王迈迈英语

f one percent. Although the overall rate of increase has dropped to only .5%, the number of students from some parts of the world is increasing while the number of students from other areas is decreasing. For example, during this same time period, that is between the academic years 94/95 and 95/96, there was a decrease in the number of students from the Middle East, while the number of students from South and East Asia increased. These changes in the number of students coming from different parts of the world no doubt reflected changing economic and political situations. I'm sure you are aware of many of these changes, and perhaps we can discuss them at our next meeting. For today let's confine our talk to first, a discussion of the origin of these students, or, in other words, where they come from; second, the kinds of studies they pursue; and, finally, the academic levels they are found in. If we have a little time left, we might quickly discuss in which geographic areas most of them go to school.

　　Let's discuss the origins of the foreign student population in the United States for the academic year 1995/96. Let's discuss it in order from those areas sending the most students to those areas sending the fewest students. If we look at the figures provided by the annual census of foreign students in the United States for the year 1995/96, we see that most of the foreign students studying in the United States during this year were from South and East Asia. This is a rather large geographical area which includes such countries as China, Korea, Pakistan, India, Malaysia, and Indonesia. The total number of students from this area, South and East Asia was 156,830. In other words, roughly 2 out of every 5 foreign students come from South and East Asia. Almost 24,000 of this total were from China. Malaysia was close behind with just a little over 23,000 students. The next largest number of students came from the Middle East. The number of students from the Middle East came to about one-third the number from South and East Asia. The fourth largest number came from South America. Next came Europe, Africa, North America, and Oceania. Let's recapitulate what we've said. The largest number of students studying in the United States during the academic year 1995/96 were from South and East Asia, followed by the Middle East, South America, Europe, Africa, North America, and Oceania.

　　What fields are these large numbers of foreign students studying in? It probably won't surprise you to learn that the largest number are in the field of engineering. In fact, 21.7% of the total number are studying engineering. Business and management is close behind, however, with a total of 18.9%. The third most popular field was mathematics and computer sciences with 10.3%. As you can see, engineering with 21.7%, business and management with 18.9%, and mathematics and computer sciences with 10.3% comprise about one half of the total number of foreign students.

　　Let's talk about which academic levels these students can be found in. Foreign students can be found studying at all levels of higher education. As you might expect, the greatest number of them are studying at the undergraduate level ? approximately 158,000. The second largest group study at the graduate level and that number is just under 122,000. The rest study at junior colleges or in non-degree programs. It is at the graduate level that foreign students have the most impact. While foreign students comprise only 2.7% of the total U.S. student population, they account for 8.7% of all the graduate students studying at U. S. institutions. Let me give you those percentages again so you can get a better feel for the overall picture. Foreign students make up only 2.75 of the total U. S. student population, but they make up 8.7% of the total graduate student population.

　　Well, I see that's all the time we have today. We'll have to leave discussions of the geographic areas these students study in until another time.

Now you are going to hear the talk a second time.

REPEAT THE TEXT

You now have 3 minutes to check your answers to Questions 1 - 10.

That is the end of Part C. You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.

That is the end of Listening Comprehension.

SECTION II: Use of English  
   Read the following text and fill each of the numbered spaces with ONE suitable word. Write your answers on ANSWER SHEET 1.

Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations,

(1) _____ to the first serious investigation into the way in which writing technique can dramatically affect educational achievement.The survey of 643 children and adults, aged from pre-school to 40-plus, also suggests

(2) _____ pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far

(3) ______ attention to correct pen grip and handwriting style.Stephanie Thomas, a learning support teacher

(4) ______ findings have been published, was inspired to investigate this area

(5) _______ she noticed that those pupils who had the most trouble with spelling

(6) ______ had a poor pen grip. While Ms. Thomas could not establish a significant statistical link

(7) ______ pen-holding style and accuracy in spelling, she

(8) ______ find huge differences in technique between the young children and the mature adults, and a definite

(9) ________ between near-point gripping and slow, illegible writing.People who

(10) ______ their pens at the writing point also show other characteristics

(11) ______ inhibit learning,

(12) _______ as poor posture, leaning too

(13) ______ to the desk, using four fingers to grip the pen

(14) ______ than three, and clumsy positioning of the thumb (which can obscure

(15) ______ is being written.Ms. Thomas believes that the

(16) ______ between older and younger writers is

(17) ________ too dramatic to be accounted for simply by the possibility that people get better at writing as they grow

(18) ________. She attributes it to a failure to teach the most effective methods, pointing out that the differences between

(19) _______ groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties. "The 30-year-olds showed a huge range of grips,

(20) ________ the over 40s group all had a uniform 'tripod' grip."

SECTION III: Reading Comprehension

Part A　　Read the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.

Text 1

　　In recent years, there has been a steady assault on salt from the doctors: salt is bad for you ? regardless of your health. Politicians also got on board. "There is a direct relationship," US congressman Neal Smith noted, "between the amount of sodium a person consumes and heart disease, circulatory disorders, stroke and even early death."Frightening, if true! But many doctors and medical researchers are now beginning to feel the salt scare has gone too far. "All this hue and cry about eating salt is unnecessary," Dr. Dustan insists. "For most of us it probably doesn't make much difference how much salt we eat." Dustan's most recent short-term study of 150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced. Of the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced."An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population," notes Dr. John H. Laragh. "So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable "moderation" in salt consumption. For the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon. The equivalent of one to two grams of this salt allowance would come from the natural sodium in food. The rest would be added in processing, preparation or at the table.Those with kidney, liver or heart problems may have to limit dietary salt, if their doctor advises. But even the very vocal "low salt" exponent, Dr. Arthur Hull Hayes, Jr. admits that "we do not know whether increased sodium consumption causes hypertension." In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); genetic predisposition; stress."It is not your enemy," says Dr. Laragh. "Salt is the No. 1 natural component of all human tissue, and the idea that you don't need it is wrong. Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up."

1. According to some doctors and politicians, the amount of salt consumed
[A] exhibits as an aggravating factor to people in poor health.
[B] cures diseases such as stroke and circulatory disorders.
[C] correlates highly with some diseases.
[D] is irrelevant to people suffering from heart disease.

2. From Dr. Dustan's study we can infer that
[A] a low-salt diet may be prescribed for some people.
[B] the amount of salt intake has nothing to do with one's blood pressure.
[C] the reduction of salt intake can cure a hypertensive patient.
[D] an extremely low-salt diet makes no difference to anyone.

3. In the third paragraph, Dr. Laragh implies that
[A] people should not be afraid of taking excessive salt.
[B] d