Gabriela Mistral was once an ordinary teacher in a small village school in Northern Chile. Towering mountains separated her village from the world outside. Gabriela Mistral was only fifteen when she began teaching, but she was a good teacher. She helped the minds of her students scale the mountain walls and reached out to the world beyond. For eighteen years, Gabriela devoted her life to the poor farm children of Chile’s northern valleys. During part of this time, she was director of schools in all of the Chile. Before long, many countries recognized her as a great friend of children and a leader in education. In 1922, she was invited to Mexico to help organize the Rural School System. Two years later, Gabriela Mistral came to the United States where she served as a visiting professor in several colleges. In New York City, a group of teachers helped to finance the publication of her first book of poetry. Some of her books have been translated into six different languages. She gave the income from some of her books to help poor and neglected children. Beginning in the 1920s, her interests reached out to broader fields. Statesmen asked her advice on international problems. She tried to break through the national barriers that hindered the exchange of ideas among the Spanish-speaking people of South America. She tried to develop a better understanding between the United States and countries of Latin America. In 1945, she gained worldwide recognition by winning the Nobel Prize in literature, the first South American to win the prize.
Questions 29 to 32 are based on the passage you have just heard.
29. Where did Gabriela Mistral start her teaching career?
30. How did Gabriela Mistral help the poor children of her hometown?
31. Why did many countries think highly of Gabriela Mistral?
32. How did Gabriela Mistral become famous all over the world? Passage Three
Over time animals have developed many ways to stay away from predators. A predator is an animal that hunts and eats other animals. Hiding is one of the best ways to stay alive. Some animals hide by looking like the places where they live. To see how this works, le t’s look at the sea dragon. It is a master of disguise. The sea dragon is covered with skin that looks like leaves. The skin helps the dragon look like a piece of seaweed. A hungry meat-eater would stay away from anything that looks like seaweed. Other animals stay safe by showing their colors. They want other animals to see them. Scientists call these bright colors warning colors. You have probably seen animals that have warning colors. Some grasshoppers show off their own bright colors. Those colors don’t just look attractive. They tell the enemies to stay away. Of course, hungry predators sometimes ignore the warning. They still go after the grasshopper. If that happens, the grasshopper has a backup of defense. It makes lots of foam. The foam tastes so bad that the predator won’t do it again. Color doesn’t offer enough protection for some other animals. They have different defenses that help them survive in the wild. Many fish live in groups or schools. That’s because there is safety in numbers. At the fir st sign of trouble, schooling fish swim as close together as they can get. Then the school of fish makes lots of twists and turns. All that movement makes it hard for predators to see individuals in a large group. Questions 33 to 35 are based on the passage you have just heard.
33. What is the speaker mainly talking about?
34. What protects the sea dragon from a meat-eater’s attack?
35. According to the passage, why do many fish stay in groups? Section C
For some educators, there is nothing wrong with fun and games. A group called the Education Arcade recently held a conference in Los Angeles to discuss the future of educational games, and it brings together international game designers, publishers, teachers and policymakers. The Education Arcade commenced at the Massachusetts Institute of Technology, near Boston. Professors cooperated with the Microsoft Company to create what they called the Games-to-Teach Project. The group began to explore techniques to use technology in teaching and learning. They worked with game designers to develop ideas about how mathematics and science could associate with game playing. The group recently announced that a ―Games for Learning‖ statement will be placed on some products. The goal is to help people find games that are recreational but will also teach. The Entertainment Software Association says approximately fifty percent of all Americans at age six and older play computer and video games. Sales of such games in the United States grew eight percent last year, to seven-thousand-million dollars. Experts say developing a successful computer game can take millions of dollars and years of work. They say many companies are not willing to invest that much money and time in educational games when other kinds sell better. Still, companies have been creating systems like hand-held educational devices made by LeapFrog. And new educational role-playing games are being developed on the basis of the results from recent surveys and related research. For example, M.I.T. is developing a game so that players will get to experience the American Revolution online.
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