Section I
Listening ComprehensionThis section is designed to test your ability to understand spoken will hear a selection of recorded materials and you must answer the questions that accompany are three parts in this section, Part A , Part B and Part , while you are doing the test, you should first answer the questions in your test booklet, not on the ANSWER the end of the listening comprehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.
Part A You will hear a conversation between a student, , and his tutor, you listen, answer Questions 1 to 10 by circling True or will hear the conversation ONLY now have 60 seconds to read Questions and have met prefers to live with an English intends to study how computer is used for language in his own country studied C-language and has some experience in is satisfied with Wang’s past has little knowledge of the phonetic processing decides to take courses and pass suggests that Wang should extend his stay at the asks Wang to do a little more research before deciding on his FALSE
Tapescript:
Hearing a knock on the door] Come in morning morning nice to see you a seat...why don’t you, did you get to the universitymwmi arrived ...Are you living in the collegeNo, I am with an English family...actually...because I want to improve my , , did you take a language proficiency test before you came...my Overall Band
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is 6, but...unfortunately my speaking is only , you know, here in this university, you have to take our own English test before you attend any , first of all, what we’ve got to do is, we have to make an arrangement for the test ...will tomorrow be all right for youmw Yeah, I have time tomorrow , at don’t think the test will be any problem for , let’s make sure you make full use of your time ’s put it like exactly do you want to accomplish in the next 12 monthsmi’m interested in computer language translation, I mean, from English to Chinese and Chinese to ’ll try, if possible, to produce a software or a device which can serve as an , could you be a bit more specific about...er...the deviceFor instance, when, you talk to the device in English it will translate your words into Chinese and vice ...do you mean it’ll be as competent as...er...a human interpreterYes...well, I’ll let it deal with general situations, at ...and how big will the device itself be, do you thinkThe size of a cigarette pack, I people can put it in their that could be a me what you have done so my four years of undergraduate study, I studied electronics, advancedMmathematics, hardware designing, some computer languages and program , but have you done anypractical jobs I mean, have you written anyWprograms for practical useI was involved in a project for CAD in a computer aided was probably a good experience, but, unfortunately, it may not help your present project you familiar with C-language...the phonetic processing system, do you know how such a system worksWhat do you mean by \"phonetic processing system\"mwWell, you know, English is spoken by different people with different 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 , I think I can learn C-language and a phonetic processing , that’s probably true, but you’ve got only 12 months and you want aWdegree, don’t you, so there’re two ways of studying for a degree 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 think 2
I’ll take the second , but are you sure you can finish your project in 12 monthsI don’t know, but I can work 12 hours a day and 7 days a , 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 might narrow your research area, concentrating on solving one or two major , it’d be a good idea to talk to your colleagues in the lab, , I’m sure we can work out something I see you again in three days’ timeAll ’ll go away and do some I’ll talk to you about myMnew you .
You now have 20 seconds to check your answers to Questions 1 - 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 will hear the recording ONLY 1 - 3 are based on the following now have 15 seconds to read Questions 1 - 3.
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.
service must be paid for[A] Computer classes.[B] Training sessions.[C] Laser printing.[D] Package borrowing.
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, to Central College library name’s Kathy ’ll give you a brief introduction to the 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 ’ll start with the 3
micro-computer lab, or micro-lab as we call 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 the way, CALL stands for computer aided language learning: C A double L, \"CALL\processing and desktop publishing disks are, of course, strictly for use in the micro-lab you wish to print anything you should use one of the five machines around the outside of the are connected to dot matrix printers, one is connected to the laser you want a top quality printout from the laser printer, come and see myself or any of the library 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 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 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 you , 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 you listen, you must answer Questions 1 -10 by writing NO MORE THAN THREE words in the space provided on the will hear the talk now have 60 seconds to read Questions 1 to 10.
’s the average annual increase of foreign student population in the period between 1985 and 1990 in terms of percentage part of the world contributed to an increase between 94/95 and 95/96 will the speaker talk about the economic and political changes will the speaker discuss first do the three largest groups of students come from’s the number of students from Malaysia is the most popular field 4
of study’s the percentage of students in business and management terms of academic levels, in which level do we find the smallest number 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 the academic year 1995/96 there was a total of approximately 344,000 foreign students studying in the United figure of 344,000 may seem like a very large number until you compare it with the total population of 241,000, 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 the 1980s, the population grew quite example, between 1985 and 1990, the average yearly increase was %.However, the picture in the 1990s is quite rate of increase has declined quite fact, the rate of increase between 1994/95 and 1995/96 was only .5%, or one-half of one 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 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 changes in the number of students coming from different parts of the world no doubt reflected changing economic and political ’m sure you are aware of many of these changes, and perhaps we can discuss them at our next 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 we have a little time left, we might quickly discuss in which
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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/’s discuss it in order from those areas sending the most students to those areas sending the fewest 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 is a rather large geographical area which includes such countries as China, Korea, Pakistan, India, Malaysia, and total number of students from this area, South and East Asia was 156, other words, roughly 2 out of every 5 foreign students come from South and East 24,000 of this total were from was close behind with just a little over 23,000 next largest number of students came from the middle number of students from the middle East came to about one-third the number from South and East fourth largest number came from South came Europe, Africa, North America, and ’s recapitulate what we’ve 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 fact, % of the total number are studying and management is close behind, however, with a total of %.The third most popular field was mathematics and computer sciences with %.As you can see, engineering with %, business and management with %, and mathematics and computer sciences with % comprise about one half of the total number of foreign students.
Let’s talk about which academic levels these students can be found students 6
can be found studying at all levels of higher you might expect, the greatest number of them are studying at the undergraduate levelapproximately 158, second largest group study at the graduate level and that number is just under 122, rest study at junior colleges or in non-degree is at the graduate level that foreign students have the most foreign students comprise only % of the total population, they account for % of all the graduate students studying at me give you those percentages again so you can get a better feel for the overall students make up only of the total population, but they make up % of the total graduate student population.
Well, I see that’s all the time we have ’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 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 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
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technique can dramatically affect educational 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 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 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 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 8
(15) ______ is being 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) 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 A
Read the following texts and answer the questions which accompany them by choosing A, B, C or 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 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 9
salt is unnecessary,\" 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 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 .\"So a recommendation that the whole population should avoid salt makes no sense.\"Medical experts agree that everyone should practice reasonable \"moderation\" in salt the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a equivalent of one to two grams of this salt allowance would come from the natural sodium in rest would be added in processing, preparation or at the with kidney, liver or heart problems may have to limit dietary salt, if their doctor even the very vocal \"low salt\" exponent, Hull Hayes, 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 .\"Salt is the natural component of all human tissue, and the idea that you don’t need it is your doctor has proven that you have a salt-related health problem, there is no reason to give it up.\"
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.
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’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.
the third paragraph, 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.
phrase \"vocal ...exponent\" (line 2, most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.
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 B
In the following article some paragraphs have been Questions 1 - 5, choose the most suitable paragraph from the list A - F to fit into each of the numbered is one paragraph which does not fit in any of the your answers on ANSWER SHEET 1.
From her vantage point she watched the main doors swing open and the first arrivals pour who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed moments the central public area of the big branch bank was filled with a chattering, noisy building, relatively quiet less than a minute earlier, had become a saw a tall heavyset black man wave some dollar bills and declare loudly, \"I want to put 11
my money in the bank\" 1
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 ’s something I’d like you to explain.\"Two other desks were quickly manned by other 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 instructed, \"Use more desks for new accounts and take all the staff you can spare to man them.\" 2
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 hurry the processing all you can.\" 3
First, an application form called for details of residence, employment, social security, and family specimen signature was proof of identity was that, the new 12
accounts clerk would take all documents to an officer of the bank for approval and , a savings passbook was made out or a temporary checkbook 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. 4
Still the noise within the bank 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 could see a few of them outside, regarding the milling scene with she watched, several gave up and walked the bank some of the newcomers were engaging tellers in conversation and the tellers,having nothing else to do because of the melee, chatted 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 were having small success. 5
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.
she knew however much they hurried it would still take ten to fifteen minutes to open any single new always paperwork required that time.
still no hostility was in the now jam-packed bank who was spoken to by members of the staff answered politely and with a seemed, Edwina thought, as if all who 13
were here had been briefed to be on best behavior.
security guard directed him, \"Over there for new accounts.\" The guard pointed to a desk where a clerka young girlsat 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.
leaning close to the intercom, it was hard to hear above the noise.
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.
someone had alerted the press in advance, which explained the presence of the TV camera crew wondered who had done it.
Part CAnswer questions 1-10 by referring to the comments on 3 different cars in the following magazine : Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1.
SECTION IV: Writing
You have read an article in a magazine with the following statement in an article for the same should use your own ideas, knowledge or experience to generate support for your argument and include an should write about 250 your article on
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ANSWER SHEET 2.
\"Economic development will inevitably generate industrial waste which in turn will cause pollution to the living prosperity and a clean environment can not 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 , your name is … and … Thank 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.
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