Model test.docx

Part II Reading Comprehension (Skimming and Scanning)(15 minutes)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.Improving Reading SpeedIt is safe to say that almost anyone can double his speed of reading while maintaining equal or even higher comprehension. In other words, anyone can improve the speed with which he gets what he wants from his reading.The average college student reads between 250 and 350 words per minute on fiction and non-technical materials. A good reading speed is around 500 to 700 words per minute, but some people can read a thousand words per minute or even faster on these materials. What makes the difference? There are three main factors involved in improving reading speed: (1) the desire to improve, (2) the willingness to try new techniques and (3) the motivation to practice.Learning to read rapidly and well presupposes that you have the necessary vocabulary and comprehension skills. When you have advanced on the reading comprehension materials to a level at which you can understand college-level materials, you will be ready to begin speed reading practice in earnest.Understanding the role of speed in reading process is essential. Research has shown a close relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been found in most cases that an increase in rate has been paralleled by an increase in comprehension, and that where rate has gone down, comprehension has also decreased. Most adults are able to increase their rate of reading considerably and rather quickly without lowering comprehension. Some of the facts which reduce reading rate:(a) limited perceptual span i.e., word-by-word reading;(b) slow perceptual reaction time, i.e., slowness of recognition and response to the material;(c) vocalization, including the need to vocalize in order to achieve comprehension;(d) faulty eye movements, including inaccuracy in placement of the page, in return sweep, in rhythm and regularity of movement, etc.;(e) regression, both habitual and as associated with habits of concentration;(f) lack of practice in reading, due simply to the fact that the person has read very little and has limited reading interests so that very little reading is practiced in the daily or weekly schedule.Since these conditions act also to reduce comprehension increasing the reading rate through eliminating them is likely to result in increased comprehension as well. This is an entirely different matter from simply speeding up the rate of reading without reference to the conditions responsible for the slow rate. In fact, simply speeding the rate especially through forced acceleration, may actually result, and often does, in making the real reading problem more severe. In addition, forced acceleration may even destroy confidence in ability to read. The obvious solution, then is to increase rate as a part of a total improvement of the whole reading process.A well planned program prepares for maximum increase in rate by establishing the necessary conditions. Three basic conditions include:1. Eliminate the habit of pronouncing words as you read. If you sound out words in your throat or whisper them, you can read slightly only as fast as you can read aloud. You should be able to read most materials at least two or three times faster silently than orally.2. Avoid regressing (rereading). The average student reading at 250 words per minute regresses or rereads about 20 times per page. Rereading words and phrases is a habit which will slow your reading speed down to a snails pace. Furthermore, the slowest reader usually regresses most frequently. Because he reads slowly, his mind has time to wander and his rereading reflects both his inability to concentrate and his lack, of confidence in his comprehension skills.3. Develop a wider eye-span. This will help you read more than one word at a glance. Since written material is less meaningful if read word by word, this will help you learn to read by phrases or through units.Poor results are inevitable if the reader attempts to use the same rate indiscriminately for all types of material and for all reading purposes. He must learn to adjust his rate to his purpose in reading and to the difficulty of the material he is reading. This ranges from a maximum rate on easy, familiar, interesting material or in reading to gather information on a particular point, to minimal rate on material which is unfamiliar in content and language structure or which must be thoroughly digested. The effective reader adjusts his rate; the ineffective reader uses the same rate for all types of material.Rate adjustment may be overall adjustment to the article as a whole, or internal adjustment within the articleOverall adjustment establishes the basic rate at which the total article is read; internal adjustment involves the necessary variations in rate for each varied part of the material; as an analogy, you plan to take a 100-mile mountain trip. Since this will be a relatively hard drive with hills, curves, and mountain pass, you decide to take three hours for the total trip, averaging about 35 miles an hour. This is your overall rate adjustment. However, in actual driving you may slow down to no more than 15 miles per hour on some curves and hills, while speeding up to 50 miles per hour or more on relatively straight and level sections. This is your internal rate adjustment. There is no set rate, therefore, which the good reader .follows inflexibly in reading a particular selection, even though he has set himself an overall rate for the total job.In keeping your reading attack flexible, adjust your rate sensitivity from article to article. It is equally important to adjust your rate within a given article. Practice these techniques until a flexible reading rate becomes second nature to you.1. Which of the following is not a factor in improving your reading speed?A willing to try new techniquesB motivation to improveC desire to practiceD maximizing reading rate2. Understanding college level materials is a prerequisite for_.A beginning speed readingB learning to comprehend rapidlyC having the necessary vocabularyD practicing comprehension skills3. For most people_.A a decrease in comprehension leads to a decrease in rateB a decrease in rate leads to an increase in comprehensionC an increase in rate leads to an increase in comprehensionD an increase in rate leads to a decrease in comprehension4. Which of the following facts reduce comprehension while reading?A Limiting perceptual spanB Speeding up the rate of readingC Avoiding regressing or rereading.D Understanding the role of speed in reading process.5. Speeding up your reading rate through forced acceleration often results in _A reducing comprehensionB increasing comprehensionC reducing your reading problemD increasing your reading problem6. Which of the following factors will help you increase reading rate?A Reading word by word.B Developing a wider eye-span.C Concentrating and being confident.D Developing the habit of pronouncing words as you read.7. How to obviously improving reading speed?A To return sweep inaccuracy.B To establish a flexible reading rate.C To use the same rate for all types of material.D To simply accelerate reading speed intentionally.8. Research has shown that in most cases an increase in rate has been paralleled by _.9. A poor reader establishes _for reading an article.10. Even though a good reader has set himself _for the total reading, there is no set rate.Part IIIListening Comprehension(35 minutes)Section ADirections: In this section, yen will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will he asked about what was said. Both the conversation and the questions will he spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.11.IA See a doctor.B Stay in bed for a few days.C Get treatment in a better hospital.D Make a phone call to the doctor.12.A The 2:00 train will arrive earlier.B The 2:30 train has a dining car.C The woman prefers to take the 2:30 train.D They are going to have some fast food on the train.13.A She has been longing to attend Harvard University. B Shell consider the mans suggestion carefully.C She has finished her project with Dr. Garcias help. D Shell consult Dr. Garcia about entering graduate school.14.A Alice didnt seem to be nervous during her speech. B Alice needs more training in making public speeches. C The man can hardly understand Alices presentation. D The man didnt think highly of Alices presentation.15.A At a publishing house.B At a bookstore.C In a reading room.D In Prof. Jordans office.16.A The man can stay in her brothers apartment.B Her brother can help the man find a cheaper hotel. C Her brother can find an apartment for the man.D The man should have booked a less expensive hotel.17.A Priority should be given to listening.B Its most helpful to read English newspapers every day. C Its more effective to combine listening with reading.D Reading should come before listening.18.A Help the company recruit graduate students.B Visit the electronics company next week.C Get a part-time job on campus before graduation. D Apply for a job in the electronics company.Questions 19 to 21 are based on the conversation you have just heard.19.A He has finished the course.B He has to work in the evenings. C There is no course he wants to study. DJ There is no room for him.20.A His boss will be very angry.B His boss will do him a favor. C His boss will shift the work time for him. D His boss will pay him less.21.A He can use the pool.B He could get credits easier.C He will give up his work.D He could transfer the credits there.Questions 22 to 25 are based on the conversation you have just heard.22. A When to move.B Where to live the following year. C How much time to spend at home. D Whose house to visit.23. A Take some money to the housing office.B Inform the director of student housing in a letter. C Fill out a form in the library. D Maintain a high grade average.24. A Both live on campus.B Both live off campus.C The man lives on campus; the woman lives off campus.DThe woman lives on campus; the man lives on campus.25.A Grades.B Privacy.C Sports.D Money.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.Passage OneQuestions 26 to 28 are based onthe passage you have just heard.26.A It has been proven to be the best pain-killer.B It is a possible cure for heart disease.C It can help lower high body temperature effectively.D It reduces the chance of death for heart surgery patients.27.A It keeps blood vessels from being blocked.B It speeds up their recovery after surgery. C It increases the blood flow to the heart. D It adjusts their blood pressure.28.A It is harmful to heart surgery patients with stomach bleeding.B It should not be taken by heart surgery patients before the operation.C It will have considerable side effects if taken in large doses.D It should not be given to patients immediately after the operation.Passage TwoQuestions 29 to 31 are based on the passage you have just heard.29.A They strongly believe in family rules.B They are very likely to succeed in life.C They tend to take responsibility for themselves.D They are in the habit of obeying their parents.30.A They grow up to be funny and charming.B They often have a poor sense of direction. C They get less attention from their parents.D They tend to be smart and strong-willed.31.A They usually dont follow family rules.B They dont like to take chances in their lives. C They are less likely to be successful in life.D They tend to believe in their parents ideas.Passage ThreeQuestions 32 to 35 are based on the passage you have just heard.32.A They wanted to follow his example.B They fully supported his undertakingC They were puzzled by his decision.D They were afraid he wasnt fully prepared.33.A It is more exciting than space travel.B It is much cheaper than space travel.C It is much safer than space travel.D It is less time-consuming than space travel.34.A They both attract scientists attention.|B They can both be quite challenging.C They are both thought-provoking.D They may both lead to surprising findings.35.A To show how simple the mechanical aids for diving can be. B To provide an excuse for his changeable character.C To explore the philosophical issues of space travel.D To explain why he took up underwater exploration.Section CDirections: 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.If you are a young college student, most of your concerns about your health and happiness in life are probably (36) _ on the present. Basically, you want to feel good physically, mentally, and (37)_now. You probably dont spend much time worrying about the (38)_ future, such as whether you will develop heart disease, or (39) _, how you will take care of yourself in your (40) _years, or how long you are going to live. Such thoughts may have (41) _ your mind once in a while. However, if you are in your thirties, forties, fifties, or older, such health (42) _ thoughts are likely to become (43)_important to you. (44)_that will help you feel better physically and mentally. Recently researchers have found that, even in late adulthood, exercise, strength training with weights, and better food can help elderly individuals significantly improve their health and add happiness to their life. (45) _giving us the opportunity to avoid some of the health problems that have troubled them. (46)_ _ .Part IV Reading Comprehension (Reading in Depth) (25 minutes) Section ASection ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the hank more than once. Questions 47 to 56 are based on the following passage.The vast majority of children in Britain (87%) attend state (local authority) schools which provide 47 education from the age of 5 to 16 years. These schools can be 48 according to the age 49 of the pupils and the type of education provided 50 . there are two types of school, primary and secondary, although in some areas there are also middle schools. Primary schools 51 for children aged 5-11, and secondary schools for ages 11-16 (and in some areas up to 18 years). Primary schools can be subdivided into infant schools (for ages 5-7) and junior schools (for ages 7-11).Secondary schools are normally of one 52 for all abilities, that is to say, comprehensive schools. More than 90% of children in state schools attend this kind of school. In some areas middle schools exist as an 53 level after primary school for children aged 8 or 9 to 12 or 13. Pupils then move to comprehensive schools. In a very small number of areas, pupils may be grouped according to their ability and54by means of an examination at the age of 11. In these areas, grammar schools are ones for those who pass the exam. Those who fail go to another secondary school.When pupils reach the age of 16 there may be three choices 55 to them. Firstly, they may leave school. Secondly, they may stay on at school for two more years if it has a Sixth Form. Thirdly, they may 56