┏╮/╱ ·ˊ .·°∴ ☆．．·°
╰★╮ 、 ☆．．·°
゛ ╰┛ -*-*-*-*-*-*-*-**-*-*-*-↖(^ω^)↗-*-*-*-*-*-*-*-*-*-*-*-*-*
小说下载尽在http://bbs.txtnovel.com--书香门第【夏孜然】整理
附：【本作品来自互联网,本人不做任何负责】内容版权归作者所有!
-*-*-*-*-*-*-*-**-*-*-*-↖(^ω^)↗-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*
第一课时
学术类阅读
介绍IELTS 的基本情况
考试的基本点
1．考试目的：留学
2．全世界的IELTS考试内容、形式完全一样
3．考试的有效期：2年。三个月之内不能考两次。
Testing preparation course
Training center
IELTS 口语课程是一个考试准备课程。
听力不可能在短期提高
consistency: 始终一贯
听力考试的语速比以前快；语音适应。
学术类阅读的文章篇幅：
三篇文章，每篇1500-2500字，
最近两次考试1100-1800字，40道题。
规定时间：1个小时
教科书：《学术类阅读理解》、《学术类阅读理解辅导》、《阅读试题》
正确题数 分数段
1 1
2－3 2
4－9 3
10－15 4
16－19 5 ←新西兰签证的最低起评线
20－22 5.5 ←澳大利亚签证的最低起评线
23－25 6
26－28 6.5
29－35 7
36－39 8
40 9
6.5分的科目：Accounting, International Business And Commerce,
Marketing, Advertisement, 人力资源管理
Computer, 建筑，化学，数学，生物
正确题数 分数段 四门分数除以4是总分。
1 1 如果差0.5分，申请4周的语言课程；
2－3 2 如果差1分，申请8周的语言课程；
4－9 3 如果差1.5分，申请12周的语言课程。
10－15 4
16－19 5
20－22 5.5
23－25 6
26－28 6.5
29－32 7
33－35 7.5
36－37 8
38－39 8.5
40 9
在阅读考试中，有报时制度。
阅读在所有课程中的地位。
写作水平永远取决于阅读。
dissertation：论文
应该多读学术类的文章、政治、政论性的文章
口语取决于听力，靠看对话节目来提高。
新西兰留学的好处：便宜、容易毕业、容易移民
澳大利亚：美丽，但是费用比新西兰高，容易毕业，学制也短
英国/欧洲：学习气氛好
分析学术类考试的几大要点：
词汇量（从考试来讲，听力3500字）
（阅读3500字）
（作文）
（口语：不要求有标准的英式语音。3500字）
语法（听力：没有语法是不行的）
（阅读：大多数方法和技巧都在于对原文语法的分析）
（作文：语法错误是得低分的原因）
（口语：如果没有语法，口语将是很多破碎单词的连接体）
语感，来自阅读。
视力：
第二课时
英国：
硕士一年期（MA，MSC，LM）
MBA两年
PHD，MPHIL
牛津、剑桥（pure science）
英联邦国家的教育制度与美国不同。大多数没有奖学金，尤其是商科。
基础学科最容易拿奖学金。
题型：题型适应，阅读习惯改变。
1．List of headings（标题对应）
2．True, False, Not given
3．Summary（完型填空）
4．Matching（配对）
5．MC选择题
三种小题型：
1．图表填空题
2．移动箭头指示填空题
3．完成句子
INTERNATIONAL ENGLISH LANGUAGE
TESTING SYSTEM
ACADEMIC READING
TIME ALLOWED: 1 Hour
NUMBER OF QUESTIONS: 38
Instructions
ALL ANSWERS MUST BE WRITTEN ON THE ANSWER SHEET
The test is divided as follows:
- Reading Passage 1 Question 1-11
- Reading Passage 2 Question 12-25
- Reading Passage 3 Question 26-38
Start at the beginning of the test and work through it. You should answer all the questions. If you cannot do a parricular question leave it and go on to the next. You can return to it later.
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-11 which are based on Reading Passage 1 on pages 2 and 3.
The
Spectacular
Eruption
of
Mount
St. Helens
A The eruption in May 1980 of Mount St. Helens, Washington State, astounded the world with its violence. A gigantic explosion tore much of the volcano's summit to fragments; the energy released was equal to that of 500 of the nuclear bombs that destroyed Hiroshima in 1945.
B The event occurred along the boundary of two of the moving plates that make up the Earth's crust. They meet at the junction of the North American continent and the Pacific Ocean. One edge of the continental North American plate over-rides the oceanic Juan de Fuca micro-plate, producing the volcanic Cascade range that includes Mounts Baker, Rainier and Hood, and Lassen Peak as well as Mount St. Helens.
C Until Mount St. Helens began to stir, only Mount Baker and Lassen Peak had shown signs of life during the 20th century. According to geological evidence found by the United States Geological Survey, there had been two major eruptions of Mount St. Helens in the recent (geologically speaking)past: around 1900 B.C., and about A.D. 1500. Since the arrival of Europeans in the region, it had experienced a single period of spasmodic activity, between 1831 and 1857. Then, for more than a century, Mount St. Helens lay dormant.
D By 1979, the Geological Survey, alerted by signs of renewed activity, had been monitoring the volcano for 18 months. It warned the local population against being deceived by the mountain's outward calm, and forecast that an eruption would take place before the end of the century. The inhabitants of the area did not have to wait that long. On March 27, 1980,a few clouds of smoke formed above the summit , and slight tremors were felt. On the 28th, larger and darker clouds,. consisting of gas and ashes,. emerged and climbed as high as 20,000 feet. In April a slight lull ensued, but the volcanologists remained pessimistic. The, in early May, the northern flank of the mountain bulged, and the summit rose by 500 feet.
E Steps were taken to evacuate the population. Most- campers, hikers, timbercuttersleft the slopes of the mountain. Eighty-four-year-old Harry Truman, a holiday lodge owner who had lived there for more than 50 years, refused to be evacuated, in spite of official and public, including an entire class of school children, wrote to him, begging him to leave. He never did.
F On May 18, at 8.32 in the morning, Mount St. Helens blew its top. literally. Suddenly, it was 1300 feet shorter than it had been before its growth had begun. Over half a cubic mile of rock had disintegrated . At the same moment, an earthquake with an intensity of 5 on the Richter scale was recorded. It triggered an avalanche of snow and ice. mixed with hot rock-the entire north face of the mountain had fallen away. A wave of scorching volcanic gas and rock fragments shot horizontally from the volcano's riven flank, at an inescapable 200 miles per hour. As the sliding ice and snow melted, it touched off devastating torrents of mud and debris, which destroyed all life in their path. Pulverised, which destroyed all life in their path. Pulverised rock climbed as a dust cloud into the atmosphere. Finally, viscous lava, accompanied by burning clouds of ash and gas, welled out of volcano's new crater, and from lesser vents and cracks in its flanks.
G Afterwards, scientists were able to analyse the sequence of events. First, magmamolten rock-at temperatures above 2000oF. had surged into the volcano from the Earth's mantle. The build-up was accompanied by an accumulation of gas, which increased as the mass of magma grew. It was the pressure inside the mountain that made it swell. Next, the rise in gas pressure caused a violent decompression. Which ejected the shattered summit like a cork from a shaken soda bottle. With the summit gone, the molten rock within was released in a jet of gas and fragmented magma, and lava welled from the crater.
H The effects of the Mount St. Helens eruption were catastrophic. Almost all the trees of the surrounding forest, mainly Douglas firs. were flattened. and their branches and bark ripped off by the shock wave of the explosion. Ash and mud spread over nearly 200 square miles of country. All the towns and settlements in the area were smothered in an even coating of ash. Volcanic ash silted up the Columbia River 35 miles away, reducing the debris that accumulated at the foot of the volcano reached a depth. in places, of 200 feet.
I The eruption of Mount St. Helens was one of the most closely observed and analysed in history. Because geologists had been expecting the event, they were able to amass vast amounts of technical data when it happened. Study of atmospheric particles formed as a result of the explosion showed that droplets of sulphuric acid, acting as a screen between the Sun and the Earth's surface, caused a distinct drop in temperature. There is no doubt that the activity of Mount St. Helens and other volcanoes since 1980 has influenced our climate . Even so, it has been calculated that the quantity of dust ejected by Mount St. Helens - a quarter of a cubic mile- was negligible in comparison with that thrown out by earlier eruptions, such as that of Mount Katmai in Alaska in 1912 (three cubic miles). The volcano is still active. Lava domes have formed inside the new crater, and have periodically burst. The threat of Mount St Helens lives on.
.
Questions 1 and 2
Reading Passage 1 has 9 paragraphs labelled A-I
Answer questions 1 and 2 by writing the appropriate letter A-I inboxes 1 and 2 on your answer sheet.
Example Answer
Which paragraph compares the eruption to the energy A
released by nuclear bomb?
1. Which paragraph describes the evacuation of the mountain?
2. Which paragraph describes the moment of the explosion of Mount St. Helens?
Questions 3 and 4
3. What are the dates of the TWO major eruptions of Mount St. Helens before 1980?
Write TWO dates in box 3 on your answer sheet.
4 How do scientists know that the volcano exploded around the two dates above?
Using NO MORE THAN THREE WORDS , write your answer in box 4 on your answer sheet
Questions 5-8
Complete the summary of events below leading up to the eruption of Mount St. Helens. Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 5-8 on your answer sheet.
In 1979 the Geological Survey warned ... (5) ... to expect a violent eruption before the end of the century. The forecast was soon proved accurate. At the end of March there were tremors and clouds formed above the mountain. This was followed by a lull, but in early May the top of the mountain rose by ... (6)... . People were ...(7) ... from around the mountain. Finally, on May 18th at ...(8) ..., Mount St. Helens exploded.
Question 9 and 10
Complete the table below giving evidence for the power of the Mount St. Helens eruption.
Write your answers in boxes 9 and 10 on your answer sheet.
Item Equivalent to
Example
The energy released by the explosion of Mount St. Helens Answer
500 nuclear bombs
The area of land covered in mud or ash ...(9)...
The quantity of dust ejected ...(10)...
Question 11
Choose the appropriate letter A-D and write it in box 11 one your answer sheet.
11. According to the text the eruption of Mount St. Helens and other volcanoes has influenced our climate by ...
A increasing the amount of rainfall.
B heating the atmosphere.
C cooling the air temperature.
D causing atmospheric storms.
第三课时
READING PASSAGE 2
You should spend about 20 minutes on Questions 12-25 which and based on Reading Passage 2 on pages 6 and 7.
Questions 12-16
Reading Passage 2 has seven paragraphs A-G.
Choose the most suitable headings for paragraphs B-E and G from the list of heading below.
Write the appropriate numbers (i-x) in boxes 12-16 on your answer sheet.
NB There are more headings than paragraphs so you will not use all of them.
You may use any of the headings more than once.
List of Headings
(i) The effect of changing demographics on organisations
(ii) Future changes in the European workforce
(iii) The unstructured interview and its validity
(iv) The person-skills match approach to selection
(v) The implications of a poor person-environment fit
(vi) Some poor selection decisions
(vii) The validity of selection procedures
(viii) The person-environment fit
(ix) Past and future demographic changes in Europe
(x) Adequate and inadequate explanations of organisational failure
Example Paragraph A Answer (x)
12. Paragraph B
13. Paragraph C
14. Paragraph D
15. Paragraph E
Example Paragraph F Answer (ix)
16. Paragraph G
PEOPLE AND ORGANISATIONS: THE SELECTION ISSUE
A In 1991, according to the Department of Trade and Industry, a record 48,000 British companies went out of business. When businesses fail, the post-mortem analysis is traditionally undertaken by accountants and market strategists. Unarguably organisations do fail because of undercapitalisation, poor financial management, adverse market conditions etc. Yet, conversely, organisations with sound financial backing, good product ideas and market acumen often underperform and fail to meet shareholders' expectations. The complexity, degree and sustainment of organisational performance requires an explanation which goes beyond the balance sheet and the "paper conversion" of financial inputs into profit making outputs. A more complete explanation of "what went wrong" necessarily must consider the essence of what an organisation actually is and that one of the financial inputs, the most important and often the most expensive, is people.
B An organisation is only as good as the people it employs. Selecting the right person for the job involves more than identifying the essential or desirable range of skills, educational and professional qualifications necessary to perform the job and then recruiting the candidate who is most likely to possess these skills or at least is perceived to have the ability and predisposition to acquire them. This is a purely person/skills match approach to selection.
C Work invariably takes place in the presence and/or under the direction of others, in a particular organisational setting. The individual has to "fit" in with the work environment, with other employees, with the organisational climate, style or work, organisation and culture of the organisation. Different organisations have different cultures (Cartwright & Cooper, 1991; 1992). Working as an engineer at British Aerospace will not necessarily be a similar experience to working in the same capacity at GEC or Plessey.
D Poor selection decisions are expensive. For example, the costs of training a policeman are about £ 20,000 (approx. US$ 30,000). The costs of employing an unsuitable technician on an oil rig or in a nuclear plant could, in an emergency, result in millions of pounds of damage or loss of life. The disharmony of a poor person-environment fit (PE-fit) is likely to result in low job satisfaction, lack of organisational commitment and employee stress, which affect organisational outcomes i.e. productivity, high labour turnover and absenteeism, and individual outcomes i.e. physical, psychological and mental well-being.
E However, despite the importance of the recruitment decision and the range of sophisticated and more objective selection techniques available, including the use of psychometric tests, assessment centres etc., many organisations are still prepared to make this decision on the basis of a single 30 to 45 minute unstructured interview. Indeed, research has demonstrated that a selection decision is often made within the first four minutes of the interview. In the remaining time, the interviewer then attends exclusively to information that reinforces the initial "accept" or "reject" decision. Research into the validity of selection methods has consistently demonstrated that the unstructured interview, where the interviewer asks any questions he or she likes, is a poor predictor of future job performance and fares little better that more controversial methods like graphology and astrology. In times of high unemployment,! recruitment becomes a "buyer's market" and this was the case in Britain during the 1980s.
