVZK\FORWXUH VKRXOGEHLQYRNHG GHHSO\
DQGDJRRGFLYLOULJKWVPHDVXUHHQDFWHG %XW0U3UHVLGHQWJUHDWSXEOLFLVVXHVDUHQRWVXEMHFWWR
)LUVW,WLVVDLGWKDWRQWKHQLJKWKHGLHG9LFWRU+XJR RXUSHUVRQDOWLPHWDEOHV7KH\GRQRWDFFRPPRGDWH
10 ZURWHLQKLVGLDU\VXEVWDQWLDOO\WKLVVHQWLPHQW WKHPVHOYHVWRRXULQGLYLGXDOSUHIHUHQFHRUFRQYHQLHQFH
³6WURQJHUWKDQDOOWKHDUPLHVLVDQLGHDZKRVHWLPHKDV 7KH\HPHUJHLQWKHLURZQZD\DQGLQWKHLURZQWLPH:HGR
FRPH´ QRWFRPSHOWKHP7KH\FRPSHOXV
7KHWLPHKDVFRPHIRUHTXDOLW\RIRSSRUWXQLW\LQVKDULQJ :HORRNLQYDLQLIZHORRNEDFNZDUGWRSDVWDFKLHYHPHQWV
LQJRYHUQPHQWLQHGXFDWLRQDQGLQHPSOR\PHQW,WZLOOQRW ZKLFKPLJKWVSDUHWKLV6HQDWHWKHQHFHVVLW\RIDGLIILFXOW
15 EHVWD\HGRUGHQLHG,WLVKHUH GHFLVLRQRQWKHFLYLOULJKWVTXHVWLRQ:HKRSHLQYDLQLIZH
6HFRQG<HDUVDJRDSURIHVVRUZKRWKRXJKWKHKDG KRSHWKDWWKLVLVVXHFDQEHSXWRYHUVDIHO\WRDQRWKHU
GHYHORSHGDQLQFRQWURYHUWLEOHVFLHQWLILFSUHPLVHVXEPLWWHGLW WRPRUURZWREHGHDOWZLWKE\DQRWKHUJHQHUDWLRQRI6HQDWRUV
WRKLVIDFXOW\DVVRFLDWHV4XLFNO\WKH\SLFNHGLWDSDUW,Q 7KHWLPHLVQRZ7KHFURVVURDGVLVKHUHLQWKH6HQDWH
DJRQ\KHFULHGRXW,VQRWKLQJHWHUQDO"7RWKLVRQHRIKLV 7REHVXUHWKHLVVXHZLOOQRWEHIXOO\UHVROYHGE\ZKDWZH
20 DVVRFLDWHVUHSOLHG 1RWKLQJLVHWHUQDOH[FHSWFKDQJH GRWRGD\,WVUHVROXWLRQGHSHQGVDOVRRQZKDWLVGRQH
6LQFHWKHDFWRIRQSXEOLFDFFRPPRGDWLRQVDQGWKH WRPRUURZDQGRQPDQ\WRPRUURZV 1RUZLOOWKHLVVXHEH
6XSUHPH&RXUWGHFLVLRQRIZKLFKVWUXFNLWGRZQ IXOO\UHVROYHGE\WKH6HQDWHRUWKH&RQJUHVV ,QGHHGLWZLOO
$PHULFDKDVFKDQJHG7KHSRSXODWLRQWKHQZDVPLOOLRQ LQYROYHDOO$PHULFDQVDQGDOOWKHLQVWLWXWLRQVSXEOLFDQG
7RGD\LWLVPLOOLRQ,QWKH3OHGJHRI$OOHJLDQFHWRWKH SULYDWHZKLFKKROGXVDVDVRFLHW\RIGLYHUVLW\LQRQHQDWLRQ
25 )ODJZHLQWRQH2QHQDWLRQXQGHU*RG$QGVRLWLV,WLV DQGLWZLOOLQYROYHDOOIRUDORQJWLPHWRFRPH ,QWUXWKLWLVD
DQLQWHJUDWHGQDWLRQ$LUUDLODQGKLJKZD\WUDQVSRUWDWLRQ XQLYHUVDOLVVXHZKLFKIRUWKLVQDWLRQKDYLQJEHJXQZLWKWKH
PDNHLWVR $FRPPRQODQJXDJHPDNHVLWVR$WD[SDWWHUQ 'HFODUDWLRQRI,QGHSHQGHQFHDQGSHUVLVWHGWKURXJKWKH
ZKLFKDSSOLHVHTXDOO\WRZKLWHDQGQRQZKLWHPDNHVLWVR GHFDGHVZLOOKDUGO\GLVVROYHLQWKH6HQDWHRIWKHWK
/LWHUDF\PDNHVLWVR7KHPRELOLW\SURYLGHGE\HLJKW\ &RQJUHVV
30 PLOOLRQDXWRVPDNHVLWVR7KHDFFRPPRGDWLRQVODZVLQ 1HYHUWKHOHVVDW WKLVPRPHQWLQWKHQDWLRQ
VKLVWRU\LWLV
WKLUW\IRXUVWDWHVDQGWKH'LVWULFWRI&ROXPELDPDNHVLWVR 70 WKH6HQDWH
VWLPHDQGWXUQ
7KHIDLUHPSOR\PHQWSUDFWLFHODZVLQWKLUW\VWDWHVPDNHLWVR %XWLQVRIDUDVWKHPDMRULW\OHDGHULVFRQFHUQHGKHPXVW
VWDWHWRWKH6HQDWHWKDWLWZRXOGEHDWUDJLFHUURULIWKLVERG\
第 158 页
+LVWRU\ SDVVDJH
DVDZKROHZHUHWRHOHFWWKHFORVHGH\HVFRXUVHRILQDFWLRQ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
7KDWFRXUVH0U3UHVLGHQWZRXOGGLVFORVHDFDYDOLHU :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
75 GLVLQWHUHVWRUDOHJLVODWLYHLPSRWHQFHRQWKLVLVVXHDQGHLWKHU WRWKHSUHYLRXVTXHVWLRQ"
ZRXOGEHFRPSOHWHO\LQFRQVRQDQWZLWKWKHVHULRXVGRPHVWLF $ OLQHV±³7KHKHUH´
VLWXDWLRQZKLFKQRZFRQIURQWVXV % OLQHV±³6LQFHFKDQJHG´
,WLVEDGHQRXJKWRHYDGHGHFLVLRQRQDQ\PDMRUSURSRVDO & OLQHV±³,WVR´
RIDQ\3UHVLGHQW,WLVLQH[FXVDEOHLQWKLVLVVXHZKLFKKDV ' OLQHV±³$V8QLRQ´
80 GUDZQDFXUWDLQRIXQFHUWDLQW\DQGLQVHFXULW\RYHUWKHHQWLUH
QDWLRQDQGRYHUZKLFKEORRGKDVDOUHDG\UXQLQWKHVWUHHWV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
,QWKHVHFLUFXPVWDQFHV,FDQQRWEHOLHYHWKDWWKLV6HQDWH 7KH DXWKRU RI 3DVVDJH FKDUDFWHUL]HV WKH FRQWURYHUV\
ZLOODEGLFDWHLWVFRQVWLWXWLRQDOUHVSRQVLELOLWLHV VXUURXQGLQJFLYLOULJKWVUHIRUPDV
$ SUHPDWXUH

7KHSUHVLGLQJRIILFHURIWKH8QLWHG6WDWHV6HQDWHLVDGGUHVVHGDV³0U % FRQVWUXFWLYH
3UHVLGHQW´RU³0DGDPH3UHVLGHQW´ & XQDYRLGDEOH
' XQZDUUDQWHG
BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB WRWKHSUHYLRXVTXHVWLRQ"
$VXVHGLQOLQH³GLYLQHG´PRVWQHDUO\PHDQV $ OLQHV±³<HWGHHSO\´
$ DQWLFLSDWHG % OLQHV±³7RWRPRUURZV´
% GHGXFHG & OLQHV±³,QGHHGFRPH´
& SURYHQ ' OLQHV±³,WVWUHHWV´
' K\SRWKHVL]HG
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB :KLFKSLHFHRIHYLGHQFHZRXOGEHVWVWUHQJWKHQWKH
,Q3DVVDJHWKHTXRWDWLRQIURP9LFWRU+XJRPDLQO\VHUYHV DVVHUWLRQPDGHLQ3DVVDJHDERXWWKHRULJLQRIWKH
WR QDWLRQDOGLVFXVVLRQRIULJKWV"
$ UHYHDOWKDW9LFWRU+XJRZRXOGOHQGKLVVXSSRUWWRFLYLO $ $QH[FHUSWIURPDIRXQGLQJGRFXPHQWDGGUHVVLQJWKH
ULJKWVUHIRUP LGHDORIHTXDORSSRUWXQLW\
% LOOXVWUDWHWKHDXWKRU
VDVVHUWLRQWKDWWKH6HQDWHLVHDJHUWR % $TXRWDWLRQIURPD:RUOG:DU,,HUD6HQDWHGHEDWH
HQDFWFLYLOULJKWVUHIRUP VXUURXQGLQJWKHOLPLWVRISHUVRQDOIUHHGRP
& RIIHUFULWLFLVPRIWKH8QLWHG6WDWHVPLOLWDU\IRUIDLOLQJWR & $QH[FHUSWIURPDUHFHQW6XSUHPH&RXUWGHFLVLRQ
HQIRUFHFLYLOULJKWVUHIRUP UHJDUGLQJFLYLOOLEHUWLHV
' LQWURGXFHWKHDXWKRU¶VDUJXPHQWWKDWFLYLOULJKWVUHIRUP ' 'LUHFWWHVWLPRQ\IURPVHYHUDOLQGLYLGXDOVZKRZLOO
VKRXOGQRWEHSRVWSRQHG EHQHILWIURPFLYLOULJKWVUHIRUP
7KHDXWKRURI3DVVDJHLPSOLHVWKDWLQFRPSDULVRQWRLWVSDVW
SUHVHQWGD\$PHULFD
$ SODFHVDQLQFUHDVHGYDOXHRQVSLULWXDOLW\
% SURYLGHVJUHDWHUHTXDOLW\RIRSSRUWXQLW\
& KROGVIRUPDOHGXFDWLRQLQKLJKHUHVWHHP
' GLVSOD\VDGHFUHDVHGLQWHUHVWLQWUDGLWLRQDOVRFLDOYDOXHV
第 159 页
+LVWRU\ SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBB BBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB

$FFRUGLQJWR3DVVDJHWKHIDLOXUHRIWKH6HQDWHWRSDVVWKH BB ,QWKHLUGLVFXVVLRQRIFLYLOULJKWVWKHDXWKRUVRI3DVVDJH
&LYLO5LJKWV$FWZRXOGVXJJHVWWKDWWKH DQG3DVVDJHERWKFODLPWKDWWKHLVVXH
$ SXEOLFLVQRW\HWUHDG\IRUWKHSDVVDJHRIFLYLOULJKWV $ PXVWEHDGGUHVVHGDOWKRXJKWKH\ZRXOGSUHIHUWR
OHJLVODWLRQ SRVWSRQHGHEDWHXQWLODODWHUWLPH
% 6HQDWHLVHLWKHUXQLQWHUHVWHGLQRUXQDEOHWRHQDFWUHIRUP % ZLOOQRWEHUHVROYHGE\WKHELOOXQGHUGLVFXVVLRQWKRXJK
& 6HQDWHUHFRJQL]HVWKDWFLYLOULJKWVLVVXHVFDQQRWEHGHDOW WKHELOOUHPDLQVQHFHVVDU\
ZLWKDOODWRQHWLPH & PXVWEHGHDOWZLWKLPPHGLDWHO\WKURXJKGLUHFWDFWLRQLQ
' 3UHVLGHQWRIWKH8QLWHG6WDWHVPXVWOHDGWKHZD\LQ WKH6HQDWH
HQDFWLQJUHIRUP ' VKRXOGQRWEHGLVFXVVHGXQWLOFRQWURYHUV\VXUURXQGLQJWKH
ELOO KDVGLHGGRZQ
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBB BBBBB
7KHVWDQFHWDNHQE\ERWKDXWKRUVLVEHVWGHVFULEHGDVWKDWRI BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB B
$ DQLGHDOLVWVHWWLQJIRUWKXQLYHUVDOSULQFLSOHVDERXWULJKW ,QSUHVHQWLQJHYLGHQFHVXSSRUWLQJFLYLOULJKWVUHIRUPERWK
DQGZURQJ DXWKRUVFLWH
% DPHGLDWRUDWWHPSWLQJWRILQGFRPPRQJURXQGEHWZHHQ $ VRFLDOIDFWRUVWKDWKDYHPDGHUHIRUPQHFHVVDU\
RSSRVLQJYLHZSRLQWV % WKHMXGLFLDOSUHFHGHQWWKDWPDNHVUHIRUPOHJDO
& DUHDOLVWRXWOLQLQJDFOHDUFRXUVHRIDFWLRQEDVHGXSRQ & WKHKLVWRULFDOSUHFHGHQWWKDWPDNHVUHIRUPSDWULRWLF
HYLGHQFH ' WKHSRSXODUVXSSRUWWKDWZLOOPDNHUHIRUPSROLWLFDOO\
' DQHXWUDOREVHUYHUREMHFWLYHO\VXPPDUL]LQJERWKVLGHVRI IHDVLEOH
D FRQWURYHUV\
第 160 页
+LVWRU\ SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP:LOOLDP*UDKDP6XPQHU³7KH VWDQGDUGVDQGRISURSRVLQJWRDWWDFNWKHSKHQRPHQDE\
$EVXUG(IIRUWWR0DNHWKH:RUOG2YHURULJLQDOO\SXEOLVKHGLQ 40 PHWKRGVWKHQFHGHGXFHGLVVRSRSXODU
6XPQHUZDVDQRXWVSRNHQHFRQRPLVWDQGKLJKO\ 7KHDGYDQFHRIDQHZFRXQWU\IURPWKHYHU\VLPSOHVW
LQIOXHQWLDOVRFLRORJ\SURIHVVRUDW<DOH8QLYHUVLW\ VRFLDOFRRUGLQDWLRQXSWRWKHKLJKHVWRUJDQL]DWLRQLVDPRVW
LQWHUHVWLQJDQGLQVWUXFWLYHFKDQFHWRVWXG\WKHGHYHORSPHQW
,WZLOOQRWSUREDEO\EHGHQLHGWKDWWKHEXUGHQRISURRILV RIWKHRUJDQL]DWLRQ,WKDVRIFRXUVHEHHQDWWHQGHGDOOWKHZD\
RQWKRVHZKRDIILUPWKDWRXUVRFLDOFRQGLWLRQLVXWWHUO\ 5 DORQJE\VWULFWHUVXERUGLQDWLRQDQGKLJKHUGLVFLSOLQH$OO
GLVHDVHGDQGLQQHHGRIUDGLFDOUHJHQHUDWLRQ0\WDVNDW RUJDQL]DWLRQLPSOLHVUHVWULFWLRQRIOLEHUW\7KHJDLQRISRZHU
Line SUHVHQWWKHUHIRUHLVHQWLUHO\QHJDWLYHDQGFULWLFDOWR LVZRQE\QDUURZLQJLQGLYLGXDOUDQJH7KHPHWKRGVRI
5 H[DPLQHWKHDOOHJDWLRQVRIIDFWDQGWKHGRFWULQHVZKLFKDUH EXVLQHVVLQFRORQLDOGD\VZHUHORRVHDQGVODFNWRDQ
SXWIRUZDUGWRSURYHWKHFRUUHFWQHVVRIWKHGLDJQRVLVDQGWR LQFRQFHLYDEOHGHJUHH7KHPRYHPHQWRILQGXVWU\KDVEHHQDOO
ZDUUDQWWKHXVHRIWKHUHPHGLHVSURSRVHG WKHWLPHWRZDUGSURPSWLWXGHSXQFWXDOLW\DQGUHOLDELOLW\ ,W
:KHQDQ\RQHDVVHUWVWKDWWKHFODVVRIVNLOOHGDQGXQVNLOOHG KDVEHHQDWWHQGHGDOOWKHZD\E\ODPHQWDWLRQVDERXWWKHJRRG
PDQXDOODERUHUVRIWKH8QLWHG6WDWHVLVZRUVHRIIQRZLQ ROGWLPHV DERXWWKHGHFOLQHRIVPDOOLQGXVWULHVDERXWWKHORVW
10 UHVSHFWWRGLHWFORWKLQJORGJLQJVIXUQLWXUHIXHODQGOLJKWV VSLULWRIFRPUDGHVKLSEHWZHHQHPSOR\HUDQGHPSOR\HHDERXW
LQUHVSHFWWRWKHDJHDWZKLFKWKH\FDQPDUU\WKHQXPEHURI WKHQDUURZLQJRIWKHLQWHUHVWVRIWKHZRUNPDQDERXWKLV
FKLOGUHQWKH\FDQSURYLGHIRUWKHVWDUWLQOLIHZKLFKWKH\FDQ FRQYHUVLRQLQWRDPDFKLQHRULQWRDZDUHDQGDERXW
JLYHWRWKHLUFKLOGUHQDQGWKHLUFKDQFHVRIDFFXPXODWLQJ LQGXVWULDOZDU7KHVHODPHQWDWLRQVKDYHDOOKDGUHIHUHQFHWR
FDSLWDOWKDQWKH\HYHUKDYHEHHQDWDQ\IRUPHUWLPHKH XQTXHVWLRQDEOHSKHQRPHQDDWWHQGDQWRQDGYDQFLQJ
15 PDNHVD UHFNOHVVDVVHUWLRQIRUZKLFKQRIDFWVKDYHEHHQ RUJDQL]DWLRQ,QDOORFFXSDWLRQVWKHVDPHPRYHPHQWLV
RIIHUHGLQSURRI8SRQDQDSSHDOWRIDFWVWKHFRQWUDU\RIWKLV GLVFHUQLEOHLQWKHOHDUQHGSURIHVVLRQVLQVFKRROVLQWUDGH
DVVHUWLRQZRXOGEHFOHDUO\HVWDEOLVKHG,WVXIILFHVWKHUHIRUH FRPPHUFHDQGWUDQVSRUWDWLRQ,WLVWRJRRQIDVWHUWKDQHYHU
WRFKDOOHQJHWKRVHZKRDUHUHVSRQVLEOHIRUWKHDVVHUWLRQWR QRZWKDWWKHFRQWLQHQWLVILOOHGXSE\WKHILUVWVXSHUILFLDO
PDNHLWJRRG OD\HURISRSXODWLRQRYHULWVZKROHH[WHQWDQGWKH
20 1LQHWHQWKVRIWKHVRFLDOLVWLFDQGVHPLVRFLDOLVWLFDQG LQWHQVLILFDWLRQRILQGXVWU\KDVEHJXQ7KHJUHDWLQYHQWLRQV
VHQWLPHQWDORUHWKLFDOVXJJHVWLRQVE\ZKLFKZHDUH ERWKPDNHWKHLQWHQVLRQRIWKHRUJDQL]DWLRQSRVVLEOHDQG
RYHUZKHOPHGFRPHIURPIDLOXUHWRXQGHUVWDQGWKH PDNHLWLQHYLWDEOHZLWKDOOLWVFRQVHTXHQFHVZKDWHYHUWKH\
SKHQRPHQDRIWKHLQGXVWULDORUJDQL]DWLRQDQGLWVH[SDQVLRQ PD\EH,PXVWH[SHFWWREHWROGKHUHDFFRUGLQJWRWKH
,WFRQWUROVXVDOOEHFDXVHZHDUHDOOLQLW,WFUHDWHVWKH FXUUHQWIDVKLRQVRIWKLQNLQJWKDWZHRXJKWWRFRQWUROWKH
25 FRQGLWLRQVRIRXUH[LVWHQFHVHWVWKHOLPLWVRIRXUVRFLDO GHYHORSPHQWRIWKHRUJDQL]DWLRQ7KHILUVWLQVWLQFWRIWKH
DFWLYLW\UHJXODWHVWKHERQGVRIRXUVRFLDOUHODWLRQV PRGHUQPDQLVWRJHWDODZSDVVHGWRIRUELGRUSUHYHQWZKDW
GHWHUPLQHVRXUFRQFHSWLRQVRIJRRGDQGHYLOVXJJHVWVRXU 0 LQKLVZLVGRPKHGLVDSSURYHV
OLIHSKLORVRSK\PROGVRXULQKHULWHGSROLWLFDOLQVWLWXWLRQVDQG 1RZWKH LQWHQVLILFDWLRQ RIWKHVRFLDORUJDQL]DWLRQLVZKDW
UHIRUPVWKHROGHVWDQGWRXJKHVWFXVWRPVOLNHPDUULDJHDQG JLYHVXVJUHDWHUVRFLDOSRZHU ,WLVWRLWWKDWZHRZHRXU
30 SURSHUW\,UHSHDWWKDWWKHWXUPRLORIKHWHURJHQHRXVDQG LQFUHDVHGFRPIRUWDQGDEXQGDQFH:HDUHQRQHRIXVUHDG\WR
DQWDJRQLVWLFVRFLDOZKLPVDQGVSHFXODWLRQVLQZKLFKZHOLYH VDFULILFHWKLV2QWKHFRQWUDU\ZHZDQWPRUHRILW:HZRXOG
LVGXHWRWKHIDLOXUHWRXQGHUVWDQGZKDWWKHLQGXVWULDO QRWUHWXUQWRWKHFRORQLDOVLPSOLFLW\DQGWKHFRORQLDOH[LJXLW\
RUJDQL]DWLRQLVDQGLWVDOOSHUYDGLQJFRQWURORYHUKXPDQOLIH LIZHFRXOG,IQRWWKHQZHPXVWSD\WKHSULFH2XUOLIHLV
ZKLOHWKHWUDGLWLRQVRIRXUVFKRRORISKLORVRSK\OHDGXV ERXQGHGRQHYHU\VLGHE\FRQGLWLRQV
35 DOZD\VWRDSSURDFKWKHLQGXVWULDORUJDQL]DWLRQQRWIURPWKH
VLGHRIREMHFWLYHVWXG\EXWIURPWKDWRISKLORVRSKLFDO
GRFWULQH+HQFHLWLVWKDWZHILQGWKDWWKHPHWKRGRI
PHDVXULQJZKDWZHVHHKDSSHQLQJE\ZKDWDUHFDOOHGHWKLFDO
第 161 页
+LVWRU\ SDVVDJH

7KHPDLQSXUSRVHRIWKHSDVVDJHLVWR :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHWRWKHDQVZHU
$ GHOLQHDWHWKHFRXUVHRILQGXVWULDOSURJUHVV WRWKHSUHYLRXVTXHVWLRQ"
% TXHVWLRQWKHSUDFWLFDOLW\RIGHPRFUDWLFLGHDOV $ OLQHV±³1LQHWHQWKVLWVH[SDQVLRQ´
& HQFRXUDJHVXSSRUWIRULQGLYLGXDOOLEHUWLHV % OLQHV±³+HQFHSRSXODU´
' KLJKOLJKWWKHXVHOHVVQHVVRIVRFLDOUHIRUP & OLQHV±³,WKDVEHHQWLPHV´
' OLQHV±³7KHILUVWGLVDSSURYHV´
2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB
$ DQRYHUYLHZRILQGXVWULDODGYDQFHPHQWWRDFODULILFDWLRQ 7KHDXWKRU¶VPDLQFODLPDERXWLQGXVWULDOGHYHORSPHQWLV
RIWKHSUREOHP WKDWLW
%DQDFNQRZOHGJHPHQWRIWKHSUREOHPZLWKLQGXVWULDO $ OHDGVWRWHQVLRQDPRQJVRFLDOJURXSV
DGYDQFHPHQWWRWKHSURSRVDORIDVROXWLRQ % UHIOHFWVDQDWXUDOHYROXWLRQRIVRFLHW\
& DQDVVHPEOLQJRIDUJXPHQWVDJDLQVWLQGXVWULDO & QHFHVVLWDWHVVRFLDOUHIRUP
DGYDQFHPHQWWRDMXVWLILFDWLRQRILWVHIIHFWV ' PDJQLILHVVRFLHWDOGHILFLHQFLHV
' DQH[SODQDWLRQRILQGXVWULDODGYDQFHPHQWWRDQDGPLVVLRQ
RIWKHGUDZEDFNV BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB
7KHPDLQSXUSRVHRIWKHZRUGV³WXUPRLO´
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB ³KHWHURJHQHRXV´DQG³DQWDJRQLVWLFÓLQHV±LV
7KHPDLQSXUSRVHRIOLVWLQJWKHDVVHUWLRQVLQWKHVHFRQG PRVWOLNHO\WR
SDUDJUDSKOLQHV±LVWR $ KLJKOLJKWGLYLVLRQVLQSKLORVRSKLFDOGRFWULQH
$ RXWOLQHFRPPRQFRPSODLQWVDQGSRUWUD\WKHPDV % GUDZDQDORJLHVWRUHYROXWLRQDU\XSKHDYDO
OXGLFURXV & FRQYH\WKHLQVWDELOLW\RIPRGHUQOLIH
% DFFRXQWIRUIDFWVEXWVWUHVVWKHLULUUHOHYDQF\WRWKHLVVXH ' VWUHVVWKHFRQIOLFWEHWZHHQPDQDQGVRFLHW\
& LGHQWLI\RSSRVLQJFODLPVDQGFKDUDFWHUL]HWKHPDV
VSHFXODWLYH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBB
' QRWHSRVVLEOHVROXWLRQVEXWKLJKOLJKWWKHLULQHIIHFWLYHQHVV :KLFKFKRLFHEHVWGHVFULEHVWKHDXWKRU¶VSHUVSHFWLYH
RQ LQGLYLGXDOOLPLWDWLRQ"
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB $ ,WLVDEXUGHQRIWKHPLGGOHFODVV
$VXVHGLQOLQH³UHFNOHVV´PRVWQHDUO\PHDQV % ,WLVPRVWHIIHFWLYHLQLQGXVWULDOVRFLHWLHV
$ XQIRXQGHG & ,WLVDFRQVHTXHQFHRIIUHHHQWHUSULVH
% LPSXOVLYH ' ,WLVERWKQDWXUDODQGLQHYLWDEOH
& PLVJXLGHG
' QHJOLJHQW BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
%DVHGRQWKHSDVVDJHLWFDQEHLQIHUUHGWKDWWKHDXWKRU
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB ZRXOGKDYHEHHQPRVWFULWLFDORIWKRVHZKR
,WFDQEHLQIHUUHGIURPWKHGLVFXVVLRQRIWKHPRYHPHQWRI $ GHIHQGHGXQVNLOOHGODERUHUV
LQGXVWU\WKDWWKHDXWKRUEHOLHYHVWKDWSHRSOHKDYHDQDWXUDO % FRQGHPQHGWKHFDSLWDOLVWVWDWH
WHQGHQF\WR & SURPRWHGPLGGOHFODVVYDOXHV
$ UHVLVWWHFKQRORJLFDOFKDQJH ' DWWDFNHGWKHSULQFLSOHVRIGHPRFUDF\
% HQFRXUDJHHWKLFDODFWLRQV
& FRQWUROWKHFRXUVHRIHYHQWV
' GLVWUXVWWKHSHRSOHLQSRZHU
第 162 页
+LVWRU\ SDVVDJH
$ OLQHV±³7KHPHWKRGVGHJUHH´
% OLQHV±7KHPRYHPHQWUHOLDELOLW\´
& OLQHV±,QDOORFFXSDWLRQVWUDQVSRUWDWLRQ´
' OLQHV±³1RZWKHVRFLDOSRZHU´
第 163 页
全国最大SAT交流群：308463095 skill level 4
+LVWRU\ passage 3
Passage 1 is excerpted from Noah Webster, “On the Education of by means of schools and newspapers; and an attachment to
Youth in America,” originally published in 1790. Passage 2 is the laws may be formed by early impressions upon the
excerpted from Benjamin Rush, “Of the Mode of Education Proper in mind. Two regulations are essential to the continuance of
a Republic,” originally published in 1798. republican governments: [1] Such a distribution of lands
45 and such principles of descent and alienation, as shall give
every citizen a power of acquiring what his industry merits.
The symbol [1]indicates that the following sentence is referenced in
[2] Such a system of education as gives every citizen an
a question.
opportunity of acquiring knowledge and fitting himself for
places of trust. These are fundamental articles; the sine qua
3DVVDJH
50 non of the existence of the American republics.
Another defect in our schools, which, since the revolution,
is become inexcuseable, is the want of proper books.The 3DVVDJH
collections which are now used consist of essays that respect The business of education has acquired a new
Line
foreign and ancient nations. The minds of youth are complexion by the independence of our country. The form
5 perpetually led to the history of Greece and Rome or to Great of government we have assumed, has created a new class of
Britain; boys are constantly repeating the declamations of duties to every American. It becomes us, therefore, to
Demosthenes and Cicero, or debates upon some political 55 examine our former habits upon this subject, and in laying
question in the British Parliament. These are excellent the foundations for nurseries of wise and good men, to
specimens of good sense, polished stile and perfect oratory; adapt our modes of teaching to the peculiar form of our
10 but they are not interesting to children. They cannot be very government.
useful, except to young gentlemen who want them as models The first remark that I shall make upon this subject is,
of reasoning and eloquence, in the pulpit or at the bar. 60 that an education in our own, is to be preferred to an
But every child in America should be acquainted with his education in a foreign country. The principle of patriotism
own country. He should read books that furnish him with stands in need of the reinforcement of prejudice, and it is
15 ideas that will be useful to him in life and practice. As soon as well known that our strongest prejudices in favour of our
he opens his lips, he should rehearse the history of his own country are formed in the first one and twenty years of our
country; he should lisp the praise of liberty, and of those 65 lives. The policy of the Lacedemonians is well worthy of
illustrious heroes and statesmen, who have wrought a our imitation. When Antipater demanded fifty of their
revolution in her favor. children as hostages for the fulfillment of a distant
20 A selection of essays, respecting the settlement and engagement, those wise republicans refused to comply with
geography of America; the history of the late revolution and his demand, but readily offered him double the number of
of the most remarkable characters and events that 70 their adult citizens, whose habits and prejudices could not
distinguished it, and a compendium of the principles of the be shaken by residing in a foreign country. Passing by, in
federal and provincial governments, should be the principal this place, the advantages to the community from the early
25 school book in the United States. These are interesting attachment of youth to the laws and constitution of their
objects to every man; they call home the minds of youth and country, I shall only remark, that young men who have
fix them upon the interests of their own country, and they 75 trodden the paths of science together, or have joined in the
assist in forming attachments to it, as well as in enlarging the same sports, whether of swimming, skating, fishing, or
understanding. hunting, generally feel, thro' life, such ties to each other, as
30 "It is observed by the great Montesquieu, that the laws of add greatly to the obligations of mutual benevolence.
education ought to be relative to the principles of the I conceive the education of our youth in this country to
government." 80 be peculiarly necessary in Pennsylvania, while our citizens
In despotic governments, the people should have little or are composed of the natives of so many different kingdoms
no education, except what tends to inspire them with a in Europe. Our schools of learning, by producing one
35 servile fear. Information is fatal to despotism. In general, and uniform system of education, will render the
monarchies, education should be partial, and adapted to the mass of the people more homogeneous, and thereby fit
rank of each class of citizens. But "in a republican 85 them more easily for uniform and peaceable government.
government," says the same writer, "the whole power of
education is required." Here every class of people should
40 know and love the laws. This knowledge should be diffused
第 164 页
+LVWRU\ passage 3
1_________________________________________________ 5__________________________________________
The authors of both passages would agree that education Based on the first passage, why does the author
in the United States should consider the books in the U.S. educational system
improper?
A) continue through adulthood.
B) engender national pride. A) They contain language that is intelligible only to
C) reflect educational philosophies. adults.
D) mirror classroom methods. B) They place too much emphasis on world politics.
C) They fail to teach ideas that are useful to U.S.
citizens.
2_________________________________________________ D) They exclude the majority of the world’s literature.
The authors of both passages claim that U.S. citizens have
a duty to
A) learn the history of their government. 6_____ ________________________________ _____
B) advocate progressive reforms. Which choice provides the best evidence for the answer
C) support public education. to the previous question?
D) participate in the political process. A) lines 2–4 (“The collection . . . nations”)
B) lines 6–8 (“Boys . . . Parliament”)
C) lines 8–10 (“These are . . . children”)
3_________________________________________________ D) lines 14–15 (“He should . . . practice”)
What do both authors believe is the goal of education in a
republic?
A) To encourage independent thinking 7______________________________________ ___ __
B) To reflect progressive beliefs As used in line 62 of Passage 2, “prejudice” most nearly
C) To facilitate industrial progress means
D) To support democratic ideals A) partiality.
B) preconception.
C) discrimination.
4_________________________________________________ D) intolerance.
In Passage 1, the author uses the terms “praise of liberty”
and “illustrious heroes and statesmen” (lines 17–18) most
likely to 8______________________________________ ___ _
A) elevate the principles of democracy over those of other In Passage 1, the author uses the quote by Montesquieu
government systems. (lines 30–32) mainly to support his assertion that
B) stimulate the desire to preserve the democratic A) the U.S. educational system is badly in need of
traditions of the United States. reform.
C) quote words of the founding fathers to reinforce their B) educational policies in many countries violate
significance to the nation. citizen’s rights.
D) convey the significance of rhetoric in conveying ideas C) education in the United States should be regulated by
of national importance. federal laws.
D) public education is a powerful tool of government.
第 165 页
+LVWRU\ passage 3
9_________________________ ___________ _____ __ 11_________________________ _____________ _ __ _

In Passage 2, the story about the Lacedemonians and Which choice provides the best evidence for the answer
Antipater primarily serves to to the previous question?
A) contrast the practices of democracies and dictatorships. A) lines 54-58 ("It becomes ... our government")
B) advocate the early indoctrination of principles. B) lines 74-78 ("Young men ... benevolence")
C) convey the superiority of the U.S. political system. C) lines 79-82 ("I conceive ... Europe")
D) question the validity of ancient philosophies. D) lines 82-85 ("Our schools ... government")
10
A central idea in Passage 2 is that education in the United
States should
A) rectify inequalities among the states.
B) unify the citizens in a common bond.
C) support a culturally diverse population.
D) place heavy emphasis on teaching government.
第 166 页
+LVWRU\ SDVVDJH4
Passage 1 is an excerpt from the “Declaration of Sentiments,” Four years in advance of the last fifty, in 1833, Oberlin
presented by Elizabeth Cady Stanton on July 19-20, 1848, at the College, in Ohio, was founded. Its charter declared its
Women’s Rights Convention at Seneca Falls. Passage 2 is adapted grand object, - "To give the most useful education at the
from a speech delivered to the Congress of Women in May 1893 by least expense of health, time, and money, and to extend the
Lucy Stone, “The Progress of Fifty Years.” 40 benefits of such education to both sexes and to all
classes" . . . .
3DVVDJH The anti-slavery cause had come to break stronger fetters
than those that held the slave. The idea of equal rights was
When, in the course of human events, it becomes necessary in the air. The wail of the slave, his clanking fetters, his
for one portion of the family of man to assume among the 45 utter need, appealed to everybody. Women heard. They
people of the earth a position different from that which they went out to speak for the slaves. . . . Such a thing had never
Line have hitherto occupied, but one to which the laws of nature been heard of. An earthquake shock could hardly have
5 and of nature's God entitle them, a decent respect to the startled the community more. . . . But, with anointed lips
opinions of mankind requires that they should declare the and a consecration which put even life itself at stake, these
causes that impel them to such a course. 50 peerless women pursued the even tenor of their way, saying
We hold these truths to be self-evident: that all men and to their opponents only: "Woe is me, if I preach not this
women are created equal; that they are endowed by their gospel of freedom for the slave." . . .
10 Creator with certain inalienable rights; that among these are Half a century ago women were at an infinite
life, liberty, and the pursuit of happiness; that to secure these disadvantage in regard to their occupations. The idea that
rights governments are instituted, deriving their just powers 5 their sphere was at home, and only at home, was like a band
from the consent of the governed. Whenever any form of of steel on society. . . .Every departure from these conceded
Government becomes destructive of these ends, it is the right things was met with the cry, "You want to get out of your
15 of those who suffer from it to refuse allegiance to it, and to sphere," or, "To take women out of their sphere;" and that
insist upon the institution of a new government, laying its was to fly in the face of Providence, to unsex yourself in
foundation on such principles, and organizing its powers in 60 short, to be monstrous women, women who, while they
such form as to them shall seem most likely to effect their orated in public, wanted men to rock the cradle and wash
safety and happiness. Prudence, indeed, will dictate that the dishes. We pleaded that whatever was fit to be done at
20 governments long established should not be changed for light all might with propriety be done by anybody who did it
and transient causes; and accordingly, all experience hath well; that the tools belonged to those who could use them;
shown that mankind are more disposed to suffer, while evils 5 that the possession of a power presupposed a right to its
are sufferable, than to right themselves by abolishing the use. This was urged from city to city, from state to state.
forms to which they are accustomed. But when a long train of Women were encouraged to try new occupations. We
25 abuses and usurpations, pursuing invariably the same object, endeavored to create that wholesome discontent in women
evinces a design to reduce them under absolute despotism, it that would compel them to reach out after far better
is their duty to throw off such government, and to provide 70 things. . . .
new guards for their future security. Such has been the patient The last half century has gained for women the right to
sufferance of the women under this government, and such is the highest education and entrance to all professions and
30 now the necessity which constrains them to demand the equal occupations, or nearly all. . . . These things have not come
station to which they are entitled. of themselves. They could not have occurred except as the
75 great movement for women has brought them out and
Passage 2
about. They are part of the eternal order, and they have
come to stay. Now all we need is to continue to speak the
The commencement of the last fifty years is about the
truth fearlessly, and we shall add to our number those who
beginning of that great change and improvement in the
will turn the scale to the side of equal and full justice in all
condition of women which exceeds all the gains of hundreds
80 things.
35 of years before.
第 167 页
+LVWRU\ SDVVDJH4
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 5BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

It can be reasonably inferred from Passage 1 that the In the second paragraph of Passage 2 (lines 36–41),
Declaration of Sentiments was created in part to do which Stone refers to the founding of Oberlin College most
of the following? likely in order to
$ Alert an oppressed group to the injustices they face. $ inspire listeners to campaign for more colleges to
% Explain to others the motivation behind an action. begin admitting women.
& Argue against a recently enacted piece of legislation. % call attention to an institution that was slow to
' Expand on a topic that has been receiving undue public embrace social change.
attention. & inform listeners of her own education and
credentials.
' highlight an early event in the period of social
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB change she is discussing.
:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
WKH SUHYLRXVTXHVWLRQ"
$ OLQHV1±4 ³Whenoccupied´ 6BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB
% OLQHV5±7³a decentcourse´ In Passage 2, Stone suggests that a person’s
& OLQHV8±9³Weequal´ occupation should be determined by his or her
' OLQHV19±21³Prudencecauses´ $ capabilities rather than his or her gender.
% interests rather than his or her skills.
& preferences rather than his or her prior experience.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB ' education rather than his or her socioeconomic
In line 8, Stanton uses the phrase “we hold these truths to background.
be self-evident” from the United States Declaration of
Independence most likely in order to suggest that
A) it is well-known that the demands set forth in the
7BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBB
Declaration of Independence were not inclusive of
women.
% many people have forgotten the original intentions
$ lines 53-54 ("Half ... occupations")
behind the Declaration of Independence.
% lines 58-62 ("that was ... dishes")
& the Declaration of Sentiments aims to simplify the
& lines 62-64 ("We ... them")
claims made in the Declaration of Independence.
' lines 67-70 ("We ... things")
' the Declaration of Independence and the Declaration of
Sentiments are based on the same fundamental concept
8BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBB
Based on Passage 2, which statement best reflects
4BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
Stone’s view of progress in women’s education?
As used in line 22, “disposed” most nearly means
$ Persistent effort has led to opportunities that far
$ arranged.
exceed those previously available.
% encouraged.
% Coordinated work has led to a select few opportunities
& willing.
becoming available to women.
' available.
& Advances have been steady but new opportunities
need to increase dramatically in pace.
' Women’s achievements have made them more
successful but have limited opportunities for men.
第 168 页
VNLOOOHYHO4
+LVWRU\ SDVVDJH4
9B BBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Which choice best describes the relationship between Based on the passages, Stanton and Stone would most
the two passages? likely agree that
$ Passage 1 calls for a change and Passage 2 recounts $ challenging situations should be tolerated only until
advances that have occurred since that call for change. they can no longer be ignored.
% Passage 1 raises a question that Passage 2 answers. % the campaign against slavery was an important
& Passage 1 makes an argument that Passage 2 cause for women to champion.
undermines. & social constraints on women are more problematic
' Passage 1 endorses an approach to a problem and than political ones.
Passage 2 proposes an alternate approach to the ' discontent can prompt meaningful social and
problem. political changes.
10B BBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB

How do Stanton and Stone differ in their discussions of
women’s equality?
$ Stanton outlines a plan for women to achieve equality,
while Stone focuses on the theory of progress.
% Stanton makes a broad argument that women should
be treated fairly, while Stone provides concrete examples
of women’s progress.
& Stanton discusses women’s equality in general terms,
while Stone exclusively discusses equality in education.
' Stanton provides concrete examples of women’s
advances, while Stone considers philosophical and social
implications for the future.
第 169 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP-DQH$XVWHQ Northanger 9HU\WUXHP\GHDUDQGLIZHNQHZDQ\ERG\ZHZRXOG

AbbeyRULJLQDOO\SXEOLVKHGLQ MRLQWKHPGLUHFWO\7KH6NLQQHUVZHUHKHUHODVW\HDU²,ZLVK
WKH\ZHUHKHUHQRZ
0UV$OOHQZDVVRORQJLQGUHVVLQJWKDWWKH\GLGQRWHQWHU +DGQRWZHEHWWHUJRDZD\DVLWLV"+HUHDUHQRWHDWKLQJV
WKHEDOOURRPWLOOODWH$VIRU0U$OOHQKHUHSDLUHGGLUHFWO\WR 5 IRUXV\RXVHH
WKHFDUGURRP:LWKPRUHFDUHIRUWKHVDIHW\RIKHUQHZ 1RPRUHWKHUHDUHLQGHHG+RZYHU\SURYRNLQJ%XW,
Line JRZQWKDQIRUWKHFRPIRUWRIKHUSURWHJHH0UV$OOHQPDGH WKLQNZHKDGEHWWHUVLWVWLOOIRURQHJHWVVRWXPEOHGLQVXFK
5 KHUZD\WKURXJKWKHWKURQJRIPHQE\WKHGRRUDVVZLIWO\DV DFURZG+RZLVP\KHDGP\GHDU"6RPHERG\JDYHPHD
WKHQHFHVVDU\FDXWLRQZRXOGDOORZ&DWKHULQHKRZHYHUNHSW SXVKWKDWKDVKXUWLW,DPDIUDLG
FORVHDWKHUVLGHDQGOLQNHGKHUDUPWRRILUPO\ZLWKLQKHU 1RLQGHHGLWORRNVYHU\QLFH%XWGHDU0UV$OOHQDUH
IULHQG
VWREHWRUQDVXQGHUE\DQ\FRPPRQHIIRUWRID \RXVXUHWKHUHLVQRERG\\RXNQRZLQDOOWKLVPXOWLWXGHRI
VWUXJJOLQJDVVHPEO\6WLOOWKH\PRYHGRQ²VRPHWKLQJEHWWHU SHRSOH",WKLQN\RXPXVWNQRZVRPHERG\
10 ZDV\HWLQYLHZDQGE\DFRQWLQXHGH[HUWLRQRIVWUHQJWKDQG ,GRQ
WXSRQP\ZRUG²,ZLVK,GLG,ZLVK,KDGDODUJH
LQJHQXLW\WKH\IRXQGWKHPVHOYHVDWODVWLQWKHSDVVDJHEHKLQG DFTXDLQWDQFHKHUHZLWKDOOP\KHDUWDQGWKHQ,VKRXOGJHW
WKHKLJKHVWEHQFK,WZDVDVSOHQGLGVLJKWDQGVKHEHJDQIRU \RXDSDUWQHU,VKRXOGEHVRJODGWRKDYH\RXGDQFH7KHUH
WKHILUVWWLPHWKDWHYHQLQJWRIHHOKHUVHOIDWDEDOOVKHORQJHG JRHVDVWUDQJHORRNLQJZRPDQ:KDWDQRGGJRZQVKHKDV
WRGDQFHEXWVKHKDGQRWDQDFTXDLQWDQFHLQWKHURRP JRWRQ+RZROGIDVKLRQHGLWLV/RRNDWWKHEDFN
15 &DWKHULQHEHJDQWRIHHOVRPHWKLQJRIGLVDSSRLQWPHQW² $IWHUVRPHWLPHWKH\UHFHLYHGDQRIIHURIWHDIURPRQHRI
VKHZDVWLUHGRIEHLQJFRQWLQXDOO\SUHVVHGDJDLQVWE\SHRSOH WKHLUQHLJKERXUVLWZDVWKDQNIXOO\DFFHSWHGDQGWKLV
WKHJHQHUDOLW\RIZKRVHIDFHVSRVVHVVHGQRWKLQJWRLQWHUHVW LQWURGXFHGDOLJKWFRQYHUVDWLRQZLWKWKHJHQWOHPDQZKR
DQGZLWKDOORIZKRPVKHZDVVRZKROO\XQDFTXDLQWHGWKDW RIIHUHGLWZKLFKZDVWKHRQO\WLPHWKDWDQ\ERG\VSRNHWR
VKHFRXOGQRWUHOLHYHWKHLUNVRPHQHVVRILPSULVRQPHQWE\WKH WKHPGXULQJWKHHYHQLQJWLOOWKH\ZHUHGLVFRYHUHGDQGMRLQHG
20 H[FKDQJHRIDV\OODEOHZLWKDQ\RIKHUIHOORZFDSWLYHV 7KH\ E\0U$OOHQZKHQWKHGDQFHZDVRYHU
VDZQRWKLQJRI0U$OOHQDQGDIWHUORRNLQJDERXWWKHPLQ :HOO0LVV0RUODQGVDLGKHGLUHFWO\,KRSH\RXKDYH
YDLQIRUDPRUHHOLJLEOHVLWXDWLRQZHUHREOLJHGWRVLWGRZQDW KDGDQ DJUHHDEOH EDOO
WKHHQGRIDWDEOHDWZKLFKDODUJHSDUW\ZHUHDOUHDG\SODFHG 9HU\DJUHHDEOHLQGHHGVKHUHSOLHGYDLQO\HQGHDYRXULQJ
ZLWKRXWKDYLQJDQ\WKLQJWRGRWKHUHRUDQ\ERG\WRVSHDNWR WRKLGHDJUHDW\DZQ
25 H[FHSWHDFKRWKHU ,ZLVKVKHKDGEHHQDEOHWRGDQFHVDLGKLVZLIH,ZLVK
0UV$OOHQFRQJUDWXODWHGKHUVHOIDVVRRQDVWKH\ZHUH ZHFRXOGKDYHJRWDSDUWQHUIRUKHU,KDYHEHHQVD\LQJKRZ
VHDWHGRQKDYLQJSUHVHUYHGKHUJRZQIURPLQMXU\,WZRXOG 0 JODG,VKRXOGEHLIWKH6NLQQHUVZHUHKHUHWKLVZLQWHULQVWHDG
KDYHEHHQYHU\VKRFNLQJWRKDYHLWWRUQVDLGVKHZRXOG RIODVWRULIWKH3DUU\VKDGFRPHDVWKH\WDONHGRIRQFHVKH
QRWLW",WLVVXFKDGHOLFDWHPXVOLQ)RUP\SDUW,KDYHQRW PLJKWKDYHGDQFHGZLWK*HRUJH3DUU\,DPVRVRUU\VKHKDV
30 VHHQDQ\WKLQJ,OLNHVRZHOOLQWKHZKROHURRP,DVVXUH\RX QRWKDGDSDUWQHU
+RZXQFRPIRUWDEOHLWLVZKLVSHUHG&DWKHULQHQRWWR :HVKDOOGREHWWHUDQRWKHUHYHQLQJ,KRSHZDV0U
KDYHDVLQJOHDFTXDLQWDQFHKHUH $OOHQ
VFRQVRODWLRQ
<HVP\GHDUUHSOLHG0UV$OOHQZLWKSHUIHFWVHUHQLW\
LWLVYHU\XQFRPIRUWDEOHLQGHHG
35 :KDWVKDOOZHGR"7KHJHQWOHPHQDQGODGLHVDWWKLVWDEOH
ORRNDVLIWKH\ZRQGHUHGZK\ZHFDPHKHUH²ZHVHHP
IRUFLQJRXUVHOYHVLQWRWKHLUSDUW\
$\HVRZHGR7KDWLVYHU\GLVDJUHHDEOH,ZLVKZHKDGD
ODUJHDFTXDLQWDQFHKHUH
40 ,ZLVKZHKDGDQ\²LWZRXOGEHVRPHERG\WRJRWR
第 170 页
/LWHUDWXUH SDVVDJH

7KHPDLQSXUSRVHRIWKHILUVWSDUDJUDSKLVWR $FFRUGLQJWRWKHSDVVDJH&DWKHULQHLV³XQFRPIRUWDEOH´
$ HVWDEOLVKWKHGLVWDQWUHODWLRQVKLSEHWZHHQ0UDQG0UV EHFDXVH
$OOHQ $ LWLVWRRQRLV\FURZGHGDQGZDUP
% VKRZKRZFODXVWURSKRELFDQGFURZGHGWKHEDOOURRPLV % WKH\GRQRWNQRZDQ\RQHDWWKHEDOO
& GHVFULEHWKHPDLQFKDUDFWHUV
EHODWHGDUULYDODWWKHEDOO & WKH\KDYHDUULYHGDWWKHEDOOYHU\ODWH
' LQWURGXFHWKHIULHQGVKLSEHWZHHQ&DWKHULQHDQG0UV ' WKHLUGUHVVHVDUHDWULVNRIEHLQJWRUQ
$OOHQ
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
:KLFKVWDWHPHQWEHVWFKDUDFWHUL]HVWKHUHODWLRQVKLS
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB EHWZHHQ0UV$OOHQDQG&DWKHULQH"
7KHQDUUDWRULPSOLHVWKDW&DWKHULQH $ &DWKHULQHLVLUULWDWHGE\0UV$OOHQEXWGHIHUVWRKHULQ
$ GLGQRWKDYHDQHQMR\DEOHWLPHDWWKHEDOO FRQYHUVDWLRQ
% ZRXOGUDWKHUQRWKDYHWRGDQFHZLWKDQ\RQH % &DWKHULQHLVDPXVHGE\0UV$OOHQEXWLVIUXVWUDWHGE\
& KDGDILQHWLPHDWWKHEDOOLQVSLWHRIKHUVHOI KHUODFNRIVRFLDOFRQQHFWLRQV
' GRHVQRWOLNHNHHSLQJWKHFRPSDQ\RI0UV$OOHQ & &DWKHULQHLVLPSUHVVHGE\0UV$OOHQDQGLVLQWHUHVWHG
LQKHUVRFLDOFRQWDFWV
' &DWKHULQHLVDQJHUHGE\0UV$OOHQDQGEHOLHYHVKHU
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB VRFLDOWDFWLFVDUHLQHIIHFWLYH
:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWRWKH
SUHYLRXVTXHVWLRQ" BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB B B
$ OLQHV±³:LWKDVVHPEO\´ :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
% OLQHV±³,WURRP´ WKHSUHYLRXVTXHVWLRQ"
& OLQHV±³&DWKHULQHFDSWLYHV´ $ OLQHV±³+RZLQGHHG´
' OLQHV±³7KH\RWKHU´ % OLQHV±³:KDWKHUH´
& OLQHV±³,QRZ´
' OLQHV±³%XWVRPHERG\´
,QOLQH³LQJHQXLW\´PRVWQHDUO\PHDQV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB B BB
$ EULOOLDQFH $VXVHGLQOLQH³DJUHHDEOH´PRVWQHDUO\PHDQV
% GH[WHULW\ $ HQMR\DEOH
& LQYHQWLYHQHVV % DFFHSWDEOH
' LQWHOOHFW & WROHUDEOH
' FRPPRQ
BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

7KHGHVFULSWLRQRI0UV$OOHQLQOLQHV± SULPDULO\VHUYHV 0UV$OOHQ¶VUHVSRQVHLQOLQHV±³,GDQFH´
WR PDLQO\VHUYHVWR
$ LOOXVWUDWHKHUXQUXIIOHGSHUVRQDOLW\ $ VKRZKRZVKXQQHGWKH\DUHLQWKHPLGVWRIWKHEDOO
% KLJKOLJKWKHUVFUXSXORXVQHVV % KLJKOLJKWKHUDWWHPSWVWRH[SDQGKHUVRFLDOFLUFOH
& VKRZKHUH[SHQVLYHWDVWHV & HPSKDVL]HWKHJRDORIILQGLQJ&DWKHULQHDSDUWQHU
' HVWDEOLVKKHUVHQVHRIYDQLW\ ' GHPRQVWUDWHWKHLULQDELOLW\WRPLQJOHZLWKQHZ
DFTXDLQWDQFHV
第 171 页
/LWHUDWXUH SDVVDJH
7KHFRQYHUVDWLRQEHWZHHQ0U$OOHQDQGDQG&DWKHULQHLQ
OLQHV±³:HOO\DZQÚHYHDOVWKDW&DWKHULQHLV
$ RQO\EHLQJSROLWHWR0U$OOHQWRFRQFHDOKHUUHDOIHHOLQJV
% LQFUHGLEO\WLUHGDQGWKHUHIRUHQRWSD\LQJDWWHQWLRQWR0U
$OOHQ
& H[WUHPHO\ERUHGDQGGRHVQ¶WFDUHLI0U$OOHQQRWLFHVLW
' RIIHQGHGE\0U$OOHQ¶VTXHVWLRQDQGDQVZHUVVDUFDVWLFDOO\
第 172 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP.DWH&KRSLQ7KH$ZDNHQLQJ DWWLWXGHZDVRQHRIKRSHOHVVUHVLJQDWLRQDVKHORRNHGWRZDUG
RULJLQDOO\SXEOLVKHGLQ DGLVWDQWELUGZLQJLQJLWVIOLJKWDZD\IURPKLP
$QRWKHUSLHFHFDOOHGWRKHUPLQGDGDLQW\\RXQJZRPDQ
:RXOG\RXOLNHWRKHDU0DGHPRLVHOOH5HLV]SOD\"DVNHG FODGLQDQ(PSLUHJRZQWDNLQJPLQFLQJGDQFLQJVWHSVDVVKH
5REHUWFRPLQJRXWRQWKHSRUFKZKHUHVKHZDV2IFRXUVH 5 FDPHGRZQDORQJDYHQXHEHWZHHQWDOOKHGJHV$JDLQ
(GQDZRXOGOLNHWRKHDU0DGHPRLVHOOH5HLV]SOD\EXWVKH DQRWKHUUHPLQGHGKHURIFKLOGUHQDWSOD\DQGVWLOODQRWKHURI
Line IHDUHGLWZRXOGEHXVHOHVVWRHQWUHDWKHU QRWKLQJRQHDUWKEXWDGHPXUHODG\VWURNLQJDFDW
5 ,
OODVNKHUKHVDLG,
OOWHOOKHUWKDW\RXZDQWWRKHDU 7KHYHU\ILUVWFKRUGVZKLFK0DGHPRLVHOOH5HLV]VWUXFN
KHU6KHOLNHV\RX6KHZLOOFRPH+HWXUQHGDQGKXUULHG XSRQWKHSLDQRVHQWDNHHQWUHPRUGRZQ0UV3RQWHOOLHU
V
DZD\WRRQHRIWKHIDUFRWWDJHVZKHUH0DGHPRLVHOOH5HLV] VSLQDOFROXPQ,WZDVQRWWKHILUVWWLPHVKHKDGKHDUGDQDUWLVW
ZDVVKXIIOLQJDZD\6KHZDVGUDJJLQJDFKDLULQDQGRXWRI DWWKHSLDQR3HUKDSVLWZDVWKHILUVWWLPHVKHZDVUHDG\
KHUURRPDQGDWLQWHUYDOVREMHFWLQJWRWKHFU\LQJRIDEDE\ SHUKDSVWKHILUVWWLPHKHUEHLQJZDVWHPSHUHGWRWDNHDQ
10 ZKLFKDQXUVHLQWKHDGMRLQLQJFRWWDJHZDVHQGHDYRULQJWR LPSUHVVRIWKHDELGLQJWUXWK
SXWWRVOHHS6KHZDVDGLVDJUHHDEOHOLWWOHZRPDQQRORQJHU 6KHZDLWHGIRUWKHPDWHULDOSLFWXUHVZKLFKVKHWKRXJKW
\RXQJZKRKDGTXDUUHOHGZLWKDOPRVWHYHU\RQHRZLQJWRD ZRXOGJDWKHUDQGEOD]HEHIRUHKHULPDJLQDWLRQ6KHZDLWHGLQ
WHPSHUZKLFKZDVVHOIDVVHUWLYHDQGDGLVSRVLWLRQWRWUDPSOH YDLQ6KHVDZQRSLFWXUHVRIVROLWXGHRIKRSHRIORQJLQJRU
XSRQWKHULJKWVRIRWKHUV5REHUWSUHYDLOHGXSRQKHUZLWKRXW RIGHVSDLU%XWWKHYHU\SDVVLRQVWKHPVHOYHVZHUHDURXVHG
15 DQ\WRRJUHDWGLIILFXOW\ ZLWKLQKHUVRXOVZD\LQJLWODVKLQJLWDVWKHZDYHVGDLO\EHDW
6KHHQWHUHGWKHKDOOZLWKKLPGXULQJDOXOOLQWKHGDQFH XSRQKHUVSOHQGLGERG\6KHWUHPEOHGVKHZDVFKRNLQJDQG
6KHPDGHDQDZNZDUGLPSHULRXVOLWWOHERZDVVKHZHQWLQ WKHWHDUVEOLQGHGKHU
6KHZDVDKRPHO\ZRPDQZLWKDVPDOOZHD]HQHG IDFHDQG 0DGHPRLVHOOHKDGILQLVKHG6KHDURVHDQGERZLQJKHU
ERG\DQGH\HVWKDWJORZHG6KHKDGDEVROXWHO\QRWDVWHLQ VWLIIORIW\ERZVKHZHQWDZD\VWRSSLQJIRUQHLWKHUWKDQNV
20 GUHVVDQGZRUHDEDWFKRIUXVW\EODFNODFHZLWKDEXQFKRI QRUDSSODXVH$VVKHSDVVHGDORQJWKHJDOOHU\VKHSDWWHG
DUWLILFLDOYLROHWVSLQQHGWRWKHVLGHRIKHUKDLU (GQDXSRQWKHVKRXOGHU
$VN0UV3RQWHOOLHUZKDWVKHZRXOGOLNHWRKHDUPH :HOOKRZGLG\RXOLNHP\PXVLF"VKHDVNHG7KH
SOD\VKHUHTXHVWHGRI5REHUW6KHVDWSHUIHFWO\VWLOOEHIRUH \RXQJZRPDQZDVXQDEOHWRDQVZHUVKHSUHVVHGWKHKDQGRI
WKHSLDQRQRWWRXFKLQJWKHNH\VZKLOH5REHUWFDUULHGKHU WKHSLDQLVWFRQYXOVLYHO\ 0DGHPRLVHOOH5HLV]SHUFHLYHGKHU
25 PHVVDJHWR(GQDDWWKHZLQGRZ$JHQHUDODLURIVXUSULVHDQG DJLWDWLRQDQGHYHQKHUWHDUV6KHSDWWHGKHUDJDLQXSRQWKH
JHQXLQHVDWLVIDFWLRQIHOOXSRQHYHU\RQHDVWKH\VDZWKH VKRXOGHUDVVKHVDLG
SLDQLVWHQWHU7KHUHZDVDVHWWOLQJGRZQDQGDSUHYDLOLQJDLU 0 <RXDUHWKHRQO\RQHZRUWKSOD\LQJIRU7KRVHRWKHUV"
RIH[SHFWDQF\HYHU\ZKHUH (GQDZDVDWULIOHHPEDUUDVVHGDW %DKDQGVKHZHQWVKXIIOLQJDQGVLGOLQJRQGRZQWKHJDOOHU\
EHLQJWKXVVLJQDOHGRXWIRUWKHLPSHULRXVOLWWOHZRPDQ
V WRZDUGKHUURRP
30 IDYRU6KHZRXOGQRWGDUHWRFKRRVHDQGEHJJHGWKDW
0DGHPRLVHOOH5HLV]ZRXOGSOHDVHKHUVHOILQKHU VHOHFWLRQV
(GQDZDVZKDWVKHKHUVHOIFDOOHGYHU\IRQGRIPXVLF
0XVLFDOVWUDLQVZHOOUHQGHUHGKDGDZD\RIHYRNLQJSLFWXUHV
LQKHUPLQG6KHVRPHWLPHVOLNHGWRVLWLQWKHURRPRI
35 PRUQLQJVZKHQ0DGDPH5DWLJQROOHSOD\HGRUSUDFWLFHG 2QH
SLHFHZKLFKWKDWODG\SOD\HG(GQDKDGHQWLWOHG6ROLWXGH,W
ZDVDVKRUWSODLQWLYHPLQRUVWUDLQ 7KHQDPHRIWKHSLHFH
ZDVVRPHWKLQJHOVHEXWVKHFDOOHGLW6ROLWXGH:KHQVKH
KHDUGLWWKHUHFDPHEHIRUHKHULPDJLQDWLRQWKHILJXUHRID
40 PDQVWDQGLQJEHVLGHDGHVRODWHURFNRQWKHVHDVKRUH+LV
第 173 页
/LWHUDWXUH SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP ,WFDQEHUHDVRQDEO\LQIHUUHGWKDW(GQDUHIXVHVWRFKRRVH
$ DGHVFULSWLRQRIRQHZRPDQWRDGHWDLOHGFKDUDFWHUL]DWLRQ WKHPXVLFWKDW0DGHPRLVHOOH5HLV] ZLOOSOD\EHFDXVHVKH
RIDJURXSRISHRSOH $ IHHOVWKDWKHUPXVLFDOHGXFDWLRQLVLQVXIILFLHQWIRUWKH
% DGHSLFWLRQRIDSODFHWRDVWDWHPHQWRIRQHFKDUDFWHU¶V KRQRURIPDNLQJWKHVHOHFWLRQ
RSLQLRQVDERXWWKDWSODFH % LVXQFRPIRUWDEOHZLWKEHLQJWUHDWHGGLIIHUHQWO\WKDQWKH
& RSLQLRQVVKDUHGE\PDQ\OD\SHRSOHWRRSLQLRQVKHOGE\D RWKHUJXHVWV
JUHDWDUWLVW & GRHVQRWNQRZZKDWPXVLFWKHRWKHUJXHVWVZRXOG
' WKHVHWXSRIDVLWXDWLRQWRRQHFKDUDFWHU¶VUHDFWLRQWRWKDW SUHIHUWRKHDU
VLWXDWLRQ ' ZDQWVWRKHDU³6ROLWXGHÉXWGRHVQ¶WNQRZKRZWRDVN
IRULW
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB

,QSDUDJUDSKOLQHV±WKHZRUGV³VDWLVIDFWLRQ´DQG :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKH
³H[SHFWDQF\´VHUYHPDLQO\WR DQVZHUWRWKHSUHYLRXVTXHVWLRQ"
$ VKRZWKDWWKRVHLQDWWHQGDQFHKDYHIL[HGLGHDVDERXW $ OLQHV±³(GQDIDYRU´
0DGHPRLVHOOH5HLV]¶VSHUIRUPDQFH % OLQH³(GQDPXVLF´
% FKDUDFWHUL]H0DGHPRLVHOOH5HLV]¶VIHHOLQJVDERXWEHLQJ & OLQHV±³6KHSUDFWLFHG´
DVNHGWRSOD\IRUWKHJURXS ' OLQHV±³2QHVWUDLQ´
& LQGLFDWHWKDW(GQDKDVEHHQZDLWLQJIRU0DGHPRLVHOOH
5HLV]WRDFNQRZOHGJHKHUSUHVHQFH
' GHPRQVWUDWHWKDWWKHOLVWHQHUVDQWLFLSDWHWKDW0DGHPRLVHOOH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB
5HLV]ZLOOQRWEHDEOHWRSOD\WKHSLHFHVZHOO $VXVHGLQOLQH³UHQGHUHG´PRVWQHDUO\PHDQV
$ FRYHUHG
% PDGH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB & SURYLGHG
7KHSULPDU\SXUSRVHRISDUDJUDSKVDQGOLQHV±LVWR ' SHUIRUPHG
$ FKDUDFWHUL]H0DGHPRLVHOOH5HLV]DVVRPHRQHZKRGHOLJKWV
LQPDNLQJSHRSOHXQFRPIRUWDEOHVROHO\IRUKHURZQ
DPXVHPHQW BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
% HPSKDVL]HWKDW0DGDPH5HLV]KDVFKDQJHGDJUHDWGHDOLQ 7KHLPDJHU\LQSDUDJUDSKOLQHV±PDLQO\VHUYHVWR
WKHWLPH(GQDKDVNQRZQKHU $ VKRZWKDW(GQD¶VLPDJLQDWLRQLVQRWLQIOXHQFHGE\KHU
& GHVFULEH0DGHPRLVHOOH5HLV]¶VLQWHUDFWLRQZLWK5REHUW VXUURXQGLQJV
ZKLFKUHIOHFWVKHUJHQHUDOLQWHUHVWLQVRFLDOSOHDVDQWULHV % GHPRQVWUDWH(GQD¶VLQDELOLW\WRGLVWLQJXLVKUHDOLW\IURP
' HVWDEOLVK0DGHPRLVHOOH5HLV]¶VXQSOHDVDQWDWWLWXGHDQG IDQWDV\
DSSHDUDQFHZKLFKFRQWUDVWZLWKWKHEHDXWLIXOPXVLFVKH & FKDUDFWHUL]HWKHYLYLGVFHQHVPXVLFEULQJVWR(GQD¶V
PDNHV PLQG
' PDNHLWFOHDUWKDW(GQDORQJVWREHDORQHLQDQLVRODWHG
HQYLURQPHQW
第 174 页
/LWHUDWXUH SDVVDJH
8BBBBBBBBBBBBBBBBBBBBBBBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

B BBBBBB
7KH³GDLQW\\RXQJZRPDQFODGLQDQ(PSLUHJRZQ´
OLQHV±LVEHVWXQGHUVWRRGWREH WKHSUHYLRXVTXHVWLRQ"
$ DPHPEHURIWKHJURXS $ OLQHV±³,WZDVSLDQR´
% VRPHRQHDERXWZKRP0DGHPRLVHOOH5DWLJQROOHLV % OLQHV±³6KHLPDJLQDWLRQ´
VLQJLQJ & OLQHV±³$VVKHVKRXOGHU´
& DQLPDJLQDU\ZRPDQ ' OLQHV±³0DGHPRLVHOOHWHDUV´
' (GQDDVDFKLOG
BBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBB B 7KHSDVVDJHVXJJHVWVWKDW(GQDYLHZV0DGHPRLVHOOH
,WFDQEHUHDVRQDEO\LQIHUUHGWKDW0DGHPRLVHOOH5HLV]FRQVLGHUV
BB 5HLV]DV VRPHRQH ZKRLV
(GQDWREHZRUWKSOD\LQJIRUEHFDXVH
$ LQWLPLGDWLQJEXWSURIRXQG
$ RQO\(GQDKDVUHFHLYHGHQRXJKWUDLQLQJWRIXOO\DSSUHFLDWHWKH
% FROGDQGXQLQYLWLQJ
PXVLF
& PRWKHUO\DQGLQVSLULQJ
% (GQDIHHOVSDVVLRQDWHO\DQGGHHSO\DERXWWKHPXVLF
' PLVJXLGHGEXWLUUHVSRQVLEOH
& (GQDKDVQHYHUKDGWKHRSSRUWXQLW\WRKHDUKHUSOD\EHIRUH
' RQO\(GQDXQGHUVWDQGVKRZLWIHHOVWREHDPXVLFLDQ
第 175 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP/00RQWJRPHU\³7KH*RVVLS -XOLXVUHHOHGDOOWKLVRIIVR JOLEO\WKDW'DQILQDOO\EHOLHYHG

RI9DOOH\9LHZ´RULJLQDOO\SXEOLVKHGLQ WKHVWRU\GHVSLWHWKHIDFWWKDWWKHSHRSOHWKXVFRXSOHG
WRJHWKHULQSURVSHFWLYHPDWULPRQ\ZHUHWKHYHU\ODVWSHRSOH
,WZDVWKHILUVWRI$SULODQG-XOLXV%DUUHWWDJHGIRXUWHHQ LQ9DOOH\9LHZZKRFRXOGKDYHEHHQH[SHFWHGWRPDUU\HDFK
SHUFKHGRQKLVIDWKHU
VJDWHSRVWZDWFKHG UXHIXOO\ WKHORZ 5 RWKHU<RXQJ7KRPDVZDVDFRQILUPHGEDFKHORURIILIW\DQG
GHVFHQGLQJVXQDQGFRXQWHGWKDWGD\ORVW+HKDGQRW $GHOLD:LOOLDPVZDVIRUW\WKH\ZHUHQRWVXSSRVHGWREH
Line VXFFHHGHGLQIRROLQJDVLQJOHSHUVRQDOWKRXJKKHKDGWULHG HYHQZHOODFTXDLQWHGDVWKH(YHUHWWVDQGWKH:LOOLDPVHVKDG
5 UHSHDWHGO\2QHDQGDOOROGDQG\RXQJRIKLVLQWHQGHG QHYHUEHHQYHU\IULHQGO\DOWKRXJKQRRSHQIHXGH[LVWHG
YLFWLPVKDGEHHQWRRZDU\IRU-XOLXV+HQFH-XOLXVZDV EHWZHHQWKHP
GLVJXVWHGDQGUHDG\IRUDQ\WKLQJLQWKHZD\RIDVWUDWDJHPRU 1HYHUWKHOHVVLQYLHZRI-XOLXV
VFLUFXPVWDQWLDOVWDWHPHQWV
DVSRLO WKHDPD]LQJQHZVPXVWEHWUXHDQG'DQZDVLQVWDQWO\DJRJ
7KH%DUUHWWJDWHSRVWWRSSHGWKHKLJKHVWKLOOLQ9DOOH\ WRFDUU\LWIXUWKHU-XOLXVZDWFKHG'DQDQGWKHJUH\PDUHRXW
10 9LHZ-XOLXVFRXOGVHHWKHHQWLUHVHWWOHPHQWIURP<RXQJ RIVLJKWIDLUO\ZULWKLQJZLWKHFVWDV\ 2KEXW'DQKDGEHHQ
7KRPDV(YHUHWW
VIDUPDPLOHWRWKHZHVWWR$GHOLD HDV\ 7KHVWRU\ZRXOGEHDOORYHU9DOOH\9LHZLQWZHQW\
:LOOLDPV
VZHDWKHUJUH\OLWWOHKRXVHRQDPRRQULVHVORSHWR IRXUKRXUV-XOLXVODXJKHGXQWLOKHFDPHQHDUWRIDOOLQJRII
WKHHDVW+HZDVJD]LQJPRRGLO\GRZQWKHPXGG\URDGZKHQ WKHJDWHSRVW
'DQ&KHVWHUKRPHZDUGERXQGIURPWKHSRVWRIILFHFDPH $WWKLVSRLQW-XOLXVDQG'DQQ\GURSRXWRIRXUVWRU\DQG
15 ULGLQJVORSSLO\along on his grey mare and pulled up by the <RXQJ7KRPDVHQWHUV
Barrett gate to hand a paper to Julius. Dan was a young man ,WZDVWZRGD\VODWHUZKHQ<RXQJ7KRPDVKHDUGWKDWKH
who took life and himself very seriously. He seldom smiled, ZDVWREHPDUULHGWR$GHOLD:LOOLDPVLQ-XQH(EHQ&ODUN
never joked, and had a Washingtonian reputation for WKHEODFNVPLWKWROGKLPZKHQKHZHQWWRWKHIRUJHWRJHWKLV
veracity. Dan had never told a conscious falsehood in his life; KRUVHVKRG<RXQJ7KRPDVODXJKHGKLVELJMROO\ODXJK
20 he never even exaggerated. 9DOOH\9LHZJRVVLSKDGEHHQPDUU\LQJKLPRIIIRUWKHODVW
-XOLXVEHKROGLQJ'DQ
VVROHPQIDFHZDVVHL]HGZLWKD WKLUW\\HDUVDOWKRXJKQHYHUEHIRUHWR$GHOLD:LOOLDPV
SHUIHFWO\LUUHVLVWLEOHGHVLUHWRIRROKLP $WWKHVDPH ,W
VQHZVWRPHKHVDLG WROHUDQWO\
PRPHQWKLVH\HFDXJKWWKHGD]]OLQJUHIOHFWLRQRIWKHVHWWLQJ (EHQJULQQHGEURDGO\$K\RXFDQ
WEOXIILWRIIOLNHWKDW
VXQRQWKHZLQGRZVRI$GHOLD:LOOLDPV
VKRXVHDQGKHKDG 7RPKHVDLG7KHQHZVFDPHWRRVWUDLJKWWKLVWLPH:HOO,
25 DQLQVSLUDWLRQOLWWOHVKRUWRIGLDEROLFDO+DYH\RXKHDUGWKH ZDVJODGWRKHDULWDOWKRXJK,ZDVPLJKW\VXUSULVHG,QHYHU
QHZV'DQ"KHDVNHG WKRXJKWRI\RXDQG$GHOLD%XWVKH
VDILQHOLWWOHZRPDQDQG
1RZKDWLVLW"DVNHG'DQ 0 ZLOOPDNH\RXDFDSLWDOZLIH
,GXQQR
V,RXJKWWRWHOOLWVDLG-XOLXVUHIOHFWLYHO\,W
V <RXQJ7KRPDVJUXQWHGDQGGURYHDZD\+HKDGDJRRG
NLQGRIDIDPLO\DIIDLUEXWWKHQ$GHOLDGLGQ
WVD\QRWWRDQG GHDORIEXVLQHVVWRGRWKDWGD\LQYROYLQJFDOOVDWYDULRXV
30 DQ\ZD\LW
OOEHDOORYHUWKHSODFHVRRQ6R,
OOWHOO\RX'DQLI SODFHV²WKHVWRUHIRUPRODVVHVWKHPLOOIRUIORXU-LP
\RX
OOSURPLVHQHYHUWRWHOOZKRWROG\RX$GHOLD:LOOLDPV %HQWOH\
VIRUVHHGJUDLQWKHGRFWRU
VIRUWRRWKDFKHGURSVIRU
DQG<RXQJ 7KRPDV(YHUHWWDUHJRLQJWREHPDUULHG KLVKRXVHNHHSHUWKHSRVWRIILFHIRUPDLO²DQGDWHDFKDQG
-XOLXVGHOLYHUHGKLPVHOIRIWKLVWUHPHQGRXVOLHZLWKD HYHU\SODFHKHZDVMRNHGDERXWKLVDSSURDFKLQJPDUULDJH,Q
WUDQVSDUHQWO\HDUQHVWFRXQWHQDQFH <HW'DQFUHGXORXVDVKH WKHHQGLWUDWKHUDQQR\HG<RXQJ7KRPDV+HGURYHKRPHDW
35 ZDVFRXOGQRWEHOLHYHLWDOODWRQFH ODVWLQZKDWZDVIRUKLPVRPHWKLQJRIDWHPSHU+RZRQ
*LWRXWKHVDLG HDUWKKDGWKDWIRROVWRU\VWDUWHG":LWKVXFKGHWDLOHG
,W
VWUXH
SRQP\ZRUGSURWHVWHG-XOLXV$GHOLDZDVXS 80 FLUFXPVWDQWLDOLW\RIUXJVDQGTXLOWVWRR"$GHOLD:LOOLDPV
ODVWQLJKWDQGWROG0DDOODERXWLW0D
VKHUFRXVLQ\RX PXVWEHJRLQJWRPDUU\VRPHERG\DQGWKH9DOOH\9LHZ
NQRZ7KHZHGGLQJLVWREHLQ-XQHDQG$GHOLDDVNHG0DWR JRVVLSVXQDEOHWRORFDWHWKHPDQKDGJXHVVHG<RXQJ
40 KHOSKHUJHWKHUTXLOWVDQGWKLQJVUHDG\ 7KRPDV
第 176 页
/LWHUDWXUH SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 5
2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP The conversation between Julius and Dan serves mainly
$ DFKDUDFWHU¶VDWWHPSWDWDSUDFWLFDOMRNHWRWKHHIIHFWIHOW to
E\DQRWKHUFKDUDFWHU
$ VKRZKRZERUHG-XOLXVLVZLWKWKHLQKDELWDQWVRI
% DGHSLFWLRQRIDVPDOOWRZQWRWKHUHODWLRQVKLSVDPRQJ
9DOOH\9LHZ
WKHFKDUDFWHUVLQWKHWRZQ
% SURYLGHDFRQWH[WIRUWKHUHODWLRQVKLSVLQWKH
& DFKDUDFWHU¶VKXPRURXVEHKDYLRUWRWKHHYROXWLRQRID
FRPPXQLW\
VWRU\SDVVHGDURXQGWKHWRZQ
' DGHVFULSWLRQRIDIULHQGVKLSWRDGLVFXVVLRQRIDSUDQN & GHPRQVWUDWH'DQ¶VJXOOLELOLW\ZKHQLWFRPHVWRUXPRUV
SHUSHWXDWHGE\WKHWRZQ ' HVWDEOLVKZK\-XOLXV¶VWRU\ZDVVRZLGHO\DFFHSWHG
:KLFKVWDWHPHQWEHVWFKDUDFWHUL]HVWKHUHODWLRQVKLS BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB
EHWZHHQ-XOLXVDQG'DQ" :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
$ 'DQLVWUXVWLQJRI-XOLXVDQGGRHVQRWTXHVWLRQKLV WKHSUHYLRXVTXHVWLRQ"
VWRU\DERXW7KRPDV $ OLQHV±³+HUHSHDWHGO\´
% 'DQLVVNHSWLFDOE\QDWXUHEXWWUXVWV-XOLXVWRDOZD\V % OLQHV±³-XOLXVFRXQWHQDQFH´
WHOOKLPWKHWUXWK & OLQHV±³<RXQJ7KRPDVWKHP´
' OLQHV±³1HYHUWKHOHVVIXUWKHU´
$
%BOhTEJTQPTJUJPONBLFTIJNBOBUUSBDUJWFUBSHFUGPS
+VMJVThQMBO
%
%BOTBUUJUVEFUPXBSET+VMJVTJMMVTUSBUFTBOJNCBMBODFE BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
GSJFOETIJQ
,QWKHSDVVDJH'DQLVFKDUDFWHUL]HGDVVRPHRQHZKRLV
$ KRQHVW
% IRROLVK
& VWXEERUQ
' GLVWUXVWIXO
$VXVHGLQOLQHWKHSKUDVH³UXHIXOO\´PRVWQHDUO\PHDQV
$ PRXUQIXOO\
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
% DSRORJHWLFDOO\
& UHSHQWDQWO\
' DQJULO\
$ OLQHV±³'DQH[DJJHUDWHG´
% OLQHV±³-XOLXVKLP´
& OLQHV±³<HWRQFH´
' OLQHV±³2KHDV\´
$VXVHGLQOLQH³YHUDFLW\´PRVWQHDUO\PHDQV
$ FDQGRU
% WUXWKIXOQHVV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB
& YHULVLPLOLWXGH OLQHV±³$WHQWHUV´VHUYHVPDLQO\WR
' LPSDUWLDOLW\ $ LQWURGXFHDQHZFKDUDFWHUDQGVHWWLQJWRWKHVWRU\
% VKRZWKHUHVXOWLQJLPSDFWRIWKHUXPRU-XOLXVVWDUWHG
& DGGDVXUSULVLQJWZLVWWRWKHVWRU\
' FUHDWHDVHQVHRIVXVSHQVHIRUWKHRXWFRPHRIWKHSUDQN
第 177 页
/LWHUDWXUH SDVVDJH
(EHQ¶VFRPPHQWVLQOLQHV±³$KZLIH´ ,WFDQEHLQIHUUHGWKDW7RPLVLQVRPHWKLQJRIDWHPSHU
SULPDULO\LQGLFDWHWKDWKH EHFDXVHKH
$ IHHOVH[DVSHUDWHGE\-XOLXV¶WHQGHQF\WRJRVVLS
$ GLVDJUHHVVWURQJO\ZLWK7KRPDV
% EHOLHYHV$GHOLDGRHVQ¶WZDQWWRPDUU\KLP
% ILQGVWKHUXPRUWREHIXQQ\ & LVDJLWDWHGWKDWKHLVWKHVXEMHFWRIDUXPRU
&) EHOLHYHVWKDW7KRPDVLVO\LQJ ' KDVWRRPDQ\HUUDQGVWRUXQLQ9DOOH\9LHZ
' IHHOVXQVXUSULVHGE\WKHPDWFK
第 178 页
/LWHUDWXUH SDVVDJH4
This passage is excerpted from Louisa May Alcott, Rose in Bloom, 40 "Bless her dear heart, she's bonnier than ever! Looks
originally published in 1876. like a Madonna doesn't she? with that blue cloak round
her, and her bright hair flying in the wind!" said Charlie
Three young men stood together on a wharf one bright excitedly as they watched the group upon the deck with
October day awaiting the arrival of an ocean steamer with eager eyes.
an impatience which found a vent in lively skirmishes with 5 "Madonnas don't wear hats like that. Rose hasn't
Line a small lad, who pervaded the premises like a will-o'-the- changed much, but Phebe has. Why, she's a regular
5 wisp and afforded much amusement to the other groups beauty!" answered Archie, staring with all his might at
assembled there.
the dark-eyed young woman with the brilliant color and
"They are the Campbells, waiting for their cousin, who has
glossy black braids shining in the sun.
been abroad several years with her uncle, the doctor,"
"Dear old Uncle! Doesn't it seem good to have him
whispered one lady to another as the handsomest of the
back?" was all Mac said, but he was not looking at "dear
10 young men touched his hat to her as he passed, lugging the
old uncle" as he made the fervent remark, for he saw
boy, whom he had just rescued from a little expedition down
only the slender blond girl nearby and stretched out his
among the piles.
hands to meet hers, forgetful of the green water tumbling
"Which is that?" asked the stranger. between them.
"Prince Charlie, as he's called a fine fellow, the most
During the confusion that reigned for a moment as the
promising of the seven, but a little fast, people say,"
15 steamer settled to her moorings, Rose looked down into
answered the first speaker with a shake of the head. "Are the
the four faces upturned to hers and seemed to read in
others his brothers?"
them something that both pleased and pained her. It was
"No, cousins. The elder is Archie, a most exemplary
only a glance, and her own eyes were full, but through
young man. He has just gone into business with the
the mist of happy tears she received the impression that
20 merchant uncle and bids fair to be an honor to his family.
Archie was about the same, that Mac had decidedly
The other, with the eyeglasses and no gloves, is Mac, the
improved, and that something was amiss with Charlie.
odd one, just out of college."
There was no time for observation, however, for in a
"And the boy?" moment the shoreward rush began, and before she could
"Oh, he is Jamie, the youngest brother of Archibald, and
grasp her traveling bag, Jamie was clinging to her like an
25 the pet of the whole family. Mercy on us he'll be in if they
ecstatic young bear. She was with difficulty released
don't hold on to him!"
from his embrace to fall into the gentler ones of the elder
The ladies' chat came to a sudden end just there, for by the
cousins, who took advantage of the general excitement to
time Jamie had been fished out of a hogshead, the steamer 0 welcome both blooming girls with affectionate
hove in sight and everything else was forgotten. As it swung
impartiality. Then the wanderers were borne ashore in a
30 slowly around to enter the dock, a boyish voice shouted,
triumphal procession, while Jamie danced rapturous jigs
"There she is! I see her and Uncle and Phebe! Hooray for
before them even on the gangway.
Cousin Rose!" And three small cheers were given with a
Archie remained to help his uncle get the luggage
will by Jamie as he stood on a post waving his arms like a through the Custom House, and the others escorted the
windmill while his brother held onto the tail of his jacket.
damsels home. No sooner were they shut up in a
35 Yes, there they were, Uncle Alec swinging his hat like a
carriage, however, than a new and curious constraint
boy, with Phebe smiling and nodding on one side and Rose
seemed to fall upon the young people, for they realized,
kissing both hands delightedly on the other as she
all at once, that their former playmates were men and
recognized familiar faces and heard familiar voices 80 women now.
welcoming her home.
第 179 页
/LWHUDWXUH SDVVDJH4
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 5
B Which choice best summarizes the passage? The conversation between the lady and the stranger in lines
$ The passage provides an explanation of relationships 7–26 (“They . . . him”) serves primarily to
within a family $ VKRZKRZthe town locals tend to gossip about the
% The passage presents a revelation about children family
growing older. % establish the relationships among the reuniting family
& The passage captures a conversation regarding & introduce the traits of the family members who are
reuniting cousins. waiting
' The passage describes an anecdote about traveling by ' demonstrate the lady's lack of knowledge about the
ship. family

Over the course of the passage, the attitude of the cousins :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
shifts from WR WKHSUHYLRXVTXHVWLRQ"
$ preoccupation to constraint. $ OLQHV7±8³Theydoctor´
% apprehension to embarrassment. % OLQHV14±15³Princesay´
$
anticipation to reticence. & OLQHV18±20³Thefamily´
%
contemplation to diffidence. ' OLQHV24±26³Ohhim´

Which statement best characterizes the relationship among Archie’s comments in lines 45–47 (“Madonnas . . .
the reunited cousins? beauty”) primarily indicate that he
$ They are excite to get back to their ordinary lives and $ disagrees strongly with Charlie.
friendships. % finds Phebe to be beautiful
% They have changed too dramatically to find anything in & thinks Rose looks like a Madonna
common. 'feels distracted by Rose and Phebe
& The younger cousins help put the older cousins at ease.
' Their growing up has put limitations on their
relationships. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
The description (lines 51–55) that follows Mac's comment
in lines 50-51("Dear . . . back") reveals that Mac is
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB $ not actually paying attention to his uncle.
As used in line 3, “vent” most nearly means % unaware of the possibility of falling in the ocean.
$ opening & more excited to see his uncle than he is to see Rose.
% outlet ' distracted by all the excitement in the crowd.
& crack
' passage
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB
It can be inferred that Rose is "both pleased and pained"
when she views her cousins from the ship because she
$ feels exhausted and confused after a long journey by
sea
% believes her cousins don’t recognize her anymore
& senses that her relationship with her cousins has
changed.
'concludes that her cousins’ lives have gotten better
第 180 页 without her.
/LWHUDWXUH SDVVDJH4
Which choice provides the best evidence for the answer As used in lines 70-71, the phrase “affectionate
to the previous question? impartiality” most nearly means
$ lines 59-63 ("It ... Charlie") $ restraint.
% lines 67-71 ("She ... impartiality") % aloofness.
&) lines 64-67 ("There ... bear") & tenderness.
' lines 76-80 ("No ... now") ' enthusiasm.
第 181 页
/LWHUDWXUH SDVVDJH5
This passage is excerpted from Jules Verne, Around the World in 40 "Passepartout suits me," responded Mr. Fogg. "You are
Eighty Days. Originally published in 1873. well recommended to me; I hear a good report of you. You
know my conditions?"
The mansion in Saville Row, though not sumptuous, was "Yes, monsieur."
exceedingly comfortable. The habits of its occupant were such "Good! What time is it?"
as to demand but little from the sole domestic, but Phileas 5 "Twenty-two minutes after eleven," returned Passepartout,
Line Fogg required him to be almost superhumanly prompt and drawing an enormous silver watch from the depths of his
5 regular. On this very 2nd of October he had dismissed James pocket.
Forster, because that luckless youth had brought him shaving- "You are too slow," said Mr. Fogg.
water at eighty-four degrees Fahrenheit instead of eighty-six; "Pardon me, monsieur, it is impossible—"
and he was awaiting his successor, who was due at the house "You are four minutes too slow. No matter; it's enough to
between eleven and half-past. mention the error. Now from this moment, twenty-nine
10 Phileas Fogg was seated squarely in his armchair, his feet minutes after eleven, a.m., this Wednesday, 2nd October, you
close together like those of a grenadier on parade, his hands are in my service."
resting on his knees, his body straight, his head erect; he was Phileas Fogg got up, took his hat in his left hand, put it on
steadily watching a complicated clock which indicated the his head with an automatic motion, and went off without a
hours, the minutes, the seconds, the days, the months, and the word.
15 years. At exactly half-past eleven Mr. Fogg would, according Passepartout heard the street door shut once; it was his new
to his daily habit, quit Saville Row, and repair to the Reform.1 master going out. He heard it shut again; it was his
A rap at this moment sounded on the door of the cosy predecessor, James Forster, departing in his turn. Passepartout
apartment where Phileas Fogg was seated, and James Forster, remained alone in the house in Saville Row.
the dismissed servant, appeared.
20 "The new servant," said he.
1A
A young man of thirty advanced and bowed. private members’ club in London
2A
"You are a Frenchman, I believe," asked Phileas Fogg, "and French acrobat
3A French tightrope walker and acrobat
your name is John?"
"Jean, if monsieur pleases," replied the newcomer, "Jean
25 Passepartout, a surname which has clung to me because I
have a natural aptness for going out of one business into
another. I believe I'm honest, monsieur, but, to be outspoken,
I've had several trades. I've been an itinerant singer, a circus-
rider, when I used to vault like Leotard,2 and dance on a rope
30 like Blondin.3 Then I got to be a professor of gymnastics, so
as to make better use of my talents; and then I was a sergeant
fireman at Paris, and assisted at many a big fire. But I quitted
France five years ago, and, wishing to taste the sweets of
domestic life, took service as a valet here in England. Finding
35 myself out of place, and hearing that Monsieur Phileas Fogg
was the most exact and settled gentleman in the United
Kingdom, I have come to monsieur in the hope of living with
him a tranquil life, and forgetting even the name of
Passepartout."
第 182 页
/LWHUDWXUH SDVVDJH5
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 5BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP In the seventh paragraph (lines 33–39), the words
$ a description of one character to an illustration of that “sweets,” “settled,” and “tranquil” primarily serve to
character’s interactions with another character. $ characterize Passepartout’s past.
% a characterization of the upper classes to an exposure of % reveal Passepartout’s harsh and manipulative side.
problems with the social order. & describe Passepartout’s approach to all of his career
& a depiction of a particular place and time to a prediction choices.
about one man’s future. ' describe Passepartout’s ideal work environment.
' opinions held by an employer to the views asserted by a
potential employee.
6BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB B
Mr. Fogg's "conditions" (line 42) can reasonably be
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB inferred to include
The narrator describes the circumstances under which James $ the exacting and precise standards he expects of his
Forster was fired most likely in order to employees.
$ emphasize the standards that Phileas Fogg demands from % his employee’s willingness to take on a variety of
his employees. different jobs.
% demonstrate the unfairness of Phileas Fogg’s methods. & excellent references from former employers.
& represent social conditions that Phileas Fogg perpetuates. ' a name that he finds suitable.
' show Phileas Fogg’s random acts of cruelty.
7BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB B
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB Which choice provides the best evidence for the answer
In paragraph two (lines 10–16), the narrator characterizes to the previous question?
Mr. Fogg as someone who $ OLQHV3±³PhileaVregular´
$ lacks friends and unwillingly spends most of his time in % OLQHV2±27³,anRther´
solitude. & OLQHV40³PDsVepartoutme´
% has become jaded and predictable after time spent in the ' OLQHV4±4³You areyou´
military.
& has high standards for both comportment and punctuality.
' becomes bored easily because of his lack of interests. 8BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
According to the passage, when Mr. Fogg states that
Passepartout is "too slow", he is referring to his belief
4BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB that
As used in line 21, “advanced” most nearly means $ Passepartout is not answering his question quickly
$ promoted. enough.
% approached. % Passepartout is not mentally capable of taking the
& loaned. position.
' supported. & Passepartout’s watch is too slow.
') Passepartout seems tired and sluggish.
第 183 页
/LWHUDWXUH SDVVDJH5
9BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

At the end of the passage, the discussion about the time In the final two paragraphs (lines 54–60), the
suggests that Mr. Fogg’s attitude towards his new description of Mr. Fogg’s departure mainly serves to
employee will be $ show that Passepartout already has full control over
$ strict and harshly unforgiving. Fogg’s household.
% exacting but initially lenient. % demonstrate Fogg’s rudeness towards anyone of a
& pleasant and constantly relaxed. lower class.
' annoyed but frequently fatherly. & highlight the plight of the previous servant.
D) emphasize the abrupt decision Fogg has made to hire
Passepartout.
10BBBBBBBBBBBBBBBBBBBBBBBBBB BB
$ lines 48 ("You ... Fogg")
% lines 49 ("Pardon ... impossible")
& lines 50 ("You ... slow")
' lines 50-51 ("No ... error")
第 184 页
/LWHUDWXUH SDVVDJH6
This passage is adapted from Linda Niehoff, “Like Magic 45 “Don’t know,” Tamara said. “It’s always been here.
Waiting.” ©2015 by Linda Niehoff. Even my mom remembers it from when she was a girl.”
“She never rode it?”
We walked through the field a long time, pushing tall grass Tamara shook her head.
out of the way, before we saw anything. I’d pluck ticks out of Somebody had carved each eye, each tooth, each wild,
my hair later and scratch red bumps. I hoped it was worth it. 50 blowing curl and set it out in a farmer’s field. Others had
Line “How much longer?” I asked. I wondered now if it was just stood in line, clutching sweaty coins, just to ride around in
5 a story Tamara told in her bedroom with the window propped circles to the sound of a calliope. Until it wasn’t enough
open and flies buzzing everywhere. There were always flies anymore. Or maybe there was just too much to keep it
and the sour smell of hog drifting in on dusty Saturday standing. Too much sky pressing down, and now it was just
afternoons. 5 wooden bones.
We’d already flipped through shiny magazines and smelled I wished I could have seen him twirling madly, head
10 their thick scent. We’d smeared watermelon polish on our lifted high and proud, but there was still a fierceness in his
nails for a moment that’d probably never come. Then we gaze that not even a prison of weeds could hold. Even
rolled the magazines up and slapped at the never-ending flies. though the earth was slowly swallowing him, it was like he
Coming out here was the only thing left to do. 60 wouldn’t stop fighting.
“Sometimes it takes a second to find,” Tamara said as she I looked up at Tamara, but I could see that she didn’t
15 stopped and scanned the field, and I said nothing because I care, not really.
still wanted to believe her. “It’s just a pile of wood,” she said when she saw how I
I turned back around. From here the sagging trailer was the looked at her.
size of a thumbprint. It was hard to believe we’d been 5 But I wanted to tell her to shut up. This was haunted
crammed inside—it seemed too small to hold us. You could ground. A whole other world had moved and swallowed and
20 block it out with a finger and make it disappear. ached unseen under this one with cries and laughter and
The late summer sun sank low in the far row of trees and screams. For a moment, I could almost hear it on the hot
looked like moving globs of light. If I squinted my eyes and breath of wind that brushed my cheek. I strained to listen
let them go all blurry, it glittered just like magic waiting. Or 70 before the cicada song rose up and sang it away.
how I pictured magic might look if I could ever find it. Tamara shrugged and chewed on a nail. She was already
25 “Should we go back?” I asked, right as she pointed. peeling off the watermelon polish.
“There it is.”
At first I couldn’t make it out. Weeds and golden grass had
pierced the wood and pushed through, making it hard to tell
what it had been. I was just about to ask her where when I saw
30 the face.
Its teeth were bared in an eternal grin. A tiger. Or a lion,
maybe. A few feet away lay a camel. And I thought I saw a
giraffe, but it was hard to tell. The framework was gone.
Probably cut up and sold for firewood a long time ago.
35 “I told you,” she said, but I didn’t look at her.
I bent down and touched its head, the lion or tiger, and
traced my newly painted nail along a red wooden vein. It was
a long-ago ribbon or maybe even a rose, now bled of color
except for one faint crimson line that clung to its splinters and
40 wouldn’t let go. The wood let out a rotting sigh, and the smell
of damp and soil rose up like something whispered.
It looked old. And not just because of the rotting wood. It
looked old-fashioned.
“Where’d it come from?” I asked.
第 185 页
Literature SDVVDJH6
1 __________________________________________ 5 _________________________________________
A main purpose of the passage is to develop a narrative When the narrator observes that part of the lion or tiger
that is "bled of color" in line 38, she most nearly means that
A) entertains the reader by presenting a series of light- the color has
hearted, humorous anecdotes. A) spread over that area.
B) engages the reader by withholding information to
B) harmed the wood in that area.
create interest and anticipation.
C) faded from that area.
C) involves the reader in an intricate mystery that the
characters are unable to resolve. D) been deliberately removed from that area.
D) inspires compassion in the reader by portraying a
tragic event in the narrator’s life.
6
In context, the phrase “Until it wasn’t enough anymore”
in lines 52–53 most likely refers to which event?
2
Over the course of the passage, the main focus shifts A) The wooden animals no longer resembled real
from a creatures.
B) People lost interest in riding on the wooden animals.
A) recollection of the beginning of a friendship to a
C) The artist stopped creating new wooden figures.
portrayal of the current state of that friendship.
D) People decided to take apart the frame for firewood.
B) narration of an individual’s thoughts to a description
of a setting.
C) depiction of a search to a reflection on the object of
that search.
D) discussion of a plan to an account of that plan’s failed 7 __________________________________________
execution. In the passage, the narrator characterizes the lion or
tiger as appearing
A) resolute.
B) pretentious.
3 __________________________________________ C) foolish.
It can reasonably be inferred that the time the narrator
D) resigned.
spends with Tamara on Saturdays generally
A) is largely focused on completing chores.

B) involves a great deal of routine.
C) prevents her from being outside. 8 ____________________________________
D) consists of her listening to Tamara tell stories. The narrator’s reaction to the ruins suggests that she is
someone who
A) engages her imagination when encountering new

situations.
4 __________________________________________ B) finds herself drawn to dangerous environments.
Paragraph 6 (lines 21-24)primarily serves to provide a
C) feels reluctant to let others see her emotional
sense of the narrator’s
responses to events.
A) longing for the extraordinary. D) exercises caution in expressing her observations.
B) respect and appreciation for the natural world.
C) curiosity about her physical surroundings.
D) alienation from those around her.
第 186 页
Literature SDVVDJH6
9 11
A) lines 31–33 (“Its ... tell”) A) lines 14–16 (“Sometimes ... her”)
B) lines 42–43 (“It ... old-fashioned”) B) lines 25–26 (“Should ... is”)
C) lines 49–50 (“Somebody ... field”) C) lines 44–46 (“Where'd ... girl”)
D) lines 66–69 (“A whole ... cheek”) D) lines 63–66 (“It's ... ground”)
10
The interactions between the narrator and Tamara
suggest which main difference in their personalities?
A) Tamara values learning about the past while the

narrator is only interested in her present situation.
B) Tamara prefers to spend time indoors while the
narrator prefers to spend time outside.
C) Tamara is eager to take risks while the narrator
prefers activities that are safe.
D) Tamara is indifferent to her surroundings while
the narrator views her surroundings with awe.
第 187 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVDGDSWHGIURP0DUN7ZDLQ5RXJKLQJ,W OLWWOHWKRXJKWWKDW,ZRXOGQRWVHHWKHHQGRIWKDWWKUHHPRQWK
2ULJLQDOO\SXEOLVKHGLQ SOHDVXUHH[FXUVLRQIRUVL[RUVHYHQXQFRPPRQO\ORQJ\HDUV
,GUHDPHGDOOQLJKWDERXW,QGLDQVGHVHUWVDQGVLOYHUEDUV
0\EURWKHUKDGMXVWEHHQDSSRLQWHG6HFUHWDU\RI1HYDGD 5 DQGLQGXHWLPHQH[WGD\ZHWRRNVKLSSLQJDWWKH6W/RXLV
7HUULWRU\²DQRIILFHRIVXFKPDMHVW\WKDWLWFRQFHQWUDWHGLQ ZKDUIRQERDUGDVWHDPERDWERXQGXSWKH0LVVRXUL5LYHU
LWVHOIWKHGXWLHVDQGGLJQLWLHVRI7UHDVXUHU&RPSWUROOHU :HZHUHVL[GD\VJRLQJIURP6W/RXLVWR6W-R²DWULS
Line 6HFUHWDU\RI6WDWHDQG$FWLQJ*RYHUQRULQWKH*RYHUQRU
V WKDWZDVVRGXOODQGVOHHS\DQGHYHQWOHVVWKDWLWKDVOHIWQR
5 DEVHQFH$VDODU\RIHLJKWHHQKXQGUHGGROODUVD\HDUDQGWKH PRUHLPSUHVVLRQRQP\PHPRU\WKDQLILWVGXUDWLRQKDGEHHQ
WLWOHRI0U6HFUHWDU\JDYHWRWKHJUHDWSRVLWLRQDQDLURI VL[PLQXWHVLQVWHDGRIWKDWPDQ\GD\V1RUHFRUGLVOHIWLQP\
ZLOGDQGLPSRVLQJJUDQGHXU,ZDV\RXQJDQGLJQRUDQWDQG, PLQGQRZFRQFHUQLQJLWEXWDFRQIXVHGMXPEOHRIVDYDJH
HQYLHGP\EURWKHU,FRYHWHGKLVGLVWLQFWLRQDQGKLVILQDQFLDO ORRNLQJVQDJVZKLFKRXUERDWGHOLEHUDWHO\ZDONHGRYHUZLWK
VSOHQGRUEXWSDUWLFXODUO\DQGHVSHFLDOO\WKHORQJVWUDQJH RQHZKHHO RUWKHRWKHUDQGRIUHHIVZKLFKZHEXWWHGDQG
10 MRXUQH\KHZDVJRLQJWRPDNHDQGWKHFXULRXVQHZZRUOGKH EXWWHGDQGWKHQUHWLUHGIURPDQGFOLPEHGRYHULQVRPHVRIWHU
ZDVJRLQJWRH[SORUH+HZDVJRLQJWRWUDYHO,QHYHUKDG SODFHDQGRIVDQGEDUVZKLFKZHURRVWHGRQRFFDVLRQDOO\
EHHQDZD\IURPKRPHDQGWKDWZRUGWUDYHOKDGDVHGXFWLYH DQGUHVWHGDQGWKHQJRWRXWRXUFUXWFKHVDQGVSDUUHGRYHU
FKDUPIRUPH3UHWW\VRRQKHZRXOGEHKXQGUHGVDQG ,QIDFWWKHERDWPLJKWDOPRVWDVZHOOKDYHJRQHWR6W-R
KXQGUHGVRIPLOHVDZD\RQWKHJUHDWSODLQVDQGGHVHUWVDQG E\ODQGIRUVKHZDVZDONLQJPRVWRIWKHWLPHDQ\KRZ²
15 DPRQJWKHPRXQWDLQVRIWKH)DU:HVWDQGZRXOGVHH FOLPELQJRYHUUHHIVDQGFODPEHULQJRYHUVQDJVSDWLHQWO\DQG
EXIIDORHVDQG,QGLDQVDQGSUDLULHGRJVDQGDQWHORSHVDQG ODERULRXVO\DOOGD\ORQJ7KHFDSWDLQVDLGVKHZDVDEXOO\
KDYHDOONLQGVRIDGYHQWXUHVDQGKDYHHYHUVXFKDILQHWLPH ERDWDQGDOOVKHZDQWHGZDVPRUHVKHDUDQGDELJJHU
DQGZULWHKRPHDQGWHOOXVDOODERXWLWDQGEHDKHUR$QGKH ZKHHO,WKRXJKWVKHZDQWHGDSDLURIVWLOWVEXW,KDGWKHGHHS
ZRXOGVHHWKHJROGPLQHVDQGWKHVLOYHUPLQHVDQGPD\EHJR VDJDFLW\QRWWRVD\VR
20 DERXWRIDQDIWHUQRRQZKHQKLVZRUNZDVGRQHDQGSLFNXS

WZRRUWKUHHSDLOIXOVRIVKLQLQJVOXJVDQGQXJJHWVRIJROG 7KHQDUUDWRULVRQDSDGGOHVWHDPHUDERDWWKDWXVHV
DQGVLOYHURQWKHKLOOVLGH$QGE\DQGE\KHZRXOGEHFRPH VWHDPSRZHUWRWXUQDODUJHZKHHOLQWKHUHDURIWKHERDW
YHU\ULFKDQGUHWXUQKRPHE\VHDDQGEHDEOHWRWDONDV
FDOPO\DERXW6DQ)UDQFLVFRDQGWKHRFHDQDQGWKHLVWKPXV
25 DVLILWZDVQRWKLQJRIDQ\FRQVHTXHQFHWRKDYHVHHQWKRVH
PDUYHOVIDFHWRIDFH
:KDW,VXIIHUHGLQFRQWHPSODWLQJKLVKDSSLQHVVSHQ
FDQQRWGHVFULEH$QGVRZKHQKHRIIHUHGPHLQFROGEORRG
WKHVXEOLPHSRVLWLRQRISULYDWHVHFUHWDU\XQGHUKLPLW
30 DSSHDUHGWRPHWKDWWKHKHDYHQVDQGWKHHDUWKSDVVHGDZD\
DQGWKHILUPDPHQWZDVUROOHGWRJHWKHUDVDVFUROO,KDG
QRWKLQJPRUHWRGHVLUH0\FRQWHQWPHQWZDVFRPSOHWH
$WWKHHQGRIDQKRXURUWZR,ZDVUHDG\IRUWKHMRXUQH\
1RWPXFKSDFNLQJXSZDVQHFHVVDU\EHFDXVHZHZHUHJRLQJ
35 LQWKHRYHUODQGVWDJHIURPWKH0LVVRXULIURQWLHUWR1HYDGD
DQGSDVVHQJHUVZHUHRQO\DOORZHGDVPDOOTXDQWLW\RI
EDJJDJHDSLHFH7KHUHZDVQR3DFLILFUDLOURDGLQWKRVHILQH
WLPHVRIWHQRUWZHOYH\HDUVDJR²QRWDVLQJOHUDLORILW,
RQO\SURSRVHGWRVWD\LQ1HYDGDWKUHHPRQWKV²,KDGQR
40 WKRXJKWRIVWD\LQJORQJHUWKDQWKDW,PHDQWWRVHHDOO,FRXOG
WKDWZDVQHZDQGVWUDQJHDQGWKHQKXUU\KRPHWREXVLQHVV,
第 188 页
/LWHUDWXUH SDVVDJH

2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP $WWKHHQGRIWKHILUVWSDUDJUDSKWKHGHVFULSWLRQRIWKH
$ WKHQDUUDWRU¶VYLHZRQKLVEURWKHU¶VMREWRWKHQDUUDWRU¶V EURWKHU¶VUHWXUQPDLQO\VHUYHVWR
KRSHVIRUKLVRZQWULS $ GHPRQVWUDWHWKDWWKHQDUUDWRULVFRUUHFWWREHHQYLRXVRI
% WKHQDUUDWRU¶VMHDORXV\RIKLVEURWKHUWRWKHQDUUDWRU¶V KLVEURWKHU
DQ[LHW\DERXWKLVRZQWULS % FDOOLQWRTXHVWLRQWKHLGHDWKDWWKH)DU:HVWLVD
& WKHQDUUDWRU¶VH[SHFWDWLRQVDERXWWKH)DU:HVWWRWKHUHDOLW\ ³FXULRXVQHZZRUOG´
RIOLIHLQWKH)DU:HVW & VXJJHVWWKDWWKHQDUUDWRU¶VH[SHFWDWLRQVDERXWWKH)DU
' WKHQDUUDWRU¶VH[FLWHPHQWDERXWWUDYHOLQJZHVWWRWKH :HVWDUHIDQWDVWLFDO
QDUUDWRU¶VIHDURIOHDYLQJKRPH ' VXSSRUWWKHQDUUDWRU¶VYLHZRIKLVEURWKHU¶VMREZLWK
VSHFLILFH[DPSOHVRILWVJODPRXU
$VXVHGLQOLQH³PDMHVW\´PRVWQHDUO\PHDQV BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
$ VROHPQUR\DOW\ ,WFDQEHUHDVRQDEO\LQIHUUHGIURPWKHGLVFXVVLRQRI
% EUHDWKWDNLQJEHDXW\ 1HYDGDLQSDUDJUDSKOLQHV±WKDWWKHQDUUDWRU
V
& LPSUHVVLYHGLJQLW\ VWD\ZDV
' H[WUHPHGLIILFXOW\ $ OHVVH[FLWLQJWKDQKHKDGH[SHFWHG
% PXFKORQJHUWKDQKHKDGSODQQHG
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB & PRUHSOHDVXUDEOHWKDQKHKDGDQWLFLSDWHG
%DVHGRQOLQHV±³,EURWKHU´LWFDQUHDVRQDEO\EH ' PRUHGDQJHURXVWKDQKHKDGH[SHFWHG
LQIHUUHGWKDWWKHQDUUDWRU¶VSHUVSHFWLYHLVRQHRI
$ FULWLFDOUHIOHFWLRQXSRQKLVSDVWYLHZV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB B
% REMHFWLYHDQDO\VLVRIKLVSULRUDFWLRQV :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
& IRQGUHFROOHFWLRQRIKLVUHFHQWDGYHQWXUHV WKHSUHYLRXVTXHVWLRQ"
' UHJUHWIXOUHPHPEUDQFHRIKLVSDVW PLVWDNHV $ OLQHV±³1RWDSLHFH´
% OLQHV±³,RQO\WKDW´
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBB & OLQHV±³,PHDQWEXVLQHVV´
:KLFKVWDWHPHQWEHVWFKDUDFWHUL]HVWKHQDUUDWRU¶VUHODWLRQVKLS ' OLQHV±³,\HDUV´
ZLWKKLVEURWKHU"
$ 7KHQDUUDWRULVGLVLQWHUHVWHGLQHPXODWLQJKLVEURWKHU BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB
% 7KHQDUUDWRULVVROHO\PRWLYDWHGE\KLVEURWKHU¶VZHDOWK :KLFKVLWXDWLRQLVPRVWVLPLODUWRWKHVLWXDWLRQGHVFULEHG
& 7KHQDUUDWRULVJHQHUDOO\XQUHDOLVWLFDERXWKLVEURWKHU¶V LQ SDUDJUDSKOLQHV±"
VLWXDWLRQ $ While paying his bills, a man daydreams about
' 7KHQDUUDWRULVPRVWO\FULWLFDORIKLVEURWKHU¶VUHFHQW winning money in the lottery.
GHFLVLRQV B) The night before the school play, a boy worries that
he will forget his lines.
BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB C) On her way to practice, a softball player pictures
:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWRWKH herself going up to bat.
SUHYLRXVTXHVWLRQ" D) As he prepares for a diving excursion, a diver
$ OLQHV±³0\DEVHQFH´ imagines finding sunken treasure.
% OLQHV±³,H[SORUH´
& OLQHV±³$QGKLOOVLGH´
' OLQHV±³:KDWGHVFULEH´
第 189 页
/LWHUDWXUH SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
$VXVHGLQOLQH³URRVWHGRQ´PRVWQHDUO\PHDQV ,QWKHGHVFULSWLRQRIWKHERDW
VPRYHPHQWVWKHZRUGV
$ PDGHDQHVW ³ZDONHG´ DQG³ZDONLQJ´SULPDULO\VHUYH WRHVWDEOLVKD
% OD\GRZQWRVOHHS WRQHRI
& VHWWOHGLQDVLQJOHSODFH $ KXPRU
' FOLPEHGWRWKHWRSRI % IRUHERGLQJ
& VWUDQJHQHVV
' DZH
第 190 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP1DWKDQLHO+DZWKRUQH The House WKHREHGLHQFHRIWKRVHZKRRZHKLPVHUYLFH/HWZKROLVW

of the Seven Gables2ULJLQDOO\SXEOLVKHGLQ,QWKLVVFHQH RSHQ\RQGHUGRRU,GDUHQRWWKRXJKWKHJRYHUQRU
VRZQ
VHWLQWKH$PHULFDQ&RORQLHVZKHQWKH\ZHUHVWLOOJRYHUQHGE\ 40 YRLFHVKRXOGELGPHGRLW
(QJODQG&RORQHO3\QFKHRQKROGVDSDUW\DWKLVKRPHIRUDYLVLWLQJ 3RRKSRRKPDVWHUKLJKVKHULIIFULHGWKHOLHXWHQDQW
(QJOLVKGLJQLWDU\ JRYHUQRUZKRKDGRYHUKHDUGWKHIRUHJRLQJGLVFXVVLRQDQG
IHOWKLPVHOIKLJKHQRXJKLQVWDWLRQWRSOD\DOLWWOHZLWKKLV
2QHLQDXVSLFLRXVFLUFXPVWDQFHWKHUHZDVZKLFK GLJQLW\,ZLOOWDNHWKHPDWWHULQWRP\RZQKDQGV,WLVWLPH
DZDNHQHGDKDUGO\FRQFHDOHGGLVSOHDVXUHLQWKHEUHDVWVRID 5 WKDWWKHJRRG&RORQHOFDPHIRUWKWRJUHHWKLVIULHQGVHOVHZH
IHZRIWKHPRUHSXQFWLOLRXVYLVLWRUV7KHIRXQGHURIWKLV VKDOOEHDSWWRVXVSHFWWKDWKHKDVWDNHQDVLSWRRPXFKRIKLV
Line VWDWHO\PDQVLRQ²DJHQWOHPDQQRWHGIRUWKHVTXDUHDQG &DQDU\ZLQHLQKLVH[WUHPHGHOLEHUDWLRQZKLFKFDVNLWZHUH
5 SRQGHURXVFRXUWHV\RIKLVGHPHDQRURXJKWVXUHO\WRKDYH EHVWWREURDFKLQKRQRURIWKHGD\%XWVLQFHKHLVVRPXFK
VWRRGLQKLVRZQKDOODQGWRKDYHRIIHUHGWKHILUVWZHOFRPH EHKLQGKDQG,ZLOOJLYHKLPDUHPHPEUDQFHUP\VHOI
WRVRPDQ\HPLQHQWSHUVRQDJHVDVKHUHSUHVHQWHGWKHPVHOYHV $FFRUGLQJO\ZLWKVXFKDWUDPSRIKLVSRQGHURXVULGLQJ
LQKRQRURIKLVVROHPQIHVWLYDO+HZDVDV\HWLQYLVLEOHWKH ERRWVDVPLJKWRILWVHOIKDYHEHHQDXGLEOHLQWKHUHPRWHVWRI
PRVWIDYRUHGRIWKHJXHVWVKDGQRWEHKHOGKLP7KLV WKHVHYHQJDEOHVKHDGYDQFHGWRWKHGRRUZKLFKWKHVHUYDQW
10 VOXJJLVKQHVVRQ&RORQHO3\QFKHRQ
VSDUWEHFDPHVWLOOPRUH SRLQWHGRXWDQGPDGHLWVQHZSDQHOVUHHFKRZLWKDORXGIUHH
XQDFFRXQWDEOHZKHQWKHVHFRQGGLJQLWDU\RIWKHSURYLQFH NQRFN7KHQORRNLQJURXQGZLWKDVPLOHWRWKHVSHFWDWRUV
PDGHKLVDSSHDUDQFHDQGIRXQGQRPRUHFHUHPRQLRXVD KHDZDLWHGDUHVSRQVH$VQRQHFDPHKRZHYHUKHNQRFNHG
UHFHSWLRQ7KHOLHXWHQDQWJRYHUQRUDOWKRXJKKLVYLVLWZDV DJDLQEXWZLWKWKHVDPHXQVDWLVIDFWRU\UHVXOWDVDWILUVW$QG
RQHRIWKHDQWLFLSDWHGJORULHVRIWKHGD\KDGDOLJKWHGIURP QRZEHLQJDWULIOHFKROHULFLQKLVWHPSHUDPHQWWKH
15 KLVKRUVHDQGDVVLVWHGKLVODG\IURPKHUVLGHVDGGOHDQG OLHXWHQDQWJRYHUQRUXSOLIWHGWKHKHDY\KLOWRIKLVVZRUG
FURVVHGWKH&RORQHO
VWKUHVKROGZLWKRXWRWKHUJUHHWLQJWKDQ ZKHUHZLWKKHVREHDWDQGEDQJHGXSRQWKHGRRUWKDWDV
WKDWRIWKHSULQFLSDOGRPHVWLF VRPHRIWKHE\VWDQGHUVZKLVSHUHGWKHUDFNHWPLJKWKDYH
7KLVSHUVRQ²DJUD\KHDGHGPDQRITXLHWDQGPRVW GLVWXUEHGWKHGHDG%HWKDWDVLWPLJKWLWVHHPHGWRSURGXFH
UHVSHFWIXOGHSRUWPHQW²IRXQGLWQHFHVVDU\WRH[SODLQWKDWKLV QRDZDNHQLQJHIIHFWRQ&RORQHO3\QFKHRQ:KHQWKHVRXQG
20 PDVWHUVWLOOUHPDLQHGLQKLVVWXG\RUSULYDWHDSDUWPHQWRQ VXEVLGHGWKHVLOHQFHWKURXJKWKHKRXVHZDVGHHSGUHDU\DQG
HQWHULQJZKLFKDQKRXUEHIRUHKHKDGH[SUHVVHGDZLVKRQ RSSUHVVLYHQRWZLWKVWDQGLQJWKDWWKHWRQJXHVRIPDQ\RIWKH
QRDFFRXQWWREHGLVWXUEHG JXHVWVKDGDOUHDG\EHHQORRVHQHGE\DVXUUHSWLWLRXVFXSRU
'RQRW\RXVHHIHOORZVDLGWKHKLJKVKHULIIRIWKH WZRRIZLQHRUVSLULWV
FRXQW\WDNLQJWKHVHUYDQWDVLGHWKDWWKLVLVQROHVVDPDQ 6WUDQJHIRUVRRWK²YHU\VWUDQJHFULHGWKHOLHXWHQDQW
25 WKDQWKHOLHXWHQDQWJRYHUQRU"6XPPRQ&RORQHO3\QFKHRQDW JRYHUQRUZKRVHVPLOHZDVFKDQJHGWRDIURZQ%XWVHHLQJ
RQFH,NQRZWKDWKHUHFHLYHGOHWWHUVIURP(QJODQGWKLV WKDWRXUKRVWVHWVXVWKHJRRGH[DPSOHRIIRUJHWWLQJ
PRUQLQJDQGLQWKHSHUXVDODQGFRQVLGHUDWLRQRIWKHPDQ 0 FHUHPRQ\,VKDOOOLNHZLVHWKURZLWDVLGHDQGPDNHIUHHWR
KRXUPD\KDYHSDVVHGDZD\ZLWKRXWKLVQRWLFLQJLW%XWKH LQWUXGHRQKLVSULYDF\
ZLOOEHLOOSOHDVHG,MXGJHLI\RXVXIIHUKLPWRQHJOHFWWKH +HWULHGWKHGRRUZKLFK\LHOGHGWRKLVKDQGDQGZDV
30 FRXUWHV\GXHWRRQHRIRXUFKLHIUXOHUVDQGZKRPD\EHVDLG IOXQJZLGHRSHQE\DVXGGHQJXVWRIZLQGWKDWSDVVHGDV
WRUHSUHVHQW.LQJ:LOOLDPLQWKHDEVHQFHRIWKHJRYHUQRU ZLWKDORXGVLJKIURPWKHRXWHUPRVWSRUWDOWKURXJKDOOWKH
KLPVHOI&DOO\RXUPDVWHULQVWDQWO\ SDVVDJHVDQGDSDUWPHQWVRIWKHQHZKRXVH,WUXVWOHGWKH
1D\SOHDVH\RXUZRUVKLSDQVZHUHGWKHPDQLQPXFK VLONHQJDUPHQWVRIWKHODGLHVDQGZDYHGWKHORQJFXUOVRIWKH
SHUSOH[LW\EXWZLWKDEDFNZDUGQHVVWKDWVWULNLQJO\LQGLFDWHG JHQWOHPHQ
VZLJVDQGVKRRNWKHZLQGRZKDQJLQJVDQGWKH
35 WKHKDUGDQGVHYHUHFKDUDFWHURI&RORQHO3\QFKHRQ
V FXUWDLQVRIWKHEHGFKDPEHUVFDXVLQJHYHU\ZKHUHDVLQJXODU
GRPHVWLFUXOHP\PDVWHU
VRUGHUVZHUHH[FHHGLQJVWULFW VWLUZKLFK\HWZDVPRUHOLNHDKXVK$VKDGRZRIDZHDQG
DQGDV\RXUZRUVKLSNQRZVKHSHUPLWVRIQRGLVFUHWLRQLQ 80 KDOIIHDUIXODQWLFLSDWLRQ²QRERG\NQHZZKHUHIRUHQRURI
ZKDW²KDGDOODWRQFHIDOOHQRYHUWKHFRPSDQ\
第 191 页
/LWHUDWXUH SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
$ WKHXQXVXDOEHKDYLRURIDVLQJOHFKDUDFWHUWRDJHQHUDO WKHSUHYLRXVTXHVWLRQ"
VHQVHRIP\VWHU\ $ OLQHV±³7KHGRPHVWLF´
% WKHFKDUDFWHUL]DWLRQRIWKHSDUW\JXHVWVWRWKHDFWLRQVRIWKH % OLQHV±³%XWKLPVHOI´
KRVW & OLQHV±³/HWLW´
& DFHOHEUDWLRQRIDFHUWDLQVRFLDOFODVVWRWKHGHQXQFLDWLRQRI ' OLQHV±³3RRKGLJQLW\´
WKDWFODVV
' DGHVFULSWLRQRIDE\JRQHHUDWRDODPHQWIRUWKHSDVVLQJRI BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB
WKDWHUD 7KHDFWLRQVRIWKH&RORQHO¶VVHUYDQWFDQEHVWEHGHVFULEHG
DVPRWLYDWHGE\
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB $ KLVRYHUHDJHUQHVVWRSOHDVHWKH&RORQHO
7KHQDUUDWRULPSOLHVWKDWWKH&RORQHO¶VEHKDYLRULV % WKHSUHWHQWLRXVQHVVWKDWKLVSRVLWLRQUHTXLUHV
$ HFFHQWULFDOO\FKDUPLQJ & KLVFRQIXVLRQRYHUWKHKLJKVKHULII¶VUHTXHVW
% JHQHUDOO\OHQLHQW ' DVHQVHRIGXW\WRKLVHPSOR\HU
& XQXVXDOO\ZLWKGUDZQ
' RYHUO\VHUYLOH BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
$FFRUGLQJWRWKHSDVVDJHZKDWGRHVWKHKLJKVKHULIIJLYH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB DVWKHUHDVRQIRUWKH&RORQHO¶VDEVHQFH"
:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWRWKH $ +HZDQWVWRVQXEWKHOLHXWHQDQWJRYHUQRU
SUHYLRXVTXHVWLRQ" % +HKDVIDOOHQDVOHHS
$ OLQHV±³7KHIRXQGHUIHVWLYDO´ & +HLVVWLOOUHDGLQJOHWWHUVIURP(QJODQG
% OLQHV±³7KLVUHFHSWLRQ´ ' +HKDVIRUJRWWHQDERXWWKHSDUW\
& OLQHV±³7KLVGLVWXUEHG´
' OLQHV±³P\VHUYLFH´ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB B
7KHSDVVDJH¶VDFFRXQWRIWKHKLJKVKHULII¶VEHKDYLRU
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBB SULPDULO\VHUYHVWR
:KDWFDQUHDVRQDEO\EHLQIHUUHGDERXWWKHUHDVRQIRUWKH $ DGGGHSWKWRDVHFRQGDU\FKDUDFWHU
OLHXWHQDQWJRYHUQRU¶VDWWLWXGH" % WUDQVLWLRQIURPWKHJXHVWV¶DUULYDOWRWKHGLVFRYHU\RI
$ +HEHOLHYHVKLPVHOIWREHPRUHYDOXHGLQWKHSROLWLFDO WKH&RORQHO¶VDEVHQFH
KLHUDUFK\WKDQKHDFWXDOO\LV & DFFHQWXDWHWKHJUDYLW\RIWKH&RORQHO¶VDEVHQFH
% +HLVXVHGWREHLQJWUHDWHGZLWKGHIHUHQFHEHFDXVHRIKLV ' KLJKOLJKWH[LVWLQJFODVVVWUXFWXUHVDWZRUNZLWKLQWKH
SRVLWLRQ QDUUDWLYH
& +HLVQRWLQWHOOLJHQWHQRXJKWRXQGHUVWDQGZKDWLV
KDSSHQLQJLQWKHKRXVH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB
' 7KH&RORQHO¶VDEVHQFHKXUWVKLVIHHOLQJVEHFDXVHWKH\DUH $VXVHGLQOLQH³SRQGHURXV´PRVWQHDUO\PHDQV
ROGIULHQGV $ RSSUHVVLYH
% KHDY\
& WURXEOHVRPH
' WKRXJKWIXO
第 192 页
/LWHUDWXUH SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BB :KDWLVWKHPDLQSXUSRVHRIWKHZRUGV³UHHFKR´³EDQJHG´ BBBBB
7KHOLHXWHQDQWJRYHUQRU¶V XWWHUDQFH LQSDUDJUDSKVHYHQ
DQG³UDFNHW´XVHGLQWKHVL[WKSDUDJUDSKOLQHV±" OLQHV±PDLQO\VHUYHV WR
$ 7KH\GHPRQVWUDWHWKHWXUPRLOFDXVHGE\WKH $ VXPPDUL]HSUHYLRXVHYHQWV
OLHXWHQDQWJRYHUQRU % FKDUDFWHUL]HWKH&RORQHO¶VDWWLWXGH
% 7KH\KLJKOLJKWWKHUDXFRXVQDWXUHRIWKH&RORQHO¶V & LQWURGXFHDQHZSKDVHLQWKHVWRU\
SDUW\ ' MX[WDSRVHWKHFKDUDFWHU¶VZRUGVZLWKKLVEHKDYLRU
& 7KH\FKDUDFWHUL]HWKHOLHXWHQDQWJRYHUQRUDVDSULPDULO\
YLROHQWPDQ
' 7KH\ LOOXVWUDWHWKHGLIIHUHQFHVEHWZHHQFKDUDFWHUL]DWLRQV
RIWKH&RORQHODQGWKHOLHXWHQDQWJRYHUQRU
第 193 页
/LWHUDWXUH SDVVDJH
7KHIROORZLQJSDVVDJHLVDGDSWHGIURP3DWULFN:DGGLQJWRQ7KH 2YHQ6WUHHWZRXOGQ
WHLWKHU7KDWP\IULHQGLVWKHWULXPSK
6WUHHW7KDW*RW0LVODLG3DWULFN:DGGLQJWRQ RIEXUHDXFUDF\
/RXLVZDONHGDZD\LQGLVJXVW7U\WHOOLQJWKDWWRWKH
0DUF*LURQGLQKDGZRUNHGLQWKHILOLQJVHFWLRQRIWKHFLW\ ODQGODG\KHPXWWHUHG
KDOO
VHQJLQHHULQJGHSDUWPHQWIRUVRORQJWKDWWKHFLW\ZDV 5 6R0DUFFRQWLQXHGRQKLVXQGLVWLQJXLVKHGFDUHHUKLV
ODLGRXWLQKLVPLQGOLNHDPDSIXOORIQDPHVDQGSODFHV IRUWLHWKELUWKGD\FDPHDQGZHQWZLWKRXWUHPDUNGD\DIWHU
Line LQWHUVHFWLQJVWUHHWVDQGVWUHHWVWKDWOHGQRZKHUHEOLQGDOOH\V GD\SDVVHGXQHYHQWIXOO\$VWUHHWZDVUHQDPHGDQRWKHU
5 DQGZLQGLQJODQHV FRQVWUXFWHGDWKLUGZLGHQHGLWDOOZHQWFDUHIXOO\LQWRWKH
,QDOO0RQWUHDOQRRQHSRVVHVVHGVXFKNQRZOHGJHDGR]HQ ILOHVEDFNIRUZDUGDQGDFURVV
SROLFHPHQDQGWD[LGULYHUVWRJHWKHUFRXOGQRWULYDOKLP7KDW $QGWKHQVRPHWKLQJKDSSHQHGWKDWILOOHGKLPZLWK
LVQRWWRVD\WKDWKHDFWXDOO\NQHZWKHVWUHHWVZKRVHQDPHVKH DPD]HPHQWVKRFNHGKLPEH\RQGPHDVXUHDQGPDGHWKH
FRXOGUHFLWHOLNHDVHULHVRILQFDQWDWLRQVIRUKHGLGOLWWOH ZRUOGRIWKHILOLQJFDELQHWVWUHPEOHWRWKHLUVWHHOEDVHV
10 ZDONLQJ+HNQHZVLPSO\RIWKHLUH[LVWHQFHZKHUHWKH\ 2QH$XJXVWDIWHUQRRQRSHQLQJDGUDZHUWRLWVIXOOHVW
ZHUHDQGLQZKDWUHODWLRQWKH\VWRRGWRRWKHUV H[WHQWKHIHOWVRPHWKLQJFDWFK([SORULQJIDUWKHUKH
%XWLWZDVHQRXJKWRPDNHKLPDVSHFLDOLVW+HZDV GLVFRYHUHGDFDUGVWXFNDWWKHEDFNEHWZHHQWKHWRSDQG
XQGLVSXWHGH[SHUWRIWKHILOLQJFDELQHWVZKHUHDOOWKH ERWWRP+HGUHZLWRXWDQGIRXQGLWWREHDQROGLQGH[FDUG
SDUWLFXODUVRIDOOWKHVWUHHWVIURP$EERWWWR=RWLTXHZHUH GLUW\DQGWRUQEXWVWLOOSHUIHFWO\GHFLSKHUDEOH,WZDV ODEHOHG
15 LQGH[HGEDFNIRUZDUGDQGDFURVV7KRVHDULVWRFUDWVWKH 58('(/$%287(,//(9(57(RU*5((1%277/(
HQJLQHHUVWKHLQVSHFWRUVRIZDWHUPDLQVDQGWKHOLNHDOO 675((7
FDPHWRKLPZKHQWKH\ZDQWHGVRPHOLWWOHSDUWLFXODUVRPH 0DUFVWDUHGDWLWLQZRQGHU+HKDGQHYHUKHDUGRIWKH
GHWDLOLQDKXUU\7KH\PLJKWGHVSLVHKLPDVDORZO\FOHUN SODFHRURIDQ\WKLQJUHVHPEOLQJVRRGGDQDPH8QGRXEWHGO\
EXWWKH\QHHGHGKLPDOOWKHVDPH LWKDGEHHQUHWLWOHGLQVRPHRWKHUIDVKLRQEHILWWLQJWKH
20 0DUFPXFKSUHIHUUHGKLVRIILFHGHVSLWHWKHSURIRXQGODFN PRGHUQWHQGHQF\+HFKHFNHGWKHOLVWHGGHWDLOVDQGUXIIOHG
RIH[FLWHPHQWRIKLVZRUNWRKLVURRPRQ2YHQ6WUHHW FRQILGHQWO\WKURXJKWKHPDVWHUILOHRIVWUHHWQDPHV ,WZDVQRW
UXQQLQJQRUWKDQGVRXWKIURP6KHUEURRNH(DVWWR6W WKHUH+HPDGHDQRWKHUVHDUFKFDUHIXODQGSURWUDFWHG
&DWKHULQHZKHUHKLVQHLJKERUVZHUHQRLV\DQGVRPHWLPHV WKURXJKWKHFDELQHWV7KHUHZDVQRWKLQJ$EVROXWHO\QRWKLQJ
YLROHQWDQGKLVODQGODG\FRQVLVWHQWO\VR+HWULHGWRH[SODLQ 2QFHPRUHKHH[DPLQHGWKHFDUG7KHUHZDVQRPLVWDNH
25 WKHPHDQLQJRIKLVH[LVWHQFHRQFHWRDIHOORZWHQDQW/RXLV 7KHGDWHRIWKHODVWUHJXODUVWUHHWLQVSHFWLRQ ZDVH[DFWO\
EXWZLWKRXWPXFKVXFFHVV/RXLVZKHQKHJRWWKHGULIWZDV ILIWHHQ\HDUVILYHPRQWKVDQGIRXUWHHQGD\VDJR
DSWWRVQHHU 0 $VWKHDZIXOWUXWKEXUVWXSRQKLP0DUFGURSSHGWKHFDUG
6R&UDLJODWFKHVRQWR%OHXU\DQG%OHXU\JHWVWREH3DUN LQKRUURUWKHQSRXQFHGRQLWDJDLQIHDUIXOO\JODQFLQJRYHU
VRZKRFDUHV":K\WKHH[FLWHPHQW" KLVVKRXOGHUDVKHGLGVR
30 ,ZLOOVKRZ\RXVDLG0DUF7HOOPHILUVWZKHUH\RX ,WZDVDORVWDIRUJRWWHQVWUHHW )RUILIWHHQ\HDUVDQGPRUH
OLYH LWKDGH[LVWHGLQWKHKHDUWRI0RQWUHDOQRWKDOIDPLOHIURP
$UH\RXFUD]\"+HUHRQ2YHQ6WUHHW:KHUHHOVH" FLW\KDOODQGQRRQHKDGNQRZQ,WKDGVLPSO\GURSSHGRXW
+RZGR\RXNQRZ" RIVLJKWDVWRQHLQZDWHU
+RZGR,NQRZ",
PKHUHDLQ
W,",SD\P\UHQWGRQ
W,",
35 JHWP\PDLOKHUHGRQ
W,"
0DUFVKRRNKLVKHDGSDWLHQWO\
1RQHRIWKDWLVHYLGHQFHKHVDLG<RXOLYHKHUHRQ
2YHQ6WUHHWEHFDXVHLWVD\VVRLQP\ILOLQJFDELQHWDWFLW\
KDOO 7KHSRVWRIILFHVHQGV\RXPDLOEHFDXVHP\FDUGLQGH[
40 WHOOVLWWR,IP\FDUGVGLGQ
WVD\VR\RXZRXOGQ
WH[LVWDQG
第 194 页
/LWHUDWXUH SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB

2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP %DVHGRQWKHSDVVDJHWKHRWKHUZRUNHUVLQWKHHQJLQHHULQJ
$ DQH[SODQDWLRQRIDFLW\¶VOD\RXWWRDGHVFULSWLRQRIRQH GHSDUWPHQWYLHZ0DUFDV
SDUWLFXODUVWUHHW $ YDOXDEOHEXWORRNHGGRZQXSRQ
% WKHGHVFULSWLRQRIDFKDUDFWHU¶VSHUVRQDOLW\WRWKH % LQWHOOLJHQWEXWXQGHUXVHG
LQWURGXFWLRQRIDOLIHFKDQJLQJHYHQW & VXSHULRUEXWVK\
& DQLQWHUDFWLRQEHWZHHQWZRFKDUDFWHUVWRWKHHIIHFWVRIWKDW ' LQIHULRUEXWTXLFN
LQWHUDFWLRQRQRQHRIWKHP
' DFKDUDFWHU¶VWKRXJKWVWRWKHGHSLFWLRQRIKLPDFWLQJXSRQ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB
WKRVHWKRXJKWV ,WFDQEHUHDVRQDEO\LQIHUUHGWKDW0DUFDQG/RXLVGLIIHU
SULPDULO\EHFDXVH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB $ 0DUFLVSRHWLFDQG/RXLVLVXQLPDJLQDWLYH
7KHLPDJHU\LQOLQHV±³FLW\ODQHV´ SULPDULO\VHUYHVWR % 0DUFLVGHOXVLRQDODQG/RXLVLVUHDOLVWLF
$ FKDUDFWHUL]HWKHP\VWHULRXVQDWXUHRI0RQWUHDO & 0DUFLVSURGXFWLYHDQG/RXLVLVOD]\
% GHPRQVWUDWHWKHLQWULFDF\RI0DUF¶VPHPRU\ ' 0DUFLVNLQGDQG/RXLVLVEUXVTXH
& VKRZWKDWQRERG\HOVHFRXOGXQGHUVWDQGWKHPDS
' HPSKDVL]H0DUF¶VH[FHSWLRQDOVHQVHRIGLUHFWLRQ BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB
BBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB $ OLQHV±³+RZVDLG´
7KHVLWXDWLRQGHVFULEHGLQSDUDJUDSKWZROLQHV±LVPRVW % OLQHV±³<RXKDOO´
OLNH & OLQHV±³7KHSRVWWR´
$ DFRRNZKRLVDQH[SHUWRQDVSHFLILFGLVKEXWZKRKDV ' OLQHV±³,IPXWWHUHG´
QHYHUWDVWHGLW
% DWUDYHODJHQWZKRPDNHVDOLYLQJGHVFULELQJGHVWLQDWLRQV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB
WRFOLHQWV B $VXVHGLQOLQH³H[SORULQJ´PRVWQHDUO\PHDQV
& DOLEUDULDQZKRFDWDORJXHVDQGRUJDQL]HVERRNVIRUWKH $ WUDYHOLQJ
JHQHUDOSXEOLF % LQTXLULQJ
' DVWXGHQWZKRLVLQWHUHVWHGLQDSDUWLFXODUDUWLVWEXWQHYHU & H[DPLQLQJ
VHHQDQ\RIKHUZRUN ' HYDOXDWLQJ
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBB BBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBB $WWKHHQGRIWKHSDVVDJHWKHQDUUDWRULPSOLHVWKDW0DUFLV
:KLFKVWDWHPHQWEHVWFKDUDFWHUL]HV0DUF¶VUHODWLRQVKLSZLWK $ FRQIXVHGDVWRZK\KHIRUJRWWRILOHDSDUWLFXODUVWUHHW
KLVMRE" % FXULRXVDERXWZKDWWKHVWUHHWFRQWDLQV
$ +HHQMR\VKLVMREEXWGLVOLNHVFHUWDLQWDVNVKHPXVW & DQ[LRXVDERXWWKHTXDOLW\RIWKHVWUHHWLQVSHFWLRQV
SHUIRUP ' WHUULILHGE\WKHGLVFRYHU\KHKDVPDGH
% +HLVJRRGDWKLVMREEXWGRHVQRWHQMR\LW
& +HLVFRQVXPHGE\KLVMREDQGEHOLHYHVLWWREH
DOOLPSRUWDQW
' +HILQGVKLVMREIXQEXWGRHVQRWUHDOL]HKRZVLJQLILFDQW
KLVZRUNLV
第 195 页
/LWHUDWXUH SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR OLQHV±³,WZDVZDWHU´ PDLQO\VHUYHWR
WKHSUHYLRXVTXHVWLRQ" $ KLJKOLJKWWKHLPSRUWDQFHRIDFKDUDFWHU¶VGLVFRYHU\
$ OLQHV±³,WQRWKLQJ´ % LOOXVWUDWHWKHPDLQFKDUDFWHU¶VXQXVXDOSRLQWRIYLHZ
% OLQHV±³7KHGDWHDJR´ & GHVFULEHDMRXUQH\WDNHQE\WKHPDLQFKDUDFWHU
& OLQHV±³$VVR´ ' GHSLFWDQHZVHWWLQJWKDWDFKDUDFWHUZLOOH[SORUH
' OLQH³,WVWUHHW´
第 196 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP&KDUORWWH%URQWH9LOOHWWH 40 %XW\RXZLOOXQVHWWOHKHU
2ULJLQDOO\SXEOLVKHGLQ,QWKLVFKDSWHUWKHQDUUDWRUDQGKHU ,KRSHQRW$QGKRZLVSDSD
VOLWWOH3ROO\"
KRVW0UV%UHWWRQDUHWU\LQJWRRFFXS\D\RXQJJLUO3DXOLQDZKR 7KLVTXHVWLRQKHDGGUHVVHGWR3DXOLQDDVKHVDWGRZQDQG
LVVWD\LQJZLWKWKHP SODFHGKHUJHQWO\RQWKHJURXQGEHIRUHKLP
+RZLV3ROO\
VSDSD"ZDVWKHUHSO\DVVKHOHDQHGRQKLV
2QHDIWHUQRRQ0UV%UHWWRQFRD[LQJ>3DXOLQD@IURPKHU 5 NQHHDQGJD]HGXSLQWRKLVIDFH
XVXDOVWDWLRQLQDFRUQHUKDGOLIWHGKHULQWRWKHZLQGRZVHDW ,WZDVQRWDQRLV\QRWDZRUG\VFHQHIRUWKDW,ZDV
DQGE\ZD\RIRFFXS\LQJKHUDWWHQWLRQWROGKHUWRZDWFKWKH WKDQNIXOEXWLWZDVDVFHQHRIIHHOLQJWRREULPIXODQGZKLFK
Line SDVVHQJHUVDQGFRXQWKRZPDQ\ODGLHVVKRXOGJRGRZQWKH EHFDXVHWKHFXSGLGQRWIRDPXSKLJKRUIXULRXVO\RYHUIORZ
5 VWUHHWLQDJLYHQWLPH6KHKDGVDWOLVWOHVVO\KDUGO\ORRNLQJ RQO\RSSUHVVHGRQHWKHPRUH2QDOORFFDVLRQVRIYHKHPHQW
DQGQRWFRXQWLQJZKHQ²P\H\HEHLQJIL[HGRQKHUV², XQUHVWUDLQHGH[SDQVLRQDVHQVHRIGLVGDLQRUULGLFXOHFRPHV
ZLWQHVVHGLQLWVLULVDQGSXSLODVWDUWOLQJWUDQVILJXUDWLRQ WRWKHZHDU\VSHFWDWRU
VUHOLHIZKHUHDV,KDYHHYHUIHOWPRVW
7KHVHVXGGHQGDQJHURXVQDWXUHV²sensitive DVWKH\DUH EXUGHQVRPHWKDWVRUWRIVHQVLELOLW\ZKLFKEHQGVRILWVRZQ
FDOOHG²RIIHUPDQ\DFXULRXVVSHFWDFOHWRWKRVHZKRPD ZLOODJLDQWVODYHXQGHUWKHVZD\RIJRRGVHQVH
10 FRROHUWHPSHUDPHQWKDVVHFXUHGIURPSDUWLFLSDWLRQLQWKHLU 0U+RPHZDVDVWHUQIHDWXUHG²SHUKDSV,VKRXOGUDWKHU
DQJXODUYDJDULHV7KHIL[HGDQGKHDY\JD]HVZXPWUHPEOHG VD\DKDUGIHDWXUHGPDQKLVIRUHKHDGZDVNQRWW\DQGKLV
WKHQJOLWWHUHGLQILUHWKHVPDOORYHUFDVWEURZFOHDUHGWKH FKHHNERQHVZHUHPDUNHGDQGSURPLQHQW7KHFKDUDFWHURIKLV
WULYLDODQGGHMHFWHGIHDWXUHVOLWXSWKHVDGFRXQWHQDQFH IDFHZDVTXLWH6FRWFKEXWWKHUHZDVIHHOLQJLQKLVH\HDQG
YDQLVKHGDQGLQLWVSODFHDSSHDUHGDVXGGHQHDJHUQHVVDQ HPRWLRQLQKLVQRZDJLWDWHGFRXQWHQDQFH+LVQRUWKHUQDFFHQW
15 LQWHQVHH[SHFWDQF\ ,W is!ZHUHKHUZRUGV LQVSHDNLQJKDUPRQLVHGZLWKKLVSK\VLRJQRP\+HZDVDW
/LNHDELUGRUDVKDIWRUDQ\RWKHUVZLIWWKLQJVKHZDV RQFHSURXGORRNLQJDQGKRPHO\ORRNLQJ+HODLGKLVKDQGRQ
JRQHIURPWKHURRP+RZVKHJRWWKHKRXVHGRRURSHQ, WKHFKLOG
VXSOLIWHGKHDG6KHVDLG².LVV3ROO\
FDQQRWWHOOSUREDEO\LWPLJKWEHDMDUSHUKDSV:DUUHQZDVLQ +HNLVVHGKHU,ZLVKHGVKHZRXOGXWWHUVRPHK\VWHULFDO
WKHZD\DQGREH\HGKHUEHKHVWZKLFKZRXOGEHLPSHWXRXV FU\VRWKDW,PLJKWJHWUHOLHIDQGEHDWHDVH6KHPDGH
20 HQRXJK,²ZDWFKLQJFDOPO\IURPWKHZLQGRZ²VDZKHULQ ZRQGHUIXOO\OLWWOHQRLVHVKHVHHPHGWRKDYHJRWZKDWVKH
KHUEODFNIURFNDQGWLQ\EUDLGHGDSURQWRSLQDIRUHVVKHKDG ZDQWHG²DOOVKHZDQWHGDQGWREHLQDWUDQFHRIFRQWHQW
DQDQWLSDWK\GDUWKDOIWKHOHQJWKRIWKHVWUHHWDQGDV,ZDV 1HLWKHULQPLHQQRULQIHDWXUHVZDVWKLVFUHDWXUHOLNHKHUVLUH
RQWKHSRLQWRIWXUQLQJDQGTXLHWO\DQQRXQFLQJWR0UV DQG\HWVKHZDVRIKLVVWUDLQKHUPLQGKDGEHHQILOOHGIURP
%UHWWRQWKDWWKHFKLOGZDVUXQRXWPDGDQGRXJKWLQVWDQWO\WR KLVDVWKHFXSIURPWKHIODJRQ
25 EHSXUVXHG,VDZKHUFDXJKWXSDQGUDSWDWRQFHIURPP\
FRROREVHUYDWLRQDQGIURPWKHZRQGHULQJVWDUHRIWKH
SDVVHQJHUV$JHQWOHPDQKDGGRQHWKLVJRRGWXUQDQGQRZ
FRYHULQJKHUZLWKKLVFORDNDGYDQFHGWRUHVWRUHKHUWRWKH
KRXVHZKHQFHKHKDGVHHQKHULVVXH
30 ,FRQFOXGHGKHZRXOGOHDYHKHULQDVHUYDQW
VFKDUJHDQG
ZLWKGUDZEXWKHHQWHUHGKDYLQJWDUULHGDOLWWOHZKLOHEHORZ
KHFDPHXSVWDLUV
+LVUHFHSWLRQLPPHGLDWHO\H[SODLQHGWKDWKHZDVNQRZQWR
0UV%UHWWRQ6KHUHFRJQLVHGKLPVKHJUHHWHGKLPDQG\HW
35 VKHZDVIOXWWHUHGVXUSULVHGWDNHQXQDZDUHV+HUORRNDQG
PDQQHUZHUHHYHQH[SRVWXODWRU\DQGLQUHSO\WRWKHVHUDWKHU
WKDQKHUZRUGVKHVDLG²,FRXOGQRWKHOSLWPDGDP,
IRXQGLWLPSRVVLEOHWROHDYHWKHFRXQWU\ZLWKRXWVHHLQJZLWK
P\RZQH\HVKRZVKHVHWWOHG
第 197 页
/LWHUDWXUH SDVVDJH

2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP ,QOLQHV±WKHGHVFULSWLRQRI3DXOLQD¶VGLVDSSHDUDQFH
$ DFULWLTXHRIWKHWUHDWPHQWRIFKLOGUHQWRDGHSLFWLRQRID PDLQO\VHUYHVWR
SDUWLFXODUFKLOG¶VVLWXDWLRQ $ VKRZDSK\VLFDOUHVSRQVHIURP3DXOLQDWKDWSDUDOOHOV
% REVHUYDWLRQVRIDFKDUDFWHU¶VPHQWDOVWDWHWRDGRPHVWLF KHUHPRWLRQDOUHVSRQVH
UHXQLRQ % GHPRQVWUDWHKRZWKHQDUUDWRU¶VUHDFWLRQWRWKHVFHQH
& WKHRSLQLRQVVWDWHGE\RQHFKDUDFWHUWRWKHRSSRVLQJYLHZV RXWVLGHDIIHFWV3DXOLQD
DVVHUWHGE\DQRWKHU & VKRZWKHODFNRIVHFXULW\LQWKHKRXVHKROGDQGZK\LWLV
' WKHGHVFULSWLRQRIDFKDUDFWHU¶VSDVWWRDSUHGLFWLRQDERXW QRWVXLWDEOHIRU3DXOLQD
WKHFKDUDFWHU¶VIXWXUH ' KLJKOLJKW3DXOLQD¶VH[FLWDEOHDQGHDVLO\GLVVDWLVILHG
QDWXUH
,QWKHSDVVDJHWKHQDUUDWRUFKDUDFWHUL]HV3DXOLQDDVVRPHRQH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB
ZKRJRHVIURP $VXVHGLQOLQH³GDUW´PRVWQHDUO\PHDQV
$ GLVVDWLVILHGWRFRQWHQW $ VHZ
% FRQIXVHGWRXQGHUVWDQGLQJ % VKRRW
& DQJU\WRH[SHULHQFLQJFDWKDUVLV & SDQLF
' FRQWHQWHGWRHFVWDWLF ' UXQ

,QWKHILUVWSDUDJUDSKWKHZRUGV³VZXP´³WUHPEOHG´DQG %DVHGRQWKHQDUUDWRU¶VLQLWLDOUHDFWLRQWR0U+RPHLWFDQ
³JOLWWHUHG´SULPDULO\VHUYH WR EHUHDVRQDEO\LQIHUUHGWKDWWKHQDUUDWRUDVVXPHV0U+RPH
$ GHVFULEHWKHDWPRVSKHUH0U+RPH¶VSUHVHQFHFUHDWHVLQ LV
WKHURRP $ 3DXOLQD¶VIDWKHU
% UHYHDOWKDW3DXOLQDKDVEHFRPHXSVHWE\ZKDWVKHKDVVHHQ % DQDFTXDLQWDQFHRI0UV%UHWWRQ
& HPSKDVL]H3DXOLQD¶VH[FLWHPHQWDWZKDWVKHKDVVHHQ & DVWUDQJHU
' FKDUDFWHUL]HWKHHIIHFW3DXOLQD¶VERUHGRPKDVKDGRQKHU ' DVHUYDQWQDPHG:DUUHQ
DSSHDUDQFH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB B
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBB :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
$FFRUGLQJWRWKHSDVVDJH3DXOLQDFULHV³,WLVÓLQH WKHSUHYLRXVTXHVWLRQ"
EHFDXVH $ OLQHV±³3HUKDSVHQRXJK´
$ VKHLVWU\LQJWRHQWHUWDLQKHUVHOI % OLQHV±³,ZLWKGUDZ´
% VKHSHUFHLYHVWKHQDUUDWRU¶VJD]HDVDFKDOOHQJH & OLQHV±³+LV0UV%UHWWRQ´
& VKHKDVPDGHDPLVWDNHVKHUHIXVHVWRUHFRJQL]H ' OLQHV±³+RZIDFH´
' VKHKDVUHFRJQL]HGKHUIDWKHURQWKHVWUHHW
第 198 页
/LWHUDWXUH SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBB B BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBB BB
%DVHGRQWKHGHVFULSWLRQRI0U+RPH¶VHQFRXQWHUZLWK0UV 7KHGHVFULSWLRQRI0U+RPHLQSDUDJUDSKOLQHV±
%UHWWRQLWFDQUHDVRQDEO\EHLQIHUUHGWKDW SULPDULO\VHUYHVWR
$ 0UV%UHWWRQKDVDWWHPSWHGWRSUHYHQW0U+RPHIURP $ GHPRQVWUDWHWKHGXDOLW\RIKLVFKDUDFWHU
VHHLQJ3DXOLQD % HPSKDVL]HKLVKDUGFROGQDWXUH
% 0U+RPHIHHOVFRPIRUWDEOHHQRXJKZLWK0UV%UHWWRQWR & VKRZWKHVWURQJDQGREYLRXVORYHKHKDVIRU3DXOLQD
DGGUHVVKHUE\DQLFNQDPH ' UHLQIRUFHKLVVWDWHRIFRQIXVLRQ
& 0U+RPHKDVFRPHIRUDUHJXODUO\VFKHGXOHGYLVLWZLWK
3DXOLQD
' 0UV%UHWWRQZDVQRWH[SHFWLQJWRVHH0U+RPH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BB :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWRWKH
SUHYLRXVTXHVWLRQ"
$ OLQHV±³6KHXQDZDUHV´
% OLQHV±³+HUH[SRVWXODWRU\´
& OLQH³%XWKHU´
' OLQH³$QG3ROO\´
第 199 页
/LWHUDWXUH SDVVDJH5
This passage is adapted from Sir Arthur Conan Doyle, The 40 “Ah, of course, I forgot that. But the writing?”
Adventures of Sherlock Holmes. Originally published in 1892. The “What else can be indicated by that right cuff so very shiny
narrator, Dr. Watson, works closely with detective Sherlock for five inches, and the left one with the smooth patch near the
Holmes. elbow where you rest it upon the desk?”
“Well, but China?”
The portly client puffed out his chest with an appearance of 5 “The fish that you have tattooed immediately above your
some little pride and pulled a dirty and wrinkled newspaper right wrist could only have been done in China. I have made a
from the inside pocket of his greatcoat. As he glanced down small study of tattoo marks and have even contributed to the
Line the advertisement column, with his head thrust forward and the literature of the subject. That trick of staining the fishes’
5 paper flattened out upon his knee, I took a good look at the scales of a delicate pink is quite peculiar to China. When, in
man and endeavoured, after the fashion of my companion, to addition, I see a Chinese coin hanging from your watch-chain,
read the indications which might be presented by his dress or the matter becomes even more simple.”
appearance. Mr. Jabez Wilson laughed heavily. “Well, I never!” said he.
I did not gain very much, however, by my inspection. Our “I thought at first that you had done something clever, but I
10 visitor bore every mark of being an average commonplace see that there was nothing in it after all.”
British tradesman, obese, pompous, and slow. He wore rather “I begin to think, Watson,” said Holmes, “that I make a
baggy grey shepherd’s check trousers, a not over-clean black mistake in explaining. ‘Omne ignotum pro magnifico,’* you
frock-coat, unbuttoned in the front, and a drab waistcoat with a know, and my poor little reputation, such as it is, will suffer
heavy brassy Albert chain, and a square pierced bit of metal shipwreck if I am so candid. Can you not find the
15 dangling down as an ornament. A frayed top-hat and a faded advertisement, Mr. Wilson?”
brown overcoat with a wrinkled velvet collar lay upon a chair “Yes, I have got it now,” he answered with his thick red
beside him. Altogether, look as I would, there was nothing finger planted halfway down the column. “Here it is. This is
remarkable about the man save his blazing red head, and the what began it all. You just read it for yourself, sir.”
expression of extreme chagrin and discontent upon his
20 features.
Sherlock Holmes’ quick eye took in my occupation, and he * Roughly translated as “Everything unknown is/seems
shook his head with a smile as he noticed my questioning magnificent.”
glances. “Beyond the obvious facts that he has at some time
done manual labour, that he is a Freemason, that he has been
25 in China, and that he has done a considerable amount of
writing lately, I can deduce nothing else.”
Mr. Jabez Wilson started up in his chair, with his forefinger
upon the paper, but his eyes upon my companion.
“How, in the name of good-fortune, did you know all that,
30 Mr. Holmes?” he asked. “How did you know, for example,
that I did manual labour? It’s as true as gospel, for I began as a
ship’s carpenter.”
“Your hands, my dear sir. Your right hand is quite a size
larger than your left. You have worked with it, and the muscles
35 are more developed.”
“Well, then, and the Freemasonry?”
“I won’t insult your intelligence by telling you how I read
that, especially as, rather against the strict rules of your order,
you use an arc-and-compass breastpin.”
第 200 页
/LWHUDWXUH SDVVDJH5

2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP The passage implies that Holmes knows that Watson
A) an abstract description provided by the narrator to a $ has been trying to make his own inferences about the
concrete description provided by the client. client.
% a detailed study of Sherlock Holmes to an outsider’s % recognizes the client from a previous meeting.
study of his client. & cannot understand why the client has chosen to come
& the description of a character’s outer appearance to a to them.
description of his inner beliefs. ' understands the client better than Holmes does.
' the introduction of one character to the revelation of
another character’s astute observations.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB to the previous question?
As used in line 6, “fashion” most nearly means $ lines 15-17 ("A frayed ... him")
$ construction. % lines 17-20 ("Altogether ... features")
% appearance. & lines 21-23 ("Sherlock ... glances")
& manner. ' lines 23-26 ("Beyond ... else")
' clothing.
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB

In lines 47–48, the words “study,” and “literature”
The main purpose of the second paragraph is to
primarily serve to
$ show that the client is less important than other clients
$ demonstrate the depth of Holmes’s knowledge on an
who visit the office.
obscure topic.
% prove that the narrator is inherently biased against the
% provide a false sense of authority to Holmes’s
client.
deductions.
& demonstrate that the narrator is mistaken in his view of
& lure the client into giving more information than he
the world.
intended to.
' present the narrator’s assessment of the client based on
' prove that Holmes feels that he is intellectually
his appearance.
superior to Watson.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB B
By the end of the passage, the client views Holmes’s
According to the passage, Holmes deduces that the client
deductions as
received his tattoo in China because
$ unimpressive.
$ the client has said that he has spent time in China.
% intriguing.
% the tattoo is the Chinese symbol for the Freemasons.
& astonishing.
& Holmes wrote a book about the type of fish depicted in
' insulting.
the tattoo.
' the coloring technique used in the tattoo is unique to
China.
第 201 页
/LWHUDWXUH SDVVDJH5
BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Sherlock Holmes’s deductions about the client serve to Which choice provides the best evidence for the answer
$ introduce the client ironically to set the tone for the rest to the previous question?
of the passage. $ lines 52-54 ("Mr. Jabez ... all")
% characterize Holmes as unusually perceptive and % lines 55-56 ("I ... explaining")
knowledgeable. & lines 57-58 ("My poor ... candid")
& show the extent of Watson’s errors to establish him as ' lines 58-59 ("Can ... Wilson")
incapable.
' highlights the difference in social class between the
detective and the client.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
It can be reasonably inferred that, after hearing Homes
explain his observations, the client
$ will tell people that Holmes is a fraud.
% no longer thinks that it is necessary to hire a detective for
the case.
& has a less romantic notion of Holmes’s abilities.
' now considers Watson more intelligent than Holmes.
第 202 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP(GLWK:KDUWRQ House of Mirth 7X[HGRRQKHUZD\WRWKH*XV7UHQRUV

DW%HOORPRQWDQG
RULJLQDOO\SXEOLVKHGLQ KDGPLVVHGWKHWKUHHILIWHHQWUDLQWR5KLQHEHFN$QG
WKHUHLVQ
WDQRWKHUWLOOKDOISDVWILYH6KHFRQVXOWHGWKHOLWWOH
6HOGHQSDXVHGLQVXUSULVH,QWKHDIWHUQRRQUXVKRIWKH MHZHOOHGZDWFKDPRQJKHUODFHV-XVWWZRKRXUVWRZDLW$QG
*UDQG&HQWUDO6WDWLRQKLVH\HVKDGEHHQUHIUHVKHGE\WKH 5 ,GRQ
WNQRZZKDWWRGRZLWKP\VHOI0\PDLGFDPHXSWKLV
VLJKWRI0LVV/LO\%DUW PRUQLQJWRGRVRPHVKRSSLQJIRUPHDQGZDVWRJRRQWR
Line ,WZDVD0RQGD\LQHDUO\6HSWHPEHUDQGKHZDVUHWXUQLQJ %HOORPRQWDWRQHR
FORFNDQGP\DXQW
VKRXVHLVFORVHGDQG
5 WRKLVZRUNIURPDKXUULHGGLSLQWRWKHFRXQWU\EXWZKDWZDV ,GRQ
WNQRZDVRXOLQWRZQ6KHJODQFHGSODLQWLYHO\DERXW
0LVV%DUWGRLQJLQWRZQDWWKDWVHDVRQ"+HUGHVXOWRU\DLU WKHVWDWLRQ,W,6KRWWHUWKDQ0UV9DQ2VEXUJK
VDIWHUDOO,I
SHUSOH[HGKLP6KHVWRRGDSDUWIURPWKHFURZGOHWWLQJLWGULIW \RXFDQVSDUHWKHWLPHGRWDNHPHVRPHZKHUHIRUDEUHDWK RI
E\KHUWRWKHSODWIRUPRUWKHVWUHHWDQGZHDULQJDQDLURI DLU
LUUHVROXWLRQZKLFKPLJKWDVKHVXUPLVHGEHWKHPDVNRID +HGHFODUHGKLPVHOIHQWLUHO\DWKHUGLVSRVDOWKHDGYHQWXUH
10 YHU\GHILQLWHSXUSRVH,WVWUXFNKLPDWRQFHWKDWVKHZDV VWUXFNKLPDVGLYHUWLQJ$VDVSHFWDWRUKHKDGDOZD\V
ZDLWLQJIRUVRPHRQHEXWKHKDUGO\NQHZZK\WKHLGHD HQMR\HG/LO\%DUWDQGKLVFRXUVHOD\VRIDURXWRIKHURUELW
DUUHVWHGKLP7KHUHZDVQRWKLQJQHZDERXW/LO\%DUW\HWKH WKDWLWDPXVHGKLPWREHGUDZQIRUDPRPHQWLQWRWKHVXGGHQ
FRXOGQHYHUVHHKHUZLWKRXWDIDLQWPRYHPHQWRILQWHUHVWLW LQWLPDF\ZKLFKKHUSURSRVDOLPSOLHG
ZDVFKDUDFWHULVWLFRIKHUWKDWVKHDOZD\VURXVHGVSHFXODWLRQ 6KDOOZHJRRYHUWR6KHUU\
VIRUDFXSRIWHD"
15 WKDWKHUVLPSOHVWDFWVVHHPHGWKHUHVXOWRIIDUUHDFKLQJ 6KHVPLOHGDVVHQWLQJO\DQGWKHQPDGHDVOLJKWJULPDFH
LQWHQWLRQV 6RPDQ\SHRSOHFRPHXSWRWRZQRQD0RQGD\²RQHLV
$QLPSXOVHRIFXULRVLW\PDGHKLPWXUQRXWRIKLVGLUHFW VXUHWRPHHWDORWRIERUHV,
PDVROGDVWKHKLOOVRIFRXUVH
OLQHWRWKHGRRUDQGVWUROOSDVWKHU+HNQHZWKDWLIVKHGLG DQGLWRXJKWQRWWRPDNHDQ\GLIIHUHQFHEXWLI,
0ROG
QRWZLVKWREHVHHQVKHZRXOGFRQWULYHWRHOXGHKLPDQGLW HQRXJK\RX
UHQRWVKHREMHFWHGJDLO\,
PG\LQJIRUWHD²
20 DPXVHGKLPWRWKLQNRISXWWLQJKHUVNLOOWRWKHWHVW0U EXWLVQ
WWKHUHDTXLHWHUSODFH"
6HOGHQ²ZKDWJRRGOXFN +HDQVZHUHGKHUVPLOHZKLFKUHVWHGRQKLPYLYLGO\+HU
6KHFDPHIRUZDUGVPLOLQJHDJHUDOPRVWLQKHUUHVROYHWR GLVFUHWLRQVLQWHUHVWHGKLPDOPRVWDVPXFKDVKHU
LQWHUFHSWKLP2QHRUWZRSHUVRQVLQEUXVKLQJSDVWWKHP LPSUXGHQFHVKHZDVVRVXUHWKDWERWKZHUHSDUWRIWKHVDPH
OLQJHUHGWRORRNIRU0LVV%DUWZDVDILJXUHWRDUUHVWHYHQWKH FDUHIXOO\HODERUDWHGSODQ,QMXGJLQJ0LVV%DUWKHKDG
25 VXEXUEDQWUDYHOOHUUXVKLQJWRKLVODVWWUDLQ DOZD\VPDGHXVHRIWKHDUJXPHQWIURPGHVLJQ
6HOGHQKDGQHYHUVHHQKHUPRUHUDGLDQW+HU YLYLGKHDG
UHOLHYHGDJDLQVWWKHGXOOWLQWVRIWKHFURZGPDGHKHUPRUH
FRQVSLFXRXVWKDQLQDEDOOURRPDQGXQGHUKHUGDUNKDWDQG
YHLOVKHUHJDLQHGWKHJLUOLVKVPRRWKQHVVWKHSXULW\RIWLQW
30 WKDWVKHZDVEHJLQQLQJWRORVHDIWHUHOHYHQ\HDUVRIODWHKRXUV
DQGLQGHIDWLJDEOHGDQFLQJ
:KDWOXFNVKHUHSHDWHG+RZQLFHRI\RXWRFRPHWR
P\UHVFXH
+HUHVSRQGHGMR\IXOO\WKDWWRGRVRZDVKLVPLVVLRQLQ
35 OLIHDQGDVNHGZKDWIRUPWKHUHVFXHZDVWRWDNH
2KDOPRVWDQ\²HYHQWRVLWWLQJRQDEHQFKDQGWDONLQJWR
PH2QHVLWVRXWDFRWLOOLRQ²ZK\QRWVLWRXWDWUDLQ",WLVQ
WD
ELWKRWWHUKHUHWKDQLQ0UV9DQ2VEXUJK
VFRQVHUYDWRU\²
DQGVRPHRIWKHZRPHQDUHQRWDELWXJOLHU6KHEURNHRII
40 ODXJKLQJWRH[SODLQWKDWVKHKDGFRPHXSWRWRZQIURP
第 203 页
/LWHUDWXUH SDVVDJH

:KLFKFKRLFHEHVWVXPPDUL]HVWKHSDVVDJH" $VXVHGLQOLQH³LQWHUFHSW´PRVWQHDUO\PHDQV
$ 7KHSDVVDJHSUHVHQWVDSRUWUDLWRIWZRFKDUDFWHUVZKR $ KDOW
GHFLGHWRWUDYHOWRJHWKHU % GHIOHFW
% 7KHSDVVDJHH[SODLQVWKHUHDVRQVIRURQHFKDUDFWHU¶V & RYHUKHDU
DYRLGDQFHRIDFRPPXQLW\ ' SRVVHVV
& 7KHSDVVDJHFDSWXUHVRQHFKDUDFWHU¶VIDVFLQDWLRQZLWK
DQRWKHUFKDUDFWHU BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
' 7KHSDVVDJHGHVFULEHVDEXV\WUDLQVWDWLRQDQGWKH $VXVHGLQOLQH³YLYLG´PRVWQHDUO\PHDQV
FKDUDFWHUVZKRLQKDELWLW $ EULJKW
% DQLPDWHG
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB & FOHDU
2YHUWKHFRXUVHRIWKHSDVVDJH6HOGHQ¶VDWWLWXGHVKLIWVIURP ' VKDUS
$ EHZLOGHUHGWRFXULRXV
% GLVPD\HGWRDSSUHKHQVLYH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB B
& DPD]HGWRDQWLFLSDWRU\ 7KHFRQYHUVDWLRQEHWZHHQ6HOGHQDQG/LO\LQOLQHV±
' LQFUHGXORXVWRLQGLIIHUHQW ³:KDWXJOLHU´VHUYHVSULPDULO\WR
$ VKRZKRZORQJLWKDVEHHQVLQFHWKH\ODVWVDZHDFK
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB RWKHU
:KLFKVWDWHPHQWEHVWFKDUDFWHUL]HVWKHUHODWLRQVKLSEHWZHHQ % GHPRQVWUDWHWKHLUVKDUHGH[SHULHQFHV
6HOGHQDQG/LO\" & LQWURGXFHWKHPDVSRWHQWLDOURPDQWLFSDUWQHUV
$ 6HOGHQLVVNHSWLFDORI/LO\DQGWKLQNVVKHLVKLGLQJ ' HVWDEOLVKWKHLPEDODQFHRISRZHUEHWZHHQWKHP
VRPHWKLQJIURPKLP
% 6HOGHQLVFDSWLYDWHGE\/LO\DQGZDQWVWRVSHQGPRUHWLPH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB
ZLWKKHU ,WFDQEHLQIHUUHGWKDW/LO\GRHVQRWZDQWWRJRWR6KHUU\¶V
& 6HOGHQLVDODUPHGE\/LO\¶VEHKDYLRUDQGVWUDLQVWR EHFDXVHVKH
XQGHUVWDQGKHU $ WKLQNVVKHZLOOQRWILQGWKHFRPSDQ\WKHUHHQJDJLQJ
' 6HOGHQLVVPLWWHQZLWK/LO\DQGEHJLQVWRIDOOLQORYHZLWK % LVZRUULHGVKHZRQ¶WPDNHLWWRKHUGHVWLQDWLRQRQWLPH
KHU & LVVXUHWKDWLWZLOOEHWRRKRWDQGFURZGHGWRHQMR\
' EHOLHYHVVKHLVWRRROGWRHQMR\WKHDWPRVSKHUH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBB
,QWKHSDVVDJH/LO\LVFKDUDFWHUL]HGDVVRPHRQHZKRLV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
$ LQWULJXLQJDQGGHOLEHUDWH 6HOGHQ¶VREVHUYDWLRQVRI/LO\SULPDULO\LQGLFDWHWKDWKH
% LUULWDEOHDQGDQ[LRXV $ LVFDXWLRXVO\ZDU\RI/LO\¶VDFWLRQV
& VXUSULVLQJDQGLUUHYHUHQW % LVSOHDVHGWREHLQ/LO\
VFRPSDQ\
' VHFUHWLYHDQGPRRG\ & WKLQNVWKDW/LO\FDQEHDPDQLSXODWLYHSHUVRQ
' IHHOVGUDZQWR/LO\LQVSLWHRIKLPVHOI
BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB
$ OLQHV±³6KHSXUSRVH´
% OLQHV±³,WKLP´
& OLQHV±³7KHUHLQWHQWLRQV´
' OLQHV±+HWHVW´
第 204 页
/LWHUDWXUH SDVVDJH
:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWRWKH
SUHYLRXVTXHVWLRQ"
$ OLQHV±³+HGLYHUWLQJ´
% OLQHV±³DQGLPSOLHG´
& OLQH³6KHJULPDFH´
' OLQH³+HYLYLGO\´
第 205 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP-DFN/RQGRQ The Scarlet 6XGGHQO\KHEHFDPHDOHUWO\WHQVH6RXQGVLJKWDQGRGRU

Plague2ULJLQDOO\SXEOLVKHGLQ KDGJLYHQKLPDVLPXOWDQHRXVZDUQLQJ+LVKDQGZHQWEDFN
WRWKHROGPDQWRXFKLQJKLPDQGWKHSDLUVWRRGVWLOO$KHDG
$QROGPDQDQGDER\WUDYHOOHGDORQJWKLVUXQZD\7KH\ DWRQHVLGHRIWKHWRSRIWKHHPEDQNPHQWDURVHDFUDFNOLQJ
PRYHGVORZO\IRUWKHROGPDQZDVYHU\ROGKLVPRYHPHQWV 5 VRXQGDQGWKHER\
VJD]HZDVIL[HGRQWKHWRSVRIWKH
WUHPXORXVDQGKHOHDQHGKHDYLO\XSRQKLVVWDII$UXGHVNXOO DJLWDWHGEXVKHV7KHQDODUJHEHDUDJUL]]O\FUDVKHGLQWR
Line FDSRIJRDWVNLQSURWHFWHGKLVKHDGIURPWKHVXQ)URP YLHZDQGOLNHZLVHVWRSSHGDEUXSWO\DWVLJKWRIWKHKXPDQV
5 EHQHDWKWKLVIHOODVFDQWIULQJHRIVWDLQHGDQGGLUW\ZKLWHKDLU +HGLGQRWOLNHWKHPDQGJURZOHGTXHUXORXVO\6ORZO\WKH
$YLVRULQJHQLRXVO\PDGHIURPDODUJHOHDIVKLHOGHGKLV ER\ILWWHGWKHDUURZWRWKHERZDQGVORZO\KHSXOOHGWKH
H\HVDQGIURPXQGHUWKLVKHSHHUHGDWWKHZD\RIKLVIHHWRQ ERZVWULQJWDXW%XWKHQHYHUUHPRYHGKLVH\HVIURPWKHEHDU
WKHWUDLO +LVEHDUGZKLFKVKRXOGKDYHEHHQVQRZZKLWHEXW 7KHROGPDQSHHUHGIURPXQGHUKLVJUHHQOHDIDWWKH
ZKLFKVKRZHGWKHVDPHZHDWKHUZHDUDQGFDPSVWDLQDVKLV GDQJHUDQGVWRRGDVTXLHWO\DVWKHER\)RUDIHZVHFRQGV
10 KDLUIHOOQHDUO\WRKLVZDLVWLQDJUHDWWDQJOHGPDVV$ERXWKLV WKLVPXWXDOVFUXWLQL]LQJZHQWRQWKHQWKHEHDUEHWUD\LQJD
FKHVWDQGVKRXOGHUVKXQJDVLQJOHPDQJ\JDUPHQWRI JURZLQJLUULWDELOLW\WKHER\ZLWKDPRYHPHQWRIKLVKHDG
JRDWVNLQ+LVDUPVDQGOHJVZLWKHUHGDQGVNLQQ\EHWRNHQHG LQGLFDWHGWKDWWKHROGPDQPXVWVWHSDVLGHIURPWKHWUDLODQG
H[WUHPHDJHDVZHOODVGLGWKHLUVXQEXUQDQGVFDUVDQG JRGRZQWKHHPEDQNPHQW7KHER\IROORZHGJRLQJ
VFUDWFKHVEHWRNHQORQJ\HDUVRIH[SRVXUHWRWKHHOHPHQWV EDFNZDUGVWLOOKROGLQJWKHERZWDXWDQGUHDG\7KH\ZDLWHG
15 7KHER\ZKROHGWKHZD\FKHFNLQJWKHHDJHUQHVVRIKLV WLOODFUDVKLQJDPRQJWKHEXVKHVIURPWKHRSSRVLWHVLGHRI
PXVFOHVWRWKHVORZSURJUHVVRIWKHHOGHUOLNHZLVHZRUHD WKHHPEDQNPHQWWROGWKHPWKHEHDUKDGJRQHRQ7KHER\
VLQJOHJDUPHQW²DUDJJHGHGJHGSLHFHRIEHDUVNLQZLWKD JULQQHGDVKHOHGEDFNWRWKHWUDLO
KROHLQWKHPLGGOHWKURXJKZKLFKKHKDGWKUXVWKLVKHDG+H $ELJXQ*UDQVHUKHFKXFNOHG
FRXOGQRWKDYHEHHQPRUHWKDQWZHOYH\HDUVROG7XFNHG 7KHROGPDQVKRRNKLVKHDG
20 FRTXHWWLVKO\RYHURQHHDUZDVWKHIUHVKO\VHYHUHGWDLORID 7KH\JHWWKLFNHUHYHU\GD\KHFRPSODLQHGLQDWKLQ
SLJ,QRQHKDQGKHFDUULHGDPHGLXPVL]HGERZDQGDQ XQGHSHQGDEOHIDOVHWWR:KR
GKDYHWKRXJKW,
GOLYHWRVHH
DUURZ WKHWLPHZKHQDPDQZRXOGEHDIUDLGRIKLVOLIHRQWKHZD\WR
2QKLVEDFNZDVDTXLYHUIXORIDUURZV)URPDVKHDWK WKH&OLII+RXVH:KHQ,ZDVDER\(GZLQPHQDQGZRPHQ
KDQJLQJDERXWKLVQHFNRQDWKRQJSURMHFWHGWKHEDWWHUHG DQGOLWWOHEDELHVXVHGWRFRPHRXWKHUHIURP6DQ)UDQFLVFRE\
25 KDQGOHRIDKXQWLQJNQLIH+HZDVDVEURZQDVDEHUU\DQG WHQVRIWKRXVDQGVRQDQLFHGD\$QGWKHUHZHUHQ
WDQ\EHDUV
ZDONHGVRIWO\ZLWKDOPRVWDFDWOLNHWUHDG,QPDUNHGFRQWUDVW WKHQ1RVLU7KH\XVHGWRSD\PRQH\WRORRNDWWKHPLQ
ZLWKKLVVXQEXUQHGVNLQZHUHKLVH\HV²EOXHGHHSEOXHEXW 0 FDJHVWKH\ZHUHWKDWUDUH
NHHQDQGVKDUSDVDSDLURIJLPOHWV7KH\VHHPHGWRERUHLQWR :KDWLVPRQH\*UDQVHU"
DIWDERXWKLPLQDZD\WKDWZDVKDELWXDO$VKHZHQWDORQJKH %HIRUHWKHROGPDQFRXOGDQVZHUWKHER\UHFROOHFWHGDQG
30 VPHOOHGWKLQJVDVZHOOKLVGLVWHQGHGTXLYHULQJQRVWULOV WULXPSKDQWO\VKRYHGKLVKDQGLQWRDSRXFKXQGHUKLVEHDU
FDUU\LQJWRKLVEUDLQDQHQGOHVVVHULHVRIPHVVDJHVIURPWKH VNLQDQGSXOOHGIRUWKDEDWWHUHGDQGWDUQLVKHGVLOYHUGROODU
RXWVLGHZRUOG$OVRKLVKHDULQJZDVDFXWHDQGKDGEHHQVR 7KHROGPDQ
VH\HVJOLVWHQHGDVKHKHOGWKHFRLQFORVHWR
WUDLQHGWKDWLWRSHUDWHGDXWRPDWLFDOO\:LWKRXWFRQVFLRXV WKHP
HIIRUWKHKHDUGDOOWKHVOLJKWVRXQGVLQWKHDSSDUHQW ,FDQ
WVHHKHPXWWHUHG<RXORRNDQGVHHLI\RXFDQ
35 TXLHW²KHDUGDQGGLIIHUHQWLDWHGDQGFODVVLILHGWKHVH PDNHRXWWKHGDWH(GZLQ
VRXQGV²ZKHWKHUWKH\ZHUHRIWKHZLQGUXVWOLQJWKHOHDYHV 7KHER\ODXJKHG
RIWKHKXPPLQJRIEHHVDQGJQDWVRIWKHGLVWDQWUXPEOHRI 80 <RX
UHDJUHDW*UDQVHUKHFULHGGHOLJKWHGO\DOZD\V
WKHVHDWKDWGULIWHGWRKLPRQO\LQOXOOVRURIWKHJRSKHUMXVW PDNLQJEHOLHYHWKHPOLWWOHPDUNVPHDQVRPHWKLQJ
XQGHUKLVIRRWVKRYLQJDSRXFKIXORIHDUWKLQWRWKHHQWUDQFH
40 RIKLVKROH
第 206 页
/LWHUDWXUH SDVVDJH

2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP $VXVHGLQOLQH³IL[HGRQ´PRVWQHDUO\PHDQV
$ DQDSSUHFLDWLYHFKDUDFWHUL]DWLRQRIWKHZLOGHUQHVVWRD $ DWWDFKHGWR
FULWLTXHRIFLYLOL]DWLRQ % ORFNHGRQ
% WKHGHSLFWLRQRIDSDUWLFXODUSODFHDQGWLPHWRDEURDG & HVWDEOLVKHGRQ
SUHGLFWLRQDERXWWKHIXWXUH ' VHFXUHGWR
& DSK\VLFDOGHVFULSWLRQRIFKDUDFWHUVDQGWKHLUHQYLURQPHQW
WRDGLVFXVVLRQRIRQHFKDUDFWHU¶VPHPRULHV BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
' WKHRSLQLRQVKHOGE\D\RXQJFKDUDFWHUWRWKHYLHZV %DVHGRQWKHGHVFULSWLRQRIWKHHQFRXQWHUZLWKWKHEHDULW
DVVHUWHGE\DQROGHUFKDUDFWHU FDQUHDVRQDEO\EHLQIHUUHGWKDW
$ *UDQVHUDQG(GZLQKDYHSUHYLRXVO\FRPHDFURVVEHDUV
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB RQWKHLUMRXUQH\
7KHQDUUDWRUFKDUDFWHUL]HV(GZLQDVVRPHRQHZKR % *UDQVHUDQG(GZLQDUHQRWFRQFHUQHGE\WKHSUHVHQFH
$ KDVQHYHUNQRZQDGLIIHUHQWZD\RIOLIH RIDQLPDOVLQWKHIRUHVW
% GRHVQRWUHVSHFWKLVHOGHUV & *UDQVHULVVXUSULVHGWRVHHDEHDUWKDWLVQRWLQDFDJH
& KDVMXVWEHJXQWRGHYHORSVXUYLYDOVNLOOV ' (GZLQLVGLVWUDFWHGE\WKHFRQVWDQWWKUHDWSRVHGE\
' UHIXVHVHGXFDWLRQLQDQ\IRUP ZLOGOLIH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB BB

$FFRUGLQJWRWKHSDVVDJH(GZLQ¶VVHQVRU\VNLOOVDUH :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
$ KLJKO\GHYHORSHGDQGJLYHKLPDSUHFLVHDZDUHQHVVRI WRWKHSUHYLRXVTXHVWLRQ"
WKHHQYLURQV $ OLQHV±³6RXQGZDUQLQJ´
% ILQHO\WXQHGEXWIDLOWRSURWHFW(GZLQIURPLPPLQHQW % OLQH³+HTXHUXORXVO\´
GDQJHUV & OLQH³$FKXFNOHG´
& HTXDOO\DVSURILFLHQWDV*UDQVHU¶VVHQVRU\DELOLWLHV ' OLQHV±³7KH\IDOVHWWR´
' VROHO\UHVSRQVLEOHIRU(GZLQDQG*UDQVHU¶VFRQWLQXHG
VDIHW\ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB B BB
,WFDQUHDVRQDEO\EHLQIHUUHGIURP(GZLQDQG*UDQVHU¶V
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB FRQYHUVDWLRQWKDW
,QOLQHV±WKHGHVFULSWLRQRIWKHEHDUGPDLQO\VHUYHVWR $ FLWL]HQVKDYHUHFHQWO\EHFRPHDZDUHRIFKDQJHVLQ
$ GHPRQVWUDWHWKDW*UDQVHULVQHJOLJHQW WKHLUHQYLURQPHQW
% HPSKDVL]H*UDQVHU¶VDGYDQFHGDJH % WKHVRFLDOFKDQJHV*UDQVHUUHIHUVWRDUHKLVRZQ
& KLJKOLJKW*UDQVHU¶VFRQFHUQDERXWDSSHDUDQFHV LPDJLQDU\LQYHQWLRQV
' VKRZWKDW*UDQVHULQWLPLGDWHVRWKHUV & VRFLHW\XQGHUZHQWDGUDVWLFFKDQJHUHODWLYHO\HDUO\LQ
*UDQVHU¶VOLIH
BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB ' (GZLQDQG*UDQVHUKDYHPDGHDGHOLEHUDWHFKRLFHWR
,QSDUDJUDSKOLQHV±WKHZRUGV³FDWOLNH´³NHHQ´ OHDYHVRFLHW\
DQG³DFXWH´SULPDULO\VHUYHWR
$ GHVFULEHWKHZD\(GZLQUHODWHVWRDQLPDOV
% FKDUDFWHUL]H(GZLQ¶VLQWHUDFWLRQZLWKKLVVXUURXQGLQJV
& GHVFULEH(GZLQ¶VLQQDWHSHUVRQDOLW\WUDLWV
' UHYHDO(GZLQ¶VVXSHULRULW\WR*UDQVHU
第 207 页
/LWHUDWXUH SDVVDJH
:KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR (GZLQ¶VUHDFWLRQWRWKHGDWHRQWKHFRLQSULPDULO\VHUYHVWR
WKHSUHYLRXVTXHVWLRQ" $ GHPRQVWUDWH(GZLQ¶VODFNRILQWHOOLJHQFH
$ OLQHV±³:KR¶G+RXVH % UHSUHVHQWDEHOLHIWKDWLVUDSLGO\EHFRPLQJFRPPRQ
% OLQHV±³:KHQGD\´ & VKRZWKDW(GZLQGRHVQRWWUXVW*UDQVHU
& OLQHV±³%HIRUHGROODU´ ' HPSKDVL]HWKHH[WHQWWRZKLFKVRFLDOSUDFWLFHVKDYH
' OLQH³,PXWWHUHG´ FKDQJHG
第 208 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP-'%HUHVIRUG The Looking 5DFKHOVWUDLJKWHQHGKHUVKRXOGHUVDQGOLIWHGKHUKHDG

Glass2ULJLQDOO\SXEOLVKHGLQ WKHUHZDVGLVGDLQLQKHUIDFHEXWQRQHLQKHUYRLFHDVVKH
UHSOLHG$QGVRLWVHHPVWKDWVKHZDQWVWRVHHPH
7KLVZDVWKHILUVWFRPPXQLFDWLRQWKDWKDGFRPHIURPKHU 6KHZDVH[FLWHGDWWKHWKRXJKWRIPHHWLQJWKLVWUDGLWLRQDO
DXQWLQ5DFKHO
VOLIHWLPH 5 DOPRVWP\WKLFDODXQWZKRPVKHKDGVRRIWHQKHDUGDERXW
,WKLQN\RXUDXQWKDVIRUJLYHQPHDWODVWKHUIDWKHUVDLG 6RPHWLPHVVKHKDGZRQGHUHGLIWKHSHUVRQDOLW\RIWKLV
Line DVKHSDVVHGWKHOHWWHUDFURVVWKHWDEOH UHPDUNDEOHUHODWLYHKDGQRWEHHQDILJPHQWRIKHUIDWKHU
V
5 5DFKHOORRNHGILUVWDWWKHVLJQDWXUH,WVHHPHGVWUDQJHWR LPDJLQDWLRQORQJSRQGHUHGDQGUHFRQVWUXFWHGRXWRIKDOI
VHHKHURZQQDPHWKHUH,WZDVDVLIKHULQGLYLGXDOLW\KHU IRUJRWWHQPDWHULDO%XWWKLVOHWWHURIKHUVWKDWQRZOD\RQWKH
YHU\LGHQWLW\ZDVLPSXJQHGE\WKHIDFWWKDWWKHUHVKRXOGEH EUHDNIDVWWDEOHZDVDGPLUDEOHLQFKDUDFWHU7KHUHZDV
WZR5DFKHO'HDQHV0RUHRYHUWKHUHZDVDOLNHQHVVEHWZHHQ VRPHWKLQJRIFRQGHVFHQVLRQDQGLQWROHUDQFHH[SUHVVHGLQ WKH
KHUDXQW
VDXWRJUDSKDQGKHURZQDFKDUDFWHULVWLFWXUQLQWKH YHU\UHVWUDLQWRILWVWRQH6KHKDGZULWWHQDNLQGO\OHWWHUEXW
10 ORRSLQJRIWKHOHWWHUVDKLQWRIWKHVDPHGHFLVLYHQHVVDQG WKHNLQGOLQHVVKDGDQDLURISLW\,WZDVDOOFRQVLVWHQWHQRXJK
SUHFLVLRQ,I5DFKHOKDGEHHQHGXFDWHGILIW\\HDUVHDUOLHUVKH ZLWKZKDWKHUIDWKHUKDGWROGKHU
PLJKWKDYHZULWWHQKHUQDPHLQMXVWWKDWPDQQHU 0U'HDQHFDPHRXWRIKLVUHPLQLVFHQFHVZLWKDVLJK
<RX
UHYHU\OLNHKHULQVRPHZD\VKHUIDWKHUVDLGDV <HV\HVVKHZDQWVWRVHH\RXP\GHDUKHVDLG,
VKHVWLOOVWDUHGDWWKHVLJQDWXUH WKLQN\RXKDGEHWWHUDFFHSWWKLVLQYLWDWLRQWRVWD\ZLWKKHU
15 5DFKHO
VH\HOLGVGURRSHGDQGKHUH[SUHVVLRQLQGLFDWHGD 6KHLVULFKDOPRVWZHDOWK\DQG,DV\RXNQRZKDYH
IDLQWVXSSUHVVHGLQWROHUDQFHRIKHUIDWKHU
VUHPDUN +HVDLG SUDFWLFDOO\QRWKLQJWROHDYH\RX²SUDFWLFDOO\QRWKLQJ,IVKH
WKHVDPHWKLQJVVRRIWHQDQGLQVRSUHFLVHO\WKHVDPHWRQH WRRNDIDQF\WR\RX
WKDWVKHKDGIRUPHGDKDELWRIDXWRPDWLFDOO\UHMHFWLQJWKH +HVLJKHGDJDLQDQG5DFKHONQHZWKDWIRUWKHKXQGUHGWK
WUXWKRIFHUWDLQRIKLVVWDWHPHQWV +HKDGDOZD\VDSSHDUHGWR WLPHKHZDVUHJUHWWLQJKLVRZQSDVWZHDNQHVV+HKDGEHHQ
20 KHUDVVHQLOH+HKDGEHHQRYHUILIW\ZKHQVKHZDVERUQDQG VRIRROLVKLQPRQH\PDWWHUVIULWWHULQJDZD\KLVRQFH
HYHUVLQFHVKHFRXOGUHPHPEHUVKHKDGGRXEWHGWKH FRQVLGHUDEOHFDSLWDOLQDLPOHVVVSHFXODWLRQV
FRUUHFWQHVVRIKLVLQIRUPDWLRQ6KHZDVVKHKDGRIWHQWROG ,
OOFHUWDLQO\JRLI\RXFDQVSDUHPHIRUDZKROH
KHUVHOIDERUQVFHSWLFDQXOWUDPRGHUQ6KHKDGDFHUWDLQ IRUWQLJKW5DFKHOVDLG,
PDOOFXULRVLW\WRVHHWKLV
YHQHUDWLRQIRUWKHPRUHGLVWDQWSDVWEXWQRQHIRUKHUIDWKHU
V UHPDUNDEOHDXQW%\WKHZD\KRZROGLVVKH"
25 SHULRG6KHKDGORQJVLQFHFRQGHPQHGDOLNHWKHHWKLFDQGWKH 7KHUHZHUHRQO\ILIWHHQPRQWKVEHWZHHQXV0U'HDQH
DHVWKHWLFRIWKHQLQHWHHQWKFHQWXU\DVUHSUHVHQWHGE\KHU VDLGVRVKHPXVWEH²GHDUPH\HV²VKHPXVWEHVHYHQW\
IDWKHU
VRSLQLRQVVRWKDWHYHQQRZZKHQKLVIDPLOLDU 0 WKUHH'HDUGHDU)DQF\5DFKHOEHLQJVHYHQW\WKUHH,DOZD\V
FRPPHQWFRLQFLGHGVRTXHHUO\ZLWKKHURZQWKRXJKWVKH WKLQNRIKHUDVEHLQJDERXW\RXUDJH,WVHHPVVRDEVXUGWR
LQVWLQFWLYHO\GLVEHOLHYHGKLP<HWDVDOZD\VVKHZDVJHQWOH WKLQNRIKHUDVold«
30 LQKHUDQVZHU6KHFRQGHVFHQGHGIURPWKHKHLJKWVRIKHU +HFRQWLQXHGKLVUHIOHFWLRQVEXW5DFKHOZDVQRWOLVWHQLQJ
\RXWKDQGYLJRXUWRSLW\KLP +HZDVDVNLQJIRUWKHXQGHUVWDQGLQJRIWKH\RXQJTXLWH
,VKRXOGWKLQN\RXPXVWDOPRVWKDYHIRUJRWWHQZKDW XQDZDUHRIKLVVHQLOLW\UHDFKLQJRXWRYHUKDOIDFHQWXU\WR
$XQW5DFKHOZDVOLNHGHDUVKHVDLG +RZPDQ\\HDUVLVLW WU\WRWRXFKWKHFRPSUHKHQVLRQDQGV\PSDWK\RIKLV
VLQFH\RX
YHVHHQKHU" GDXJKWHU%XWVKHZDVDOUHDG\EHQWRQKHURZQDGYHQWXUH
35 0RUHWKDQIRUW\KHUIDWKHUVDLGUXPLQDWLQJSURIRXQGO\ ORRNLQJIRUZDUGHDJHUO\WRDYLVLWWR/RQGRQWKDWSURPLVHG
:HGLVDJUHHGZHLQYDULDEO\GLVDJUHHG 5DFKHODOZD\V GHOLJKWVRWKHUWKDQWKHLQVSHFWLRQRIWKHP\VWHULRXV
SULGHGKHUVHOIRQEHLQJVRPRGHUQ6KHUHDG'DUZLQDQG 80 WUDGLWLRQDODXQWZKRPVKHKDGVRORQJNQRZQE\UHSRUW
WKLQJVOLNHWKDW$OWRJHWKHUEH\RQGPH,DGPLW6WLOOLWVHHPV
WRPHWKDWWKHROGWUXWKVKDYHHQGXUHGDQGZLOOLQVSLWHRI
40 DOOLQVSLWHRIDOO
第 209 页
/LWHUDWXUH SDVVDJH

2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
$ DGHSLFWLRQRIDIDPLO\¶VVWUDLQHGG\QDPLFWRDFKDUDFWHU¶V WRWKHSUHYLRXVTXHVWLRQ"
ZDQGHULQJUHFROOHFWLRQVRIWKHGLVWDQWSDVW $ OLQHV±³5DFKHO¶VUHPDUN´
% RQHFKDUDFWHU
VUHFHSWLRQRIQHZLQIRUPDWLRQWRDIUDQN % OLQHV±³6KHPRGHUQ´
GLVFXVVLRQRIPRQH\DQGLQKHULWDQFHV & OLQHV±³6KHKDGSHULRG´
& WZRFKDUDFWHUV
UHDFWLRQVWRDQXQH[SHFWHGPHVVDJHWRD ' OLQHV±³,VKRXOGVDLG´
FKDUDFWHU
VDQWLFLSDWLRQRIDMRXUQH\
' DFRPSDULVRQEHWZHHQWZRFKDUDFWHUVWRRQHFKDUDFWHU¶V BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB
WKRXJKWVDERXWPHPRULHVDQGDJLQJ $VXVHGLQOLQH³YHQHUDWLRQ´PRVWQHDUO\PHDQV
$ GLVWDVWH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB % UHYHUHQFH
:KLFKVWDWHPHQWEHVWGHVFULEHV5DFKHO
VSHUVSHFWLYH & GHIHUHQFH
UHJDUGLQJKHUDXQW" ' DZH
$ 6KHLVFXULRXVDERXWKHUVLPLODULWLHVWRKHUDXQWDQG
LQWULJXHGE\WKHLGHDRIPHHWLQJKHU BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
% 6KHLVGLVGDLQIXORIKHUDXQWEHFDXVHVKHKDVLJQRUHGKHU 7KHSULPDU\SXUSRVHRISDUDJUDSKOLQHV±LVWR
IDPLO\IRU\HDUV $ HVWDEOLVK5DFKHO
VODFNRILQWHUHVWLQHWKLFVDQG
& 6KHLVVXVSLFLRXVRIKHUDXQW
VLQWHQWLRQVEXWH[FLWHGDERXW DHVWKHWLFV
WKHSRVVLELOLW\RIDQLQKHULWDQFH % GHWDLOWKHGLIIHUHQFHVEHWZHHQ5DFKHO
VJHQHUDWLRQDQG
' 6KHLVSX]]OHGE\KHUDXQW
VVXGGHQLQWHUHVWLQPHHWLQJ KHUIDWKHU
V
KHU & YDOLGDWH5DFKHO
VVHQVHWKDWKHUIDWKHULVXQWUXVWZRUWK\
' SURYLGHLQVLJKWLQWR5DFKHO
VYLHZRIWKHSDVW
,QOLQH³LPSXJQHG´PRVWQHDUO\PHDQV
$ FRQWUDGLFWHG BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB B
% FKDOOHQJHG ,WFDQUHDVRQDEO\EHLQIHUUHGWKDWWKHUHODWLRQVKLSEHWZHHQ
& RSSRVHG 5DFKHO
VIDWKHUDQGKHUDXQW
' UHVLVWHG $ KDVEHHQGDPDJHGE\DPLVXQGHUVWDQGLQJ
% LVVWUDLQHGDVDUHVXOWRIWKHLUSDVWFRQIOLFWV
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBB & KDVEHFRPHOHVVWHQVHDVWLPHKDVSDVVHG
7KHQDUUDWRULPSOLHVWKDW5DFKHO¶VDWWLWXGHWRZDUGVKHUIDWKHU ' LVXQHDV\GXHWRWKHLUGLIIHUHQWILQDQFLDOVLWXDWLRQV
LV
$ RYHUWO\GLVUHVSHFWIXO BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB
% JHQHUDOO\ORYLQJ :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWR
& PLOGO\FRQWHPSWXRXV SUHYLRXVTXHVWLRQ"
' ZKROO\SDWURQL]LQJ $ OLQHV±³<RX
UHVLJQDWXUH´
% OLQHV±³+RZGLVDJUHHG´
& OLQHV±³+HVLJKHGVSHFXODWLRQV´
' OLQHV±³7KHUHROG´
第 210 页
/LWHUDWXUH SDVVDJH
:KLFKFRQFOXVLRQGRHV5DFKHOPDNHEDVHGRQWKHOHWWHU ,QOLQHV±WKHLQIRUPDWLRQDERXWZHDOWKVHUYHVPDLQO\WR
IURPKHUDXQW" $ HPSKDVL]HWKDW5DFKHO¶VDXQWPDNHVVWURQJGHPDQGVRIKHU
$ +HUDXQW¶VSHUVRQDOLW\LVFRQVLVWHQWZLWKKHUIDWKHU¶V IDPLO\
VWRULHV % SURYLGHFRQWH[WIRUWKHGLVDJUHHPHQWEHWZHHQ5DFKHO¶VDXQW
% +HUIDWKHUKDVPDGHXSDJUHDWGHDODERXWKHUGXHWRKLV DQGKHUIDWKHU
IRUJHWIXOQHVV & LOOXVWUDWHZK\5DFKHOJHQHUDOO\GLVUHJDUGVKHUIDWKHU¶V
& +HUDXQWKDVWDNHQSLW\RQWKHPDQGZDQWVWROHDYH DGYLFH
WKHPKHUIRUWXQH ' UHYHDOWKDW5DFKHOPD\EHQHILWIURPEXLOGLQJDUHODWLRQVKLS
' 6KHDQGKHUDXQWDUHUHPDUNDEO\DOLNHLQSHUVRQDOLW\ ZLWKKHUDXQW
第 211 页
/LWHUDWXUH SDVVDJH
7KLVSDVVDJHLVH[FHUSWHGIURP.DWKHULQH0DQVILHOG7KH9R\DJH <HVGHDU
2ULJLQDOO\SXEOLVKHGLQ $QG\RXURWKHUWLFNHWV"
*UDQGPDIHOWIRUWKHPLQVLGHKHUJORYHDQGVKRZHGKLP
7KH3LFWRQERDWZDVGXHWROHDYHDWKDOISDVWHOHYHQ,W 5 WKHWLSV
ZDVDEHDXWLIXOQLJKWPLOGVWDUU\RQO\ZKHQWKH\JRWRXWRI 7KDW
VULJKW
WKHFDEDQGVWDUWHGWRZDONGRZQWKH2OG:KDUIWKDWMXWWHG +HVRXQGHGVWHUQEXW)HQHOODHDJHUO\ZDWFKLQJKLPVDZ
Line RXWLQWRWKHKDUERXUDIDLQWZLQGEORZLQJRIIWKHZDWHU WKDWKHORRNHGWLUHGDQGVDG
5 UXIIOHGXQGHU)HQHOOD
VKDWDQGVKHSXWXSKHUKDQGWRNHHSLW 0LDRRRR227KHVHFRQGZKLVWOHEODUHGMXVWDERYHWKHLU
RQ,WZDVGDUNRQWKH2OG:KDUIYHU\GDUNWKHZRROVKHGV KHDGVDQGDYRLFHOLNHDFU\VKRXWHG$Q\PRUHIRUWKH
WKHFDWWOHWUXFNVWKHFUDQHVVWDQGLQJXSVRKLJKWKHOLWWOH JDQJZD\"
VTXDWUDLOZD\HQJLQHDOOVHHPHGFDUYHGRXWRIVROLG <RX
OOJLYHP\ORYHWRIDWKHU)HQHOODVDZKHUIDWKHU
V
GDUNQHVV+HUHDQGWKHUHRQDURXQGHGZRRGSLOHWKDWZDV OLSVVD\$QGKHUJUDQGPDYHU\DJLWDWHGDQVZHUHG2I
10 OLNHWKHVWDONRIDKXJHEODFNPXVKURRPWKHUHKXQJD FRXUVH,ZLOOGHDU*RQRZ<RX
OOEHOHIW*RQRZ)UDQN
ODQWHUQEXWLWVHHPHGDIUDLGWRXQIXUOLWVWLPLGTXLYHULQJ *RQRZ
OLJKWLQDOOWKDWEODFNQHVVLWEXUQHGVRIWO\DVLIIRULWVHOI ,W
VDOOULJKWPRWKHU,
YHJRWDQRWKHUWKUHHPLQXWHV7R
)HQHOOD
VIDWKHUSXVKHGRQZLWKTXLFNQHUYRXVVWULGHV KHUVXUSULVH)HQHOODVDZKHUIDWKHUWDNHRIIKLVKDW +H
%HVLGHKLPKHUJUDQGPDEXVWOHGDORQJLQKHUFUDFNOLQJEODFN FODVSHGJUDQGPDLQKLVDUPVDQGSUHVVHGKHUWRKLP*RG
15 XOVWHUWKH\ZHQWVRIDVWWKDWVKHKDGQRZDQGDJDLQWRJLYH EOHVV\RXPRWKHUVKHKHDUGKLPVD\
DQXQGLJQLILHGOLWWOHVNLSWRNHHSXSZLWKWKHP$VZHOODVKHU $QGJUDQGPDSXWKHUKDQGZLWKWKHEODFNWKUHDGJORYH
OXJJDJHVWUDSSHGLQWRDQHDWVDXVDJH)HQHOODFDUULHGFODVSHG WKDWZDVZRUQWKURXJKRQKHUULQJILQJHUDJDLQVWKLVFKHHN
WRKHUKHUJUDQGPD
VXPEUHOODDQGWKHKDQGOHZKLFKZDVD DQGVKHVREEHG*RGEOHVV\RXP\RZQEUDYHVRQ
VZDQ
VKHDGNHSWJLYLQJKHUVKRXOGHUDVKDUSOLWWOHSHFNDVLI 7KLVZDVVR DZIXO WKDW)HQHOODTXLFNO\WXUQHGKHUEDFNRQ
20 LWWRRZDQWHGKHUWRKXUU\0HQWKHLUFDSVSXOOHGGRZQWKHLU WKHPVZDOORZHGRQFHWZLFHDQGIURZQHGWHUULEO\DWDOLWWOH
FROODUVWXUQHGXSVZXQJE\DIHZZRPHQDOOPXIIOHG JUHHQVWDURQDPDVWKHDG%XWVKHKDGWRWXUQURXQGDJDLQ
VFXUULHGDORQJDQGRQHWLQ\ER\RQO\KLVOLWWOHEODFNDUPV
65 KHUIDWKHUZDVJRLQJ
DQGOHJVVKRZLQJRXWRIDZKLWHZRROO\VKDZOZDVMHUNHG *RRGE\H)HQHOOD%HDJRRGJLUO+LVFROGZHW
DORQJDQJULO\EHWZHHQKLVIDWKHUDQGPRWKHUKHORRNHGOLNHD PRXVWDFKHEUXVKHGKHUFKHHN%XW)HQHOODFDXJKWKROGRI
25 EDE\IO\WKDWKDGIDOOHQLQWRWKHFUHDP WKHODSHOVRIKLVFRDW
7KHQVXGGHQO\VRVXGGHQO\WKDW)HQHOODDQGKHUJUDQGPD 0 +RZORQJDP,JRLQJWRVWD\"VKHZKLVSHUHGDQ[LRXVO\
ERWKOHDSWWKHUHVRXQGHGIURPEHKLQGWKHODUJHVWZRROVKHG +HZRXOGQ
WORRNDWKHU+HVKRRNKHURIIJHQWO\DQGJHQWO\
WKDWKDGDWUDLORIVPRNHKDQJLQJRYHULW0LDRRRR22 VDLG:H
OOVHHDERXWWKDW+HUH:KHUH
V\RXUKDQG"+H
)LUVWZKLVWOHVDLGKHUIDWKHUEULHIO\DQGDWWKDWPRPHQW SUHVVHGVRPHWKLQJLQWRKHUSDOP+HUH
VDVKLOOLQJLQFDVH
30 WKH\FDPHLQVLJKWRIWKH3LFWRQERDW/\LQJEHVLGHWKHGDUN \RXVKRXOGQHHGLW
ZKDUIDOOVWUXQJDOOEHDGHGZLWKURXQGJROGHQOLJKWVWKH $VKLOOLQJ6KHPXVWEHJRLQJDZD\IRUHYHU)DWKHU
3LFWRQERDWORRNHGDVLIVKHZDVPRUHUHDG\WRVDLODPRQJ FULHG)HQHOOD%XWKHZDVJRQH+HZDVWKHODVWRIIWKHVKLS
VWDUVWKDQRXWLQWRWKHFROGVHD3HRSOHSUHVVHGDORQJWKH 7KHVDLORUVSXWWKHLUVKRXOGHUVWRWKHJDQJZD\$KXJHFRLORI
JDQJZD\)LUVWZHQWKHUJUDQGPDWKHQKHUIDWKHUWKHQ GDUNURSHZHQWIO\LQJWKURXJKWKHDLUDQGIHOOWKXPSRQ
35 )HQHOOD7KH\VWHSSHGRXWRIWKHZD\RIWKHKXUU\LQJSHRSOH WKHZKDUI$EHOOUDQJDZKLVWOHVKULOOHG6LOHQWO\WKHGDUN
DQGVWDQGLQJXQGHUDOLWWOHLURQVWDLUZD\WKDWOHGWRWKHXSSHU 80 ZKDUIEHJDQWRVOLSWRVOLGHWRHGJHDZD\IURPWKHP1RZ
GHFNWKH\EHJDQWRVD\JRRGE\H WKHUHZDVDUXVKRIZDWHUEHWZHHQ )HQHOODVWUDLQHGWRVHH
7KHUHPRWKHUWKHUH
V\RXUOXJJDJHVDLG)HQHOOD
V ZLWKDOOKHUPLJKW:DVWKDWIDWKHUWXUQLQJURXQG"2U
IDWKHUJLYLQJJUDQGPDDQRWKHUVWUDSSHGXSVDXVDJH ZDYLQJ"2UVWDQGLQJDORQH"2UZDONLQJRIIE\KLPVHOI"7KH
40 7KDQN\RX)UDQN
$QG\RX
YHJRW\RXUFDELQWLFNHWVVDIH"
第 212 页
/LWHUDWXUH SDVVDJH
VWULSRIZDWHUJUHZEURDGHUGDUNHU 1RZWKH3LFWRQERDW BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBB

85 EHJDQWRVZLQJURXQGVWHDG\SRLQWLQJRXWWRVHD,WZDVQR :KDWPDLQHIIHFWVGRWKHZRUGV³WLPLG´DQG³TXLYHULQJ´
JRRGORRNLQJDQ\ORQJHU XVHGLQWKHILUVWSDUDJUDSKKDYHRQWKHWRQHRIWKH
SDVVDJH"
$ 7KH\FUHDWHDQRPLQRXVWRQHWKDWIRUHVKDGRZV
)HQHOOD¶VVHSDUDWLRQIURPKHUIDWKHU
% 7KH\FUHDWHDVROHPQWRQHWKDWFRQWUDVWVZLWK)HQHOOD¶V
HPRWLRQVDERXWOHDYLQJ
& 7KH\FUHDWHDQXQFHUWDLQWRQHWKDWUHIOHFWV)HQHOOD¶V
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB UHODWLRQVKLSZLWKKHUIDWKHU
:KLFKFKRLFHEHVWVXPPDUL]HVWKHSDVVDJH" ' 7KH\FUHDWHDVLQLVWHUWRQHWKDWLPSOLHV)HQHOOD¶V
$ $JLUODQGKHUIDPLO\EUDFHIRUDORQJYR\DJHRYHUVHDV ZDULQHVVRIWKHVLWXDWLRQ
DQGSUHSDUHIRUDQHZFKDSWHULQWKHLUOLYHV
% $JLUODQGKHUIDPLO\H[FKDQJHJRRGE\HVDQGH[SHULHQFH BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
DQHPRWLRQDOGHSDUWXUH ,WFDQEHUHDVRQDEO\LQIHUUHGWKDW)HQHOOD¶VIDWKHU³ORRNHG
& $JLUODQGKHUIDPLO\DGMXVWWRDQHZOLYLQJVLWXDWLRQDQG WLUHGDQGVDGÓLQHEHFDXVHKH
UHVLJQWKHPVHOYHVWRDQXQFOHDUIXWXUH $ KDVDORQJMRXUQH\DKHDGRIKLP
' $JLUODQGKHUIDPLO\UHIOHFWRQWKHLUFKDQJLQJ % IHHOVFRQFHUQHGDERXWKLVIDPLO\¶VWLFNHWV
UHODWLRQVKLSVDQGVHWWOHLQWRWKHLUQHZUROHV & LVJRLQJWRPLVVKLVIDPLO\
' VHQVHVVRPHWKLQJLVZURQJ
2YHUWKHFRXUVHRIWKHSDVVDJHWKHPDLQIRFXVVKLIWVIURP BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB
$ DVKLS¶VQLJKWWLPHGHSDUWXUHWRWKHGHYDVWDWLQJHPRWLRQDO :KLFKVWDWHPHQWEHVWFKDUDFWHUL]HVWKHUHODWLRQVKLS
LPSDFWRIDIDPLO\¶VVHSDUDWLRQ EHWZHHQ)HQHOOD¶VIDWKHUDQGJUDQGPRWKHU"
% DIDPLO\¶VSURWUDFWHGIDUHZHOOWRDGHVFULSWLRQRIDVKLS¶V $ 7KHLUUHODWLRQVKLSLVFRPSOLFDWHGE\TXLHW
VDLORUVSUHSDULQJWRGHSDUW GLVDJUHHPHQWV
& DGHVFULSWLRQRIDERDWGRFNWRDQH[FKDQJHRIPRQH\ % 7KHLUUHODWLRQVKLSLVORYLQJDQGLQFOXGHVWHQGHU
EHWZHHQIDPLO\PHPEHUV VHQWLPHQWV
' DYLYLGLOOXVWUDWLRQRIDVHWWLQJWRWKHVHQVHRIUHVLJQDWLRQ & 7KHLUUHODWLRQVKLSLVWURXEOHGEHFDXVHRIWHQVH
RQHFKDUDFWHUH[SHULHQFHV DQLPRVLW\
' 7KHLUUHODWLRQVKLSLVUHVWUDLQHGDQGEDVHGRQSROLWH
DIIHFWLRQ
7KHDXWKRULQFOXGHVDOHQJWK\GHVFULSWLRQRIWKH2OG:KDUI BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB
PRVWOLNHO\WR :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHU
$ VKRZWKDWWKHKDUERULVDQLPSRUWDQWVHWWLQJWKDW WRWKHSUHYLRXVTXHVWLRQ"
HPSKDVL]HVWKHIDPLO\¶VVHSDUDWLRQ $ OLQHV±³7KHUH)UDQN´
% SURYLGHDYLYLGYLVXDOEDFNGURSWKDWXQGHUVFRUHVWKH % OLQHV±³<RX¶OOQRZ´
LPSRUWDQFHRIZKDWLVOHIWEHKLQG & OLQHV±³,W¶VKDW´
& HVWDEOLVKDWHQVHDQGKXUULHGDWPRVSKHUHWKDWIRUHVKDGRZV ' OLQHV±³$QGVRQ´
WKHDFWLRQRIWKHVWRU\
' HPSKDVL]HKRZWKHZKDUIDWQLJKWFUHDWHVDQXQVHWWOLQJ
DPELDQFHIRUWKHSDVVHUVE\
第 213 页
/LWHUDWXUH SDVVDJH
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB B B BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
$VXVHGLQOLQHDZIXO´PRVWQHDUO\PHDQV :KLFKFKRLFHSURYLGHVWKHEHVWHYLGHQFHIRUWKHDQVZHUWRWKH
$ GLVWUHVVLQJ SUHYLRXVTXHVWLRQ"
% GLVJXVWLQJ $ OLQHV±³%XWKHU´
& VKRFNLQJ % OLQHV±³)DWKHUVKLS´
' DSSDOOLQJ & OLQHV±³)HQHOODKLPVHOI´
' OLQHV±³1RZORQJHU´
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB B BB
:KLFKFKRLFHEHVWGHVFULEHV )HQHOOD
VDWWLWXGHWRZDUGKHU BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
LPPLQHQW MRXUQH\" $W WKH HQG RI WKH SDVVDJH)HQHOODLVFRQYLQFHGWKDWVKHZLOO
$ 6KHLVGHILDQWLQWKHIDFHRIDQXQFOHDUIXWXUH EH DZD\IRU DYHU\ ORQJWLPHEHFDXVH
% 6KHLVZRUULHGDERXWKHULPSHQGLQJVHSDUDWLRQIURPKHUIDWKHU $ KHUIDWKHU KDVJLYHQKHU ZKDWVKHFRQVLGHUVWREHDJUHDW
& 6KHLVIULJKWHQHGDERXWWKHMRXUQH\E\ERDWVKHLVDERXWWRWDNH GHDORIPRQH\
' 6KHLVUHVROXWHLQKHUEHOLHIWKDWVKHZLOOEHUHXQLWHGZLWKKHU % KHU IDWKHUKDVUHIXVHGWRDQVZHUKHU DERXW WKH OHQJWKRI
IDWKHUVRRQ KHUWUDYHOV
& KHUIDWKHUKDVVDLGJRRGE\HDQGWROGKHUWR³EHDJRRGJLUO´
' KHUIDWKHUKDVH[FKDQJHGDQHPRWLRQDOIDUHZHOOZLWKKHU
JUDQGPRWKHU
第 214 页
/LWHUDWXUH SDVVDJH5
This passage is adapted from P.G. Wodehouse, “Extricating 45 ‘I am not interested in your totterings and tricklings. I
Young Gussie.” Originally published in 1917. mean, have you any important engagements in the next week
or so?'
She sprang it on me before breakfast. There in seven words I scented danger.
you have a complete character sketch of my Aunt Agatha. I 'Rather,' I said. 'Heaps! Millions! Booked solid!'
could go on indefinitely about brutality and lack of 50 'What are they?'
Line consideration. I merely say that she routed me out of bed to 'I—er—well, I don't quite know.'
5 listen to her painful story somewhere in the small hours. It 'I thought as much. You have no engagements. Very well,
can't have been half past eleven when Jeeves, my man, woke then, I want you to start immediately for America.'
me out of the dreamless and broke the news: 'America!'
'Mrs Gregson to see you, sir.' 5 Do not lose sight of the fact that all this was taking place
I thought she must be walking in her sleep, but I crawled on an empty stomach, shortly after the rising of the lark.
10 out of bed and got into a dressing-gown. I knew Aunt Agatha 'Yes, America. I suppose even you have heard of
well enough to know that, if she had come to see me, she was America?' 'But why America?'
going to see me. That's the sort of woman she is. 'Because that is where your Cousin Gussie is. He is in
She was sitting bolt upright in a chair, staring into space. 60 New York, and I can't get at him.'
When I came in she looked at me in that darn critical way that 'What's Gussie been doing?'
15 always makes me feel as if I had gelatine where my spine ‘Gussie is making a perfect idiot of himself.'
ought to be. Aunt Agatha is one of those strong-minded To one who knew young Gussie as well as I did, the
women. I should think Queen Elizabeth must have been words opened up a wide field for speculation.
something like her. She bosses her husband, Spencer Gregson, 5 'In what way?'
a battered little chappie on the Stock Exchange. She bosses my 'He has lost his head over a creature.'
20 cousin, Gussie Mannering-Phipps. She bosses her sister-in- On past performances this rang true. Ever since he arrived
law, Gussie's mother. And, worst of all, she bosses me. She at man's estate Gussie had been losing his head over creatures.
has an eye like a man-eating fish. He's that sort of chap. But, as the creatures never seemed to
I dare say there are fellows in the world—men of blood and 70 lose their heads over him, it had never amounted to much.
iron, don't you know, and all that sort of thing—whom she 'I imagine you know perfectly well why Gussie went to
25 couldn't intimidate; but if you're a chappie like me, fond of a America, Bertie. He is not clever, but he is very good-looking,
quiet life, you simply curl into a ball when you see her and, though he has no title, the Mannering-Phippses are one
coming, and hope for the best. My experience is that when of the best and oldest families in England. He had some
Aunt Agatha wants you to do a thing you do it. 75 excellent letters of introduction, and when he wrote home to
'Hello, Aunt Agatha!' I said. say that he had met the most charming and beautiful girl in
30 'Bertie,' she said, 'you look a sight. You look perfectly the world I felt quite happy. He continued to rave about her
dissipated.' for several mails, and then this morning a letter has come
I was feeling like a badly wrapped brown-paper parcel. I'm from him in which he says, quite casually as a sort of
never at my best in the early morning. I said so. 80 afterthought, that he knows we are broadminded enough not
'Early morning! I had breakfast three hours ago, and have to think any the worse of her because she is on the vaudeville
35 been walking in the park ever since, trying to compose my stage.'
thoughts. I am extremely worried, Bertie. That is why I have 'Oh, I say!'
come to you.'
And then I saw she was going to start something, and I
bleated weakly to Jeeves to bring me tea. But she had begun
40 before I could get it.
'What are your immediate plans, Bertie?'
'Well, I rather thought of tottering out for a bite of lunch
later on, and then I might trickle off to Walton Heath for a
round of golf.'
第 215 页
Literature SDVVDJH5
1 __________________________________________ 5
Over the course of the passage, the main focus shifts The main effect of the phrases “totterings and tricklings”
from a and “important engagement” lines 45-47 is to
A) description of a character to a conversation between A) make it clear that Aunt Agatha does not understand
that character and the narrator. what the narrator has just said about his plans.
B) depiction of the narrator’s morning routine to an B) emphasize that Aunt Agatha views the narrator's
explanation on the modifications the narrator is activities as being of little significance.
making to that routine. C) highlight Aunt Agatha's lack of interest in spending
C) examination of the narrator’s feelings to a portrayal time with the narrator during her visit.
of another character’s concern for those feelings. D) underscore that Aunt Agatha does not want her visit
D) discussion of the differences between two characters to interfere with the narrator's plans.
to an interaction that exemplifies those differences.
6 __________________________________________
2
The remarks in lines 61-64 ("What's ... speculation")
Which statement best describes the narrator’s point of
serve mainly to
view regarding Aunt Agatha?
A) suggest that Gussie is known for foolish behavior.
A) The narrator admires Aunt Agatha and agrees with
her assertions. B) emphasize the narrator’s desire to help Aunt Agatha.
B) The narrator is skeptical of Aunt Agatha and C) cast doubt on Aunt Agatha’s reason for visiting the
distrusts her motives. narrator.
C) The narrator respects Aunt Agatha but is D) imply that the narrator is unconcerned with Gussie’s
intimidated by her demeanor. well-being.
D) The narrator is amused by Aunt Agatha but offended
by her rudeness.
7 _________________________________________
3 __________________________________________ As used in line 62, “perfect” most nearly means
The passage indicates that the narrator is upset by being A) accurate.
woken up because he had
B) flawless.
A) told Jeeves not to wake him. C) absolute.
B) slept badly that night.
D) ideal.
C) not yet begun to dream.
D) expected to sleep longer.
8 ____________________________________
In the passage, Aunt Agatha implies that the problem
4 _________________________________________
with Gussie’s latest romantic attachment is that the
The narrator's description in lines 13-28 primarily serves woman he is pursuing
to
A) does not have feelings for Gussie.
A) illustrate Aunt Agatha’s personality and contrast it B) thinks Gussie’s family is not open-minded.
with that of the narrator. C) is an inappropriate match for Gussie.
B) provide background information about the narrator D) has lied to Gussie about her background.
and Aunt Agatha’s family.
C) detail Aunt Agatha’s poor treatment of her husband
and the narrator’s cousin.
D) introduce the problem that Aunt Agatha is asking the
narrator to help solve. 第 216 页
Literature SDVVDJH5
9 11
Which choice provides the best evidence for the answer Which details from the passage best support the answer
A) lines 66 (“He ... creature”) A) Aunt Agatha makes the narrator get out of bed, and
the narrator states that he could speak endlessly
B) lines 69–70 (“But ... much”)
about her “brutality and lack of consideration” (lines
C) lines 74–77 (“He ... happy”) 3–4).
D) lines 77–82 (“He ... stage”) B) Aunt Agatha makes a specific request of the narrator,
and the narrator reports that when Aunt Agatha
“wants you to do a thing you do it” (lines 27–28).
C) Aunt Agatha inquires as to the narrator’s schedule,
and the narrator invents engagements, claiming he is
10 “Booked solid!” (line 49).
Based on the passage, the most likely outcome of the
D) Aunt Agatha demands that the narrator set forth on a
narrator’s meeting with Aunt Agatha is that the narrator voyage but the narrator is confused, asking “why
will America?” (line 58).
A) criticize Aunt Agatha for her rudeness.
B) in Gussie’s decisions.
C) recommend to Aunt Agatha that she not intervene
travel to America.
D) write a letter to Gussie.
第 217 页
$16:(5.(<
'LDJQRVWLF TXL]
6FLHQFH SDVVDJH $&%&' SDVVDJH %&$%'
6RFLDOVFLHQFH SDVVDJH $%'%& SDVVDJH $&'&&
+LVWRU\ SDVVDJH %&&'& SDVVDJH %&%%&
/LWHUDWXUH SDVVDJH $&%'' SDVVDJH $'&&%
6FLHQFH
6NLOOOHYHO
3DVVDJH '%$&$ ''&$$ ' 3DVVDJH4 AAAAA ABAAA A 3DVVDJH7 BCAAA ADADA D
3DVVDJH '$%&' &'%$% & 3DVVDJH5 DDBAD ADCAC B 3DVVDJH8 CABAD DBDBA D
3DVVDJH &&&$% $%&%& $ 3DVVDJH6 ABABC BACAB C 3DVVDJH9 BCBAD DCDBD A
6NLOOOHYHO
3DVVDJH &%'$& $'&%$ % 3DVVDJH &$%%% $'&&$ % 3DVVDJH7 AABDC ACBCB D
3DVVDJH '%$%& '&$&' $ 3DVVDJH %$'$& %$&$& '
3DVVDJH %'$&' &%$$& & 3DVVDJH6 DBCBD ABBDB C
6NLOOOHYHO
3DVVDJH '%'$% &%%$& % 3DVVDJH DBDAC ABADA A 3DVVDJH7 ADCAA BBBDA C
3DVVDJH %'$%& $$%$' ' 3DVVDJH BADAA AAABC A
3DVVDJH %'$%& '$%$& ' 3DVVDJH6 CDDAD DAACC D
6RFLDOVFLHQFH
6NLOOOHYHO
3DVVDJH ''&%% '%$$' & 3DVVDJH3 BDCAA BBBCA B
3DVVDJH2 AADAA AABCA B 3DVVDJH4 BBBDA DDACA D
6NLOOOHYHO
3DVVDJH &%$&& %$'$% % 3DVVDJH %$'&& '$&%& % 3DVVDJH5 ACBCD BADDA D
3DVVDJH $%'&$ %&$'$ A 3DVVDJH4 CACDB DBCBA D 3DVVDJH6 AADDC CACBB D
6NLOOOHYHO
3DVVDJH &%$%& $''&% & 3DVVDJH3 BDBDC AADCA B
3DVVDJH &'%'& $%&$' $
第 218 页
+LVWRU\
6NLOOOHYHO
3DVVDJH '%$%& $%%'& $ 3DVVDJH &'$'$ &%'%$ $
3DVVDJH '%$&$ $'$$% % 3DVVDJH5 BDAAA BADCA C
3DVVDJH %'$&$ %%'&% & 3DVVDJH6 BCAA$ DDBCD D
6NLOOOHYHO
3DVVDJH $&%$' &%%'% ' 3DVVDJH4 CACBB ADCAA C
3DVVDJH $$%'& '%'&$ % 3DVVDJH5 BACDC AABDC D
3DVVDJH %&$&$ %'%$$ %
6NLOOOHYHO
3DVVDJH %'%&& $$%&& $ 3DVVDJH3 BADBC DADBA '
3DVVDJH '&&$& '%''% ' 3DVVDJH4 BBDCD ACAAB '
/LWHUDWXUH
6NLOOOHYHO
3DVVDJH &$&%' %$%$& $ 3DVVDJH4 BCDBB ABACD $
3DVVDJH '$'%$ '&&%' $ 3DVVDJH5 AACBD AACBD D
3DVVDJH $&$%' '$$'& & 3DVVDJH6 BCBAC BAADD D
6NLOOOHYHO
3DVVDJH $&$&& &%''& $ 3DVVDJH %$&'$ '&%'$ $
3DVVDJH $&$%' '&&%$ & 3DVVDJH5 DCDAA CADBC $
3DVVDJH %%$&$ %'&'& %
6NLOOOHYHO
3DVVDJH &$%$& $$%$% % 3DVVDJH &$%&$ %'%%$ ' 3DVVDJH5 ACDAB ACCDC B
3DVVDJH &$$%% %$'&$ ' 3DVVDJH %'&$& %'$%$ $
第 219 页

¿Éº Ôä Á75æ

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

¿Éº Ôä Á75æ

Transféré par

Droits d'auteur :

Formats disponibles

全国最大SAT交流群：308463095

PART 1 Diagnostic Quiz

PART 3 Social Science

Skill Level 2 Passage 4----------------------------------------------------------------------------------95

Skill Level 4 Passage 4---------------------------------------------------------------------------------212

EVFUPGPVMJOHPSHBOJTNT FOUSBJONFOUJOTFUUMJOHEFUSJUVT BOE

0WFSUIFDPVSTFPGUIFQBTTBHF UIFNBJOGPDVTTIJGUT 8IJDIDIPJDFCFTUTVNNBSJ[FT,FOOFEZTQFSTQFDUJWF

8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS *OUIFMBTUQBSBHSBQI UIFXPSETiSFGMFDUFE wiMVDJEMZ wBOE

8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS "TVTFEJOMJOF iIFNNFEJOwNPTUOFBSMZNFBOT

The authors imply that the response of various officials to

It can reasonably be inferred from the graph that

How does the information in the graph relate to the

Which of the following types of evidence is relied upon in

Magnetic resonance imaging (MRI) uses the body's

A) do not create long-lasting effects on the human body.

A) Crows’ ability to match objects steadily improves as

2 A) lines 7–10 (“Learning . . . programs”)

4 __________________________________________ D) If viruses could grow large enough, they could

Which choice provides the best evidence for the answer to

Which choice best supports the answer to the previous

According to the last paragraph of the passage, the

2 __________________________________________ D) lessen the negative implications of future collisions in

B) lines 16–18 (“Galaxies . . . .collide”) In Passage 2, the situation described in paragraph 3 is

It can reasonably be inferred from Passage 2 that collisions

Which choice provides the best evidence for the answer to

The authors of both passages would agree that

A) provide more precise data regarding the degree of

2 __________________________________________ In Passage 2, the image of a barcode mainly serves to

Which choice provides the best evidence for the answer to

2 A) there has not previously been a comprehensive study

A) It establishes that stem cells go through a short

A) is derived primarily from lightning and industrial

C) DMBSJGZBOBCTUSBDUQPJOUBCPVUUIFEFWFMPQNFOUPG D) MJOFTo i"TBDPOTFRVFODFOBUJPOTw

C) TIPXUIFQPTJUJWFFGGFDUTPGNPEFSOJ[BUJPOJOJUTOFX B) MJOFTo i5IFMPHJDJUTFMGw

"TVTFEJOMJOF iGJHVSFwNPTUOFBSMZNFBOT "DDPSEJOHUPUIFHSBQI UIFSFHJPOXJUIUIFGPVSUI

#BTFEPOUIFQBTTBHF XIJDIPGUIFGPMMPXJOHJTNPTU 5IFHSFBUFTUOVNCFSPGHFPHSBQIJDSFHJPOTIBWFBO

"DDPSEJOHUPUIFUBCMF XIJDIUXPUSJCFTIBWFUIFNPTU 5IFEJGGFSFODFCFUXFFOUIFUSJCFTXJUIUIFHSFBUFTUMFWFM

JOUFSFTUT D) MJOFTo i5IFUIJSEQVCMJDTQIFSFw

"DDPSEJOHUPUIFQBTTBHF 0CBNBT 8FDBOJOGFSGSPNUIFDIBSUUIBUUIFNBKPSJUZPG

C) EFNPOTUSBUFUIBUDVUFQSPEVDUTBSFNPSFMJLFMZUP D) MJOFTo i"MUIPVHISFBTPOTw

5IFBVUIPSTJNQMZUIBU4IFSNBO )BJEU BOE

B) DIBSBDUFSJ[FUIFDVUFTUJNVMJVTFEJOUFTUTJO C) MJOFTo i6TJOHJNQSPWFNFOUw

5IFBVUIPSTJNQMZUIBUUIFZTFF4IFSNBO )BJEU BOE "DDPSEJOHUPUIFHSBQI UIFTFDPOEIJHIFTUPWFSBMM

"DDPSEJOHUPUIFQBTTBHF POFFYQMBOBUJPOGPSUIF 5IFBWFSBHFJOJUJBMTDPSFPGQBSUJDJQBOUTXIPXFSF

3 __________________________________________ A) lines 29-30 ("Highly ... literatures")

The passage suggests that one reason subjects in the

B) demonstrate their creativity in unexpected ways. B) MJOFT16o19 iWhen Nicew

C) exclude the priming words from conscious thought. C) MJOFT5o8 iAsupdatesw

D) MJOFT9o71 iAt such geniusw

D) mistake the jumbled words for real words.

C) lines 46-47 ("They perceived ... word") C) 30.

A) likelihood that the prodigy will be motivated to

C) duty. D) attitude that prodigies have toward the areas of their

5IFQSJNBSZQVSQPTFPGUIFQBTTBHFJTUP *OUIFTFDPOEQBSBHSBQI MJOFTo20

*UDBOSFBTPOBCMZCFJOGFSSFEUIBU#PSMBVHWJFXFEUIF "DDPSEJOHUPUIFHSBQI JGUIF)JHI'FSUJMJUZSBUFJT

D) MJNJUFE CFDBVTFUIFZEPOPUTUVEZTPDJP B) MJOFTo i)PXFWFSPSJFOUFFSJOHw

FNPUJPOBMEFWFMPQNFOU C) MJOFTo i5IFUBTLPSJFOUFEFGGFDUw

when conversation lags.

D) They try to have children share riddles with their

around the world.

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB BB BBB

0WFSUIFDPVSTFPGUIFQBTTBHF UIFNBJOGPDVTTIJGUT 8IJDIDIPJDFCFTUTVNNBSJ[FT,FOOFEZTQFSTQFDUJWF

8IJDIDIPJDFQSPWJEFTUIFCFTUFWJEFODFGPSUIFBOTXFS "TVTFEJOMJOF iIFNNFEJOwNPTUOFBSMZNFBOT

C) DMBSJGZBOBCTUSBDUQPJOUBCPVUUIFEFWFMPQNFOUPG D) MJOFTo i"TBDPOTFRVFODFOBUJPOTw

C) TIPXUIFQPTJUJWFFGGFDUTPGNPEFSOJ[BUJPOJOJUTOFX B) MJOFTo i5IFMPHJDJUTFMGw

"TVTFEJOMJOF iGJHVSFwNPTUOFBSMZNFBOT "DDPSEJOHUPUIFHSBQI UIFSFHJPOXJUIUIFGPVSUI

JOUFSFTUT D) MJOFTo i5IFUIJSEQVCMJDTQIFSFw

"DDPSEJOHUPUIFQBTTBHF 0CBNBT 8FDBOJOGFSGSPNUIFDIBSUUIBUUIFNBKPSJUZPG

C) EFNPOTUSBUFUIBUDVUFQSPEVDUTBSFNPSFMJLFMZUP D) MJOFTo i"MUIPVHISFBTPOTw

B) DIBSBDUFSJ[FUIFDVUFTUJNVMJVTFEJOUFTUTJO C) MJOFTo i6TJOHJNQSPWFNFOUw

5IFBVUIPSTJNQMZUIBUUIFZTFF4IFSNBO )BJEU BOE "DDPSEJOHUPUIFHSBQI UIFTFDPOEIJHIFTUPWFSBMM

B) demonstrate their creativity in unexpected ways. B) MJOFT16o19 iWhen Nicew

C) exclude the priming words from conscious thought. C) MJOFT5o8 iAsupdatesw

D) MJOFT9o71 iAt such geniusw

5IFQSJNBSZQVSQPTFPGUIFQBTTBHFJTUP *OUIFTFDPOEQBSBHSBQI MJOFTo20

D) MJNJUFE CFDBVTFUIFZEPOPUTUVEZTPDJP B) MJOFTo i)PXFWFSPSJFOUFFSJOHw

FNPUJPOBMEFWFMPQNFOU C) MJOFTo i5IFUBTLPSJFOUFEFGGFDUw

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB BB BBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BB

BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBB B BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB B

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

7KLVSDVVDJHLVH[FHUSWHGIURP7KHRGRUH5RRVHYHOW¶VVSHHFK WKHWLPH %XWZKHQWKHZDUZDVGRQHZKHQWKH\FDPH

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB

Passage 1 is an excerpt from The Influence of Sea Power Upon 3DVVDJH

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 4BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

7BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB 0BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 4BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 6BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBB

BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB

BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBB BBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

9_________________ _ _ 11_____________ _ _ __ _

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 5BBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

9B BBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

7KLVSDVVDJHLVH[FHUSWHGIURP-DQH$XVWHQ Northanger 9HU\WUXHP\GHDUDQGLIZHNQHZDQ\ERG\ZHZRXOG

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB

BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB

8BBBBBBBBBBBBBBBBBBBBBBBBBB BB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

7KLVSDVVDJHLVH[FHUSWHGIURP/00RQWJRPHU\³7KH*RVVLS -XOLXVUHHOHGDOOWKLVRIIVR JOLEO\WKDW'DQILQDOO\EHOLHYHG

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB

9BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB

7KLVSDVVDJHLVH[FHUSWHGIURP1DWKDQLHO+DZWKRUQH The House WKHREHGLHQFHRIWKRVHZKRRZHKLPVHUYLFH/HWZKROLVW

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBB

BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBB BBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBB BBB

BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

7KLVSDVVDJHLVH[FHUSWHGIURP(GLWK:KDUWRQ House of Mirth 7X[HGRRQKHUZD\WRWKH*XV7UHQRUV

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB

7KLVSDVVDJHLVH[FHUSWHGIURP-DFN/RQGRQ The Scarlet 6XGGHQO\KHEHFDPHDOHUWO\WHQVH6RXQGVLJKWDQGRGRU

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBB BB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BB BB

7KLVSDVVDJHLVH[FHUSWHGIURP-'%HUHVIRUG The Looking 5DFKHOVWUDLJKWHQHGKHUVKRXOGHUVDQGOLIWHGKHUKHDG

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

VWULSRIZDWHUJUHZEURDGHUGDUNHU 1RZWKH3LFWRQERDW BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBB