This is the VOA Special English Education Report. A few weeks ago, we talked about the Test of English as a Foreign Language, or TOEFL. A listener in Cambodia named Thida asks if American colleges and universities also accept the IELTS exam. IELTS is the International English Language Testing System. It was developed by the University of Cambridge ESOL examiners.
Cambridge ESOL says the test measures true-to-life ability to communicate in English for education, immigration or employment. The IELTS tests listening, reading, writing and speaking skills. It uses a mixture of accents and spellings, including British English and American English.
The test is used by government agencies, schools and professional organizations in one hundred and twenty countries. And, yes, that includes the United States. The many American schools that accepted the IELTS can be found on the Web at felts.org.
Some schools accept both the TOEFL and the IELTS, but the graduate school at Duke University in Durham, North Carolina, for example, says it prefers the IEITS.
The listening and speaking parts are the same for everyone who takes the IELTS, but people have a choice of reading and writing tests -- either academic or general training.
The listening test takes thirty minutes. There are forty questions based on a recording. The reading test takes sixty minutes. Students answer forty questions based on three written passages.
The writing test also takes sixty minutes. Students have to write two essays. One essay has to be at least one hundred and fifty words long and the other at least two hundred and fifty words. The shorter one is description of something; the longer one has to support and argument.
The speaking test takes less than fifteen minutes. The score is based on a recorded talk between the student and a test examiner.
And that's the VOA Special English Education Report, writt
en by Nancy Steinbach. If you have a general question for our series, write to special@voanews.com. I'm Barbara Klein.What does TOEFL stand for?
| A．The Voice of America | B．The International English Language Testing System |
| C．The Test of English as a Foreign Language | |
| D．The Test of English as a Native Language |
The International English Language Testing System commonly takes _______ in all.
| A．less than 160 minutes | B．more than 165 minutes |
| C．no more than 160 minutes | D．less than 166 minutes |
According to the passage, we can infer _______.
| A．IELTS is efficient and necessary if you want to go to English-speaking countries | |
| B．IELTS is completely different from TOEFL | |
| C．every American needs to accept TOEFL | D．IEITS isn't used more widely than TOEFL |
What is the main idea of the passage?
| A．How can the readers write papers to the VOA programme? |
| B．It talks about some ways to pass TOEFL. |
| C．It introduces IELTS. |
| D．How can the readers pass two kinds of tests? |
If English means endless new words, difficult grammar and sometimes strange pronunciation, you are wrong. Haven't you noticed that you have become smarter since you started to learn a language?
According to a new study by a British university, learning a second language can lead to an increase in your brain power. Researchers found that learning other languages changes grey matter. This is the area of the brain which processes information. It is similar to the way that exercise builds muscles.
The study also found the effect is greater, the younger people learn a second language.
A team led by Dr Andrea Mechelli, from University College London, took a group of Britons who only spoke English. They were compared with a group of "early bilinguals" who had learnt a second language before the age of five, as well as a number of later learners.
Scans showed that grey matter density (密度) in the brain was greater in bilinguals than in people without a second language. But the longer a person waited before mastering a new language, the smaller the difference.
"Our findings suggest that the structure of the brain is changed by the experience of learning a second language," said the scientists.
It means that the change itself increases the ability to learn.
Professor Dylan Vaughan Jones of the University of Wales, has researched the link between bilingualism and maths skills. "Having two languages gives you two windows on the world and makes the brain more flexible (灵活的),"he said. "You are actually going beyond language and have a better understanding of different ideas."
The findings were matched in a study of native Italian speakers who had learned English as a second language between the ages of two and 34. Reading, writing, and comprehension were all tested. The results showed that the younger they started to learn, the better. "Studying a language means you get an entrance to another world," explained the scientists.The main subject talked about in this passage is ______.
| A．science on learning a second language |
| B．man’s ability of learning a second language |
| C．1anguage can help brain power |
| D．1anguage learning and maths study |
In the second paragraph, the writer mentions “exercise” in order to ______.
| A．say language is also a kind of physical labor |
| B．prove that one needs more practice when he (she) is learning a language |
| C．to show the importance of using the language when you learn the language |
| D．make people believe language learning helps grey matter work well |
The underlined word “bilingual'’ probably means ______.
| A．a researcher on language learning |
| B．a person who is good at learning foreign languages |
| C．a person who can speak two languages |
| D．an active language learner |
As you grow older, you’ll be faced with some challenging decisions--like whether to cut class or try cigarettes. Making decisions on your own is hard enough, but when other people get involved and try to pressure you one way or another it can be even harder. People who are your age, like your classmates, are called peers. When they try to influence how you act, to get you to do something, it’s called peer pressure.
Peers can have a positive influence on each other. Maybe another student in your science class taught you an easy way to remember the planets in the solar system. Maybe you got others excited about your new favorite book, and now everyone’s reading it. These are examples of how peers positively influence each other.
Sometimes peers influence each other in negative ways. For example, a few kids in school might try to get you to cut class with them; your soccer friend might try to convince you to be mean to another player and never pass him the ball.
It is tough to be the only one who says “no” to peer pressure, but you can do it. Paying attention to your own feelings and beliefs about what is right and wrong can help you know the right thing to do.
You’ve probably had a parent or teacher advising you to “choose your friends wisely.” Peer pressure is a big reason why they say this. If you choose friends who don’t cut class, smoke cigarettes, or lie to their parents, then you probably won’t do these things either, even if other kids do.
If you continue to face peer pressure and you’re finding it difficult to handle, talk to someone you trust. Don’t feel guilty if you’ve made a mistake or two.For whom is the passage most probably written?
| A．Students. | B．Parents. |
| C．Teachers. | D．Doctors. |
In the last three paragraphs, the author mainly_____.
| A．explains why friendship is so important |
| B．gives advice on how to deal with peer pressure |
| C．discusses how peers influence us |
| D．shows how to make more good friends |
Which of following may help handle peer pressure?
| A．Spending more time with classmates. |
| B．Taking up more relaxing hobbies. |
| C．Choosing friends with no bad habits. |
| D．Helping others who are in trouble. |
What is the topic of the passage?
| A．Friendship | B．Making decisions |
| C．Self-confidence | D．Peer pressure |
No one likes to make mistakes. But a new study says organizations learn more from their failures than from their successes, and keep that knowledge longer.
One of the researchers was Vinit Desai, an assistant professor at the University of Colorado Denver Business School. He worked with Peter Madsen from the Marriott School of Management at Brigham Young University in Utah.
They did not find much long-term "organizational learning" from success. It is possible, they say. But Professor Desai says they found that knowledge gained from failure lasts for years. He says organizations should treat failures as a learning opportunity and not try to ignore them.
The study looked at companies and organizations that launch satellites--and other space vehicles. Professor Desai compared two shuttle flights.
In two thousand two, a piece of insulating(隔热的) material broke off during launch and damaged a rocket on the Atlantis. Still, the flight was considered a success.
Then, in early two thousand three, a piece of insulation struck the Columbia during launch. This time, the shuttle broke apart on re-entry and the seven crew members died. NASA officials suspended all flights and an investigation led to suggested changes.
Professor Desai says the search for solutions after a failure can make leaders more open-minded. He points to airlines as an example of an industry that has learned from failures in the past.
He advises organizations to look for useful information in small failures and failures they avoided. He also urges leaders to encourage the open sharing of information. The study appeared in the Academy of Management Journal.
The mistakes we learn from do not have to be our own. We recently asked people on our Facebook page to tell us a time they had done something really silly.
Fabricio Cmino wrote: Not long ago I wanted to watch TV, but it wouldn't turn on, so I did everything I could to start it. Thirty minutes later my mum showed up and, passing by, said to me "Did you try plugging it'? I’m just dusting, Mum!”So she wouldn't notice how dumb I am sometimes!
Bruno Kanieski da Silva told about a time he looked everywhere for his key. It was in hispocket. He wrote: I always promise I will never do it again, but after-a few weeks,where is mywallet? For sure it will be in a very logical place.What we get from failure differs from that from success in that_______.
| A．what we learn from failure is more powerful |
| B．what we learn from success does no good to us |
| C．the knowledge gained from failure is important for a company |
| D．the knowledge gained from failure lasts longer |
From the passage, we can infer that________.
| A．The insulating material problem in 2002 didn't arouse enough attention |
| B．There were no astronauts on Columbia |
| C．In spite of the problem, Atlantis was considered a success |
| D．Columbia exploded during its launch time |
The writer gives the last two paragraphs to show that________.
| A．many people make mistakes in the world |
| B．mistakes were a very embarrassing thing when found by others |
| C．we can also draw a lesson from others' mistakes |
| D．making mistakes was a necessity |
Which of the following is TRUE according to the passage?
| A．Only organizations can learn from mistakes |
| B．We can also learn from failures that have been avoided. |
| C．Lessons from the shuttle flights are more important. |
| D．Leaders often lack an open mind and seldom share information. |
Children have their own rules in playing games. They seldom need a referee (裁判) and rarely take trouble to keep scores. They don’t care much about who wins or loses, and it doesn’t seem to worry them if the game is not finished. Yet, they like games that depend a lot on luck, so that their personal abilities cannot be directly compared. They also enjoy games that move in stages, in which each stage, the choosing of leaders, the picking-up of sides, or the determining of which side shall start, is almost a game in itself.
Grown-ups can hardly find children’s game exciting, and they often feel puzzled at why their kids play such simple game again and again. However, it is found that a child plays games for very important reasons. He can be a good player without having to think whether he is a popular person, and he can find himself being a useful partner to someone of whom he is ordinary afraid. He becomes a leader when it comes to his turn. He can be confident, too, in particular games, that it is his place to give orders, to pretend to be dead, to throw a ball actually at someone, or to kiss someone he has caught.
It appears to us that when children play a game they imagine a situation under their control. Everyone knows the rules, and more importantly, everyone plays according to the rules. Those rules may be childish, but they make sure that every child has a chance to win.What is true about children when they play games?
| A．They can stop playing any time they like. |
| B．They can test their personal abilities. |
| C．They want to pick a better team. |
| D．They don’t need rules. |
To become a leader in a game, the child has to _________.
| A．be a useful partner |
| B．wait for his turn |
| C．be confident in himself |
| D．be popular among his playmates |
Why does a child like playing games?
| A．Because he can be someone other than himself. |
| B．Because he can become popular among friends. |
| C．Because he finds he is always lucky in games. |
| D．Because he likes the place where he plays a game. |
Which is the best title for this passage?
| A．Rules in Children’s Games |
| B．Advantages of Playing Games for Children |
| C．Reasons for Children’s Games |
| D．How to Be a Popular Game Player |
I am beginning to wonder whether my grandmother isn’t right when she complains, as she frequently does, that children nowadays aren’t as well-behaved as they used to be. Whenever she gets the opportunity, she recounts in detail how she used to be told to respect the elders and betters. She was taught to speak only when she was spoken to, and when she went out on her own, she was reminded to say 'please' and 'thank you'. Children in her day, she continues, were expected to be seen and not heard, but these days you are lucky if you ever hear parents telling their children to mind their p’s and q’s.
If you give her the chance, she then takes out of her drawer the old photograph album which she keeps there, and which she never tires of displaying. Of course when you look at pictures of her parents, you feel sure that, with a father as stern-looking as that, you too would have been "seen and not heard". He had a lot of neatly cut hair, long side-whiskers and a big moustache. In the photographs, he is always clutching (抓住) his coat with one hand, while in the other he holds a thin walking stick. Beside him sits his wife, with their children around her: Granny and her elder brothers. It always occurs to me that perhaps those long, stiff, black clothes were so clumsy to a little girl, that she hadn’t enough breath left to be talkative, let alone mischievous (淘气的). It must have been a dull and lonely life too, for she stayed mainly at home during her childhood, while her brothers were sent away to school from an early age. Despite their long black shorts and their serious expressions in the photographs, I always suspect that their lives were considerably more enjoyable than hers. One can imagine them telling each other to shut up or mind their own business, as soon as their parents were out of sight.
Going to see Granny on Sundays used to be a terrible experience. We would always be warned in advance to be on our best behavior, since my mother made a great effort to show how well brought up we were, in spite of our old, comfortable clothes, our incomprehensible (to Granny) slang, and our noisy games in the garden. We had to change into what Granny described as our "Sundays best" for lunch, when we would sit uncomfortably, kicking each other under the table. We were continually being ordered to sit up straight, to take our elbows off the table, to wait till everybody had been served, not to wolf down our food, nor to talk with our mouths full. At length we would be told to ask to be excused from the table and ordered to find quiet occupations for the rest of the day. We were always very bad-tempered by the evening, and would complain angrily all the way home.
Yet though we hated the Sunday visit, we never questioned the rules of good manners themselves. I remember being greatly shocked as a child to hear one of my friends telling her father to shut up. I knew I could never have spoken like that to my father and it would never have occurred to me to do so.
However, my childhood was much freer than Granny’s. I went to school with my brother and I played football with him and his friends. We all spoke a common language, and we got up to the same mischief. I would have died if I had had to stay indoors, wear a tight dress, and sew.
But I do sometimes look wistfully (惆怅地) at an old sampler which hangs in the hall, which was embroidered (刺绣) by an even more distant relative—my great-great-aunt, of whom, regrettably, no photograph remains. It was done as an example of her progress in learning. The alphabet is carefully sewn in large colored childish letters from A to Z, and below it a small verse reads:
Mary Saunders is my name,
And with my needle I worked the same,
That by it you may plainly see
What care my parents have for me.
It must have taken that little five-year-old months and months of laborious sewing, but, in a circle in a bottom corner of the sampler, there is a line: "Be Ever Happy".The writer’s grandmother will complain that ______.
| A．children used to be mischievous |
| B．children behave worse than they did in the past |
| C．children are often reminded of what to do |
| D．children are very badly behaved |
Visiting Granny on Sundays was a terrible experience because ______.
| A．the writer was not so well raised as she was required to pretend |
| B．Granny continually warned the writer to be on her best behavior |
| C．Granny was always describing the writer’s "Sunday best" |
| D．the writer was always blamed for not behaving well |
From Paragraph 4, we can infer that the writer ______.
| A．seldom spoke to her father in the way her friend did |
| B．was never questioned about the rules of good manners |
| C．never doubted the value of the strict rules at that time |
| D．was worried that her friend’s father would be shocked |
The writer looked wistfully at the sampler, because______.
| A．it was embroidered by a relative. |
| B．she wished she could sew herself. |
| C．it called to mind the values of good old days. |
| D．she had no photographs of Mary Saunders. |
By sewing "Be Ever Happy" in the sampler, Mary Saunders ______.
| A．suggested she was unhappy then |
| B．indicated happiness was hard to gain |
| C．expected we would find happiness in sewing |
| D．hoped happiness would be everlasting |
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