TEST FOR ENGLISH MAJORS (2004)
TIME LIMIT: 95 MIN
PART I LISTENING COMPREHENSION [40 MIN.]
In Sections A, B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your answer sheet.
SECTION A TALK
Questions 1 to 5 refer to the talk in this section. At the end of the talk you will be given 75 seconds to answer the questions.
Now listen to the talk.
the coordination based on individual actions.
the number of individual participants.
the necessity of individual actions.
the requirements for participants.
the manner of language use
the topic and content of speech
the interactions between speaker and audience
the relationship between speaker and audience
hide their real intentions
voice others' intentions
play double roles on and off stage
only imitate other people in life
the absence of spontaneity
the presence of individual actions
the lack of real intentions
the absence of audience
SECTION B INTERVIEW
Questions 6 to 10 are based on an interview. At the end of the interview you will be given 75 seconds to answer the questions.
Now listen to the interview.
Students worked very hard.
Students felt they needed a second degree.
Education was not career oriented.
There were many specialized subjects.
To turn out an adequate number of elite for the society.
To prepare students for their future career.
To offer practical and utilitarian courses in each programme.
To set up as many technical institutions as possible.
are secondary to education
don't call for good education
don't conflict with education
Shifting from one programme to another.
Working out ways to reduce student number.
Emphasizing better quality of education.
Setting up stricter examination standards.
those who can adapt to different professions
those who have a high flexibility of mind
those who are thinkers, historians and philosophers
those who possess only highly specialized skills
SECTION C NEWS BROADCAST
Questions 11 to 13 are based on the following news. At the end of the news item, you will be given 45 seconds to answer the questions.
Now listen to the news.
Which of the following regions in the world will witness the sharpest drop in life expectancy? [1分]
According to the news, which country will experience small life expectancy drop?[1分]
The countries that are predicted to experience negative population growth are mainly in ____[1分]
Questions 14 and 15 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions.
Now listen to the news.
The trade dispute between the European Union and the US was caused by ____.[1分]
US refusal to accept arbitration by WTO
US imposing tariffs on European steel
US refusal to pay compensation to EU
US refusal to lower import duties on EU products
Who will be consulted first before the EU list is submitted to WTO? [1分]
The steel corporations.
SECTION D NOTE-TAKING AND GAP-FILLING
In this section you will hear a mini lecture. You will hear the lecture ONCE ONLY. While listening to the lecture, take notes on the important points. Your notes will not be marked, but you will need them to complete a 15 minute gap filling task on ANSWER SHEET ONE after the mini lecture. Use the blank sheet for note taking.
PART II PROOFREADING & ERROR CORRECTION [15 MIN]
Proofread the given passage on ANSWER SHEET TWO as instructed.
PART III READING COMPREHENSION [40 MIN]
SECTION A READING COMPREHENSION [30 min]
In this section there are four reading passages followed by a total of fifteen multiple choice questions. Read the passages and then mark your answers on your Coloured Answer Sheet.
Farmers in the developing world hate price fluctuations. It makes it hard to plan ahead. But most of them have little choice: they sell at the price the market sets. Farmers in Europe, the U.S. and Japan are luckier: they receive massive government subsidies in the form of guaranteed prices or direct handouts. Last month U.S. President Bush signed a new farm bill that gives American farmers $190 billion over the next 10 years, or $83 billion more than they had been scheduled to get, and pushes U.S. agricultural support close to crazy European levels. Bush said the step was necessary to "promote farmer independence and preserve the farm way of life for generations". It is also designed to help the Republican Party win control of the Senate in November's mid-term elections.
Agricultural production in most poor countries accounts for up to 50% of GDP, compared to only 3% in rich countries. But most farmers in poor countries grow just enough for themselves and their families. Those who try exporting to the West find their goods whacked with huge tariffs or competing against cheaper subsidized goods. In 1999 the United Nations Conference on Trade and Development concluded that for each dollar developing countries receive in aid they lose up to $14 just because of trade barriers imposed on the export of their manufactured goods. It's not as if the developing world wants any favours, says Gerald Ssendwula, Uganda's Minister of Finance. "What we want is for the rich countries to let us compete."
Agriculture is one of the few areas in which the Third World can compete. Land and labour are cheap, and as farming methods develop, new technologies should improve output. This is no-pie-in-the-sky speculation. The biggest success in Kenya's economy over the past decade has been the boom in exports of cut flowers and vegetables to Europe. But that may all change in 2008, when Kenya will be slightly too rich to qualify for the "least developed country" status that allows African producers to avoid paying stiff European import duties on selected agricultural products. With trade barriers in place, the horticulture industry in Kenya will shrivel as quickly as a discarded rose. And while agriculture exports remain the great hope for poor countries, reducing trade barriers in other sectors also works: Americas African Growth and Opportunity Act, which cuts duties on exports of everything from handicrafts to shoes, has proved a boon to Africa's manufacturers. The lesson: the Third World can prosper if the rich world gives it a fair go.
This is what makes Bush's decision to increase farm subsidies last month all the more depressing. Poor countries have long suspected that the rich world urges rade liberalization only so it can wangle its way into new markets. Such suspicions caused the Seattle trade talks to break down three years ago. But last November members of the World Trade Organization, meeting in Doha, Qatar, finally agreed to a new round of talks designed to open up global trade in agriculture and textiles. Rich countries assured poor countries, that their concerns were finally being addressed. Bush's handout last month makes a lie of America's commitment to those talks and his personal devotion to free trade.
By comparison, farmers ____ receive more government subsidies than others.[1.5分]
In addition to the economic considerations, there is a ____ motive behind Bush's signing of the new farm bill.[1.5分]
The message the writer attempts to convey throughout the passage is that ____.[1.5分]
poor countries should be given equal opportunities in trade
"the least developed country" status benefits agricultural countries
poor countries should remove their suspicions about trade liberalization
farmers in poor countries should also receive the benefit of subsidies
The writer's attitude towards new farm subsidies in the U.S. is ____.[1.5分]
Oscar Wilde said that work is the refuge of people who have nothing better to do. If so, Americans are now among the world's saddest refugees. Factory workers in the United States are working longer hours than at any time in the past half century. America once led the rich world in cutting the average working week-from 70 hours in 1850 to less than 40 hours by the 1950s. It seemed natural that as people grew richer they would trade extra earnings for more leisure. Since the 1970s, however, the hours clocked up by American workers have risen, to an average of 42 this year in manufacturing.
Several studies suggest that something similar is happening outside manufacturing: Americans are spending more time at work than they did 20 years ago. Executives and lawyers boast of 80 hour weeks. On holiday, they seek out fax machines and phones as eagerly as Germans bag the best sun loungers. Yet working time in Europe and Japan continues to fall. In Germany's engineering industry the working week is to be trimmed from 36 to 35 hours next year. Most Germans get six weeks' paid annual holiday; even the Japanese now take three weeks. Americans still make do with just two.
Germany responds to this contrast with its usual concern about whether people's aversion to work is damaging its competitiveness. Yet German workers, like the Japanese, seem to be acting sensibly: as their incomes rise, they can achieve a better standard of living with fewer hours of work. The puzzle is why America, the world's richest country, sees things differently. It is a puzzle with sinistersocial implications. Parents spend less time with their children, who may be left alone at home for longer. Is it just a coincidence that juvenile crime is on the rise?
Some explanations for America's time at work fail to stand up to scrutiny. One blames weak trade unions that leave workers open to exploitation. Are workers being forced by cost cutting firms to toil harder just to keep their jobs? A recent study by two American economists, Richard Freeman and Linda Bell, suggests not: when asked, Americans actually want to work longer hours. Most German workers, in contrast, would rather work less.
Then, why do Americans want to work harder? One reason may be that the real earnings of many Americans have been stagnant or falling during the past two decades. People work longer merely to maintain their living standards. Yet many higher skilled workers, who have enjoyed big increases in their real pay, have been working harder too. Also, one reason for the slow growth of wages has been the rapid growth in employment-which is more or less where the argument began. Taxes may have something to do with it. People who work an extra hour in America are allowed to keep more of their money than those who do the same in Germany. Falls in marginal tax rates in America since the 1970s have made it all the more profitable to work longer.
None of these answers really explains why the century long decline in working hours has gone into reverse in America but not elsewhere (though Britain shows signs of following America's lead). Perhaps cultural differences-the last refuge of the defeated economist-are at play. Economists used to believe that once workers earned enough to provide for their basic needs and allow for a few luxuries, their incentive to work would be eroded, like lions relaxing after a kill. But humans are more susceptible to advertising than lions. Perhaps clever marketing has ensured that "basic needs"-for a shower with built in TV, for a rocket propelled car-expand continuously. Shopping is already one of America's most popular pastimes. But it requires money-hence more work and less leisure.
Or try this: the television is not very good, and baseball and hockey keep being wiped out by strikes. Perhaps Wilde was right. Maybe Americans have nothing better to do.
In the United States, working longer hours is ____.[1.5分]
confined to the manufacturing industry
a traditional practice in some sectors
prevalent in all sectors of society
favoured by the economists
According to the third paragraph, which might be one of the consequences of working longer hours?[1.5分]
Rise in employees' working efficiency.
Rise in the number of young offenders.
Rise in people's living standards.
Rise in competitiveness.
Which of the following is the cause of working longer hours stated by the writer?[1.5分]
Expansion of basic needs.
Increase in real earnings.
The fox really exasperated them both. As soon as they had let the fowls out, in the early summer mornings, they had to take their guns and keep guard; and then again as soon as evening began to mellow, they must go once more. And he was so sly. He slid along in the deep grass; he was difficult as a serpent to see. And he seemed to circumvent the girls deliberately. Once or twice March had caught sight of the white tip of his brush, or the ruddy shadow of him in the deep grass, and she had let fire at him. But he made no account of this.
The trees on the wood edge were a darkish, brownish green in the full light-for it was the end of August. Beyond, the naked, copper like shafts and limbs of the pine trees shone in the air. Nearer the rough grass, with its long, brownish stalks all agleam, was full of light. The fowls were round about-the ducks were still swimming on the pond under the pine trees. March looked at it all, saw it all, and did not see it. She heard Banford speaking to the fowls in the distance-and she did not hear. What was she thinking about? Heaven knows. Her consciousness was, as it were, held back.
She lowered her eyes, and suddenly saw the fox. He was looking up at her. His chin was pressed down, and his eyes were looking up. They met her eyes. And he knew her. She was spellbound-she knew he knew her. So he looked into her eyes, and her soul failed her. He knew her, he has not daunted.
She struggled, confusedly she came to herself, and saw him making off, with slow leaps over some fallen boughs, slow, impudent jumps. Then he glanced over his shoulder, and ran smoothly away. She saw his brush held smooth like a feather, she saw his white buttocks twinkle. And he was gone, softly, soft as the wind.
She put her gun to her shoulder, but even then pursed her mouth, knowing it was nonsense to pretend to fire. So she began to walk slowly after him, in the direction he had gone, slowly, pertinaciously. She expected to find him. In her heart she was determined to find him. What she would do when she saw him again she did not consider. But she was determined to find him. So she walked abstractedly about on the edge of the wood, with wide, vivid dark eyes, and a faint flush in her cheeks. She did not think. In strange mindlessness she walked hither and thither….
As soon as supper was over, she rose again to go out, without saying why.
She took her gun again and went to look for the fox. For he had lifted his eyes upon her, and his knowing look seemed to have entered her brain. She did not so much think of him: she was possessed by him. She saw his dark, shrewd, unabashed eye looking into her, knowing her. She felt him invisibly master her spirit. She knew the way he lowered his chin as he looked up, she knew his muzzle, the golden brown, and the greyish white. And again she saw him glance over his shoulder at her, half inviting, half contemptuous and cunning. So she went, with her great startled eyes glowing, her gun under her arm, along the wood edge. Meanwhile, the night fell, and a great moon rose above the pine trees.
At the beginning of the story, the fox seems to the all EXCEPT ____.[1.5分]
As the story proceeds, March begins to feel under the spell of ____.[1.5分]
Gradually March seems to be in a state of ____.[1.5分]
At the end of the story, there seems to be a sense of ____ between March and the fox.[1.5分]
The passage creates an overall impression of ____.[1.5分]
The banners are packed, the tickets booked. The glitter and white overalls have been bought, the gas masks just fit and the mobile phones are ready. All that remains is to get to the parties.
This week will see a feast of pan European protests. It started on Bastille Day, last Saturday, with the French unions and immigrants on the streets and the first demonstrations in Britain and Germany about climate change. It will continue tomorrow and Thursday with environmental and peace rallies against President Bush. But the big one is in Genoa, on Friday and Saturday, where the G8 leaders will meet behind the lines of 18, 000 heavily armed police.
Unlike Prague, Gothenburg, Cologne or Nice, Genoa is expected to be Europe's Seattle, the coming together of the disparate strands of resistance to corporate globalisation.
Neither the protesters nor the authorities know what will happen, but some things are predictable. Yes, there will be violence and yes, the mass media will focus on it. What should seriously concern the G8 is not so much the violence, the numbers in the streets or even that they themselves look like idiots hiding behind the barricades, but that the deep roots of a genuine new version of internationalism are growing.For the first time in a generation, the international political and economic condition is in the dock. Moreover, the protesters are unlikely to go away, their confidence is growing rather than waning, their agendas are merging, the protests are spreading and drawing in all ages and concerns.
No single analysis has drawn all the strands of the debate together. In the meantime, the global protest "movement" is developing its own language, texts, agendas, myths, heroes and villains. Just as the G8 leaders, world bodies and businesses talk increasingly from the same script, so the protesters' once disparate political and social analyses are converging. The long term project of governments and world bodies to globalise capital and development is being mirrored by the globalisation of protest.
But what happens next? Governments and world bodies are unsure which way to turn. However well they are policed, major protests reinforce the impression of indifferent elites, repression of debate, overreaction to dissent, injustice and unaccountable power.
Their options-apart from actually embracing the broad agenda being put to them-are to retreat behind even higher barricades, repress dissent further, abandon global meetings altogether or, more likely, meet only in places able to physically resist the masses.
Brussels is considering building a super fortress for international meetings. Genoa may be the last of the European super protests.
According to the context, the word "parties" at the end of the first paragraph refers to ____.[1.5分]
the meeting of the G8 leaders
the protests on Bastille Day
the coming pan European protests
the big protest to be held in Genoa
According to the passage, economic globalisation is paralleled by ____.[1.5分]
the emerging differences in the global protest movement
the disappearing differences in the global protest movement
the growing European concern about globalisation
the increase in the number of protesters
According to the last paragraph, what is Brussels considering doing? [1.5分]
Meeting in places difficult to reach.
Further repressing dissent.
Accepting the protesters' agenda.
Abandoning global meetings.
SECTION B SKIMMING AND SCANNING [10 MIN]
In this section there are seven passages with ten multiple choice questions. Skim or scan them as required and then mark your answers on your Coloured Answer Sheet.
First read the question.
The main purpose of the passage is to ____.[1分]
demonstrate how to prevent crime
show the seriousness of crime
look into the causes of crime
call for more government efforts.
Now, go through Text E quickly to answer Question 31.
For three weeks, every night at 11 p.m., correspondents, officers and judges from justice courts, police departments and prisons, psychiatrists, criminologists, victims and even criminals in prisons made their appearance on TV to debate on a topic "Crime in the United States".
Indeed, crime has been disturbing the American people and has become a serious social problem just next to the unemployment problem. Some figures are terrifying : 1 of 4 Americans has been a victim of some kind of crimes; nearly 22 million crime cases occurred last year throughout the country. A simple arithmetic calculation indicates that on average, a crime is being committed in every 2 seconds. Now the Americans are living in a horrible environment. Their safety and property are threatened by various crimes: robbery, theft, rape, kidnapping, murder, arson, vandalism and violence.
The most worrisome problem comes from the fact that about one third of crime cases were committed by the juvenile and 53% of criminals in jails are youngsters below 25. A poll indicates that about 73% of citizens said they avoided teenagers in streets, especially at night.
To protect themselves from crime, according to a released figure, 52% of Americans keep guns at home. But some gun owners turn out to be potential criminals. Some people demand that strict law for gun control be enforced; but others oppose the ban of gun. No decision is in sight.
Some experts said poverty, unemployment and racial discrimination are the cause of crime. They cited figures to show that 47% of crime cases were committed by t he black, though they account for only about 12% of the population of the nation . Others argued that about 54% of convicted criminals came from families associated with these evils.
The American state government and federal government spend billions of dollars each year in maintaining the police departments and jails. But police authorities complain that they have not sufficient well trained hands and advanced equipment to detect and stop crimes. Several cases of criminal insurgence were reported as a result of resentment at overcrowded prisons. Taxpayers complain that they pay more and more tax but receive less and less protection from crime for their lives and property.
Though the host of the live TV programme made great efforts to search for a solution, so far no participant could put forward a measure that was approved by most of the attendants.
First read the question.
What is the main topic of the following passage?[1分]
Differences between modes of learning.
Deficiencies of formal learning.
Advantages of informal learning.
Social context and learning systems.
Now, go through Text F quickly to answer question 32.
The term "formal learning" is used in this paper to refer to all learning that takes place in the classroom, irrespective of whether such learning is informed by conservative or progressive ideologies. "Informal learning", on the other hand, is used to refer to learning which takes place outside the classroom.
These definitions provide the essential, though by no means sole, difference between formal and informal learning. Formal learning is decontextualised from daily life and, indeed, as Scribner and Cole (1973:553) have observed, may actually "promote ways of learning and thinking which often run counter to those nurtured in practical daily life". A characteristic feature of formal learning is the centrality of activities that are not closely paralleled by activities outside the classroom. The classroom can prepare for, draw on, and imitate the challenges of adult life outside the classroom, but it cannot, by its nature, consist of these challenges.
In doing this, language plays a critical role as the major channel for information exchange. "Success" in the classroom requires a student to master this abstract code. As Bernstein (1969:152) noted, the language of the classroom is more similar to the language used by middle class families than that used by working class families. Middle class children thus find it easier to acquire the language of the classroom than their working class peers.
Informal learning, in contrast, occurs in the setting to which it relates, making learning immediately relevant. In this context, language does not occupy such an important role: the child's experience of learning is more holistic, involving sight, touch, taste, and smell-senses that are under utilised in the classroom.
While formal learning is transmitted by teachers selected to perform this role, informal learning is acquired as a natural part of a child's development. Adults or older children who are proficient in the skill or activity provide - sometime s unintentionally - target models of behaviour in the course of everyday activity. Informal learning, therefore, can take place at any time and is not subject to the limitations imposed by institutional timetabling. The motivation of the learner provides another critical difference between the two modes of learning. The formal learner is generally motivated by some kind of external goal such as parental approval, social status, and potential financial reward. The informal learner, however, tends to be motivated by successful completion of the task itself and the partial acquisition of adult status.
First read the question.
The three approaches mentioned in the passage aim at ____.[1分]
improving the tax system
improving the living conditions
Now, go through Text G quickly to answer question 33.
As a rule, it is essential that the poor’s productive capabilities be mobilized and the conditions for developing these human resources be improved. In this connection, German development policy has developed the following three approaches:
- Structural reform: Structural reform is the preferred approach for reducing poverty because it eliminates the causes of poverty rather than just its symptoms. It is vital that economic, political and social conditions which can alleviate poverty be established at national and international levels. Efforts at international level focus on fair conditions for international trade and competition. At national level, the poor must be helped through structural reform such as the introduction of democratic government, options for independent private enterprise, decentralization and agricultural reform. Development policy tools for realizing such reforms include political dialogue, political advisory services, structural adjustment measures and personnel and material support for reform efforts in the government, business and administrative sectors.
- Direct measures: Projects of this category are aimed at directly helping the poor and improving their living conditions or increasing their job options and earning potential. Of special importance are those projects which provide help for self help in reducing poverty. The material support and advisory services offered by these projects reinforce the poor’s will to help themselves and help enable them to lead self sufficient lives. Typical direct aid projects include the construction of simple housing by self help groups, the creation of a savings and loan system for the poorer segments of society and support for women's self help organizations.
-Indirect measures: A project's beneficiaries - its target group - are not only often difficult to identify clearly, they are also not necessarily all poor people. In these cases, the project in question must be integrated into one of the partner nation's overall or sector specific policies that aim at reducing poverty. A good illustration of this type of project is the use of advisory services to improve the tax system. Advising and upgrading the qualifications of personnel working in the fiscal system can lead to increased tax revenues which could be allocated for anti poverty measures. In keeping with this focus, German development assistance concentrates on the poorest nations and on projects to reduce poverty. In 1993, some 10 percent of the commitments Germany made for bilateral financial and technical assistance went to self help projects aimed at reducing poverty. Basic needs projects comprised 48 percent of all projects and almost 30 percent of the commitments made for financial and technical assistance were allocated for the world's least developed countries (LDCs).
First read the question.
What is the following passage mainly concerned with? [1分]
Educational facilities in Africa.
Founding a university for women.
Agricultural production in Zimbabwe.
Women's role in agricultural production.
Now, go through TEXT H quickly to answer question 34.
Access to education facilities is inadequate in sub Saharan Africa. And women and girls there face greater disadvantages. They are often denied education as customs dictate they marry early and have children.
Two Zimbabwean academics plan to open a university to help African women whose education was interrupted by either family commitments or financial constraints. The university will initially be in Harare, but will be relocated to Marondera, 80 kilometres east. The academics, Hope Sadza, former deputy commissioner of Zimbabwe's Public Service Commission and Fay Chung, former Minister of Education, are to open the university this month. It will initially have 400 students. Students will be split into groups of 100 and placed in one of four faculties: social science, agriculture, environmental studies or science and technology. The university is for women aged 25 or older.
The need for a university for women is more acute in Africa, where women are the poorest and most disadvantaged. When they do have access to education they often must endure sexual harassment. Most women drop out because they lack educational materials or the schools are inaccessible.
“In Africa, women till the land and produce the bulk of the food, yet they have no understanding about marketing,” Sadza siad. “Agriculture is another area where we can empower women.”
The university will have a 285 hectare farm and courses will include agricultural production and marketing. Women account for 80 per cent of Africa's agricultural production, but have no control over either the resources or policies.
The university since August has raised about Z$32.5 million (US$591, 000) in donations and pledges. The university will be open to students from across Africa. It will be the second women's university - after Sudan's Ahfad University - in Africa.
First read the questions.
Which president advocated the lifting of the ban on women teachers?[1分]
What is Guo Juefu?[1分]
Now, go through TEXT I quickly to answer questions 35 and 36.
Many presidents of the century old Nanjing Normal University (NJNU) have put forward insightful and inspiring education theories and practices, which have had a far reaching impact on China's education history.
Jiang Qian and Guo Bingwen proposed a school running principle that advocated the balance between versatility and specialization, liberal arts and sciences.
Tao Xingzhi, a well known educator, carried out many important reforms in the university. For the first time in China, he advocated the lifting of the ban on women teachers and opened adult training classes in summer vacations.
Wu Yifang, China's first woman university president, emphasized normal education, regarding it as the parent engine and heavy industry of education.
Chen Heqin established a Chinese style and scientific theory for modern educati on for children.
There have also been many noted scholars and artists.
Educator Xu Yangqiu was one of China's earliest scholars to study American education theory.
Professor Luo Bingwen devoted himself to normal education theory and Chinese and foreign education history, advocating that teachers should be models of virtue for the students so that their behaviour guides the students.
Psychologist Guo Juefu is an important figure in China's psychological history. China Psychological History (WTBZ), a book he authored, has made its mark in international psychological circles.
Zhang Daqian, a well known master of traditional Chinese painting, advised his students to read books systematically and selectively to rid themselves of worldliness, fickleness and pedantry. Zhang also pointed out that success comes largely from one's own endeavours, but partly from circumstance.
Sun Wang, a poet versed in the poems popular in the Tang Dynasty (AD 618 907), told students to map out a long term schedule for their studies and to work to wards fulfillment of their goal phase by phase.
Biologist Chen Bangjie overcame formidable difficulties to collect plant specimen and became China's father of biology. Generations of talented educators have given Nanjing Normal University a fine reputation.
First read the questions.
The Chicago GSB M.B.A. Programme for Executives is scheduled to be completed within ____.[1分]
If you are in Malaysia, when is your attendance date?[1分]
Now, go through TEXT J quickly to answer questions 37 and 38.
World-class M.B.A. degree.
A world of opportunity.
Limitless, lifelong opportunity awaits you when you attend the University of Chicago Graduate School of Business, and now you can do so from anywhere in the world.
Experience international business firsthand at the only top ranked graduate school with campuses worldwide. The Chicago GSB M.B.A. Programme for Executives spreads 16 weeks of class sessions over 20 months so you can earn this renowned degree without leaving your job or relocating. Base your studies in Singapore; then collaborate with executives at our Chicago and Barcelona campuses. Learn not just the business theories of today but the business framework of tomorrow from the most acclaimed faculty in the world. Establish a global network of accomplished peers. And benefit for the rest of your life from the leadership training, the thinking, the relationships that become yours at Chicago GSB.
If you are a top-level manager seeking an unparalleled general management education, apply to the Chicago GSB M.B.A. Programme for Executives.
And be among those who shape the future.
The University of Chicago Graduate School of Business
Where world class leaders emerge.
Chicago GSB / Asia Campus
101 Penang Road, Singapore 238466
Telephone: 65 238 2196, fax: 65 835 6483 Email: firstname.lastname@example.org www.gsb.uchicago.edu/execMBASia
Please reserve your attendance by fax or email.
Jakarta Manila Taipei
The Grand Hyatt Hotel
19:00-21:30 The Shangri La Edsa Plaza
19:00-21:30 The Grand Formosa Regent Hotel
Kuala Lumpur Bangkok Hong Kong
The Regent Hotel
19:00-21:30 The Grand Hyatt Erawan Hotel
19:00-21:30 The Mandarin Oriental Hotel
GSB Asia Campus
19:00-21:30 The Imperial Hotel
First read the questions.
Who has written Cultural Amnesia: America's Future and the Crisis of Memory?[1分]
Which book is a collection of papers?[1分]
Digital Capital: Harnessing the Power of Business Webs.
Cheating Death: The Promise and the Future Impact of Trying to Live Forever.
The Future Factor: The Five Forces Transforming Our Lives and Shaping Human Destiny.
The University in Transformation: Global Perspectives on the Future of the University.
Now, go through TEXT K quickly to answer questions 39 and 40.
Digital Capital: Harnessing the Power of Business Webs
by Don Tapscott, David Ticoll, and Alex Lowy
Harvard Business School Press. 2000. 272 pages.
Electronic business webs have demolished the rules of competition. Innovative partnerships of digitally linked producers, suppliers, service providers, and customers are accelerating productivity and generating wealth in entirely new ways. This book offers a behind-the-scenes look at success stories such as Linux, eBay, and Cisco, and provides a step-by-step process for implementing an effective business web strategy.
The University in Transformation: Global Perspectives on the Future of the University
edited by Sohail Inayatullah and Jennifer Gidley
Bergin & Garvey/Greenwood Publishing Group. 2000. 270 pages.
This anthology of essays from scholars around the world describes how the forces of technology and economic globalization may alter what we think of as higher education. Topics include the virtual university, paying for college, feminist alternative universities, the role of corporations in higher education, and the rise of "multiversities".
The Future Factor: The Five Force Transforming Our Lives and Shaping Human Destiny by Michael G.Zey
McGraw-Hill. 2000. 289 pages.
This optimistic vision of the human future argues that unprecedented opportunities for growth are emerging from breathtaking innovations in biotechnology, computing, robotics, medicine, energy development, and space technology. Powerful new forces altering society and the global economy include cybergenesis, the merging of humans and smart machines, and biogenesis, the harnessing of genetic technologies to improve ourselves.
Regular Price: $24.95
Cheating Death: The Promise and the Future Impact of Trying to Live Forever
by Marvin Cetron and Owen Davies
St. Martin's Press. 1998. 224 pages.
With advances in medicine and new gene research, the human life span could extend hundreds of years. But a future of billions of people "cheating death" could have devastating impacts on societies, the economy, the environment, and family life.
Regular Price: $21.95
Cultural Amnesia: America's Future and the Crisis of Memory
by Stephen Bertman
Praeger. 2000. 176 pages.
American society is losing its memory: 60% of American adults cannot name the pr esident who ordered the dropping of the first atomic bomb, and 42% of college se niors cannot place the Civil War in the correct half of the nineteenth century. This loss of culture memory, as insidious as Alzheimer's disease, eats away at t he soul of the nation, says Bertman, author of Hyperculture. He argues that, t o build a culture worthy of the future, Americans need to move away from their materialistic, present oriented lives and get more in touch with other dimension s of time.
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ANSWER SHEET ONE
TEST FOR ENGLISH MAJORS (2004)
- GRADE EIGHT -
PART I LISTENING COMPREHENSION
SECTION D NOTE-TAKING & GAP-FILLING [15 MIN.]
Fill in each of the gaps with ONE word. You may refer to your notes. Make sure the word you fill in is grammatically and semantically acceptable.
People who usually make us feel comfortable in conversations are good talkers. And they have something in common, i.e. skills to put people at ease.
1.Skill to ask question
1) be aware of the human nature: readiness to answer others’ questions regardless of (1) ;
2) start a conversation with some personal but unharmfull
questions about one’s (2) job,
questions about one’s activities in the (3) ;
3) be able to spot signals for further talk.
2.Skill to (4) for answers
1) don’t shift from subject to subject
---- sticking to the same subject: signs of (5) in conversation;
2) listen to (6) of voice
---- If people sound unenthusiastic, then change subject.
3) use eyes and ears
---- steady your gaze while listening
3.Skill to laugh
Effects of laughter:
---- ease people’s (7)
---- help start (8)
4.Skill to part
1) importance: open up possibilities for future friendship or
---- men: a smile, a (9)
---- women: same as (10) now
---- how to express pleasure in meeting someone.
ANSWER SHEET TWO
TEST FOR ENGLISH MAJORS (2004)
- GRADE EIGHT -
PART II PROOFREADING & ERROR CORRECTION [15 MIN.]
The following passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:
For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.
For a missing word, mark the position of the missing word with a "∧" sign and write the word you believe to be missing in the blank provided at the end of the line.
For an unnecessary word, cross the unnecessary word with a slash "/"and put the word in the blank provided at the end of the line.
When ∧ art museum wants a new exhibit, (1) an
it never buys things in finished form and hangs them on the wall. (2) never
When a natural history museum wants an exhibition, it must (3) exhibit
often build it.
One of the most important non-legislative functions of the U.S Congress is the power to investigate. This power is usually delegated to committees - either
standing committees, special committees set for a specific
purpose, or joint committees consisted of members of both houses.
Investigations are held to gather information on the need for future legislation, to test the effectiveness of laws already passed, to inquire into the qualifications and performance of members and officials of the other branches, and in rare occasions, to lay the groundwork for impeachment proceedings. Frequently, committees
rely outside experts to assist in conducting investigative hearings and to make out detailed studies of issues.
There are important corollaries to the investigative power. One is the power to publicize investigations and its results. Most committee hearings are open to public and are reported
widely in the mass media. Congressional investigations nevertheless represent one important tool available to lawmakers to inform the citizenry and to arouse public interests in national issues.
Congressional committees also have the power to compel testimony from unwilling witnesses, and to cite for contempt of Congress witnesses who refuse to testify and for perjury
these who give false testimony.
TEST FOR ENGLISH MAJORS (2004)
TIME LIMIT: 120 MIN.
PART IV TRANSLATION [60 MIN]
SECTION A CHINESE TO ENGLISH
Translate the following underlined text into English. Write your translation on ANSWER SHEET THREE.
We shouldn't be too romantic about human relationships. Human beings are funny. Usually, when they meet a person they will first notice his or her merits. It's just like the experience of dinning in a restaurant. The starter or cold dish will leave you a very good impression. You will be full of praise while eating the first two main courses. The more you eat, the calmer you will become. At the end of the dinner all the shortcomings come out. Then happiness turns to anger, praise to scolding and nitpicking, and headingnodding to headshaking. This is because: first, you are hungry when you begin eating. When you are hungry, the bran tastes as sweet as honey; when you are full, even the honey tastes insipid.
SECTION B ENGLISH TO CHINESE
Translate the underlined part of the following text into Chinese. Write your translation on ANSWER SHEET THREE.
For me the most interesting thing about a solitary life and mine has been that for the last twenty years, is that it becomes increasingly rewarding. When I can wake up and watch the sun rise over the ocean, as I do most days, and know that I have an entire day ahead, uninterrupted, in which to write a few pages, take a walk with my dog, read and listen to music, I am flooded with happiness.
I'm lonely only when I am overtired, when I have worked too long without a break, when fro the time being I feel empty ad need filling up. And I am lonely sometimes when I come back home after a lecture trip, when I have seen a lot of people and talked a lot, and am full to the brim with experience that needs to be sorted out.
Then for a little while the house feels huge and empty, and I wonder where my se lf is hiding. It has to be recaptured slowly by watering the plants and perhaps, by looking again at each one as though it were a person. It takes a while, as I watch the surf blowing up in fountains, but the moment comes when the worlds falls away, and the self emerges again from the deep unconscious, bringing back all I have recently experienced to be explored and slowly understood.[11分]
It was reported in the press some time ago that a few second-and third-year students in a provincial university decided to try their hands at business in order to get prepared for the future. They opened six small shops near their university. Their teachers and classmates had different opinions about this phenomenon. Some thought that the students' business experience would help them adapt better to society after graduation, while others held a negative view, saying that running shops might occupy too much of the students' time and energy which should otherwise be devoted to their academic study. What do you think? Write a composition of about 300 words on the following topic:
SHOULD UNIVERSITY STUDENTS GO IN FOR BUSINESS?
In the first part of your writing you should state clearly your main argument, and in the second part you should support your argument with appropriate details. In the last part you should brig what you have written to a natural conclusion or a summary.
Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.[11.5分]
Should University Students Go in for Business
Nowadays, you may encounter students who are selling stationery or newspapers when you are walking on campus. Some of them have even opened different types of small shops. They assume that in this way they may accumulate some social experiences and get well prepared for their future jobs. However, they can hardly achieve that purpose. What's even worse is that they will waste a lot of time they could have used for study. Therefore, in my opinion, university students should not go in for business because of the following two reasons.
Firstly, university students usually have a heavy task of theoretical study. They have a lot of courses to take, a pile of books to read, and all types of homework to finish. These tasks are essential for them to build up a profound and theoretical foundation. After all, university era is the best time when a student can learn theoretical knowledge. They have many years to practice it later, but if they miss the chance to master it systematically, they will certainly regret wasting their best years. Doing business will take them too much time when they can spend on physical exercises, on books and on activities which will make them better people in the future. No matter whether the business turns out successful or ends up a failure, it will eventually distract students from their academic study. So in the end the students will lose much more than what they earn.
Secondly, a complete social service network has been established on campus, and the students usually have no chance to compete with the supermarkets which offered much better service and commodities of high quality. These supermarkets sell goods ranging from pens, paper to quilts, from biscuits to cooked meals. You can almost buy whatever you will use in daily life there. Besides, these things are usually cheap. What type of shops the students can run? Most of them do the same business as the supermarkets. What type of goods they offer? Nothing better than those in the supermarkets. As a result, the business run by the students usually end in bankruptcy. Except bitter experiences, they earn nothing.
In a word, if university students go in for business, they will inevitably lose not only energy but also time. Therefore, the school authority should forbid the students to run business, and teachers should try their best to persuade the students not to take the risk so early.