آزمون دی ماه 96 ept

Section One: Vocabulary

Read each statement below carefully and fill in the b)ank(s) with the best answer (1, 2, 3, 4)

Section Two: Structure Part One

Read the following sentences. In each sentence, choose the number of the underlined word or group of words that is NOT correct.

Section Two: Structure Part Two

In each of the following sets of sentences, three sentences are grammatically correct and one sentence is not grammatical. Identify the incorrect sentence and mark your answer sheet.

Section Three: Reading Comprehension

Directions: Read the passages and choose the one best answer, (1) , (2), (3) or ( 4), for each question.

Passage 1

Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning. They organize instruction so that students are the producers, not just the consumers, of knowledge. To best guide children in the habits of reflection, these teachers approach their role as that of "facilitator of meaning making." In the role of facilitator, the teacher acts as an intermediary between the learner and the learning, guiding each student to approach the learning activity in a strategic way. The teacher helps each student monitor individual progress, construct meaning from the content learned and from the process of learning it, and apply the learning to other contexts and settings. Leaming becomes a continual process of engaging the mind that transforms the mind.mind. nfortunately, educators do not often ask students to reflect on their learning. Thus, when students are asked to reflect on an assignment, they are caught in a dilemma: "What am I supposed to do? How do I 'reflect'? I've already completed this assignment! Whv do I have to think about it anymore?" In response to our questions, students who are inexperienced with reflection offer simple answers such as "This was an easy assignment!  or i really enjoyed doing this assignment. 11 If we want students to get applying past knowledge to new situations, thinking about thinking (metacognition), and remaining open to continuous learning-we must teach them strategies to derive rich meaning from their experiences.

Passage 2

Innateness must be clearly distinguished from heritability, at least in the scientific sense of that term. The idea that heritability scores measure the degree to which a characteristic is innate is a vulgar fallacy. Heritability is a statistical measure of the sources of individual differences in a population. While heritability itself is well understood, its relationship to the innate/acquired distinction remains highly controversial. The belief that a trait is innate is today commonly expressed by saying it is 'in the genes'. But genes play an essential role in the production of every trait. Consequently, it will not do to say simply that innate traits are 'caused by genes' while acquired traits are 'caused by the environment'. Any relationship between genetic causation and the innate/acquired distinction wi11 be far more complex than this. Recent philosophical analyses of the innate/acquired distinction can be classified into four types. The first identifies innate traits with those characteristics of an entire species and identifies acquired traits with those that vary between populations and individuals. A second type of analysis identifies innate traits with those that can be explained by natural selection. The third, and currently the most influential, identifies innate traits with those produced by particular patterns of interaction between genes and environment. A fourth, quite different, type of analysis suggests that labeling a trait 'innate' is a way to indicate that it lies outside the domain of psychology.

Passage 3

ilicon Valley is probably the most famous valley in the world. Although it is not the place where the first computer was built (that was Manchester, England), Silicon Valley, near San Francisco. was the birthplace of the modem computer industry. For this. we can say thank you to scientists at the universities in California, and to the Hippies of the I 960's. It was in the nineteen-sixties that American "youth culture" really began. California, of course, already existed; but the Sixties Generation rediscovered it. At that time there were really two different forms of youth culture; the "Beach Boy" culture on the one hand. and the anti-establishment hippies and radical students on the other hand; and thev all dreamed of California.

For the Beach Boys, that meant southern California, where they could sing about surfing and cars; for the Hippies and radicals, it meant San Francisco, "flower power" and revolutionary new ideas. The campuses at Berkeley and Stanford, near San Francisco, were hot-beds of new ideas. new technology, new culture, and new ways of living.

When they finished university, many of the best students did not look for jobs with big companies like Ford or Exxon. Instead, they wanted to be free and run their own operations and stay in California, not far from San Francisco. Silicon Va11ey is thus a group of small towns. including Palo Alto and San Jose, a few miles south of San Francisco. The high-technology industry was already present around San Francisco. Intel had been founded in 1968, and in the same year, the first computer mouse was built at Stanford University. In 1970, Xerox opened a research center in Palo Alto. There were also other electronics companies, like Hewlett Packard, and Fairchild, the world's first"semiconductor" company. Then, in 1976, an electronics student called Steve Jobs started a small computer company in his garage; he gave it the same name as the Beatles' record company: Apple. Very soon, more companies, like Seagate and Google appeared. "Silicon Valley" had arrived. There was even a sort of primitive Internet connecting many addresses in Silicon Vallev. called the Arpanet. Today, Silicon Valley is still the home of the computer in industry· it is still full of high technology, but it is not the only center for high-tech in the USA.

Passage 4

Theories about how brain works remain a topic of debate. It is agreed, though, that the hippocampus, a part of the brain, is undeniably important for memory. When we experience something, the information is sent via our senses to the hippocampus, where it is processed. scientists believe that brain cells called neurons first transform the sensory stimuli we experience into images in our immediate memory. Then, these images are sent to the hippocampus and stored temporarily in short- term memory. In the hippocampus information is organized, and it is during this process that parts of the image of our experience fade away. Finally, certain information is then transferred to long-term memory in a section in the frontal lobe of the brain known as the cerebral cortex. Scientists think this process may happen while we are sleeping, but exactly how the information is transferred from one area of the brain to another is a mystery.

Section Four: Cloze Passage

Read the folJowing passage and fill in the blanks with the most appropriate choice.

The Tenth Revision of the International Classification of Diseases and Health Problems defines the dependence syndrome as ... (86) .... a cluster of physiological, behavioral, ... (87) ... cognitive phenomena in which the ... (88) ... of a substance or a class of substances takes on a . . . (89) ... higher priority for a given individual ... (90) ... other behaviors that once had greater value.

A ... (91) ... descriptive characteristic of the ... (92) ... syndrome is the desire (often strong, sometimes overpowering) to ... (93) ... the psychoactive drugs (which may or not have been medically prescribed), alcohol, or tobacco. There may be evidence that ... (94) ... to substance use after a period of abstinence ... (95) ... to a more rapid reappearance of other features of the syndrome ... (96) ... occurs with nondependent individuals. In 1964, a WHO Expert Committee introduced the ... (97) ... 'dependence' to replace the terms addiction' and 'habituation'. The ... (98) ... can be used generally with reference to the range ... (99)... psychoactive drugs ( drug dependence, chemical dependence, substance use dependence), or ... (100) ... specific reference to a particular drug or class of drugs (e.g.,alcohol dependence, opium dependence). While ICD-10 describes dependence in terms applicable across drug classes, there are differences in the characteristic dependence symptoms for different drugs.