A. arbitrators and judges B. national legal systems

C. experiencesD. disqualifying factors

89. Courts and agencies __________.

A. do not apply their regulations strictly

B. often consider arbitrators as judges

C. understand the general relationship between business and arbitrators

D. may be described by all of the above

90. A third-party arbitrator is one who is chosen __________.

A. to supplement the two arbitratorschosen by the contending sides

B. to reach a finaldecision after the two arbitrators have submitted their decision

C. by someone not involved in the matter in dispute

D. as a pawn of the appointers

91. A foreign enterprises contract is a bad idea __________.

A. in all cases

B. when each partner picks an arbitrator

C. when third party arbitrators are involved

D. when a government agency is one side of the contract

92. "Ex-parte communications" refer to __________.

A. something that cannot be determined by the text

B. all parties being present when matters involving them are discussed

C. the requirement to set aside a decision

D. impartiality

Passage 3

Ask an American schoolchild what he or she is learning in school these days and you might even get areply, provided you ask it in Spanish. But don't bother, here’ s the answer: Americansnowadays are not learning any of the things that we learned in our day, like reading and writing. Apparently these are considered fusty oldsubjects, invented by white males to oppress women and minorities.

What are they learning? In a Vermont college town I found the answer sitting in a toy stone book rack,next to typical kids' books like "Heather Has Two Mommies and Daddy is 'Dysfunctional"'. It's a teacher's guide called "Happy to Be Me", subtitled "Building Self-Esteem”. Self -esteem as it turns out, is abig subject in American classrooms. Many American schools see building it as important as teaching readingand writing. They call it "whole language" teaching, borrowing terminology from the granola people to compete in the education marketplace.

No one ever spent a momentbuilding my self-esteem when I was in school. In fact, from the day I first stepped inside a classroommy self-esteem was one big demolition site. All that mattered was "the subject", be it geography, history, or mathematics. I was praised when I remembered that "near", "fit","friendly", "pleasing", "like" and their opposites took the dative case in Latin. I was reviled when I forgotwhat a cosine was good for. Generally, I lived my school years beneath a torrent of castigation asconsistent I eventually ceased to hear it, as people who live near the sea eventually stop hearing the waves.

Schools have changed. Reviling is out, for one thing. More important, subjects have changed.

Whereas I learned English, modern kids learnsomething called "language skills". Whereas I learned writing, modern kids learn something called "communication". Communication, the book tells us, is seven percent words, twenty three per cent facial expression, twenty per cent tone of voice, and fifty percent bodylanguage. So this column, with its carefully chosen words, would earn at most a grade of seven per cent. That is, if the school even gave out something as oppressive and demanding as grades.

The result is that, in place of English classes, American children are getting a course in "How to WinFriends and Influence People". Consider the new attitude toward journal writing: I remember one highschool English class when we were required to keep a journal. The idea was to emulate those great writerswho confided in dimes, searching their soul and honing their critical thinking on paper.

"Happy to Be Me" states that journals are a great way for students to get in touch with their feelings.Tell students they can writeone sentence or a whole page. Reassure them that no one, not even you, will read what they write. After the unit, hopefully all students will be feeling good about themselves and willwant toshare some of their entries with the class.

There was a time when no self-respecting book for English teachers would use "great” or "hopefully"that way. Moreover, back then the purpose of English courses (an antique termfor"Unit") was not to helpstudents "feel good about themselves". Which is good, because all that reviling didn’t make me feel particularly good about anything.

93. In paragraph 2, "whole language"teaching is in inverted commas because __________.

A. the writer is using direct speech

B. the writer is questioning the education concept

C. the words quoted have been extracted from a translation

D. the writer is quoting from another source

94. In paragraph 3, the authoris clearly expressing his idea about self-esteem. He believes that it is __________.

A. essential that self-esteem should be promoted in American schools because the author used to sufferfrom a lack of self-esteem as a child

B. equally important to equip children with the necessary skills and knowledge they will require in thefuture

C. important to remember how mush school childrenused to suffer from a lack of self-esteem

D. reassuring to observe that children benefit from the promotion of a positive image

96. Which of the following is the writer implying in paragraph 4?

A. Self-criticism has gone too far.

B. Evaluating criteriaare inappropriate nowadays.

C. Communication is a more comprehensive category than language skills.

D. This column does not meet the demanding evaluating criteria of today.

96. We may infer from paragraph 4 that the writer generally disagrees with one of the following ideas __________.

A. the whole concept of communication is being perceived differently

B. the way American children communicate among themselves is more important than anything else

C. academic skills should be encouraged and promoted in the American education system

D. the progress that American children could be monitor with more traditional methods

97. In this passage, the writer is clearly stating the intention which is to get the reader to _____.

A. confirm current education trends and teaching methods

B. rethink and reorganize educational strategies

C. think about the various elements which constitute what we call "communication"nowadays

D. reassure the parents about the methodology currently being used in American schools

98. What's the best summary for this passage?

A. New educational theories will revolutionize the way our children learn.

B. The influence of new methodologywill spread worldwide.

C. Personal values like self-esteem will become predominant for school children in the future.

D. Current education trends may jeopardize the prospects of future generations.

Passage 4

"Sloganeering" did not originate in the 1960s. The term has a rich history. It originated from theGaelic word slaughgharim, which signified a "host-shout, " “war c ry," or "gathering word or phrase of oneof the old Highland clans; hence the shout or battle cry of soldiers in the field." English-speaking peoplebegan using the term by 1704. The team at the time meant "the distinctive note, phrase, or cry of any person or body of persons." Slogans were common throughout the European continent during the middle age,and they were utilized primarily as "passwords to insure pooper recognition of individuals at right or in the confusion of battle." The American revolutionary rhetoric would not have been the same without "the BostonMassacre,""the Boston Tea Party,""the shot heard around the world," and shouts of "no taxation without representation" .

Slogans operate in society as social “symbols" and, as such, their intended or perceived meaning may be difficultto grasp and their impact or stimulation may differ between and among individuals and groups. Because slogans may operate as "significant symbols" or as key words that have a standard meaning ina group, they serve both expressive and persuasive functions. Harold Lasswell recognized that the influencing of collective attitudes is possible by the manipulation of significant symbols such as slogans. He believed that a verbal symbol might evoke a desired reaction or organize collective attitudes around a symbol.Murray Edelman writes that “to the political scientist patterning or consistency in the context in which specific groups of individuals use symbols is crucial, for only through such patterning do common political meaning and claims arise." Thus, the slogans a group uses to evoke specific responses may provide us withan index for the group's norm, values, and conceptual rationale for its claims.

Slogans are so pervasive in today’ ssociety that it is easy to underestimate their persuasive power.They have grown in significance because of the medium of television and the advertising industry. Television, in addition to being the major advertising medium, has altered the nature of human interaction. Political images are less personal and shorter. They function as summaries and conclusions rather than base for public interaction and debate. The style of presentation in television is more emotion, but the content is less complex or ideological. In short, slogans workwell on television.

The advertising industry has made a science of sloganeering. Today, communication itself is a problem because we live in an “ overcommunicated" society. Advertisers have discovered that it is easier to linkproduct attributesto existing beliefs, ideas, goals, and desires of the consumer rather than to change them.Thus, to say that a cookie tastes “ homemade" or as good as "Mom used to make" does not tell us if thecookie is good or had, hard or soft, but simply evokes the fond memories of Mother's baking. Advertisers, then, are more successful if they present a product in a way that capitalizes on established beliefs or expectations of the consumer. Slogans do this well by crystallizing in a few words the key idea or theme one wantsto associate with an issue, group, product, or event. "Sloganeering" has become institutionalized as a virtual art form, and an advertising agency may spend month, testing and creating the right slogan for a product or a person. Slogans have a number of attributes that enhance their persuasive potential for social movements. They are unique and readily identifiable with a specific social movement organization social movement organization. "GrayPower," for instance, readily identifies the movement for elderly Americans, and "Huelga" (strike inSpanish) identifies the movement to aid Mexican American field workers in the west and southwest.

99. "Sloganeering" stems from a word that was used _________.

A. in the United States B. in the Inland

C. on the European continentD. frequently in revolutionary rhetoric

100. What is the writer's main purpose?

A. To explain the history of slogans.B. To explain the persuasiveness of slogans.

C. To explain how slogans have changed.D. To explain how slogans are used on television.

101. Because slogans are “social symbols" they _________.

A.can have different meanings in different culture and economic settings

B. are widely used as status symbols

C. can be used to demonstrate high social standing

D. are perceived as difficult to grasp

102. Lasswell's and Edelman's studies are important in that they _________.

A. believe that a verbal symbol might evoke a desired reaction

B. demonstrate that patterning and consistency is crucial to the use of symbols

C. organize collective attitudes around a symbol

D. demonstrate a culture's principles are indicated by the slogans which are used

103. Television _________.

A. has distorted the purpose of slogans

B. has kept consistent the nature of human interaction

C. has made political images personal and shorter

D. utilizes slogans well

104. Products sell better if _________.

A. slogans change the consumer’ s beliefs

B. slogans agree with the consumer’ s beliefs

C. slogans identify a social movement

D. advertisers use slogans on television

Passage 5

A number of researchers have examined the variables/strategies that affect students' learning Englishas a second language. This report identifies some of the learner variables/strategies used by two students ina Hong Kong Technical Institute. The instruments for data collection included observation, interviews and questionnaires.The findings are discussed and some implications highlighted.

What makes a "good" language learner "good", and what makes a "poor" language learner"poor"?What does this imply for the teaching of language in the Hong Kong context? These are the central questionsof this assignment. The existing body of research attributes the differences between language learners to learner variablesand learner strategies. Learner variables include such things as differences in personality,motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed oflearning, ability m use the target language, and in achieving examination grades, areas which generallylead to the classification of students as being either "good" or "poor".

Learner variables mod strategies have been the focus of a number of research projects, (O’ Malley etal, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched inHong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables

and strategies seem to work for local students seems to be a fruitful area of research.

In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actuallyidentifying these aspects. As the existing research point out, it is not possible to observe directly qualities such as aptitude, motivation, and anxiety(Oxford, 1986). We cannot look inside the mind of a languagelearner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success of failure in particular language learning situation.

Bearing these constraints in mind, the aim of this assignment is to develop two smallscale studies ofthe language learners attempting to gain an overall idea of what strategies are in use and what variables seemto make a difference to Hong Kong students.

105. In paragraph 2,"learnervariables" and “ strategies" are defined by reference to other writers _________.

A. because these writers are authorities in the field and these arerecognized as important concepts

B. because these writers are authorities in the field and these are recognized as important definitions

C. because the present author is not sure what these terms mean

D. because the present author wishes to redefine the scope of research in this area

106.The main point of paragraph 2 is _________.

A. to define technical terms

B. to define terms and scope of the study

C. to outline the main sections of the report

D. to summarize the area to be covered in the article

107. In paragraph 3 the writer uses the phrase "to the best of my knowledge..." because _____.

A. she has good knowledge of this area

B. she is not sure if the area has been researched in Hang Kong

C. she thinks the area has been researched in Hong Kong

D. she does not wish to take responsibility for any omissions in the bibliography

108. The reference to "Naiman and his colleagues (1978)"in paragraph 4 is made _________.

A. to point out the advantages of an analytical approach

B. to point out that language learning strategies can he identified

C. to point out that different learners learn differently

D. to point out the uniqueness of language learning situations

109. The main point of paragraph 5 is _________.

A. to describe the existing search in the field

B. to point out the limits of research in this area

C. to describelearning strategies identified as so

D. to summarize the scope of the present article

110. According to this passage, research in this area is characterized as _________.

A. empirically observable

B. often impossible to observe directly

C. poorly defined in the research literature to date

D. easier to theorize about than to carry out directly

PART V Translation (30 points)

Direction : Write your translations in your answer sheet.

Section A

"The Child is Father of the Man,” wrote the English p

1989, created to give children much-needed protection against abuse, in the processlegalized the ideology: the child comes first.

Indeed , much of the time it seems that parents themselves are suffering a crisis of self-esteem.

Reports show that teenagers are increasingly obese and slothful. They watch on average between four and six hours of television a day.

The fashion industry is increasingly targeting guilty parents and their demanding children; it is not uncommon to see children wearing designerjeans and the latest trainers that they will soon grow out of.

by boys who are arrogant, rude, boastful and undisciplined.