Directions: In this part of the test, there are five passages. Following each passage, there are five questions with four choices marked A, B, C and D. Choose the best answer and then write the corresponding letter on your Answer Sheet.

Passage One

    Whether you’re delivering a speech, approaching your boss for a raise or addressing audience on an important social occasion, do your homework. The most polished, smoothly delivered, spontaneous-sounding talks are the result of many hours of work. The memorable one-liners and moving phrases that go down in history don’t come from last minute burst of inspiration.

    If you’re making a presentation of any sort, begin preparing as far ahead of time as possible. “Good writing,” says Harvard University historian Richard Marius, “is a kind of wrestling with thought.” Begin the wrestling match early. Two days before your presentation is usually too late to go into the ring and come up with a winning idea.

    Prepare yourself as well as your material, giving special attention to your voice. A shrill, nasal tone strikes your listener like chalk screeching on a blackboard. By putting energy and resonance into your voice, you will have a positive effect. If your voice is timid or quivers with nervousness, you sense it, the audience hears it, and you see discomfort in their eyes. With energy and enthusiasm in your voice, the listeners say ahhh, tell me more. You read approval.

    Like your voice, your appearance is a communication tool. For example, if you are animated, you are most likely to see animated listeners. You give the audience the message: I’m glad I’m here; I’m glad you’re here.

    However, don’t ever assume that an audience, an interviewer, your boss will be sympathetic. Always be prepared for a grilling. Think beforehand of the ten toughest questions you could get and be ready with your answers. And remember, when you’re asked a hostile question, never show hostility to your questioner. If you do, you lose.

    While the hostile questioner is talking, prepare your response. Take a positive tack immediately, and make your answer short. The instant the interviewer finishes the question, begin the answer: first point, second point, third point...bingo, your conclusion.

    The way you listen gives messages about you too. Listen with interest, focusing your eyes on the speaker. If he or she is sitting next to you, angle your body slightly in the chair so that you’re turned toward the person. Animate your face with approval. It says, I’m with you, I’m interested in what you’re saying. 

    Once you’re prepared for a situation, you’re 50 per cent of the way toward overcoming nervousness. The other 50 per cent is the physical and mental control of nervousness: adjusting your attitude so you have confidence, and control of yourself and your audience.

Questions 1-5 are based on Passage One.

What is the main idea of the passage?

A. The methods that one can use to let people agree with him or her in a speech.

B. How to make one’s voice and appearance pleasant when one gives speeches.

C. The importance of preparation before one talks to people on formal occasions.

D. How to overcome anxiety when one talks to the audience on formal occasions.

“One-liners” (Para. 1) are ________.

A. well-written articles  

B. excellent speeches

C. single witty sentences  

D. unforgettable phrases

By saying “like chalk screeching on a blackboard” (Para. 3), the author ________.

A. refers to the feeling an unpleasant voice arouses in the audience

B. points out that one needs to use chalk to write on the blackboard

C. means that one should speak loud enough for all audience to hear

D. stresses that one must put energy and resonance into his or her voice

When asked a hostile question, one should________.

A. answer quickly and briefly

B. ignore the question totally

C. defend himself or herself firmly

D. respond smartly and pleasantly

Which of the following is NOT true according to the passage?

A. One should look out for tough questions from an audience beforehand.

B. One should spend a lot of time preparing before talking to an audience.

C. If one looks active and vigorous, the audience will respond accordingly.

D. If one makes a thorough preparation he won’t be nervous at all in a speech.

Passage Two

    Soccer might be the most popular sport in the world, but for decades, Americans have managed to resist its charm. Their attention has been focused, of course, on the big three American sports: baseball, football and basketball. And while soccer is rapidly gaining popularity among younger Americans, the older generation remains detached from the game, even when the rest of the world is glued to TV screens watching the 2006 World Cup matches.

    It’s not as though soccer is a stranger to American shores. The U.S. national soccer team played in the first World Cup in 1930. But from the start, the game had an image for many Americans as an immigrant sport. Still soccer began to attract more attention in the United States after the 1974 World Cup.

    The following year, the country got its first professional soccer teams, with the launch of the North American Soccer League. The New York Cosmos became the league’s flagship franchise when it acquired a stellar roster of players from 16 different countries, including the Brazilian soccer legend Pele, the high-scoring Italian great Georgio Chinagalia, and German superstar Franz Beckenbauer. By 1977, attendance at American soccer games had grown to a record 62,000.

    Peppe Pinton, a veteran soccer player and the executive director of the Cosmos soccer camps, likes to recall those golden days when American fans packed the stadiums to watch some of the world’s best soccer players — most of them playing on the same team. “Americans are used to watch winners,” Pinton says. “Americans are used to watch superstars, great players in all sports, and they are not settling for inferiority. The Cosmos team was not successful in the early years, but it was successful when those players came here.”

    People lined up to get into the stadium like they would line up to get into a popular restaurant, Pinton says. “People attracted people. And the Cosmos made this happen all over the U.S.,” he says. “It drew record crowds in Seattle, in Miami, in Tampa, Boston, in Chicago and then they went all over the world. They went even into China when nobody was reaching China those years.”

    But for 40 years, the U.S. was unable to qualify for World Cup games because most of the players on its soccer teams were not American citizens. Finally, in 1990, with enough home-grown or naturalized players on its rosters, the U.S. was able to field a World Cup team.

Questions 6-10 are based on Passage Two.

Which of the following statements is NOT true according to the passage?

A. The U.S. has been playing in World Cup for 20 years.

B. Soccer is not one of the top spectator sports in the U.S.

C. Many players on America’s soccer team were foreigners.

D. More and more young people in the U.S. are enjoying soccer.

Which is true about the New York Cosmos?

A. It was established in 1975.

B. It played in the 1974 World Cup.

C. It was a great success in mid- 1970s.

D. It broke a sport record in the late 1970s.

 It is suggested that more and more Americans will watch soccer if________.

A. their team plays in the World Cup

B. there are superstar players in their teams

C. there is greater promotion of the sport

D. more matches are arranged in their country

Which year is the most glorious time for soccer in the U.S.?

A. 1974.    

B. 1977.

C. 1990.    

D. 2006.

“Field” (Para. 6) has the closest meaning to which of the following?

A. To sponsor a team.  

B. To host a sports event.

C. To provide a game venue.  

D. To send players to a game.

Passage Three

    Many Americans harbor a grossly distorted and exaggerated view of most of the risks surrounding food. Fergus Clydesdale, head of the department of food science and nutrition at the University of Massachusetts-Amherst, says bluntly that if the dangers from bacterially contaminated chicken were as great as some people believe, “the streets would be littered with people lying here and there.”

    Though the public increasingly demands no-risk food, there is no such thing. Bruce Ames, chairman of the biochemistry department at the University of California, Berkeley, points out that up to 10% of a plant’s weight is made up of natural pesticides. He says, “Since plants do not have jaws or teeth to protect themselves, they employ chemical warfare.” And many naturally produced chemicals, though occurring in tiny amounts, prove in laboratory tests to be strong carcinogens — substance which can cause cancer. Mushrooms might be banned if they were judged by the same standards that apply to food additives. Declares Christina Stark, a nutritionist at Cornell University, “We’ve got far worse natural chemicals in the food supply than anything man-made.”

    Yet the issues are not that simple. While Americans have no reason to be terrified to sit down at the dinner table, they have every reason to demand significant improvements in food and water safety. They unconsciously and unwillingly take in too much of too many dangerous chemicals. If food already contains natural carcinogens, it does not make much sense to add dozens of new man-made ones. Though most people will withstand the small amount of contaminants generally found in food and water, at least a few individuals will  probably get cancer one day because of what they eat and drink.

    To make good food and water supplies even better, the Government needs to  tighten its regulatory standards, stiffen its inspection program and strengthen its  enforcement policies. The food industry should modify some long-accepted practices or turn to less hazardous alternatives. Perhaps most important, consumers will have to do a better job of learning how to handle and cook food properly. The problems that need to be tackled exist all along the food-supply chain, from fields to processing plants to kitchens.

Questions 11-15 are based on Passage Three.

What does the author think of the Americans’ view of their food?

A. They overlook the risks of the food they eat.

B. They overestimate the hazards of their food.

C. They are overoptimistic about the safety of the food they eat.

D. They overstate the government’s interference with the food industry.

The author considers it impossible to obtain no-risk food because ______.

A. no food is free from pollution in the environment

B. pesticides are presently widely used in agriculture

C. almost all foods have additives and preservatives

D. many vegetables contain dangerous natural chemicals

By saying “they employ chemical warfare” (Para. 2), Bruce Ames means ______.

A. plants produce certain chemicals to combat pests and diseases

B. plants make use of natural chemicals to promote their growth

C. farmers use man-made chemicals to dissolve the natural chemicals in plants

D. farmers use man-made chemicals to protect plants against pests and diseases

Who is most responsible for better food and water supply?

A. The government.  

B. The consumer.

C. The processor.   

D. The growers.

What is the message the author wants to convey in the passage?

A. Eating and drinking have become more hazardous.

B. Measures must be taken to improve food production.

C. Health food is no longer a dream in modern society.

D. There is no cause for alarm about food consumption.

Passage Four

    The estimates of the numbers of home-schooled children vary widely. The U.S. Department of Education estimates there are 250, 000 to 350, 000 home-schooled children in the country. Home-school advocates put the number much higher – at about a million.

    Many public school advocates take a harsh attitude toward home schoolers, perceiving their actions as the ultimate slap in the face for public education and a damaging move for the children. Home schoolers harbor few kind words for public schools, charging shortcomings that range from lack of religious perspective in the curriculum to a herdlike approach to teaching children.

    Yet, as public school officials realize they stand little to gain by remaining hostile to the home-school population, and as home schoolers realize they can reap benefits from public schools, these hard lines seem to be softening a bit. Public schoolers have moved closer to tolerance and, in some cases, even cooperation.

    Says John Marshall, an education official, “We are becoming relatively tolerant of home schoolers.” The idea is, “Let’s give the kids access to public school so they’ll see it’s not as terrible as they’ve been told, and they’ll want to come back.”

    Perhaps, but don’t count on it, say home-school advocates. Home schoolers, oppose the system because they have strong convictions that their approach to education — whether fueled by religious enthusiasm or the individual child’s interests and natural pace — is best.  

“The bulk of home schoolers just want to be left alone,” says Enge Cannon, associate director of the National Center For Home Education. She says home schoolers choose that path for a variety of reasons, but religion plays a role 85 percent of the time.

    Professor Van Galen breaks home schoolers into two groups. Some home schoolers want their children to learn not only traditional subject matter but also “strict religious doctrine and a conservative political and social perspective. Not incidentally, they also want their children to learn — both intellectually and emotionally — that the family is the most important institution in society.”

    Other home schoolers contend “not so much that the schools teach heresy, but that schools teach whatever they teach inappropriately”. Van Galen writes, “These parents are highly independent and strive to ‘take responsibility’ for their own lives within a society that they define as bureaucratic and inefficient.”

Questions 16-20 are based on Passage Four.

According to the passage, home schoolers are______.

A. those who hire teachers to educate their children after school

B. those who are educated at home instead of going to school

C. those who advocate combining public education with home schooling

D. those who teach their children at home instead of sending them to school

Public schools are softening their position on home schooling because______.

A. they want to show their tolerance for different situation 

B. there isn’t much they can do to change the present situation

C. public schools cannot offer proper education for all children

D. home schooling provides a new variety of education for children

Home-school advocates are of the opinion that ______.

A. things in public schools are not so bad as they have often been said

B. their cooperation with public school will bring about benefits to all

C. home schooling is superior and, therefore, they will not easily give in

D. their tolerance of public education will attract more kids to public schools

Most home schoolers’ opposition to public education stems from their______.

A. devotion to religion

B. concern with the cost involved

C. respect for the interest of individuals

D. worry about the inefficiency of public schools

According to Van Galen, some home schoolers believe that ______.

A. public schools take up a herdlike approach to teaching children

B. teachers in public schools are not as responsible as they should be

C. public schools cannot provide good enough education for their children

D. public schools are the source of bureaucracy and inefficiency in society

Passage Five

    Imagine a world in which there was suddenly no emotion — a world in which human beings could feel no love or happiness, no terror or hate. Try to imagine the consequences of such a transformation.

    People might not be able to stay alive: knowing neither joy nor pleasure, anxiety nor fear, they would be as likely to repeat acts that hurt them as acts that were beneficial. They could not learn: they could not benefit from experience because this emotionless world would lack rewards and punishments. Society would soon disappear: people would be as likely to harm one another as to provide help and support. Human relationships would not exist: in a world without friends or enemies, there co uld be no marriage, affection among companions, or bonds among members of groups. Society’s economic underpinnings would be destroyed: since earning $10 million would be no more pleasant than earning $ 10, there would be no incentive to work. In fact, there would be no incentives of any kind. For as we will see, incentives imply a capacity to enjoy them.

    In such a world, the chances that the human species would survive are next to zero, because emotions are the basic instrument of our survival and adaptation. Emotions structure the world for us in important ways.

    As individuals, we categorize objects on the basis of our emotions. True we consider the length, shape, size, or texture, but an object’s physical aspects are less important than what it has done or can do to us — hurt us, surprise us, anger us or make us joyful. We also use categorizations colored by emotions in our families, communities, and overall society.

    Out of our emotional experiences with objects and events comes a social feeling of agreement that certain things and actions are “good” and others are “bad”, and we apply these categories to every aspect of our social life — from what foods we eat and what clothes we wear to how we keep promises and which people our group will accept.

    In fact, society exploits our emotional reactions and attitudes, such as loyalty, morality, pride, shame, guilt, fear and greed, in order to maintain itself. It gives high rewards to individuals who perform important tasks such as surgery, makes heroes out of individuals for unusual or dangerous achievements such as flying fighter planes in a war, and uses the legal penal system to make people afraid to engage in anti-social acts.

Questions 21-25 are based on Passage Five.

The reason why people might not be able to stay alive in a world without emotion is that______.

A. they would not be able to tell the texture of objects

B. they would not know what was harmful to them

C. they would not be happy with a life without love

D. they would do things that hurt each other’s feelings

According to the passage, people’s learning activities are possible because they______.

A. believe that emotions are fundamental

B. benefit from providing help to one another

C. enjoy being rewarded for doing the right thing

D. know what is vital to the progress of society

 It can be inferred from the passage that the economic foundation of society is dependent on______.

A. the ability to make money       

B. the will to work for pleasure

C. the capacity to enjoy incentives   

D. the wish to create more products

Emotions are significant for man’s survival and adaptation because ______.

 A. they encourage people to perform dangerous achievements

 B. they generate more love than hate among people in society

 C. they provide the means by which people view the shape of objects

 D. they give people the social feeling of agreement that maintains society

The emotional aspects of an object are more important than its physical aspects in that they ______.

A. help us adapt our behavior to the society

B. encourage us to perform important tasks

C. help to perfect the legal and penal system

D. help society exploit its members for profit