2013年12月英语六级真题及答案(丝绸之路篇) Part I Writing (30 minutes) （请于正式开考后半小时内完成该部分，之后将进行听力考试） Directions: Forthis part, you are allowed 30 minutes to write an essay commenting on the remarks “The greatest use of life is to spend itfor something that will outlast it.” You can give examples to illustrate yourpoint and then explain what you will doto make your life more meaningful. You should write at least 150words but no more than 200 words. 请用黑色签字笔在答题卡1指定区域内作答作文题，在试题册上的作答无效！ Part ⅡListeningComprehension(30minutes) 2013年12月英语六级听力真题音频点击收听 Section A Directions:In this section, you will hear 8 short conversations and 2 long conversations.At the end of each conversation, one or more questions will be asked about whatwas said. Both the conversation and the questions will be spoken only once.After each question there will be a pause. During the pause, you must read thefour choices marked A), B), C) and D), and decide which is the best answer.Then mark the corresponding letter on Answer Sheet 1 with a single line throughthe centre. 注意：此部分试题请在答题卡1上作答。 1. A) Dr.Smith#39;s waiting room isn#39;t tidy.C) Dr. Smith has left a good impression on her. B) Dr. Smith enjoys readingmagazinesD) Dr. Smith may not be a good choice. 2. A) Theman will rent the apartment when it is available. B) The man made a bargain withthe landlady over the rent. C) The man insists on having alook at the apartment first. D) The man is not fully satisfiedwith the apartment. 3. A)Packing up to go abroad.C) Drawing up a plan for her English course. B) Brushing up on her English.D)Applying for a visa to the United States. 4. A) Heis anxious to find a cure for his high blood pressure. B) He doesn#39;t think high bloodpressure is a problem for him. C) He was not aware of hisillness until diagnosed with it. D) He did not take the symptomsof his illness seriously. 5. A) Toinvestigate the causes of AIDS. B) To raise money for AIDSpatients. C) To rally support for AIDSvictims in Africa. D) To draw attention to thespread of AIDS in Asia. 6. A) Ithas a very long history. B) It is a private institution. C) It was founded by ThomasJefferson. D) It stresses the comprehensivestudy of nature. 7. A)They can#39;t fit into the machine.C) They were sent to the wrong address. B) They have not been deliveredyet.D) They were found to be of the wrong type. 8. A) Thefood served in the cafeteria usually lacks variety. B) The cafeteria sometimesprovides rare food for the students. C) The students find the servicein the cafeteria satisfactory. D) The cafeteria tries hard tocater to the students#39; needs. Questions 9 to 12 are based onthe conversation you have just heard. 9. A) Hepicked up some apples in his yard. B) He cut some branches off theapple tree. C) He quarreled with his neighborover the fence. D) He cleaned up all the garbagein the woman#39;s yard. 10. A)Trim the apple trees in her yard.C) Take the garbage to the curb for her. B) Pick up the apples that fellin her yard.D) Remove the branches from her yard. 11. A)File a lawsuit against the man.C) Have the man#39;s apple tree cut down. B) Ask the man forcompensation.D) Throw garbage into the man#39;s yard. 12. A) Hewas ready to make a concession.C) He was not intimidated. B) He was not prepared to go to court.D)He was a bit concerned. Questions 13 to 15 are based onthe conversation you have just heard. 13. A)Bad weather.C) Breakdown of the engines. B) Human error.D) Failure of thecommunications system. 14. A)Two thousand feet.C) Twenty thousand feet. B) Twelve thousand feet.D)Twenty-two thousand feet. 15. A)Accurate communication is of utmost importance. B) Pilots should be able to speakseveral foreign languages. C) Air controllers should keep aclose watch on the weather. D) Cooperation between pilots andair controllers is essential. SectionB Directions:Inthis section, you will hear 3 short passages. At the end of each passage, you willhear some questions. Both the passage and the questions will be spoken onlyonce. After youheara question, you must choose the best answer from the four choices marked A),B), C) and D).Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. 注意：此部分试题请在答题卡1上作答。 Passage One Questions 16 to 19 are based onthe passage you have just heard. 16. A)His father caught a serious disease.C) His mother left him to marry a richbusinessman. B) His mother passed away.D) Hisfather took to drinking. 17. A) Hedisliked being disciplined.C) He couldn#39;t pay his gambling debts. B) He was expelled by theuniversity.D) He enjoyed working for a magazine. 18. A)His poems are heavily influenced by French writers. B) His stories are mainly set inthe State of Virginia. C) His work is difficult to read. D) His language is not refined. 19. A) Hegrieved to death over the loss of his wife.C) He was shot dead at the age of40. B) He committed suicide forunknown reasons.D) He died of heavy drinking. Passage Two Questions 20 to 22 are based onthe passage you have just heard. 20. A)Women.C) Manual workers. B) Prisoners.D) School agechildren. 21. A) Hetaught his students how to pronounce the letters first. B) He matched the letters withthe sounds familiar to the learners. C) He showed the learners how tocombine the letters into simple words. D) He divided the letters intogroups according to the way they are written. 22. A) Itcan help people to become literate within a short time. B) It was originally designed forteaching the English language. C) It enables the learners tomaster a language within three months. D) It is effective in teachingany alphabetical language to Brazilians. Passage Three Questions 23 to 25 are based onthe passage you have just heard. 23. A)The crop#39;s blooming period is delayed.C) The topsoil is seriously damaged. B) The roots of crops are cutoff.D) The growth of weeds is accelerated. 24. A)It#39;s a new way of applying chemical fertilizer.C) It#39;s a creative technique forsaving labor. B) It#39;s an improved method ofharvesting crops.D) It#39;s a farming process limiting the use of ploughs. 25. A) Inareas with few weeds and unwanted plants. B) In areas with a severeshortage of water. C) In areas lacking in chemicalfertilizer. D) In areas dependent on importedfood. Section C Directions: Inthis section, you will hear a passage three times. When the passage is read forthe first time, you should listen carefully for itsgeneral idea. When the passage is read for the second time, you are required to fill in the blanks withthe exact words you have just heard.Finally, when the passage is read for the third time, you shouldcheck what you have written. 注意：此部分试题请在答题卡1上作答。 Adultsare getting smarter about how smart babies are. Not long ago, researcherslearned that 4-day-old couldunderstand (26)_____ and subtraction. Now, British research psychologist Graham Schafer hasdiscovered that infants can learn words for uncommon things long before they can speak. Hefound that 9-month-old infants could be taught, through repeated show-and-tell, to(27)_____ the names of objects that were foreign to them, a result that (28)_____ in some waysthe received wisdom that, apart from learning to (29)_____ things common to their dailylives, children don#39;t begin to build vocabulary until well into their second year. "It#39;s no(30)_____ that children learn words, but the words they tend to know are words linked to (31)_____situations in the home," explains Schafer. "This is the firstdemonstration that we can choose whatwords the children will learn and that they can respond to them with an unfamiliarvoice (32)_____ in an unfamiliar setting." Figuring out howhumans acquire language may (33)_____ why some children learn to read and write later thanothers, Schafer says, and could lead to better treatments for developmental problems. What#39;s more,the study of language (34)_____ offers direct insight into how humans learn. "Languageis a test case for human cognitive development," says Schafer. But parentseager to teach their infantsshould take note: even without being taught new words, a control group (35)_____ the otherinfants within a few months. "This is not about advancingdevelopment," he says. "It#39;s justabout what children can do at an earlier age than what educators have often thought." Part IIIReading Comprehension(40 minutes) Section A Directions:In this section, there is a passage with ten blanks. You are required toselect one word for each blank from a list of choices given in a word bankfollowing the passage. Read thepassage through carefully before making your choices. Each choice in the bankis identified by a letter. Please mark the corresponding letter for each itemon Answer Sheet 2 with a single line through the centre. You may not useany of the words in the bank morethan once. Questions 36 to 45 are based on the followingpassage. Cell phonesprovide instant access to people. They are creating a major 36 inthe social experiences of both children and adolescents. In one recentU.S. survey, about half the teenspolled said that their cell phone had 37 their communication with friends. Almost allsaid that their cell phone was the way they stayed in touch with peers, one-thirdhad used the cell phone to help a peerin need, and about 80% said the phone made them feel safer. Teenagers inAustralia, 38 ,said that theirmobile phones provided numerous benefits and were an39 partof their lives; some were so 40 to their phones that the researchersconsidered it an addiction. In Japan,too, researchers are concerned about cell phone addiction. Researchersin one study in Tokyo found that more than half of junior high school studentsused their phones to exchange e-mails with schoolmates more than 10 times aday. Cell phones 41 social connections with peers across time andspace. They allow young people to exchange moment-by-moment experiences intheir daily lives with special partners and thus to have a more 42 sense of connection with friends. Cell phones also can 43 social tolerancebecause they reduce children#39;s interactions with others who are different fromthem. In addition to connectingpeers, cell phones connect children and parents. Researchers studying teenagersin Israel concluded that, in that 44 environment, mobile phones were regarded as"security objects" in parent-teen relationships―important becausethey provided the possibility of 45 and communication at all times. 注意：此部分试题请在答题卡2上作答 A) affiliated B) attached C) contact D) contend E) continuous F) diminish G) endurance H) foster I) hazardous J) improved K) instantaneous L) intrinsic M) relatively N) shift O) similarly Section B Directions:In this section, you are going to read a passage with ten statementsattached to it. Each statement contains information given in one of theparagraphs. Identify the paragraph from which the information is derived. Youmay choose a paragraph more than once. Each paragraph is marked with a letter.Answer the questions marking the corresponding letter on Answer Sheet 2. Waste Not, Want Not Feeding the 9 Billion: The Tragedy of Waste [A] By 2075, theUnited Nations#39; mid-range projection for global population is about 9.5billion. This means that there could be an extra three billion mouths to feedby the end of the century, a period in which substantial changes areanticipated in the wealth, calorieintake and dietary preferences of people in developing countries acrossthe world. Such a projection presents mankind with wide-ranging social,economic, environmental and political issues that need to be addressed today to ensurea sustainable future for all. One key issue is how to produce more food in aworld of finite resources. [B] Today, weproduce about four billion metric tonnes of food per year. Yet due to poorpractices in harvesting, storage and transportation, as well as market andconsumer wastage, it is estimated that 30-50% of all food produced neverreaches a human stomach. Furthermore, thisfigure does not reflect the fact that large amounts of land, energy,fertilisers and water have also been lost in the production of foodstuffs whichsimply end up as waste. This level of wastageis a tragedy that cannot continue if we are to succeed in the challenge ofsustainably meeting our future food demands. | Where Food Waste Happens [C] In 2010,the Institution of MechanicalEngineers identified three principal emerging population groups across theworld, based on characteristics associated with their current and projectedstage of economic development. • Fully developed,mature, post-industrial societies, such as those in Europe, characterised bystable or declining populations which are increasing in age. • Late-stage developing nations that arecurrently industrialising rapidly, for example China, which will experiencedeclining rates of population growth, coupled with increasing affluence (富裕）and age profile. • Newly developing countries that arebeginning to industrialise, primarily in Africa, with high to very highpopulation growth rates, and characterised by a predominantly young ageprofile. [D] Each groupover the coming decades will need to address different issues surrounding foodproduction, storage and transportation, as well as consumer expectations, if weare to continue to feed all our people. [E] Inless-developed countries, such as those of sub-Saharan Africa and South-EastAsia, wastage tends to occur primarily at the farmer-producer end of the supplychain. Inefficient harvesting, inadequate local transportation and poor infrastructure (基础设施)mean that produceis frequently handled inappropriately and stored under unsuitable farm siteconditions. [F] In mature,fully developed countries such as the UK, more-efficient farming practices andbetter transport, storage and processing facilities ensure that a largerproportion of the food produced reaches markets and consumers. However,characteristics associated with modern consumer culture mean produce is oftenwasted through retail and customer behaviour. [G] Majorsupermarkets, in meeting consumer expectations, will often reject entire cropsof perfectly edible fruit and vegetables at the farm because they do not meetexacting marketing standards for their physical characteristics, such as sizeand appearance. [H] Of the producethat does appear in the supermarket, commonly used sales promotions frequentlyencourage customers to purchase excessive quantities which, in the case ofperishable foodstuffs, inevitably generate wastage in the home. Overall between30% and 50% of what has been bought in developed countries is thrown away bythe purchaser. Better Use of Our Finite Resources [I] Wasting foodmeans losing not only life-supporting nutrition but also precious resources, includingland, water and energy. As a global society, therefore, tackling food wastewill help contribute towards addressing a number of key resource issues. [J] Land Usage:Over the last five decades, improved farming techniques and technologies havehelped to significantly increase crop yields along with a 12% expansion offarmed land use. However, a further increase in farming area without impactingunfavourably on what remains of the world#39;s natural ecosystems appearsunlikely. The challenge is that an increase in animal-based production willrequire more land and resources, as livestock(牲畜)farming demandsextensive land use. [K] Water Usage:Over the past century, human use of fresh water has increased at more thandouble the rate of population growth. Currently about 3.8 trillion m3of water is usedby hu-mans per year. About 70% of this is consumed by the global agriculturesector, and the level of use will continue to rise over the coming decades. [L] Betterirrigation can dramatically improve crop yield and about 40% of the world#39;sfood supply is currently derived from irrigated land. However, water used inirrigation is often sourcedunsustainably.Inprocessing foods after the agricultural stage,there are large additional uses of water that need to be tackled in aworld of growing demand. This isparticularly crucial inthe case of meat production, where beef usesabout 50 times more water thanvegetables. In the future, more effective washing techniques, managementprocedures, and recycling andpurification of water will be needed toreduce wastage. [M]Energy Usage:Energy is an essential resource across the entire food production cycle, with estimates showing anaverage of 7-10 calories of input being required in the production of one calorie of food. This varies dramaticallydepending on crop, from three caloriesfor plant crops to 35 calories in the production of beef. Since much ofthis energy comes from the utilisationof fossil fuels, wastage of food potentially contributes to unnecessaryglobal warming as well as inefficientresource utilisation. [N] In the modem industrialised agriculturalprocess—which developing nationsare movingtowards in order to increase future yields—energy usage in the makingand application of fertilisersandpesticides represents the single biggest component. Wheat production takes 50% of its energy input for these twoitems alone. Indeed, on a global scale, fertilisermanufacturing consumes about 3-5% of the world#39;s annual naturalgas supply. With production anticipated toincrease by 25% between now and 2030, sustainable energy sourcing willbecome an increasingly major issue. Energy to power machinery, both on the farmand in the storage and processing facilities, adds to the energy total, whichcurrently represents about 3.1% of annual global energy consumption. Recommendations [O] Rising population combined with improvednutrition standards and shifting dietary preferences will exert pressure forincreases in global food supply. Engineers, scientists and agriculturalistshave the knowledge, tools and systems that will assist in achievingproductivity increases. However, pressure will grow on finite resources ofland, energy and water. The potentialto provide 60-100% more food by simply eliminating losses, while simultaneouslyfreeing up land, energy and water resources for other uses, is an opportunitythat should not be ignored. Inorder to begin tackling the challenge, the Institution recommends that: •The UN Food and Agriculture Organisationwork with the international engineering community to ensure governments ofdeveloped nations put in place programmes that transferengineeringknowledge, design know-how, and suitable technology to newly developingcountries. This will help improve produce handling in the harvest, andimmediate post-harvest stages of food production. •Governments of rapidly developing countries incorporate wasteminimisation thinking into thetransport infrastructure and storage facilities currently being planned,engineered and built. • Governments in developed nations devise andimplement policy that changes consumer expectations. These should discourageretailers from wasteful practices that lead to the rejection of food on thebasis of cosmetic characteristics, and losses in the home due to excessivepurchasing by consumers. 注意：此部分试题请在答题卡2上作答。 46. Elimination of waste alone canpotentially provide over sixty percent morefood for the growingworld population. 47. The production and application offertilisers and pesticides account for thelargest part of energy use inthe modernindustrialised agricultural process. 48. Consumers in developed countries throwaway nearly half of their food purchases because they tend to buy in excessivequantities. 49. It is recommended that engineeringknowledge and suitable technology in developed countries be introduced todeveloping countries to improve produce handling in the harvest. 50. The predicted global population growthmeans that ways have to be found to produce more food with finite resources. 51. A further expansion of farming area willadversely impact on the world#39;s natural ecosystems. 52. Perfectly eatable fruit and vegetablecrops often fail to reach supermarkets due to their size or physicalappearance. 53. Poor practices in harvesting, storage andtransportation have resulted in a waste of much of the food we produce and thusa waste of land and resources. 54. Food waste inless-developed countries happens mainly at the producers#39; end. 55. Beef consumes far more water to producethan vegetables. Section C Directions:There are 2 passages in this section. Each passage is followed by somequestions or unfinished statements. For each of them there are four choicesmarked A), B), C) and D). You should decide on the best choice and mark thecorresponding letter on Answer Sheet 2 with a single line through thecentre. Passage One Questions 56 to 60 are based on the followingpassage. Call it the “learning paradox”, the more youstruggle and even fail while you’re trying to learn new information,the better you’re likely to recalland apply that information later. The learning paradox is at the heart of “productive failure”.a phenomenonidentified by researcher Manu Kapur. Kapur points outthat while the model adopted by many teachers when introducingstudents to new knowledge―providing lots of structure and guidance early on,until the students show that they can do it on their own―makes intuitive sense,it may not be the best way to promote learning. Rather, it’s better to let the learners wrestle (较劲）with the material ontheir own for a while, refraining from giving themany assistance at the start. In apaper published recently, Kapurapplied the principle of productive failure to mathematical problem solving in three schools. With one group ofstudents, the teacher provided strong “scaffolding”―instructional support—and feedback. With theteacher’s help, thesepupils were able to find the answers to their set of problems. Meanwhile, asecond group was directed to solve the same problems by collaborating with oneanother, without any prompts from their instructor. These students weren’t able to complete the problems correctly. But inthe course of trying to do so, they generated a lot of ideas about the nature of the problems and about whatpotential solutions would look like. And when the two groups were tested onwhat they’d learned, thesecond group “significantlyoutperformed” the first. The apparent struggles of the floundering(挣扎的）grouphave what Kapurcalls a “hidden efficacy”: they lead people to understand the deep structureof problems, not simply their correct solutions. When these studentsencounter a new problem of the same type on a test, they’re able to transfer theknowledge they’ve gathered moreeffectively than those who were the passiverecipients of someone else’s expertise. In the real world,problems rarely come neatly packaged, so being able to discern their deepstructure is key. But, Kapur notes, none of us like to fail, no matter howoften Silicon Valley entrepreneurspraise the beneficial effects of an idea that fails or a start-up company that crashesand burns. So we need to “design for productive failure” by building it into the learning process. Kapur has identified threeconditions that promote this kind of beneficial struggle. First, choose problems to work on that“challenge but do not frustrate”. Second, provide learners with opportunities toexplain and elaborate on what they’re doing. Third, givelearners the chance to compare and contrast good and bad solutions to theproblems. And to those students who protest this tough-love teaching style: you#39;ll thank me later. 注意：此部分试题请在答题卡2上作答。 56. Whydoes the author call the learning process a paradox? A) Pains do notnecessarily lead to gains. B) What is learnedis rarely applicable in life. C) Failure moreoften than not breeds success. D) The more istaught, the less is learnt. 57. Whatdoes Kapur disapprove of in teaching? A) Asking studentsto find and solve problems on their own. B) Developingstudents’ ability to applywhat they learn. C) Giving studentsdetailed guidance and instruction. D) Allowingstudents a free hand in problem solving. 58.What do people tend to think of providing strong “scaffolding” in teaching? A) It will maketeaching easier. C) It can motivateaverage students. B) It is asensible way of teaching. D) It will enhancestudents’ confidence. 59.What kind of problem should be given to students to solve according to Kapur? A) It should beable to encourage collaborative learning. B) It should beeasy enough so as not to frustrate students. C) It should besolvable by average students with ease. D) It should bedifficult enough but still within their reach. 60.What can be expected of “this tough-love teaching style” (Lines 8-9, Para. 5)? A) Students willbe grateful in the long run. B) Teachers willmeet with a lot of resistance. C) Parents willthink it too harsh on their kids. D) It may not beable to yield the desired results. Passage Two Questions 61 to 65 are based on the followingpassage. Vernon Bowman, a75-year-old farmer from rural Indiana, did something that got him sued. Heplanted soybeans (大豆）sold as cattlefeed. But Monsanto, the agricultural giant, insists it has a patent on the kindof genetically modified seeds Bowman used―and that the patent continues to allof the progeny (后代)of those seeds. Have we reallygotten to the point that planting a seed can lead to a high-stakes SupremeCourt patent lawsuit? We have, and that case is Bowman vs. Monsanto, which is being argued on Tuesday. Monsanto’s critics have attacked the company for its “merciless legal battles against small farmers,” and they are hoping this will be the case thatputs it in its place. They are also hoping the court’s ruling will rein in patent law, which isincreasingly being used to claim new life forms as private property. Monsanto and itssupporters, not surprisingly, see the case very differently. They argue thatwhen a company like Monsanto goes to great expense to create a valuable newgenetically modi-fied seed, it must be able to protect its property interests.If farmers like Bowman are able to use these seeds without paying thedesignated fee, it will remove the incentives for companies like Monsanto toinnovate. Monsanto accusedBowman of patent infringement and won an $84,456 damage award. Rather than payup or work out a settlement, Bowman decided to appeal—all the way to theSupreme Court. He said “Monsanto shouldnot be able, just because they’ve got billions ofdollars to spend on legal fees, to try to terrify farmers into obeying theiragreements by massive force and threats.” The central issuein the case is whether patent rights to livingthings extend to the progeny ofthose things. Monsanto argues that itspatents extend to latergenerations. But Bowman#39;s supporters argue that Monsanto is trying to expandthe scope of patents in ways that wouldenrich big corporations and hurt small farmers. They say that if Monsanto wins, the impact will extend far beyondagriculture―locking up property rights in an array of important areas.Knowledge Ecology Internationalcontends that the Supreme Court’s ruling could have“profound effects” on other biotechindustries. If this were aHollywood movie, the courageous old Indiana farmer would beat the profit-minded corporationbefore the credits rolled. But this is a real-life argument before a Supreme Court that has a well-earnedreputation for looking out for the interests of large corporations. This case gives the court an opportunity to reinin the growing use of patents to protectgenetically engineered crops and other life forms―but the court may welluse it to give this trend a powerful newendorsement. 注意：此部分试题请在答题卡2上作答 61. Whydid Vernon Bowman get sued? A) He usedgenetically modified seeds to feed his cattle. B) He plantedsoybeans without paying for the patent. C) He made aprofit out of Monsanto’s commercial secrets. D) He obtainedMonsanto’s patented seedsby illegal means. 62.What are Monsanto’s critics hoping the Supreme Court will do? A) Allow small farmers to grow genetically modified soybeans. B) Punish Monsantofor infringing on small farmers#39; interests. C) Rule againstMonsanto’s excessiveextension of its patent rights. D) Abolish thepatent law concerning genetically engineered seeds. 63. What is the argument of Monsanto and itssupporters? A) Patent rightsshould be protected to encourage innovation. B) Bowman cannotplant the seeds without Monsanto#39;s consent. C) Monsanto hasthe right to recover the costs of its patented seeds. D) Patent law ongenetically modified seeds should not be challenged. 64.What is the key issue in the Bowman vs. Monsantocase? A) Whether patentfor seeds is harmful to agricultural production. B) Whether thebiotech industry should take priority over agriculture. C) Whethermeasures should be introduced to protect small farmers. D) Whether patentfor living things applies to their later generations. 65.What do we learn from the last paragraph? A) Hollywoodmovies usually have an unexpected, dramatic impact on real-life arguments. B) The SupremeCourt will try to change its reputation for supporting large corporations. C) The SupremeCourt is likely to persuade the parties concerned to work out a settlement. D) The rulingwould be in Bowman’s favor if thecase were argued in a Hollywood movie. Part IV Translation(30minutes) Directions: Forthis part, you are allowed 30 minutes to translate a passage from Chinese intoEnglish. You should write your answer on AnswerSheet 2. 闻名于世的丝绸之路是一系列连接东西方的路线。丝绸之路延伸6,000多公里，得名于古代中国的丝绸贸易。丝绸之路上的贸易在中国、南亚、欧洲和中东文明发展中发挥了重要作用。正是通过丝绸之路，中国的造纸、火药、指南针、印刷术等四大发明才被引介到世界各地。同样，中国的丝绸、茶叶和瓷器（porcelain）也传遍全球。物质文化的交流是双向的，欧洲也通过丝绸之路出口各种商品和植物，满足中国市场的需求。 注意：此部分试题请在答题卡2上作答。 答案 1~5 DCBCD 6~10ABABD 11~15 ACBCA 16~20 BCCDA 21~25 DACDB 26. addition 27.recognize 28. challenges 29. identify 30. secret 31. specific 32.giving instructions 33. shed light on 34. acquisition 35. caught up with 36~40 NJOLB 41~45HKFIC 46~50 ONHOA 51~55 JGBEL 56~60 CCBDA 61~65 BCADD | |