Section I: Listening
ComprehensionThis section is
designed to test your ability to
understand spoken English. You will
hear a selection of recorded
materials and you must answer the
questions that accompany them. There
are three parts in this section,
Part A , Part B and Part C.Remember,
while you are doing the test, you
should first answer the questions in
your test booklet, not on the ANSWER
SHEET. At the end of the listening
comprehension section, you will have
5 minutes to transfer your answers
from your test booklet onto ANSWER
SHEET 1.If you have any questions,
you may raise your hand NOW as you
will not be allowed to speak once
the test has started.
Part AYou will hear
a conversation between a student,
Mr. Wang, and his tutor, Dr. Wilson.
As you listen, answer Questions 1 to
10 by circling True or False. You
will hear the conversation ONLY
ONCE. You now have 60 seconds to
read Questions 1-10.1. Dr. Wilson
and Mr. Wang have met before. TRUE /
FALSE2. Wang prefers to live with an
English family. TRUE / FALSE3. Wang
intends to study how computer is
used for language translation. TRUE
/ FALSE4. Back in his own country
Mr. Wang studied C-language and
chemistry. TRUE / FALSE5. Wang has
some experience in CAD. TRUE /
FALSE6. Dr. Wilson is satisfied with
Wang's past experience. TRUE /
FALSE7. Wang has little knowledge of
the phonetic processing system. TRUE
/ FALSE8. Wang decides to take
courses and pass exams. TRUE /
FALSE9. Dr. Wilson suggests that
Wang should extend his stay at the
university. TRUE / FALSE10. Dr.
Wilson asks Wang to do a little more
research before deciding on his
project. TRUE / FALSE
Tapescript:
WMW[Hearing a knock
on the door] Come in please.Good
morning Dr. Wilson.Good morning
Wang. So nice to see you again. Take
a seat...why don't you, please. When
did you get to the university?MWMI
arrived yesterday.Well... Are you
living in the college?No, I am with
an English
family...actually...because I want
to improve my speaking.WMWOh, fine.
Right, did you take a language
proficiency test before you came?Yes.
Uhh...my Overall Band is 6,
but...unfortunately my speaking is
only 5.OK, you know, here in this
university, you have to take our own
English test before you attend any
lectures. So, first of all, what
we've got to do is, we have to make
an arrangement for the test date.
Umm...will tomorrow be all right for
you?MW
Yeah, I have time
tomorrow morning.Good, then.
Tomorrow at ten. I don't think the
test will be any problem for you.
Now, let's make sure you make full
use of your time here. Let's put it
like this. What exactly do you want
to accomplish in the next 12
months?MI'm interested in computer
language translation, I mean, from
English to Chinese and Chinese to
English. I'll try, if possible, to
produce a software or a device which
can serve as an interpreter.WMYes,
could you be a bit more specific
about...er...the device?For
instance, when, you talk to the
device in English it will translate
your words into Chinese and vice
versa.WMWMWUhuh...do you mean it'll
be as competent as...er... a human
interpreter?Yes... well, I'll let it
deal with general situations, at
least.Fascinating... and how big
will the device itself be, do you
think?The size of a cigarette pack,
I think. So people can put it in
their pocket.Really. Well, that
could be a Ph. D project. Tell me
what you have done so far.In my four
years of undergraduate study, I
studied electronics,
advancedMmathematics, hardware
designing, some computer languages
and program writing.Yes, but have
you done anypractical jobs? I mean,
have you written anyWprograms for
practical use?I was involved in a
project for CAD in a shipyard.MWThe
computer aided design. That was
probably a good experience, but,
unfortunately, it may not help your
present project much. Are you
familiar with C-language?No.MWUhuh...
the phonetic processing system, do
you know how such a system
works?What do you mean by "phonetic
processing system?"MWWell, you know,
English is spoken by different
people with different accents. Your
English accent is different from
mine, and of course mine is not the
same as my colleagues'. So as I see
it, your device would have to be
able to recognise and understand
different accents.Oh, I see. I think
I can learn C-language and a
phonetic processing systemMhere.Well,
that's probably true, but you've got
only 12 months and you want aWdegree,
don't you?Yes.MWOK, so there're two
ways of studying for a degree here.
You either take six courses, pass
their exams and have your
dissertation accepted or the other
way is you do some research work and
submit your project report.MWMWI
think I'll take the second way.Fine,
but are you sure you can finish your
project in 12 months?I don't know,
but I can work 12 hours a day and 7
days a week.Well, I'd suggest you
spend some time in our library,
trying to find out what other
students have done before and
perhaps re-consider your own
project, to some extent. You might
narrow your research area,
concentrating on solving one or two
major problems. And, it'd be a good
idea to talk to your colleagues in
the lab, first. Anyway, I'm sure we
can work out something good. Shall I
see you again in three days'
time?All right. I'll go away and do
some thinking. Then I'll talk to you
about myMnew plan.Good. See you
then.WMThank you. Bye-bye.
You now have 20
seconds to check your answers to
Questions 1 - 10.That is the end of
Part A
Part B:You will hear
3 conversations or talks and you
must answer the questions by
choosing A, B, C or D. You will hear
the recording ONLY ONCE.Questions 1
- 3 are based on the following talk.
You now have 15 seconds to read
Questions 1 - 3.
1. What does the
speaker suggest that the students
should do during the term?[A]
Consult with her frequently.[B] Use
the computer regularly.[C] Occupy
the computer early.[D] Wait for
one's turn patiently.
2. What service must
be paid for?[A] Computer classes.[B]
Training sessions.[C] Laser
printing.[D] Package borrowing.
3. What is the talk
mainly about?[A] Computer lab
services.[B] College library
facilities.[C] The use of
micro-computers.[D] Printouts from
the laser printer.
Tapescript
Right, everybody.
Welcome to Central College library
services. My name's Kathy Jenkins.
I'll give you a brief introduction
to the library. We have a
well-stocked bank of resources which
are in three main locations: the
library itself, with books and
periodicals; the self-access
language centre, with audio and
video material; and the
micro-computer lab. I'll start with
the micro-computer lab, or micro-lab
as we call it. It is fitted with 24
personal computers.
If you are a member
of the library, you may borrow CALL
discs in French, German, Italian,
Spanish and Russian as well as
English. By the way, CALL stands for
computer aided language learning: C
A double L, "CALL", for short. You
may also borrow a range of word
processing and desktop publishing
packages. All disks are, of course,
strictly for use in the micro-lab
only. If you wish to print anything
you should use one of the five
machines around the outside of the
room. Four are connected to dot
matrix printers, one is connected to
the laser printer. If you want a top
quality printout from the laser
printer, come and see myself or any
of the library staff. Dot-matrix
printouts are free but there is a
charge for using the laser printer.
There is always a
queue to get to the terminals
towards the end of term. Come in and
get to know how to use the computers
early in the term and use them
regularly, rather than just before
exams and essay deadlines, in order
to avoid delay or disappointment.
Training sessions are held on a
regular basis, on the first and
third Thursday of each month, and
are free to full-time students of
the college. See you there. Now, any
questions?
You now have 30
seconds to check your answers to
Questions 1 - 3.
Part CYou will hear
a talk given by a university
lecturer. As you listen, you must
answer Questions 1 -10 by writing NO
MORE THAN THREE words in the space
provided on the right. You will hear
the talk TWICE.You now have 60
seconds to read Questions 1 to 10.
1. What's the
average annual increase of foreign
student population in the period
between 1985 and 1990 in terms of
percentage?2. Which part of the
world contributed to an increase
between 94/95 and 95/96?3. When will
the speaker talk about the economic
and political changes?4. What will
the speaker discuss first?5. Where
do the three largest groups of
students come from?6. What's the
number of students from Malaysia?7.
Which is the most popular field of
study?8. What's the percentage of
students in business and
management?9. In terms of academic
levels, in which level do we find
the smallest number?10. In summary,
what did the speaker talk about?
Tapescript
For those of you who
are either already studying in the
United States or plan to one day, it
might be interesting to know
something about the foreign student
population in the United States. For
the academic year 1995/96 there was
a total of approximately 344,000
foreign students studying in the
United States. This figure of
344,000 may seem like a very large
number until you compare it with the
total population of 241,000,000. The
foreign student population has been
growing for a number of years and is
still growing, but the rate of
increase has dropped sharply during
the 1990s. During the 1980s, the
population grew quite rapidly. For
example, between 1985 and 1990, the
average yearly increase was 12.5%.
However, the picture in the 1990s is
quite different. The rate of
increase has declined quite
noticeably. In fact, the rate of
increase between 1994/95 and 1995/96
was only .5%, or one-half of one
percent. Although the overall rate
of increase has dropped to only .5%,
the number of students from some
parts of the world is increasing
while the number of students from
other areas is decreasing. For
example, during this same time
period, that is between the academic
years 94/95 and 95/96, there was a
decrease in the number of students
from the Middle East, while the
number of students from South and
East Asia increased. These changes
in the number of students coming
from different parts of the world no
doubt reflected changing economic
and political situations. I'm sure
you are aware of many of these
changes, and perhaps we can discuss
them at our next meeting. For today
let's confine our talk to first, a
discussion of the origin of these
students, or, in other words, where
they come from; second, the kinds of
studies they pursue; and, finally,
the academic levels they are found
in. If we have a little time left,
we might quickly discuss in which
geographic areas most of them go to
school.
Let's discuss the
origins of the foreign student
population in the United States for
the academic year 1995/96. Let's
discuss it in order from those areas
sending the most students to those
areas sending the fewest students.
If we look at the figures provided
by the annual census of foreign
students in the United States for
the year 1995/96, we see that most
of the foreign students studying in
the United States during this year
were from South and East Asia. This
is a rather large geographical area
which includes such countries as
China, Korea, Pakistan, India,
Malaysia, and Indonesia. The total
number of students from this area,
South and East Asia was 156,830. In
other words, roughly 2 out of every
5 foreign students come from South
and East Asia. Almost 24,000 of this
total were from China. Malaysia was
close behind with just a little over
23,000 students. The next largest
number of students came from the
Middle East. The number of students
from the Middle East came to about
one-third the number from South and
East Asia. The fourth largest number
came from South America. Next came
Europe, Africa, North America, and
Oceania. Let's recapitulate what
we've said. The largest number of
students studying in the United
States during the academic year
1995/96 were from South and East
Asia, followed by the Middle East,
South America, Europe, Africa, North
America, and Oceania.
What fields are
these large numbers of foreign
students studying in? It probably
won't surprise you to learn that the
largest number are in the field of
engineering. In fact, 21.7% of the
total number are studying
engineering. Business and management
is close behind, however, with a
total of 18.9%. The third most
popular field was mathematics and
computer sciences with 10.3%. As you
can see, engineering with 21.7%,
business and management with 18.9%,
and mathematics and computer
sciences with 10.3% comprise about
one half of the total number of
foreign students.
Let's talk about
which academic levels these students
can be found in. Foreign students
can be found studying at all levels
of higher education. As you might
expect, the greatest number of them
are studying at the undergraduate
level ? approximately 158,000. The
second largest group study at the
graduate level and that number is
just under 122,000. The rest study
at junior colleges or in non-degree
programs. It is at the graduate
level that foreign students have the
most impact. While foreign students
comprise only 2.7% of the total U.S.
student population, they account for
8.7% of all the graduate students
studying at U. S. institutions. Let
me give you those percentages again
so you can get a better feel for the
overall picture. Foreign students
make up only 2.75 of the total U. S.
student population, but they make up
8.7% of the total graduate student
population.
Well, I see that's
all the time we have today. We'll
have to leave discussions of the
geographic areas these students
study in until another time.
Now you are going to
hear the talk a second time.
REPEAT THE TEXT
You now have 3
minutes to check your answers to
Questions 1 - 10.
That is the end of
Part C. You now have 5 minutes to
transfer all your answers from your
test booklet to ANSWER SHEET 1.
That is the end of
Listening Comprehension.
SECTION II: Use of
EnglishRead the following text and
fill each of the numbered spaces
with ONE suitable word. Write your
answers on ANSWER SHEET 1.
Children who grip
their pens too close to the writing
point are likely to be at a
disadvantage in examinations,
(1) _____ to the
first serious investigation into the
way in which writing technique can
dramatically affect educational
achievement.The survey of 643
children and adults, aged from
pre-school to 40-plus, also suggests
(2) _____
pen-holding techniques have
deteriorated sharply over one
generation, with teachers now paying
far
(3) ______ attention
to correct pen grip and handwriting
style.Stephanie Thomas, a learning
support teacher
(4) ______ findings
have been published, was inspired to
investigate this area
(5) _______ she
noticed that those pupils who had
the most trouble with spelling
(6) ______ had a
poor pen grip. While Ms. Thomas
could not establish a significant
statistical link
(7) ______
pen-holding style and accuracy in
spelling, she
(8) ______ find huge
differences in technique between the
young children and the mature
adults, and a definite
(9) ________ between
near-point gripping and slow,
illegible writing.People who
(10) ______ their
pens at the writing point also show
other characteristics
(11) ______ inhibit
learning,
(12) _______ as poor
posture, leaning too
(13) ______ to the
desk, using four fingers to grip the
pen
(14) ______ than
three, and clumsy positioning of the
thumb (which can obscure
(15) ______ is being
written.Ms. Thomas believes that the
(16) ______ between
older and younger writers is
(17) ________ too
dramatic to be accounted for simply
by the possibility that people get
better at writing as they grow
(18) ________. She
attributes it to a failure to teach
the most effective methods, pointing
out that the differences between
(19) _______ groups
coincides with the abandonment of
formal handwriting instruction in
classrooms in the sixties. "The
30-year-olds showed a huge range of
grips,
(20) ________ the
over 40s group all had a uniform
'tripod' grip."
SECTION III: Reading
Comprehension
Part ARead the following texts
and answer the questions which accompany them by
choosing A, B, C or D. Mark your answers on
ANSWER SHEET 1.
Text 1
In recent years, there has been
a steady assault on salt from the doctors: salt
is bad for you ? regardless of your health.
Politicians also got on board. "There is a
direct relationship," US congressman Neal Smith
noted, "between the amount of sodium a person
consumes and heart disease, circulatory
disorders, stroke and even early
death."Frightening, if true! But many doctors
and medical researchers are now beginning to
feel the salt scare has gone too far. "All this
hue and cry about eating salt is unnecessary,"
Dr. Dustan insists. "For most of us it probably
doesn't make much difference how much salt we
eat." Dustan's most recent short-term study of
150 people showed that those with normal blood
pressure experienced no change at all when
placed on an extremely low-salt diet, or later
when salt was reintroduced. Of the hypertensive
subjects, however, half of those on the low-salt
diet did experience a drop in blood pressure,
which returned to its previous level when salt
was reintroduced."An adequate to somewhat
excessive salt intake has probably saved many
more lives than it has cost in the general
population," notes Dr. John H. Laragh. "So a
recommendation that the whole population should
avoid salt makes no sense."Medical experts agree
that everyone should practice reasonable
"moderation" in salt consumption. For the
average person, a moderate amount might run from
four to ten grams a day, or roughly 1/2 to 1/3
of a teaspoon. The equivalent of one to two
grams of this salt allowance would come from the
natural sodium in food. The rest would be added
in processing, preparation or at the table.Those
with kidney, liver or heart problems may have to
limit dietary salt, if their doctor advises. But
even the very vocal "low salt" exponent, Dr.
Arthur Hull Hayes, Jr. admits that "we do not
know whether increased sodium consumption causes
hypertension." In fact, there is growing
scientific evidence that other factors may be
involved: deficiencies in calcium, potassium,
perhaps magnesium; obesity (much more dangerous
than sodium); genetic predisposition; stress."It
is not your enemy," says Dr. Laragh. "Salt is
the No. 1 natural component of all human tissue,
and the idea that you don't need it is wrong.
Unless your doctor has proven that you have a
salt-related health problem, there is no reason
to give it up."
1. According to some doctors and
politicians, the amount of salt consumed[A]
exhibits as an aggravating factor to people in
poor health.[B] cures diseases such as stroke
and circulatory disorders.[C] correlates highly
with some diseases.[D] is irrelevant to people
suffering from heart disease.
2. From Dr. Dustan's study we
can infer that[A] a low-salt diet may be
prescribed for some people.[B] the amount of
salt intake has nothing to do with one's blood
pressure.[C] the reduction of salt intake can
cure a hypertensive patient.[D] an extremely
low-salt diet makes no difference to anyone.
3. In the third paragraph, Dr.
Laragh implies that[A] people should not be
afraid of taking excessive salt.[B] doctors
should not advise people to avoid salt.[C] an
adequate to excessive salt intake is recommended
for people in disease.[D] excessive salt intake
has claimed some victims in the general
population.
4. The phrase "vocal ...
exponent" (line 2, para. 4) most probably refers
to[A] eloquent doctor.[B] articulate
opponent.[C] loud speaker.[D] strong advocate.
5. What is the main message of
this text?[A] That the salt scare is not
justified.[B] That the cause of hypertension is
now understood.[C] That the moderate use of salt
is recommended.[D] That salt consumption is to
be promoted.
Part BIn the following article
some paragraphs have been removed. For Questions
1 - 5, choose the most suitable paragraph from
the list A - F to fit into each of the numbered
gaps. There is one paragraph which does not fit
in any of the gaps.Mark your answers on ANSWER
SHEET 1.
From her vantage point she
watched the main doors swing open and the first
arrivals pour in. Those who had been at the head
of the line paused momentarily on entry, looked
around curiously, then quickly moved forward as
others behind pressed in. Within moments the
central public area of the big branch bank was
filled with a chattering, noisy crowd. The
building, relatively quiet less than a minute
earlier, had become a Babel. Edwina saw a tall
heavyset black man wave some dollar bills and
declare loudly, "I want to put my money in the
bank"
It seemed as if the report about
everyone having come to open an account had been
accurate after all.
Edwina could see the big man
leaning back expansively, still holding his
dollar bills. His voice cut across the noise of
other conversations and she heard him proclaim,
"I'm in no hurry. There's something I'd like you
to explain."Two other desks were quickly manned
by other clerks. With equal speed, long wide
lines of people formed in front of
them.Normally, three members of staff were ample
to handle new account business, but obviously
were inadequate now. Edwina could see Tottenhoe
on the far side of the bank and called him on
the intercom. She instructed, "Use more desks
for new accounts and take all the staff you can
spare to man them."
Tottenhoe grumbled in reply,
"You realize we can't possibly process all these
people today, and however many we do will tie us
up completely.""I've an idea," Edwina said,
"that's what someone has in mind. Just hurry the
processing all you can."
First, an application form
called for details of residence, employment,
social security, and family matters. A specimen
signature was obtained. Then proof of identity
was needed. After that, the new accounts clerk
would take all documents to an officer of the
bank for approval and initialing. Finally, a
savings passbook was made out or a temporary
checkbook issued.Therefore the most new accounts
that any bank employee could open in an hour
were five, so the three clerks presently working
might handle a total of ninety in one business
day, if they kept going at top speed, which was
unlikely.
Still the noise within the bank
increased. It had become an uproar.
A further problem was that the
growing mass of arrivals in the central public
area of the bank was preventing access to
tellers' counters by other customers. Edwina
could see a few of them outside, regarding the
milling scene with consternation. While she
watched, several gave up and walked away.Inside
the bank some of the newcomers were engaging
tellers in conversation and the tellers, having
nothing else to do because of the melee, chatted
back. Two assistant managers had gone to the
central floor area and were trying to regulate
the flood of people so as to clear some space at
counters. They were having small success.
She decided it was time for her
own intervention.
Edwina left the platform and a
railed-off staff area and, with difficulty, made
her way through the milling crowd to the main
front door.
A. Yet she knew however much
they hurried it would still take ten to fifteen
minutes to open any single new account. It
always did. The paperwork required that time.
B. But still no hostility was
evident. Everyone in the now jam-packed bank who
was spoken to by members of the staff answered
politely and with a smile. It seemed, Edwina
thought, as if all who were here had been
briefed to be on best behavior.
C. A security guard directed
him, "Over there for new accounts." The guard
pointed to a desk where a clerk ? a young girl ?
sat waiting. She appeared nervous. The big man
walked toward her, smiled reassuringly, and sat
down. Immediately a press of others moved into a
ragged line behind him, waiting for their turn.
D. Even leaning close to the
intercom, it was hard to hear above the noise.
E. Even tripling the present
complement of clerks would permit very few more
than two hundred and fifty accounts to be opened
in a day, yet already, in the first few minutes
of business, the bank was crammed with at least
four hundred people, with still more flooding
in, and the line outside, which Edwina rose to
check, appeared as long as ever.
F. Obviously someone had alerted
the press in advance, which explained the
presence of the TV camera crew outside. Edwina
wondered who had done it.
Part CAnswer questions 1-10 by
referring to the comments on 3 different cars in
the following magazine article.Note: Answer each
question by choosing A, B or C and mark it on
ANSWER SHEET 1. Some choices may be required
more than once.A=Audi A3 B=Honda Civic C=Rover
216
Which car...
has a driver seat that can be
adjusted to suit most people? 1. ____offers a
poor view even when the mirrors are used? 2.
____gives the most space for tall passengers in
the back? 3. ____has a convenient way to extend
the space for suitcases? 4. ____is most likely
to suffer damage to the petrol supply in the
case of frontal collision? 5. ____offers the
most easily tuned radio? 6. ____would remain
silent in the event of theft? 7. ____allows easy
access to the back seats? 8. ____has the best
engine design in terms of saving money? 9.
____has its handbook criticised? 10. ____
Audi A3Most of our drivers said
the A3 was their clear favourite in this group.
They described it as refined and comfortable
with good handling characteristics and light,
precise steering.All the seats were comfortable
and the front ones were easy to adjust. Most
drivers liked the driving position, helped by a
good range of steering wheel and seat height
adjustments. The main instruments were clear and
dashboard controls were well positioned.Mirror
coverage was very good but our drivers
complained that the view out of the rear was
badly hindered by the high rear window line and
thick pillars.Getting into the back seats was
easy, thanks to a clever seat mechanism, which
moves the seat up and forward as well as tilting
the backrest. Rear legroom was reasonable but
the rear seat was only barely wide enough for
three adults.Luggage space was average for this
class of car but you have to remove the rear
head restraints to fold the rear seat. There
were plenty of useful interior stowage
spaces.All A3s come with an alarm and
immobiliser as standard. Our 'thief' got in
through the doors in 20 seconds, But the radio
was a non-standard fit, which is likely to deter
thieves.The hinges of the rear seats could
release in an accident, allowing luggage to
crash through into the passenger compartment.
Also, the driver's knees could be damaged by
stiff structures under the dash.Some parts of
the fuel system and electrics would be
vulnerable to damage in a frontal collision.
Honda CivicHonda says its
special VTEC engine has a winning combination of
economy and performance, but our drivers found
it a bit of a curate's egg. It was the most
economical of the cars on test, but drivers
found it sluggish at low revs, and its
acceleration in fifth gear was slow, so
overtaking normally meant having to shift down
to fourth gear.The driving position was
acceptable, but our panel criticised the
restricted rear visibility ? the rear window was
quite small. Drivers found the back rest
supportive but it was not possible to make fine
adjustments to the angle. The ride comfort was
acceptable, but it wasn't as good as the Audi's
or Rover's.The driver's seat didn't slide
forward when it was tilted, making rear access
awkward from this side. In the back, headroom
and legroom was excellent but testers didn't
find the seats particularly comfortable.The
luggage space was small for this class of car,
especially with the rear seats in place.
However, folding the rear seat to increase
luggage space was easy.Other points identified
by our panel included well-placed minor
controls, good mirror coverage, but fiddly radio
controls.All Civics come with an immobiliser but
no alarm. You may want to consider paying extra
for an alarm, as our 'thief' broke into through
the doors in 13 seconds, and into the engine bay
in just five seconds.There were stiff structures
under the dash which could damage the driver's
knees in an accident, though there was no
problem on the passenger's side. The handbook
(like the Audi's) provided advice on using child
restraints.
Rover 216The 1.6-litre engine
had good power delivery at both high and low
revs but some drivers complained that it was
noisy at high revs. The brakes didn't have very
good progression, but drivers like their
positive feel.Ride comfort and the handling were
praised. But drivers found it difficult to
achieve a comfortable driving position. The
driver's seat was not height-adjustable, and
there was only limited space to rest your clutch
foot. Some testers also found the seat backrest
uncomfortable. Visibility was marred by the
small mirrors. The rear view was also restricted
by thick pillars and the small rear
window.Getting into the back was tricky because
the front seats did not slide forward when
tilted. Once in the back, legroom and headroom
were poor, and testers complained that their
rear seat base was unsupportive.Luggage space
was smaller than average for this class of car ?
this was compounded by a high boot sill and
difficulties in folding the rear seat. But there
were large pockets in the doors and rear side
panels.The main radio controls were more
convenient; they were mounted on the steering
wheel so drivers didn't have to take their hands
off the wheel to use them.Our Rover 200s came
with an alarm, though this isn't standard on all
versions. Our 'thief' broke in through the doors
in 15 seconds.Some of the electrics would be
vulnerable in a frontal impact. The rear seat
hinges could release in an accident, allowing
luggage to crash through into the passenger
compartment. Also, information in the handbook
on using child restraints was inadequate.
SECTION IV: Writing
You have read an article in a
magazine with the following statement in it.
Write an article for the same magazine. You
should use your own ideas, knowledge or
experience to generate support for your argument
and include an example. You should write about
250 words. Write your article on ANSWER SHEET 2.
"Economic development will
inevitably generate industrial waste which in
turn will cause pollution to the living
environment. Economic prosperity and a clean
environment can not coexist. You have to make a
choice between the two."
To what extent do you agree with
the statement?
Oral Test(For examiner)Part A:
Self-introduction (This task will take about 2
minutes.)Interlocutor:Good morning (afternoon /
evening). Could I have your mark sheets, please?
Thank you.(Hand over the mark sheets to the
Assessor.)My name is … and this is my
colleague….He / she is not going to ask you any
questions, but he / she is just going to be
listening to us.So, your name is … and …? Thank
you.First of all we'd like to know something
about you, so I'm going to ask you some
questions about yourselves. (Begin with
candidate A, then move on to candidate B) Now
(say the name of the candidate and ask the
questions).
Home Town
- Where are you from?
- How long have you lived there?
- What's it like living there?
- How does your home town
compare with (place where candidate is currently
living)?
- Well, that's interesting.
Familyl What about your family?
Could you tell us something about them?
Work/ Study
- What do you do in (candidate's
home town), do you work or study?(If candidate
already working)
- What does your work involve?
- Is your job something you had
always wanted to do?
- How long do you think you
will stay in this job?(If candidate still at
school, college or university)
- What are your favourite
subjects at school? What exactly are you
studying?
- What type of work are you
hoping to do in the future?
- What qualifications will you
need to do that?
Part B: Collaboration (This part
will take about 5 minutes.)(For examiner)
Discussion
Topic: Regional Poverty
Now, (say the names of Candidate
A and Candidate B), here is a list of causes for
regional poverty. (Hand out the list to the
candidates and let them read it through.) What
do you think are the main causes for regional
poverty? I'd like each of you to choose three
from the list and tell each other why. If you
hold different opinions you may argue and you
may also add your own ideas that are not listed
here. You just talk to each other and I won't
join you. You have 5 minutes.All right. Would
you begin? (The interlocutor may sit back and
intervene only when necessary.)
Causes for Regional Poverty:
- lack of natural resources
- disorganisation of the
economy
- out-of-date conventions
- climate
- geographical position
- poor leadership
- overpopulation
- lack of education
(For candidate)
What do you think are the main
causes for regional poverty? Choose three from
the list and tell each other why.
Causes for Regional Poverty:
- lack of natural resources
- disorganisation of the
economy
- out-of-date conventions
- climate
- geographical position
- poor leadership
- overpopulation
- lack of education
Part C: Presentation (This part
will take about 8 minutes.)(For examiner)
Interlocutor:Now, in this part
of the test I'm going to give each of you a list
of three different topics. I'd like you to
select one of the topics and give a short
presentation of about 2 minutes.
When (say the name of Candidate
A) has finished talking, I'd like you, (say the
name of Candidate B), to ask him/her one or two
questions. You may make notes while you are
preparing and take notes while the other person
is talking.
All right? Here are your topics.
Hand over the Topic Card, A & B,
and some blank paper and a pencil to each
candidate.
Now you'll have 2 minutes to
prepare.
The candidates are given 2
minutes.
All right. Now (say the name of
Candidate A), would you begin by telling us
which topic you have chosen and then give your
presentation, please?
Listen to the presentation of
Candidate A.
Thank you. Now (say the name of
Candidate B), would you like to ask (say the
name of Candidate A) some questions? (Allow a
maximum of 2 questions by Candidate B, followed
by one more question by the interlocutor.)
Now (say the name of Candidate
B), would you begin by telling us which topic
you have chosen and then give your presentation,
please?
Listen to the presentation of
Candidate B.
Thank you. Now (say the name of
Candidate A), would you like to ask (say the
name of Candidate B) some questions? (Allow a
maximum of 2 questions by Candidate A, followed
by one more question by the interlocutor.)
CLOSURE
The interlocutor winds up the
oral test by referring to the topics of both
candidates.
| a.
Health |
What
is the relationship between health and
personal wealth? |
| b.
Hobbies |
How
can we use hobbies for pleasure or
relaxation? |
| c.
Pollution |
What
are the main causes of pollution? |
|
Topic Card B
(For examiner) |
|
a. Discipline |
How do you deal with the relation
between order and your personal
interests? |
|
b. Lifestyle |
What are the differences in
lifestyle between you and your
parents? |
|
c. Environment |
What is the relationship between man
and environment? |
|
Topic Card A
(For candidate) |
|
a. Health |
What is the relationship between
health and personal wealth? |
|
b. Hobbies |
How can we use hobbies for pleasure
or relaxation? |
|
c. Pollution |
What are the main causes of
pollution? |
|
Topic Card B
(For candidate) |
|
a. Discipline |
How do you deal
with the relation between order and
your personal interests? |
|
b.Lifestyle |
What are the differences in
lifestyle between you and your
parents? |
|
c. Environment |
What is the relationship between man
and environment? |
|
