I left school and university with my head packed full of knowledge; enough of it, anyway, to pass all the examinations that were put in my path. As a well-educated man I rather expected my work to be a piece of cake, something at which my intellect would allow me to excel without (undue) effort. It came as something of a shock, therefore, to encounter the world outside for the first time, and to realize that I was ill- equipped, not only for the necessary business of earning a living, but, more importantly, for coping with all the new decisions which came my way, in both life and work.
    I was soon to discover that my mind had been trained to deal with closed problems, whereas most of what I now had to deal with were open- ended problems. “What is the cost of sales?” is a closed problem, one with a right or a wrong answer. “What should we do about it?” is an open problem, one with any number of possible answers, and I had no experience of taking (this type) of decision.
    I had been educated in an individualist culture. My scores were mine. No one else into it, except as competitors in some imagines race. I was on my own in the learning game at school and university. Not so in my work, I soon realized. Being an individual star would not help me there if it was in a failing group. I
had discovered, rather later than most, the necessity of others.
   So much of the content of what I had learned was irrelevant, while the process of learning it had (cultivated) a set of attitudes and behaviors which were directly opposed to what seemed to be needed in real life. Although I had studied philosophy, I hadn’t applied it to myself. It would be nice to think that our schools
today prepare people better for life and for work. The subjects may appear to be a little more relevant, but we are still left to learn about work at work, and about life by living it. I believe we could do more to make sure that the process of education had more in common with the processes of living and working as they
are today, so that the shock of reality is less cruel.

Question 10: What does the passage mainly discuss?
A. The necessity of being exposed to the harsh reality. B. The complexity of the world outside.
C. The urgent need for educational reforms. D. The gap between education and the real world.
Question 11: The word “undue” in paragraph 1 is closest in meaning to ______.
A. negligible     B. inconsiderable    C. extensive    D. constant
Question 12: The word “this type” in paragraph 2 refers to _______.
A. the type with some possible answers  B. the type related to the cost of sales
C. the type with a right answer                  D. the type with a wrong answer
Question 13: According to the passage, __________.
A. The author was ill- prepared for real- life experiences
B. The author found it necessary to view his colleagues as competitors
C. The author could deal with new decisions
D. The author realized the importance of individualism in his work
Question 14: The word “cultivated” in paragraph 4 is closest in meaning to ______.
A. changed    B. developed     C. weakened     D. required
Question 15: Which of the following is NOT mentioned, according to the passage?
A. The author realized that he needed the company of his colleagues at work.
B. The author found that he should have taken advantage of his intellectual ability.
C. The author found that he had been trained to deal with problems in the wrong way.
D. The author expected to succeed by using the qualities his education had developed when leaving university.
Question 16: Which of the following can be inferred about the author’s thoughts from paragraph 4?
A. Students should be aware of applying philosophy to their life.
B. Relevance of learning contents has reduced the gap between school and work.
C. Work and life experience plays a little role in dealing with the harsh reality.
D. Today’s educational system does not give students a much better preparation.

Read the passage below carefully, and then decide whether the statements are true (T), false (F) or not given (N)

The meanings of the terms science and technology have changed significantly from one generation to another. More similarities than differences, however, can be found between the terms.

Both science and technology imply a thinking process, both are concerned with causal relationships in the material world, and both employ an experimental methodology that results in empirical demonstrations that can be verified by repetition. Science, at least in theory, is less concerned with the practicality of its results and more concerned with the development of general laws, but in practice science and technology are inextricably involved with each other. The varying interplay of the two can be observed in the historical development of such practitioners as chemists, engineers, physicists, astronomers, carpenters, potters, and many other specialists. Differing educational requirements, social status, vocabulary, methodology, and types of rewards, as well as institutional objectives and professional goals, contribute to such distinctions as can be made between the activities of scientists and technologists; but throughout history the practitioners of “pure” science have made many practical as well as theoretical contributions.

Question: Throughout history the practitioners of “pure” science have made a lot of practical as well as theoretical contributions.

A. True

B. False

C. Not given

We all love to eat between meals, whether it's a bar of chocolate after breakfast por a packet of crisps before dinner. But when we think about it, most of these"snack" foods are full of fat, salt and sugar and thus contain a lot of calories. Another disadvantage is that after having consumed these foods there is atemptation to eat more as they still leave you feeling hungry. But who says snack foods have to be bad for you?They can, in fact, be very good for you, just choose carefully.

One of the best and healthies snack options is dried fruit. It really tasty and makes a brilliant, easy-to-eat snack, as well as leaving you satisfied. There is also a great variety to choose from with dried bananas, apricots, grapes and apples available at many supermarket. You can enjoy dried fruit for morning and afternoon breaks, at school or at work, in the car or while watching television. Dried fruit also makes the perfect fast food for late night homework sessions. So next time you fancy something sweet, try the healthy option and you'll be pleasantly surprised.

1. Who love to eat between meals?

2. What are most of snack food like?

3. What can snack foods be if you choose them carefully?

4. What is the best and healthiest snack option

We all love to eat between meals, whether it's a bar of chocolate after breakfast por a packet of crisps before dinner. But when we think about it, most of these"snack" foods are full of fat, salt and sugar and thus contain a lot of calories. Another disadvantage is that after having consumed these foods there is atemptation to eat more as they still leave you feeling hungry. But who says snack foods have to be bad for you?They can, in fact, be very good for you, just choose carefully.

One of the best and healthies snack options is dried fruit. It really tasty and makes a brilliant, easy-to-eat snack, as well as leaving you satisfied. There is also a great variety to choose from with dried bananas, apricots, grapes and apples available at many supermarket. You can enjoy dried fruit for morning and afternoon breaks, at school or at work, in the car or while watching television. Dried fruit also makes the perfect fast food for late night homework sessions. So next time you fancy something sweet, try the healthy option and you'll be pleasantly surprised.

1. Who love to eat between meals?

2. What are most of snack food like?

3. What can snack foods be if you choose them carefully?

4. What is the best and healthiest snack option

Read the following passage and mark the letter A, B, C, or D to indicate the answer to each of the question.

Robots are useful for exploring and working in space. In particular, many robots have been sent to explore Mars. Such robots have usually looked like a box with wheels. Though these robots are useful, by their very nature they are unreliable, extremely expensive, and they break easily. Also, they cannot do very many tasks. Because of these problems, scientists have been developing a new and unusual kind of robot. These new robots move like snakes, so they have been given the name "snakebots."

The way a snake is shaped lets it get into very small spaces, like cracks in rocks. It can also push its way below the ground or climb up different kinds of objects, like high rocks and trees. Such abilities account for the usefulness of a robot designed like a snake. A snakebot would be able to do these things, too, making it much more effective than regular robots with wheels, which easily get stuck or fall over. Since they can carry tools, snakebots would be able to work in space, as well. They could, for example, help repair the International Space Station.

But how can such a robot shape be made? A snakebot is built like a Chain made of about thirty parts, or modules. Each module is basically the same in that they all have a small computer and a wheel to aid movement. The large computer in the "head” of the snake makes all of the modules in a snakebot work together.

The modular design of the snakebot has many advantages. If one module fails, another can be added easily. Snakebot modules can also carry different kinds of tools, as well as cameras. Since each module is actually a robot in itself, one module can work apart from the rest if necessary. That is, all the modules can separate and move on their own, and then later, reconnect back into a larger robot. Researchers are also trying to develop snakebots made of a special kind of plastic that can change its shape using electricity, almost like animal muscles. Snakebots made with this plastic will be very strong and hard to break.

Overall, the snakebot design is much simpler than that of common robots. Thus, snakebots will be much less expensive to build. For example, a robot recently sent to Mars cost over a hundred million dollars, whereas snakebots can cost as little as a few hundred dollars. With their versatility and affordability, snakebots seem to be the wave of the future, at least as far as space robots are concerned.

Which of the following best describes the attitude of the author toward the new kind of robot?

A. criticize  

B. admire    

C. appreciate         

D. disapprove

Put the correct form of either "can" or "be able to" for each sentence. Only use "be able to" if absolutely necessary!

1. I haven't ___concentrate recently at work. I don't know what it is.

2. My brother ___ cook very well. He is a chef in a French restaurant.

3. When he was only 2, my friend Lee ___speak quite well.

4. I have to go to a business dinner tomorrow night so I___ (not) come to the party. I'm very sorry.

5. Kevin lived in Italy for six years, so he must ___ speak Italian quite well. He will help you with your homework.

6. This telephone is terrible. I ___(not) hear you at all.

7. When the car drove into the lake, one of the passengers ___ (not) open the door and had to be rescued.

8. Despite the arrival of the storm, they ___finish the football match.

9. When I was very young, I used to ___touch my toes, but I can't now!!

10. The house was totally empty all day yesterday and I ___finish that book I was reading.

11. My mother tells me that her grandfather was one of the best musicians of his time in the city and ___ play the piano like a professional.

12. I hope to ___ speak English very well after this course finishes.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 34.

   In the last few decades, the world of work has dramatically changed how people earn their living and plan their work lives. This new labour market is evolving at accelerating speed as old industrial-age jobs are replaced by knowledge-based work and information technology continues to alter how we work, play and learn. This dramatic change in how goods and services are produced and distributed has been labelled the “New Economy.” The old economy was based on resources; the New Economy is based on knowledge and is driven by technology and information.

   Working in new ways: In this New Economy, new forms of work are being created, as employment in a “job-for-life” is replaced by a variety of “work alternatives.” These work alternatives can include working part time, contracting, consulting or owning a business where you hire your own employees.

   In British Columbia, more and more people are working in this way, and economists are predicting that this trend will continue in the future. Career counsellors are encouraging people to prepare for these work alternatives rather than for just a full-time job.

   New thinking for a new millennium: The New Economy demands that we change our thinking about the labour market. Traditional job patterns that we took for granted for most of the last century have disappeared. Letting go of the way things used to be in the world of work is one of the hardest challenges that career planners face today. Here are some trends that all workers will have to adapt to:

   Change: Rapid change will be constant in the workplace of the new millennium. Those who understand change and can manage it effectively will be more successful.

   Just-in-time training: In the information economy, it is impossible to leam everything you need to know ahead of time to do a job. Rapid learning will be commonplace. The advantage will go to those who can leam - and instruct - the fastest. Workers must commit to continuous learning throughout their life or work.

   Fusion: Job classifications and occupational titles will become less important. The jobs of the future will be hyphenated; in other words, there will be a fusion of titles like carpenter-architect, accountant-sales rep, or graphic designer-webmaster. Being able to combine a variety of skills to apply to a particular task will be increasingly important.

   Self-reliance: Work is becoming more “entrepreneurial” in the sense that workers have to be prepared for a variety of work alternatives and take the initiative to market their skills more creatively. As a result, people will need to be more responsible for their own career development. The notion of “career self-management” is emerging as a means not only of surviving in the New Economy, but also of thriving and making the best of its new opportunities.

   Emphasis on skills: Workers can no longer expect long-term job security, but they can rely on “skills security”. If workers keep their skills up-to-date and market them effectively in areas of the economy that are growing, they will be able to find work. An essential ingredient of career self-management is knowing and developing skill sets and then finding areas of work where they can be applied.

   Balance in life/work: Information technology is fuelling the accelerating pace of change. We are “plugged in” to work more than ever before through communications (e-mail, phone, fax, pagers, the Internet). To maintain their health and well-being, workers will have to rethink how and where they work and find balance between earning a living and living their lives.

   Finding opportunity. In this New Economy, it is beneficial for people to use their creativity to find new opportunities where they can apply their skills and abilities. This means keeping an open mind about where and how you work.

   The New Economy is very different from the old. It offers even more opportunities to find challenging, rewarding and satisfying work. If you spend time and energy planning for this new reality, you will be able to create a career plan that offers excitement, anticipation and hope for the future.

Who should read this passage?

A. Interviewers

B. Employers

C. Undergraduates

D. Parents.

Read the following passage and mark the letter A, B, C, or D to indicate the answer to each of the question.

Robots are useful for exploring and working in space. In particular, many robots have been sent to explore Mars. Such robots have usually looked like a box with wheels. Though these robots are useful, by their very nature they are unreliable, extremely expensive, and they break easily. Also, they cannot do very many tasks. Because of these problems, scientists have been developing a new and unusual kind of robot. These new robots move like snakes, so they have been given the name "snakebots."

The way a snake is shaped lets it get into very small spaces, like cracks in rocks. It can also push its way below the ground or climb up different kinds of objects, like high rocks and trees. Such abilities account for the usefulness of a robot designed like a snake. A snakebot would be able to do these things, too, making it much more effective than regular robots with wheels, which easily get stuck or fall over. Since they can carry tools, snakebots would be able to work in space, as well. They could, for example, help repair the International Space Station.

But how can such a robot shape be made? A snakebot is built like a Chain made of about thirty parts, or modules. Each module is basically the same in that they all have a small computer and a wheel to aid movement. The large computer in the "head” of the snake makes all of the modules in a snakebot work together.

The modular design of the snakebot has many advantages. If one module fails, another can be added easily. Snakebot modules can also carry different kinds of tools, as well as cameras. Since each module is actually a robot in itself, one module can work apart from the rest if necessary. That is, all the modules can separate and move on their own, and then later, reconnect back into a larger robot. Researchers are also trying to develop snakebots made of a special kind of plastic that can change its shape using electricity, almost like animal muscles. Snakebots made with this plastic will be very strong and hard to break.

Overall, the snakebot design is much simpler than that of common robots. Thus, snakebots will be much less expensive to build. For example, a robot recently sent to Mars cost over a hundred million dollars, whereas snakebots can cost as little as a few hundred dollars. With their versatility and affordability, snakebots seem to be the wave of the future, at least as far as space robots are concerned.

According to the passage, which of the following is TRUE about the snakebots?

A. They can move through myriad difficult terrains.

B. They are easier to get stuck or fall over than other kinds of robots.

C. They are unable to work in space like a regular robot.

D. They are made of over thirty different modules.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

While watching sports on TV, the chances are children will see professional players cheating, having tantrums, fighting, or abusing officials. In addition, it’s highly likely that children will be aware of well-known cases of sportspeople being caught using drugs to improve their performance. The danger of all this is that it could give children the idea that winning is all that counts and you should win at all costs. Good behavior and fair play aren’t the message that comes across. Instead, it looks as if cheating and bad behavior are reasonable ways of getting what you want. This message is further bolstered by the fact that some of these sportspeople acquire enormous fame and wealth, making it seem they are being handsomely rewarded either despite or because of their bad behavior.

What can parents do about this? They can regard sport on television as an opportunity to discuss attitudes and behavior with their children. When watching sports together, if parents see a player swearing at the referee, they can get the child’s opinion on that behavior and discuss whether a player’s skill is more important than their behavior. Ask what the child thinks the player’s contribution to the team is. Point out that no player can win a team game on their own, so it’s important for members to work well together.

Another thing to focus on is what the commentators say. Do they frown on bad behavior from players, think it’s amusing or even consider it’s a good thing? What about the officials? If they let players get away with a clear foul, parents can discuss with children whether this is right and what effect it has on the game. Look too at the reactions of coaches and managers. Do they accept losing with good grace or scowl and show a bad attitude? Parents can use this to talk about attitudes to winning and losing and to remind children that both are part of sport.

However, what children learn from watching sports is by no means all negative and parents should make sure they accentuate the positives too. They should emphasise to children the high reputation that well-behaved players have, not just with their teammates but also with spectators and the media. They can focus on the contribution made by such players during a game, discussing how valuable they are in the team. In the interviews after a game, point out to a child that the well-behaved sportspeople don’t gloat when they win or sulk when they lose. And parents can stress how well these people conduct themselves in their personal lives and the good work they do for others when not playing. In other words, parents should get their children to focus on the positive role models, rather than the antics of the badly behaved but often more publicized players.

(Adapter from “New English File – Advanced” by Will Maddox)

The word “accentuate” in paragraph 4 can be best replaced by _______.

A. highlight.

B. embolden.

C. consolidate.

D. actualize.