2014/2015 ADMISSION EXAMINATION PAPER · century, they had a difficult time adapting to the way of Feng Shui. Much like modern day contractors who (5) had to conform to building codes

P a s t E x a m i n a t i o n P a p e r s 2 0 1 3 / 2 0 1 4 , 2 0 1 4 / 2 0 1 5

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2014/2015 ADMISSION EXAMINATION PAPER

Part A LANGUAGE USE (20%)

Time: 20 minutes

Instructions: Read through each passage once to understand its meaning and the context in which the underlined items are used. If the underlined items are accurate and appropriate, select “NO CHANGE.” If the underlined items are not accurate and/or inappropriate, select the best option in the choices listed. Mark the letter on the Answer Sheet. Please note that these questions below are worth 1 point each.

Passage 1: The Origin of Feng Shui4

Feng Shui literally translated means “wind and

water.” It is an ancient Chinese art and science of

placement and arranging objects and space within

the environment so as to achieve harmony and

balance. It is meant to promote and nurture the flow

of good Chi, a Chinese word similar to “energy” in

English.

A modern day belief is that all Feng Shui books

(1) had been burning in the Qin dynasty (221 BC –

206 BC). One of the most impressive subjects on this

matter was written by Huang Shi Gong and was

given to Zhang Liang during the late Qin dynasty.

Later, in the Tang Dynasty (618 – 907), several

books were written on this subject by Yang Yun

Song. All Feng Shui schools used these (2)

authority works. Unfortunately, these cryptic books

1. A. were burning B. were being burnt C. had been burnt D. NO CHANGE

2. A. authoritative B. authorised C. authorising D. NO CHANGE

4 By Halston Williams (2009).

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used knowledge largely passed down through the

oral tradition.

By the mid-19th century, Feng Shui had become

(3) such a part of life as the Chinese government

published all the materials necessary for use in the

practice of Feng Shui. In fact, (4) although English

speaking settlers came to China in the mid-19th

century, they had a difficult time adapting to the way

of Feng Shui. Much like modern day contractors

who (5) had to conform to building codes and other

community rules and regulations, the English

settlers had difficulties in construction and

renovation because their design ideas did not

conform to the Feng Shui principles and were

therefore rejected.

Further, early introduction of Feng Shui to

westerners did not go well (6) as well. When

foreigners wanted to purchase land and those

foreigners were not welcome, they would be

directed to land that did not lend itself (7) to good

Feng Shui.

Over the last few decades, many English books

have been published on the topic of Feng Shui. They

usually focus on interior design, decorating,

architecture or landscape design. Reception from

3. A. such a part of life that

B. so a part of life as C. so a part of life that D. NO CHANGE

4. A. when B. while C. if D. NO CHANGE

5. A. have B. has C. will have D. NO CHANGE

6. A. neither B. either C. too D. NO CHANGE

7. A. at B. in C. on D. NO CHANGE


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English audiences (8) have often been skeptical,

particularly towards the use of crystals, wind

chimes, fountains and mirrored balls. Claims that

Feng Shui can improve (9) one life, finances and

relationships are dismissed by some as mythology

and new age mysticism. Still, others in the west have

adapted Feng Shui to their own lives and report (10)

overwhelming benefits.

Today’s world demands balance and a sense of

alignment with personal space both at home and at

work. Stress, imbalance and a feeling of disarray not

only impede optimal performance in your (11) every

day tasks, but can also have a detrimental impact on

your physical, mental and spiritual health. This, in

turn, limits your ability to succeed and create

happiness in your life.

8. A. had B. having C. has D. NO CHANGE

9. A. ones B. once C. one’s D. NO CHANGE

10. A. overwhelmed B. overwhelm C. overwhelms D. NO CHANGE

11. A. everyday’s B. everydays C. everyday D. NO CHANGE

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Passage 2: The Demand for Chinese Translations is Soaring5 China is one of the world’s fastest-growing (12)

economy and attracts the attention of international

businesses from all over the world. However, it is not

easy to enter into the Chinese market where

language is a big barrier. That is why Chinese

translations are (13) a critical aspect of conducting

business in the vast Chinese market.

With over 850 million speakers, Chinese is the

world’s largest spoken language. It is not surprising

that the demand for accurate Chinese translations

(14) soars. Written Chinese can be classified into

two categories – Simplified Chinese and Traditional

Chinese. While Simplified Chinese (15) is used in

Mainland China; Traditional Chinese is used by

people residing in Hong Kong, Taiwan and many

Chinese people in the USA.

There are plenty of differences between

Simplified Chinese and Traditional Chinese

regarding the characters, fonts, manners of

expression and terminologies. Only experts can tell

the differences between the two. In addition, the

Chinese language is (16) many different from

12. A. economies

B. economics C. economic D. NO CHANGE

13. A. any critical aspects B. critical aspect C. some critical aspects D. NO CHANGE

14. A. is soaring B. soar C. have soared D. NO CHANGE

15. A. is used in Mainland China. B. is used in Mainland China, C. is used in Mainland China:

D. NO CHANGE

16. A. any

B. some C. a lot D. NO CHANGE

5 By Albert Carter (2012).


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English or any other language. Chinese is written in

characters, (17) each of that consists of one or

dozens of strokes and a sentence is comprised of

several characters. Generally, the Chinese version

always takes less space than the English source text.

For instance, if your English text is of one page, its

Chinese version might just take (18) two third of the

page. Similarly one paragraph of English can

become just two or three lines in Chinese. However,

there are certain English words which are written in

two or three characters in Chinese. For example, the

Chinese word for “happy” is “gao–xing”; “handbag”

becomes “tí bāo” and so on. Hence the word count of

a Chinese translation is always higher than (19) the

English original text.

Besides, there is a vast difference in the grammar of

both the Chinese and English languages. The order

of the words can be altogether changed in the

Chinese translation. (20) Relies on some software

tool is not advisable at all. You need the services of

well-trained translators who use their knowledge and

experience to deliver Chinese translations that

accurately convey the meaning of the text.

Research your options for translation

companies and remember to choose a translation

17. A. each of them

B. each of which C. each of it D. NO CHANGE

18. A. two-third

B. twothirds C. two-thirds D. NO CHANGE

19. A. x (no article needed) B. a C. any D. NO CHANGE

20. A. Rely B. Relying C. Relied D. NO CHANGE

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company that delivers the highest quality results. By

yourself you may not be able to judge whether the

Chinese translations done are accurate or not.

Therefore, make it a point to approach a highly

reputed and reliable agency which guarantees the

highest level of accuracy in Chinese translations.

END OF LANGUAGE USE SECTION


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Part B READING (40%)

Time: 40 minutes

Instructions: Read through each passage once to understand its meaning and the context in which the underlined items are used. Then answer the questions that follow.

Passage One6

A. One direct method of measuring and evaluating cultural changes brought about by

globalization is to study the shifting global patterns of language use. The globalization of languages can be viewed as a process by which some languages are increasingly used in international communication while others lose their prominence and even disappear for lack of speakers. Researchers at the Globalization Research Center at the University of Hawaii have identified five key variables that influence the globalization of languages:

1. Number of languages: The declining number of languages in different parts of

the world points to the strengthening of homogenizing cultural forces. 2. Movements of people: People carry their languages with them when they

migrate and travel. Migration patterns affect the spread of languages. 3. Foreign language learning and tourism: Foreign language learning and tourism

facilitate the spread of languages beyond national or cultural boundaries. 4. Internet languages: The Internet has become a global medium for instant

communication and quick access to information. Language use on the Internet is a key factor in the analysis of the dominance and variety of languages in international communication.

5. International scientific publications: International scientific publications contain the languages of global intellectual discourse, thus critically impacting intellectual communities involved in the production, reproduction, and circulation of knowledge around the world.

B. Given these highly complex interactions, research in this area frequently yields

contradictory conclusions. Unable to reach a general agreement, experts in the field have developed several different hypotheses. One model posits a clear correlation between the growing global significance of a few languages – particularly English, Chinese, and Spanish – and the declining number of other languages around the world. Another model suggests that the globalization of language does not necessarily mean that our descendants are destined to utilize only a few tongues. Still another thesis emphasizes the power of the Anglo-American culture industry to make English the global lingua franca of the twenty-first century.

C. To be sure, the rising significance of the English language has a long history,

reaching back to the birth of British colonialism in the late sixteenth century. At that time, only approximately 7 million people used English as their mother tongue. By the 1990s, this number had swollen to over 350 million native

6 Adapted with permission from the publisher. Steger, M.B. (2009). The cultural dimension of globalization. Globalization: A very short introduction (pp. 71-83). Oxford, UK: Oxford University Press.

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speakers, with 400 million more using English as a second language. Today, more than 80 percent of the content posted on the Internet is in English. Almost half of the world’s growing population of foreign students are enrolled at institutions in Anglo-American countries.

D. At the same time, however, the number of spoken languages in the world has

dropped from about 14,000 in 1500 to less than 7,000 in 2007. Given the current rate of decline, some linguists predict that 50-90 percent of the currently existing languages will have disappeared by the end of the twenty-first century. But the world’s languages are not the only entities threatened with extinction. The spread of consumerist values and materialist lifestyles has endangered the ecological health of our planet as well.

Table 1. The declining number of languages around the world, 1500-2000 Continents Early 16th

century (no./%)

Early 17th century (no./%)




Late 20th century (no./%)

Early 21st century (no./%)

Americas 2,175/15 2,025/15 1,800/15 1,500/15 1,125/15 1,005/15 336/12 Africa 4,350/30 4,050/30 3,600/30 3,000/30 2,250/30 2,011/30 1,355/45 Europe 435/3 405/3 360/3 300/3 225/3 201/3 140/5 Asia 4,785/33 4,455/33 3,960/33 3,300/33 2,475/33 2,212/33 1,044/38 Pacific 2,755/19 2,565/19 2,280/19 1,900/19 1,425/19 1,274/19 92/3 World 14,500/100 13,500/100 12,000/100 10,000/100 7,500/100 6,703/100 2,997/100Source: Globalization Research Center at the University of Hawaii-Manoa, http://wwwlglobalhawaii.org. Vocabulary in Context Below are words and phrases from Passage One. Choose the best definition for each underlined word or phrase as it is used in the passage. Mark the letter on the Answer Sheet. Please note that these questions below are worth 1 point each. 1. Paragraph A: …identified five key variables that influence…

A. outcomes B. variants C. differences D. factors

2. Paragraph A: …the strengthening of homogenizing cultural forces.

A. that make things disappear B. that make things irrelevant C. that narrows differences D. None of the above

3. Paragraph A: …when they migrate and travel.

A. carry B. move C. affect D. pattern


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4. Paragraph A: …learning and tourism facilitate the spread… A. enable B. influence C. protect D. access

5. Paragraph A: … languages of global intellectual discourse, thus critically…

A. communication B. thinking C. theses D. debate

6. Paragraph A: …reproduction, and circulation of knowledge…

A. discourse B. intellect C. community D. spread

7. Paragraph C: …this number had swollen to over 350 million…

A. was unreasonably changed to B. increased to C. was estimated as D. None of the above

Comprehension Choose the best answer and mark the letter on the Answer Sheet. Please note that these

questions below are worth 1 point each.

8. Paragraph A: … and even disappear for lack of speakers. The underlined part here means: A. so that there are more speakers B. so that there are fewer speakers C. because there are no speakers D. international communication lacks speakers

9. Paragraph B: …globalization of language does not necessarily mean that our….

The underlined part here means: A. definitely means B. there is no necessity C. need not result in D. it does not mean

10. How can the globalization of a language be measured?

A. By how often the language is used in international communication B. By its frequent integration of English words C. By counting how many languages disappear D. By the number of posts on the Internet

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11. Which factors help to spread the movement of languages? A. The movement of people when they migrate B. The popularity of foreign language learning C. Both A and B D. Neither A nor B

12. What is the estimated total number of English speakers by the 1990s?

A. 350 million B. 400 million C. 750 million D. 1 billion

13. Looking at percentages, which of the following continents has witnessed the

biggest decline in the number of languages since 1500 according to Table 1? A. Pacific B. Americas C. Europe D. Asia

14. The following are accurate conclusions based on Table 1 EXCEPT

A. In the early 18th century, more languages were present in Asia than in the Americas.

B. The percentage of languages present in each region of the world remained consistent from the early 16th century until the late 20th century.

C. The number of languages present in the world has declined steadily from the early 16th century to the early 21st century.

D. The Pacific region currently accounts for the most number of languages out of all the other regions.

Inferences and Implied Meanings Choose the best answer and mark the letter on the Answer Sheet. Please note that these questions below are worth 2 points each. 15. Which of the following best represents the main idea of paragraph B?

A. Researchers have arrived at a solid conclusion about the causes of the globalization of languages.

B. English is the most important language to learn if one wants to be successful in this world.

C. No one knows for sure why some languages gain importance while others lose it.

D. English, Chinese, and Spanish are the three most powerful languages since they are spoken by the majority of the world’s population.

16. According to the author, English became a world language because

A. the number of English teachers increased around the world. B. British colonialism aided the spread of the English language. C. not enough Americans study foreign languages. D. the American culture industry is growing.


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17. What can you guess will be the future of languages other than English, Chinese, or Spanish? A. The number of speakers will continue to decrease. B. The number of speakers will continue to increase. C. The number of speakers will depend on the birth rate in those countries. D. The number of speakers will neither increase nor decrease.

Passage Two7 A. In the United States, if you have several children, the odds increase that your

income will be below average, and if, on top of that, you are a divorced mother, the chance skyrockets that you will be living below the poverty level. In 1999, more than one in every four families headed by a woman (with no husband present) was below the poverty level, but one in every two such families with children under 6 were below the poverty level (Dalaker and Proctor 2000).

B. To imagine the struggle it is to manage successfully in the United States on so

little money, it is necessary only to review the definition of the poverty level. The poverty index was created based on the conclusions of two studies. One showed that approximately one-third of a poor family’s income is spent on food, and another estimated the cost of an “economy food plan” — a plan defined as a minimally nutritious diet for emergency or temporary use (Orshansky 1969). By calculating the cost of an economy food plan and multiplying by 3, the poverty level was born. It has been revised along the way, but the idea has remained the same and since 1964 it has been raised at the same rate as the consumer price index. In 1999, the poverty threshold for a single person under the age of 65 was $8,667 a year. This was the equivalent of earning $3.95 an hour if you were a year-round, full-time worker. However, the federal minimum wage in that year was $5.15 an hour. A single parent with two children under the age of 18 could be earning $13,423 a year and still be right at the poverty level threshold.

C. On the basis of global comparisons, it might be argued that very few people in

North America are poor in absolute terms—it is the relative deprivation that is socially and morally degrading. Organizations such as the World Bank have adopted an international standard that defines poverty as an income of less than $1 a day. Using this definition, the World Bank has estimated that 1.2 billion people, representing 23 percent of the population in less developed countries in 1998, live below the poverty level (World Bank 2001). If we stretch the poverty line to $2 a day, we find that 2.8 billion live at that level, and account for 56 percent of people in developing countries.

D. “We live not as we wish, but as we can,” is how a southern Indian peasant described life (quoted by Hockings 1999:213). One index of poverty used in India is the number of meals per day that a person can afford. If you can afford at least two meals a day, then you are above the poverty line, and by that definition only about 20 percent of Indians were below the poverty level in 1996 (Jordan 1996), but in fact 44 percent of Indians in 1998 lived on less than $1 a day and 86 percent

7 WEEKS. Population, 8E. © 2002 South-Western, a part of Cengage Learning, Inc. Reproduced by permission. www.cengage.com/permissions

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lived on less than $2 a day. Compared to that, just living at the poverty threshold in the United States (which for one person would equal $24 a day) would mean a life of considerable luxury.

E. In rural Kenya, the World Bank estimated that half of the population was living at

or below $1 a day in 1992, and the poorest households were those headed by women with no male support (World Bank 1996). This is a familiar pattern throughout the world and has generated the idea of the “feminization of poverty.” It is likely that more than half of the poor in the world are females, aggravated by situations in which women are heads of households in societies in which they are generally not able to earn as much money as men. Marcoux (1998) estimates that the regions of the world most vulnerable to the feminization of poverty are the Caribbean, Latin America, East Asia, and sub-Saharan Africa, but of course it is a global problem.

Vocabulary in Context Below are words and phrases from Passage Two. Choose the best definition for each underlined word or phrase as it is used in the passage. Mark the letter on the Answer Sheet. Please note that these questions below are worth 1 point each. 18. Paragraph B: …nutritious diet for emergency or temporary use…

A. immediate B. temporal C. short-term D. full-time

19. Paragraph B: In 1999, the poverty threshold for a single…….

A. government subsidy B. monthly average salary C. floor in the doorway D. upper income limit

20. Paragraph C: …it is the relative deprivation that is……..

A. related B. comparative C. actual D. concerning

21. Paragraph E: …in the world are females, aggravated by situations in which…

A. made worse B. causing anger C. made better D. None of the above


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22. Paragraph E: …the world most vulnerable to the feminization… A. cherished by B. immune to C. developed toward D. defenseless against

Comprehension Choose the best answer and mark the letter on the Answer Sheet. Please note that these questions below are worth 1 point each. 23. What would be the most appropriate title for this article?

A. Poverty levels around the world B. Measuring amount of wealth with the poverty index C. The feminization of poverty D. The poor get poorer; the rich get richer

24. The author refers to two studies that form the basis of the poverty level threshold.

Which of the following is one of the studies to which the author refers? A. Dalaker and Proctor 2000 B. Orshansky 1969 C. Hockings 1999 D. Marcoux 1998

25. How can the number of poor be determined in India?

A. By counting those who can afford to eat at least two meals per day. B. By counting those who make less than $2 a day. C. By counting those who live as they can. D. By counting those who are at the poverty threshold as those in America.

26. In paragraph A, “on top of that” means:

A. on top of people below average B. on top of the income C. in addition to a low income D. None of the above

27. In paragraph C, “it might be argued” means:

A. Americans like to fight B. People could start quarreling C. Some might make the point D. Global debates could start

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Inferences and Implied Meanings Choose the best answer and mark the letter on the Answer Sheet. Please note that these questions below are worth 2 points each. 28. Based on the way information regarding the poverty level was established in the

United States, it can be inferred that the author A. is satisfied with the formula. B. wishes for the World Bank definition to be used instead. C. has his own ideas about how the formula should be calculated. D. believes the formula to be outdated.

29. Which of the following is an example of the “feminization of poverty”?

A. A divorced mother earning $13,000 a year in 1999 in the United States. B. A retired professional male football player making $5.15 an hour in 1999 in

the United States. C. A single dad with two children earning $1,100 a month in 1999 in India. D. A middle-class married couple making a combined $412 a week in 1999 in

Kenya. 30. Why has the World Bank not adopted the same method of measuring poverty as

the United States? A. America is not part of the United Nations. B. Too many Americans live below the poverty level of developing countries. C. Poor Americans have more money than poor people elsewhere. D. The World Bank is only concerned about developing countries.

31. In paragraph D, the statement, “We live not as we wish, but as we can,” can be interpreted to mean:

A. We like our current living situation. B. We can live a better life if we try harder. C. We have no other choice but to try to survive. D. We are happy if we are able to afford two meals a day.

32. The chance of living below the poverty level is greater for which group of

people? A. Families with a mother, father and two adult children B. Families with only a mother and young children under 6 years of age C. Families with a mother and three teenage children D. Families with a mother, father, and a baby

END OF READING SECTION


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Part C WRITING (40%) Task 1

Suggested time: 15 minutes

Task 2 Suggested time: 45 minutes To plan: 5 minutes To write: 35 minutes To check: 5 minutes

Task 1. Summary Writing (10%) Instructions: Write a summary of Passage One (the passage that begins with “One direct method of…”) from the Reading section in Part B on page 7. Exclude the table in your summary. Summaries that are copied directly from the original reading passage will receive no score. Your summary will be judged on the following:

1. Content: The summary should capture all key points/arguments of the passage in logical order. It should contain a first sentence that clearly states the main idea of the passage.

2. Originality: The summary should not contain phrases or sentences copied from the passage.

3. Word-limit: The summary should be between 40 – 60 words in length. Write your summary on the Answer Booklet. Begin your summary with the following: The author thinks that… Task 2. Essay Writing (30%) Instructions: Choose ONE topic from below and write at least 200 words. Put the letter (A, B, or C) of your choice on the Answer Booklet. The writing topics are designed to give you an opportunity to demonstrate your ability to write clearly and effectively. Essays that are memorized, copied from other parts of the examination, and /or unrelated to the given topics will receive no score. Your essay will be judged on your ability to:

1. develop an argument with convincing reasoning, 2. provide specific details as support, 3. organize ideas into identifiable units, 4. use appropriate vocabulary, 5. make connections between ideas, 6. write a variety of sentences, and 7. communicate meaning with minimum interruption.

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Writing Topics

A. Some people say that eating shark fin soup is an essential part of Chinese

culture while others suggest that this practice is no longer environmentally friendly. How do you feel about this issue? Support your ideas with relevant and specific examples.

B. Education in Macao seems to focus on test taking. How do you view this

situation? Support your ideas with relevant and specific examples.

C. “If eligible, I would vote in Macao elections.” “If eligible, I would not vote in Macao elections.” Which of the two statements above would you choose and why?

END OF E101 EXAMINATION PAPER


36

E103 LISTENING EXAMINATION

Time: 30 minutes

Instructions: Listen to the recordings. You will hear each listening ONCE only. You will have time to read the questions before each section and check your answers after each section. You may take notes anywhere on the test booklet. Only answers marked on the Answer Sheet will be scored. Section 1: In this part of the test, you will hear a conversation between a professor and a student. The student has made an appointment with a professor to ask some questions. You can see that an example has been done for you below. For this time only, the conversation will be played twice. You now have one minute to look at questions 1 to 7. Example Why did the student make the appointment with the professor?

A. to talk about the problems in the United States B. to discuss the student’s grades C. to ask about postgraduate school D. to discuss business administration

ANSWER: The student wanted to ask about postgraduate school so the answer is C. Now we will begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer the questions.

1. When does the student want to apply to postgraduate school? A. right now B. next year C. one year D. some time

2. Which of the following places does the student want to go to postgraduate

school? A. Australia B. Macao C. Austria D. Mongolia

3. What does the professor say the student will have to do to prepare to apply to

postgraduate school? A. research programs B. take the GCE C. write a recommendation letter D. improve English writing

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4. Who was writing a statement of purpose? A. Dr. Chan B. the student C. the student’s classmate D. the student’s professor

5. What does Dr. Chan say the student should do to get a good recommendation

letter? A. write down some ideas and refine them B. ask professors who will write good letters C. make regular appointments with Dr. Chan D. prepare a draft of the recommendation letter

6. What information does Dr. Chan suggest that the student prepare for a

professor to write a recommendation letter? A. updated CV B. transcripts C. program information D. ALL OF THE ABOVE

7. What does the student ask Dr. Chan before ending the conversation?

A. where the writing center is B. how to prepare for the tests C. if he could make another appointment D. when to write his CV

You now have one minute to check your answers for questions 1 to 7. Section 2: In this part of the test, you will hear a conversation between three people in a residential college. The conversation is about students washing their clothes. You now have one minute to look at questions 8 to 14.

8. What information did Carol get from Dr. Smith? A. the location of the laundry machines B. the cost of the laundry machines C. Both A and B D. Neither A nor B

9. What time does the laundry room close?

A. 8:30am B. 8:30pm C. midnight D. never


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10. What is the correct order of tasks for operating the dryer? 1. Put the coins in the machine. 2. Come back in 30 minutes. 3. Put the clothes inside the dryer. 4. Read the labels of the clothes to determine if drying is okay.

A. 1-2-3-4 B. 4-3-1-2 C. 1-4-3-2 D. 4-1-3-2

11. What is the problem that Carol encounters when she first enters the laundry

room? A. All the machines are empty. B. There are clothes on the floor. C. The door is locked. D. No machines are available.

12. What is Joe’s solution to the problem?

A. Throw the clothes on the floor. B. Wait for the people to get their clothes. C. Come back again later. D. Put clothes in a basket.

13. Which of the following is Dr. Smith’s long-term solution to the laundry room

problem? A. Post a sign on the door of the laundry room. B. Put the clothes in a basket. C. Carol should do as much laundry as possible. D. Joe should write an email to all the residents.

14. What do Carol and Joe decide to do with the clothes on the floor?

A. Wash them again. B. Leave them there. C. Leave them in a basket. D. Return them to their owner.

You now have one minute to check your answers for questions 8 to 14.

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Section 3: In this part of the test, you will hear a talk about birds and how humans relate to them. You now have one minute to look at questions 15 to 20.

15. The speaker states that birds are like humans because birds also have

__________. A. bilateral symmetry B. thin, bare legs C. wings D. claws

16. The speaker compares colourful birds to __________.

A. music B. air C. shapes D. flowers

17. The sounds that birds make are __________ to our ears.

A. harsh B. biological C. entertaining D. full

18. Another reason humans admire birds is the way they __________.

A. mimic our speech B. collect twigs C. care for their young D. weave their nests

19. The speaker suggests that the birds’ blend of __________ help make them

have worldwide appeal. A. beauty and endurance B. eye and ear C. patience and devotion D. appearance and habits

20. According to the speaker, the world would be a __________ place without

birds. A. smaller B. stronger C. admirable D. diverse

This is the end of the Listening section. You now have two minutes to check and/or transfer your answers to the Answer Sheet.

END OF LISTENING


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2014/2015 MODEL ANSWER

E101 ADMISSION EXAMINATION 2014/2015 ANSWER

KEY

Language Use Reading 1. C 1. D 21. A 2. A 2. C 22. D 3. A 3. B 23. A 4. A 4. A 24. B 5. A 5. A 25. A 6. B 6. D 26. C 7. D 7. B 27. C 8. C 8. C 28. D 9. C 9. C 29. A 10. D 10. A 30. C 11. C 11. C 31. C 12. A 12. C 32. B 13. D 13. A 14. A 14. D 15. B 15. C 16. C 16. B 17. B 17. A 18. C 18. C 19. D 19. D 20. B 20. B

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E103 ADMISSION EXAMINATION 2014/2015 ANSWER KEY

Listening 1. B 2. A 3. A 4. C5. B 6. D 7. C 8. C 9. C 10. B 11. D 12. A 13. A 14. A 15. A 16. D 17. C 18. C 19. A 20. A


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2013/2014 ADMISSION EXAMINATION PAPER

Part A LANGUAGE USE (20%)

Time: 20 minutes

Instructions: Read through each passage once to understand its meaning and the context in which the underlined items are used. If the underlined items are accurate and appropriate, select “NO CHANGE.” If the underlined items are not accurate and/or inappropriate, select the best option in the choices listed. Mark the letter on the Answer Sheet. Please note that these questions below are worth 1 point each.

Passage 1: Do Video Games Really Cause Bad Behaviour in Children?8

Video games are the lifelines to kids who are looking for things that they call “cool and fun,” but there are many studies that prove video games are one of the causes why kids (1) are misbehaved in school and the big reason why they are getting failing grades. Lengthy hours in front of gaming could make it (2) hardly for kids to focus on school activities. “What we don’t know at this point is why TV and video games in fact would cause attention problems,” said Douglas A. Gentile, who worked on the research. Researchers, who run the Media Research Lab at Iowa State University (3) in Ames, explained that excessive screen time had also been associated with (4) increases aggression and, perhaps less surprisingly, expanding waistlines.

The researchers followed a group of more

than 1,300 school-age children, who, joined by their parents, logged their TV and gaming hours for over a year. The researchers then asked teachers to answer questions about how the children behaved in school—whether they had difficulty (5) staying within task, for instance, or often interrupted others.

1. A. were misbehaved B. were misbehaving C. are misbehaving D. NO CHANGE

2. A. harder B. hardest C. hardness D. NO CHANGE

3. A. in Ames; explained that B. in Ames explained that C. in Ames. Explained that D. NO CHANGE

4. A. increase aggression B. increased aggression C. increasingly aggression D. NO CHANGE

5. A. staying in task B. staying on task C. staying upon task D. NO CHANGE

8 Adapted from the article in http://www.bukisa.com/articles/746285_video-games-really-cause-bad-behavior-in-children.

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The findings concluded that those who watched a lot of TV or played a lot of video games had slightly more problems (6) concentrate on schoolwork. Distinctively, those children who spent more than 2 hours every day sitting in front of the TV or playing video games—the limit recommended by the American Academy of Pediatrics—increased their odds of exceeding (7) any average level of attention problems by 67%.

6. A. concentrated B. concentrates C. concentrating D. NO CHANGE

7. A. an average level B. the average level C. some average level D. NO CHANGE

A well-known doctor has said that not all games are created equal. In fact, not all games of the same type offer the same kind of experience. The classic case is people who watch TV news and see a lot of violence and crime (8) tend to predict more crime for their neighborhood, even if they live (9) in a low-crimes area. And that is an effect seen in the games. People who played violent games were much more likely than the comparison group to think the world was a more dangerous place in terms of (10) being attacked with weapons.

8. A. tends B. are tended C. is tended D. NO CHANGE

9. A. in a low-crime-area B. in a low-crimes-area C. in a low-crime area D. NO CHANGE

10. A. to be attacked with weapons B. to attack with weapons C. attacking with weapons D. NO CHANGE

Researchers suggest that a child should not be allowed more than 2 hours of TV or video games a day. Parents should guide their kids and control their leisure time on the screen. It is not a (11) help gesture to ban kids from playing games completely, and doing so could worsen the kid’s behaviour. Parents should instead balance their children’s screen time and study time, and guide them on the video games and TV shows that they are watching. Kids are very curious about many things they have seen and heard, and (12) the more curious they are the more they ask questions. The asking of questions can be considered a kind of learning, so a little guidance by parents will probably make them good and responsible kids.

11. A. helpfully B. helping C. helped D. NO CHANGE

12. A. the more curious are they B. they are the more curious C. they are curious the moreD. NO CHANGE


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Passage 2: Birthday Party Traditions around the World9 No matter where you live, you have probably celebrated your birthday in one way (13) or another. Birthday parties mark another year (14) going; this can be exciting especially as we get old enough to drive, or frightening as we get older and want to celebrate 29 again and again.

13. A. and another B. or the other C. and the other D. NO CHANGE

14. A. go B. went C. gone D. NO CHANGE

15. A. a girl’s B. a girl C. a girls D. NO CHANGE

16. A. with possibility suitorsB. with possible suitors C. with possibled suitors D. NO CHANGE

17. A. her turn B. she turns C. she is turning D. NO CHANGE

18. A. noodles, that are a sign B. noodles, which is sign C. noodles, that sign D. NO CHANGE

19. A. Nevertheless B. If C. While D. NO CHANGE

Birthdays are celebrated in many ways around the world. In countries such as Argentina, Bolivia, Brazil, Mexico and Uruguay, they celebrate (15) a girls’ 15th birthday with the Waltz. At this age she is considered of suitable age and dances the waltz first with her father and grandfather, then (16) with possibly suitors. When a girl turns 15 in Ecuador, there is a great celebration, and the girl wears a pink dress. The father puts the first pair of high heels on the birthday girl and dances the waltz with her while 14 girls and 14 boys also dance. In the United States, when a girl turns 16 she has a great celebration known as “a sweet sixteen.” Family and friends are invited, and it is an elaborate celebration of (17) her turning into a young woman. Many countries include special food into the celebration. In China and the Philippines, they serve (18) noodles which are a sign of good fortune. (19) When in Russia the birthday child is presented with a pie that has a special greeting carved into it, Ghana and Guyana include traditional dishes into the celebration.

Some celebrations include marking the child or the house, as they do in Nepal with a mark on the forehead or in Canada (20) whom they ambush the child and grease his/her nose. In Lithuania, garlands are hung around the entire door. In Denmark, flags are flown from all the windows to show that someone in the house is having a birthday.

No matter how you celebrate your birthday, it is a special day in your life, an ancient tradition that still holds today with candles, gift giving and well wishing, and a celebration of life.

20. A. which B. where C. when D. NO CHANGE

END OF LANGUAGE USE SECTION

9 Adapted from the article in http://www.bukisa.com/articles/665393_birthday-party-traditions-around-the-world.

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Part B READING (40%)

Time: 40 minutes

Instructions: Read through each passage once to understand its meaning and the context in which the underlined items are used. Then answer the questions that follow.

Passage One10

A. The Internet has brought information to those who have access to it. Through the dissemination of information via the Internet, we have learned about the history of the establishment of dictatorships around the world as well as the roles that many Western governments played in their establishment. Today, this freedom to exchange information through the Internet is being threatened by the actions of some governments.

B. Reporters Without Borders (Reporters Sans Frontières) has compiled a “Press

Freedom Index,” which provides information about the level of press freedom in any given country. This information is compiled through a survey completed by various professionals working in journalism. Questions in the survey include asking reporters whether efforts were made to prevent them from obtaining information. These efforts can include but are not limited to physical and economic pressures placed on the journalists. According to this index, the same two countries, North Korea and Turkmenistan, have held the top two spots for countries with the least amount of press freedom in Asia in both 2009 and 2012 (see Tables 1 and 2).

Table 111. Table 212. Press Freedom Rankings in Asia (Least to Most), 2009

Press Freedom Rankings in Asia (Least to Most), 2012

Rank Country World Rank

Change* Rank Country World Rank

Change*

1 North Korea 2 ↑ 1 North Korea 2 ↑ 2 Turkmenistan 3 ↑ 2 Turkmenistan 3 ↑ 3 Iran 4 ↑ 3 Syria 4 ↑ 4 Myanmar 5 ↑ 4 Iran 5 ═ 5 Laos 7 ↑ 5 Mainland

China 6 ↑

6 Mainland China

8 ↑ 6 Bahrain 7 ↑↑

7 Yemen 9 ↑↑ 7 Vietnam 8 ↑ 8 Vietnam 10 ↑ 8 Yemen 9 ↑ 9 Syria 11 ↑ 9 Myanmar 11 ↑ 10 Saudi Arabia 13 ↑ 10 Laos 15 ↑ *Reflects movement from the previous year.

*Reflects movement from the previous year.

10 Adapted from http://www.blatantworld.com/global_issues/press_freedom.html and http://www.blatantworld.com/feature/asia/least_free_national_press.html 11 Data from Reporters Without Borders (http://en.rsf.org/press-freedom-index-2009,1001.html) 12 Data from Reporters Without Borders (http://en.rsf.org/press-freedom-index-2011-2012,1043.html)


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C. Although it may appear that the countries listed in the top ten are all developing

countries with a recent or current history of dictatorship, the amount of press freedom enjoyed in Western nations has also decreased. Increasingly, ownership of mainstream media in developed countries rests in the hands of very rich individuals. A case in point is media mogul Rupert Murdoch, whose company owns Fox (operating in North and South America), Sky (operating in Europe), and Star (operating in Asia). Murdoch also owns a number of print media and publishers. Thus, it can be argued that the mainstream media today tends to exhibit clear biases towards a certain viewpoint.

D. Citing breaches to its national security, the United States is making a concerted

effort to clamp down on the freedom to exchange information through the Internet by actively taking steps to prosecute WikiLeaks founder Julian Assange, whose controversial website collects and posts highly classified documents and videos. Washington wants to press charges against WikiLeaks for revealing confidential U.S. diplomatic cables and has also threatened to prosecute businesses and others who have relationships with WikiLeaks. Under pressure from the United States, governments all over the world—with the exception of Ecuador, which is currently sheltering Assange in its London Embassy—are calling for his arrest after the release of thousands of classified documents.

E. Meanwhile, Assange argues that websites such as WikiLeaks are needed in the

world to fight back against dictatorships, challenge media monopolies, and reveal violations against human rights. He further argues that the people have a fundamental right to know what is being done to them and how their rights are being violated. If the media is controlled by fewer and fewer people, the type of information released and the perspectives that are discussed will decrease. WikiLeaks offers people an alternative where they can get a straight answer. Assange cautions that if WikiLeaks is allowed to disappear, it may be the beginning of the end of press freedom.

Vocabulary in Context Below are words and phrases from Passage One. Choose the best definition for each underlined word or phrase as it is used in the passage. Mark the letter on the Answer Sheet. Please note that these questions below are worth 1 point each.

1. Paragraph B: ...efforts can include but are not limited to physical and…

A. do not include B. include more than C. limit D. None of the above

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2. Paragraph C: …media in developed countries rests in the hands of very rich… A. is controlled by B. is selected by C. is changed by D. is established by

3. Paragraph D: ...the United States is making a concerted effort to…

A. carefully considered B. in concert with concerned parties C. focused D. None of the above

4. Paragraph D: …effort to clamp down on the…

A. hold on to B. prevent C. strengthen D. restrict

5. Paragraph D: …whose controversial website collects…

A. famous B. shocking C. troublesome D. debatable

6. Paragraph D: Washington wants to press charges against WikiLeaks… A. provide freedom to B. accuse C. push D. rush

7. Paragraph E: Meanwhile, Assange argues that…

A. likes to argue B. is making a point C. had an argument with monopolies D. is fighting with websites supporting dictatorships

8. Paragraph E: …and the perspectives that are discussed…

A. issues B. proportions C. relationships D. viewpoints


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Comprehension Choose the best answer and mark the letter on the Answer Sheet. Please note that these questions below are worth 1 point each.

9. An appropriate title for this article would be: A. Reporters Without Borders B. Press Freedom in the 21st Century C. Governments’ Changing Attitudes D. Assumptions and Objectives of a Free Press

10. Press freedom in the survey presented was measured based on

A. the information provided by the country. B. the information from North Korea and Turkey. C. a survey of business professionals. D. the opinions of journalists.

11. What does a “Press Freedom Index” do?

A. It measures the success of Reporters without Borders. B. It details the level of freedom of the press that countries have. C. It provides us with a journalism survey. D. It asks us to rank the level of freedom of the press that we desire.

12. What is the issue with WikiLeaks?

A. It posts highly classified documents. B. It posts videos on YouTube. C. It was founded by Julian Assange. D. It is supported by the U.S. government.

Inferences and Implied Meanings Choose the best answer and mark the letter on the Answer Sheet. Please note that these questions below are worth 2 points each.

13. The author probably agrees with which of the following statements? A. Nothing can be done to reverse the trend of decreasing press freedom. B. Freeing Julian Assange means saving press freedom. C. The U.S. should arrest Rupert Murdoch for controlling mainstream media. D. Readers should know not to overly trust all sources of information.

14. Which of the following can be inferred from Table 1? A. North Korea ranked first in world in 2008. B. Yemen had more press freedom in 2008. C. Saudi Arabia ranked ninth in the world in 2008. D. Press freedom in Turkmenistan increased in 2009.

15. According to Tables 1 and 2, which of the following statements is NOT true?

A. Laos has remained in the top ten in both tables. B. Saudi Arabia is no longer in the top ten in 2012. C. The press in Iran enjoys more freedom in 2012 than in 2009. D. The press in Syria enjoys more freedom in 2012 than in 2009.

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16. Media in developed countries is A. free and unbiased. B. relatively neutral. C. very much divided. D. None of the above

17. Which of the following comments CANNOT be inferred from the passage?

A. Mr. Assange feels the media is controlled by too few people. B. Mr. Assange feels that press freedom is decreasing around the world. C. Reporters Without Borders have been examining press freedom for many

years. D. Media moguls work with dictatorships to control press freedom.

18. In Paragraph C, the word “may” in the sentence, “Although it may appear

that...,” indicates the author’s position that A. it is obvious that dictatorships curb freedom. B. developing countries appear first among the top ten. C. on the surface developing countries seem more restrictive. D. All of the above

Passage Two13

E-books or textbooks: Students prefer textbooks William Douglas Woody, David B. Daniel, and Crystal A. Baker

A. Relatively rare just 10 years ago, most publishers of introductory-level textbooks

in higher education now offer e-book alternatives to the vast majority of their titles. Although not necessarily grounded in practical application, e-books have many supporters, at least in concept. One potential advantage is the greater flexibility and accessibility of e-books over paper-based texts; others include increased visual appeal of e-books due to features such as still and moving graphics, and video clips, as well as the potential to add supportive materials such as audio collections, links to activities and websites, etc. It is important to evaluate electronic texts as learning tools before recommending or requiring their use as a substitute for print textbooks.

B. Often marketed as lower cost options for students on a budget, there is scant peer-reviewed research regarding the use and preference of electronic texts as educational tools, especially in higher education. Factors such as gender, comfort with computers, familiarity, and appropriate design have yet to be fully investigated with respect to e-books. For example, gender differences in the use of, and comfort with, computers have been reported since computers emerged into the college classroom (Young, 2000). Although efforts to increase comfort with computer use and specific training seem to lessen these differences (Shashaani, 1997), such interventions are not typically employed with e-book adoption nor is

13 From http://ac.els-cdn.com/S0360131510001120/1-s2.0-S0360131510001120-main.pdf?_tid=b9768ff4-1d9f-11e2-82a6-00000aab0f6b&acdnat=1351058442_ace5accd912d9709756871b27322ec4a


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there evidence to suggest that they may or may not be needed. The possibility that e-texts could have differential effects on learning based on gender or other variables is an important consideration in the adoption of a text option for every student.

C. As Schumacher and Waller (1985) so eloquently argued in the context of reading research in general, we risk losing important information by not focusing upon the process variables associated with the reader’s use and interaction with the text. For example, user variables associated with the manner in which students interact with e-books as well as their comfort and familiarity with the medium are important considerations. The design of the text, for example, whether electronic or print, can influence its effectiveness, as well as student motivation to interact with it. The placement of illustrations and other textbook features, for example, has been demonstrated to impact learning (Levin & Mayer, 1993; Mayer, Steinhoff, Bower, & Mars, 1995) as well as student preference (Marek, Griggs, & Christopher, 1999). Many e-textbooks are often a pdf of the actual textbook page (or html/php equivalents) with the possible addition of hyperlinks and other features. Although e-books tend to mimic their print counterparts, students may not read e-books the same way as they do textbooks. For example, readers report skimming computer-based text more often than paper-based text (Nielson, 1997; Rho & Gedeon, 2000) and reading e-text in an “F” pattern, searching for key terms rather than reading line by line (Nielson, 2006). Thus, although differences in comprehension may not be immediately evident (Aust, Kelley, & Roby, 1993), process variables such as student effort, differences in processing, and eye strain from computer screens can lead to a level of discomfort and differential usage of this medium (Kropman, Schoch, & Teoh, 2004) that could affect students’ preferences.

Vocabulary in Context Below are words and phrases from Passage Two. Choose the best definition for each underlined word or phrase as it is used in the passage. Mark the letter on the Answer Sheet. Please note that these questions below are worth 1 point each.

19. Paragraph A: Although not necessarily grounded in practical application,… A. based on B. started by C. helped by D. interested in

20. Paragraph B: …there is scant peer-reviewed research …

A. very little B. some C. a great deal D. broad

21. Paragraph B: …yet to be fully investigated with respect…

A. considered B. argued C. offered D. reported

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22. Paragraph C: As Schumacher and Waller (1985) so eloquently argued… A. harshly B. strongly C. beautifully D. timidly

23. Paragraph C: …has been demonstrated to impact learning … A. manage B. affect C. involve D. concern

24. Paragraph C: …differences in processing, and eye strain from computer

screens… A. burden B. humour C. colour D. disease

Comprehension Choose the best answer and mark the letter on the Answer Sheet. Please note that these questions below are worth 1 point each.

25. Which of the following reading strategies do researchers associate with paper-based texts? A. More skimming B. Searching for key words C. Using a F pattern D. Line by line reading

26. Which of the following does NOT need to be further investigated with respect

to e-books? A. Cost factor B. Gender factor C. People’s comfort with computers D. People’s computer training

Inferences and Implied Meanings Choose the best answer and mark the letter on the Answer Sheet. Please note that these questions below are worth 2 points each.

27. Which of the following is the best summary for the article? A. E-books should be adopted because they are more effective. B. People who use e-books suffer from eye problems due to long-term use. C. Factors related to using e-books should be considered prior to their

adoption. D. Students prefer to use textbooks in class rather than e-books.


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28. Based on the evidence presented by the authors, it can be inferred that the

authors A. want to promote the use of e-books in single-sex classrooms. B. think e-books should be banned until more studies have been done. C. believe students have the necessary training needed to use e-books. D. caution the adoption of e-books without an appropriate assessment.

29. Based on the passage, the layout of an e-book can make a difference in

A. the level of student motivation to engage with the e-book. B. the level of student familiarity with the e-book. C. the type of audio and other links that can be placed in the e-book. D. students’ willingness to purchase e-books instead of textbooks.

30. What is the purpose of the essay?

A. To compare and contrast B. To describe and inform C. To narrate and persuade D. To expose and explain

END OF READING SECTION

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Part C WRITING (40%) Task 1 Suggested time: 15 minutes

Task 2 Suggested time: 45 minutes To plan: 5 minutesTo write: 35 minutes To check: 5 minutes

Task 1. Summary Writing (10%) Instructions: Write a summary of Passage One (the passage that begins with “The Internet has brought…”) from the Reading section in Part B on page 6. Your summary will be judged on the following: 1. Content: The summary should capture all key points/arguments of the passage

in logical order. It should contain a first sentence that clearly states the main idea of the passage.

2. Originality: The summary should not contain phrases or sentences copied from the passage.

3. Word-limit: The summary should be between 40 – 60 words in length. Write your summary on the Answer Booklet. Begin your summary with the following:

The author thinks that… Task 2. Essay Writing (30%) Instructions: Choose ONE topic from below and write at least 200 words. Put the letter (A, B, or C) of your choice on the Answer Booklet. The writing topics are designed to give you an opportunity to demonstrate your ability to write clearly and effectively. Your essay will be judged on your ability to:

1. develop an argument with convincing reasoning, 2. provide specific details as support, 3. organize ideas into identifiable units, 4. use appropriate vocabulary, 5. make connections between ideas, 6. write a variety of sentences, and 7. communicate meaning with minimum interruption.


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Writing Topics

A. K-Pop, as evidenced by “Gangnam Style,” has recently attained global superstardom status. Why do you think this happened?

B. There are many casinos in Macao. What are three reasons why you think

casinos are beneficial to Macao?

C. “A university degree is more about getting a job with good pay rather than learning or education.” Do you agree or disagree with this statement? Provide arguments supporting your viewpoint.

END OF E101 EXAMINATION PAPER

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E103 LISTENING EXAMINATION

Time: 30 minutes

Instructions: Listen to the recordings. You will hear each listening ONCE only. You will have time to read the questions before each section and check your answers after each section. You may take notes anywhere on the test paper. Only answers marked on the Answer Sheet will be scored. Section 1: In this part of the test, you will hear a student being interviewed as part of a Students’ Union Survey. You will see that an example has been done for you. For this time only, the conversation will be played twice. You now have one minute to look at questions 1 to 7. Example What is the survey about?

A. Study habits B. Leisure activities C. Eating habits D. Time management

ANSWER: The survey is about eating habits so the answer is C. Now we will begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer the questions.

1. What is the student’s favourite food? A B C D

2. What is his least favourite food?

A B C D

3. Which meals does he eat in a day? A. Breakfast, lunch, and dinner B. Breakfast and dinner C. Lunch and dinner D. Just dinner


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4. What does the interviewer think about the student’s habit of eating an English breakfast? A. It’s a great way to get to know the roommate. B. He is lying since it is not possible to cook in the dormitory. C. It’s acceptable but not good for the student’s health. D. The amount of fat intake will kill the student.

5. What is his favourite fruit?

A B C D

6. How does he feel about organic food? A. He thinks it’s too expensive. B. He thinks it’s poor quality. C. He would eat it if it were cheaper. D. He doesn’t have any opinion.

7. What is his student number?

A. DL 1519 B. DL 5019 C. DL 1590 D. DL 5090

You now have one minute to check your answers to questions 1 to 7. Section 2: There are two parts to this section of the test. You will first hear a conversation between an administrative assistant and a teacher. Part One: You now have 30 seconds to look at questions 8 to 10. Listen carefully and answer the questions.

8. When do the students want the camera? A. Friday B. The weekend C. Monday D. Tuesday

9. Why did the assistant say the students could not have the camera?

A. Teresa had booked the camera. B. The student helper needed the camera. C. Phil had booked the camera. D. Barbara was using the camera.

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10. Who will use the camera first on Monday? A. Phil B. Barbara C. Sheryl D. Teresa

The teacher is now going to call her student, Alex, to tell him about the problem. Part Two: You now have 30 seconds to look at questions 11 to 14.

11. When will the camera be returned? A. The same day B. The next day C. Monday D. Tuesday

12. According to Alex, who has the camera?

A. Teresa B. Phil C. Sheryl D. Yuki

13. Where is the ELC office?

A. Opposite to the Library B. In the Library café C. Near the Library café D. In the general office

14. How does Alex learn who has the camera?

A. By telephone B. By text message C. By talking to Yuki D. By talking to Teresa

You now have one minute to check your answers for questions 8 to 14.


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Section 3: In this part of the test, you will hear a talk about student health and how to avoid headaches. As you listen, use the information in questions 15 to 20 to complete a summary of the speaker’s talk. You now have one minute to look at questions 15 to 20. Listen carefully and answer the questions.

15. The main cause for headaches is ______________________. A. noise B. smoke C. tension D. hunger

16. According to the speaker, _______________________ are usually better able

to handle very loud noises. A. teachers B. the elderly C. babies D. young people

17. Working in bad light can make a person feel ______________.

A. tired B. raised C. relaxed D. angry

18. It is very important to be __________________ before you go to bed.

A. tired B. sleepy C. relaxed D. angry

19. The speaker suggests that people should stay away from smoky places such as

all of the following EXCEPT A. restaurants B. rooms C. cars D. buses and trains

20. You should remember to keep away from ____________________ places.

A. exhausted B. noisy C. relaxed D. stressed

This is the end of the Listening section. You now have two minutes to check and/or transfer your answers to the Answer Sheet.

END OF LISTENING

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2013/2014 MODEL ANSWER

E101 ADMISSION EXAMINATION 2013/2014

ANSWER KEY

Language Use Reading

1. C 1. B 21. A

2. A 2. A 22. C

3. D 3. C 23. B

4. B 4. D 24. A

5. B 5. D 25. D

6. C 6. B 26. A

7. B 7. B 27. C

8. D 8. D 28. D

9. C 9. B 29. A

10. D 10. D 30. A

11. B 11. B

12. D 12. A

13. D 13. D

14. C 14. B

15. A 15. D

16. B 16. C

17. D 17. D

18. D 18. C

19. C 19. A

20. B 20. A


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E103 ADMISSION EXAMINATION 2013/2014 ANSWER KEY

Listening 1. B 2. B 3. D 4. C 5. D 6. A 7. C 8. B 9. C 10. B 11. B 12. D 13. C 14. B 15. D 16. D 17. A 18. C 19. A 20. B

Documents

2014/2015 ADMISSION EXAMINATION PAPER · century, they had a difficult time adapting to the way of Feng Shui. Much like modern day contractors who (5) had to conform to building codes