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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. 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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In Sections A, B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your ANSWER SHEET. SECTION A CONVERSATIONS In this section you will hear several conversations. Listen to the conversations carefully and then answer the questions that follow. Questions 1 to 4 are based on the following conversation. At the end of the conversation, you will be given 20 seconds to answer the questions. Now, listen to the conversation. The party is held to ______.
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 best answer. Mark your answers on your ANSWER SHEET.TEXT A Experienced observers on American campuses have begun to notice a new group of mothers and fathers emerging over the past two years. Informally they are being called "helicopter parents" because of the way they hover over their offspring well beyond the standard moment to say goodbye. Clearly, with parents like these hovering close at hand, colleges and universities should consider themselves warned that life both on and off campus is not what is used to be. Why are these issues even being raised this fall It is because parents have officially stepped forward as higher education’s newest constituency. Effective parent-orientation programs--increasingly complex and comprehensive--are the first and most public steps in acknowledging the importance of their interests. In fact, mothers and fathers are arriving on campus with more serious questions than ever before about the cost of higher education, and what their child’s school of choice is doing to earn their dollars. Among high-profile institutions nationally, few have taken as dramatic steps as has Northeast University in Boston. Over the past five years, to enhance its image, Northeastern University has gone against the grain and boldly recast itself, focusing on national prominence over bulk. In the mid-1980s, it registered over 30, 000 full and part-time undergraduates; last year, the university enrolled a more selectively chosen 18, 000 undergraduates. Along the way, however, many parents have had many questions about life on and off this prominent urban campus. Actually aware of this, and of its growing responsibilities to its neighbors and the external community, Northeastern has strategically enhanced its parent-orientated programs as a way to build friends and refine its new image. According to Caro Mercado, director of the Office of Parent Programs and Services, Northeastern jointly focused its orientations for parents and students on the importance of being "good citizens and good neighbors" simultaneously. With orientation sessions that feature videotapes of campus neighbors talking about the school, with a much more deliberate system of alerting parents to the major events coming to the city over the course of the year, and with an official Parents Association that publishes its own newsletter and handbook, Northeastern tangibly makes the kinds of extra effort that parents have come to believe that it should be included in the cost of their family’s higher education. And yet as competing colleges and universities in every sector of the country now furiously launch new parents’ pages on their websites and publish their first parent newsletters, a new tension had emerged on those same campuses: Whose first-year experience is it, anyway.’ The most enlightened universities recognize the need to establish a relationship with each student that respects privacy, encourages independence, and facilities the transition to adulthood. Although it may not be immediately apparent, the expectation that these skills will be delivered is precisely what parents have purchased in their child’s choice of an undergraduate degree program. Blindly continuing the same patterns of involvement that worked when their child was in high school is not the answer. What progress has Northeastern University made in recent years
Decide which of the choices given below would best complete the passage if inserted in the corresponding blanks. Mark the best choice for each blank on your ANSWER SHEET. Humans are unique in the extent to which they can reflect on themselves and others. Humans are able to (31) , to think in abstract terms, to reflect on the future. A meaningless, (32) world is an insecure world. We do not like extensive insecurity. When it (33) to human behavior we infer meaning and (34) to make the behavior understandable. (35) all this means is that people develop "quasi theories" of human behavior, that is, theories that are not developed in a/an (36) , scientific manner. When doing so, people believe they know (37) humans do the things they do. Let’s consider an example. In the United States people have been (38) with the increasing amount of crime for several years. The extent of crime bothers us; we ourselves could be victims. But it (39) bothers us that people behave in such ways. Why can such things happen We develop quasi theories. We (40) concerned about the high crime rate, but we now believe we (41) it: our criminal justice system is (42) ; people have grown selfish and inconsiderate as our moral values weaken (43) the influence of liberal ideas; too many people are (44) drugs. These explanations suggest possible solutions. (45) the courts; out more people in jails as examples to other lawbreaker. There is now hope that the problem of crime can be solved if only we (46) these solutions. Again, the world is no longer meaningless nor (47) so threatening. These quasi theories (48) serve a very important function for us. But how accurate are they How (49) will the suggested solutions be These questions must be answered with (50) to how people normally go about developing or attaining their quasi theories of human behavior.
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. In the Province of Ontario, children can not stop schooling until ______.
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