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Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Judging from recent surveys, most experts in sleep behavior agree that there is virtually an epidemic of sleepiness in the nation. "I can’t think of a single study that hasn’t found Americans getting (62) sleep than they ought to." says Dr. David. (63) people who think they are Sleeping enough would probably be better (64) with more rest. The beginning of our sleep deficit crisis can be (65) to the invention of the light bulb a century ago. From diary entries and other personal (66) from the 18th and 19th centuries, sleep scientists have reached the (67) that the average person used to sleep about 9.5 hours a night. "The best sleep habits once were (68) on us, when we had nothing to do in the evening down on the farm, and it was dark." By the 1950s and 1960s, that sleep schedule had been reduced (69) , to between 7.5 and 8 hours, and most people had to wake to an alarm clock. "People cheat on their sleep, and they don’t even (70) they’re doing it," says Dr. David. "They think they’re okay because they can get (71) on 6.5 hours, when they really need 7.5, 8 or even more to feel ideally (72) " Perhaps the most merciless robber of sleep, researchers say, is the (73) of the day. Whenever pressures from work, family, friends and community (74) , many people consider sleep the least (75) item on the agenda. "In our soci-ety, you’re considered (76) it’ you say you only need 5.5 hours’ sleep. If yon say you’ve got to get 8.5 hours, people think you lack (77) and ambition." To assess the (78) of sleep deficit, researchers have put subjects (79) a set of psychological and performance tests requiring them, for instance, to add columns of numbers or recall a passage read to them only minutes earlier. "We’ve found that if you’re sleep-deprived, performance (80) ," says Dr. David. "Short-term memory is impaired, (81) are abilities to make decisions and to concentrate."
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Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Judging from recent surveys, most experts in sleep behavior agree that there is virtually an epidemic of sleepiness in the nation. "I can’t think of a single study that hasn’t found Americans getting (62) sleep than they ought to." says Dr. David. (63) people who think they are Sleeping enough would probably be better (64) with more rest. The beginning of our sleep deficit crisis can be (65) to the invention of the light bulb a century ago. From diary entries and other personal (66) from the 18th and 19th centuries, sleep scientists have reached the (67) that the average person used to sleep about 9.5 hours a night. "The best sleep habits once were (68) on us, when we had nothing to do in the evening down on the farm, and it was dark." By the 1950s and 1960s, that sleep schedule had been reduced (69) , to between 7.5 and 8 hours, and most people had to wake to an alarm clock. "People cheat on their sleep, and they don’t even (70) they’re doing it," says Dr. David. "They think they’re okay because they can get (71) on 6.5 hours, when they really need 7.5, 8 or even more to feel ideally (72) " Perhaps the most merciless robber of sleep, researchers say, is the (73) of the day. Whenever pressures from work, family, friends and community (74) , many people consider sleep the least (75) item on the agenda. "In our soci-ety, you’re considered (76) it’ you say you only need 5.5 hours’ sleep. If yon say you’ve got to get 8.5 hours, people think you lack (77) and ambition." To assess the (78) of sleep deficit, researchers have put subjects (79) a set of psychological and performance tests requiring them, for instance, to add columns of numbers or recall a passage read to them only minutes earlier. "We’ve found that if you’re sleep-deprived, performance (80) ," says Dr. David. "Short-term memory is impaired, (81) are abilities to make decisions and to concentrate."
Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Judging from recent surveys, most experts in sleep behavior agree that there is virtually an epidemic of sleepiness in the nation. "I can’t think of a single study that hasn’t found Americans getting (62) sleep than they ought to." says Dr. David. (63) people who think they are Sleeping enough would probably be better (64) with more rest. The beginning of our sleep deficit crisis can be (65) to the invention of the light bulb a century ago. From diary entries and other personal (66) from the 18th and 19th centuries, sleep scientists have reached the (67) that the average person used to sleep about 9.5 hours a night. "The best sleep habits once were (68) on us, when we had nothing to do in the evening down on the farm, and it was dark." By the 1950s and 1960s, that sleep schedule had been reduced (69) , to between 7.5 and 8 hours, and most people had to wake to an alarm clock. "People cheat on their sleep, and they don’t even (70) they’re doing it," says Dr. David. "They think they’re okay because they can get (71) on 6.5 hours, when they really need 7.5, 8 or even more to feel ideally (72) " Perhaps the most merciless robber of sleep, researchers say, is the (73) of the day. Whenever pressures from work, family, friends and community (74) , many people consider sleep the least (75) item on the agenda. "In our soci-ety, you’re considered (76) it’ you say you only need 5.5 hours’ sleep. If yon say you’ve got to get 8.5 hours, people think you lack (77) and ambition." To assess the (78) of sleep deficit, researchers have put subjects (79) a set of psychological and performance tests requiring them, for instance, to add columns of numbers or recall a passage read to them only minutes earlier. "We’ve found that if you’re sleep-deprived, performance (80) ," says Dr. David. "Short-term memory is impaired, (81) are abilities to make decisions and to concentrate."
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage. The Value of Writing Well It’s that time of year again. No, not "the holiday season". I mean, it is holiday time, but for professors it doesn’t start feeling like holiday time until final grades are in and the books are closed on another semester. No, for me, it’s paper-grading time, the time of year when I’m reminded over and over of the importance of good writing skills--and of their rarity. The ability to write well is not a gift. Sure, the special something that sets apart a Tolstoy or Shakespeare or Salman Rushdie or Isabel Allende is a gift, a talent born of disposition, experience, and commitment. But just to be able to communicate clearly with the written word takes no special talent; it’s a skill like any other. Well, not exactly like any other. Because the words we use to write with are the same words we use to think with, learning to write well has ramifications that go beyond the merely technical. As we improve our writing ability, we improve our ability to think--to build an argument, to frame issues in compelling ways, to weave apparently unrelated facts into a coherent whole. And despite the recurring hand-wringing and chest-beating about the "end of literacy" and the "death of the printed word", the reality is that we write more than ever these days. While it’s a rare person who sits down with pen and paper in hand and writes a letter to a friend or loved one, we pour emails into the ether at an astounding rate. We text message, tweet, instant message, blog, comment, and otherwise shoot words at each other in a near-constant flow of communication. We annotate group portraits, LOL-ify cat pictures, and tag.., well, everything. At work, we write letters, proposals, PowerPoint presentations, Business requirement documents, memos, speeches, mission statements, position papers, operating procedures, manuals, brochures, package copy, press releases, and dozens of more specialized types of documents. We are, it seems, writing creatures. Homo scribus, if you will. It’s no wonder that Businesses repeatedly cite "communication skills" as the single most desirable trait in new employees. The kicker, though, is that we are as a society incredibly bad at writing. Public schools do a poor job of teaching students how to write well-they barely manage to instill the basic rules of grammar and the miserable 5-paragraph essay, let alone how to write with style and verve, how to put together an argument that moves steadily from one point to the next to persuade a reader of some crucial point, how to synthesize ideas and data from multiple sources into something that takes those ideas one step further. It’s not just the teachers’ fault. Teachers do the best they can with what they’re given, and all too often what they’re given is inadequate resources with which to teach classrooms full of unmotivated students who could care less about writing. Add to that the requirements of mandatory nation-wide tests that reward conformity, not creativity, and the threat of punishment for any school whose students fail to fall within the fairly rigid boundaries of the test’s requirements, and you’ve got a pretty bad situation all around for instilling in students the power to write well. That is, alas, a great disservice. Being able to write well vastly improves students’-and others’-potential for success, regardless of the field they find themselves in. As I’ve already mentioned, people who write well tend to be better able to think through problems and tease out patterns in outwardly dissimilar situations. More importantly, people who write well have the opportunity to make a mark in the world, because their best ideas aren’t trapped in their own minds for lack of a means of expression. This is true whether you’re a CEO or a janitor, a marketing expert or an Emergency Medical Technician. The skills that make us better writers make us better explainers, better persuaders, and better thinkers. They are the skills that allow us to "sell" our ideas effectively, whether in giving a presentation to potential funders of our company, proposing a new project to our corporate leadership, or transmitting a new policy to our employees. Being able to write well lessens the chance that we’ll be misunderstood, and increases the likelihood that our ideas will be adopted. Writing well is not a gift reserved for the few but a set of skills that can be learned by anyone. The technical aspects can be learned in any of several ways: by taking a class, by studying books on writing, by working with a partner or a group and acting on their feedback. But while grammar and structure are an important part of writing, to write well also demands some effort to develop style. Style is what keeps people reading past the first sentence, and what keeps what you’ve written on their minds, impelling them to take action. Style is rather less teachable than the nuts and bolts of writing, but it is learnable. It demands patience, attention, and most of all practice, but it is possible for anyone who has something to say to learn how to say it well. To move from being merely capable to being a good writer, you need only: 1. Read: Reading is essential to good writing. It is how we learn the vastness of the language and the limits of the grammar-and how to push those limits. The more you read, the greater your understanding of language’s potential becomes. 2. Write: Good writing takes practice. Unfortunately, unless we create opportunities to write, we get far too few opportunities to get that practice after we’ve left school. Start a journal, a blog, a newsletter, or whatever else you can think of to get you writing on at least a semi-regular basis. 3. Read Again: Most people who fail to become better writers fail because they do not read their own writing. They don’t read it before they post/mail/submit/publish/otherwise finish it, and they don’t read it after they’re done with it. Which means they don’t see the awkward parts, the flat bits, the pieces that say something different from what was intended--and they never learn how to fix or, better yet, avoid those problems. 4. Repeat: Writing is personal, and seeing your writing ill-received can strike a blow to the strongest of egos. The only answer for it, though, is persistence--the goal is to become a better writer, not to be perfect out of the gate. Pay attention to criticism, learn from it, but don’t internalize it-there’s no shame in writing poorly, only in failing to try to do better next time. Today’s world is a world of text; it is the lifeblood of the information economy. In Ancient Rome, it was the orators who ruled, those who could compel obedience, loyalty, and devotion with their spoken words. Today, the written word is dominant, not only because so much of the information that shapes our lives is written down, but because the habits that make us good writers are the same habits that allow us to flourish in the information economy. If you worry about your writing ability, commit yourself now to becoming a solid writer in the year to come. If you are already a decent writer, commit yourself to becoming better. And if you’re one of the rare few who write well, reach out to those around you and share your talent, so that others may learn from you. Let that be your gift this holiday season. What negative impact do the mandatory nation-wide tests most probably have on students’ power of writing well
Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written. Staying healthy helps make you a better worker or a better manager. Keeping your workers healthy makes your organization more (36) More and more companies are actively (37) "wellness" through exercise facilities, expanded health services, etc. These are (38) trends. The progressive organization must (39) all avenues for promoting good health. Some of these avenues may include minimizing travel (40) that are disruptive of a worker’s personal life, providing adequate vacation time, offering on-site education on key issues such as nutrition, drug abuse, disease avoidance and (41) smoking. In terms of good health from the individual’s perspective, we all need to follow the basics which include adequate sleep and (42) , a balanced diet, no smoking, minimal caffeine, minimal alcohol, no (43) drugs, minimal legal drugs, plenty of exercise, etc. Again, as in virtually every area, it is important to keep everything in a proper perspective and proper balance. Unless you have a specific medical problem (44) .Another area where people go to absurd extremes is exercise. (45) .Running a few miles a few times a week should suffice. People who become obsessed with exercise and spend hours and hours every day running or pumping iron can generally do so only at the great expense of creat-ing a serious imbalance elsewhere in their lives. Again and again, (46) .
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