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Computer programmer Brendan Tammy earned ￡55000 a year by designing new computer games, yet he cannot find a bank prepared to let him have a check card. Instead, he has been told to wait another two years until he is 18.He works for a small company in Liverpool, where most young people of his age are looking for jobs. Brendan’s biggest headache is how to use his money. Though he has high payment, he cannot drive a car, or get credit cards.Brendan got his job four months ago, a year after leaving school with six O-levels (普通考试科目) and working for a time in a computer shop. "I got the job because the people who run the company knew I had already written some programs," he said."I suppose 55000 pounds sounds a lot but I hope it will come to more than that this year." He spends some of his money on records and clothes, and gives his mother 20 pounds a week as he lives with his parents. But most of his spare time is spent working."Unfortunately, computing was not part of our studies at school," he said. "But I had been studying it in books and magazines for four years in my spare time. I knew what I wanted to do and never considered staying on at school. Most people in this business are fairly young, anyway. I would like to earn a million and I suppose early retirement (退休) is a possibility. You never know when the market might disappear. \ He left school after taking six O-levels because ().
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My father believed that there were mysterious forces (神秘的力量) at work in the world. One day, he was lecturing me on those mysterious forces (36) suddenly the door opened, and a women entered, (37) two geese. She smiled (38) and looked frightened.Joseph, I have a very (39) problem. These dead geese, they keep shrieking (尖声叫) in such a sad voice... " (40) hearing this, my father turned pale. " (41) dead geese don’t shriek," my mother cut in."You’ll hear for yourself," replied the woman, It is impossible to (42) what I heard. My hands grew (43) and I wanted to run from the room.Father was no less (44) than I was. He jumped away from the table."Joseph, what shall I do" the woman cried." (45) I’m a poor woman. Two geese! They (46) me a fortune!"Father did not know what to answer. (47) face was growing sharper and more (48) . "I want to hear it again," she said. And so for the second and the third time, the shrieks were (49) . Nobody said anything. The woman asked, "Well, I didn’t (50) it, did I"Suddenly my mother laughed. "Did you (51) the windpipes (气管)" my mother asked."The windpipes No ...""Let me (52) ," said Mother. She took hold of one of the geese, and pulled out the windpipe. She did the same with the other one. I was surprised by my mother’s (53) . "Now, try it again. " I was (54) to hear the geese shriek, but they were dead silent."There is always (55) why dead geese shriek," said my mother. "Now go home and cook them for the meal. They won’t make a sound in your pot. \ 51().
Passage Two Questions 62 to 66 are based on the following passage. A Census Bureau (人口调查局) survey released Thursday shows a college graduate can expect to earn $2.1 million working full-time between 25 and 54, which demographers (人口学家) call a typical work-life period. A master’s degree-holder is projected to earn 2.5 million, while someone with a professional degree, such as a doctor or lawyer, could make even more-- $4.4 million. In contrast, a high school graduate can expect to make $1.2 million during the working years, according to the bureau report that tracked the influence of education on lifetime earnings. Not all students look at college as an Investment," but I am sure parents do," said Jacqueline King, policy analyst with the American Education Council, a higher education advocacy (拥护) group. "The college is to convince those high school students on the margins that it is really worth their time to go to college. " Kevin Malecek, a graduate student in American politics at American University in Washington said most of his classmates find higher education to be worth the time and financial promise. "They go to every single class, and they are trying to get the most out of their own dollar," he said. The survey was conducted between March 1998 and March 2000. All estimates are based on 1999 salaries and probably will increase as salaries rise over time, CensusBureau analyst Jennifer Day said. The estimates do not account for inflation (物价上涨) or for differences in the earning potential of various fields of study. For example, people with computer science degrees tend to earn more than those with social work degrees. Most of Malecek’s classmates are trying to ______.
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) anti D). For questions 8-10, complete the sentences with the information given in the passage. Education in Canada Education in Canada is provided, funded and overseen by federal, provincial, and local governments. It is generally divided into elementary (Primary School, Public School), followed by Secondary (High School) and Post Secondary (University, College). Within the provinces under the ministry of education, there are district school boards administering the educational programs. Education is compulsory up to the age of 16 in every province in Canada, except for Ontario and New Brunswick, where the compulsory age is 18. In some provinces early leaving exemptions can be granted under certain circumstances at 14. Canada generally has 190 school days in the year, officially starting from September (after Labor Day ) to the end of June ( usually the last Friday of the month, Wednesday in some Ontario schools). Pre-university Primary education and secondary education combined are sometimes referred to as K-12 (Kindergarten through Grade 12 ). It should be noted that this structure can vary from school to school, and from province to province. For instance, Prince Edward Island is the only province that does not provide Kindergarten. In contrast, Ontario is the only province which provides two levels of Kindergarten (Junior and Senior). In Canada, secondary schooling, known as high school, "école secondaire" or secondary school, differs depending on the province in which one resides. Additionally, grade structure may vary within a province and even within a school division. Education is compulsory up to the age of 16 in every province in Canada, except for Ontario and New Brunswick ( where the compulsory ages are 18). Students may continue to attend high school until the ages of 19 to 21 (the cut-off age for high school varies between provinces). Those 19 and over may attend adult school. Also if high schoolers are expelled or suspended for a period of time over 2 months or so they could attend night school at the high school. Ontario had a "Grade 13" known as Ontario Academic Credit (OAC) year, but this was abolished by the provincial government to cut costs. OAC was last offered for the 2002--2003 school year. As a result, the curriculum has been compacted, and the more difficult subjects, such as mathematics, are comparatively harder than before. However, the system is now approximately equivalent to what has been the case outside of Quebec and Ontario for many years. Secondary education in Quebec continues to Grade 11 ( Secondary V), and is typically followed by CEGEP, a two- or three-year college program taken after high school. Pre-university CEGEP programs are two years in Quebec (university for Quebecers is three years), and vocational or professional programs are three years in duration. Post-secondary Education Post-secondary education in Canada is also the responsibility of the individual provinces and territories. Those governments provide the majority of funding to their public post-secondary institutions, with the remainder of funding coming from tuition fees, the federal government, and research grants. Compared to other countries in the past, Canada has had the highest tertiary school (大学) enrollment as a percentage of their graduating population. Nearly all post-secondary institutions in Canada have the authority to grant academic credentials (i. e. , diplomas or degrees). Generally speaking, universities grant degrees (e. g. , bachelor’s, master’s or doctorate degrees) while colleges, which typically offer vocationally- oriented programs, grant diplomas and certificates. However, some colleges offer applied arts degrees that lead to or are equivalent to degrees from a university. Post-secondary education in Quebec begins with CEGEP ( collèges d’ enseignement général et professionnel), following graduation from Grade 11 (or Secondary V). Students complete a two- or three-year general program leading to admission to a university, or a professional program leading directly into the labor force. In most cases, bachelor’s degree programs in Quebec are three years instead of the usual four; however, in many cases, students attending a university in Quebec that did not graduate from CEGEP must complete an additional year of coursework. When Ontario had five years of nigh school, a three-year bachelor’s degree was common, but these degrees are being phased out in favor of the four-year degree. The main variation between the provinces, with respect to universities, is the amount of funding they receive. Universities in Quebec receive the most funding and have the lowest tuitions. Universities in Atlantic Canada generally receive the least funding and some, like Acadia University, are almost wholly reliant on private funding. The Royal Military College of Canada (RMC), is the military academy of the Canadian Forces and is a full degree-granting university. RMC is the only federal institution with degree granting powers. Private Schools In Canada there is no obligation for parents to place their children in the public school system, and about 8% of students are in the private system. A minority of these are elite private schools. These schools are attended by only a small fraction of students, but do have a great deal of prestige and prominence. It is not unusual for the wealthy and prominent in Canada to send their children to public schools, especially in the lower grades. A far larger portion of private schools are religions based institutions. Private Schools are also used to study outside the country. For example CCI ( Canadian College Italy) has an Ontario curriculum, but the students study in Italy. Private Universities At present, all private universities in Canada maintain a religions history or foundation. British Columbia’s Quest University will become the first privately funded liberal arts university without a denominational affiliation ( although it is not the first private liberal arts university). Many provinces, including Ontario and Alberta, have passed legislation allowing private degree- granting institutions (not necessarily universities) to operate there. Many Canadians remain polarized on the issue of permitting private universities into the Canadian market. On the one hand, Canada’s top universities find it difficult to compete with the private American powerhouses because of funding, but on the other hand, the fact that the price of private universities tends to exclude those who cannot pay that much for their education could prevent a significant portion of Canada’s population from being able to attend these schools. What must university students in Quebec do if they did not graduate from CEGEP
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. One of the most important features that distinguish reading from listening is the nature of the audience. (67) the writer often does not know who will read what he writes, he must (68) to be as clear as possible. Time can be taken to plan the piece of writing so that it is eventually organized into some sort of (69) sequence of events or ideas. When we speak, however, we normally have very little time to plan what we (70) to say. Since we are actually (71) our audience face to face we may (72) some of the information we believe our audience shares. And the more (73) we are with our audience, the more information we are likely to leave out. In any (74) they can always stop and ask a question or ask for (75) if we have left out too much. A reader, however, cannot do this but can at least attempt comprehension at his own speed; (76) , he can stop and go backwards or forwards, (77) to a dictionary or just stop and rest. When we listen we may have to work hard to (78) out the speaker’s thoughts by referring backwards and forwards while the speaker continues. As the speaker (79) to organize his thoughts, he will use Filler phrases to give him time to plan. In spite of these fillers, he will (80) make mistakes and repeat what he has already said. His speech will be characterized (81) a limited range of grammatical patterns and vocabulary and the use of idioms to (82) some general meaning quickly. It should be clear, then, that the listener has to take an active (83) in the process by ignoring the speaker’s (84) and mistakes, and by seeking out the main idea information through recall and prediction. To keep the process going (85) he also has to inform the speaker that he has understood (86) actually interrupting.
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