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
(8) ______ 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"
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."
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."
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.
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.
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? |
