Test 3
LISTENING
SECTION 1 Questions 1-10
Questions 1-3
Complete the description of the man's briefcase using NO MORE THAN THREE WORDS/LETTERS for each
answer.
Very light brown briefcase, approx. 50×30 cms. Distinctive 1 ______ clasp on front. Red trimmings. Black 2
______. Initials 3 ______ on clasp.
Questions 4-7
Answer the following questions using NO MORE THAN THREE WORDS AND/OR NUMBERS for each answer.
4. What is the lost property number given to the man?
5. When does the lost property office open?
6. How is the man going to the airport next week?
7. What is to the left of the lost property office?
Questions 8-10
Complete the following sentences using NO MORE THAN THREE WORDS AND/OR NUMBERS for each answer.
8. What is the shortest time lost items are kept by the office?
9. How often does the office sell lost items?
10. Where does money from the December sale go?
SECTION 2 Questions 11-20
Questions 11-14
Decide which method or methods of sending money abroad is/are being described.
Write A for international money order.
Write B for bank draft.
Write C for electronic transfer.
Write D for telegraphic transfer.
11. You need a local bank account to use this.
12. You can avoid a commission fee if you use a local bank and the local currency.
13. Using a local bank and the local currency will allow you to get access to your money sooner.
14. This is the quickest way to send money abroad.
Questions 15-16
Complete the following summary about taking money out of your country.
Your government might 15 ______ of money in and out of your country, so you might need to find out-how to 16
______ to transfer money, if there is a limit on transfers and what regulations there are.
Questions 17-20
Complete the following notes about having enough money for your first few days abroad.
advantages
Cash
useful for 17 ______
Travellers'
cheques
insured against 18 ______
can be 19 ______ in some
shops/restaurants
Credit cards
widely accepted
can get cash from bank machines
disadvantages
less secure
not widely accepted
may involve 20______
commission fee being charged
SECTION 3 Questions 21-30
Questions 21-24
Complete the notes on the purposes of a lesson plan using NO MORE THAN THREE WORDS for each answer.
A LESSON PLAN
· helps with 21 ______
· creates a focus
· shows material
· clarifies 22 ______
· reminder to put aims first
· 23 ______ student problems
· creates opportunities for solutions
· brings lesson 24 ______
· teacher-student interaction
· distribution of time for each activity
· reminder of materials
Questions 25-28
Complete the following notes on the example lesson plan.
Student level
25 ______
Time
50 minutes
Class profile
academic, 3-months study, improve spoken English
Aims
elicit reading comprehension and speaking abilities for story
telling, practice present siraple and the past simple
Teacher's aims
26 ______
Assumptions
students can understand instructions
Anticipated
problems
students may not know some extreme sports 27 ______
Solutions
elicit differences using questions
Teaching aids
textbook, blackboard, chalk, chalk eraser, pieces of
28______climbing.
Questions 29-30
Answer the questions using NO MORE THAN THREE WORDS for each answer.
29. When using books, what should the student definitely write down, apart from the title?
30. What does the tutor give the student a list of?
SECTION 4 Questions 31-40
Questions 31-34
Answer the following questions using NO MORE THAN THREE WORDS OR NUM- BERS for each answer.
31. Which three foreign languages are traditionally taught in the USA?
32. How old are the youngest schoolchildren learning Chinese?
33. How many students are learning the leading 15 languages?
34. What percentage of Europeans speak a second language?
Questions 35-38
Complete the following sentences using NO MORE THAN THREE WORDS for each answer.
35. ______are secondary to cultural exchange at Potomac Elementary.
36. The young boy finds writing the strokes of Chinese characters in the ______ to be difficult.
37. The lecturer says that children take more interest in learning if ______ do.
38. Apart from Chinese, the NEP focuses on ______.
Questions 39-40
Decide which university student or students (A, B and/or C) is being referred to.
39. They have (He/She has) been learning Chinese since they were 11 or younger.
40. They are (He/She is) learning Chinese to help with their future career.
READING
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
Coming of Age
A Three striking facts highlight the dramatic shift in recent years in the relative economic balance of
"first-world" and "third-world" economies. Last year, according to our estimates, emerging economies produced
slightly more than half of world output measured at purchasing-power parity. Second, they also accounted for
more than half of the increase in global GDP in current-dollar terms. And third, perhaps most striking of all, the 32
biggest emerging economies grew in both 2004 and 2005. Every previous year during the past three decades saw
at least one country in recession--if not a deep crisis. Some economies will inevitably stumble over the coming
years, but, thanks to sounder policies, most can look forward to rapid long-term growth. The young emerging
economies have grown up in more ways than one.
B Such happenings are part of the biggest shift in economic strength since the emergence of the United States
more than a century ago. As developing countries and the former Soviet block have embraced market-friendly
economic reforms and opened their borders to trade and investment, more countries are industrialising than ever
before--and more quickly. During their industrial revolutions America and Britain took 50 years to double their
real incomes per head; today China is achieving that in a single decade. In an open world, it is much easier to
catch up by adopting advanced countries' technology than it is to be an economic leader that has to invent new
technologies in order to keep growing. The shift in economic power towards emerging economies is therefore
likely to continue. This is returning the world to the sort of state that endured through- out most of its history.
People forget that, until the late 19th century, China and India were the world's two biggest economies and today's
"emerging economies" accounted for the bulk of world production.
C Many bosses, workers and politicians in the rich world fear that the success of these newcomers will be at
their own expense. However, rich countries will gain more than they lose from the enrichment of others. Fears that
the third world will steal rich-world output and jobs are based on the old fallacy that an increase in one country's
output must be at the expense of another's. But more exports give developing countries more money to spend on
imports--mainly from developed economies. Faster growth in poor countries is therefore more likely to increase
the output of their richer counterparts than to reduce it. The emerging economies are helping to lift world GDP
growth at the very time when the rich world's ageing populations would otherwise cause growth to slow.
D Although stronger growth in emerging economies will make developed countries as a whole better off, not
everybody will be a winner. Globalisation is causing the biggest shift in relative prices (of labour, capital,
commodities and goods) for a century, and this in mm is causing a significant redistribution of income.
Low-skilled workers in developed economies are losing out relative to skilled workers. And owners of capital are
grabbing a bigger slice of the cake relative to workers as a whole.
E As a result of China, India and the former Soviet Union embracing market capitalism, the global labour force
has doubled in size. To the extent that this has made labour more abundant, and capital relatively scarcer, it has put
downward pressure on wages relative to the return on capital. Throughout the rich world, profits have surged to
record levels as a share of national income, while the workers' slice has fallen. Hence western workers as a whole
do not appear to have shared fully in the fruits of globalisation; many low-skilled ones may even be worse off.
However, this is only part of the story. Workers' wages may be squeezed, but as consumers they benefit from
lower prices. As shareholders and future pensioners, they stand to gain from a more efficient use of global capital.
Competition from emerging economies should also help to spur rich-world productivity growth and thus average
incomes.
F To the extent that rich economies as a whole gain from the new wealth of emerging ones, governments have
more scope to compensate losers. Governments have another vital role to play, too. The intensifying competition
from emerging economies makes flexible labour and product markets even more imperative, so as to speed up the
shift from old industries to new ones. That is why Europe and Japan cannot afford to drag their heels over reform
or leave workers ill-equipped to take up tomorrow's jobs. Developed countries that are quick to abandon declining
industries and move up market into new industries and services will fare best as the emerging economies come of
age. Those that resist change can look forward to years of relative decline. Those that embrace it can best share in
the emerging economies' astonishing new wealth.
Questions 1-4
The text has 6paragraphs (A-F). Which paragraph contains each of the following pieces of information?
1. Advice for developed countries.
2. The reason that it is faster to develop nowadays.
3. The fact that in the 30 years before 2004, not all large developing economies grew.
4. The fact that domination of the global economy by Western countries is unusual in global history.
Questions 5-8
Complete the following sentences using NO MORE THAN THREE WORDS from the text.
5. Developing economies can catch up with developed ones faster because they don't have to ______.
6. Growth in developing countries helps developed economies because of spending ______.
7. Capital is being used more efficiently because it is ______.
8. Economic ______ is required in many developed economies.
Questions 9-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 9-13 on your answer sheet write
TRUE
if the information in the text agrees with the statement
FALSE
if the information in the text contradicts the statement
NOT GIVEN
if there is no information on this
9. Large developing economies should not have any problems in the future.
10. If one country increases production, another country will have to reduce its production.
11. Globalisation is causing greater differences in income.
12. Low-skilled workers in developed economies are earning less.
13. Japan is not spending enough on education.
READING
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
British Universities Seek Quantity and Quality
A Pity the poor British professor. Once upon a time in the halcyon 1960s, his students were a privileged few, an
academic elite drawn from the top four percent of the population. New university arrivals were literate and
numerate; crimes against grammar were the exception rather than the rule. According to a new comprehensive
survey of British university faculty and staff, all that has changed. "They [incoming students] don't know how to
write essays--they just assemble bits from the Internet," commented a disgruntled Oxford tutor. "Even the cream
of candidates do not necessarily know how to use an apostrophe," added another.
B The decline in student competence parallels a dramatic increase in British university and college enrolment
over the past decade, spurred in recent years by Prime Minister--Tony Blair's push to get half of all young Britons
a university degree. As professors and business owners alike decry the quality of university students and graduates,
more than a few observers are questioning the wisdom of packing ivory towers with the masses. Students
themselves may begin to question whether higher education is overvalued, with tuition rates set to rise steeply
next fall.
C British universities and colleges are teeming with almost 2.5 million young adults, a 12-fold increase of 1960s
numbers, and up almost fifty percent over the past decade alone. A report published last month for the Association
of Graduate Recruiters found that almost half of the top 200 employers of university graduates were unhappy with
the calibre of candidates. The recent survey, conducted by Oxford University and Universities & Colleges
Admissions Service (UCAS), listed a catalogue of complaints about freshmen which had led in some cases to
year-long courses being deferred by a year.
D "You are getting students going to higher education now who wouldn't have done so 20 years ago, and in
some ways that's a good thing, as it widens opportunity," says Geoff Hayward, lecturer at Oxford University's
educational studies department. There were, he adds, "genuine concerns about young people and their capacity to
benefit from higher education." Part of the problem, Mr. Hayward says, lies in the way teenagers are taught in
school, prepped assiduously for exams at the expense of broader understanding. Despite the students' academic
failings, the Oxford/UCAS survey did find they were more tech-savvy and better at oral communication than their
predecessors.
E Nevertheless, concerns about the state of Britain's university system are deepening this year as its funding
faces one of its biggest shake-ups in decades. Following the lead of America, Australia, and New Zealand among
others, universities will introduce a new annual ￡3000 ($6000) tuition fee for students next year--nearly triple
the current fee. The charge, brought in by the government to drum up cash for a perennially under-funded sector,
is expected to saddle graduates with debts of at least ￡12000 ($24000), according to the National Union of
Students (NUS), making some think twice about whether to study. Already, official figures show the number of
university applicants fell this year for the first time in six years, by 3.4 percent. "
F We've said all along that this policy will deter prospective students from going to university," says Julian
Nicholds, NUS vice president for education. "About 13000 fewer prospective students have applied this year, and
that is only attributable to the threat of debt in the future." For the government, the fall in applicants is slightly
awkward. Tony Blair's Labour administration has committed itself to boosting the number of young people in
higher education to fifty percent by 2010. That might prove tricky if teenagers--and their parents--are deterred by
the burgeoning cost of study.
G Alison Wolf, an expert at King's College London and author of a book called "Does Education Matter,"
concedes that the added fees might make students think twice but says the price increase won't turn them away.
"When a degree has become as important as ours, all the evidence is that fees will not have an impact because it's
still economically worthwhile to get a degree," says Ms. Wolf. Estimates suggest graduates will still earn as much
as ￡400000 ($800000) more over a lifetime than non-graduates: A little debt will be worth it in the long run, she
says.
H Bill Rammell, higher education minister, says Blair's target of fifty percent enrolment is "an economic and
social necessity." He also points out that by 2012, an estimated 6.8 million graduate jobs will have been created,
requiring increasing numbers of university-educated workers. "It is therefore crucial that we are able to produce
sufficient numbers of highly skilled, employable graduates to fill those posts," says Mr. Rammell. "Most
industrialized countries have targets to expand university numbers."
I However, Wolf says the government's fifty percent target is "nuts." "There is no evidence that it is important
for economic growth," she contends. "Switzerland is the richest country in Europe and has one of the lowest
numbers of graduates." A market-based society, she says, is capable of working out what kind of workers it needs
without government-mandated quotas, which may end up encouraging people to go to university who might do
better pursuing vocational endeavours. "It would make more sense for society if lots of people didn't go to
university for the wrong reasons," she says, "but as long as employers continue to use degrees as a filter device for
screening candidates, demand for degrees will remain high."
Questions 14-17
The text has 9 paragraphs (A-I). Which paragraph does each of the following headings best fit?
14. Higher fees
15. Many employers unhappy
16. Government push for numbers
17. Paying is worth it
Questions 18-22
According to the text, FIVE of the following statements are true. Write the corresponding letters in answer boxes
18 to 22 in any order.
A Higher education is overvalued.
B Some poor-quality students have had to postpone taking courses.
C Students nowadays are better at using technology.
D The number of university applications has declined this year.
E The government wants 50% of young people in higher education.
F Alison Wolf agrees with Julian Nicholds.
G Bill Rammell agrees with Tony Blair.
H Switzerland is following Britain's example.
Questions 23-26
According to the information given in the text, choose the correct answer or answers from the choices given.
23. University students nowadays are criticised for their lack of
A. mathematical ability.
B. essay writing ability.
C. criminal behaviour.
24. Geoff Hayward is concerned about
A. the quality of students.
B. the ability of students to communicate properly.
C. there being too much focus on examinations at schools.
25. Bill Rammell points out that
A. Britain doesn't have enough graduates.
B. there are 6.8 million graduates in Britain.
C. other countries want to increase the number of graduates.
26. Wolf believes
A. Switzerland is better than Britain.
B. market forces should determine how many people go to university.
C. employers use degrees to shorten lists of applicants.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
Are You Experienced?
How we spend our money is changing. In the new 'experience economy' we pay to do things, not have things.
Trevor Beattie, the advertising supremo, has earned millions by devising original and controversial publicity
campaigns. His agency assembled the arresting FCUK logo for French Connection. However, he doesn't believe
in amassing expensive emblems of success, instead lavishing his fortune on such ephemeral things as flights in a
MiG jet, or flying his mum on Concorde. He says that buying a Porsche is the saddest thing in the history of
money.
Beattie is not alone in prizing memories above materialism. For a truly special birthday party, a Ferrari in a
ribbon will no longer cut it. What the super-rich really want is their own private Rolling Stones concert (cost: ￡2
million) or a trip into space (￡100000, courtesy of Virgin Galactic). Even the rest of us don't particularly want
stuff any more: we'd rather enjoy a day at the races, a massage, a ride in a hot-air balloon or a weekend cookery
course run by a Michelin-starred chef. These are all symptomatic of the growing "experience economy", which
has evolved out of a culture of mass affluence. With our basic needs satisfied -- the disposable income of Britons
is double what it was in 1980 -- we are becoming increasingly choosy about how we spend our money. Rather
than upgrading our car or television, we'll spend the cash in coffee shops, hotels, restaurants, sports clubs and
theme parks. We'll splash out on European city breaks or walking the Inca trail. Experiences, in other words. The
amount that British people spend on retail goods as a proportion of consumer spending has gone down in the past
ten years. That money has migrated to restaurants, leisure and budget travel, as well as mobile phone calls.
Even that most acquisitional of pursuits, shopping, has had to wake up to the experience economy. Shopping
malls such as Bluewater have acknowledged the arrival of the experience economy by restyling themselves as
destinations for a family day out. You can browse, dine and take in a film; the shopping is optional. Companies
such as Marks & Spencer recognise the trend, which is why they've started putting coffee shops and bookshops in
their stores. The experience of shopping is just as important to us as what we end up taking home.
The "experience economy" was first predicted in a 1998 article in the Harvard Business Review by James
Gilmore, an American business consultant who advocates, among other things, sleep deprivation as an idea
booster. The idea was later expanded into The Experience Economy: Work is Theatre & Every Business a Stage.
Written with B. Joseph Pine, the book posits that we are in the middle of a profound economic shift. Just as we
moved from a goods to a service economy, now we are shifting from a service to an experience economy.
Accordingly, to stand out in the marketplace, companies need to offer not just goods and services but
experiences. Companies are no longer mere suppliers but stagers of events designed to be experienced. The
newest retail stores prove the point: the flagship 'Toys "R" Us' shop in Times Square in New York is no "pile 'em
high, sell 'em cheap" emporium. Visitors are immersed in the Toys "R" Us experience as soon as they encounter
the Ferris wheel at the front door. Other attractions include two floors designed as a Barbie house, and an
anima-tronic dinosaur. Shoppers are called guests.
The idea is to foster an emotional attachment between company and consumer, and hope that "guests" will
want to acquire a memento that reminds them of the warm fuzzy feelings they had during the experience. The
hippest companies of the moment -- Starbucks, Apple and, on a smaller scale, the drinks company Innocent -- are
all admired within the business industry for their ability to connect emotionally with their consumers and for
proving that people will pay a premium to buy into their world. An Innocent fruit smoothie, for example, costs
about ￡2, much more than a non-branded smoothie. Magazine reviews of the Apple iPod, which always criticise
its battery life and exorbitant price tag, are inevitably forgiving because of the iPod's iconic design and an enduring affection for the company's perceived ability to do things differently. Visitors to Apple's six British stores
are encouraged to use an "online concierge" to help them to plan their trip, showing that progressive companies
have bought in fully to the hospitality concept.
The conveyor belt of business publishing also attests to the increasing importance of the customer experience.
Pine and Gilmore's groundbreaking offering was followed by such tomes as Priceless: Turning Ordinary Products
into Extraordinary Experiences (which became required reading at IBM, Estee Lauder and Pizza Hut) and Making
Meaning: How Successful Businesses Deliver Meaningful Customer Experiences. They all preach the same
gospel: that, contrary to what companies think, not all consumers are focused on bagging the cheapest product.
The buying experience is critical (which is why we have not all switched to internet shopping or no-frills airlines).
The most notable aspect of the experience economy is how much we are prepared to pay for a purely nonmaterial experience, such as a day in a spa or a trip to Prague. A collision of social trends is responsible. This era
is unique in the coming together of various trends such as globalism, multiculturalism and a demographic shift in
terms of longevity. There are more leisure activities around today than twenty years ago. We are aware of these
other activities and cultures and we now have the money to experience them. Now that we are living longer, we
have more time to try different things.
Questions 27-30
For each question, only ONE of the choices is correct. Write the corresponding letter in the appropriate box on
your answer sheet.
27. Trevor Beattie is least likely to
A. think of a good way of advertising something.
B. fly in a military plane.
C. buy a nice, fast car.
28. An 'experience economy' has grown in Britain because
A. most people have enough things.
B. people like new ideas.
C. buying things has become too expensive.
29. Shopping malls such as Bluewater
A. are changing the way they present themselves.
B. have been slow to recognize changes in consumer behaviour.
C. are unhappy with the idea of an 'experience economy'.
30. Retailers focusing more on 'experiences' still aim to make sales through
A. better marketing techniques.
B. calling cutomers 'guests'.
C. selling customers things that remind them of their experiences.
Questions 31-35
Complete the following sentences using NO MORE THAN THREE WORDS from the text.
31. James Gilmore thinks that people become more creative when subjected to ______.
32. Starbuck's is a company that has managed to develop an ______ with its customers.
33. Pine and Gilmore's books suggest that not all consumers focus on buying the ______.
34. Internet shopping lacks the ______.
35. People have time for more experiences partly because they are ______.
Questions 36--40
Do the following statements agree with the information given in Reading Passage 3?
In boxes 36-40 on your answer sheet write
TRUE
if the information in the text agrees with the statement
FALSE
if the information in the text contradicts the statement
NOT GIVEN
if there is no information on this
36. In Britain, the total amount of money spent on buying things has gone down in the last ten years.
37. Some shopping malls have a cinema to enhance people's shopping experience.
38. iPods are often criticized for being too expensive.
39. Apple is considered to be a creative company.
40. Companies believe there is a clear limit to how much people will pay for 'experience'.
WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
The chart shows the hours per week spent watching TV by gender and by age
group in 2001 in Australia.
Summarise the information by selecting and reporting the main features and by
making comparisons where relevant.
Write at least 150 words.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
There are social, medical and technical problems associated with the use of mo- bile phones.
What forms do they take?
Do you agree the problems of mobile phones outweigh the benefits?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
SPEAKING
PART 1
The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.
EXAMPLE
Home
· What kind of place do you live in--a house, a flat, or a dormitory?
· Who do you live with?
· How long have you lived there?
· Do you like living there?
· Do you think you will move anytime soon?
Computers
· How often do you use a computer?
· Which websites do you often visit on the Internet?
· In what ways do people use computers in your country?
· How 'computer literate' are you?
Cultural events and entertainment
· Do you often go to cultural events?
· Tell me a little about the last time you went to a cultural event.
· what kinds of cultural events do people like to go to in your city?
· Is it expensive to go to such events?
· Have you ever participated in a cultural event or exhibition?
PART 2
Describe an advertisement.
You should say:
what product or service is advertised
what the advertisement shows or showed
why you remember this advertisement in particular and say whether you think the advertisement is/
was effective.
You will have to talk about the
topic for one to two minutes.
You have one minute to think about what you're going to say.
You can make some notes to help you if you wish.
PART 3
Discussion topic:
Advertising
Example questions:
· What kinds of advertising can you find in your everyday life?
· Do you think that there is too much advertising in our lives?
· Do you think that certain products are better advertised in particular ways?
· Many people find advertising informative. Others claim it just creates demand for unnecessary products and
services. What do you think?
· What controls should there be on advertising?
答案
TEST 3
LISTENING
Section 1, Questions 1-10
1. (bright) red
2. handle
3. AEJ
4. EDV 758
5. 6 a.m./06:00
6. (by) underground/subway/tube
7. (large/electronic) departures board
8. 3/three months
9. twice a year
10. (to) children's charities
Section 2, Questions 11-20
11. INANY ORDER
B
C
D
12. B
13. B
14. D
15. control the flow
16. get permission
17. (covering) small purchases
18. loss or theft
19. used like cash
20. (quite) substantial
Section 3, Questions 21-30
21. pace and timing
22. aims
23. highlights potential
24. coherence and cohesion
25. low-intermediate
26. avoid excessive instructions
27. vocabulary
28. rock and mountain
29. pages/page numbers
30. websites
Section 4, Questions 31-40
31. French, Spanish, German (NB in any order)
32. 6
33. 1.4 million/1400000
34. 52.7
35. weighty national priorities
36. right order
37. (their) parents
38. Arabic, Korean, Russian (NB in any order)
39. IN ANY ORDER
A
B
C
40. IN ANY ORDER
A
B
C
ACADEMIC READING
Reading Passage 1, Questions 1-13
1. F
2. B
3. A
4. B
5. develop new technologies
6. on imports
7. relatively scarcer
8. reform
9. False
10. False
11. True
12. Not Given
13. Not Given
Reading Passage 2, Questions 14-26
14. E
15. C
16. B
17. G
18-22 IN ANY ORDER
B
C
D
E
G
23. IN EITHER ORDER
A
B 24. IN EITHER ORDER
A
C 25. C
26. IN EITHER ORDER
B
C
Reading Passage 3, Questions 27--40
27. C
28. A
29. A
30. C
31. sleep deprivation
32. emotional attachment
33. cheapest product
34. buying experience
35. living longer
36. Not Given
37. True
38. True
39. True
40. Not Given
听力原文
TEST 3
SECTION 1
Woman: Good morning. Heathrow airport lost property office. How can I help you?
Man: Good morning. I lost a briefcase at your airport yesterday and would like to report it, please.
Woman: Certainly, sir. Could you give me a brief description, please?
Man: Of course. It's a very light brown briefcase, about 50 centimetres wide and 30 centimetres high. It's quite
distinctive because it has a bright red clasp on the front and red trimmings. The handle is black. My initials 'A E J'
are on the clasp.
Woman: Ah! Just a minute, sir. I remember a briefcase matching that description being handed in yesterday. At
about what time did you lose it?
Man: My flight arrived from Sydney just after three in the afternoon. I had taken the briefcase onto my flight as
hand luggage. After disembarking, it would have been almost four o'clock when I picked up my check-in luggage
and left my briefcase at the carousel. It was so foolish of me.
Woman: Yes. Here is the log book. I'll just check that it's here. Do you have a pen and paper? You'll need to write
down a few things to remember for when you claim your briefcase.
Man: I'll just get that while you're checking ...
Woman: Hello? Are you there?
Man: Yes. Is my briefcase there?
Woman: It is. When you come to claim it, you'll need to tell whoever is on duty the lost property number--that's
EDV 758. Have you got that?
Man: EDV 758. Got it.
Woman: You'll also need to bring some identification with you--something with your photograph on it. Most
people present their passport.
Man: Yes, of course. I'm flying to Austria next week, so I'll pick it up then.
Woman: That'll be fine. You'll have your passport with you, no doubt, so that can serve as identification.
Man: My flight is in the evening, so I won't be at the airport until seven o'clock at the earliest. Will the office be
open at that time?
Woman: Yes, sir. We're open until six, sorry, I mean from six in the morning until midnight, every day.
Man: Great. I just need to know where your office is.
Woman: It's in the main concourse of Terminal One at the airport. Will you be coming by taxi, by car ...?
Man: I'll be arriving by underground.
Woman: OK. In that case, get off at the stop for Terminal One. Go up the escalator to the main concourse. At the
top of the escalator, mm left and you'll see a large departures board--an electronic one. If you face this, you should
see our office off to the right, in the comer. It's clearly signposted.
Man: Up the escalator, mm left, off to the right of the departures board. Got it. Thank you very much for your
help.
Woman: That's what we're here for. I only wish we could return all the items we get handed in to us.
Man: I guess you get dozens of items every day.
Woman: Yes, we've built up quite a collection.
Man: What happens to the things that remain unclaimed, if you don't mind my asking?
Woman: Not at all. We keep each item for a minimum of three months. Twice a year. in June and December. we
have a sale. The proceeds from the sale in June go towards the upkeep of the office and the proceeds from the
December sale go to a children's charity. The sales are by auction and attract a lot of interest from passengers and
staff, as well as from the general public.
Man: How interesting. One final thing--who handed in my briefcase? It would be nice to thank them personally.
Woman: I'm afraid there's no record of that, sir.
Man: What a pity! Well, thank you very much for your help. Goodbye.
Woman: Goodbye.
SECTION 2
Presenter: Good afternoon everybody. My name's Sophie West and I'm here to give you some information
and answer your questions about money when you are studying abroad. To obtain any form of entry clearance into
the country where you wish to study, you will need to prove that you have enough money to cover your tuition,
accommodation fees and living expenses. Therefore, you need to arrange all your funding ahead of time. Start by
working out how much money you will need. I believe that you will be having a presentation on that topic later
this week, so I won't go into detail about it now.
If you are hoping for a scholarship to help pay for your studies, then start making enquiries and applications
now. The chance of arranging a bursary or scholarship or major funding after arrival is minimal so it is essential to
apply before you leave home. To find out what scholarships are available, you can contact the university you
intend to study at and the ministry of education in your own country for further information.
Let's look at possibilities for moving your money abroad. It is very risky to carry large amounts of cash when
you're travelling. When the time comes to travel abroad, plan to take just enough cash to meet your immediate
needs and send the rest of your funds by another method, such as international money order, bank draft, electronic
transfer or telegraphic transfer. Let's go through those one-by-one, shall we?
You can buy an international money order before you leave, and then, when you get to the country you are
going to study in, you can pay it directly into your bank account. You can also exchange international money
orders for cash at certain places. Remember to take your passport with you when you do this. A bank draft is
similar to an international money order, except that you can only pay it into a bank account; you cannot exchange
it for cash.Ask to have it made out to you in the local currency and drawn on a local bank. That way you will not
pay a commission feewhen you pay it into your account, and the funds will take less time to clear, that is to move
through the system and into your account. An electronic transfer is when your bank in your home country
transfers funds from your home account directly to your account abroad. This is often the easiest way to transfer
money, but it cannot be arranged until you have opened a bank account abroad. Telegraphic transfer is the fastest
way to send money overseas, but it is also the most expensive. As with an electronic transfer, you can only arrange
a telegraphic transfer after you have opened your bank account abroad--it cannot be arranged in advance.
Most English-speaking countries place no limit to the amount of money you can bring into the country, but
your government may control the flow of money in and out of your own country. In that case, you'll need to find
out as soon as possible how to get permission to transfer money, whether there is a limit to how much you can
transfer and what regulations you must comply with. For further information contact your local bank for advice on
how to transfer your funds abroad.
When you first go abroad, you will have lots of things to do and it may be a few days before you are able to
approach a bank and open a bank account. And once you do, it may take a while for your transferred funds to clear
through the banking system. So altogether, it could be anywhere from one to three weeks before you have access
to the funds you transfer. Obviously, you will need some other sources of money in the meantime. The
possibilities include cash, traveller's cheques and credit cards. Let's take a look at each of them.
As I mentioned earlier, you should not carry large amounts of cash, but do bring a certain amount to cover
the costs of your first few days or so. Cash is very useful for covering small purchases, such as drinks and snacks.
If any of your dependants are travelling with you, you will obviously need to bring more cash. Most international
airports have a 24-hour bank or bureau de change where you can change overseas currency or travellers' cheques
no matter what time you arrive. However, bear in mind that the exchange rates at these bureaux de change are not
very good. Keep this in mind when planning your cash needs. You can also exchange money at banks. In
English-speaking countries, most are open from 9 a.m. to 5 p.m., Monday to Friday, and on Saturday mornings. If
you arrive outside those hours, plan to either exchange your money at the airport/seaport, or bring enough cash to
cover your needs until the banks open. Travellers' cheques are much safer than carrying cash, as they are insured
against loss or theft. They can be cashed at banks and bureaux de change and travellers' cheques made out in the
local currency can also be used like cash in many shops and restaurants--but check with the staff in each case to be
sure to avoid embarrassment. Credit cards are widely accepted as payment in English-speaking countries and you
can also use them to get cash from the machines at banks. However, check with your bank at home to find out
how much commission you will be charged if you use your home credit card abroad. It could be quite substantial.
Now, let's take a look at ...
SECTION 3
Student: Good morning. I'm here for our meeting about creating lesson plans.
Tutor: Ah, yes. Bang on time! Come in and take a seat. Now, didn't I ask you to prepare something?
Student: Yes, you did. You asked me to think of the possible uses for a les- son plan. Here's what I came up with.
First, it helps the teacher with the pace and timing of a class. Second, it creates a focus for the teacher and also for
the students. Third, it shows everyone what material is being covered, needs to be covered or has been covered.
Tutor: That's particularly useful if you have a strict syllabus to follow.
Student: However, there does seem to be a need for a balance between covering material and choosing when to let
a class flow and let students carry on an activity if it's leading to learning.
Tutor: Yes, that's certainly tree. Anything else?
Student: It gives clear aims to the students and to the teacher. I think it's worth remembering that there are two
perspectives to consider in the learning process. It also serves as a reminder for teachers to put aims, first and
materials second, rather than vice versa. Those are the five I came up with.
Tutor: I think that you've got the most important, ... the key points. I can add another five. A lesson plan also helps
to highlight potential student problems, and creates an opportunity to find a solution. Second, it brings cohesion
and coherence to a lesson. Third, it clearly shows the interaction between teacher and student--or at least the
expected interaction. As we both know, lesson plans don't always go according to plan! A lesson plan also clearly
shows something else--the distribution of time spent on different skills. This can really show if your speaking or
writing class is really about speaking or writing. And finally, it serves to remind you what materials you have to
take into class.
Student: Thank you. I've made a note of those points.
Tutor: Take a look at this incomplete lesson plan. Do you have any ideas about what could be added to each
section?
Student: Let's see. The students are at low-intermediate level and the lesson will last for 50 minutes. The students
are academic ones staying in Australia for three months to improve their spoken English. The aim of the class is to
elicit reading comprehension and speaking abilities for story telling, as well as to practice the present simple and
the past simple tenses.
Tutor: Can you think of any personal aims that the teacher may have?
Student: Mmm. Perhaps one could be to avoid excessive instructions.
Tutor: That's a good suggestion. What assumptions would you make if you were the teacher?
Student: Er ... I'd assume that the students could understand the instructions. The topic is extreme sports. Mmm.
Perhaps I'd assume that they do not understand some of the vocabulary related to those sports--for example, the
difference between mountain climbing and rock climbing.
Tutor: So that would qualify as an anticipated problem.
Student: Ah, yes. Yes, it would.
Tutor: And what solutions would you suggest?
Student: Solutions? Perhaps one solution would be to elicit the difference from students via questioning.
Tutor: Yes, that would work. Given their level, the students should be able to provide some answers to that, using
fairly basic vocabulary. At the bottom, you can see a list of aids--textbook, blackboard, chalk, chalk eraser,
pictures of rock climbing and mountain climbing.
Student: Ah, the pictures will help to explain the vocabulary. A picture dictionary can be very useful in such
situations. By the way, when I write the name of any textbooks I'm using, would you suggest that I add some
details?
Tutor: You mean like the publisher and page numbers?
Student: Yes.
Tutor: I would certainly note down the page numbers. It's probably a good idea to add the author, but probably not
necessary to add the publisher. Mind you, if other people are going to see your lesson plan, it might be a good idea,
because they might want the book them- selves---knowing the publisher makes it easier for them to find it.
Student: Do you recommend keeping lesson plans?
Tutor: Having stored plans for years it has become clear to me that no two classes are exactly alike and this limits
the potential for re-cycling lesson plans. However, one suggestion I can make is that you keep yours ideas, rather
than necessarily the whole plan. These can be kept on postcards that are organised by topic--perhaps with
crossreferences for level, skill or structure--and then kept for easy access. This is really easy if you do it on a
computer.
Student: Can you recommend any books for helping with the creation of les- son plans?
Tutor: My favourite book is Lesson Plans from Nothing by John Davis. You can get it from the bookstore on
campus. If you're interested in knowing how others do their lesson plans or just simply need a lesson plan now,
because you have no time, try these websites.
Student: That looks like a useful list. Thank you. Thank you very much.
SECTION 4
Lecturer: More and more American parents are becoming interested in having their children learn Chinese.
This is not only a case of having their children attend private classes or of schools teaching the language instead of,
or in addition to, the West European languages that are traditionally studied in the States, like Spanish, French and
German. Oh, no. Studying geometry can be taxing for any 10-year-old, but at a select number of American schools,
children are not only learning about angles, they are doing it in Chinese. This select number of schools is growing,
since Chinese is a hot language thanks to China's surging economy and growing world clout. Even children as
young as 6 are honing their Chinese at school, motivated by a mix of parental prodding and their own desire to do
something different. I went to see one of these schools and it really is amazing when you walk into a kindergarten
classroom, and the children are 'understanding what the teacher is saying and it's all in Chinese. Half of the time
the kids aren't even aware that the teacher is speaking a different language. They just fall right into it.
The United States has declared this year to be the "Year of Languages", although few Americans are aware of
the designation. According to a survey by the Language Association, more college students are studying foreign
languages than ever before. Enrolment in Chinese has risen by 20 percent over the past 3 years. The 1.4 million
students learning 15 leading languages represents a 17 percent increase over the same period. However, only 9.3
percent of Americans are able to speak a second tongue, compared to 52.7 percent of Europeans, according to the
Census Bureau.
At first glance, weighty national priorities take a back seat to the fun of cultural exchange at Potomac
Elementary. Hallways are festooned with Chinese art and learning aids, such as stuffed animals labelled with
Chinese names. Children sing Chinese folk songs and American nursery rhymes in Chinese. In the fifth-grade
immersion class, songs and games come only after a rigorous vocabulary drill and lessons on triangles and
trapezoids-- all taught in Chinese. The students are good at listening and do pretty well at reading, but writing is
their weak point, according to the class teacher, who has a Ph.D. in education and was a teacher in his native
Beijing.
I asked two of the children--a boy and a girl--about their experiences of learning Chinese. The boy said that
mastering Chinese characters was tough. When I asked why, he said that he finds the writing particularly hard
because you have to do the strokes in the right order. The girl said that learning Chinese is "cool" and that she is
starting to catch on to the complex writing system of characters that contain elements of meaning and sound. She
pointed out that it is quite different to English because there's nothing like letters to refer to. However, she noted
that she can remember how to write Coca-Cola in Chinese because it has a lot of little boxes that refer to a mouth.
This visual aspect of Chinese characters and how it influences children when they are learning the language is a
theme I'll return to later.
Even though it is clearly the parents who are pushing for more Chinese classes, my research revealed that
they are not usually pushing their children too hard, which I think is a good thing. Parents of the kids say they are
loathe to plan careers for 10 year olds. To quote one of them, "Even if my child doesn't use her Chinese going
forward, she's learned so much about another culture." Some of the parents are encouraging their
children--directly or indirectly--by taking night classes in Chinese. This has been proven to be a great motivator. If
children see their parents learning something, they will usually take an interest in learning it too--or at least take a
greater interest in learning generally.
Dreams of selling Coca-Cola and other American products to China have helped drive the. interest in
Chinese studies. According to the Language Association, 640 U.S. colleges offer Chinese programs, while 102
schools from kindergarten to 12th grade teach Chinese. Teaching Chinese is also of keen interest to the U.S.
government, which launched the National Education Program in 1994 to fund university studies of languages of
key world regions, including East Asia and the Middle East. In 2002, the NEP announced that it was placing
particular emphasis on programmes to teach Arabic, Chinese, Korean and Russian.
I spoke to some students who had just started learning Chinese here at this university. All of them had learnt
Chinese since the age of 11 and some had started even earlier. Student A said he had started learning Chinese eight
years ago because he thought it would be pretty fun. However, as he began contemplating college, he recognised
that there were good opportunities for employment in China upon graduation. As he said, China is expanding fast
and now they need services, including lawyers and businesspeople. Student B said that she wants to follow her
father and start her own business and have an office in China. Student C said that he thought his studies would
bring national gain as well as personal achievement. To quote him, "When a lot of kids like us grow up and
hopefully are able to speak Chinese, and get jobs with businesses who are trading and doing business with China,
it will be a big leap for our country."
作文
TEST 3, WRITING TASK 1
MODEL ANSWER
The bar chart tells us how many hours a week, on average, male and female Australians of various ages spend
watching TV.
Males aged under 15 watch an average of 15 hours of TV per week, which is almost half of the 26 hours that
females spend watching it. This figure then rises to 18 hours a week for males aged 15-25 (the highest number of
hours for males), before falling to 16 for males aged 26-35. There is a further drop to 10 hours per week for males
aged 36-45 (the lowest number of hours for males). Thereafter, the figures rise to 15 hours per week for males
aged 46-55, with a further rise to 17 hours for males aged over 55.
On average, females aged under 15 watch more hours of TV (26) than any other age group of either gender.
This figure falls to 20 hours for females aged 15-25, followed by a further drop to 17 hours for those aged 26-35,
with yet another fall to 8 hours for women aged 36- 45. This is the lowest figure for men or women of any age
group. There is then a rise to 18 hours a week for women aged 46-55 and another increase to 20 hours for women
aged over 55.
In summary, the trend for people aged 15 and over is the same for men and women, with the 36-45 age group
watching the least TV.
TEST 3, WRITING TASK 2
MODEL ANSWER
Whilst I agree that mobile phones have their problems, I still believe that these problems are outweighed by the
benefits that mobile phones bring us. In this essay, I will look at the problems and the benefits.
I think that the social problems presented by the use of mobile phones are quite serious. However, it is not the
phones themselves that create this problem it is the way that people use mobile phones. Many people seem to
think that it is perfectly acceptable to use mobile during meetings, classes, and even classical music concerts. This
is an indication of their lack of respect for other people and their lack of a decent upbringing rather than a
demonstration of the problems of mobile phones, since every mobile phone has an 'off' button.
There may be medical problems associated with mobile phones, such as interference with brain waves, but these
have not yet been proven. Indeed, a recent study by a Spanish researcher demonstrated that there was no danger
even when hundreds of people were using mobiles at the same time in a train. Any detrimental medical effects are
likely to be minor and unlikely to outweigh the advantages that mobiles bring.
The main technical problems associated with mobile phones include the problems that they cannot receive signals
everywhere, the system can become overloaded, and battery time may be short. Signals are usually only missing
in remote areas where there are few people. Systems can generally deal with all but the heaviest traffic and in such
situations there are alternative forms of communication available. Manufacturers are constantly looking at ways to
extend battery life.
The benefits of mobiles are that they provide person-to-person communication almost everywhere. People can be
contacted at any time, though callers should bear in mind the time of day! Mobile phones have been proven to be
particularly useful in poor rural areas of Africa and India, allowing reliable communication with the outside world
and, as a result, furthering rural economies.
In conclusion, there are certain problems associated with the use of mobiles, but these are easily outweighed by
the benefits they bring, in my opinion.
Speaking Test 3
PART 1
Home
· I live in a semi-detached house. It has two floors, a garage, a small front garden and a large back one.
· I live alone.
· Actually, I only bought the house last year, so not very long at all. Before that, I lived in another part of the
same city.
· Yes, I do. The neighbourhood is very nice----clean and quiet. There is rarely any litter on the pavement and
there are no main roads nearby. Most of the neighbours are elderly, so it's very peaceful. In fact, I think that I'm
the noisiest person there!
· I hope I will go to live abroad for a while, but I intend to keep this house. I only bought it recently, so it would
be terrible to have to sell it so soon.
Computers
· I use a computer almost every day. I have a computer at work, but I don't use it the whole day. Most evenings I
go online using the computer I have at home. I use computers to check my email, write documents, read news
articles, visit the websites of companies that we work with or to play computer games.
· I go to 'Yahoo!' to check my email and sometimes read the news. I can also use that page to search on the
Internet. I often visit websites where you can buy DVDs, such as Amazon. I like to see what is available. I
sometimes buy DVDs online, but more often I buy from a shop.
· I think that most people use computers like me. They check their email, write documents, or play computer
games. I guess young people are more likely to use computers than older people, especially for computer games
and email. I'd say that most people in my country know how to use a computer for basic things.
· I'm pretty good at using computers, especially since I took a computer course last year at work. The company
wanted more people to be able to deal with basic problems themselves rather than having to call out an expensive
specialist every time something small went wrong. I think it was a good idea. Anyway, now I can use all the major
programmes and deal with common faults. Sometimes my friends invite me over to dinner and ask me to fix their
computers. It's a fair exchange.
Cultural events and entertainment
· No, I don't. I occasionally go to an exhibition, but that's because of work, so I have to. I go to a concert about
once a year, but I find them expensive and the sound quality isn't very good. I much prefer to buy a CD.
· Last week, I went to an exhibition for companies wishing to export to Asian countries. It was held out- side
London; so I had to travel there by car. I went with a colleague. We spent the whole day looking around at the
exhibitors' stalls. Originally, I had thought that it would be a waste of time, but actually
we made some good contacts and we have already signed some contracts as a result of meeting people there.
· There are so many cultural events going on in London all year round. Many of them involve music-- everything
from classical to punk-rock. There are also hundreds of exhibitions in the city at any one time. The most popular
cultural events have to be New Year and the Notting Hill Carnival, when thou- sands of people go out onto the
streets and have some fun.
· Going to concerts in Britain is quite expensive. I doubt that you can get tickets for less than ￡20. That would
be for tickets right at the back of the opera hall. Many of the expensive tickets are bought by companies who want
to impress clients. Exhibitions tend to be much cheaper. In fact, many are free.
· At least once a year, I have to help organise our company stall at an exhibition. I used to think that they would
be boring, but they are that bad if you are on the stall with good, fun people and there are plenty of people visiting
your stall to check out what you have to offer. I enjoy handing out leaflets with information about our company
and its products, and I love answering people's questions.
PART 2
I'd like to describe an advertisement we used for our company recently. It is a picture, which can be used on
billboards or, on a smaller scale, on walls or at exhibitions. It shows our company logo above two people shaking
hands and smiling. There is a table in front of the two people, which gives the impression that the two have just
done a business deal. The background is quite bright--yellow and bright purple, which might not sound nice but is
very eye-catching. The advertisement is a simple way of showing what our company does. At the bottom, the
main activities of our company are outlined, together with a list of our offices worldwide. I think the
advertisement has been very effective. There's probably no way to be absolutely sure, but since we started using
this ad, our revenue has increased considerably. I think there is a connection.
PART 3
· Advertising seems to be everywhere nowadays. At home, I can see adverts on TV or on the Internet.
I find Internet ads quite annoying sometimes, because they cover the whole screen and interrupt your search.
I have installed some software on my computer, but it isn't 100% effective. On the roads, we can see billboards
and of course many businesses advertise themselves using signs and at night they often use neon lights. I used to
get a lot of leaflets through my letterbox, but the number has fallen considerably since I moved house.
· I think that the amount is about right. I understand that companies need to make people aware of their products
and services. I've been to Hong Kong on business and there was far more advertising there than in most parts of
London.
· I think that certain products need to be aimed at certain people, so the place where companies advertise is more
important than the method, in my opinion. For example, expensive watches and jewellery should be advertised in
magazines that wealthier people tend to buy, rather than newspapers that are bought by a lot of people who will
probably never be able to afford such items.
· I think that it's a mixture of the two. In Britain, there are fairly strict laws about what advertisers can say. As a
result, completely misleading advertisements are rare. Having said that, people need to re- member that
advertisements might not tell the whole troth. For example, a product might have certain bad points, which the
advertiser will certainly not reveal unless they have to. The iPod is a perfect ex- ample. Apple makes a big fuss
over how wonderful the design is, but you never hear about how poor the battery is compared with similar items
produced by other companies. Other advertisements clearly aim to make us consume more. This can be seen when
special offers such as 'buy one, get one free' appear in supermarkets.
· There have to be some controls. Advertisements should not lie, but advertisers often claim their product is 'the
best', which cannot be proven, since it is a matter of opinion. There should be restrictions
· on the pictures and images and language used, just as there are now in Britain. Few people would want explicit
pictures or language being shown during family viewing or in children's comics.