商务部 (Ministry of Commerce)最近发布的数据表明，在中国的 外国直接投资 (Foreign Direct Invest-ment，FDI)保持稳定增长。中国已经成为外国直接投资首选地。中央政府采取了一系列促进外国投资的扶持措施，这样既促进了经济增长，又赢得了国内外投资者的信心。商务部正在研究措施，进一步改善外商投资管理机制，创建一个透明和公平的竞争环境。 世界银行 (World Bank)也高度评价中国吸引外国直接投资所取得的成就。

《本草纲目》 (The Compendium of Materia Medica)是 明代 (the Ming Dynasty)著名的医学家李时珍所著。这部著作近乎200万字，记载 药物 (medical substance)1892种。除了 中草药 (Chinese herbalmedicine)，该书也包含了动物和矿物质作为药物的记载。《本草纲目》堪称中医史上最完整的医书，对各种药物的名称、气味、形态等都做了详尽的介绍。它被翻译成20多种语言并在全世界广为流传。即便现在，人们还常常将它用作医学参考书。

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火锅 (hot pot)是中国的传统饮食方式之一，拥有几千年的历史。在寒冷的冬天，人们喜欢吃能立即暖身和提神的火锅。如今在许多现代家庭里， 用煤炭加热的 (coal-heated)传统火锅已经被 电磁炉 (induction cooker)火锅所取代。各地火锅风格各异，所使用的火锅原料也不尽相同。一般来说，用于火锅的肉类包括猪肉、牛肉、鸡肉、鸭肉等，其他的菜则包括蔬菜、蘑菇、面条等。

相传，中国的一位帝王于5000年前发现了茶，并用来治病。

Topic A Letter to A FriendFor this part, you are allowed 30 minutes to write a letter to a friend, advising him not to give up the Computer Rank Examination following the outline given below. You should write at least 120 words but no more than 180 words. 你的朋友李明打算放弃计算机等级考试，写信劝说他不要放弃。信中应包括以下内容： 1．希望他再三考虑并说明此次考试的重要性 2．给予鼓励，并表示愿意提供帮助

To Help the Kids, Parents Go Back to School[A] For a few years now, every parent of a newborn baby in the South Florida district has received a congratulations packet while still in the hospital that includes, among other things, a colorful animal picture book (in three languages) and a letter from something called the Parent Academy. "Keep in mind that you are, and will always be, your child's first and most important teacher," the letter reads. "Miami-Dade County Public Schools has many resources and opportunities for you to make the most of that awesome responsibility." You have to admit, it's a pretty genius interpretation of that old advertising saying "Get 'em while they're young."[B] While the concept of parent academies—in which towns or school districts offer what are essentially classes and workshops on parenting skills—has been around for more than a decade, several larger cities are starting or expanding such programs in an effort to engage parents who are otherwise uninvolved in their child's education. Philadelphia has invested heavily in this year's launch of a comprehensive and wide-ranging program for parents. Boston is restoring its Parent University following an earlier version's shutdown due to budget cuts. And Miami's Parent Academy, now in its fifth year, offers more than 100 workshops that range from Help Your Child Succeed in Math to Teaching Behavior Skills.[C] Parent academies are particularly helpful for urban communities full of mothers and fathers who for various reasons are disengaged from their children's education. Many are single parents with second jobs that leave little time to help with schoolwork. Some are immigrants who don't understand much English. Some are parents uncomfortable with schoolwork—a survey released by Intel found that more than 50% of parents would rather talk to their kids about drugs or drunk driving than about math or science. And then there's the general confusion that often comes from dealing with a bureaucracy (官僚作风) as complicated as the typical American school district. "There are parents who are just not as well informed about the way schools work," says Karen Mapp, director of the Education Policy and Management Program at the Harvard Graduate School of Education. "The policies, the procedures, what state test scores mean—it's not that they don't care; they just don't know how."[D] Picture yourself in the following supposed situations: you're a parent who never graduated high school; you're a parent whose only interactions with schools have been negative ones; you're a parent who has zero recollection of how to divide fractions; you're a parent who has no clue as to what the important dates are on the college-application calendar. Now picture yourself experiencing all of the supposed situations at once, and then imagine how your child would suffer from your knowledge deficiency. For as much as the current wave of education reformers like to maintain that quality teachers and schools can help overcome environmental factors, a child's home life plays an undeniable role in how well they learn, says Mapp.[E] "I've been doing research on family engagement for about 16 years now," she says. "And there's 40 years of research that indicates a pretty positive relationship between families being engaged in their children's education and positive effects on students in terms of their academic achievement. "Mapp is currently helping write a case study on Miami's Parent Academy program, which is one of the nation's most successful big-city attempts in this area. Privately funded by local philanthropists (慈善家) and businesses, the Parent Academy has seen more than 120,000 people participate in its workshops during the past half-decade. It has taught parents everything from how to reinforce reading lessons at home to how to deal with threat and the dangers of sexing.[F] The county has partly adjusted its approach to serve its large non-English-speaking community. "Many of our newly arrived immigrants don't understand what they can do to support their child's success, and they don't understand the system—there's no point in going to the school board when you're concerned about your child's homework," says Anne Thompson, director of the Miami-Dade program. Because of language issues, she often sees students having to do their parents' jobs in terms of navigating school bureaucracy.[G] In Philadelphia, superintendent Arlene Ackerman set up a Parent University this year after expressing concern over low literacy rates for parents and children, as well as a general lack of parental engagement among low-income families, especially among African-American men. Tasked with cherry-picking the best elements from other programs around the country (and tossing the worst), Karren Dunkley, deputy of the Philadelphia School District's Office of Parent, Family and Community Services, and her colleagues realized that they needed to ground the program within the context of adult continuing education. That is, if you're trying to teach adults something, give them the respect of having it resemble a real class, which meets more than once, reinforces lessons and allows parents to form learning-centered relationships with instructors and fellow students—just as their kids do. "When we looked around the country, we found one-hit wonders, where parents would come into schools for daylong workshops," says Dunkley. "That really didn't produce transformative results, nor did it sustain interest or truly give support to parents." [H] Supported primarily by federal funds, the Philadelphia Parent Academy's "curriculum" runs the scope from a 10-week math-literacy course to a multipart social-etiquette (社交礼仪) class to a one-day session on attendance and truancy (选课) that teaches parents about "compulsory education and attendance law." It's all targeted toward families in need: parents of children at low-performing schools and residents of housing projects and emergency shelters. Of course, there's no guarantee that the people who need these programs the most will actually take advantage of them—you can't force parents to care, no matter how many free classes you offer. Still, says Harvard's Mapp, you have to make progress where you can. "Family engagement is a shared, mutual partnership between educators and parents," she says. "It's a two-way conversation between home and school."

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Topic On Celebrity Making Mistakes For this part, you are allowed 30 minutes to write a short essay entitled On Celebrity Making Mistakes following the outline given below. You should write at least 120 words but no more than 180 words. 1．近年来，社会名人犯错曝光率越来越高 2．有人认为名人应该做好社会榜样，有人认为不应对名人过分严格要求 3．在我看来……

How Should Teachers Be Rewarded?[A] We never forget our best teachers—those who inspired us with a deeper understanding or an enduring passion, the ones we come back to visit years after graduating, the educators who opened doors and altered the course of our lives.[B] It would be wonderful if we knew more about such talented teachers and how to multiply their number. How do they come by their craft? What qualities and capacities do they possess? Can these abilities be measured? Can they be taught? Perhaps above all: How should excellent teaching be rewarded so that the best teachers—the most competent, caring and compelling—remain in a profession known for low pay and low status?[C] Such questions have become critical to the future of public education in the U.S. Even as politicians push to hold schools and their faculty members responsible as never before for student learning, the nation faces a shortage of teaching talent. About 3.2 million people teach in U.S. public schools, but, according to an estimate made by economist William Hussar at the National Center for Education Statistics, the nation will need to recruit an additional 2.8 million over the next eight years owing to baby-boomer retirement, growing student enrollment and staff turnover (人员调整)—which is especially rapid among new teachers. Finding and keeping high-quality teachers are key to America's competitiveness as a nation. Recent test results show that U.S. 10th-graders ranked just 17th in science among peers from 30 nations, while in math they placed in the bottom five. Research suggests that a good teacher is the single most important factor in boosting achievement, more important than class size, the dollars spent per student or the quality of textbooks and materials.[D] Across the country, hundreds of school districts are experimenting with new ways to attract, reward and keep good teachers. Many of these efforts borrow ideas from business. They include signing bonuses for hard-to-fill jobs like teaching high school chemistry, housing allowances and what might be called combat pay for teachers who commit to working in the most distressed schools. But the idea gaining the most motivation—and controversy—is merit pay, which attempts to measure the quality of teachers' work and pay teachers accordingly.[E] Traditionally, public-school salaries are based on years spent on the job and college credits earned, a system favored by unions because it treats all teachers equally. Of course, everyone knows that not all teachers are equal. Just witness how hard parents try to get their kids into the best classrooms. And yet there is no universally accepted way to measure competence, much less the great charm of a truly brilliant educator. In its absence, policymakers have focused on that current measure of all things educational: student test scores. In districts across the country, administrators are devising systems that track student scores back to the teachers who taught them in an attempt to assign credit and blame and, in some cases, target help to teachers who need it. Offering bonuses to teachers who raise student achievement, the theory goes, will improve the overall quality of instruction, retain those who get the job done and attract more highly qualified candidates to the profession—all while lifting those all-important test scores.[F] Such efforts have been encouraged by the government, which in 2006 started a program that awards $99 million a year in grants to districts that link teacher compensation to raising student test scores. Merit pay has also become part of the debate in Congress over how to improve the 2001 No Child Left Behind Act. Last summer, the president signed merit pay at a meeting of the National Education Association, the nation's largest teachers' union, so long as the measure of merit is "developed with teachers, not imposed on them and not based on some test score." Hillary Clinton says she does not support merit pay for individual teachers but does advocate performance-based pay on a schoolwide basis.[G] It's hard to argue against the notion of rewarding the best teachers for doing a good job. But merit pay has a long history in the U.S., and new programs to pay teachers according to test scores have already had an opposite effect in Florida and Houston. What holds more promise is broader efforts to transform the profession by combining merit pay with more opportunities for professional training and support, thoughtful assessments of how teachers do their jobs and new career paths for top teachers.[H] To the business-minded people who are increasingly running the nation's schools, there's an obvious solution to the problems of teacher quality and teacher turnover: offer better pay for better performance. The challenge is deciding who deserves the extra cash. Merit-pay movements in the 1920s, '50s and '80s turned to failure just because of that question, as the perception grew that bonuses were awarded to principals' pets. Charges of unfairness, along with unreliable funding and union opposition, sank such experiments.[I] But in an era when states are testing all students annually, there's a new, less subjective window onto how well a teacher does her job. As early as 1982, University of Tennessee statistician Sanders seized on the idea of using student test data to assess teacher performance. Working with elementary-school test results in Tennessee, he devised a way to calculate an individual teacher's contribution to student progress. Essentially, his method is this: he takes three or more years of student test results, projects a trajectory (轨迹) for each student based on past performance and then looks at whether, at the end of the year, the students in a given teacher's class tended to stay on course, soar above expectations or fall short. Sanders uses statistical methods to adjust for flaws and gaps in the data. "Under the best circumstances," he claims, "we can reliably identify the top 10% to 30% of teachers."[J] Sanders devised his method as a management tool for administrators, not necessarily as a basis for performance pay. But increasingly, that's what it is used for. Today he heads a group at the North Carolina-based software firm SAS, which performs value-added analysis for North Carolina, Ohio, Pennsylvania, Tennessee and districts in about 15 other states. Most use it to measure schoolwide performance, but some are beginning to use value-added calculations to determine bonuses for individual teachers.

According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group. In the family, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment. Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of " natural leaders ". It seems that there is no set of personal qualities that all leaders have in common: rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group. Research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to "get things done". Expressive leadership, on the other hand, is leadership that emphasizes the collective well-beings of a social group' s members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Instrumental leaders are likely to have a rather secondary relationship to other group members. They give others and may discipline group members who inhibit(阻碍)attainment of the group's goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties and try to resolve issues that threaten to divide the group. As the difference in these two roles suggest, expressive leaders generally receive more personal affection from group members: instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.

Gestures aren't the only area in which the unwary traveler can get tripped up. Foreign cultures adhere to different business customs and behavior. For example, Caffeine junkies should restrain themselves in the Middle East. "Three cups of tea or coffee is usually the polite limit in offices and during social calls, " counsels "Travel Pak, " a free publication of Alia, the Royal Jordanian Airline. "But if your host keeps going, you also may continue sipping. If you've had your fill, give your empty cup a quick twist a sort of wiggle—as you hand it back. That means "No more, thank you." Middle East visitors also should not be surprised "if others barge right into the office in the middle of your conversation with the person you are seeing, " notes "Travel Pak." An old Arab cus torn calls for keeping an "open office." The British, however, consider it impolite to interrupt a visitor, even after all business has been transacted. The commercial caller is expected to be sensitive to this point, know when to stop, and initiate his or her own departure. In Japan certain guests at evening business gatherings will leave early. They should be allowed to leave without effusive goodbyes. The Japanese consider formal departures to be disruptive in such cases and disturbing to remaining guests. In Scandinavia and Finland business guests may be asked to shed their clothes and join their hosts in a sauna. The invitation is a sign that a good working relationship has been established. In the Arab world, the word "no" must be mentioned three times before it is accepted. In contrast, it is considered good business manners to make many and long efforts to pick up the check. In the People' s Republic of China, gift giving is considered an insult, says Patrick J. Lewis, President of Club Universe, a Los Angeles tour operator. "If you want to give someone a gift, make sure it's modest in value. This will not be considered offensive, but it may be declined, " The Chinese manner of expressing friendship and welcome is to clap. Lewis adds. "You may be greeted with clapping when entering a factory, hospital, commune, or school. Politeness dictates that you respond with applause, even though it may seem like you're clapping for yourself."

It seems to me that today's prime-time leader needs a top-5 list that clearly lays out his or her priorities. Whether you're running a department, a large corporate division, or a multinational company, the leadership【C1】______that guide your decisions are much the same. 1. Give direction. Stand in front of the mirror and say, "Here is our future" five times without stuttering (结结巴巴). A leader's most important job at any organization is to【C2】______out a road map to the future. If you can't【C3】______that direction, you're a manager—not a leader. Your vision must be real, substantive (真实的), and something people can believe in. Have the guts to make decisions while there's still【C4】______in them. 2. Create a culture【C5】______on innovation and cooperation. Innovation is about more than designing fashionable products. It's also about improving customer experiences and services. 3. Keep it simple and focused. Identify five key areas that need improvement in your company or division and keep at them until you get them right. Your list might include such things as cost containment, quality, or customer satisfaction. Set【C6】______targets for each one, and hold people accountable (有责任的) for results. Measure,【C7】______, and review progress on a timely basis and reward results. 4. Commit to diversity and social【C8】______. Get beyond your dreaded mission statement and make these values central to how you do business. 5. Lead by example. Keep your moral compass at all times especially when you need to make a difficult decision. Make sure you also have a management team that you trust and【C9】______. Operate on the credo (信条): Take care of your customers and the people who take care of your customers and the growth and【C10】______will take care of themselves. Do all of that, and you'll have an organization that will make you proud. A. tough B. provide C. resolves D. monitor E. profit F. guarantees G. lay H. respect I. risk J. responsibility K. perfect L. principles M. based N. prospect O. administration

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Shadow play is a kind of traditional folk art in China. According to historical records, it originates from Han Dynasty, and prevails in Tang Dynasty and Song Dynasty. Shadow puppets were first made of paper, and later from hides of donkeys or oxen. That's why it is called Pi Ying in mandarin. The shadow puppets are of high value of art in China and even in the world, many of which are now collected in several countries' museums. Shadow play in Shaanxi is believed to be the most typical, and the Academy Gate Cultural Street in Xi'an, capital of Shaanxi Province, is an ideal place to purchase shadow puppets as souvenirs.

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For this part, you are allowed 30 minutes to write a short essay entitled Go to Work Or Become A postgraduate? following the outline given below．You should write at least 120 words but no more than 180 words． 1．大学毕业后，许多人面临工作和考研的艰难抉择 2．工作和读研各有优势和劣势 3．我的看法

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Forthispart,youareallowed30minutestowriteanessaybasedonthePicture.Youshouldstartyouressaywithabriefdescriptionofthepictureandthencommentonthedemeritofmultitasking.Youshouldwriteatleast120wordsbutnomorethan180words.