Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write a short essay entitled Paying Kids for Chores? You should write at least 120 words according to the outline given below.
1. 現(xiàn)在有不少家長(zhǎng)付錢讓孩子做家務(wù)
2. 有人對(duì)此贊成，也有人表示反對(duì)
3. 我的看法
Paying Kids for Chores?
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.
Universities must deal better with complaints
With student complaints at a record high, universities will have to raise their game once tuition fees rise
Two universities that have broken official rules for dealing with student complaints are named today in the independent adjudicator’s (仲裁人) annual report. The two, Southampton and Westminster, are the first to be exposed in this way — yet another sign of the new era in which universities are expected to be more accountable (負(fù)責(zé)) to students who expect to be treated as customers.
The Office of the Independent Adjudicator (OIA), which reviews complaints when students have exhausted their university’s procedures, also reports a record rise in the number of cases. Last year the office received 1,341 complaints against universities in England and Wales, the highest number ever and an unprecedented (空前的) rise of one-third on the year before.
As the adjudicator himself, Rob Behrens, points out, 1,341 complaints represents just 0.05% of higher education students, and 53% of those were not justified. But, he also observes, the proportion of justified and partly justified complaints has grown for the first time in several years. He predicts the increase in complaints will continue. “It’s to be expected where you have rising tuition fees, where students are being invited to behave like consumers and where the labour market is difficult so students will do what they can to ensure they qualify.”
He says his decision to expose the universities of Southampton and Westminster is not “naming and shaming, with all the associations of moral censure that term implies”. He was, he explains, simply following OIA rules — something those two institutions failed to do.
Westminster fell short in its handling of two complaints. One was from a student who argued a disability hadn’t been properly taken into account. The adjudicator agreed. The other student claimed that an exam question and its marking scheme had been unreasonable. In both cases the university broke the rules by failing to resolve the cases, as recommended, promptly and in full.
At Southampton University, four months after the OIA concluded that an undergraduate had a justified complaint about their experience on a placement, the university continued to oppose the decision and was refusing compensation.
In a second case, the university also failed to comply with the adjudicator’s decision. And in a third one, although the complaint turned out to be unjustified, for 10 months the university delayed the investigation by failing to provide evidence despite the adjudicator’s repeated reminders.
At both universities, it was only after the adjudicator involved the vice-chancellors (校長(zhǎng)) that the complaints began to be resolved.
Behrens is pleased the relationships between his office and both universities are now much more positive. “As the government places more emphasis on the student experience, complaints have an important role in safeguarding (保護(hù)) that,” he says. “Universities must see complaints as feedback to become more professional.”
Both Southampton and Westminster universities want to charge undergraduates annual fees of £9,000. There is an expectation, not only from ministers, but importantly from students and their families, too, that all universities wishing to increase charges will move to increase student satisfaction as well.
Before making an investment of £27,000, for example, each student will ask, “Is this good value? Is the teaching good? Is this the best route to a successful career?”
Universities are being encouraged, some may say pressurised, to become more transparent and accountable in a number of ways.
The government is urging all universities to publish a student charter, a sort of statement of terms and conditions to remind students of their responsibilities and their rights. Universities are also expected to publish “key information sets” by September 2012. These will enable students to shop around by providing the same 17 pieces of information about each institution, including, for example, the proportion of “contact” time and group work, and the careers and starting salaries of previous graduates.
The OIA is already looking at creative ways to cope with both limited resources and likely further rises in student complaints. Settling more disputes by phone is one option; helping universities to install an independent ombudsman (巡視員) on each campus — an idea borrowed from the Netherlands and the US — is another.
The question is, are UK universities well prepared for the new consumer culture where the deal is if you pay more, you expect more, and if you feel you’re not getting it, you’ll complain?
The question is particularly pertinent for the universities of Southampton and Westminster on the day they are exposed for dragging their feet with a legally established adjudicator. Both vice-chancellors were unavailable for interview.
In a statement, Professor Debra Humphris, Southampton’s pro-vice-chancellor, education, said the vast majority of the small number of student complaints are dealt with swiftly, described the dialogue with the OIA as “constructive and supportive” and said that an improved complaints procedure will be in place this autumn.
In a more defiant statement, Professor Geoffrey Petts, vice-chancellor at Westminster, points out that the university is working with the OIA towards compliance with its recommendations: “The University of Westminster was disappointed to have been cited in the OIA report. The university has robust procedures for handling the very small number of formal complaints which it receives from students.”
Aaron Porter, the president of the National Union of Students, has welcomed the new step of naming universities that don’t fully co-operate with the adjudicator. “In an environment where students are paying higher fees and will therefore raise expectations, they need to know which institutions stick to the rules.”
He also makes this warning: “Faced with increasing competition to recruit students, many universities are being tempted to make grander and grander claims. They need to improve their offer, but they need to be honest in what they promise.”
The advice is echoed by Steve Smith, president of Universities UK and vice-chancellor of the University of Exeter. He sees, in the adjudicator’s annual report, a sector getting to grips with a new world where students are more demanding and will make sure universities correctly follow procedures. “It is vital that institutions are honest and transparent about what students can expect from their courses. In an age of marketing, don’t oversell. Any institution will have to make sure they do what they say.”
1. Southampton and Westminster’s being named shows that _______.
A) the independent adjudicator is quite impartial
B) the two universities have a very bad reputation
C) universities are expected to be more responsible
D) college students are treated with much respect now
2. What is said about last year’s complaints against universities in England and Wales?
A) Few of them turned out to be completely justified.
B) They were much less than those on the year before.
C) Most of the complaints were exposed in the report.
D) The number of the complaints reached a record high.
3. According to Rob Behrens, the increase in complaints is likely to continue as long as _______.
A) we are living in a customer culture
B) universities increase tuition fees
C) students have to pay their tuition fees
D) the level of unemployment keeps rising
4. When a student complained about an exam question, the University of Westminster _______.
A) deliberately delayed the investigation C) modified the marking scheme promptly
B) didn’t deal with the complaint swiftly D) handled the case following official rules
5. Behrens believes that complaints play an important role in _______.
A) safeguarding the student experience C) enhancing customers’ shopping experience
B) protecting the interests of universities D) improving government employees’ service
6. Students and their families expect that universities wanting more tuition fees will _______.
A) offer more part-time jobs C) increase student satisfaction
B) lower entrance requirements D) invest more in teaching facilities
7. For the OIA, to resolve more complaints with limited resources, one option is to _______.
A) urge universities to simplify their procedures
B) use the telephone to deal with the complaints
C) cooperate with officials from other countries
D) send an independent ombudsman to each school
8. According to Professor Debra Humphris, the University of Southampton will be ready to use ______________________________ this autumn.
9. Aaron Porter warns that universities should not only ______________________________ but also be frank in their offer.
10. Steve Smith, president of Universities UK, understands that we have entered a new era where students become more ______________________________. Part III Listening Comprehension (35 minutes)
Section A
Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
11. A) He fell ill on the jet plane. C) He went to bed too late last night.
B) He has been working too hard. D) He hasn’t adapted to the new time yet.
12. A) The man doesn’t have a strong enough will.
B) The man loves horror films.
C) The man will see the film anyway.
D) The man studied for the whole night last night.
13. A) Not to worry about the ticket. C) Book an air ticket in advance.
B) Buy a ticket at a higher price. D) Wait for others to cancel their booking.
14. A) The young man had some unusual problems.
B) The problem is common for young people.
C) It’s not common for young men to leave home.
D) It was a problem for John when he left home.
15. A) The man will have no choices left.
B) The man had better go there quickly.
C) The man should go when he has spare time.
D) The books are a bit scratched and are of poor quality.
16. A) She can’t afford the time for the trip. C) She has to change the time for the trip.
B) She will manage to leave this month. D) She hasn’t decided where to go next month.
17. A) It is located near a large residential area.
B) It is open around-the-clock on weekends.
C) It is the same as other banks in any way.
D) It provides convenience and quality service.
18. A) He will go to see a doctor about his coughing.
B) He has had a heart attack because of smoking.
C) He is coughing because of too much smoking.
D) He has a serious lung disease and heart attack already.
Questions 19 to 22 are based on the conversation you have just heard.
19. A) Go to summer school. C) Stay at home.
B) Take a vacation. D) Earn some money.
20. A) They hired someone to stay in their home.
B) They left their pets with neighbors.
C) They rented their house to a student.
D) They asked their gardener to watch their home.
21. A) Walking the dog. C) Watching the children.
B) Cutting the grass. D) Feeding the fish.
22. A) They attend a house-sitter’s party. C) They interview a house-sitter’s friends.
B) They check a house-sitter’s references. D) They look at a house-sitter’s transcripts.
Questions 23 to 25 are based on the conversation you have just heard.
23. A) Writing reports for them. C) Helping them deal with daily existence.
B) Teaching them foreign languages. D) Introducing work for them.
24. A) They don’t have support networks.
B) They cannot cope with the difficulties in their lives.
C) The woman is famous for helping others.
D) People from their nationality refuse to help them.
25. A) They were surprised at the flavors.
B) They could find food they know and love.
C) There was at least one Chinese restaurant in every China town.
D) Americans have different foods.
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 26 to 29 are based on the passage you have just heard.
26. A) To do some research. C) To pay for his college education.
B) To support his family. D) To help his partner expand business.
27. A) It stood at an unfavorable place.
B) It lowered the prices to promote sales.
C) It lacked control over the quality of sandwiches.
D) It made no profits due to poor management.
28. A) They had enough money to do it.
B) They had succeeded in their business.
C) They wanted to make others believe that they were successful.
D) They wished to meet the increasing demand of customers.
29. A) Learning by trial and error. C) Finding a good partner.
B) Making friends with suppliers. D) Opening chain stores.
Passage Two
Questions 30 to 32 are based on the passage you have just heard.
30. A) To exchange ideas. C) To achieve success in life.
B) To prove their value. D) To overcome their fear of silence.
31. A) About whatever they have prepared. C) About learning something new.
B) About whatever they want to do. D) About getting on well.
32. A) To explain why people keep talking.
B) To persuade people to stop making noises.
C) To encourage people to join in conversations.
D) To discuss why people like talking about weather.
Passage Three
Questions 33 to 35 are based on the passage you have just heard.
33. A) Bettering his way of life.
B) Improving his surroundings.
C) Modifying the face of the planet.
D) Altering the physical features of the earth.
34. A) When the ecological balance of the river is lost.
B) When people consume more fish than they used to.
C) When large numbers of algae, fish and birds are killed.
D) When the production of marine petroleum is increased.
35. A) Ecologists. C) Businessmen.
B) Industrialists. D) Environmentalists. Section C
Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.
Today we are going to practice evaluating the main tool used when addressing groups — the (36) _________. There are three main elements that combine to create either a positive or negative (37) _________ for listeners. They can (38) _________ in a voice that is pleasing to listen to and can be used effectively, or they can create a voice that doesn’t hold the attention, or even worse causes an (39) _________ reaction. The three elements are volume, pitch and pace.
When talking about volume, keep in mind that a good speaker will adjust to the size of both the room and the audience. Of course, with an (40) _________ device like a microphone, the speaker can use a (41) _________ tone. But speakers should not be (42) _________ on it. A good speaker can speak loudly without shouting.
The second element — pitch — is related to the highness and lowness of the sounds. High pitches are for most people more difficult to listen to, so in general, the speaker should use the lower (43) _________ of the voice. (44) ___________________________________________________________________.
The third element, pace — this is how fast or slow words and sounds are articulated — should also be varied. (45) ___________________________________________________________________. Pauses ought to be used to signal transitions or create anticipation. It can be very effective when moving from one topic to another (46) ___________________________________________________________________.