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Question 1 of 6
1. Question
LISTENING
In this section, you will hear a monologue. You will hear the monologue twice. Choose the best answer.
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- What is the main idea the teacher is trying to introduce?
a. public art is still too new to be of value
b. public art is a diverse and universal art form
c. controversy over public art will insure its limited influence - What are two elements of all art mentioned by the teacher?
a. color and space
b. texture and tradition
c. design and expense - Which is NOT given as an early example of art-in-public-places?
a. a Shinto shrine in Japan
b. the Statue of Liberty in New York
c. the Bode Museum in Germany - Which statement is true according to the lecture.
a. The viewer becomes part of the image on the Vietnam Memorial wall.
b. The orange gates in Central Park were only up for a year.
c. Graffiti is now a form of urban art accepted by everyone. - How does public art affect us differently?
a. we think about the location of the art piece
b. we believe we can see the piece for free forever
c. we don’t consider the artist because most pieces are anonymous
- What is the main idea the teacher is trying to introduce?
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Question 2 of 6
2. Question
VOCABULARY
A. Match each word with the correct definition.
Sort elements
- the feeling of being thankful for something
- a large meeting or conference
- an unexpected meeting
- all of the people born at about the same time
- a group of people who are chosen to discuss or answer questions about something
- a number of books telling stories about the same characters
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appreciation
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convention
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encounter
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generation
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panel
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series
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Question 3 of 6
3. Question
VOCABULARY
B. Complete the sentences with the correct word. You do not need to use all the words.
theoretically suspect motivate capture episode colleagues assumption significance
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- Teens who show confidence and caring would have fewer social problems when they got older.
- Watson and his are studying the factors that lead to a happier adolescence.
- Difficult times often writers to tell stories that they might not have written during easier days.
- The gold necklace my mother gave me has a lot of , because it was a gift from her great-grandmother.
- The movie was able to the beauty of the book, but it couldn’t include all of the little details.
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Question 4 of 6
4. Question
GRAMMAR
A. Complete the sentence. Write A or B in the blanks.
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- Luckily, the bus before I got to the bus stop.
a. didn’t leave
b. had not left - The room felt cold because we the windows.
a. didn’t close
b. hadn’t closed - Because she had in lived Tokyo for a year she comfortable going back to visit.
a. felt
b. had felt - The writer had gone to Egypt to do research before he his next novel.
a. wrote
b. had written
- Luckily, the bus before I got to the bus stop.
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Question 5 of 6
5. Question
GRAMMAR
B. Complete the sentence with the present perfect or present perfect continuous form of the verb in parentheses.
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- I (wait) for an hour and the bus still isn’t here. I hope it comes soon.
- Lisa and Jack are living in Japan. They (work) there since last January.
- Rick (be) in college for four years. He graduates in June.
- you (see) the new exhibit at the museum yet?
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Question 6 of 6
6. Question
READING
A Mentor
Section I
When people hear that I’m a mentor, they often make the assumption that I had a really tough upbringing myself, which just isn’t the case. But I always use that misapprehension to make a point about the kids I mentor, that it’s the easiest thing in the world to jump to conclusions about them, too. Kids like that get put in a box so early in life that they often don’t have the strength to get out on their own. I guess that’s where a mentor comes in.
Section II
As I said, I had a supportive family and was lucky enough to go to a fantastic public school, but I did have a very close buddy that inspired me to become a mentor. When I was in elementary school, Reggie and I were inseparable, to the extent that people often mistook us for siblings. Reggie, however, came from a broken home, and as he moved into adolescence, he started getting wilder and more frustrated, angry. I didn’t know what to do and could only watch helplessly as he got caught up in a life of drugs, violence, and crime.
Section III
He died young, of course – crashed a stolen car while drunk. I was furious with him, at first, for the waste, for the mess he had made of his life. Later, I decided that, if it wasn’t suicide, it was something close. He didn’t want to live a long life, didn’t know how to. His father had abandoned him, his mother resented him for depriving her of the fun she thought she deserved, and there wasn’t one adult in his life to say to him, “Don’t despair. You are an important person.”
Section IV
That’s what a mentor’s for, essentially. I go to a community center in the Bronx twice a week and act as the alternative adult for a troubled teen. I’m not fooling myself – I can’t save these kids single-handedly, but I can make a difference in their lives. Gary – the guy in charge of the center – says that just seeing someone with a successful life, someone who holds down a job, could leave a strong impression. After all, it might be the first time they’ve seen such a creature.
Section V
Leroy is the kid I mentor at the moment. We’ve been hanging out for nearly a year now, and he’s finally starting to open up. His dad’s in jail and his mom works two jobs to keep a roof over his and his three sisters’ heads. We play cards or chess – I taught him and he’s already beating me half the time, so you can imagine how clever he is. He’s in trouble at school more often than not though, and tells me he gets bored there. I tell him to suck it up – not graduating will be a barrier to nearly everything he wants to do in life.
Section VI
When I first started mentoring, I was looking after a different kid called Kevin, but he stopped turning up at the center after a while, and Gary told me recently that he had been arrested for a series of car thefts. I was devastated, and I didn’t know why. Or maybe I did – he reminded me of someone from my past. They get under your skin, these kids, no matter how much you pretend they haven’t. So it’s best just to accept it and be there to give them guidance for as long as they want you, which could well mean into adulthood and beyond.
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A. The reading passage has six sections I–VI. Choose the most suitable heading for each section II–VI from the list below. Write the appropriate letter (a–h).
Example
Section I Heading: d
A. A Downward Spiral
B. Unrecognized Genius
C. A Life in the Balance
D. Fated to Fail?
E. Committed for Life?
F. An Unhappy End
G. Pessimistic Parents
H. A Positive Role Model- Section II Heading:
- Section III Heading:
- Section IV Heading:
- Section V Heading:
- Section VI Heading:
Choose the best answer.
- What similarity does the writer have with the teenagers he mentors?
a. They had a difficult time growing up.
b. People have the wrong impression of them.
c. They have a deep distrust of authority.
d. They tend to make assumptions about people. - What kind of relationship did the writer have with Reggie?
a. They were half-brothers.
b. They were in the same class at school.
c. They were the best of friends.
d. They were distant relatives. - How does the writer feel about Reggie’s death?
a. He feels he could have prevented it.
b. He is angry that Reggie didn’t ask for his help.
c. He regrets that Reggie had nowhere to turn.
d. He resents the fact that Reggie was driven to suicide. - In Section IV, the writer suggests that many of the kids that are mentored.
a. have never had a relationship with an adult.
b. will end up in trouble with the law.
c. will go on to have successful careers.
d. only know adults with chaotic lives. - The writer is afraid that Leroy
a. will leave school without qualifications.
b. will have the same fate as Reggie.
c. will start getting in trouble at school.
d. will follow in his father’s footsteps. - Who did Kevin remind the writer of?
a. himself
b. Gary
c. Leroy
d. Reggie
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