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[11:01.44]Section B
[11:02.64]Directions: In this section, you will hear 3 short passages.
[11:09.21]At the end of each passage, you will hear some questions.
[11:13.69]Both the passage and the questions will be spoken only once.
[11:18.94]After you hear a question,
[11:21.56]you must choose the best answer from the four choices marked A), B), C) and D).
[11:28.34]Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
[11:35.02]Passage 1
[11:37.53]There is a popular belief among parents that schools are no longer interested in spelling.
[11:44.31]No school I have taught in has ever ignored spelling or considered it unimportant as a basic skill.
[11:51.54]There are, however, vastly different ideas about how to teach it,
[11:56.35]or how much priority it must be given over general language development and writing ability.
[12:02.25]The problem is how to encourage a child to express himself freely and confidently in writing
[12:08.59]without holding him back with the complexities of spelling.
[12:12.43]If spelling becomes the only focal point of his teacher’s interest,
[12:17.46]clearly a bright child will be likely to “play it safe”.
[12:21.29]He will tend to write only words within his spelling range,
[12:25.23]choosing to avoid adventurous language.
[12:28.07]That’s why teachers time and again encourage the early use of dictionaries
[12:33.53]and pay attention to content rather than technical ability.
[12:37.58]I was once shocked to read on the bottom of a sensitive piece of writing
[12:42.72]about a personal experience: “This work is terrible!
[12:46.22]There are far too many spelling errors and your writing is illegible”.
[12:50.49]It may have been a sharp criticism of the pupil’s technical abilities in writing,
[12:55.74]but it was also a sad reflection on the teacher
[12:59.02]who had omitted mention of the child’s deep feelings.
[13:02.19]The teacher was not wrong to draw attention to the errors,
[13:05.69]but if his priorities had centered on the child’s ideas,
[13:09.52]an expression of his encouragement in the pupil’s free presentation
[13:13.90]would have given him more motivation to seek improvement.
[13:17.61]Questions 26 to 29 are based on the passage you've just heard.
[13:29.10]26. About what do teachers differ in their opinions?
[13:50.55]27. Why do teachers encourage the use of dictionaries?
[14:10.61]28. What does the speaker think of the teacher’s judgment on that sensitive writing?
[14:33.56]29. What is the major point the speaker is making?
[14:54.30]Passage Two
[14:56.05]To be successful in a job interview,
[14:59.22]you should demonstrate certain personal and professional qualities.
[15:03.49]You need to create a good image in a limited time available,
[15:08.08]usually from 30 to 45 minutes.
[15:11.03]You must talk a positive impression which the interviewer will remember
[15:16.28]while he interviews other candidates.
[15:19.02]You should especially pay attention to some qualities during the interview.
[15:23.18]First of all, you should take care to appear properly dressed.
[15:27.66]The right clothes worn at the right time can win the respect of the interviewer
[15:32.25]and his confidence in your judgment. It may not be true that clothes make the man,
[15:38.16]but the first and lasting impression of you is determined by the clothes you wear.
[15:43.52]Secondly, you should pay close attention to your manner of speaking.
[15:47.90]Since speech is a reflection of personality,
[15:51.40]you should reflect confidence by speaking in a clear voice,
[15:55.11]loud enough to be heard without being aggressive or over powering.
[15:59.71]You should be prepared to talk knowledgeably about the position you’re applying for.
[16:04.74]Finally, to be really impressive,
[16:07.25]you must convey a sense of self-confidence and an enthusiasm for the work.
[16:12.51]The appropriately dressed job applicant indicates his sound judgment.
[16:17.87]His manner of speaking suggests his friendliness and competence.
[16:22.67]His curiosity and information about the position
[16:26.17]he is seeking demonstrate his sincerity and potential in the job.
[16:30.88]He exhibits self-confidence through his knowledge,
[16:34.38]and he shows his enthusiasm for work.
[16:37.22]If you display these characteristics with just a little luck,
[16:41.49]you’ll certainly succeed in a typical personnel interview.
[16:45.54]Questions 30 to 32 are based on the passage you've just heard.
[16:50.57]30. How long does an interview usually last according to the speaker?
[17:12.35]31. How can one give an interviewer a good first impression?
[17:33.22]32. What should be the best manner for a job seeker to speak during an interview?
[17:55.30]Passage Three
[17:56.95]Research indicates that parents who reward self-control and independence
[18:02.96]tend to have children with high achievement motivation.
[18:06.13]Such parents set high standards for their children
[18:09.96]but allow them to work at their own level and to make their own mistakes.
[18:14.01]That is to say, they are not very critical.
[18:17.07]By contrast, parents of low need achievers
[18:20.25]typically set impossible high goals for their children and make extreme demands.
[18:26.04]In addition, parents of high need achievers encourage good performance
[18:32.06]but do not blame their children angrily when they fail.
[18:35.45]If a child comes home from school with A’s and one B on a report card,
[18:41.24]the parents focus on the A’s, while not paying for much attention to the B;
[18:46.82]parents of a potential low need achiever tend to ask, “Why the B?”
[18:52.62]Parents of high need achievers respond to middle grades with warmth and suggestions
[18:58.34]for reasonable goals and ways to reach them.
[19:00.75]They can help their children to find a way out.
[19:04.03]Parents of low need achievers would scold and punish the child.
[19:09.39]When a child is having trouble with a maths problem,
[19:12.89]the parents of high need achievers will suggest the general procedure
[19:17.15]and let the child work out the particular solution;
[19:20.43]a low need achiever’s parent will solve the problem and then hand the child the answer.
[19:25.90]Closely related to motivation are emotions,
[19:29.51]which can activate and direct behavior in much the same way as physiological,
[19:34.98]social and psychological motivations do.
[19:37.72]Questions 33 to 35 are based on the passage you've just heard.
[19:46.14]33. What is said about parents of high need achievers?
[20:06.56]34. If a child gets good marks for some courses and lower marks for others,
[20:14.65]what will a parent of a high-need achiever do?
[20:32.63]35. What does the speaker mainly want to tell us?
