TEST FOR ENGLISH MAJORS
TIME LIMIT: 195 MIN PART I LISTENING COMPREHENSION (35 MIN)
SECTION A MINI-LECTURE
In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after a mini-lecture. When the lecture is over, you will be given two minutes to check your note, and another ten minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.
SECTION B INTERVIEW
In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on you colored answer sheet.
Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.
1. Which of the following is NOT among the criteria of the 100 most powerful women in the world? A. the amount of money they control
B. their previous jobs
C. their public profile
D. their attitude toward the press
2. Who is an unpredictable candidate among the women of this year?
A. Angela Merkel B. Condoleezza Rice
C. Angela Ahrendts D. Rose Marie Bravo
3. The Chileans felt _________ when they saw Michelle Bachelet on this list.
A. angry B. excited
C. indifferent D. surprised
4. Which of the following statement is true about Margaret Whitman?
A. She’s one of the richest women in the world.
B. She’s a founder of eBay.
C. She helped build eBay into the second most successful companies on the Internet. D. She’s at No. 20 on the list of the 100 most powerful women in the world.
5. Which of the following reasons CANNOT explain why Meredith Vieira was on the list of the 100 most powerful women in the world?
A. Because she’s going to be taking the role of the Today Show from Wednesday.
B. Because she’s accomplished a lot over the course of her many years in this profession.
C. Because she’s going to be so influential in what she does.
D. Because she is an award-winning newswoman, and she’s spent nine years on the View.
SECTION C NEWS BROADCAST
In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that
follow. Mark the correct answer to each question on your colored answer sheet.
Question 6 is based on the following news. At the end of the news item, you will be given 10 seconds to
answer the question. Now listen to the news.
6. What is the public reaction towards the news that a vaccine against cervical cancer is to be put on the market? A. Surprised. B. Indifferent. C. Suspicious. D. Excited.
Question 7 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.
7. The news is mainly about ________.
A. the history of Germans in the World Cup Football Championships
B. the performance of the teams in the World Cup Football Championship
C. the victory of the host nation in the beginning
D. the response of the football fans
Questions 8 and 9 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.
8. The Palestinian militant group Hamas announced its threat to restart attacks on Israel ________. A. on newspaper B. on TV
C. through Internet D. by radio
9. Hamas has threatened to restart attacks on Israel because ______?
A. it took power in parliamentary elections in January
B. it has felt compelled to react to what it regards as a massacre of innocent Palestinian civilians C. it has killed hundreds of Israelis in suicide bombings and other attacks in past years. D. it has been under pressure enforced by the international community.
Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.
10. Which group is NOT mentioned by Annan as one most at risk from AIDS?
A. homosexuals B. prostitutes
C. drug users D. conservatives
PART II READING COMPREHENSION (30 MIN)
In this section there are several reading passage followed by a total of twenty multiple-choice questions. Read the passage and then mark your answers on your answer sheet.
Manners nowadays in metropolitan cities like London are practically non-existent. It is nothing for a big, strong schoolboy to elbow an elderly woman aside in the dash for the last remaining seat on the tube or bus, much less stand up and offer his seat to her, as he ought to. In fact, it is saddening to note that if a man does offer his seat to an older woman, it is nearly a Continental man or one from the older generation.
This question of giving up seats in public transport is much argued about by young men, who say that, since women have claimed equality, they no longer deserve to be treated with courtesy and that those who go out to work should take their turn in the rat race like anyone else. Women have never claimed to be physically as strong as men. Even if it is not agreed, however, that young men should stand up for younger women, the fact remains that courtesy should be shown to the old, the sick and the burdened. Are we really so lost to all ideals of unselfishness that we can sit there indifferently reading the paper or a book, saying to ourselves “First come, first served,” while a gray-haired woman, a mother with a young child or a cripple stands? Yet this is all too often seen.
Conditions in travel are really very hard on everyone, we know, but hardship is surely no excuse. Sometimes one wonders what would have been the behavior of these stout young men in a packed refugee train on its way to a prison-camp during the War. Would they have considered it only right and their proper due to keep the best
places for themselves then?
Older people, tired and irritable from a day’s work, are not angle, either — far from it. Many a brisk
argument or an insulting quarrel breaks out as the weary queues push and shove each other to get on buses and tubes. One cannot commend this, of course, but one does feel there is just a little more excuse.
If cities are to remain pleasant places to live in, however, it seems imperative, not only that communications in transport should be improved, but also that communication between human beings should be kept smooth and polite. All over cities, it seems that people are too tired and too rushed to be polite. Shop assistant won’t bother to
assist, taxi-drivers growl at each other as they dash dangerously round corners, bus conductors pull the bell before their desperate passengers have had time to get on or off the bus, and so on and so on. It seems to us that it is up to the young and strong to do their small part to stop such deterioration.
11. From what you have read, would you expect manners to improve among people ____?
A. who are physically weak or crippled
B. who once lived in a prison-camp during the War
C. who live in big modern cities
D. who live only in metropolitan cities
12. What is the writer’s opinion concerning courteous manners towards women?
A. Now that women have claimed equality, they no longer need to be treated differently from men.
B. It is generally considered old-fashioned for young men to give up their seats to young women .
C. “Ladies first” should be universally practiced.
D. Special consideration ought to be shown to them.
13. What does the author try to convey by giving the example of stout young men in a packed refugee train during
A. Young men do not need to consider their behaviour during War time.
B. Young men need to care more about themselves during War time.
C. Conditions in travel are really very hard during War time.
D. Young men should not use hardship as an excuse for their bad behaviour.
14. According to the author, communication between human beings would be smoother if ____.
A. people were more considerate towards each other
B. people were not so tired and irritable
C. women were treated with more courtesy
D. public transport could be improved
15. What is the possible meaning of the word “deterioration” in the last paragraph?
A. worsening of general situation
B. lowering of moral standards
C. declining of physical constitution
D. spreading of evil conduct
It was eleven o’clock that night when Mr. Pontellier returned from Klein’s hotel. He was in an excellent
humor, in high spirits, and very talkative. His entrance awoke his wife, who was in bed and fast asleep when he came in. He talked to her while he undressed, telling her anecdotes and bits of news and gossip that he had gathered during the day. From his trousers pockets he took a fistful of crumpled bank notes and a good deal of silver coin, which he piled on the bureau indiscriminately with keys, knife, handkerchief, and whatever else happened to be in his pockets, she was overcome with sleep, and answered him with little half utterances.
He thought it very discouraging that his wife, who was the sole object of his existence, evinced so little interest in things which concerned him, and valued so little his conversation.
Mr. Pontellier had forgotten the bonbons and peanuts for the boys. Notwithstanding he loved them very much, and went into the adjoining room where they were resting comfortably. The result of his investigation was far from satisfactory. He turned and shifted the youngsters about in bed. One of them began to kick and talk about a basket full of crabs.
Mr. Pontellier returned to his wife with the information that Raoul had a high fever and needed looking after. Then he lit a cigar and went and sat near the open door to smoke it.
Mrs. Pontellier was quite sure Raoul had no fever. He had gone to bed perfectly well, she said, and nothing had ailed him all day. Mr. Pontellier was too will acquainted with fever symptoms to be mistaken. He assured her the child was consuming at that moment in the next room.
He reproached his wife with her inattention, her habitual neglect of the children. If it was not a mother’s
place to look after children, whose on earth was it? He himself had his hands full with his brokerage business. He could not be in two places at once; making a living for his family on the street, and staying at home to see that no harm befell them. He talked in a monotonous, insistent way.
Mrs. Pontellier sprang out of bed and went into the next room. She soon came back and sat on the edge of the bed, leaning her head down on the pillow. She said nothing, and refused to answer her husband when he questioned her. When his cigar was smoked out he went to bed, and in half a minute he was fast asleep.
Mrs. Pontellier was by that time thoroughly awake. She began to cry a little, and wiped her eyes on the sleeve of her peignoir. Blowing out the candle, which her husband had left burning, she slipped her bare feet into a pair of satin mules at the foot of the bed and went out on the porch, where she sat down in the wicker chair and began to rock gently to and fro.
It was then past midnight. The cottages were all dark. A single faint light gleamed out from the hallway of the house. There was no sound abroad except the hooting of an old owl in the top of a water-oak, and the everlasting voice of the sea, that was not uplifted at that soft hour. It broke like a mournful lullaby upon the night.
The tears came so fast to Mrs. Pontellier’s eyes that the damp sleeve of her peignoir no longer served to dry
them. She was holding the back of her chair with one hand; her loose sleeve had slipped almost to the shoulder of her uplifted arm. Turning, she thrust her face, steaming and wet, into the bend of her arm, and she went on crying there, not caring any longer to dry her face, her eyes, her arms. She could not have told why she was crying. Such experiences as the foregoing were not uncommon in her married life. They seemed never before to have to have weighed much against the abundance of her husband’s kindness and a uniform devotion which had come to be
tacit and self-understood.
An indescribable oppression, which seemed to generate in some unfamiliar part of her consciousness, filled her whole being with a vague anguish. It was like a shadow, like a mist passing across her soul’s summer day. It
was strange and unfamiliar; it was a mood. She did not sit there inwardly upbraiding her husband, lamenting at Fate, which had directed her footsteps to the path which they had taken. She was just having a good cry all to herself. The mosquitoes made merry over her, biting her firm, round arms and nipping at her bare insteps.
The little stinging, buzzing imps succeeded in dispelling a mood which might have held her there in the darkness half a night longer.
16. Mr. Pontellier came back in a/an ____________ state of mind.
A. excited B. exasperated C. depressed D. dejected
17. Mr. Pontellier felt extremely frustrated because ________________.
A. his wife overslept
B. his wife greeted late
C. his wife was indifferent to his talk
D. his wife showed too much interest in his talk
18. Mr. Pontellier scolded his wife for _____________________.
A. she neglected their children
B. she abused their children
C. she seldom played with them
D. she failed to clean the room their children slept in
19. Mrs. Pontellier cried _______________ after she was reproached by her husband.
A. little B. a lot C. moderately D. controllably
20. Mrs. Pontellier was seized by a sense of _______________ after she awoke at midnight.
A. joy B. hostility C. depression D. tolerance
Teachers and other specialists in early childhood education recognize that children develop at different rates. Given anything that resembles a well-rounded life — with adults and other children to listen to, talk to, do things
with — their minds will acquire naturally all the skills required for further learning.
Take for example, reading. The two strongest predictors of whether children will learn to read easily and well at school are whether they have learned the names and the sounds of letters of the alphabet before they start school. That may seem to imply that letter names and sounds should be deliberately taught to young children, because these skills will not happen naturally.
But in all the research programs where they have done just that— instructed children, rehearsed the names
and sounds over and over — the results are disappointing. The widely accepted explanation is that knowledge of the alphabet for it to work in helping one to read, has to be deeply embedded in the child's mind. That comes from years of exposure and familiarity with letters, from being read to, from playing with magnetic letters, drawing and fiddling with computers.
So parents can do some things to help, although many do these things spontaneously. Instead of reading a story straight through, the reader should pause every so often and ask questions but not questions which can be answered by a yes or no. Extend their answers, suggest alternative possibilities and pose progressively more challenging questions.
And with arithmetic do not explicitly sit down and teach children about numbers, but all though those early years count when walking up steps. Recite nursery rhymes. Talk to children. Say this is a red apple, that is a green one. Please get three eggs out of the fridge for me
The technical term in vogue for this subtle structuring of children's early learning is "scaffolding". Based on recent extensions of the work of the Russian psychologist Lev Vygotsky the idea is that there ate things a child may be almost ready to do. Anna, for example, cannot tie a shoelace by herself, but if an adult or a competent child forms one of the loops for her, she will soon learn to do the rest. Applying this concept to older children, one wonderful teacher has her children keep lists of "Words 1 can Almost Spell".