Part 2: 根据中文释义，选择两个选项，组合成正确的单词_ _流言蜚语；闲言碎语；传闻sap sipgas sepgus gos

Why do you blame him for his poor judgment on the matter ___ he really needs is encouragement?A. when thatB. since thatC. when whatD. now that

When you are in a foreign country you are subject 13) _its laws.

Part 2: 根据中文释义，选择两个选项，组合成正确的单词_ _① 和解，协议 ② 居留地，定居点 ③ 清偿④ 殖民，移民，开拓settal placewhere settlesattle ment

She had no sooner taken the meal out of the oven______someone started knocking at the door.（ ）A. whenB. ifC. afterD. than

Read the article ent_ "The Price of Perfection" in the newspaper and you'll know more about the concept of perfection.

Part 4: 看句子，选出高亮单词的中文释义The irony of it is that the new tax system will burden those it was intended to help.n. 棘手的经历n. 偶然情况（通常指好事）n. 紧急情况n. 有讽刺意味的情况

Part 1: 看单词，选出正确的中文释义flairA. n. （事物的）质量，水准B. n. 天赋；天分；资质C. n. 肋腹，（四足动物身体的）侧边D. n. 排放物，散发物（尤指气体）

Part 1: 看单词，选出正确的中文释义 monotonousA. （文本、言谈）呆板的，生硬的，不自然的B. 静止的；不变的C. 单调的；乏味的D. 刻板的；不易改变的

Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.Elite Math Competitions Struggle to Diversify Their Talent Pool [A]Interest in elite high school math competitions has grown in recent years, and in light of last summer's U.S. win at the International Math Olympiad—the first for an American team in more than two decades—the trend is likely to continue.　 [B]But will such contests, which are overwhelmingly dominated by Asian and white students from middle-class and affluent families, become any more diverse?Many social and cultural factors play roles in determining which promising students get on the path toward international math recognition. But efforts are in place to expose more black, Hispanic, and low-income students to advanced math, in the hope that the demographic pool of high-level contenders will eventually begin to shift and become less insular.　　[C]"The challenge is if certain types of people are doing something, it's difficult for other people to break into it," said Po-Shen Loh, the head coach of last year's winning U.S. Math Olympiad team and an associate professor of mathematics at Carnegie Mellon University. Participation grows through friends and networks and if "you realize that's how they're growing, you can start to take action" and bring in other students, he said.　　[D]Most of the training for advanced-math competitions happens outside the confines of the normal school day. Students attend after-school clubs, summer camps, online forums and classes, and university-based "math circles," or mathematician-led groups, to prepare for the paper-based and face-to-face competitions.　　[E]One of the largest feeders for high school math competitions—including those that eventually lead to the International Math Olympiad—is a middle school program called MathCounts. About 100,000 students around the country participate in the program's competition series, which culminates in a national game-show-style contest held each May. The most recent one took place last week in Washington. Students join a team through their schools, which provide a volunteer coach and pay a nominal fee to send students to regional and state competitions. The 224 students who make it to the national competition get an all-expenses-paid trip.　　[F] Nearly all members of last year's winning U.S. IMO team took part in MathCounts as middle school students—as did Loh, the coach. "Middle school is an important age because students have enough math capability to solve advanced problems, but they haven't really decided what they want to do with their lives," said Loh. "They often get hooked then."　　[G] Another influential feeder for advanced-math students is an online school called Art of Problem Solving, which began about 13 years ago and now has 15,000 users. Students use forums to chat, play games, and solve problems together at no cost, or they can pay a few hundred dollars to take courses with trained teachers. According to Richard Rusczyk, the company founder, the six U.S. team members who competed at the International Math Olympiad last year collectively took more than 40 courses on the site. Parents of advanced-math students and MathCounts coaches say the children are on the website constantly.　　[H] There are also dozens of summer camps—many attached to universities—that aim to prepare elite math students. Some are pricey—a three-week, intensive program can cost 4,500 or more—but most offer scholarships. The Math Olympiad Summer Training Program—the three-week math camp held by the Mathematical Association of America that leads straight to the international championship—is free for those who make it. Only about 50 students are invited based on their performance on written tests and at the USA Math Olympiad.　　[I] Students in university towns may also have access to another lever for involvement in accelerated math: math circles. In these groups, which came out of an Eastern European tradition of developing young talent, professors teach promising K-12 students advanced mathematics for several hours after school or on weekends. The Los Angeles Math Circle, held at the University of California, Los Angeles, began in 2007 with 20 students and now has more than 250. "These math circles cost nothing, or they're very cheap for students to get involved in, but you have to know about them," said Ruczyk. "Most people would love to get students from more underserved populations, they just can't get them in the door. Part of it is communication; part of it is transportation."　　[J] It's no secret in the advanced-math community that diversity is a problem. According to Mark Saul, the director of competitions for the Mathematical Association of America, not a single African-American or Hispanic student—and only a handful of girls—has ever made it to the Math Olympiad team in its 50 years of existence.Many schools simply don't prioritize academic competitions. "Do you know who we have to beat?" asked Saul. "The football team, the basketball team—that's our competition for resources, student time, attention, school dollars, parent efforts, school enthusiasm."　　[K] Teachers in low-income urban and rural areas with no history of participating in math competitions may not know about advanced-math opportunities like MathCounts—and those who do may not have support or feel trained to lead them.　　[L] But there are initiatives in place to try to get more underrepresented students involved in accelerated math. A New York City-based nonprofit called Bridge to Enter Mathematics runs a residential summer program aimed at getting underserved, mostly black and Hispanic students working toward math and science careers. The summer after 7th grade, students spend three weeks on a college campus studying advanced math for seven hours a day. Over the next five years, the group helps the students get into other elite summer math programs, high-performing high schools, and eventually college. About 250 students so far have gone through the program, which receives funding from the Jack Kent Cooke Foundation.　　[M] "If you look at a lot of low-income communities in the United States, there are programs that are serving them, but they're primarily centered around, 'Let's get these kids' grades up,' and not around, 'Let's get these kids access to the same kinds of opportunities as more-affluent kids,' " said Daniel Zaharopol, the founder and executive director of the program. "We're trying to create that pathway."Students apply to the program directly through their schools. "We want to reach parents who are not plugged into the system," said Zaharopol.　　[N] In the past few years, MathCounts added two new middle school programs to try to diversify its participant pool—National Math Club and the Math Video Challenge. Schools or teachers who sign up for the National Math Club receive a kit full of activities and resources, but there's no special teacher training and no competition attached.　　[O] The Math Video Challenge is a competition, but a collaborative one. Teams of four students make a video illustrating a math problem and its real-world application. After the high-pressure Countdown round at this year's national MathCounts competition, in which the top 12 students went head to head solving complex problems in rapid fire, the finalists for the Math Video Challenge took the stage to show their videos. The demographics of that group looked quite different from those in the competition round—of the 16 video finalists, 13 were girls and eight were African-American students. The video challenge does not put individual students on the hot seat—so it's less intimidating by design. It also adds the element of artistic creativity to attract a new pool of students who may not see themselves as "math people."Section BElite Math Competitions Struggle to Diversify Their Talent Pool1. Students may take advantage of online resources to learn to solve math problems.2. Elite high school math competitions are attracting more interest throughout the United States.3. Many schools don’t place academic competitions at the top of their priority list.4. The summer program run by a nonprofit organization has helped many underserved students learn advanced math.5. Contestants of elite high school math competitions are mostly Asian and white students from well-off families.6. Some math training programs primarily focus on raising students’ math scores.7. Some intensive summer programs are very expensive but most of them provide scholarships.8. Winners of local contests will participate in the national math competition for free.9. Math circles provide students with access to advanced-math training by university professors.10. Middle school is a crucial period when students may become keenly interested in advanced mathematics.

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