EERC ENTRANCE TEST 2004 Variant B Listening Comprehension (10 points) You are going to hear a teacher giving

some advice about exams. For questions 1-10, complete the notes using a few words. You will hear the piece once. The most important point is that you (0)___________________ the actual day of the exam. Make sure: * you have a good night s sleep !eforehand" * you ve had (#)___________________ !eforehand" * you re not ($)____________________. %eople &ho study too hard the night !efore an exam may !e mentally (')__________________ &hen they get to the exam. (nything that relaxes you or ())__________________" like yoga" is a good idea. *uring the exam" the most important thing is (+)_____________ ____________________. ,ook at the -uestions and (.)_____________________accordingly. /f you put all your energy into one -uestion and do another -uickly you re giving a (0)_________________________. 1ven if you (2)________________________a -uestion at the end of your time" you have to go on (3)_____________________. Try to remain relaxed4 don t (#0)________________________. Reading Comprehension (15 points) In this section of the test ou will read two passages. !ach passage is followed b a number of questions about it. "nswer all questions about the information in a passage on the basis of what is stated or implied in that passage and choose the one best answer, #"$, #%$, #&$, or #'$. (uestions 1-). /nterest is the sum charged for !orro&ing money for a fixed period of time. %rincipal is the term used for the money that is !orro&ed" and the rate of interest is the percent per year of the principal charged for its use. Most of the profits for a !ank are delivered from the interest that they charge for the use of their o&n or their depositors money.

(ll pro!lems in interest may !e solved !y using one general e-uation that may !e stated as follo&s: /nterest 5 %rincipal x 6ate x Time (ny one of the four -uantities7 that is" interest" principal" rate" or time 8 may !e found &hen the other three are kno&n. The time is expressed in years. The rate is expressed as a decimal fraction. Thus" . percent interest means six cents charged for the use of 9# of principal !orro&ed for one periods of less than one year. :or purposes of computing interest for short year. (lthough the time may !e less than" e-ual to" or even greater than one year" most applications for loans are for periods" the commercial year of '.0 days is commonly used" !ut &hen large sums of money are involved" exact interest is computed on the !asis of '.+ days. #. ;ith &hat topic is this passage primarily concerned< (() (=) (>) (*) %rofits 6ate /nterest %rincipal

$. The &ord ?its@ in line ' refers to (() (=) (>) (*) principal percent rate interest

'. ;hich of the follo&ing &ould !e a correct expression of an interest rate as stated in the e-uation for computing interest < (() (=) (>) (*) (() (=) (>) (*) four .0) ) )A#00 exact interest interest on large sums of money interest on a large principal interest for short periods of time

).( commercial year is used to compute

+. ;hich of the follo&ing is the !est definition of interest< (() (=) (>) (*) money !orro&ed rate x time a fee paid for the use of money the num!er of years a !ank allo&s a !orro&er in order to repay a loan

Buestions . 8#0 (lthough speech is the most advanced form of communication" there are many &ays of communicating &ithout using speech. Cignals" signs" sym!ols" and gestures may !e found in every kno&n culture. The !asic function of a signal is to impinge upon the environment in such a &ay that it attracts attention" as" for example " the dots and dashes of a telegraph circuit. >oded to refer to speech" the potential for communication is very great. ,ess adapta!le to the codification of &ords" signs also contain meaning in and of themselves. ( stop sign or a !ar!er pole conveys meaning -uickly and conveniently. Cym!ols are more difficult to descri!e than either signals or signs !ecause of their intricate relationship &ith the receiver s cultural perceptions. /n some cultures" applauding in a theatre provides performers &ith an auditory sym!ol of approval. Destures such as &aving and handshaking also communicate certain cultural messages. (lthough signals" signs" sym!ols" and gestures are very useful" they do have a maEor disadvantage. They usually do not allo& ideas to !e shared &ithout the sender !eing directly adEacent to the receiver. (s a result" means of communication intended to !e useful for long distances and extend periods are !ased upon the speech. 6adio" television" and the telephone are only a fe&. .. ;hich of the follo&ing &ould !e the !est title for the passage< (() (=) (>) (*) (() (=) (>) (*) Cignals and Cigns Destures >ommunication Cpeech /t is the only true form of communication. /t is dependent upon the advances made !y inventors. /t is necessary for communication to occur. /t is the most advanced form of communication.

0. ;hat does the author say a!out speech<

2. The &ord ?intricate@ in line 2 could !est !e replaced !y &hich of the follo&ing< (() (=) (>) (*) 3. (() (=) (>) (*) #0. (() (=) (>) (*) inefficient complicated historical uncertain %eople &anted ne& forms of entertainment %eople &ere una!le to understand signs" sym!ols" and signals. %eople &anted to communicate across long distances. %eople !elieved that signs" signals" and sym!ols &ere o!solete. signals" signs" and gestures are forms of communication sym!ols are very easy to define and interpret only some cultures have signals" signs" and sym!ols &aving and handshaking are not related to culture.

;hy &ere the telephone" radio" and TF invented<

/t may !e concluded from the passage that

(uestions 11-1) (fter t&o decades of gro&ing student enrolments and economic prosperity" !usiness schools in the Gnited Ctates have started to face harder times. Hnly IarvardJs M=( Cchool has sho&n a su!stantial increase in enrolment in recent years. =oth %rinceton and Ctanford have seen decreases in their enrolments. Cince #330" the num!er of people receiving Master s in =usiness (dministration (M=() degrees" has dropped a!out ' percent to 0+" 000" and the trend of lo&er enrolment rates is expected to continue. There are t&o factors causing this decrease in students see*ing an M=( degree. The first one is that many graduates of four7year colleges are finding that M=( degree does not guarantee a plush Eo! on ;all Ctreet" or in other financial districts of maEor (merican cities. Ctudents have asked the -uestion. K/s an M=( degree really &hat / need to !e !est prepared for getting a good Eo!<K The second maEor factor has !een the cutting of (merican payrolls and the lo&er num!er of entry7level Eo!s offered. =usiness needs are changing" and M=( schools are struggling to meet the ne& demands.

##.

;hat is the main focus of this passage< (() (=) (>) (*) types of graduate degrees ho& schools are changing to reflect the economy changes in enrolment for M=( schools Eo!s on ;all Ctreet examining avoiding seiLing pursuing a center for international affairs a maEor financial center a shopping district a neigh!orhood in Me& Nork lack of necessity for an M=( and an economic recession lo& salary and foreign competition fe&er M=( schools and fe&er entry7level Eo!s declining population and economic prosperity M=( schoolsJ efforts to change :uture economic predictions ( history of the recent economic changes *escriptions of non7M=( graduate programs

#$.

(s used in line 0" the &ord KseekingK could !est !e replaced !y &hich of the follo&ing< (() (=) (>) (*)

#'.

;hich of the follo&ing descriptions most likely applies to ;all Ctreet< (() (=) (>) (*)

#).

(ccording to the passage" &hat are t&o causes of declining !usiness school enrollments< (() (=) (>) (*)

#+.

;hich of the follo&ing might !e the topic of the next paragraph< (() (=) (>) (*)

Lang age Str !t re (55 points) +as* 1 &hoose the word or phrase #"-'$ which best completes each sentence #,) points$

#. /f you ____________in such a hurry" you &ouldn t have forgotten the file. ( hadn t left ( Cupposing = didn t leave = %roviding > haven t left > ;hen * had left * *espite $ _____________he s &ith his friends" he s very talkative. '. They had lots of potatoes so they______________ !uy any more

didn t need to ( to leave ( &ill finish

= couldn t = leave > to leaving

> shouldn t

* mustn t

). Che threatened _______________ the meeting. * leaving > &ill !e finished * finish +. =y the time you come home" they______________ repairing the roof. = &ill have finished .. /t s a pity you didn t ask !ecause / ____________________ you. (. could help ( refused ( &hich home. ( picking up ( take ( in ( are to have !een = !eing picked up = taking = for > to take > on = is to !e > > !e picked up * to have taken * at is to !eing * is to have !een * pick up #0. Oack denied_______________ the money. ##. Oulia insisted___________ paying for the lunch. #$. They say that the nomination for the local a&ards_____________ held next month. #'. / got (nna ___________her computer for the &eekend. ( to let me to !orro& > let me !orro& to _________. ( having it repaired > have it repaired so it didn t matter. ( had prepared = have prepared = to cancel > &as preparing * had !een preparing #.. The meeting is said _______________!ecause the chairperson is ill. ( to have !een cancelled ( &ill come > to !e cancelled * to have cancelled > &ill have come * come #0./ &onder if CallyQQQQ..to the disco. = comes #2. PIo& long QQQQQQTony< PCince &e &ere children . = have repaired it * have had it repaired PMo" !ut /QQQQQa lot of food" = to let me !orro& * let me to !orro& =. &ould help >. could have helped = avoided = &hat > stopped > " that * " &hich *. might have helped * insisted 0. The inspector ______________ to say &hether there &ere any suspects. 2. This is the Eacket _________________ / got for my !irthday. 3. Marge s children are used to ______________ after school every day. They don t have to &alk

#). Che kno&s nothing a!out micro&ave ovens" so &hen hers !roke do&n" she took it to the shop

#+. P;ere you expecting Oane and %aul to stay for dinner<

( do you kno& ( due to ( get ( the highest ( to speak ( sad ( &ould visit

= are you kno&ing = although = to get = higher = speaking

> have you !eing kno&n > yet * despite * in to get * the higher

* have you kno&n

#3. Che &as very tired" _____________ she couldn t sleep. $0. There s no point QQQQQ.angry. Ie didn t mean to annoy you. > in getting > highest $#. The more persistently he &orked" ___________results he achieved. $$. / regret ______________so angrily &ith my !rother. > to have spoken * !eing spoken $' . PIelen is in !ad mood today . Nes. Che looks very __________ = sadly > sadder * much sadder * &ould visited * mis!ehaved $). PIave you seen %aul< PMo. /f / have time" /_____________ him tomorro&. = might visit > visit $+. / d rather you__________________ at the party last night. ( hadn t mis!ehaved = not to mis!ehave > didn t mis!ehave

+as* , -oo* carefull at each line. If a line is correct, put a tic* b it. If a line has a word which should not be there, cross that word out and write it b the line. +here are two examples at the beginning.

.ountain &limbing
0 00 # $ ' ) + . 0 2 3 #0 ## #$ #' #) #+ The most frightening experience in my life happened to me a fe& years ago &hile / &as !een at university. / &as a mem!er of the rock clim!ing clu!" and every &eekend &e &ould go for clim!ing in the ;elsh mountains. Hne Caturday &e sat off in fine spirit 8 the sun &as shining and there it &as not a cloud in the sky. ;e !egan to clim! the mountain" and !y lunch time &e had !eing managed to get at least half&ay that up. ;hile &e &ere eating our sand&iches and mint cake &e noticed some dark clouds forming up in the distance. ;e &eren t &orried" ho&ever" so &e continued on &ith our &ay. This turned out to !e a !ig mistake 8 the clouds got more closer and closer" then it !egan to sno&. ;e tried to get do&n the mountain" !ut the sno&storm !ecame so much !ad that &e got stuck. 1ventually &e &ere rescued" !ut not !efore that &e had spent half the night up there" cold" misera!le and sure a!out that &e &ere all going to die. / hope it &ill never happens again. 0 00 # $ ' ) + . 0 2 3 #0 ## #$ #' #) #+

+as* / Fill the gaps in the following text with onl one word in each space +here is an example at the beginning #0$

>orkscre&s
The first corkscre&s &ere kno&n as the !ottlescre&s and &ere invented in the early seventeenth century. They (0) QQQQQQQQ used to remove corks not (#.) QQQQ.QQ. from &ine !ottles !ut also from perfume and medicine !ottles. (#0) QQQQQ.QQ the middle of the eighteenth century the 1uropean countries of =ritain" :rance" Dermany" Iolland and /taly &ere the main market for corkscre&s. The :rench &anted (#2) QQQQQ..Q. corkscre&s to have ornate handles. The *utch chose those (#3)QQQQQ..Q silver handles &hile the =ritish and Dermans shared a preference ($0) QQQQQ.Q.. plain &ooden ones. 1ach manufacturer tried hard to protect his ne& ideas for the industrial production of corkscre&s. /t is estimated that in =ritain" !et&een the first corkscre& copyright ($#) QQQQQQ. issued in #03) and the start of the t&entieth century" more ($$) QQQQQ..QQ.. '00 such copyrights &ere granted. =y the nineteenth century the corkscre& &as an essential o!Eect in ($') QQQQQQ. 1uropean home. ( :renchman !egan exporting corkscre&s to =ritain" ($)) QQ.. at the same time a =ritish man &as exporting his corkscre&s to :rance. ($+)QQ.. QQ. a result" the corkscre& can !e ($.) QQQQQ..Q. to !e one of the first pan71uropean products. Today ($0) QQQQ..QQ. are many types of corkscre&s" !ut manufacturers are still ($2) Q.. for a stress7free method of removing corks" ($3) QQQQQQ.Q the long list of copyrights is likely to gro& ('0) QQQQQ..Q longer.

Writing (20 points) 0rite the composition of about ,)0 words. +he paper will be mar*ed considering its content, structure and fluenc , grammar and vocabular .