Section I : Listening Test 30 points
Part 1: Questions 1 —10 are based on this part. 10 points
Summary blank filling: From the information you hear in the conversation, fill in the blank spaces in the text below according to what you hear.
Professor Michaleson needed only one (1)______ to realize that Chinahas a big problem with (2)______. He was particularly struck by the air pollution in (3)______
He believes the problems of air, land and water pollution need to be solved at various levels. It is not enough to make laws, they also need to be (4)_____ and people need to be educated about them. Ordinary citizens also need to take (5)___ _ themselves.
Professor Michaelson was shocked by Chinese people's attitude towards (6)____, they drop it anywhere, even where there are (7)______ bins provided. He says that in his own country, people are embarrassed if they are seen dropping litter in the street and other people will tell them off.
Nevertheless, Professor Michaelson is impressed with retrain aspects of (8)______ inChina. He has noticed many ordinary people carrying waste (9)______ on their bicycles, or collecting empty bottles and cans in parks. A system where people can make money out of rubbish not only helps solve the environmental problem but also creates (10)______ for people.
Part 2. Questions 11 —20.
Task 1 Questions 11 — 15 Spot Diction-. Listen to the talk about inequality experienced by people of the "Fourth World? Fill in the blanks with one word according to what you learn through listening. Before the first listening you have half a minute to study the questions.
The term — the 'Fourth World' was used by Dyck in 1995 to (11)______the particular social problems experienced by indigenous peoples in rich countries. By (12)______ ' we mean the people whose (13)______ were colonized by the ancestors of people belonging to the (14)______ or mainstream culture. The concept, 'the Fourth World' has been used in a number of ways. In this talk I will be drawing on Dyck's work and the work of Haralambos and his colleagues (1996) to explain the (15)______ and to show how it can be applied to people inAustralia..
Task 2 Questions 16 — 20 Multiple choie: Listen to the interview again and choose the best answer from A, B, C or D to complete the following statements. Write your answers on your answer sheet.
16. Fourth world people ______.
A. are colonists
B. are culturally dominant in their country
C. have little political power
D. are environmentally destructive
17. The consequences of colonial periods are ______.
A. a lack of history
B. the cultural marginalisation of indigenous peoples
C. the eradication of poverty
D. the oppression of the descendants of colonists
18. InAustralia______.
A. there are only three linguistic and tribal groups
B. the tribes lost their lands when the British invaded
C. the tribal languages have totally disappeared
D. the language of the tribes is called 'aborigine'
19. Heterogeneity means ______.
A. being very different from each other
B. being born of different nationalities
C. the result of carelessness
D. having a wide range of abilities and skills
20. The Highland clearances were carried out ______.
A. as an example of Marxist policies
B. to make the aborigines go toAustralia
C. to make the landowners richer
D. between 1800 and 1899
This is the end of the Listening Test. You will now have 10 minutes to transfer your answers to the Answer Sheet.
Section II : Reading Test 50 points
Part 1: Questions 21 — 30 are based on the following passage. 10 points
Passage 1
Changes in Australian Education
Haralambos and his colleagues (1996) have summarized the major changes in Australian education over the past two hundred years. The major issues driving their analysis are the questions:: t
— of the effects that education has had on society; and
— why some social groups tend to enjoy more educational success than others.
They are not the only social scientists concerned with these issues. However, their book contains a recent and comprehensive summary of Australian educational research. Here are some of the major points they make.
There are five basic components to the Australian educational system;
( I ) primary school (age 5 —12 years of age)
( II ) compulsory secondary school (12 —15) years of age)
(or 12 —16 years in the State ofTasmania)
(III)post-compulsory secondary school (15 — 17)
( IV ) technical and further education (17 years and older)
( V ) higher education or university (17 years and older).
Before the Second World War nearly half of Australian children did not attend secondary school. In the second half of the twentieth century, education expanded and changed form dramatically. Between 1956 and 1966 the number of universities grew from 9 to 14, then rose to 19 in 1975. In addition, there has been a significant growth in non-university post-secondary education. In the 1990s the percentage of women with post-secondary school qualifications was 37%. The percentage of men was 47 per cent.
Haralambos and his colleagues summarize the evidence about the impact of education on the creation of a more equal society. They say 'both material and cultural factors affect the length of stay in education.' Family wealth still exerts a powerful influence on access to university education. However, the expansion of education has meant an expansion of educational opportunities for people from social groups earlier denied a higher education.
Bob Connell, a major writer on Australian education, has argued that 'the evidence of socially unequal outcomes continues to mount. It is one of the most firmly established facts about Western-style educational systems in all parts of the world. '
Questions 21 — 30: True or False: Mark the following statements as T (true) or F (false) according to the information in the text.
21- Haralambos worked alone on his summary of Australian education.
22. He and his colleagues were interested in studying social inequality.
23- Most Australian students must stay at school until they are 15 years of age.
24- There is a common compulsory leaving age across all ofAustralia.
25. There are two major forms of education for 17 years and older.
26. Post secondary education is compulsory in Australia.
27. Fewer than 50% of children attended secondary school before 1939.
28. Major changes in education occurred in the latter half of the 20th century.
29. By the 1990s, a higher percentage of women than men had post secondary qualifications.
30. The expansion of education has meant that there is now no social inequality in access to higher education in Australia.
Part 2: Questions 31 — 36 are based on the following passage. 12 points
Passage 2
My Computer
Ten years ago I occasionally used a typewriter for important documents such as my curriculum vitac and job application letters. I couldn't really type so I tapped away at the keyboard with my two index lingers and made lots of mistakes. One simple letter would often require at least a dozen attempts before I managed to produce the final, neat document. When a course that I was doing demanded typed assignments I begged friends with good typing skills to help me. In other words, to type them for me and when my final project had to be typed up, I actually paid a professional typist to do it! I was 'a pen and paper person'. I had never been interested in machines and 'artificial intelligence' and sincerely believed I could live happily without advanced technology in my personal life!
The situation has changed, of course. It's been a gradual change but these days I hardly know myself. I even have a computer and a printer. I have never learned to use all ten fingers on the keyboard but I can work quite quickly and produce documents which have an impressive layout and which use different sizes and styles of type face (or font). I know how to underline, how to write words in bold or italic script, how to give parts of a text a border, how to insert illustrations and so on. I feel a great sense of achievement when I finish a document, print it out and see the finished product. Such documents seem 'professional'. I suspect, however, that impressive layout may camouflage inferior content. I hope this is not true in my case.
Five years ago, I had no idea what friends were talking about when they mentioned "E-mail (even if they used the full term, electronic mail), 'the internet' and 'modem' but my computer now has a modem, and through this device, it is connected to the international network known as the Internet. As a result , I can now send and receive E-mail messages to and
from friends and organizations around the world whose computers are also connected to the Internet. There is no time delay. It's possible to read messages in Beijing as they are being written in London or Hong Kong. This is indeed progress !"
Questions 31 — 36 Multiple Choice: Choose the best answer among the choices given (Write the letter representing your choice in the space provided on the Answer Sheet):
31. In the article the author considers changes ______.
A. over a century B. over a decade
C. over his lifetime D. over five years
32. The author used to ______.
A. do all his own typing
B. regularly employ a professional typist
C. often ask his friends to type assignments for him
D. write all his letters by hand
33. The author used to be ______.
A. not interested in technology
B. frightened of information technology
C. sure that advanced technology would affect his personal life
D. happy to be ignorant
34. The writer feels a sense of achievement because _____． .
A. he can now produce professional-looking documents himself
B. he can disguise poor quality content
C. he has learned how to type properly
D. he is no longer afraid of computers
35. The author began to use the Internet ______.
A. when his friends told him about it
B. because he needed to communicate with organizations around the world
C. less than five years ago
D. because his friends moved abroad
36. The author's overall view is ______.
A. that his life has become more pressured because of the Internet
B. that the Internet is only of slight importance
C. that the Internet is only useful for his work
D. that the Internet has brought improvements to life and the world
Part 3; Questions 37 — 44 are based on the following passage. 16 points
Passage 3
Income Equality
A system to regulate income inequality should be mapped out in time to prevent income gaps from broadening. The lopsided individual income pattern in China has tended to worsen since the country initiated economic reform and the open-door policy 17 years ago.
Although official statistics have not yet been made available to indicate how large income gaps have become, the people in the street have tested enough of this inequality in their daily life. While a couple of restaurant owners in Shanghai have revealed that their monthly income has reached 100,000 yuan ($11, 900), 630,000 residents in Hunan Province are struggling for a bare subsistence wage of 132 yuan ( $ 16) a month, according to the weekly magazine Outlook.
Gone are the days when people who had 10,000 yuan ( $ 1,190) were dubbed upstarts. Nowadays, a person who has 100,000 yuan ($11,900) is barely considered rich. At the same time, around 10 million people across the country are living such a scanty life that they can't afford enough vegetables and fruit.
Although the disparity is inevitable when the country is in the stage of transition from the planned economy to a market-oriented economy, it does not mean that such unequal distribution of wealth is acceptable or fair. If the income gap keeps widening and finally develops to a polarization, it will lead to deep resentment among the poor. A growing fear in the public is that chronic disaffection will trigger social disruption.
Research cited by Keith Windschuttle in his Australian book on unemployment shows that low income people usually suffer higher levels of sickness and mortality and have few opportunities to enable their children to progress. The Left Realist schools in the UK have shown that people living in communities suffering poverty and unemployment are at higher risks of becoming victims of crime. On the other hand, the rich who rise to fortune through illegal profiteering will frustrate fair competition in the marketplace. Moreover, their self-indulgent life style has a negative effect on social values. To narrow the income gap, the most common practice exercised in ．western countries is to levy strictly regulated personal income tax. Unfortunately, this practice does not function well in China due to the fledgling financial and banking systems of the country, even though it has been pursued for about ten years, the Weekly said.
Questions 37— 4.4. Complete the following summary of Passage 3 by filling in the blanks with 1 to 3 words according to the information in the text.
| The problems and issues of income inequality | |||
|
| Wealth | Poverty |
|
| Examples of monthly income | $11,900 | (37)$_____ |
|
|
| Can afford everything | Can't afford enough (38)____ |
|
| Widening of the income gap may lead to |
| Deep resentment and possible (39)____ |
|
| Health issues |
| Higher levels of (40)____ |
|
| Security issues |
| Higher risks of being (41)____ |
|
| Legal issues | Sometimes achieved by (42)____ |
|
|
| Lifestyle issues | Indulgence has a negative effect on (43)____
|
|
|
| Usual solution in Western countries |
|
| Strictly regulated personal (44)____ |
Part 4. Read Passage 4 and answer Questions 45 — 50.
Passage 4
Analyzing the Media
People in today's global society know about their own lives, they also know something about what is happening in their local community and they have news about the wider world, the world they never experience directly, the world in which they never meet the people in the news face-to-face.
We can learn about the culture, politics, economics, social problems, and achievements of people in distant countries and foreign societies. Mainly the knowledge we have of this wider world is communicated, almost always, through the media, and the details we receive are instant and multitudinous.
It is in the news broadcasts of radio, television and the press, that the majority of people learn about the wider world. Today, people live in a global world: the occurrences in far-off countries affect us all. We cannot be isolated from the events of foreign societies because those events can impinge on our own lives. So it is important to ask 'How well do the media do in their job of providing us with news of the wider world?
'Not too well' is the conclusion of some media analysts. Galtung and Ruge (1981), studied the way that Western news agencies mediate world events. To summarize their work, we only get to hear, read of, or view news events to see if they fulfill at least two or three of the following criteria :”
( I ) if the people concerned have elite status
( II ) if the country concerned has an elite status
( III ) if the news is negative
(IV ) if the news has 'immediacy'
Journalists define 'a top story' as one that fulfills all four criteria. The sudden death of a glamorous member of a royal family in a rich country would have the very top billing. This kind of 'top story' occurs infrequently. We are much more likely to receive stories fulfilling only three of the criteria. A slightly less appealing story but still 'a good news story' might be about rich people from rich countries being charitable to poor people. A story about poor women in Uganda or Laos running a successful long-term community project would not fulfill any of the criteria. It would not be 'a good news story'. Peasants in developing countries feature in the Western media only if they suffer large-scale sudden disasters, like floods, earthquakes, famine or war. Large-scale death of poor people is 'a good news story'.
So Western viewers develop a very imbalanced picture of the world at large. An image of the world develops in which only rich people in First World countries are good, competent and charitable. Poor people in non-Western countries come to be seen, only and inevitably, as the incompetent and passive recipients of all the disasters the world can bring them, and, if they are lucky, the charity of the rich people in the rich nations of the world.
Questions 45 — 50 Short Answers: Give short answers to the following questions (Write your answers on the Answer Sheet).
45. What does today's global society allow us to know that we didn't before?
46. What are the main sources of information available to us?
47. What does the article suggest about the efficiency of the media in reporting the wider world?
48. What are Galtung and Ruge most probably?
49. What makes a "good" news story?
50. How are Western viewers influenced by Western news agencies?
End of Reading Test
Section III WRITING TEST. 20 points
Write a short essay about development in Western societies. You may write about some of the key changes of the past fifty years, the benefits of these changes and/or the disadvantages of these developments. You may include material comparing the changes in Western society with those in China. You may include, as a conclusion, a summary and an evaluation of the material you have covered. You may use your own personal experience, or write about one specific Western society, or write about Western development in general.
(Write about 150 words. )
Section I Listening Test. 30 points
Part 1 Questions 1 — 10. (10 points, 1 point each)
Answer Key: (NB the idea is more important than the exact word. )
1. week 2. pollution 3.Beijing 4. enforced 5.responsibility 6. Utter 7. waste paper
8. recycling 9. cardboard 10. employment
Prat 2 Questions 11 — 20. (20 points, 2 points each)
11. interpret 12. indigenous 13. ancestors 14. dominant
15. concept 16. C 17. B 18. B 19. A 20. C
Section II Reading. 50 points
Part 1 Questions 21 —30. (10 points, 1 point each)
21. F 22. T 23. T 24. F 25. T
26. F 27. F 28. T 29. F 30. F
Part 2 Questions 31 —36. (12 points 2 points each)
31. B 32. C 33. A 34. A 35. B 36. D
Part 3 Questions 37 — 44. (16 points, 2 points each)
37. 16.
38. fruit and vegetables.4
39. social disruption
40. sickness and mortality
41. victims of crime
42. illegal profiteering
43. social values
44. personal income tax
Part 4 Questions 45 — 50. (12 points, 2 points each)
Answer key: NB: The ideas are more important than the actual words
45. About the wider world (the world we never experience directly, the world in which we never meet the people in the news face-to-face./Culture, politics, economics, social problems and achievements of people in distant countries and foreign societies.
46. Radio, television and the press.
47. Not very efficient.
48. Media analysts.
49. A “good news story has to fulfill at least two or three of the following criteria:
( I ) if the people concerned have elite status
( II ) if the country concerned has an elite status
( III ) if the news is negative
(IV ) if the news has 'immediacy'
50. Western Viewers develop a very imbalanced picture of the world.
Section III Writing. (20 points)
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