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
(
______ 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"
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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 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."
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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 mind. Just hurry the
processing all you can."
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3 |
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.
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4 |
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.
|
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.
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? |
