中央广播电视大学2005-2006学年度第二学期"开放本科"期末考试
英语专业 高级时事英语 试题
2006年?月
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Information for the examinees:
This examination consists of three sections. They are:
Section I ~ Listening Test (30 points, 30 minutes)
Section 1I: Reading Test (50 points, 60 minutes)
Section Ill: Writing Test (20 points, 30 minutes)
The total marks {or this examination are 100 points. Time
allowed {or completing this examination is 2 hours (120 minutes).
Section l:Listening Test 30 points
Instructions:
■ The Listening Test will take approximately 30 minutes.
■ There are two parts to the test and you will hear each part twice.
■ There will be a pause of 30 seconds after each part to allow you to think about your
answers.
■ You can first write your answers on this test paper. You will have 10 minutes at the[
end of the test to transfer your answers to the Answer Sheet.
■ ALL ANSWERS MUST APPEAR ON THE ANSWER SHEET.
Part I: Questions 1-10 are based on this part. (10 points, 1 point each)
Listen to the conversation about unemployment and choose the best answer among the choices
given. Look through the questions before you listen to the recording.
1. Jenny has been reading about __
A. an unemployed teacher
B. an unemployed doctor
C. an unemployed economist
2. The school is
A. a private school
B. attached to a factory
C. a public school
3. The teacher was laid off because
A. he was no' qualified
B. the school needed fewer teachers
C. the school was closed'
4, The teacher was in Beijing
A, to get a residence permit
B. on a training course
C. to do some private teaching
5. The teacher's wife
A. is in Beijing
B. is in Heilongjiang
C. is in Newcastle
6. The teacher is
A. one of many people laid off
B. the only professional person to lose his job
C. able to get some private teaching
7. Economic change leads to unemployment __
A. only in China
B. only in state-owned enterprises
C. all over the world
8. Nick is most probably a(n) __
A. Canadian
B. Australian
C. American
9. Down-sizing is
A. a Western term for laying off workers
B. a Western term for moving firms further down the river
C. both A and B
10. Unemployment can lead to __
A. loss of wages and opportunities for some other forms of work
B. loss of medical, pension and housing benefits
C. both A and B
Part 2. Questions 11 - 20. (20 points, 2 points each)
Task 1 Questions 11 - 15 Spot Diction: Listen to a talk about poverty in different countries
and 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.
In the United States during (11) , any family of four with an (12)
cash income o~ less than $14,335 (before taxes) was considered poor. The dollar amount
was called the poverty line, an (13) measuring rod (14) in 1964. The line
was set at three times the amount needed to provide the cheapest nutritionally balanced
(15) . The poverty line is adjusted annually for inflation.
Task 2 Questions 16 -- 20 True or False: Mark the following statements as T (true) or F
(false) according to the information in the text.
16. During 1992, the poverty line in Bangladesh was $ 340.
17. The reality of poverty is different from place to place.
18. Poverty basically means a lack of food, clothing and houses.
19. Before the discovery of the New World, the American considered themselves as very
poor.
20. The homeless of New York can hardly find any places to stay in.
This is the end o? the Listening Test. You will now have 10 minutes to transfer your answers to
the Answer Sheet.
ection II: Reading Test
Instructions:
I There are four parts to the test, each including one reading passage.
I The test will take approximately 60 minutes.
there will be NO extra time to transfer answers to the Answer Sheet; therefore,you should
~rile ALL your answers on the Answer Sheet as you do each task.
'art t: Questions 2! -- 30 are based on the following passage. (10 points, 1 points each)
Passage 1
Russia Cuts Oil Exports (2001.12.5)
Russia has agreed to cut its oil exports by 150,000 barrels a day beginning January 1.
'he announcement comes amid pressure by the Organization of Petroleum Exporting
'ountries (OPEC) to cut supplies in order to raise prices on the world market.
Russia's decision to reduce exports came after negotiations between the government and
he country's top oil executives. Prime Minisler Mikhall Kasyanov said various factors were
aken into consideration, including world prices and demand.
He said the decision is in the interests of both the government and the oil companies, lie
Iso said he hoped suppliers would stick to the agreement worked out.
A global economic slowdown, accelerated by the September 11 terrorist attacks in the
}nited States, has led to a sharp decline in world oil prices. OPEC countries have already
educed their output by 3.5 million barrels a day this year and last month announced another
ut of 1.5 million barrels in January. The cartel has been pressuring non-OPEC producers,
.ach as Russia, Norway and Mexico, to take similar measures in order to stabilize the world
narket.
But Russian companies, eager to take advantage of the OPEC cuts to ncrease their share
~f the world market, were at first reluctant to cut production.
But after negotiations with the government, the companies announced a reduction of
;0,000 barrels a day, but that was considered too little to stabilize prices. However, the
legotiated cuts for January are expected to go a long way to satisfy OPEC demands. OPEC
members Saudi Arabia and Kuwait have welcomed the Russian decision, Norway said the
announcement was positive and markets responded with a rise in prices by early afternoon.
Russia is the world's second largest oil producer after Saudi Arabia.
Questions 21 -- 30: True or False: Mark the following statements as T (true) or F (false)
according to the information in the text.
21. Russia made a decision to drop the oil price.
22. Russia has cut its oil exports by 150,000 barrels a day since 2001,12, 5.
23. Various factors were taken into consideration, including world prices and demand, to
make the decision.
24. Russia's decision is in the interests of both the government and the oil companies.
25. The September 11 terrorist attacks in the United States have led to a sharp increase in
world oil prices.
26. According to the passage, OPEC countries have already reduced their output by 1.5
million barrels a day in January.
27. Russia, Norway and Mexico are OPEC producers so they must take similar measures to
stabilize the world oil market.
g8. Russian companies, eager to profit from the OPEC oil cuts, were at first willing to cut
production.
29. A reduction of 50,000 barrels a day by Russian oil companies was regarded as too little to
stabilize prices.
30. Saudi Arabia and Russia are the first two largest oil producers in the world.
Part 2: Questions 31 - 36 are based on the following passage. (12 points, 2 points each)
Passage 2
-- Two Different Economic Cultures
Henry Stimson, the US secretary of war in World War II, once observed that a
capitalisl country going to war had "betler lei business make money out of the process or
business won't work". This insight of his also applies in peacetime. America abides by this
principle and, as a result, is a powerful job machine. Europe doesn't -- and is a small job
machine.
The huge job gap between the United States and Europe is, of course, well known.
From 1978 to 1995, Western Europe' s unemployment jumped from 5.7 percent to 11
percent. The unemployment rate in the U. S. hasn't gone up. It was 5.8 percent in 1979 and
5. 6 percent in 1995.
Job creation requires three things (1) the economy must grow fast enough so that
companies want more workers; (2) hiring must be profitab[e -- if labor costs are too high,
firms won't hire even if demand is strong; and (3) people must be willing to work. On all
counts, the US economy outperforms the European:
(1) Economic growth: Between 1979 and 1995, the US economy grew at an annual
average rate of 2.4 percent; the European Union's (EU) economy grew at 2.1 percent
annually.
(2) Labor costs: Europe's rises faster than America's despite high unemployment.
Between1983 and 1993, compensation per worker ( wages plus fringes) jumped 6.3 percent
annually in EU; the comparable U.S. increase was 4.2 percent.
(3) Work effort: Americans work harder, because the alternative -- being supported by
government- isn't attractive. Interestingly, initial U. S. and European unemployment
benefits are similar. They typically replace about 50 to 70 percent of an average worker's
wages. But after some joblessness, U.S. benefits go down sharply while European countries
continue to provide support.
All Europe's disadvantages feed each other. Higher labor costs deter hiring. Steep
payroll taxes do the same. America's advantages are also reinforcing. The business climate
is more favorable than that in Europe. American corporations are consistently more
profitable.
It is the economic culture that counts. America still embraces the market culture: its'
obsession with growth, its striving for wealth and tolerance of inequality, its acceptance of
change. Europe is more inclined to reshape market culture through government regulation.
While government involvement does much good, too much of it can hinder economic growth.
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. Which of the following would be the best peacetime version of Stimson's remark?
A. Business is a powerful job machine.
B. Business must make more money in peacetime.
C. Markets should be left fairly free.
32. Which of the following doesn't help to create jobs according to the third paragraph?
A. Fairly low labor costs.
B. Demand of labor force.
C. Fast economic growth.
33. According to the passage, Americans work harder than Europeans because when they are
out o[ work
A. their unemployment benefits are better
B. they don't get much benefits from the government
C. they get about 60 percent of their wages
34. According to the passage, which of the following is not a feature of the market culture?
A. Absolute equality for every citizen.
B. Working hard to accumulate wealth.
C. Preoccupation with development.
35, European economic culture differs from that of the Ir. S. in that
A. it advocates free markel system. ~
B, it opposes the free market system.
C. it faces too much government intervention.
36. Which of the following statements is true?
A. The more the government is involved in economy, the better.
B, Government involvement does no good to economy growth.
C. Fair amount of government involvement is good for economy.
in 3: Questions S? -- 44 are based on the fallowing passage. (16 points, Z points each)
Passage 3
Forty-five Years of Social Development in China: A Summary
A study of facts and figures on development demonstrates that China has made
raarkabte social progress in a range of significant areas in the last 45 years.
China feeds and clothes 22 percent of the world's population with only seven percent of
e world's farmland. The necessities of life -- food, clothing, goods for everyday nsc
now withtn reach of the majority of the Chinese people. Nutrition has improved greatly
: both urban and rural residents, with a daily per capita intake of 2,328 ems, including 68
~ms of protein.
The Chinese government has taken a series of measures to eliminate or reduce poverty,
.nging down the number of poor in the rural population from 250 million in 1978 to only 80
Ilion in 1994, even though this was a period in which China's population increased by over
) million.
The per capita living area in cities and towns increased from 3. 6 square meters in 1978 to
5 square meters in 1993. In rural areas the per capita housing has reached 20. 8 square
meters.
Educational developments have liberated millions of Chinese people from ignorance and
illiteracy. In 1986 China instituted nine years of compulsory schooling, with the result that
by 1993 school enrolment had reached 97.7 percent. Today, illiteracy among young and
middle-aged people has dropped to only seven percent. Some 200 million young farmers have
been taught new skills, and over the past ten years adult education has provided further
training for about 100 million people. More than 1 million people a year graduate from
institutions of higher learning.
The state is taking measures to keep its labour force fully employed. In recent years the
urban unemployment rate has remained between two and three percent.
China h~is put strict controls on industrial pollution in an effort to improve the overall
urban environment. Ecological methods of farming are being promoted and afforestation is
being speeded up. In 1993 the country's forest coverage was 13.9 percent and 766 nature
reserves covered a total of 661,800 square kilometers.
Chinais working toward the goal of health care for everyone by the year 2000. In 1993
there were two hospital beds for every 833 people and two doctors for every 1, 266 people.
By now the immunization of children has reached 85 percent, and increasing efforts are being
made to monitor and control AIDS and venereal diseases. As far as the main hygiene and
health indexes are concerned, China compares well with other countries of the same economic
level and is beginning to catch up with those of developed countries.
There have been reforms in the social security system of the country and an old-age
security syste,n has come into existence. It consists of a basic retirement pension, plus a
subsidy from the workplace. Unemployment insurance is in effect for workers in state-owned
enterprises, and production and training bases have been set up to absorb and train surplus
forkers in these enterprises. China's social welfare system also provides necessary facilities
nd services for orphaned children, senior citizens and handicapped people.
!uestions 37 -- 44. Complete the following summary of Passage 3 by filling in the blanks in the
able with 1 to 2 words according to the information in the text.
Part 4. Read Passage 4 and answer Questions 45 -- 50. (12 points, 2 points each)
Passage 4
Over the past few years there have been major changes in the tertiary education system
in Australia. These have paralleled similar changes taking place in Britain. Overall there has
been a shift towards the principle that universities should be increasingly reliant on non-
government sources of funding.
This basic shift of principles about the relationship between universities and
governments is also a shift away from an even more fundamental principle in Australian
society -- that it is government 's business to provide the basis for a ' fair go' for all its
citizens. Equality between citizens is being placed upon a narrower and narrower basis of
government provision. Individuals are being expected to provide for their own educational
opportunities.
The specific contrasts between the past and the current experience of universities, their
staff and their students can be detailed by setting out two hypothetical situations or ideal
types of university experiences, the first in the mid-1970s and the second in the late 1990s.
In the mid-1970s the only obstacle to going to university was not having a sufficient
educational background. A person with sufficient entrance qualifications could enroll in a
first degree course, perhaps not at their university of first choice, but certainly in a
university in their own state.
Some people with an insufficient secondary education were accepted into first degree
courses if their life experience had provided them with wisdom and skills sufficient for them
to be able to benefit from a university education. Universities had 'gateway~ courses to
enable people disadvantaged by poor secondary school experiences to pass special tests for
university entrance. Many people took university degrees at later ages and from income
groups that had previously prevented their access to higher education. Often these mature
working class students were women. They often provided insights into social life that
improved the quality of tutorial discussions for other students.
Full time undergraduates took three years to acbieve their first degree or four years if
they were aiming for an Honours degree. Graduates could consider taking post graduate
courses if they had achieved certain academic levels in these undergraduate degrees.
University staff were granted funds for research if they could demonstrate the academic
value of their proposals. Tenured staff outnumbered casual staff amongst the lecturers.
By the la{'&1990s, (and today), students, both under graduate and post graduate cannot
enroll if they cannot commit themselves to pay an Fl. E. C. S (higher education contributions
scheme) fee. '}.'his payment may be postponed until the students begin to earn a salary.
Jniversity departments are now expected to find research funding from non-government
;ources. This means that private corporations are now significant arbiters of the range of
research done in universities.
University annual budgets increasingly depend on attracting full fee paying overseas
students. Some departments, for example Management Studies, are expanding in this move
towards consumerism in education. Many Management post graduate courses are being made
available to students even though the students have no prior undergraduate degree. Some
undergraduate degrees are being offered as two year associate degrees.
Questions 45 - 50 Short Answers: Give short answers to the following questions (Write your
answers on the Answer Sheet).
45. In the past, what was the major source of funding for Australian tertiary education
system?
46. What was the only obstacle to going to university in the mid-1970s?
47. What's the main purpose of 'gateway' courses?
48. How long did it take full time undergraduates to get an Honours degree?
4,9. What does H. E. C. S represent?
50. What does university annual budgets increasingly depend on?
End of Reading Test
Section III Writing Test 20 points
Write a short essay as though you were writing a personal news account of a local news
item. You may write about a real. or an imaginary flews item. You may include a general
statement, then go on to give descriptions and a conclusion. You may include in your
conclusion comments how you feel about the news item and comments about the main
characters involved in the news item.
试卷代号：1015
中央广播电视大学2005-2006学年度第二学期"开放本科"期末考试
英语专业 高级时事英语 试题答案及评分标准
(供参考)
2006年7月
Section ]' Litening Test 30 points
Part 1 Questions 1 -- 10(10 points, 1 point each)
1. A 2. B 3. C 4. B 5. B
6. A 7. C 8. B 9. A 10. C
Part 2 Questions 11 -- 20(20 points, 2 points each)
11. 1992
12. annual
13. economic
14. devised
15. diet
16. F 17. T 18. T 19. F 20. F
Section H Reading Test 50 points
Part 1 Questions 21 -- 30(10 points, 1 point each)
21. F 22. F 23. T 24. T 25. F
26. F 27. F 28. F 29. T 30. T
Part 2 Questions 31-36(12 points 2 points each)
31. C 32. B 33. B 34. A 35. C 36. C
Part 3 Questions 37 -- 44(16 points, 2 points each)
37. [ood
38. decrea,~ed/dropped/fallen
39. tiring area
40. illiterate
41. unemployment rate
42. ecological methods
43. Great efforts/Increasing efforts
44. state-owned
art 4 Questions 45 -- 50(12 points, 2 points each)
nswer key :NB: The ideas are more important than the actual words
45. Government.
46. The only obstacle was not having suf[ieient educational background.
47. The main purpose o[ 'gateway~ courses is to enable people disadvantaged by poor
secondary school experiences to pass special tests for university entrance.
48. Four years.
49. Higher education contributions scheme.
50. Attracting full fee paying overseas students.
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