TEST FOR ENGLISH MAJORS—GRADE FOUR VIII
PART I WRITING 【45 MIN.】
SECTION A COMPOSITION 【35 MIN.】
Writing on ANSWER SHEET ONE a composition of about 150 words on the following topic:
Should School Exams be abolished?
You are to write in three paragraphs.
In the first paragraph, state clearly your viewpoint on this issue.
In the second paragraph, support your viewpoint with details or
In the last paragraph, bring what you have written to a natural
conclusion with a summary or a suggestion.
SECTION B NOTE-WRITING 【10 MIN.】
PART II DICTATION 【15 MIN.】
Listen to the following passage. Although the passage will be read to you four times. During the first reading, which will be read at normal speed, listen and try to understand the meaning. For the second the third
readings, the passage will be read sentence by sentence, or phrase by
phrase, with intervals of 15 seconds. The last reading will be read at
normal speed again and during this time you should check your work. You
will then be given 2 minutes to check through your work once more.
Please write the whole passage on ANSWER SHEET TWO.
PART III LISTENING COMPREHENSION 【20MIN.】
1. A. This is true.
B. Everybody thinks so.
C. I believe it.
D. But I don’t yet know if this is true.
2. A. Marge is four times as fast as the rest of us. B. Marge is as fast as the rest of us.
C. The rest of us are six times as slow as Marge. D. marge can finish typing any letter in three hours. 3. A. I accept absolutely no excuses for being absent. B. I never accept any excuses.
C. I will only accept a lame person’s excuses.
D. Lame or not lame, nobody is allowed to be absent. 4. A. The test was not in the least difficult. B. The test was very difficult.
C. The test was the least difficult of all. D. The test was not so difficult as the previous not. 5. A. Never leave a task ucompleted.
B. Finish any task bit by bit.
C. Never put off what should be done today for tomorrow. D. Always do anything whole-heartedly.
6. A. My textbook had disappeared.
B. Many words on the page were missing.
C. Many pages in my textbook were missing. D. The leaves put in the textbook had disappeared. 7. A. At first, carl didn’t agree with his friend.
B. Carl’s friend demanded that Carl stop arguing. C. Carl never listened to his friend’d demands.
D. Carl’s friend changed his mind after the argument. 8. A. Anne should never listen to other’s conversation.
B. Anne couln’t hear their conversation no matter how hard she tried. C. Ane didn’t mean to hear what they were talking about. D. Anne needed some help to improve her listening ability. 9. A. Nacy and Cathy are the tallest.
B. Sue is the tallest.
C. Marge is the tallest.
D. Nancy and Cathy are the same height.
10. A. George has never been a cooperative man. B. George is going to cooperate with us.
C. Never in his life will George cooperate with us. D. George is quite ready to cooperate with us now.
11. A. Around 7:00 p.m.
B. Around 9:00 p.m.
C. Around 9:30 p.m.
D. Around 10:00 p.m.
12. A. To a night club.
B. To a bar.
C. To a restaurant.
D. To the school dining-room. 13. A. In Australia.
B. In Britain.
C. In Denmark.
D. In Austria.
14. A. 23 students.
B. 47 students.
C. 20 students.
D. 24 students.
15. A. She will buy the green coat. B. She will try on the boat. C. She will try on the shoes. D. She will continue looking around. 16. A. Traveller and travel agent. B. Host and guest.
C. Stewardess and passenger. D. Audience and lecturer.
17. A. He is a passer-by.
B. He is a policeman.
C. He is a doctor making his rounds. D. He is a roadman.
18. A. She believes that Maggie will not get up at 9 a.m.
B. She believes that Maggie will play truant.
C. she agrees with the man. D. She believes that Maggie was joking.
19. A. Bob doesn’t like to stay at home. B. Bob likes to attend parties. C. Bob has never been invited to parties.
D. Bob doesn’t like to attend parties. 20. A. 320,000.
21. A. Oil.
B. Historic sights.
C. A bay of strategic importance. D. Tourism.
22. A. A tug-boat was caught in the line. B. The barge went ashore.
C. The line of a tug-boat was broken. D. The tug-boat struck the rocks.
23. A. He hit Nancy severely while practising. B. He struck her leg with a blunt object. C. He peirced the leg with a sharp object. D. He prevented Nancy from being interviewed. 24. A. It was too dark outside.
B. Because of heavy rain.
C. he disappeared quickly.
D. He remained in the crowd.
25. A. Old age.
B. A heart attack.
D. A stroke.
26. A. To Hot Springs, Arkansas.
B. To Brussels.
C. To Washington D.C.
D. To NATO headquarters.
27. A. Since Thursday.
B. Seven days.
C. Two days.
D. Since yesterday.
28. A. Contacted a city newspaper.
B. Destroyed two electricity towers. C. Threatened to take action in the capital. D. Strengthened security at the airport.
29. A. To consider their membership.
B. To promise that their countries will become NATO members.
C. To meet the US demands on Bosnia. D. To work together to solve the problem of Bosnia. 30. A. Sarajevo has been under strong shelling. B. NATO leaders will visit Bosnia next week. C. There is no more fighting in Bosnia now. D. Shelling has stopped for Christmas.
PART IV CLOZE 【15 MIN.】
Decide which of the choices given below would correctly complete the passage if inserted in the corresponding blanks. Mark the correct choice for each blank on your answer sheet.
According to the Freudian theory and (26) of many others whose
writings have preceded his (27) hundreds or even thousands of years,
dreams do not (28)
anything about the future. (29) they tell us something about our
present unresolved and unconscious complexes and may lead us back to the early years of our lives, (30) , according to psycho-analytic theory,
the ground was being prepared for these later defects. There are three main hypotheses in this general theory. The first hypotheses is that the dream is not a meaningless jumble of images and ideas, accidentally (31) together, but (32) that the dream as a whole, and every element in it, are meaningful. The second point that Freud makes is that dreams are always in some (33) a wish fulfillment; in other words, they have a purpose, and this purpose is the (34) of some desire or drive, usually
of an unconscious character.
Thirdly, Freud believes that these desires and wishes, having been repressed (35)
consciousness because they are unacceptable (36) the socialized
mind of the dreamer, are not allowed to (37) even into the dream (38)
disguise. A censor or super-ego watches (39) these desires and wishes
and (40) that they can only come into the dream in a disguise so heavy that they are unrecognizable.
26. A. also B. some C. that D. plenty 27. A. in B. for C. by D. before 28. A. show B. express C. uncover D.
29. A. Yet B. Nevertheless C. Instead D.
30. A. thus B. so C. there D. when 31. A. put B. thrown C. mixed D.
32. A. still B. better C. rather D.
33. A. persons B. times C. sense D.
34. A. meeting B. expression C. demonstration D.
35. A. from B. to C. in D. out
36. A. for B. to C. in D.
37. A. steal B. run C. show D.
38. A. with B. without C. under D. by 39. A. for B. above C. over D. at 40. A ensures B. assures C. insures D.
PART V GRAMMAR & VOCABULARY 【15MIN.】
PART VI READING COMPREHENSION 【30MIN.】
SECTION A Reading Comprehension 【25MIN.】
In this section there are four passages followed by questions or unfinished statements, each with four suggested answers marked a, b, c and d. Choose the one that you think is the correct answer,
Mark your choice on your answer sheet.
The explosion of a star is an awesome event. The most violent of these cataclysms, which produce supernovae, probably destroys a star completely. Within our galaxy of roughly 100 billion stars the last supernova was observed in 1604.Much smaller explosions, however, occur quite frequently, giving rise to what astronomers call novae and dwarf novae. On the order of 25 novae occur in our galaxy every year, but only two or three are near enough to be observed. About 100 dwarf novae are known altogether. If the exploding star is in a nearby part of the galaxy, it may create a "new star" that was not previously visible to the naked eye. The last new star of this sort that could be observed clearly from the Northern Hemisphere appeared in 1946. In these smaller explosions the star loses only a minute fraction of its mass and survives to explode again.
Astrophysicists are fairly well satisfied that they can account for the explosions of supernovae. The novae and dwarf novae have presented more of a puzzle. I shall describe recent investigations that have provided important new information about these two classes of exploding star. The picture that emerges is quite astonishing. It appears that every dwarf nova and perhaps every nova is a member of a pair of stars. The two stars are so close together that they revolve around a point that lies barely outside the surface of the larger star. As a result the period of rotation is usually only a few hours and their velocities range upward to within a two-hundredth the speed of light.
Astronomers use the term "cataclysmic variable" to embrace the three general classes of exploding star: dwarf novae, novae, and supernovae. A cataclysmic variable is defined as a star that suddenly and unpredictably increases in brightness by a factor of at least 10. Dwarf novae are stars that increase in brightness by a factor of 10 to 100 within a period of several hours and decline to their former
3839 to 10 ergs of brightness in two or three days. In this period they emit some 10
energy. At maximum brilliance a dwarf nova shines about as intensely as our sun; previously it had been only about a hundredth as bright. The number of outbursts ranges anywhere from three to 30 a year, but for any one star the intervals have a fairly constant value. Moreover, the maximum brightness from outburst to outburst is the same within a factor of two for a given star .The dwarf novae are often referred to, after their prototypes, as U Geminorum or SS Cygni stars. (The stars of each constellation are designated by letters or numbers.) A subgroup of dwarf novae, called Z Camelopardalis stars, do not always descend to minimum brightness between outbursts but may stay at some intermediate level for several months.
66. The title below that best expresses the ideas of this passage is
a. Cataclysmic Variables b. Miracles in the Skies
c. Exploding Stars d. .New Stars 67. The reason why dwarf novae explode is
a. not known
b. a cataclysmic variable
c. that they are twin stars
d. that they lose a small part of their mass
68. It is likely that in the paragraph that follows this passage the author will
a. the characteristics of the explosion of a nova
c. our sun as a dwarf nova
d. how the twin stars revolve
69. The rotation of dwarf novae around a point may achieve a velocity of
a. more than 2000 miles per second b. almost 75,000 miles per second
c. almost 75,000 miles per hour d. more than 3 million miles per hour 70. During the explosion.the dwarf nova
a. disintegrates completely b. loses a small part of its mass
38 c. becomes as hot as our sun d. loses 10 of its mass
Winthrop University will enroll an achievement oriented, culturally diverse and socially responsible student body, supported by a full array of services that are consistent with the best practices nationally. Successful undergraduate applicants will have demonstrated both academic competence and community involvement . Successful graduate applicants will have demonstrated ability for advanced study
at the master’s degree level and beyond. Winthrop will increasingly attract South Carolina’s best students as well as these highly qualified students from beyond South Carolina whose presence will add to the diversity and enrichment of the student body. Winthrop will be an institution of choice for minority students who have demonstrated achievement through both traditional and non-traditional measures.
Winthrop will enroll between 4,000 and 5,000 full-time undergraduates and 1,000 to 2,000graduate students. Students will benefit from a challenging education offered in a residential setting. Winthrop will provide sufficient residence capacity to allow all freshmen and sophomores and most juniors and seniors to reside on campus.
71. Which of the following degrees does Winthrop University not offer?
a. Bachelor’s degrees b. Master’s degrees
c. Postdoctoral degrees d. Doctoral degrees
72. Winthrop University can accommodate-----.
a. most graduate students
b. all first and second year students
c. only students doing doctorates
d. all undergraduates
73. The topic of the passage mainly concerns------.
a. the university facilities
b. the objectives of the university
c. the academic programs
d. the student body
FIRST AID ON THE ROAD
For those with no First Aid training
DANGER:Deal with threatened danger or you and the casualities may be killed . Further collisions and fire are the dangers in a road accident.
ACTION: If possible warn other traffic, Switch off engine. Impose a “No Smoking”
OBTANINING FURTHER HELP: Send someone to call an ambulances as soon as possible; state the exact location of the accident and the numbers of vehicles and casualties involved.
PEOPLE REMAINING IN VEHICLES: Casualties remaining in vehicles should not be moved unless further danger is threatened.
IF BREATHING HAS STOPPED:Remove any obvious obstruction in the mouth. Keep the head bent backwards as far as possible -- breathing may begin and the colour may impove . If not, squeeze the injured person’s nose, and blow into the mouth until the chest
rises. Repeat regularly every four seconds until the casualty can breathe unaided. IF LINCONSCIOUS AND BREATHING. Movement may further damage an injured back, so only
move if in danger.
IF BLEEDING IF PRESENT: Apply firm hand pressure over the wound, preferably using some clean material without pressing on any foreign body in the wound. Raise limb to lessen the bleeding, provided it is not broken.
REASSURANCE: The casualty may be shocked but prompt treatment will minimise this; reassure him confidently; avoid unnecessary movement; keep him comfortable and prevent him from getting cold; ensure he is not left alone.
Give the casuaty NOTHING to drink.
Carry a First Aid kit. Learn First Aid
74. This passage is intended for----.
a. those medically experienced
b. unskilled drivers
c. anyone not possessing First Aid knowledge
d. drivers who like to drink
75. Text I is most probably----.
a. a notice b. an advertisement c. a leaflet d. a document 76. When there is a road accident, the driver should----.
a. move the injured out of the car
b. give the injured a drink.
c. get in touch with the hospital.
d. learn first aid immediately.
The history of ice cream is a mystery. No one knows exactly how and when people began to eat it. There is one story that the Roman emperor Nero (AD. 37-68) sent slaves to the mountains to bring back snow. The snow was served to him sweetened with honey and fruit pulp. Marco Polo (1254-1324) tasted flavored ices, too, during his famous travels in the Far East . He brought the recipes back to Italy.
Recipes for ices spread from Italy to the rest of Europe in 1500’s. The chefs
of kings constantly experimented with new combinations to please their masters, and at some point cream and butter were added to the recipes for ice. The new dish was called cream ice. Cream ice, molded into amusing shapes, began to be served on the tables of kings across Europe. Louis XIV (1638-1715) surprised his court with a dessert of eggs in cups of silver and gilt. The eggs, of course, were really cream ice.
Gradually cream ice took the name it has today. One of the earliest advertisements for ice cream was put in a New York paper in 1786. The ad announced that “Ladies
and gentlemen may be supplied with ice-cream every day at the City Tavern by their humble servant, Joseph Crow.” But ice cream was still not an everyday event. It
was usually presented in fancy shapes at the end of dinner arties. Dolley Madison
(1768-1849) was famous for her imaginative dinners, and she was the first to serve ice cream at the White House, when her guests came into the dining room, they found a table covered with delicious dishes, and is the center of the table, a huge mound of pink ice cream on a silver plater.
Ice cream was such a delicacy because it so hard to make. At first it was beaten and then shaken by hand in a pan of salt and ice until it became firm. A freezer that was cranked by hand was developed around 1846. Making ice cream was still a chore, but cranking the freezer was much easier and faster than shaking the mixture in a pan.
“Ice -cream socials” became a popular way to entertain friends. Everyone helped churn the crank of the freezer, and homemade peach or strawberry ice cream was the reward. The development of the continuous freezer in the 1920’s made the
manufacture of ice cream very quick and economical. It soon was easier to buy packaged ice cream than to make it at home. Eskimo pies and popsicles began to be sold at the same time.
Possibly ice-cream cones began with the World’s Fair in 1893. Vendors there sold
Fried Ice Cream. The ice cream was covered with a fitter batter and then quickly dipped in very hot lard or olive oil. Putting the ice cream in an already prepared cone was the next step. Today there are many newality products, from frozen drumsticks to ice-cream pies.
77. According to the passage, which of the following served ice cream disguised as eggs?
a. Dolley Madison b. Joseph Crow
c. Louis XIV d. Marco Polo
78. Newspaper advertisements for ice cream first appeared in----.
a. 1846 b. 1893 c. 1768 d. 1786
79. Text J would most probably be found in----.
a. a history book b. an advertisement
c. a cooking book d. an encyclopedia
80. The main purpose of the writer is to----.
a. explain how ice cream was invented
b. tell us the history of ice cream
c. describe why ice cream is so popular
d. persuade us the difficulties involved in making ice cream
SECTION B SKIMMING AND SCANNING 【5MIN.】
In this section there are six passages with multiple-choice questions. Skim or scan them as required and then mark your answer on your answer sheet.
First read the following questions.
81. Which of the following represents a committee properly composed?
a. K, L, N b. K, L, M c. J, O, N d. J, K, M