Test 1

READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage
1 below.
What the Managers Really Do?
When students graduate and first enter the workforce, the most common choice is to find
an entry-level position. This can be a job such as an unpaid internship, an assistant, a
secretary, or a junior partner position. Traditionally, we start with simpler jobs and work our
way up. Young professionals start out with a plan to become senior partners, associates, or
even managers of a workplace. However, these promotions can be few and far between,
leaving many young professionals unfamiliar with management experience. An important
step is understanding the role and responsibilities of a person in a managing position.
Managers are organisational members who are responsible for the work performance of
other organisational members. Managers have formal authority to use
organisational resources and to make decisions. Managers at different levels of the
organisation engage in different amounts of time on the four managerial functions of
planning, organising, leading, and controlling.

However, as many professionals already know, managing styles can be very different
depending on where you work. Some managing styles are strictly hierarchical. Other
managing styles can be more casual and relaxed, where the manager may act more like a
team member rather than a strict boss. Many researchers have created a more scientific
approach in studying these different approaches to managing. In the 1960s, researcher
Henry Mintzberg created a seminal organisational model using three categories. These
categories represent three major functional approaches, which are designated as
interpersonal, informational and decisional.

Introduced Category 1: INTERPERSONAL ROLES. Interpersonal roles require managers to

direct and supervise employees and the organisation. The figurehead is typically a top of
middle manager. This manager may communicate future organisational goals or ethical
guidelines to employees at company meetings. They also attend ribbon-cutting ceremonies,
host receptions, presentations and other activities associated with the figurehead role. A
leader acts as an example for other employees to follow, gives commands and directions to
subordinates, makes decisions, and mobilises employee support. They are also responsible
for the selection and training of employees. Managers must be leaders at all levels of the
organisation; often lower-level managers look to top management for this leadership
example. In the role of liaison, a manager must coordinate the work of others in
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different work units, establish alliances between others, and work to share resources. This
role is particularly critical for middle managers, who must often compete with other
managers for important resources, yet must maintain successful working relationships with
them for long time periods.

Introduced Category 2: INFORMATIONAL ROLES. Informational roles are those in which

managers obtain and transmit information. These roles have changed dramatically as
technology has improved. The monitor evaluates the performance of others and takes
corrective action to improve that performance. Monitors also watch for changes in the
environment and within the company that may affect individual and organisational
performance. Monitoring occurs at all levels of management. The role of disseminator
requires that managers inform employees of changes that affect them and the organisation.
They also communicate the company’s vision and purpose.

Introduced Category 3: DECISIONAL ROLES. Decisional roles require managers to plan

strategy and utilise resources. There are four specific roles that are decisional. The
entrepreneur role requires the manager to assign resources to develop innovative goods
and services, or to expand a business. The disturbance handler corrects unanticipated
problems facing the organisation from the internal or external environment. The third
decisional role, that of resource allocator, involves determining which work units will get
which resources. Top managers are likely to make large, overall budget decisions, while
middle managers may make more specific allocations. Finally, the negotiator works with
others, such as suppliers, distributors, or labor unions, to reach agreements
regarding products and services.

Although Mintzberg’s initial research in 1960s helped categorise manager approaches,

Mintzberg was still concerned about research involving other roles in the workplace.
Minstzberg considered expanding his research to other roles, such as the role of
disseminator, figurehead, liaison and spokesperson. Each role would have different special
characteristics, and a new categorisation system would have to be made for each role to
understand it properly.

While Mintzberg’s initial research was helpful in starting the conversation, there has since
been criticism of his methods from other researchers. Some criticisms of the work were that
even though there were multiple categories, the role of manager is still more complex.
There are still many manager roles that are not as traditional and are not captured in
Mintzberg’s original three categories. In addition, sometimes, Mintzberg’s research was not
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always effective. The research, when applied to real-life situations, did not always improve
the management process in real-life practice.

These two criticisms against Mintzberg’s research method raised some questions about
whether or not the research was useful to how we understand “managers” in today’s world.
However, even if the criticisms against Mintzberg’s work are true, it does not mean that the
original research from the 1960s is completely useless. Those researchers did not say
Mintzberg’s research is invalid. His research has two positive functions to the further
research.

The first positive function is Mintzberg provided a useful functional approach to analyse
management. And he used this approach to provide a clear concept of the role of manager
to the researcher. When researching human behavior, it is important to be concise about
the subject of the research. Mintzberg’s research has helped other researchers clearly
define what a “manager” is, because in real-life situations, the “manager” is not always the
same position title. Mintzberg’s definitions added clarity and precision to future research on
the topic.

The second positive function is Mintzberg’s research could be regarded as a good beginning
to give a new insight to further research on this field in the future. Scientific research is
always a gradual process. Just because Mintzberg’s initial research had certain flaws, does
not mean it is useless to other researchers. Researchers who are interested in studying the
workplace in a systematic way have older research to look back on. A researcher doesn’t
have to start from the very beginning — older research like Mintzberg’s have shown what
methods work well and what methods are not as appropriate for workplace dynamics. As
more young professionals enter the job market, this research will continue to study and
change the way we think about the modern workplace.

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Questions 1-6
Look at the following descriptions or deeds (Questions 1-6) and the list of categories below.
Match each description or deed with the correct category, A, B or C.
Write the correct letter, A, B, or C, in boxes 1-6 on your answer sheet.

NB You may use any letter more than once.

List of Categories
A. INTERPERSONAL ROLES
B. INFORMATIONAL ROLES
C. DECISIONAL ROLES

1. the development of business scheme

2. presiding at formal events
3. using employees and funds
4. getting and passing message on to related persons
5. relating the information to employees and organisation
6. recruiting the staff

Questions 7-8
Choose TWO letters, A-E.
Write the correct letters in boxes 7-8 on your answer sheet.

Which TWO positive functions about Mintzberg’s research are mentioned in the last two
paragraphs?
A. offers waterproof categories of managers
B. provides a clear concept to define the role of a manager
C. helps new graduates to design their career
D. suggests ways for managers to do their job better
E. makes a fresh way for further research

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Questions 9-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 9-13 on you answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

9. Young professionals can easily know management experience in the workplace.

10. Mintzberg’s theory broke well-established notions about managing styles.

11. Mintzberg got a large amount of research funds for his contribution.

12. All managers do the same work.

13. Mintzberg’s theory is valuable for future studies.

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READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 below.

How Well Do We Concentrate?

A
Do you read while listening to music? Do you like to watch TV while finishing your
homework? People who have these kinds of habits are called multi-taskers. Multitaskers are
able to complete two tasks at the same time by dividing their focus. However, Thomas
Lehman, a researcher in Psychology, believes people never really do multiple things
simultaneously. Maybe a person is reading while listening to music, but in reality, the brain
can only focus on one task. Reading the words in a book will cause you to ignore some of
the words of the music. When people think they are accomplishing two different tasks
efficiently, what they are really doing is dividing their focus. While listening to music, people
become less able to focus on their surroundings. For example, we all have experience of
times when we talk with friends and they are not responding properly. Maybe they are
listening to someone else talk, or maybe they are reading a text on their smart phone and
don't hear what you are saying. Lehman called this phenomenon “email voice".

B
the world has been changed by computers and its spin offs like smart-phones or cellphones.
Now that most individuals have a personal device, like a smart-phone or a laptop, they are
frequently reading, watching or listening to virtual information. This raises the occurrence of
multitasking in our day to day life. Now when you work, you work with your typewriter,
your cellphone, and some colleagues who may drop by at any time to speak with you. In
professional meetings, when one normally focuses and listens to one another, people are
more likely to have a cell phone in their lap, reading or communicating silently with more
people than ever, liven inventions such as the cordless phone has increased multitasking. In
the old days, a traditional wall phone would ring, and then the housewife would have to
stop her activities to answer it. When it rang, the housewife will sit down with her legs up.
and chat, with no laundry or sweeping or answering the door. In the modern era, our
technology is convenient enough to not interrupt our daily tasks.

C
Earl Miller, an expert at the Massachusetts Institute of Technology, studied the prefrontal
cortex, which controls the brain while a person is multitasking. According to his studies, the
size of this cortex varies between species, He found that for humans, the size of this part
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constitutes one third of the brain, while it is only 4 to 5 percent in dogs, and about 15% in
monkeys. Given that this cortex is larger on a human, it allows a human to be more flexible
and accurate in his or her multitasking. However, Miller wanted to look further into whether
the cortex was truly processing information about two different tasks simultaneously. He
designed an experiment where he presents visual stimulants to his subjects in a wax that
mimics multi-tasking. Miller then attached sensors to the patients " heads to pick up the
electric patterns of the brain. This sensor would show if " the brain particles, called neurons,
were truly processing two different tasks. What he found is that the brain neurons only lit
up in singular areas one at a time, and never simultaneously.

D
Davis Meyer, a professor of University of Michigan, studied the young adults in a similar
experiment. He instructed them to simultaneously do math problems and classify
simple words into different categories. For this experiment. Meyer found that when you
think you are doing several jobs at the same time, you are actually switching between jobs.
Even though the people tried to do the tasks at the same time, and both tasks were
eventually accomplished, overall, the task look more time than if the person focused on
a single task one at a time.

E
People sacrifice efficiency when multitasking, Gloria Mark set office workers as his subjects.
He found that they were constantly multitasking. He observed that nearly every 11 minutes
people at work were disrupted. He found that doing different jobs at the same time may
actually save time. However, despite the fact that they are faster, it does not mean they are
more efficient. And we are equally likely to self-interrupt as be interrupted by outside
sources. He found that in office nearly every 12 minutes an employee would stop and with
no reason at all, cheek a website on their computer, call someone or write an email. If they
concentrated for more than 20 minutes, they would feel distressed. He suggested that the
average person may suffer from a short concentration span. This short attention span might
be natural, but others suggest that new technology may be the problem. With cellphones
and computers at our sides at all times, people will never run out of distractions. The format
of media, such as advertisements, music, news articles and TV shows are also shortening, so
people are used to paying attention to information for a very short time.

F
So even though focusing on one single task is the most efficient way for our brains to work,
it is not practical to use this method in real life. According to human nature, people feel
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more comfortable and efficient in environments with a variety of tasks, Edward Hallowell
said that people are losing a lot of efficiency in the workplace due to multitasking, outside
distractions and self-distractions. As a matter of fact, the changes made to the workplace do
not have to be dramatic. No one is suggesting we ban e-mail or make employees focus on
only one task. However, certain common workplace tasks, such as group meetings, would
be more efficient if we banned cell-phones, a common distraction. A person can also apply
these tips to prevent self-distraction. Instead of arriving to your office and checking all of
your e-mails for new tasks, a common workplace ritual, a person could dedicate an hour to
a single task first thing in the morning. Self-timing is a great way to reduce distraction and
efficiently finish tasks one by one, instead of slowing ourselves down with multi-tasking.

Questions 14-18
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 14-18 on your answer sheet.

14. a reference to a domestic situation that does not require multitasking

15. a possible explanation of why we always do multitask together
16. a practical solution to multitask in work environment
17. relating multitasking to the size of prefrontal cortex
18. longer time spent doing two tasks at the same time than one at a time

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Questions 19-23
Look at the following statements (Questions 19-23) and the list of scientists below. Match
each statement with the correct scientist, A-E.
Write the correct letter, A-E, in boxes 19-23 on your answer sheet.

NB You may use any letter more than once.

List of Scientists
A. Thomas Lehman
B. Earl Miller
C. David Meyer
D. Gloria Mark
E. Edward Hallowell

19. When faced multiple visual stimulants, one can only concentrate on one of them.

20. Doing two things together may be faster but not better.

21. People never really do two things together even if you think you do.

22. The causes of multitask lie in the environment.

23. Even minor changes in the workplace will improve work efficiency.

Questions 24-26
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 24-26 on your answer sheet.

A term used to refer to a situation when you are reading a text and cannot focus on your

surroundings is 24. _________.

The 25. _________ part of the brain controls multitasking.

The practical solution of multitask in work is not to allow use of cellphone in 26. _________.

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READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 below.

Improving Patient Safety

Packaging
One of the most prominent design issues in pharmacy is that of drag packaging and patient
information leaflets (Pits). Many letters have appeared in The Journal's letters pages over
the years from pharmacists dismayed at the designs of packaging that are “accidents waiting
to happen”.

Packaging design in the pharmaceutical industry is handled by either in-house teams or

design agencies. Designs for over-the-counter medicines, where characteristics such as
attractiveness and distinguish-ability are regarded as significant, are usually commissioned
from design agencies. A marketing team will prepare a brief and the designers will come up
with perhaps six or seven designs. These are whittled down to two or three that might be
tested on a consumer group. In contrast, most designs for prescription-only products are
created in-house. In some cases, this may simply involve applying a company’s house design
(ie, logo, colour, font, etc). The chosen design is then handed over to design engineers who
work out how the packaging will be produced.

Design considerations
The author of the recently published “Information design for patient safety,” Thea Swayne,
tracked the journey of a medicine from manufacturing plant, through distribution
warehouses, pharmacies and hospital wards, to patients’ homes. Her book highlights a
multitude of design problems with current packaging, such as look-alikes and sound-alikes,
small type sizes and glare on blister foils. Situations in which medicines are used include a
parent giving a cough medicine to a child in the middle of the night and a busy pharmacist
selecting one box from hundreds. It is argued that packaging should be designed
for moments such as these. “Manufacturers are not aware of the complex situations into
which products go. As designers, we are interested in not what is supposed to happen in
hospital wards, but what happens in the real world,” Ms Swayne said.

Incidents where vein has been injected intrathecally instead of spine are a classic example of
how poor design can contribute to harm. Investigations following these tragedies have
attributed some blame to poor typescript.

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Safety and compliance
Child protection is another area that gives designers opportunities to improve safety.
According to the Child Accident Prevention Trust, seven out of 10 children admitted to
hospital with suspected poisoning have swallowed medicines. Although child-resistant
closures have reduced the number of incidents, they are not: fully child-proof. The definition
of such a closure is one that not more than 15 percent of children aged between 42 and 51
months can open within five minutes. There is scope for improving what is currently
available, according to Richard Mawle, a freelance product designer. “Many child-resistant
packs are based on strength. They do not necessarily prevent a child from access, but may
prevent people with a disability,” he told The Journal. “The legal requirements are there for
a good reason, but they are not good enough in terms of the users,” he said. “Older people,
especially those with arthritis, may have the same level of strength as a child,” he explained,
and suggested that better designs could rely on cognitive skills (eg, making the opening of a
container a three-step process) or be based on the physical size of hands.

Mr. Mawle worked with GlaxoSmithKline on a project to improve compliance through

design, which involved applying his skills to packaging and PILs. Commenting on the
information presented, he said: “There can be an awful lot of junk at the beginning of PILs.
For example, why are company details listed towards the beginning of a leaflet when what
might be more important for the patient is that the medicine should not be taken with
alcohol?”

Design principles and guidelines

Look-alike boxes present a potential for picking errors and an obvious solution would be to
use colours to highlight different strengths. However, according to Ms.Swayne, colour
differentiation needs to be approached with care. Not only should strong colour contrasts
be used, but designating a colour to a particular strength (colour coding) is not
recommended because this could lead to the user not reading the text on a box.

Design features can provide the basis for lengthy debates. For example, one argument is
that if all packaging is white with black lettering, people would have no choice but to read
every box carefully. The problem is that trials of drug packaging design are few — common
studies of legibility and comprehensibility concern road traffic signs and visual display units.
Although some designers take results from such studies into account, proving that a
particular feature is beneficial can be difficult. For example, EU legislation requires that
packaging must now include the name of the medicine in Braille but, according to Karel van
der Waarde, a design consultant to the pharmaceutical industry, “it is not known how much
11
visually impaired patients will benefit nor how much the reading of visually able patients will
be impaired”.

More evidence might, however, soon be available. EU legislation requires PILs to reflect
consultations with target patient groups to ensure they are legible, clear and easy to use.
This implies that industry will have to start conducting tests. Dr. van der Waarde has
performed readability studies on boxes and PILs for industry. A typical study involves
showing a leaflet or package to a small group and asking them questions to test
understanding. Results and comments are used to modify the material, which is then tested
on a larger group. A third group is used to show that any further changes made are an
improvement. Dr. van der Waarde is, however, sceptical about the legal requirements and
says that many regulatory authorities do not have the resources to handle packaging
information properly. “They do not look at the use of packaging in a practical context —
they only see one box at a time and not several together as pharmacists would do,” he said.

Innovations
The RCA innovation exhibition this year revealed designs for a number of innovative objects.
“The popper”, by Hugo Glover, aims to help arthritis sufferers remove tablets from blister
packs, and “pluspoint”, by James Cobb, is an adrenaline auto-injector that aims to overcome
the fact that many patients do not carry their auto-injectors due to their prohibitive size.
The aim of good design, according Roger Coleman, professor of inclusive design at the RCA,
is to try to make things more user-friendly as well as safer. Surely, in a patient-centred
health system, that can only be a good thing. “Information design for patient safety” is
not intended to be mandatory. Rather, its purpose is to create a basic design standard and
to stimulate innovation. The challenge for the pharmaceutical industry, as a whole, is to
adopt such a standard.

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Questions 27-32
Look at the following statements (Questions 27-32) and the list of people or organisation
below. Match each statement with the correct person or organisation, A-D.
Write the correct letter, A-D, in boxes 27-32 on your answer sheet.

NB You may use any letter more than once.

A. Thea Swayne
B. Children Accident Prevention Trust
C. Richard Mawle
D. Karel van der Waarde

27. Elderly people may have the same problem with children if the lids of containers
require too much strength to open.
28. Adapting packaging for the blind may disadvantage the sighted people.
29. Specially designed lids cannot eliminate the possibility of children swallowing pills
accidentally.
30. Container design should consider situations, such as drug used at home.
31. Governing bodies should investigate many different container cases rather than
individual ones.
32. Information on the list of a leaflet hasn’t been in the right order.

Questions 33-37
Complete the notes using the list of words, A-G, below.
Write the correct letter, A-G, in boxes 33-37 on your answer sheet.

Packaging in pharmaceutical industry Designs for over-the-counter medicines

First, 33. _________ make the proposal, then pass them to the 34. ________. Finally,
these designs will be tested by 35. _________.

Prescription-only
First, the design is made by 36. _________ and then subjected to 37. _________.

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A. consumers
B. marketing teams
C. pharmaceutical industry
D. external designers
E. in-house designers
F. design engineers
G. pharmacist

Questions 38-40
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 38-40 on your answer sheet.

38. What may cause the accident in “design container”?

A. a print error
B. style of print
C. wrong label
D. the shape of the bottle

39. What do people think about the black and white only print?
A. Consumers dislike these products.
B. People have to pay more attention to the information.
C. That makes all products looks alike.
D. Sighted people may feel it more helpful.

40. Why does the writer mention “popper” and “pluspoint”?

A. to show that container design has made some progress
B. to illustrate an example of inappropriate design which can lead to accidents
C. to show that the industry still needs more to improve
D. to point out that consumers should be more informed about the information

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 Answer Keys

1. C
2. A
3. C
4. B
5. B
6. A
7. B
8. E
9. FALSE
10. NOT GIVEN
11. NOT GIVEN
12. FALSE
13. TRUE
14. B
15. E
16. F
17. C
18. D
19. B
20. D
21. A
22. E
23. E
24. email voice
25. prefrontal cortex
26. group meetings
27. C
28. D
29. B
30. A
31. D
32. C
33. B
34. D
35. A
36. E
37. F
38. B
39. B
40. A

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16
 Test 2
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading
Passage 1 below.

The Extraordinary Watkin Tench

At the end of 18th century, life for the average British citizen was changing. The population
grew as health and industrialisation took hold of the country. However, land and
resources were limited. Families could not guarantee jobs for all of their children. People
who were poor or destitute had little option. To make things worse, the rate of people who
turned to crime to make a living increased. In Britain, the prisons were no longer large
enough to hold the convicted people of this growing criminal class. Many towns and
governments were at a loss as to what to do. However, another phenomenon that was
happening in the 18th century was I exploration of other continents. There were many ships
looking for crew members who would risk a month-long voyage across a vast ocean. This job
was risky and dangerous, so few would willingly choose it. However, with so many citizens
without jobs or with criminal convictions, they had little choice. One such member of this
new lower class of British citizens was Watkin Tench. Between 1788 and 1868,
approximately 161,700 convicts were transported to the Australian colonies of New South
Wales, Van Diemen’s land and Western Australia. Tench was one of these unlucky convicts
to sign onto a dangerous journey. When his ship set out in 1788, he signed a three years’
service to the First Fleet.

Apart from his years in Australia, people knew little about his life back in Britain. It was said
he was born on 6 October 1758 at Chester in the county of Cheshire in England. He came
from a decent background. Tench was a son of Fisher Tench, a dancing master who ran a
boarding school in the town and Margaritta Tarleton of the Liverpool Tarletons. He grew up
around a finer class of British citizens, and his family helped instruct the children of the
wealthy in formal dance lessons. Though we don’t know for sure how Tench was educated
in this small British town, we do know that he was well educated. His diaries from his travels
to Australia are written in excellent English, a skill that not everyone was lucky to possess in
the 18th century. Aside from this, we know little of Tench’s beginnings. We don’t know how
he ended up convicted of a crime. But after he started his voyage, his life changed
dramatically.

During the voyage, which was harsh and took many months, Tench described landscape of
different places. While sailing to Australia, Tench saw landscapes that were unfamiliar
17
and new to him. Arriving in Australia, the entire crew was uncertain of what was to come in
their new life. When they arrived in Australia, they established a British colony. Governor
Philip was vested with complete authority over the inhabitants of the colony. Though still a
young man, Philip was enlightened for his age. From stories of other British colonies, Philip
learnt that conflict with the original peoples of the land was often a source of strife and
difficulties. To avoid this, Philip’s personal intent was to establish harmonious relations
with local Aboriginal people. But Philip’s job was even more difficult considering his crew.
Other colonies were established with middle-class merchants and craftsmen. His crew were
convicts, who had few other skills outside of their criminal histories. Along with making
peace with the Aboriginal people, Philip also had to try to reform as well as discipline the
convicts of the colony.

From the beginning, Tench stood out as different from the other convicts. During his initial
time in Australia, he quickly rose in his rank, and was given extra power and
responsibility over the convicted crew members. However, he was also still very different
from the upper-class rulers who came to rule over the crew. He showed humanity towards
the convicted workers. He didn’t want to treat them as common criminals, but as trained
military men. Under Tench’s authority, he released the convicts’ chains which were used to
control them during the voyage. Tench also showed mercy towards the Aboriginal people.
Governor Philip often pursued violent solutions to conflicts with the Aboriginal peoples.
Tench disagreed strongly with this method. At one point, he was unable to follow the order
given by the Governor Philip to punish the ten Aboriginals.

When they first arrived, Tench was fearful and contemptuous towards the Aboriginals,
because the two cultures did not understand each other. However, gradually he got to know
them individually and became close friends with them. Tench knew that the Aboriginal
people would not cause them conflict if they looked for a peaceful solution. Though there
continued to be conflict and violence, Tench’s efforts helped establish a more peaceful
negotiation between the two groups when they settled territory and land-use issues.

Meanwhile, many changes were made to the new colony. The Hawkesbury River was named
by Governor Philip in June 1789. Many native bird species to the river were hunted by
travelling colonists. The colonists were having a great impact on the land and natural
resources. Though the colonists had made a lot of progress in the untamed lands of
Australia, there were still limits. The convicts were notoriously ill-informed about Australian
geography, as was evident in the attempt by twenty absconders to walk from Sydney to

18
China in 1791, believing: “China might be easily reached, being not more than a hundred
miles distant, and separated only by a river.” In reality, miles of ocean separated the two.
Much of Australia was unexplored by the convicts. Even Tench had little understanding of
what existed beyond the established lines of their colony. Slowly, but surely, the
colonists expanded into the surrounding area. A few days after arrival at Botany Bay, their
original location, the fleet moved to the more suitable Port Jackson where a settlement was
established at Sydney Cove on 26 January 1788. This second location was strange and
unfamiliar, and the fleet was on alert for any kind of suspicious behaviors. Though Tench
had made friends in Botany Bay with Aboriginal peoples, he could not be sure this new land
would be uninhabited. He recalled the first time he stepped into this unfamiliar ground with
a boy who helped Tench navigate. In these new lands, he met an old Aboriginal.

Questions 1-6
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-6 on you answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1. There was a great deal of information available about the life of Tench before he
arrived in Australia.
2. Tench drew pictures to illustrate different places during the voyage.
3. Other military personnel in New South Wales did not treated convicts in the same way
as Tench did.
4. Tench’s view towards the Aboriginals remained unchanged during his time in Australia.
5. An Aboriginal gave him gifts of food at the first time they met.
6. The convicts had a good knowledge of Australian geography.

19
Questions 7-13
Answer the questions below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each
answer.
Write your answers in boxes 7-13 on your answer sheet.

7. What could be a concrete proof of Tench’s good education?

8. How many years did Tench sign the contract to the First Fleet?

9. What was used to control convicts during the voyage?

10. Who gave the order to punish the Aboriginals?

11. When did the name of Hawkesbury River come into being?

12. Where did the escaped convicts plan to go?

13. In which place did Tench feel unaccustomed?

20
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 below.

Questions 14-19
Reading Passage 2 has six paragraphs, A-F.
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-viii, in boxes 14-19 on your answer sheet.

List of Headings
i. Unsuccessful deceit
ii. Biological basis between liars and artists
iii. How to lie in an artistic way
iv. Confabulations and the exemplifiers
v. The distinction between artists and common liars
vi. The fine line between liars and artists
vii. The definition of confabulation
viii. Creativity when people lie

14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E
19. Paragraph F

21
 Are Artists Liars?
A
Shortly before his death, Marlon Brando was working on a series of instructional videos
about acting, to he called "Lying for a Iiving”. On the surviving footage, Brando can he
seen dispensing gnomic advice on his craft to a group of enthusiastic, if somewhat bemused,
Hollywood stars, including Leonardo Di Caprio and Sean Penn. Brando also recruited
random people from the Los Angeles street and persuaded them to improvise (the footage
is said to include a memorable scene featuring two dwarves and a giant Samoan). "If you
can lie, you can act." Brando told Jod Kaftan, a writer for Rolling Stone and one of the few
people to have viewed the footage. “Are you good at lying?” asked Kaftan. "Jesus." said
Brando, “I'm fabulous at it".

B
Brando was not the first person to note that the line between an artist and a liar is a line
one. If art is a kind of lying, then lying is a form of art, albeit of a lower order-as Oscar
Wilde and Mark Twain have observed. Indeed, lying and artistic storytelling spring from a
common neurological root-one that is exposed in the cases of psychiatric patients who
suffer from a particular kind of impairment. Both liars and artists refuse to accept the
tyranny of reality. Both carefully craft stories that are worthy of belief - a skill requiring
intellectual sophistication, emotional sensitivity and physical self-control (liars are writers
and performers of their own work). Such parallels are hardly coincidental, as I discovered
while researching my book on lying.

C
A case study published in 1985 by Antonio Damasio, a neurologist, tells the story of a
middle-aged woman with brain damage caused by a series of strokes. She retained cognitive
abilities, including coherent speech, but what she actually said was rather unpredictable.
Checking her knowledge of contemporary events, Damasio asked her about the Falklands
War. In the language of psychiatry, this woman was “confabulating”. Chronic confabulation
is a rare type of memory problem that affects a small proportion of brain damaged people.
In the literature it is defined as "the production of fabricated, distorted or misinterpreted
memories about oneself or the world, without the conscious intention to deceive”. Whereas
amnesiacs make errors of omission, there are gaps in their recollections they find impossible
to fill -- confabulators make errors of commission: they make tilings up. Rather than
forgetting, they are inventing. Confabulating patients are nearly always oblivious to their
own condition, and will earnestly give absurdly implausible explanations of why they're in
hospital, or talking to a doctor. One patient, asked about his surgical sear, explained that
22
during the Second World War he surprised a teenage girl who shot him three times in the
head, killing him, only for surgery to bring him back to life. The same patient, when asked
about his family, described how at various times they had died in his arms, or had been
killed before his eyes. Others tell yet more fantastical tales, about trips to the moon, fighting
alongside Alexander in India or seeing Jesus on the Cross. Confabulators aren’t out to
deceive. They engage in what Morris Moseovitch, a neuropsychologist, calls “honest lying".
Uncertain and obscurely distressed by their uncertainty, they are seized by a “compulsion to
narrate": a deep-seated need to shape, order and explain what they do not understand.
Chronic confabulators are often highly inventive at the verbal level, jamming together words
in nonsensical but suggestive ways: one patient, when asked what happened to Queen
Marie Antoinette of France, answered that she had been “suicided" by her family. In a
sense, these patients are like novelists, as described by Henry James: people on whom
"nothing is wasted". Unlike writers, however, they have little or no control over their own
material.

D
The wider significance of this condition is what it tells us about ourselves. Evidently, there is
a gushing river of verbal creativity in the normal human mind, from which both
artistic invention and lying are drawn. We are born storytellers, spinning, narrative out of
our experience and imagination, straining against the leash that keeps us tethered to reality.
This is a wonderful thing; it is what gives us our ability to conceive of alternative futures and
different worlds. And it helps us to understand our own lives through the entertaining
stories of others. But it can lead us into trouble, particularly when we try to persuade others
that our inventions are real. Most of the time, as our stories bubble up to consciousness, we
exercise our cerebral censors, controlling which stories we tell, and to whom. Yet people lie
for all sorts of reasons, including the fact that confabulating can be dangerously fun.

E
During a now-famous libel case in 1996, Jonathan Aitken, a former cabinet minister,
recounted a tale to illustrate the horrors he endured after a national newspaper tainted
his name. The case, which stretched on for more than two years, involved a series of
claims made by the Guardian about Aitken's relationships with Saudi arms dealers, including
meetings he allegedly held with them on a trip to Paris while he was a government
minister. Whitt amazed many in hindsight was the sheer superfluity of the lies Aitken told
during his testimony. Aitken’s case collapsed in June 1997, when the defence finally found
indisputable evidence about his Paris trip. Until then, Aitken's charm, fluency and flair for
theatrical displays of sincerity looked as if they might bring him victory, they revealed that
23
not only was Aitken’s daughter not with him that day (when he was indeed doorstepped),
but also that the minister had simply got into his car and drove off, with no vehicle in
pursuit.

F
Of course, unlike Aitken, actors, playwrights and novelists are not literally attempting to
deceive us because the rules are laid out in advance: come to the theatre, or open this
book, and we'll lie to you. Perhaps this is why we felt it necessary to invent art in the first
place: as a safe space into which our lies can be corralled, and channeled into something
socially useful. Given the universal compulsion to tell stories, art is the best way to refine
and enjoy the particularly outlandish or insight till ones. But that is not the whole story. The
key way in which artistic “lies" differ from normal lies, and from the "honest lying” of
chronic confabulators, is that they have a meaning and resonance beyond their creator. The
liar lies on behalf of himself; the artist tell lies on behalf of everyone. If writers have a
compulsion to narrate, they compel themselves to find insights about the human condition.
Mario Vargas Llosa has written that novels “express a curious truth that can only he
expressed in a furtive and veiled fashion, masquerading as what it is not.” Art is a lie whose
secret ingredient is truth.

Questions 20-21
Choose TWO letters, A-E.
Write the correct letters in boxes 20-21 on your answer sheet.

Which TWO of the following statements about people suffering from confabulation are
true?
A. They have lost cognitive abilities.
B. They do not deliberately tell a lie.
C. They are normally aware of their condition.
D. They do not have the impetus to explain what they do not understand.
E. They try to make up stories.

24
Questions 22-23
Choose TWO letters, A-E.
Write the correct letters in boxes 22-23 on your answer sheet.

Which TWO of the following statements about playwrights and novelists are true?
A. They give more meaning to the stories.
B. They tell lies for the benefit of themselves.
C. They have nothing to do with the truth out there.
D. We can be misled by them if not careful.
E. We know there are lies in the content.

Questions 24-26
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 24-26 on your answer sheet.

A 24. __________ accused Jonathan Aitken, a former cabinet minister, who was selling and

buying with 25. __________. Aitken’s case collapsed in June 1997, when the defence finally

found indisputable evidence about his Paris trip. He was deemed to have his 26.

__________. They revealed that not only was Aitken’s daughter not with him that day, but

also that the minister had simply got into his car and drove off, with no vehicle in pursuit.

25
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 below.

Theory or Practice? —What is the point of research carried out by biz schools?

Students go to universities and other academic institutions to prepare for their future. We
pay tuition and struggle through classes in the hopes that we can find a fulfilling and exciting
career. But the choice of your university has a large influence on your future. How can you
know which university will prepare you the best for your future? Like other academic
institutions, business schools are judged by the quality of the research carried out by their
faculties. Professors must both teach students and also produce original research in their
own field. The quality of this research is assessed by academic publications. At the same
time, universities have another responsibility to equip their students for the real world,
however that is defined. Most students learning from professors will not go into academics
themselves — so how do academics best prepare them for their future careers, whatever
that may be? Whether academic research actually produces anything that is useful to the
practice of business, or even whether it is its job to do so, are questions that can provoke
vigorous arguments on campus.

The debate, which first flared during the 1950s, was reignited in August, when AACSB
International. the most widely recognised global accrediting agency for business schools,
announced it would consider changing the way it evaluates research. The news followed
rather damning criticism in 2002 from Jeffrey Pfefler, a Stanford professor, and Christina
Fong of Washington University, which questioned whether business education in its current
guise was sustainable. The study found that traditional modes of academia were not
adequately preparing students for the kind of careers they faced in current times. The most
controversial recommendation in AACSB’s draft report (which was sent round to
administrators for their comment) is that the schools should be required to demonstrate the
value of their faculties’ research not simply by listing its citations in journals, but by
demonstrating the impact it has in the professional world. New qualifiers, such as average
incomes, student placement in top firms and business collaborations would now be
considered just as important as academic publications.

AACSB justifies its stance by saying that it wants schools and faculty to play to their
strengths, whether they be in pedagogy, in the research of practical applications, or in
scholarly endeavor. Traditionally, universities operate in a pyramid structure. Everyone
26
enters and stays in an attempt to be successful in their academic field. A psychology
professor must publish competitive research in the top neuroscience journals. A Cultural
Studies professor must send graduate students on new field research expeditions to be
taken seriously. This research is the core of a university’s output. And research of any kind is
expensive — AACSB points out that business schools in America alone spend more than
$320m a year on it. So it seems legitimate to ask for, what purpose it is undertaken?

If a school chose to specialise in professional outputs rather than academic outputs, it could
use such a large sum of money and redirect it into more fruitful programs. For example, if a
business school wanted a larger presence of employees at top financial firms, this money
may be better spent on a career center which focuses on building the skills of students,
rather than paying for more high-level research to be done through the effort of faculty. A
change in evaluation could also open the door to inviting more professionals from different
fields to teach as adjuncts. Students could take accredited courses from people who are
currently working in their dream field. The AACSB insists that universities answer the
question as to why research is the most critical component of traditional education.

On one level, the question is simple to answer. Research in business schools, as anywhere
else, is about expanding the boundaries of knowledge; it thrives on answering unasked
questions. Surely this pursuit of knowledge is still important to the university system. Our
society progresses because we learn how to do things in new ways, a process which
depends heavily on research and academics. But one cannot ignore the other obvious
practical uses of research publications. Research is also about cementing schools’ and
professors' reputations. Schools gain kudos from their faculties’ record of publication: which
journals publish them, and how often. In some cases, such as with government-funded
schools in Britain, it can affect how much money they receive. For professors, the mantra is
often "publish or perish”. Their careers depend on being seen in the right journals.

But at a certain point, one has to wonder whether this research is being done for the benefit
of the university or for the students the university aims to teach. Greater publications will
attract greater funding, which will in turn be spent on better publications. Students seeking
to enter professions out of academia find this cycle frustrating, and often see their
professors as being part of the "Ivory Tower” of academia, operating in a self-contained
community that has little influence on the outside world.

The research is almost universally unread by real-world managers. Part of the trouble is that
the journals labour under a similar ethos. They publish more than 20,000 articles each year.
27
Most of the research is highly quantitative, hypothesis-driven and esoteric. As a result, it is
almost universally unread by real-world managers. Much of the research criticises other
published research. A paper in a 2006 issue of Strategy & Leadership commented that
"research is not designed with managers’ needs in mind, nor is it communicated in the
journals they read. For the most part, it has become a self-referential closed system
irrelevant to corporate performance." The AACSB demands that this segregation must
change for the future of higher education. If students must invest thousands of dollars for
an education as part of their career path, the academics which serve the students should be
more fully incorporated into the professional world. This means that universities must focus
on other strengths outside of research, such as professional networks, technology skills, and
connections with top business firms around the world. Though many universities resisted
the report, today’s world continues to change. The universities which prepare students for
our changing future have little choice but to change with new trends and new standards.

Questions 27-29
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 27-29 on your answer sheet.

27. In the second paragraph, the recommendation given by AACSB is

A. to focus on listing research paper’s citation only.
B. to consider the quantity of academic publications.
C. to evaluate how the paper influences the field.
D. to maintain the traditional modes of academia.

28. Why does AACSB put forward the recommendation?

A. to give full play to the faculties’ advantage.
B. to reinforce the play to the pyramid structure of universities.
C. to push professors to publish competitive papers.
D. to reduce costs of research in universities.

29. Why does the author mention the Journal Strategy & Leadership?
A. to characterize research as irrelevant to company performance
B. to suggest that managers don’t read research papers.
C. to describe students’ expectation for universities.
D. to exemplify high-quality research papers.

28
Questions 30-31
Choose TWO letters, A-E.
Write the correct letters in boxes 30-31 on your answer sheet.

Which TWO choices are in line with Jeffrey Pfeffer and Christina Fong’s idea?
A. Students should pay less to attend universities.
B. Business education is not doing their job well.
C. Professors should not focus on writing papers.
D. Students are ill-prepared for their career from universities.
E. Recognized accrediting agency can evaluate research well.

Questions 32-36
Do the following statements agree with the information given in Reading Passage 3?
In boxes 32-36 on you answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

32. The debate about the usefulness of academic research for business practices is a recent

one.

33. AACSB’s draft report was not reviewed externally.

34. Business schools in the US spend more than 320 million dollars yearly on research.

35. Many universities pursue professional outputs.

36. Greater publications benefit professors and students as well.

29
Questions 37-40
Complete each sentence with the correct ending, A-E, below.
Write the correct letter, A-E, in boxes 37-40 on your answer sheet.

37. Most professors support academic research because

38. Schools support academic research because
39. Our society needs academic research because
40. Universities resisting the AACSB should change because

A. it progresses as we learn innovative ways of doing things.

B. the trends and standards are changing.
C. their jobs depend on it.
D. they care about their school rankings and government funds.
E. it helps students to go into top business firms.

30
 Answer Keys

1. FALSE
2. NOT GIVEN
3. TRUE
4. FALSE
5. NOT GIVEN
6. FALSE
7. (his) diaries
8. 3/three years
9. (convict's) chains
10. Governor Philip
11. June 1789
12. China
13. Sydney Cove
14. vi
15. ii
16. iv
17. viii
18. i
19. v
20. B
21. E
22. A
23. E
24. (national) newspaper
25. arms dealers
26. victory
27. C
28. A
29. A
30. B
31. D
32. FALSE
33. FALSE
34. TRUE
35. NOT GIVEN
36. FALSE
37. C
38. D
39. A
40. B

31
 Test 3
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading
Passage 1 below.

Radiocarbon Dating - The Profile of Nancy Athfield

Have you ever picked up a small stone off the ground and wondered how old it was?
Chances are, that stone has been around many more years than your own lifetime. Many
scientists share this curiosity about the age of inanimate objects like rocks, fossils and
precious stones. Knowing how old an object is can provide valuable information about our
prehistoric past. In most societies, human beings have kept track of history through writing.
However, scientists are still curious about the world before writing, or even the world
before humans. Studying the age of objects is our best way to piece together histories of
our pre-historic past. One such method of finding the age of an object is called radiocarbon
dating. This method can find the age of any object based on the kind of particles and atoms
that are found inside of the object. Depending on what elements the object is composed of,
radiocarbon can be a reliable way to find an object’s age. One famous specialist in this
method is the researcher Nancy Athfield. Athfield studied the ancient remains found in the
country of Cambodia. Many prehistoric remains were discovered by the local people of
Cambodia. These objects were thought to belong to some of the original groups of humans
that first came to the country of Cambodia. The remains had never been
scientifically studied, so Nancy was greatly intrigued by the opportunity to use modern
methods to discover the true age of these ancient objects.

Athfield had this unique opportunity because her team, comprised of scientists and
filmmakers, were in Cambodia working on a documentary. The team was trying to discover
evidence to prove a controversial claim in history: that Cambodia was the resting place for
the famous royal family of Angkor. At that time, written records and historic accounts
conflicted on the true resting place. Many people across the world disagreed over where the
final resting place was. For the first time, Athfield and her team had a chance to use
radiocarbon dating to find new evidence. They had a chance to solve the historic mystery
that many had been arguing over for years.

Athfield and her team conducted radiocarbon dating of many of the ancient objects found in
the historic site of Angkor Wat. Nancy found the history of Angkor went back to as early as
1620. According to historic records, the remains of the Angkor royal family were much
32
younger than that, so this evidence cast a lot of doubt as to the status of the ancient
remains. The research ultimately raised more questions. If the remains were not of the royal
family, then whose remains were being kept in the ancient site? Athfield’s team left
Cambodia with more questions unanswered. Since Athfield’s team studied the remains, new
remains have been unearthed at the ancient site of Angkor Wat, so it is possible that these
new remains could be the true remains of the royal family. Nancy wished to come back to
continue her research one day.

In her early years, the career of Athfield was very unconventional. She didn’t start her career
as a scientist. At the beginning, she would take any kind of job to pay her bills. Most of them
were low-paying jobs or brief Community service opportunities. She worked often but didn’t
know what path she would ultimately take. But eventually, her friend suggested that
Athfield invest in getting a degree. The friend recommended that Athfield attend a nearby
university. Though doubtful of her own qualifications, she applied and was eventually
accepted by the school. It was there that she met Willard Libby, the inventor of radiocarbon
dating. She took his class and soon had the opportunity to complete hands-on research. She
soon realised that science was her passion. After graduation, she quickly found a job in a
research institution.

After college, Athfield’s career in science blossomed. She eventually married, and her
husband landed a job at the prestigious organisation GNN. Athfield joined her husband in
the same organisation, and she became a lab manager in the institution. She earned her
PhD in scientific research, and completed her studies on a kind of rat when it first appeared
in New Zealand. There, she created original research and found many flaws in the methods
being used in New Zealand laboratories. Her research showed that the subject’s diet led to
the fault in the earlier research. She was seen as an expert by her peers in New Zealand, and
her opinion and expertise were widely respected. She had come a long way from her old
days of working odd jobs. It seemed that Athfield’s career was finally taking off.

But Athfield’s interest in scientific laboratories wasn’t her only interest. She didn’t settle
down in New Zealand. Instead, she expanded her areas of expertise. Athfield eventually
joined the field of Anthropology, the study of human societies, and became a well-qualified
archaeologist. It was during her blossoming career as an archaeologist that Athfield became
involved with the famous Cambodia project. Even as the filmmakers ran out of funding and
left Cambodia, Athfield continued to stay and continue her research.

33
In 2003, the film was finished in uncertain conclusions, but Nancy continued her research on
the ancient ruins of Angkor Wat. This research was not always easy. Her research was
often delayed by lack of funding, and government paperwork. Despite her struggles, she
committed to finishing her research. Finally, she made a breakthrough. Using radiocarbon
dating, Athfield completed a database for the materials found in Cambodia. As a newcomer
to Cambodia, she lacked a complete knowledge of Cambodian geology, which made this
feat even more difficult. Through steady determination and ingenuity, Athfield finally
completed the database. Though many did not believe she could finish, her research now
remains an influential and tremendous contribution to geological sciences in Cambodia. In
the future, radiocarbon dating continues to be a valuable research skill. Athfield will be
remembered as one of the first to bring this scientific method to the study of the ancient
ruins of Angkor Wat.

Questions 1-7
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-7 on you answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1. Nancy Athfield first discovered the ancient remains in Cambodia.

2. The remains found in the Cambodia was in good condition.

3. Nancy took some time off from her regular work to do research in Cambodia.

4. The Cambodia government asked Nancy to radiocarbon the remains.

5. The filmmakers aimed to find out how the Angkor was rebuilt.

6. Nancy initially doubted whether the royal family was hidden in Cambodia.

7. Nancy disproved the possibility that the remains belonged to the Angkor royal family.

34
Questions 8-13
Complete the flow-chart below.
Choose ONE WORD ONLY from the passage for each answer. Write your answers in
boxes 8-13 on your answer sheet.

The Career of Nancy Athfield

During her mid-teens, Nancy wasn’t expected to attend 8. __________

Willard Billy later helped Nancy to find that she was interested in science.

Her PhD degree was researching when a kind of 9. __________, first went into New Zealand.

Her research showed that the subject’s 10. __________ accounted for the fault in the earlier
research.

She was a professional 11. __________ before she went back to Cambodia in 2003.

When she returned Cambodia, the lack of 12. __________ was a barrier for her research.

Then she compiled the 13. __________ of the Cambodia radiocarbon dating of the ancients.

After that, the lack of a detailed map of the geology of Cambodia became a hindrance of her
research.

35
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 below.

Stress of Workplace
A
How busy is too busy? For some it means having to miss the occasional long lunch; for
others it means missing lunch altogether. For a few, it is hot being able to take a “sickie”
once a month. Then there is a group of people for whom working every evening and
weekend is normal, and franticness is the tempo of their lives. For most senior executives,
workloads swing between extremely busy and frenzied. The vice-president of the
management consultancy AT Kearney and its head of telecommunications for the Asia-
Pacific region, Neil Plumridge, says his work weeks vary from a “manageable” 45 hours to 80
hours, but average 60 hours.

B
Three warning signs alert Plumridge about his workload: sleep, scheduling and family. He
knows he has too much on when he gets less than six hours of sleep for three consecutive
nights; when he is constantly having to reschedule appointments; “and the third one is on
the family side”, says Plumridge, the father of a three-year-old daughter, and expecting a
second child in October. “If I happen to miss a birthday or anniversary, I know things are out
of control.” Being “too busy” is highly subjective. But for any individual, the perception of
being too busy over a prolonged period can start showing up as stress: disturbed sleep, and
declining mental and physical health. National workers’ compensation figures show stress
causes the most lost time of any workplace injury. Employees suffering stress are off work
an average of 16.6 weeks. The effects of stress are also expensive. Comcare, the Federal
Government insurer, reports that in 2003-04, claims for psychological injury accounted
for 7% of claims but almost 27% of claim costs. Experts say the key to dealing with stress is
not to focus on relief — a game of golf or a massage — but to reassess workloads. Neil
Plumridge says he makes it a priority to work out what has to change; that might mean
allocating extra resources to a job, allowing more time or changing expectations. The
decision may take several days. He also relies on the advice of colleagues, saying his peers
coach each other with business problems. “Just a fresh pair of eyes over an issue can help,”
he says.

36
C
Executive stress is not confined to big organisations. Vanessa Stoykov has been running her
own advertising and public relations business for seven years, specialising in work for
financial and professional services firms. Evolution Media has grown so fast that it debuted
on the BRW Fast 100 list of fastest-growing small enterprises last year — just after Stoykov
had her first child. Stoykov thrives on the mental stimulation of running her own business.
“Like everyone, I have the occasional day when I think my head’s going to blow off,” she
says. Because of the growth phase the business is in, Stoykov has to concentrate on short-
term stress relief — weekends in the mountains, the occasional “mental health” day —
rather than delegating more work. She says: “We’re hiring more people, but you need
to train them, teach them about the culture and the clients, so it’s actually more work
rather than less.”

D
Identify the causes: Jan Eisner, Melbourne psychologist who specialises in executive
coaching, says thriving on a demanding workload is typical of senior executives and other
high-potential business adrenalin periods followed by quieter patches, while others thrive
under sustained pressure. “We could take urine and blood hormonal measures and pass a
judgement of whether someone’s physiologically stressed or not,” she says. “But that’s not
going to give us an indicator of what their experience of stress is, and what the emotional
and cognitive impacts of stress are going to be.”

E
Eisner’s practice is informed by a movement known as positive psychology, a school of
thought that argues “positive” experiences — feeling engaged, challenged, and that one is
making a contribution to something meaningful — do not balance out negative ones such as
stress; instead, they help people increase their resilience over time. Good stress, or positive
experiences of being challenged and rewarded, is thus cumulative in the same way as bad
stress. Eisner says many of the senior business people she coaches are relying more on
regulating bad stress through methods such as meditation and yoga. She points to research
showing that meditation can alter the biochemistry of the brain and actually help people
“retrain” the way their brains and bodies react to stress. “Meditation and yoga enable you
to shift the way that your brain reacts, so if you get proficient at it you’re in control.”

F
Recent research, such as last year’s study of public servants by the British epidemiologist Sir
Michael Marmot, shows the most important predictor of stress is the level of job control a
37
person has. This debunks the theory that stress is the prerogative of high-achieving
executives with type-A personalities and crazy working hours. Instead, Marmot’s and other
research reveals they have the best kind of job: one that combines high demands
(challenging work) with high control (autonomy). “The worst jobs are those that combine
high demands and low control. People with demanding jobs but little autonomy have up to
four times the probability of depression and more than double the risk of heart
disease,” LaMontagne says. “Those two alone count for an enormous part of chronic
diseases, and they represent a potentially preventable part.” Overseas, particularly in
Europe, such research is leading companies to redesign organisational practices to increase
employees’ autonomy, cutting absenteeism and lifting productivity.

G
The Australian vice-president of AT Kearney, Neil Plumridge says, “Often stress is caused by
our setting unrealistic expectations of ourselves. I’ll promise a client I’ll do something
tomorrow, and then [promise] another client the same thing, when I really know it’s not
going to happen. I’ve put stress on myself when I could have said to the clients: Why don’t I
give that to you in 48 hours?’ The client doesn’t care.” Overcommitting is something people
experience as an individual problem. We explain it as the result of procrastination or
Parkinson’s law: that work expands to fill the time available. New research indicates that
people may be hard-wired to do it.

H
A study in the February issue of the Journal of Experimental Psychology shows that people
always believe they will be less busy in the future than now. This is a misapprehension,
according to the authors of the report, Professor Gal Zauberman, of the University of North
Carolina, and Professor John Lynch, of Duke University. “On average, an individual will be
just as busy two weeks or a month from now as he or she is today. But that is not how it
appears to be in everyday life,” they wrote. “People often make commitments long in
advance that they would never make if the same commitments required immediate action.
That is, they discount future time investments relatively steeply.” Why do we perceive a
greater “surplus” of time in the future than in the present? The researchers suggest
that people underestimate completion times for tasks stretching into the future, and that
they are bad at imagining future competition for their time.

38
Questions 22-26
Complete the summary below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each
answer.
Write your answers in boxes 22-26 on your answer sheet.

Statistics from National worker’s compensation indicate stress plays the most important role
in 22. __________. Staffs take about 23. __________ for absence from work caused by
stress. Not just time is our main concern but great expenses generated consequently. An
official insurer wrote sometime that about 24. __________ of all claims were mental issues
whereas nearly 27% costs in all claims. Sports such as 25. __________, as well as 26.
__________ could be a treatment to release stress; However, specialists recommended
another practical way out, analyse workloads once again.

Questions 14-18
Look at the following statements (Questions 14-18) and the list of people below. Match each
statement with the correct person, A-D.
Write the correct letter, A-D, in boxes 14-18 on your answer sheet.

NB You may use any letter more than once.

14. Work stress usually happens in the high level of a business.

15. More people involved would be beneficial for stress relief.
16. Temporary holiday sometimes doesn’t mean less work.
17. Stress leads to a wrong direction when trying to satisfy customers.
18. It is commonly accepted that stress at present is more severe than in the future.

List of People
A. Jan Eisner
B. Vanessa Stoykov
C. Gal Zauberman
D. Neil Plumridge

39
Questions 19-21
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 19-21 on your answer sheet.

19. Which of the following workplace stress is NOT mentioned according to Plumridge in
the following options?
A. not enough time spent on family
B. unable to concentrate on work
C. inadequate time of sleep
D. alteration of appointment

20. Which of the following solution is NOT mentioned in helping reduce the work pressure
according to Plumridge?
A. allocate more personnels
B. increase more time
C. lower expectation
D. do sports and massage

21. What is the point of view of Jan Eisner towards work stress?
A. Medical test can only reveal part of the data needed to cope with stress
B. Index of body samples plays determined role.
C. Emotional affection is superior to physical one.
D. One well designed solution can release all stress.

40
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 below.

Robert Louis Stevenson

A Scottish novelist, poet, essayist, and travel writer, Robert Louis Stevenson was born at 8
Howard Place, Edinburgh, Scotland, on 13 November 1850. It has been more than 100 years
since his death. Stevenson was a writer who caused conflicting opinions about his works. On
one hand, he was often highly praised for his expert prose and style by many English—
language critics. On the other hand, others criticised the religious themes in his works, often
misunderstanding Stevenson’s own religious beliefs. Since his death a century before, critics
and biographers have disagreed on the legacy of Stevenson’s writing. Two biographers, KF
and CP, wrote a biography about Stevenson with a clear focus. They chose not to criticise
aspects of Stevenson’s personal life. Instead, they focused on his writing, and gave high
praise to his writing style and skill.

The literary pendulum has swung these days. Different critics have different opinions
towards Robert Louis Stevenson’s works. Though today, Stevenson is one of the
most translated authors in the world, his works have sustained a wide variety of negative
criticism throughout his life. It was like a complete reversal of polarity — from highly
positive to slightly less positive to clearly negative; after being highly praised as a great
writer, he became an example of an author with corrupt ethics and lack of moral. Many
literary critics passed his works off as children’s stories or horror stories, and thought to
have little social value in an educational setting. Stevenson’s works were often excluded
from literature curriculum because of its controversial nature. These debates remain, and
many critics still assert that despite his skill, his literary works still lack moral value.

One of the main reasons why Stevenson’s literary works attracted so much criticism was due
to the genre of his writing. Stevenson mainly wrote adventure stories, which was part of a
popular and entertaining writing fad at the time. Many of us believe adventure stories
are exciting, offers engaging characters, action, and mystery but ultimately can’t teach
moral principles. The plot points are one-dimensional and rarely offer a deeper moral
meaning, instead focusing on exciting and shocking plot twists and thrilling events. His
works were even criticised by fellow authors. Though Stevenson’s works have deeply
influenced Oscar Wilde, Wilde often joked that Stevenson would have written better works

41
if he wasn’t born in Scotland. Other authors came to Stevenson’s defence, including
Galsworthy who claimed that Stevenson is a greater writer than Thomas Hardy.

Despite Wilde’s criticism, Stevenson’s Scottish identity was an integral part of his written
works. Although Stevenson’s works were not popular in Scotland when he was alive,
many modern Scottish literary critics claim that Sir Walter Scott and Robert Louis
Stevenson are the most influential writers in the history of Scotland. While many critics exalt
Sir Walter Scott as a literary genius because of his technical ability, others argue that
Stevenson deserves the same recognition for his natural ability to capture stories and
characters in words. Many of Scott’s works were taken more seriously as literature for their
depth due to their tragic themes, but fans of Stevenson praise his unique style of story-
telling and capture of human nature. Stevenson’s works, unlike other British authors,
captured the unique day to day life of average Scottish people. Many literary critics point to
this as a flaw of his works. According to the critics, truly important literature should
transcend local culture and stories. However, many critics praise the local taste of his
literature. To this day, Stevenson’s works provide valuable insight to life in Scotland during
the 19th century.

Despite much debate of Stevenson’s writing topics, his writing was not the only source of
attention for critics. Stevenson’s personal life often attracted a lot of attention from his
fans and critics alike. Some even argue that his personal life eventually outshone his writing.
Stevenson had been plagued with health problems his whole life, and often had to live in
much warmer climates than the cold, dreary weather of Scotland in order to recover. So he
took his family to a south pacific island Samoa, which was a controversial decision at that
time. However, Stevenson did not regret the decision. The sea air and thrill of adventure
complimented the themes of his writing, and for a time restored his health. From there,
Stevenson gained a love of travelling, and for nearly three years he wandered the eastern
and central Pacific. Much of his works reflected this love of travel and adventure that
Stevenson experienced in the Pacific islands. It was as a result of this biographical attention
that the feeling grew that interest in Stevenson’s life had taken the place of interest in his
works. Whether critics focus on his writing subjects, his religious beliefs, or his eccentric
lifestyle of travel and adventure, people from the past and present have different opinions
about Stevenson as an author. Today, he remains a controversial yet widely popular figure
in Western literature.

42
Questions 27-31
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 27-31 on your answer sheet.

27. Stevenson’s biographers KF and CP

A. underestimated the role of family played in Stevenson’s life.
B. overestimated the writer’s works in the literature history.
C. exaggerated Stevenson’s religious belief in his works.
D. elevated Stevenson’s role as a writer.

28. The main point of the second paragraph is

A. the public give a more fair criticism to Stevenson’s works.
B. recent criticism has been justified.
C. the style of Stevenson’s works overweighs his faults in his life.
D. Stevenson’s works’ drawback is lack of ethical nature.

29. According to the author, adventure stories

A. do not provide plot twists well.
B. cannot be used by writers to show moral values.
C. are more fashionable art form.
D. can be found in other’s works but not in Stevenson’s.

30. What does the author say about Stevenson’s works?

A. They describe the life of people in Scotland.
B. They are commonly regarded as real literature.
C. They were popular during Stevenson’s life.
D. They transcend the local culture and stories.

31. The lifestyle of Stevenson

A. made his family envy him so much.
B. should be responsible for his death.
C. gained more attention from the public than his works.
D. didn’t well prepare his life in Samoa.

43
Questions 32-35
Do the following statements agree with the information given in Reading Passage 3?
In boxes 32-35 on you answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

32. Although Oscar Wilde admired Robert Louis Stevenson very much, he believed
Stevenson could have written greater works.
33. Robert Louis Stevenson encouraged Oscar Wilde to start writing at first.
34. Galsworthy thought Hardy is greater writer than Stevenson is.
35. Critics only paid attention to Robert Louis Stevenson’s writing topics.

Questions 36-40
Complete the notes using the list of words, A-I, below.
Write the correct letter, A-I, in boxes 36-40 on your answer sheet.

Sir Walter Scott and Robert Louis Stevenson

A lot of people believe that Sir Walter Scott and Robert Louis Stevenson are the most

influential writer in the history of Scotland, but Sir Walter Scott is more proficient in 36.

________, while Stevenson has better 37. ________ . Scott’s books illustrate 38. _______

especially in terms of tragedy, but a lot of readers prefer Stevenson’s 39. _________. What’s

more, Stevenson’s understanding of 40. _________ made his works have the most unique

expression of Scottish people.

A. natural ability F. technical control

B. romance G. storytelling
C. colorful language H. depth
D. critical acclaim I. human nature
E. humor

44
 Answer Keys

1. FALSE
2. NOT GIVEN
3. NOT GIVEN
4. FALSE
5. FALSE
6. NOT GIVEN
7. TRUE
8. university/college
9. rat
10. diet
11. archaeologist
12. funding
13. database
14. A
15. D
16. B
17. D
18. C
19. B
20. D
21. A
22. workplace injury
23. 16.6 weeks, 16, 6 weeks
24. 7%
25. golf
26. massage
27. D
28. D
29. B
30. A
31. C
32. TRUE
33. NOT GIVEN
34. FALSE
35. FALSE
45
36. F
37. A
38. H
39. G
40. I

46
 雅思閱讀必備單字
A. 教育篇 critique (n.) 批評、評論、評論文章
academia (n.) 學術界 cultivate (v.) 培養
academic year (n. phr.) 學年 curve (n.) 曲線
alumnus (n.) 校友 (plural=alumni) deadline (n.) 期限、到期日
anecdotal (a.) 軼事的、趣聞的 dean (n.) 教務長、 學院院長
announce (v.) 公佈、發表 declare (v.) 聲明
announcement (n.) 公告 degree (n.) 學位、 學銜
anonymous (a.) 匿名的、來源不明的 department (n.) 系、部、司、局、部
assessment (n.) 評定 dialect (n.) 方言、土話
associate's degree (n.) 副學士學位 diploma (n.) 畢業文憑、學位證書
auditorium (n.) 聽眾席、觀眾席 discipline (n.) 學科、 紀律、風紀
bachelor’s degree (n.) 學士學位 diversity (n.) 多樣性
biased (a.)有偏見的 division (n.) 科
biography (n.) 傳記 doctorate 博士學位
boarding school (n. phr.) 供寄宿之學校 dormitory/dorm (n.) 宿舍
break (n.) 休息 double major (n.) 雙主修
broadcast (v.) 播放 draft (n.) 草案
bulletin (n.)公告 drop out (v. phr.) 退出(學校等)
cafeteria (dining hall) 食堂(餐廳) due (adj.) 到期的、 due (n.) 會費
cancel (v.) 取消、廢除 due date (n. phr.) 到期日
caption (n.) 標題、字幕 dues (n.) 應付款
career center (n.) 就業指導中心 editorial (n.) (報刊的) 社論
chancellor (n.) 校長 feature (n.) (報紙的) 特寫、特別報導
cheat (v.) 欺騙 elective (n.) 選修
circulation (n.) 發行量、銷售量 enroll (v.) 註冊
cite (v.) 引用 evaluation (n.) 評價
co-educational (a.) 男女同校制 exclusive (a.) 獨有的、專用的
colloquial (a.) 口語的、會話的 expel (v.) 驅逐、趕走
commencement (n.) 開始 extension (n.) 延長、延期、緩期
commuter (n.) 通勤 extracurricular (a.) 課外的
compile (v.) 彙編、編輯 extracurricular activities 課外活動
compulsory (a.) 必須做的、義務的 faculty (n.) (大學或院、系的)全體教職員 feedback
condense (v.) 壓縮、濃縮 (n.) 反饋
co-op (n.) 合作商店 field trip (n.) 實地考察旅行
copyright (n.) 版權、所有權 final(n.) 期末考
counselor (n.)解決問題的指導老師 financial aid 財政援助
course number (n.) 課程編號 foster (v.) 培養、促進
cram (v.) 死記硬背功課[(+up/for)] fraternity (n.) 大學的兄弟會
credit (n.) 學分、及格記錄

47
freshman (n.) 大一 Ph.D. (n.) doctor of philosophy 博士
full-time student 全日制學生 plagiarize (v.) 抄襲、剽竊
general education classes 普通教育課程 postpone (v.) 使延期、延遲
genre (n.) 文藝作品的風格(類型) potential (a./n.) 潛在的、可能的、可能性、潛力
gossip (n.) 社會新聞、小道傳聞 prerequisite (a.) 不可缺的、初級的、基層的 (n.) 首
grade point average (n. phr.) 平均成績 要事物、必要條件、 前提
grant (n.) 補助金 press (n.) 報刊、新聞界
grounds (n.) 場所、場地 primary (a.) 初級的、初等的、基層的
hand back (v. phr.) 交回 principal (n.) 校長、社長、(a.) 主要的、首要的
host (n./v.) 主持人、 主辦 principle (n.) 原則、原理
internship (n.) 實習 private university (n. phr.) 私立大學
investigative (a.) 調查的 proposal (n.) 建議、提議、計劃
junior (n.) 大三 protest (v./n.) 抗議、反對
lab report (n.) 實驗報告 public university (n. phr.) 公立大學
laboratory (lab) (n.) 實驗室 quarter (n.) 季
lawn (n.) 草坪 quote (v.) 引用
layout (n.) 版面設計、版面編排 recital (n.) 演奏會
lecture (n.) 演講、講課 recreation (n.) 娛樂中心
legible (a.) (字跡等) 清楚的、易讀的 regret (v./n.) 後悔
lower division courses (n. phr.)低階課程 regulation (n) 規章、規定
major (n.) 主修 remedial (a.) 治療的、改善的
make-up test/exam 補考 reprimand (v.) 訓斥、斥責、譴責
mandatory (a.) 義務的、強制的 requirements (n.) 要求
master’s degree (n.) 碩士學位 resident advisor (n. phr.) 常駐顧問
meal plan (n.) 膳食計劃 resident (n.) 居民
mentor (n.) 良師益友、 導師 rumor (n.) 謠傳、傳說
midterm (n.) 期中考試 scheduling conflict / conflict of schedule
minor (n.) 副修 時間衝突
miss a class (v. phr.) 錯過一堂課 scholarship(n. )獎學金
networking (n.) 互聯網 secondary (a.) (教育、學校等) 中等的
non-resident (n.) 非居民 semester (n.) 學期
office hours (n. phr.) 辦公時間 seminar (n.) 研討會
on/off-campus apartments 校內/外公寓 senior (n.) 大四
online classes (n. phr.) 線上課程 skip class (v. phr.) 翹課
orientation (n.) 適應、對新生的介紹 sophomore (n.) 大二
paraphrase (n./v.) 釋義 sorority (n.) 女學生聯誼會
parking lot (n.) 停車場 student loan (n. phr.) 學生貸款
part-time student (n. phr.) 兼職學生 subjective (a.) 主觀的、主觀上的
pedagogue (n.) (小學)教師 suspension (n.) 停職、停學
peer review (n.) 同行評審 syllabus (n.) 教學大綱、課程大綱

48
tenure (n.) 佔有期、任期 collaboration (n.) 合作、通敵
term paper (n. phr.) 學期論文 colleague (n.) 同事、同僚
term (n.) 學期 competent (a.) 有能力的、勝任的
tertiary (a.) 第三的 consultation (n.) 諮詢、商量、商議
theater (n.) 階梯式教室 (或講堂) coordinate (v.) 協調、調整
transcript (n.) 【美】成績單 copier (n.) 複印機
truancy (n.) 逃學、曠課 cubicle (n.) 小隔間
tuition (n.) 學費 curriculum vitae (n.) 履歷
tutorial (a.) 個別指導的、家庭教師 deadline (n.) 截至期限
unemployment rate (n.) 失業率 director (n.) 指揮者、指導者
uniform (n.) 制服 directory (n.) 人名住址薄
university (n.) 大學 document (n.) 文件、證件
upper division courses (n. phr.) 進階課程 document tray (n.) 文件盒
visiting scholar (n. phr.) 訪問學者 drawer (n.) 抽屜
waiting list (n. phr.) 等候名單 duplicate (n.) 複製、副本
eligible (a.) 合格的、合適的
employee (n.) 受雇者
B. 辦公室篇 employer (n) 雇主
accountant (n.) 會計師、會計人員 evaluation (n.) 評價、估價
allocate (v.) 撥出、分配、配置 executive (n./a.) 行政或管理人員
amateur (n.) 業餘技術家、外行人 expertise (n.) 專門技術或知識
applicant (n.) 申請人 extension (n.) 分機(電話)、延期
appoint (v.) 任命、指定 fax machine (n.) 傳真機
appointment (n.) 約會、約定 file (n./v.) 文件、歸檔
assignment (n.) 工作 income (n.) 收入或所得
attendance (n.) 出席人數、出席 intercom (n.) 對講機
authorize (v.) 授權、委託 interview (n./v.) 會面、面談
benefit (n./v.) 助益、利益、受益 intern (n.) 實習生
board of directors (n.) 理事會、董事會 inventory (n.) 存貨清單、存貨盤存
bonus (n.) 紅利、額外津貼、獎金 lamp (n.) 燈
bulletin (n.) 公報、告示、定期報告書 late (a.) 遲緩、遲到的、遲延的
cabinet (n.) 櫥櫃 lay off (v. phr.) 解雇
calculator (n.) 計算器 memo (n.) 便條、便箋、備忘錄
calendar (n.) 日曆、月曆、行事曆 mentor (n.) 導師
candidate (n.) 候選人 monitor (v.) 檢測、監視、追蹤
capability (n.) 能力、才幹、潛力 novice (n.) 生手、新手、初學者
carbon copy (n.) 用複寫紙複製的副本 occupation (n.) 職業
CEO (n.) 首席執行官 operator (n.) 接線生
certificate (n.) 憑證、證書 overtime (n./ adv.) 加班的時間
CFO (n.) 財務長 partition (v./n.) 分隔、分隔物
clerk (n.) 辦事員、書記

49
part-time (a.) 兼任的、兼職的 bachelor (n.) 單身男子
pension (n.) 養老金、退休金 bloodline (n.) 血統
permanent (a.) 不變的、永久的 bond (n.) 聯結、聯繫
personnel (n.) 全體人員、人事部門 bully (n. / v. ) 惡霸、脅迫
portfolio (n.) 作品夾 caring (a.) 有愛心的
postage (n.) 郵費 compassion (n.) 憐憫、同情
promote (v.) 升遷、促銷 conceive (v.) 懷(胎)
punctual (a.) 準時、守時 custody (n.) 照管、監護
receptionist (n.) 接待員 delinquent (a.) 有過失的、犯法的
receptionist (n.) 接待員 dispute (n.) 爭執、爭端
recommendation (n.) 推薦、推薦書 divorce (n.) 離婚
recruit (v./n.) 吸收、徵募 domestic (a.) 家庭的、家事的
resign (v.) 辭職 elder (n.) 長者、前輩
resume (n.) 履歷表 elderly (a.) 年長的、上了年紀的
retire (v.) 退休 the elderly (n.)(總稱)老人、上了年紀的人
salary (n.) 薪水 empathy (n.) 同理心
schedule (n.) 時間表、計畫表 encourage (v.) 鼓勵
secretary (n.) 秘書 expect (v.) 懷孕、懷胎
shift (n.) 換班、輪班、值班 extrovert (a.) 外向的人
staff (n.) 全體職員 filial piety (n.) 孝道
stapler (n.) 釘書機 forefather (n.) 祖先、前輩
strike (v.) 罷工 foster (v.) 代養、撫育、照料
substitute (n./v.) 代理人、代替 gathering (n.) 集會、聚集
supervisor (n.) 監督人、管理人 gender (n.) 性別
tape (n.) 膠帶 head of the house (n. phr.) 一家之主
task (n.) 工作、任務 heirloom (n.) 祖傳遺物、傳家寶
the boss (n.) 老板 heritage (n.) 遺產、世襲財產
typist (n.) 打字員 honeymoon (n.) 蜜月假期
wage (n.) 薪水 honor (v.) 尊敬
work force (n.) 工作人員、勞動人口 idolize (v.) 把…當偶像崇拜
Xerox (v.) 影印 = make photocopies impressionable (a.) 敏感的、易受影響的
infant (n.) 嬰兒
influence (v.) 影響
C. 家庭篇 inheritance (n.) 繼承物、遺產
adoption (n.) 領養、收養 in-laws (n.) 姻親
ancestor (n.) 祖宗、祖先 introvert (n.) 內向的人
accountable (a.) 應負責任的 jealous (a.) 妒忌的、吃醋的
adolescent (n./a.) 青少年、青春期的 juvenile (n.) 青少年
admire (v.) 欽佩、欣賞 legacy (n.) 遺產、遺贈
affinity (n.) 喜好、傾向 marriage (n.) 婚姻、結婚
attractive (a.) 有吸引力的

50
maternity leave (n. phr.) 產假 action (n.) 動作片
mature (a.) 成熟的 action thriller (n.) 動作驚悚片
matriarchal (a.) 母系社會 adventure (n.) 冒險片
mentor (n.) 良師益友 animation (n.) 動畫片
minor (n.) 未成年人 art theater (n.) 藝術影院
nurture (v.) 養育、培育 audience (n.) 觀眾、讀者群
banned film (n.) 禁映影片
orphan (n.) 孤兒
biography (n.) 傳記
ostracize (v.) 排斥
board of censors (n.) 審查署
outing (n.) 遠足、郊遊 box (n.)票房
patriarchal (a.) 父權制的、男性主宰統治的 cable (n.) 有線電視
partner (n.) 配偶 cast (n.) 演員陣容
pediatrician (n.) 小兒科醫師 children and family (n.) 兒童和家庭片
peer (n.) 同輩 children’s show (n.) 兒童節目
peer pressure (n.) 同儕壓力 cinema (n.) 電影院 (美:movie theater、the
permission (n.) 允許、許可 movies)
prenuptial (a.) 婚前的 classics (n.) 經典片
prepubescent (a.) 青春期前的 comedy (n.) 喜劇
puberty (n.) 青春期、妙齡 concession stand (n.) 貨攤、商攤
credits (n.) 字幕顯示的原作者[製作者、攝影者等]之名
punishment (n.) 處罰
crime (n.) 犯罪片
raise (v.) 養育
crime drama (n.) 罪案劇
rebellious (a.) 難以控制的
crime show (n.) 犯罪
responsible (a.) 需負責任的 dialogue (n.) 對白
retire (v.) 退休 distributor (n.) 發行人
reunion (n.) 團聚 documentary (n.) 記錄片
role model (n.) 模範、榜樣 double/stand-in (n.) 替身演員
separated (a.) 分居的 drama (n.) 戲劇
sibling (n.) 兄弟姊妹 epic (n.) 史詩片
single (a./n.)單身的、單身 family (n.) 家庭片
spouse (n.) 配偶 fantasy (n.) 幻想片
support (v.) 支持、鼓勵 film festival (n.) 電影節
teenager (n.) 青少年 film industry (n.) 電影工業
film noir (n.) 黑色電影
toddler (n.) 學步的小孩
film (n.) 影片、電影
traditional (a.) 傳統的、慣例的
foreign film (n.) 國外片
trait (n.) 特徵、特點 full-length film、feature film 長片
upbringing (n.) 養育、教養 game show (n.) 遊戲節目
values (n.) 價值觀、價值基準 historical film (n.) 歷史片
widower (n.) 鰥夫 horror (n.) 恐怖片
will (n.) 遺囑 host (n.) 節目主持人
lead (n.) 主角
D. 電影電視篇 lighting (n.) 燈光
martial arts (n.) 武俠片

51
music video (n.) 音樂視頻片 lighting (n.) 燈光
musicals/dance (n.) 音樂劇片/歌舞片 movie theater (n.) 電影院
news (n.) 新聞 panoramic screen (n.) 寬銀幕
premiere (n.) 首映式 premiere (n.) 首映式
projector (n.) 放映機 production (n.) 製片
rating (n.) 按等級分類、階級、類別 projection booth、projection room (n.)放
romance (n.) 愛情片
映室
romantic comedy (n.) 愛情喜劇片
projector (n.) 放映機
scene (n.) 場景
release (n.) 准予上映
science fiction(n.) 科幻片
script (n.) 編劇 scenario、screenplay、script (n.) 編劇
shooting (n.) 攝製 series (n.) 系列片
short(film) (n.) 短片 setting (n.) 設置
situation comedy/ sitcom (n.) 情景喜劇 shoot (v.) 拍攝
soap opera (n.) 肥皂劇 short(film) (n.) 短片
soundtrack (n.) 音帶、聲帶 showing、screening、projection (n.) 放映
sports (n.) 運動片 silent film (n.) 默片、無聲片
subtitles (n.) 字幕 sound track (n.) 電影音帶、聲帶
superhero (n.) 超級英雄片
suspense (n.) 懸念片
thriller (n.) 驚悚片 E. 農業篇
ticket counter/window (n.) 售票處 ash (n.) 灰、灰燼
trailer (n.) 預告片
acre (n.) 英畝
variety show (n.) 綜藝節目
agriculture (n.) 農業
war films (n.) 戰爭片
westerns (n.) 西部片 animals (n.) 動物
Cinematography (電影藝術) barley (n.) 大麥
actors/actresses (n.) 演員 basin (n.) 盆地
adaptation (n.) 改編 berries (n.) 莓果
art theater (n.) 藝術影院 camel (n.) 駱駝
cast (n.) 陣容 canal (n.) 運河、水道
censorship (n.) 審查制度 cattle (n.) 家畜、牲口
cinematography (n.) 電影(技術)電影放映 cereal (n.) 穀物(如米、麥、燕麥等)
dialogue (n.) 對白 clearing of forest/deforestation 砍伐森林
director (n.) 導演 climate (n.) 氣候
dubbed film (n.) 配音複製的影片、譯製片 control of food supply 控制食品供應
fade-in (v.) 淡入 crops (n.) 農作物、莊稼
fade-out (v.) 淡出 cultivation (n.) 種植
film industry (n.) 電影工業 domesticate (v.) 馴養
footage (n.) 影片長度 empire (n.) 帝國
full-length film、feature film (n.) 長片 fertile crescent (n.) 新月沃土
intermission (n.) 幕間休息 fertilizer (n.) 肥料
fish (n.) 魚類

52
flock (n.) 一群 (a flock of sheep) pest (n.) 害蟲
flood (n.) 淹沒、使泛濫 pesticide (n.) 農藥
food (n.) 糧食 plough (AmE = plow) (n.) 犁
gene pool (n.) 基因庫 potato (n.) 馬鈴薯、洋芋
genetically diverse 遺傳多樣性 produce (n.) 農產品
genetically modified crops 基因改造農作物 reap (v.) 收割(莊稼)
genetically uniform 遺傳一致 rice (n.) 米
grain (n.) 穀實(如玉蜀黍、小麥、黑麥等)、穀類植物、 rind (n.) (果)皮、(樹)皮
穀粒[C] river (n.) 河流
harvest (v./n.) 收割、收穫 rye (n.) 裸麥、黑麥
harvester (n.) 收穫者、收割機 scythe (n.) 長柄大鐮刀
hay (n.)(做飼料用的)乾草 sediment (n.) 沈積物
herd (n.) 指一群較大之獸類 (a herd of cattle) seed (n.) 種子
herder (n.) 牧人 settlement (n.) 定居地
hunter (n.) 獵人 sheep (n.) 綿羊
hunting and foraging 狩獵和覓食 shepherd (n.) 牧羊人
husbandry (n.) 農事 shell (n.) (果實、蛋、堅果、種子及蟹等之)硬殼
husk (n.) (果實或種子之)外殼、皮 (玉蜀黍殼) silt (n.) 泥沙、 淤泥
infestation (n.) (動、植物的)寄生蟲侵擾 skin (n.) 果皮(如橘皮)
irrigation (n.) 灌溉 slavery (n.) 奴役
kernel (n.). (麥、玉米等的)粒、子 slash-and-burn (agriculture) (n.) 刀耕火種
labor (n.) 勞力 soil (n.) 土壤
large population (n. phr.) 人口眾多 soil erosion (n.) 土壤流失
manual (a.) 手工的、用手操作的 soybean (n.) 大豆
mineral (n.) 礦物 spray (v.) 噴灑
manure (n.) 糞肥、肥料 surplus of food (n.) 過剩、剩餘物
(spend/invest) more time on music and subsidy (n.) 津貼、補貼、補助金
arts (phr.) 更多的時間在音樂和藝術 terrace (n./v.) 梯田、使…成梯田
natural resource (n.) 天然資源 territory (n.) 領土
natural selection (n.) 自然選擇、天擇 till (v.) 耕種
(have/hold) no control on the supply of (farm) tractor (n.) 農用拖拉機
food (phr.) 無法控制糧食供應 topsoil (n.) 表土
no settlements (n. phr.) 無定居地 valley (n.) 峽谷
nomad (n.) 牧民 wars (n.) 戰爭
nitrogen (n.) 【化】氮[U] wheat (n.) 小麥
nutrient (n.) 營養物、滋養物 yam (n.) 山藥、洋芋
oat (n.) 燕麥
output (n.) 產量
ox (n.) 牛 F. 古文明
ox-drawn 牛拉 afterlife (n.) 來世
agricultural (adj.) 農業的

53
agriculture (n.) 農業 Egypt (n.) 埃及
ancestor (n.) 祖先 excavate (v.) 挖掘
anthropologist (n.) 人類學家 exchange (v.) 交流
anthropology (n.) 人類學 farmer (n.) 農夫
antique (n.) 古物、古董 fertile (adj.) 肥沃
antiquity (n.) 古代、古老 fishing (n.) 釣魚
archeologist (n.) 考古學家 flour (n.) 麵粉
archeology (n.) 考古學 flood (n./v.) 氾濫、洪水、淹沒
army (n.) 軍隊 forage (v.) 四處搜尋 (食物等) (for)
artifact (n.) 手工藝品 forefather (n.) 祖先
artisan (n.) 技工、手藝匠 fortification (n.) 築堡、設防
Assyrian (n.) 亞述人 fossil (n.) 化石
authority (n.) 權力、當權者 found (v.) 創建、設立
Babylonian (n.) 巴比倫城人 foundation (n.) 地基、基礎
barren (n.) 不孕的、貧脊的 game (n.) 獵物 (可指獸、鳥、魚等)
barter (v.) 易貨 gathering and collecting (n. phr.) 集合和收集
basin (n.) 盆地 glacier (n.) 冰川
Bering Strait (n.) 白令海峽 glacial (adj.) 冰河的
bread (n.) 麵包 good (n.) 產品
Bronze Age (n.) 銅器時代 grave (n.) 墓
canoe (n.) 獨木舟 hieroglyph (n.) 古埃及等的、象形繪畫文字
clan(n.) 氏族 hierarchy (n.) (人或事物的) 階級組織
clay (n.) 黏土 homogeneous (adj.) 同一種族/類的
climate (n.) 氣候 human kind/race (n.) 人類
colonial (adj. / n. colony) 殖民地的 humanity (n.) 人類
commerce (n.) 商務、 貿易 Ice Age (n.) 冰河時代
commodity (n.) 商品 infertile (adj.) 不育、(土地)貧瘠的
conquer (v.) 征服 Iron Age (n.) 鐵器時代
conqueror (n.) 征服者 language (n.) 語言
continent (n.) 大陸 legend (n.) 傳奇、傳說
countryside(n.) 鄉間、農村 linguistics (n.) 語言學
craft (n.) 工藝、手藝、技術 mammoth (n.) 長毛象
craftsman (n.) 工匠 mankind (n.) 人類
cranial (a.) 顱骨的 matriarchal (a.) 母系家族制的、女性主宰統治的
crop (n.) 農作物 merchandise (n.) 商品
cultural (adj.) 文化的 merchant (n.) 商人
cultural interaction (n. phr.) 文化互動 Mesolithic (n.) 中石器時代的
cuneiform (n.) 楔形文字(指古代的箭頭形刻文) migrate (v.) 遷移
deplete (v.) 消耗 migration (n.) 遷移
defend (v.) 保護、防衛 monogamy (n.) 一夫一妻制
defense (n.) 防守、防禦 myth (n.) 神話
descendant (n.) 後裔 natural disaster (n. phr.) 天然害災
dispute (n./ v.) 爭執 Neolithic (n.) 新石器時代的
drought (n.) 乾旱 nomad (n.) 遊牧之民

54
nomadic (adj.) 流浪的 tablet (n.) 書板
offspring (n.) 後人 taboo (n.) 禁忌
origin (n.) 起源 temple (n.) 廟
originate (v.) 起源於 the Mediterranean Sea (n.) 地中海
Paleolithic (adj.) 舊石器時代的 the Nile River (n.) 尼羅河
papyrus(n.) 由此種植物之漿所製之紙 tomb (n.) 墓
patriarchal (n.) 父權制的、男性主宰統治的 totem (n.) 圖騰
petrifaction (n.) 石化 trade (v./n.) 貿易
petrify (v.) 使石化 tribe (n.) 部落
pictograph (n.) 繪畫文字 troop (n.) 部隊
polygamy (n.) 一夫多妻或一妻多夫 urban (adj.) 城市的
population genetics (n.) 群體遺傳學 valley (n.) 流域
possession (n.) 所有物 well (n.) 泉、源泉、井
descendant (n.) 子孫、後代 wheat (n.) 小麥
predecessor (n.) 前任 wild animal (n. phr.) 野生動物
prehistoric (adj.) 史前 artisan and craftsman (n.) 工匠
prey (n.) 被動物捕食的獵物 priest/priestess barter (n.) 物物交換
(n.) 祭司 ceramic (a.) 製陶術的
product (n.) 產品 ceramics (n.) 窯業、陶製品
pyramid (n.) 金字塔 ceremonial center (n.) 儀式中心
raft (n.) 筏 commodities (n.) 貨品、沒有經過加工過的原料，像
rebel (v./n.) 反叛、反叛政府 是樹膠、玉米、金屬
reed (n.) 【植】蘆葦 comparative advantage 比較優勢
relic (n.) 遺物、文物 craft (n.) 才能、技能(尤指藝術)手藝
religion (n.) 宗 currency (n.) 貨幣
belief (n.) 信念 economy (n.) 經濟
remains (n.) 遺跡、遺骸 exchange (v.) 交換
revolt (n./v.) 叛亂、反叛 expansion (n.) 擴張
river (n.) 河 expedition (n.) 遠征
road (n.) 道路 extravagant (a.) 無節制的、浪費的
route (n.) 路線、經過之路 fixed prices (n.) 固定價格
ruins (n.) 遺跡、廢墟 goods (n.) 貨品
ruler (n.) 領袖 interdependence (n.) 相互依存
rural (adj.) 鄉村的 lavish (a.) 浪費的、濫花的
script (n.) 書寫體 luxury (n.) 奢華、奢侈品
settlement (n.) 新殖民地 medium of exchange (n.) 交換媒介
slave (n.) 奴隸 merchant (n.) 商人
social (adj. n=society) 社會的 mutual benefit 互惠互利
society patterns (n.) 社會模式 mutually beneficial 互惠互利的
staple (n.) 主食 olive (n.) 橄欖
Stone Age (n.) 石器時代 pottery (n.) 各種陶器、瓦器、陶窯、陶器製造術
Sumerian (n.) 蘇美人 precious metal (n.) 貴金屬
surround (v.) 包圍 quantity (a.) 數量
surrender (v.) 投降 reciprocity (n.) 互惠、相互作用

55
regulations (n.) 法規 inconsistent (adj.) 不一致的、不符
route (n.) 路線 lacquer (n./v.) 漆、塗漆
services (n.) 服務 lighting (n.) (繪畫等的)明暗、照明
specialization (n.) 專業化 linen (n.) 亞麻布
sufficient(a.) 足夠 mold (n./v.) 模具
trade (v./n.) 交易 movement (n.) 動作
trade network (n.) 貿易網
neoclassicism (n.) 新古典主義
trading expedition (n.) 交易遠征
oil painting (n.) 油畫
painting (n.) 畫
G. 藝術 patron (n.) 贊助者、資助者
abstract (a./n.) 抽象的、抽象觀念 patronage (n.) 資助、贊助
aesthetics / esthetic (adj.) 審美的 pattern (n.) 模式
amateur (n./adj.) 業餘的 pottery (n.) 陶瓷製造(術)、陶藝
architecture (n.) 架構 /體系結構 perspective (n.) 透視
art critic (n.) 藝術評論家 photography (n.) 照相術、攝影術
art deco (n.) 裝飾藝術 pigment (n.) 色素
art nouveau (n.) 新藝術 porcelain (n.) 瓷器
auction (n./v.) 拍賣 portraits (n.) 畫像
canvas (n.) 油畫布、油畫 profile (n.) 簡介
capture (v.) 留存、記錄、拍攝 realism (n.) 現實主義
carve (v.) 雕刻 reflect (v.) 反映
catalog (n.) 目錄 rich (a.) 鮮艷的
ceramics (n.) 陶瓷製品 romanticism (n.) 浪漫主義運動
century (n.) 世紀 sculpture (n.) 雕塑
character (n.) 性格 shade (n.) 深淺
charcoal (n.) 木炭 shading (n.) (畫) 明暗法
china (n.) 瓷器、陶瓷器 sketch (v.) 素描
classicism (n.) 古典主義 still life (n.) 靜物畫
clay (n.) 黏土、陶土 utilitarianism (n.) 實利主義
come up for sale (phr. v.) 出售 wood panels (n.) 木板
compliment (n./v.) 稱讚
cubism (n.) 立體派
effigy (n.) 肖像 H. 天文學 (astronomy)
elements (n.) 元素 abyss (n.) 深淵、無底洞
endorse (v.) 贊同 axis (n.) 軸、軸線
fashion (n.) 時尚 axial (adj.) 軸的、軸周圍的、成軸的
figure (n.) 畫像、形像、人物 asteroid (n.) 小行星
frame (n.) 框架、框子、架構 astrology (n.) 占星術
glaze (n./v.) 釉、(表面)變成光滑 astronaut (n.) 太空人、宇航員
astronomer (n.) 天文學家
humanism (n.) (文藝復興時期的)人文主義
impressionism (n.) 印象派

56
astronomy (n.) 天文學 nebula (n.) 星雲
belt (n.) 腰帶、帶、帶狀物 Neptune (n.) 海王星
asteroid belt 小行星帶 observatory (n.) 天文臺
black hole (n.) 黑洞 orbit (n.) 軌道
celestial (adj.) 天上的 physics (n.) 物理學
Ceres (n.) 穀神星 planet (n.) 行星
cluster of stars (n.) 星團 Pluto (n.) 冥王星
collapse (v./n.) 倒塌 propel (v.) 推動、推進、驅動
collision course (n.) 相遇航向 pseudoscience (n.) 偽科學
collide (v.) 碰撞 quasar (n.) 類星體、類星射電源
comet (n.) 彗星 radiation (n.) 輻射
constellation (n.) 星座 release energy (phr.) 釋放能量
cosmic (adj.) 宇宙的 revolve (n.) 旋轉、繞轉
cosmic rays (n.) 宇宙射線 ring (n.) 圈、環、環形物
cosmos (universe) (n.) 宇宙 ' rocket (n.) 火箭
crater (n.) 彈坑、隕石坑 satellite (n.) 衛星
debris (n.) 垃圾、碎片 Saturn (n.) 土星
dense (adj.) 密集的、稠密的 shell (n.) 外殼、套、罩
Earth (n.) 地球 solar (n.) 太陽的、日光的
Eris (n.) 鬩神星 solar eclipse (n.) 日蝕
explode (v.) 爆炸 solar radiation (n.) 太陽輻射
frontier (n.) 國境、邊境、尚待開發的領域 solar system (n.) 太陽系
galaxy (n.) 銀河系 space dust (n.) 太空塵
gravity (n.) 引力、地心吸力 space shuttle (n.) 太空梭
gravitational pull (n.) 引力作用 space station (n.) 宇航站、太空站
heavenly body (n.) 天體 spacesuit (n.) 宇航服、航太服
impact (v./n.) 衝擊、撞擊 space telescope(n.) 太空望遠鏡
infinite (adj.) 無限的 stellar (adj.) 恒星的
intergalactic (adj.) 星系間的 the Sun (n.) 太陽
interplanetary (adj.) 行星間的 supernova (n.) 超新星
interstellar (adj.) 恒星間的 take off (v. phr.) 起飛
Jupiter (n.) 木星 telescope (n.) 望遠鏡
Kuiper belt (n.) 柯伊伯带 tilt (n./v.) 傾斜、傾側
lens (n.) 透鏡、鏡片 universe (n.) 宇宙
lunar (adj.) 月球的 Uranus (n.) 天王星
magnification (n.) 放大 vacuum (n.) 真空
Mars (n.) 火星 Venus (n.) 金星
Mercury (n.) 水星 visible (adj.) 可看見的(+to)
meteor (n.) 流星 wormhole (n.) 蠕蟲洞〔假設的聯接黑洞和白洞的通
meteor shower (n.) 流星雨 道〕
meteorite (n.) 隕石 white dwarf (n.) 白矮星
meteoroid (n.) 流星體
milky way (n.) 銀河系
moon (n.) 月亮

57
I. 植物學(botany) nutrition (n.) 營養
algae (n.) 藻類 orchid (n.) 蘭花
allergic reaction (n.) 過敏性反應 organ (n.) 器官
aquatic plant (n.) 水生植物 organism (n.) 生物、有機物
bark (n.) 樹皮 parasitic plant (n.) 寄生植物
barren (adj.) 貧瘠 peel(skin) (n.) 果皮
bore (n.) 腔、腸 pine (pine trees) (n.) 松樹
botanical (botanic) (a.) 植物的 petal (n.) 花瓣
botanist (n.) 植物學家 photosynthesis (n.) 光合作用
botany (n.) 植物學 plant 植物
bough (n.) 大或者粗的樹枝 pollen (n.) 花粉
branch (n.) 樹枝 pollination (n. v. = pollinate) 授粉
bud (n.) 花蕾 prairie (n.) 大草原
calorie (n.) 卡路里 protein (n.) 蛋白質
canopy (n.) 樹冠層、頂棚 root (n.) 根
carbohydrate (starch) (n.)(澱粉)、糖類 seeds (n.) 種子
cell (n.) 細胞 sequoia (n.) 紅杉
chlorophyll (n.) 葉綠素 shell (n.) (硬) 果殼
cluster (n.) 一簇(灌木) shoot (n.) (sprout) 嫩芽、抽枝
column (n.) 花柱 shrub (n.) (bush) 灌木
crossbreed (n./v.) (動植物的)雜交品種 soil (n.) 土壤
dehydration (n.) 脫水 spores (n.) 孢子
everlasting (a.) 永久的 starch (n.) 澱粉
evergreen (a./n.) 常綠、常綠植物 stem/stalk (n.) 莖
fat (n.) 脂肪 symbiosis (n.) 共生
fern (n.) 蕨類植物 symbiotic (a.) 共生的
fertilizer (n.) 化肥 system (n.) 系統
flower (n.) 花 tissue (n.) 組織
flowering (n./a.) 有花的、開花的 tree ring (n.) 年輪
foliage (leaf) 葉 trunk (n.) 樹幹
fungi (n.) 真菌 twig (n.) 小樹枝
glucose (n.) 葡萄糖 vascular plants (n.) 維管束植物
herb (n.) 草 vitamin (n.) 維他命
immunity (n.) 免疫 water cycle (n.) 水循環
jungle (n.) 叢林 weed (n.) 野草
lawn (n.) 草坪 wither (shrivel、fade) 凋謝
leafstalk (n.) 葉柄
lifespan (n.) 壽命
J. 化學(chemistry)
malnourished (a.) 營養不良的
acid (n. / adj. = acidic) 酸
meadow (n.) 草地、牧場
adhesive (adj.) 粘合力
moss (n.) 苔
alchemy (n.) 煉金術
necrosis 壞死
alcohol burner (n.) 酒精燈
nectar (n.) 花蜜
alloy (n.) 合金
nutrients (n.) 營養物、滋養物

58
artificial (adj.) 人造的 oxide (n.) 氧化物
beaker (n.) 燒杯 oxygen (n.) 氧
biochemistry (n.) 生物化學 periodic table of elements 元素週期表
bioengineering (n.) 生物工程 petroleum (oil) (n.) 石油
Bunsen burner (n.) 本生燈 pharmaceutical (adj.) 製藥的/藥方的
calcium (n.) 鈣 pharmacy (n.) 藥房
carbon (n.)碳 plastic (n.) 塑膠
catalyst (n.) 催化劑 polymer (n.) 聚合物
chemical agent (n.) 化學劑 procedure (n.) 程序
chemistry (n.) 化學 proton (n.) 質子
cohesive (adj.) 聚合力 reaction (n. / v. = react) 反應
composition/makeup (n.)成分 refine (n.) 提煉、 精煉
compound (n.) 化合物 results (n.) 結果
condensation (n.) 凝結物 silicon (n.) 矽
crude oil (n.) 原油 solubility (n.) 可溶性
derivative (n.) 衍生物 solution (n.) 溶液、溶劑
diesel fuel (n.) 柴油 solvent (n.) 溶媒
dissolve (v.) 溶解 substance (n.) (matter、material) 物質
dose (n.) 劑量 sulfur (n.) 硫
drug (n.) 藥物 synthetic material (n.) 合成材料
element (n.) 元素 test tube (n.) 試管
electron (n.) 電子 theory (n.) 理論
equilibrium (n.) 平衡
experiment (n.) 實驗、試驗
K. 物理學(physics)
fertilization (n.) 使肥沃、受精
acceleration (n. / v. = accelerate) 加速
fiber (n.) 纖維
flask (n.) 燒瓶 alternating current (AC) (n.) 交流電
formula (n.) 分子式 amplify (v.) 放大
gas (n.) 氣 atom (n.) 原子
gasoline (n.) 汽油 battery (cell) 電池
helium (n.) 氦 chip (n.) 晶片
hydrogen (n.) 氫 compound (n.) 化合物
hypothesis (n.) 假說 conductor (n.) 導體
ignition (n. / v. = ignite) 點火器 contraction (n. / v. = contract) 收縮
iodine (n.) 碘 crystal (n.) 水晶
inert (adj.)【化】惰性的、不活潑的、鈍的 density (n.) 密度
medicine (n.) 醫藥
direct current (n.) 直流電
mercury (n.) 【化】水銀、汞
dry battery (n.) 乾電池
methane (n.) 甲烷
nitrogen (n.) 氮 dynamics (n.) 動力學
neutron (n.) 中子 echo (n.) 回聲
nucleus (n.) 原子核 electric appliance (n.) 電器
observation (n.) 觀察 electric charge (n.) 電荷
oxidation (n.) 氧化 electric circuit (n.) 電路

59
electric current (n.) 電流 particle (n.) 粒子
electricity (n.) 電 physicist (n.) 物理學家
electromagnetism (n.) 電磁學 physics (n.) 物理
electron (n.) 電子 pitch (n.) 音高
electronic components/parts 電子零件 precision (n.) 精密
equilibrium (n.) 平衡 propel (v.) 推進
expansion (n. / v. = expand) 擴張 proton (n.) 質子
force (n.) 力 pull (n. / v.) 拉力
frequency (n.) 頻率 quantum (n.) 量子
friction (n.) 摩擦 quantum mechanics (n.) 量子力學
gas (n.) 氣 relativity (n.) 相對
gravitational (a.) 引力的、重力的 resistance (n. / v. = resist) 阻力
gravity (n.) 地心引力 resonance (n.) 回聲、洪亮
heat (n. / v.) 熱 semiconductor (n.) 半導體
inertia (n.)【物】慣性 solid (n.) 固體
infrared rays (n.) 紅外線 sonar (n.) 聲納
insulator (n.) 絕緣體 spectrum (n.) 光譜
integrated circuit (n.) 積體電路 static electricity (n.) 靜電
intensity (n.) 強度 statics (n.) 靜力學
ion (n.) 離子 substance (n.) 物質
lens (n.) 透鏡、鏡片 take off (v. phr.) 起飛
liquid (n.) 液體 telescope (n.) 望遠鏡
magnet (n.) 磁鐵 thermodynamics (n.) 熱力學
magnetic field (n.) 磁場 translucent (n.) 半透明
magnetism (n.) 磁性、磁力 transparent (n.) 透明
magnifying glass (n.) 放大鏡 ultrasonic (adj.) 超聲的
mass (n.) 質量 ultraviolet (n.) 紫外線
matter (n.) 物質 vacuum tube (n.) 真空管
mechanics (n.) 力學 velocity (n.) 速度
microscope (n.) 顯微鏡 vibration (n.) 震動
microwaves (n.) 微波 voltage (n.) 電壓
molecule (n.) 分子 volume (n.) 體積
motion (n.) (物體的) 運動、移動、 wavelength (n.) 波長
neutron (n.) 中子 weight (n.) 重量
nucleus (n.) 原子核
L. 地質學(geology)
opaque (n.) 不透明的
active volcano (n.) 活火山
optical (adj.) 光學的
aluminum (n.) 鋁
optical fiber/fiber optics (n.) 光學纖維
avalanche (n.) 雪崩
optics (n.) 光學
boulder (n.) 巨石
oscillation (n.) 震盪
cave in (v.) 陷落、塌陷

60
collapse (v.) 崩潰 mantle (n.) 地幔
composite (n.) 複合 marble (n.) 大理石
continent (n.) 大陸、大洲 mercury (n.) 水銀
continental drift (n.) 大陸漂移 mineral (n.) 礦物
core (n.) 地核 ocean bed/bottom (n.) 海床
crater (n.) 火山口、隕石坑 ore (n.) 礦石
crust (n.) 地殼 plate (n.) 板塊
crystal (n.) 水晶 platinum (n.) 白金、鉑
decomposition (n.) 分解 quake (n.) 地震
deposit (n.) 礦床 quartz (n.) 石英
dormant volcano (n.) 休眠火山 rock (n.) 岩
earthquake (n.) 地震 salinity (n.) 含鹽度
epoch (n.) 時代、重要時期 the seabed 海底、海床
erosion (n.)腐蝕 sea-floor expansion (n.) 海床擴展
eruption (n.) 火山噴發 sediment (n.) 沉澱物、沉積物
eruption (n./v.=erupt) 噴發 sedimentary rock (n.) 沉積岩
evaporation (n.) 蒸發 seismic (adj.) 地震的
extinct volcano (n.) 死火山 seismic wave (n.) 地震波
fault (n.) 斷層 seismology (n.) 地震學
formation (n.) 形成 shake (v./n.) 動搖
fossil (n.) 化石 soil (n.) 土壤
frigid (adj.) 寒冷的 stone (n.) 石
geological age (n.) 地質年齡 stratum (n.) 層、岩層、地層
geologist (n.) 地質學家 temperate (adj.) 溫帶的
geology (n.) 地質 terrestrial (adj.) 地球的、陸地的
geothermal heat (n.) 地熱 tin (n.) 錫
glacial epoch/period (n.) 冰河時期 topple (v.) 推翻
glacier (n.) 冰河 tremor (n.) 震動、微動
granite (n.) 花崗岩 tropical (adj.) 熱帶的
graphite (n.) 石墨 volcanic ash (n.) 火山灰
iceberg (n.) 冰山 volcanic dust (n.) 火山塵
landslide (n.) 滑坡 volcano (n.) 火山
lava (n.) 火山岩漿 Plate Tectonics Theory 板塊構造學
layer (n.) 地層 fault (n.) 斷層
lead (n.) 鉛 fold mountains (n.) 褶曲山脈
lime (n.) 石灰 continental crust (n.) 大陸地殼
lustrous (adj.) 光澤的 continental drift (n.) 大陸漂移
magma (n.) 岩漿 plate (n.) 板塊
magnetism (n.) 地磁 collide (n.) 碰撞
magnitude (n.) 震級 ocean crust (n.) 海洋地殼

61
seafloor (n.) 海底 coastland (n.) 沿海地區
crust (n.) 地殼 coastline (n.) 海岸線
mantle (n.) 殼幔 compose (n.) 合成、組成
seismic activity (n.) 地震活動 continent (n.) 大陸
magma (n.) 岩漿 current (n.) 氣流、水流
melt (n.) 融化 cyclone (n.) 旋風
slab (n.) 厚板 dam (n.) 水壩、水堤
lithosphere (n.) 岩石圈 developed (a.) 發達
subduction zone (n.) 俯冲帶: 指地球的岩石圈中 elevation (n.) 海拔
對流的沉降流 equator (n.) 赤道
asthenosphere (n.) 軟流圈 mesosphere expedition (n.) 探險
(n.) 中間層 flat (a.) 平的
construction margin (n.) 建造邊緣 forest (n.) 森林
destruction margin (n.) 銷化邊緣 forested area (n.) 森林地區
Permian (adj./n.) 二疊紀 forestry (n.) 林業
Triassic (adj./n.) 三疊系 gale (n.) 大風
Jurassic (adj./n.) 侏羅紀 geography (n.) 地理學
Cretaceous (adj./n.) 白堊紀 grassland (n.) 草原
vegetation (n).(總稱)植物、植被、植物群落 greens (n.) 草坪、公共草地
Pangaea(n.) 盤古大陸、超大陸 gulf (n.) 海灣
supercontinent (n.) 超大陸 hemisphere (n.) 半球
highland (n.) 高地
horizon (n.) 地平線
M. 地理學(geography) hurricane (n.) 颶風、暴風雨
altitude (n.) 高度 islet (n.) 小島
Antarctica (n.) 南極 isthmus (n.) 地峽
Arctic (n.) 北極 jungle (n.) 叢林
area (n.) 地區 lake (n.) 湖
atmosphere (n.) 大氣層 land (n.) 陸地、 土地
barren (a.) 貧脊的 landscape (n.) (陸上的)風景、景色
basin (n.) 盆地 latitude (n.) 緯度
Bering Sea (n.) 白令海 location (n.) 位置
Bering Strait (n.) 白令海峽 longitude (n.) 經度
blizzard (n.) 暴風雪 lowland (n.) 低地
border (n.) 邊緣、邊境 mountain ranges (n.) 山脈
canal(n.) 運河 mountainous (a.) 多山的
canyon (n.) 峽谷 ocean (n.) 海洋
cavern/cave (n.) 洞穴 peninsula (n.) 半島
channel / strait (n.) 海峽 plain (n.) 平原
cliff (n.) 懸崖、絕壁 plateau (n.) 高原
coast (n.) 海岸、海濱

62
pond (n.) 池塘 biography (n.) 傳記
region (n.) 區域 bestseller (n.) 暢銷書
rising sea levels 海平面上升 character (n.) 特徵、(劇本或小說)人物、角色
river (n.) 河 check out a book 借出一本書
rocky (n.) 多岩石的 climax (n.) (故事) 高潮
sea (n.) 海 critics (n. / v. = critique) 評論家
critique (n.) 解析、評論
shore (n.) 岸、濱
drama (n.) 劇本、戲劇
storm (n.) 風暴
editor (n.) 編輯者
strait (n.) 海峽 epic (n.) 史詩
stream (n.) 小河、溪流 fable (n.) 寓言
subterranean (n.) 地底下 fairytale (n.) 童話
sunken (a.) 下陷的、低窪的 fantasy (n.) 幻想小說
swamp (n.) 沼澤 fiction (n.) 小說、虛構的文學作品
tempest (n.) 風暴 genre (n.) 類型
terrain (n.) 地形 haiku (n.) (日本)三行俳句詩
territory (n.) 領土 horror (n.) 恐怖
tide (n.) 潮汐 librarian (n.) 圖書管理員
time zone (n.) 時區 library (n.) 圖書管
literacy (n.) 識字、讀寫能力
topography (n.) 地形、地形學
literature (n.) 文學
tropics (n.) 熱帶地區
library card (n.) 借書證
typhoon (n.) 颱風
material (n.) 素材、資料
undeveloped (a.) 未開發的 moral (n.) (故事寓言所含之)教訓、寓意
valley (n.) 山谷、溪谷 mystery (n.) 神秘
virgin land (n.) 未開發的土地 non-fiction (n.) 非小說的散文文學(如傳記、歷史、
watercourse (n.) 水道 小品文等)
waterfall (n.) 瀑布 novel (n.) 小說
wetlands (n.) 沼澤地 novelist (n.) 小說家
whirlpool (n.) 渦流 overdue (a.) 過期的
woodland (n.) 林地 paperback (n.) 平裝書
playwright (n.) 劇作家
plot (n.)(小說、戲劇等的)情節
N. 文學(literature) poetry (n.) 詩(總稱)
acclaimed (a.) 受到讚揚的 point of view (n.) 態度、觀點、看法
adapted (adj.) 改編的 posthumous (a.) 死後的、死後出版的
anonymous (a.) 匿名者 protagonist (n.) 主演、主角
antagonist (n.) (戲劇或小說中)反面人物 publisher (n.) 出版商、出版社
attribute (v.) 認為……是某人所做 review (n.) 評論、(尤指)對於新著作物或藝術作品之
批評
authenticity (n.) 真正、確實、純正
romance (n.) 愛情小說
author (n.) 作者
science fiction (n.) 科幻小說
authorship (n.) (作品的)原作者、出處、來源
stacks of books 成堆的書籍
autobiography (n.) 自傳
setting (n.) (事物發生之)背景、環境

63
theme (n.) 主題 meteorology (n.) 氣象學
thriller (n.) 懸疑的故事或戲劇 moisture (n.) 潮濕、水分
tragedy (n.) 悲劇 mudslide (n.) 土石流
well-received (a.) 深受大眾肯定 outer rim (n.) 外圍環流
precipitation (n.)(雨、露、雪)降水
O. 氣象學(meteorology) rainy (a.) 下雨的、多雨的
atmosphere (n.) 大氣層 satellite image 衛星雲圖
avalanche (snow slide) (n.) 雪崩 saturate (v.) 飽和
barometer (n.) 氣壓計 shower (n.) 陣雨
blizzard (snowstorm) (n.) 暴風雪 smog (n.) 煙霧
breeze (n.) 微風 snowy (a.) 下雪的、多雪的
Celsius (n.) 攝氏 submerge (v.) 淹沒
climate (n.) 氣候 sunny (a.) 晴
condense (n.) 濃縮 temperature 溫度
crystal (n.) 水晶體 tempest (storm) (n.) 暴風雨
current (n.)(氣)流 the eye of the storm (n.) 風暴之眼
damp (wet、moist、humid) (a.) 潮濕的 thunder (n.) 雷
devastation (n.) 毀滅性、破壞性 tornado (twister、cyclone) (n.) 龍捲風
dew (n.) 露 tsunami (n.) 海嘯
disaster (calamity、catastrophe) 災難 typhoon (n.) 颱風
downpour (torrential rain) (n.) 大雨 UV (ultra violet) (n.) 紫外線
drizzle (n./v.) 細雨 vapor (n.) 蒸汽
droplet (n.) 小水珠 weather radar (n.) 雷達
drought (a.) 旱災 weather station (n.) 氣象站
El Niño【西】【氣】埃爾尼諾(聖嬰)現象(指嚴重影響全 whirlwind (n.) 旋風
球氣候的太平洋熱帶海域的大風及海水的大規模移動) windy (a.) 颳風的、多風的
earthquake 地震
evaporate (v.) 蒸發
Fahrenheit (n.) 華氏 P. 科技及設備(technology & equipment)
flood (n./v.) 水災 advance (v./n.) 前進、進展
fog (mist) (n.) 霧 advent (n.) 出現、到來
assembly line (n.) 裝配線
foggy (a.) 有霧的
automated (a.) 自動的
forecast (predict) (n./v.) 預報
automaton (n.) 自動操作裝置、機器人
frost (n.) 霜
automobile (n.) 汽車
gale (n.) 大風 biotechnology (n.) 生物技術、生物工程
hail (n.) 冰雹 capacity (n.) 容量、才能、能力
humidity (n.) 濕度 cargo (n.) 貨物
hurricane (n.) 颶風 chemistry (n.) 化學
lightning (n.) 閃電 cell phone (n.) 行動電話、手機
meteorologist (n.) 氣象學家 component (n.) 構成要素、成分

64
consecutive (a.) 連續的、連貫的 pressurize (v.) 加壓於
cyberspace (n.) 網際空間 raw material (n.) 原料
device (n.) 設備、儀器、裝置 reception (n.) (無線電、電視的) 接收品質
devise (v.) 設計、發明、策劃 robot (n. / adj. = robotics) 機器的
digital (a.) 數字的 satellite (n.) 衛星
electricity (n.) 電 satellite dish (n.) 碟形衛星電視天線
electronics (n.) 電子學、電子工業 smartphone (n.) 智能手機
the electronics industry solar (a.) (源自)太陽的、依太陽而運行的
energy / power (n.) 能源 solar energy / solar power (n.) 太陽能
engine (n.) 汽車 speaker (n.) 揚聲器、擴音機
engineer (n.) 工程師 specification (n.) 說明、詳述
equipment (n.) 裝備、設備 static (a.) 靜電干擾、靜止的、靜態的、靜電的
facilitate (v.) 促進、使(更)容易 turn down (v. phr.) 關小(聲)
facility (n.) 便利的設施、設備 tidal energy (n.) 潮汐能
flat screen (TV) (n.) 平面電視 virtual reality (n.) 虛擬實境
freighter (n.) 貨輪 wireless internet 無線聯網
fuel (n.) 燃料 Wi-Fi (n.) 互聯網無線連接系統
gadget (n.) 小機件 Information Technology 資訊科技
gear (n.) 齒輪 access (n./v.) n. = 接近、進入、接近的機會、進入
generator (n.) 發電機、產生器 的權利 v. = 取出(資料)、使用、接近
hands-on (a.) 實地操作的、親身體驗的 activate (v.) 使活動、觸發、啟動
hydraulic (a.) 水壓的、液壓的 automatically (adv.)自動的
Industrial Revolution (n.) 工業革命 browse (v.) 流覽、隨便翻閱
innovative (a./v. = innovate) 創新、革新的 cable (n.) 纜線、電纜、有線電視
inspect (v.) 檢查、審查、視察 chip (n.) 芯片
inventor (n.) 發明家 command (v.) 指令、命令、掌握
kinetic energy (n.) 動能 compliance (n.) 順從、服從、屈從
laboratory (n.) 實驗室 configuration (n.) 結構、構造、配置
machinery (n.) 機械 connection (n.) 連線
maintenance (n.) 維護、保養 copyright (n.) 著作權
malfunction (n.) 故障、發生故障、機能失常 CPU (n.) 中央處理器
manual (n.) 使用手冊、指南、手工的 cutting edge (a.) 尖刻、先鋒地位的
mechanical engineering (n.) 機械工業 database (n.) 資料庫
mode (n.) 樣式、模式、方式、風尚、時尚 delete (v.) 刪除
motor (n.) 馬達 desktop (n.) 桌上型電腦
nanotechnology (n.) 納米技術 digital (a.) 數位的、數字顯示的
network (n.) 網路系統、廣播、電視網、電腦網 downgrade (v.) 降級、使降職
operate (v.) 操作、運轉、經營 download (v.)下載
power outage (n.) 電力中斷、斷電 electrode (n.) 電極
outlet (n.) 出口、排水口、銷售店、插座、銷路 electronics (n.) 電子產品
petroleum (n.) 石油 floppy(disk) (n.) 軟碟
physics (n.) 物理學 forum (n.) 論壇
portable (a.) 可攜帶的、輕便的 hacker (n.) 熱衷電腦的人、駭客
procedure (n.) 程式、手續 hardware (n.) 硬體

65
hub (n.) 集線器、樞紐 aquarium (n.) 水族館
hyperlink (n.) 超連結 aquatic (adj.) 水棲的
infringement (n.)侵權 aquatic animal (n.) 水生動物
input (v.) 輸入電腦 aquatic life (n.) 水生動物
install (v.) 安裝、安置 avian (adj.) 鳥(類)的
Internet (n.) 國際互聯網 aviary (n.) 鳥舍
know-how (n.) 技能、專業知識 baboon (n.) 狒狒
laptop (n.) 筆記型電腦 bat (n.) 蝙蝠
memory (n.) 記憶體 beak/bill (n.) 鳥嘴、喙
modem (n.) 數據機 beast (n.) 野獸
monitor (n.) 顯示器 beaver (n.) 海狸、河狸
multimedia (a./n.) 多媒體 bee (n.) 蜜蜂
network (n.) 網絡 beehive (n.) 蜂箱
omit (v.) 忽略、刪除、疏忽 behavior (n.) 行為
retrieval (n.) 取回、恢復 bird (n.) 鳥類
scanner (n.) 掃描器 blend in with... (v. phr.) 融入與 ...
search engine (n.) 搜尋引擎 body structure (n.) 身體結構
server (n.) 伺服器 borderline (n./a.) 邊界、界線的
shut down (v.) 使關閉、使停業 breed (n./v.) ( n. ) 品種、(v.)繁殖
software (n.) 軟體 camouflage (n./v.) 偽裝
spreadsheet (n.) 電子製表軟體、試算表 camouflage (n.) 偽裝
state-of-the-art (a.) 使用最先進技術的、達到最高 carnivore (n.) 食肉動物
水準的 carnivorous (adj.) 食肉的
switch (n.) 開關、驟變 catch and release (phr.) 抓了又放
terminology (n.) 專業術語 caterpillar (n.) 毛毛蟲
the Internet (n.) 網際網絡 chameleon (n.) 變色龍
transmission (n.) 傳輸、傳送 chimpanzee (n.) 黑猩猩
troubleshooting (n.) 檢修、解決困難 chirp (n.) (鳥、蟲的叫聲 ) 唧唧
upgrade (v.) 升級、提升 clam (n.) 蛤蜊
upload (v.) 上傳 class (n.) 綱
up-to-date (a.) 最近的、最新的 classification (n.) 分類
virtual reality (n.) 虛擬現實 claw (n.) 爪
virus (n.) 濾過性病毒、電腦病毒 colony (n.) 群體 /殖民地
web page (n.) 網頁 community (n.) 動物的群落或人的部落
wireless (n.) 無線 contamination (n.) 污染
coral (n.) 珊瑚
coral reef (n.) 珊瑚礁
Q. 動物學(zoology)
crab (n.) 螃蟹
adaptability (n. v. = adapt) 適應性
creature (n.) 生物
algae (n.) 藻類
crustaceans (n.) 甲殼類動物
amphibian (n.) 兩棲動物
current (n.) 潮流
antenna (n.) (antennae 複數) 觸鬚
Darwinism (n.) 達爾文學說
antler (n.) 鹿角、多叉鹿角、茸角
digestive system (n.) 消化系統
aquaculture (n.) 水產養殖
dinosaur (n.) 恐龍

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display (v.) 現出、表現 horde ( 昆蟲等 ) 群
dive (v.) 潛水 hover (v.) 徘徊
diversification of a species 一個物種的多樣 hygiene 衛生
化 incubation (n.) 孵化
dolphin (n.) 海豚 indigenous (a.) 土著的、本地的
domesticate/tame (v.) 馴養 insect (n.) 昆蟲
dwindle (v.) 縮小 invertebrate (n.) 無脊椎動物
ecology (n.) 生態 jellyfish (n.) 水母、海蜇
endangered (a.) 瀕危的 kingdom (n.) 界
endotherm (n.) 恒溫動物 larva (n.) 幼蟲、幼體
endothermic (adj.) 吸熱(性)的 lemur (n.) 狐猴
eukaryotic cell (n. phr.) 真核細胞 leopard (n.) 豹、美洲豹
evolution (n.) 進化 livestock (n.) 牲畜
exotherm (n.) 變溫動物 lizard (n.) 蜥蜴
exothermic (adj.) 放出熱量的 lobster (n.) 龍蝦
face extinction (phr.) 面臨滅絕 locust (n.) 蝗蟲
family (n.) 科 mammal (n.) 哺乳動物
feather (n.) 羽毛 marine (adj.) 海洋的
fertilize (v.) 使... 受精 marine life (n.) 海洋生物
fin (n.) 鰭 marsupial (n.) 【動】有袋動物
fishery (n.) 漁業 metabolism (n.) 新陳代謝
flock (n.) (鳥、羊等)群 microbe (n.) 微生物
food chain (n.) 食物鏈 microorganism (n.) 微生物
fossil records (n.) 化石記錄 migrate (v.) 遷移
founder effect (n.) 奠基者效應、方舟效應 mimic (v.) 模仿
frog (n.) 蛙、青蛙 mollusks (n.) 軟體動物
fur (n.) 毛皮 monogamous (a.) 一夫一妻的、一雄一雌的
generation (n.) 一代 moth (n.) 蛾
genetic (a.) (生) 基因的 multi-cellular 多細胞
genetic drift (n.) 遺傳漂變 multiply (v.)(reproduce)繁殖
genus (n.) 屬 mutation(n.) 突變
geographic barrier (n.) 地理屏障 native (a.) (某地)原有的動 natural selection
gill (n.) 鰓 (n.) 自然選擇
gland (n.) 腺 nerve (n.) 神經
glide (v.) 滑動、滑行 nest (n./v.) 巢、 築巢
gorilla (n.) 大猩猩 niche (n.) 小生態
grasshopper (n.) 蚱蜢 nocturnal (a.) 夜間覓食的、夜間活動的
habitat (n.) 棲息地 octopus (n.) 章魚
hatch (v.) 孵化 offspring (n.) (young) (動物的)幼獸、(植物的)
herbivore (n.) 草食動物 幼苗
herd (n.) 獸群 omnivore (n.) 雜食動物
hibernate (v.) 冬眠 order (n.) 目
hierarchy (n.) 【生】級系、階系 organic compound 有機化合物
hoof (n.、plural = hooves) 蹄 organism (n.) 生物體

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oyster (n.) 牡蠣 species (n.) 物種
parasite (n.) 寄生蟲 specimen (n.) 樣品、樣本、標本
pest (n.) 害蟲 sponge (n.) 海綿
physiology (n.) 生理 squeak (n./v)(老鼠等)吱吱
plankton (n.) 浮游生物 squid (n.) 烏賊
poacher (n.) 偷獵者 stamina (n.) 精力、活力、耐力
polygamous (a.) 一夫多妻的、一雄多雌的 starfish (n.) 海星
population (n.) 人口、動物(或植物)的總數 stripe (n.) 條紋
porpoise (n.) 海豚 structural (adj.) 結構的
prawn (n.) 對蝦、明蝦 suborder (n.) 亞目
predation (n.) 掠奪、掠食 survival of the fittest (phr.) 適者生存
predator (n.) 捕食 swarm (n.) 昆蟲等群
predatory (a.) 以捕食其他動物為生的、掠奪(性的) taxonomy (n.) 【生物】分類學、動植物的分類學。
predictable (a.) 可預言的、可預料的 共分為：
preservation (n.) 保存 界 (kingdom)
prey (n./v.) n. = 獵物、 v. =捕食 門(動物 phylum、植物 division)
primal (a.) 最初的、原始的 綱(class)
primate (n.) 靈長目動物 目(order)
primitive (a.) 原始的、粗糙的 primordial 科(family)
soup 原始湯 屬(genus)
prokaryotic cell 原核细胞 種(species)
punctuated equilibrium 間斷平衡 tentacle (n.) 觸手、 觸角
python (n.) 蟒、巨蛇 territory (n.) 領土
regeneration (v.) 再生 theory (n.) 理論
reproduction (reproduce) 複製 tide (n.) 潮
reptile (n.) 爬蟲類動物 time span (n.) 時間跨度、時間範圍、時間間隔
reservation (n.) 自然保護區 tissue (n.) (動植物的)組織
resistance (n.) 反抗力 toad (n.) 蟾蜍
rhino (rhinoceros) (n.) 犀牛 tortoise (n.) 【動】陸龜、龜、烏龜
rodent (n.) 齧齒動物 (如松鼠) trait (n.) 特徵
ruminant (n.) 反芻動物 trap (n.) 陷阱、羅網、捕捉器 (set traps)
scale (n.) 規模 turtle (n.) 龜、海龜
scavenger (n.) 食腐動物 ungulate (adj.) 蹄狀的
serpent (n.) 蛇 variations (n.) 變化、變動
shellfish (n.) 貝類 vegetation (n.) 植物
shrimp (n.) 小蝦 vertebrate (n.) 脊椎動物
skeleton (n.) (動物之)骨骼 vestigal structure (n.) 遺跡結構
sloth (n.) 樹獺 vestige organs (n.) 退化器官、遺跡
slothful (a.) 懶惰的 wave (n.) 浪
snatch (v.) 搶奪 whale (n.) 鯨魚
soar (v.) 翱翔 wing (n.) 翅膀、翼
spawn (n./v.)(魚等的)卵、幼苗、 生育、大量產卵 worm (n.) 蟲、蠕蟲

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 應備物品
 考生於考試當日必須攜帶有效期限內之護照正本以及影本一份，於考場供監考人員查核身分。未攜帶者將無法入場考試，且不得
申請轉場或退費。於報考後至考試日期之間更換護照者，最遲於考試日期前一天 5pm 之前需通知 IDP 雅思官方考試中心，
否則考試當天同樣無法入場考試。
 IDP 雅思官方考試中心於考場備有鉛筆及橡皮擦，但僅供未攜帶之考生借用。建議考生仍自行攜帶慣用文具入場，惟需符合考
試規定，且入場前須經由監考人員檢查。

1. 僅能攜帶一支鉛筆與一塊橡皮擦入場，鉛筆上不可有英文文字，橡皮擦外封套、殼均請拆下。自 2017 年 4 月起，考試作答用

筆已改為 HB 鉛筆，請考生不要攜帶非 HB 之鉛筆入場應考。
2. 鉛筆盒、袋均不可帶入場。
3. 考生若欲帶水壺進入考場，水壺需為透明瓶身，且上無英文標示；內部僅可裝白開水，其餘飲料 (茶飲、咖啡) 均不可帶入考場。
4. 考生可攜帶無印花之面紙入場，但面紙外包裝需移除。
5. 考生攜帶外套進入考場前，需將口袋內雜物清空，所有零錢、鑰匙、發票等雜物請都取出。進入考場後若脫下外套，僅可掛放於
椅背，不得放置大腿上。

IELTS 考試分為 Academic (學術組)及 General Training (一般訓練組)。

學術組的閱讀及寫作部份，是用來評估考生在修讀學位或研究所課程時，是否適合以英語作為學習或培訓的媒介； 一般訓練組的閱讀及
寫作部份，則適合前往英語系國家就讀中學、工作、或參與非學位培訓計畫的考生。
測 試 內 容 涵 蓋 Listening ( 聽 力 ) 、 Reading ( 閱 讀 ) 、 Writing ( 寫 作 ) 與 Speaking ( 口 語 ) 四 個 項 目 。
(*Reading 與 Writing 會因組別不同而給予不同題目。)

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 聽力 Listening
 測驗時間 30 分鐘。
 分成四大主題，共 40 題。
 二部份以生活語言為主，第三、四部份偏重學術性語言。
 配對、是非、填充、選擇、簡答、標籤題等不同的答題方式。
 有給予額外 10 分鐘讓考生將答案填寫於答案卡上。

閱讀 Reading
 分 Academic 組與 General Training 組，都為 60 分鐘的測驗時間。
 A 組有 3 篇文章，每篇約 1,000 字，題型含配對、選擇、填充等，主要測驗考生閱讀長篇文章時快速抓到重點的能力。
 而 GT 組則約 5 篇文章，含短篇如廣告、公告、簡介等。
 答題方式亦包含配對、是非、填充、選擇、簡答、標籤題等。

寫作 Writing
 60 分鐘內需完成二篇作文。
 分 Academic 組與 General Training 組。
 A 組的 Task 1 為圖表練習，以描述及比較各類圖表為主，考生需於 20 分內寫完 150 字的描述。Task 2 則為申論題，
範圍廣且有深度，考生需按題目分析及表達個人意見或做優缺點比較等。
 GT 組的 Task 1 則與 A 組有別，通常為書信的撰寫，如邀請函，抱怨信，道歉信等，至少 150 字。而 Task 2 就與
A 組類似，為申論題。

口語 Speaking
 測驗時間約為 11-14 分鐘。
 由口試官跟考生進行一對一、面對面口試。
 內容分為三大部份:
 自我介紹與一般話題交談
 依據提示卡做個人表述
 較深入的闡述

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