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Reading Passage 1
Look at the five advertisements, A-E.
Ku-ring-gai Chase National Park
Read the text below and answer Questions 6-14.
Reading Passage 2
Read the course descriptions below and answer Questions 15-22
COMMUNITY COLLEGE COURSES
If you have no previous experience with computers, or you have some gaps in your knowledge of the basics, then this is an appropriate course for you. This course will give you a thorough grounding in the fundamental concepts of computing common to all computers. It is a practical 'hands on' course that looks at how a computer operates and how the programs work. Using three of the most widely used programs in business, you will learn the basics of word processing, spreadsheets and databases. By the completion of the course you will be productive at a basic level and competent to progress to the elementary level of any of the specialised programs. No previous computer skills assumed.
Duration: 2 days
Class 25045: Wed/Thurs, 12,13 April, 9.15 am - 5.15 pm
Class 25006:Tues/Wed, 30, 31 May, 9.15 am - 5.15 pm
When dealing with your customers you are in a position of great importance. Your abilities directly influence the company's bottom line. This course will look at ways to revitalise the customer contact skills you already have and add many more. Learn ways to improve your communication with customers, at all levels, techniques to use with difficult customers, how to confidently handle complaints and keep your cool in stressful situations. Most importantly, you will learn to build goodwill and trust with your customers. Course notes, lunch and refreshments provided.
Tutor: Joshua Smith
Class 25026: Sat 20 May, 9.00 am - 4.00 pm
Everything you need to know before purchasing or starting a coffee shop, tearoom or small restaurant. A useful course for all aspiring owners, managers and employees of these small businesses to assist them in ensuring they don't make expensive mistakes and that their customers return again and again. Bring lunch. Notes and manual provided.
Tutor: Sarah Bridge
Fee: $55 (no concession)
Class 25252: Sat 6 May, 10.00 am - 3.00 pm
This course covers three areas of business communication:
- Interpersonal Communication
- Telephone Skills
- Business Writing Skills
Learning Outcomes: At the end of the course, participants will be able to effectively: plan and write workplace documents in plain English; gather, record and convey information using the telephone and in a face-to-face situation; and interact with clients within and external to the workplace about routine matters using the telephone and face-to-face contact. An excellent course for those entering or returning to the workforce. A Statement of Competency is issued if the assessment requirements are successfully completed.
Tutor: Douglass McDougall
Class 25021: Wed 3 May-21 June, 7-00 - 9.00 pm
Are you hating work, wanting a different job, needing a change or wanting a promotion? Come along to a new two-day program for women. We will explore your work goals and what holds you back; your fears in a work environment and how you handle them; your image and what it says to others; and your communication style and what it says. You will develop more confidence to make changes, get clearer about what you want and have the courage to act. It is a relaxed, informative and fun workshop with tots of practical tips!
Tutor: Sophie Bradley
Class 25036: Sun 18, 25 June, 9.30 am - 4.30 pm
Read the text below and answer Questions 23-27.
PLANNING YOUR CAREER PATH
It is not uncommon for people today to have three, four or even five different careers over the span of their working life. While this may suit some personalities, others may regard such a situation as disastrous. For the latter, taking the time to plan a career path can help to make an informed choice and avoid disappointment in the future.
There are several steps to consider in the career planning process.
Making a profile of who you are as a person will start the ball rolling. This involves determining the kinds of tasks you excel in. Are you good at calculating, designing, computer programming or maybe working with your hands? It also means deciding on the things you want from a career, such as long-term security, prospects of growth, flexible working hours or a good salary.
Searching web sites, scanning newspapers and magazines, and talking to friends and relatives allow you to learn about different career fields. It is also good to get first hand knowledge from people working in the field, giving you the added benefit of their experience. Matching up your personal attributes with the features and requisites of the various jobs helps, at this preliminary stage, to narrow down more suitable career choices.
In the next phase of the process, it is important to set some career goals because achieving these will lead to ultimate satisfaction and personal fulfilment from your chosen job down the track.
When setting goals you should think about career growth, earning potential and professional development.
These factors should be considered from the perspective of what is achievable long-term versus what can be feasibly reached in the short-term. Putting a timeframe on your goals draws a career pathway and maximises your career potential. For example, seeking a position in which there is potential to assume a managerial role is a goal that could be reached in a three year period, while aiming for the top job of Chief Executive Officer (CEO) is more realistically a long-term objective.
ACTING ON DECISIONS
Looking into prospective jobs and employers and contacting them is your next step. It is best to send a resume which is accompanied by a covering letter.
Reading Passage 3
The reading passage below describes some of the great inventions. From the information given, answer questions 28-40
There are some things we use every day. Can you imagine a world without zippers to fasten clothing? Have you ever wondered about the layout of the keyboard of a typewriter, which we see every day on the computer? These are just two of the many inventions which have made our lives easier. Maybe that's why we don't think about them very much!
Whatever did we do
In 1893 the world's first zipper was produced in Chicago. Although the inventor claimed that it was a reliable fastening device for clothing, this was not the case. The Chicago zipper sprang open without warning, or jammed shut, and it swiftly lost popularity. Twenty years later a Swedish-born engineer called Sundback solved the problem. He attached tiny cups to the backs of the interlocking teeth, and this meant that the teeth could be enmeshed more firmly and reliably.
At first zippers were made of metal. They were heavy, and if they got stuck it was difficult to free them. Then came nylon zippers which were lighter and easier to use, and had smaller teeth. The fashion industry liked the new zippers far better because they did not distort the line of the garment or weigh down light fabrics. They were also easier for the machinists to sew into the garment.
Meanwhile a new fastening agent made its appearance at the end of the twentieth century: velcro. Velcro is another product made from nylon. Nylon is a very tough synthetic fibre first developed in the 1930s, and bearing a name to remind the hearer of the two places where it was developed: NY for New York and LON for London. Velcro is made with very small nylon hooks on one side of the fastening which catch tiny looped whiskers on the other side of the fastening, It is strong and durable.
Velcro is used on clothing, luggage and footwear. It is quick and easy to fasten and unfasten, and has taken a large part of the zipper's share of the market. It is also used in ways a zipper cannot be used—for instance as an easily changed fastening on plaster casts, and to hold furnishing fabrics in position.
THE TYPEWRITER AND THE KEYBOARD
The keyboard of the modern typewriter is laid out in a most odd fashion. Why would anyone place the letters on the left side of the top row of the keyboard in the order QWERTY? The answer is simple: to slow the typist down. But first, let's consider the history of the typewriter itself.
In the 1860's a newspaper editor called Christopher Sholes lived in Milwaukee, USA. Sholes invented the first of the modern typewriters, although there had been patents for typewriter-like machines as early as 1714, when Queen Anne of England granted a patent to a man called Henry Mill for a machine which would make marks on paper 'so neat and exact as not to be distinguished from print'. In 1829, across the Atlantic in Detroit USA, William.Austin Burt took out a patent on a typewriter-like machine, four years before the French inventor Xavier Projean produced his machine designed to record words at a speed comparable to someone writing with a pen.
So the typewriter was not a new idea, although there had not been a successful realisation of the idea before Christopher Sholes's machine. His typewriter became very popular, and soon people learned to type very quickly—so quickly, in fact, that the keys became tangled. On manual typewriters the characters were set on the end of bars which rose to strike the paper when the key was pressed. In the first models, the keys were set alphabetically. When a quick typist tapped out a word like 'federal', it was very likely the adjacent e and d keys would become entangled.
Sholes therefore set about finding ways to slow the typist down. He looked for the letters which were most often used in English, and then placed them far away from each other. For instance, q and u, which are almost always used together in English, are separated by five intervening letters. The plan worked, and the typist was slowed down a little.
When computers came into use in the latter part of the twentieth century it was suggested that the keyboard should be rationalised. After all, there was no longer any need to avoid clashing manual typewriter keys. One new board included keys which produced letters which frequently occur together in English, like "ing" and "th" and "ed", so the word 'thing' would take two strokes to write instead of five. Although this made perfect sense, people found it very hard to learn to use a new keyboard, and the idea was dropped. It is unlikely that the keyboard will ever be changed.
Complete the table below.
Choose NO MORE THAN FOUR WORDS AND/OR A NUMBER
Write your answers in boxes 6-11 on your answer sheet.
|ACTIVITY||What to bring/wear||What is supplied||Chief Attraction||Duration|
|Early Morning Stroll||birdsong||6|
|Morning Walk||7||varied landscape, birds||3 hours|
|Poetry around a mid-winter campfire|
warm clothes, mug,
|Lovely water view||2 hours|
|Bairne / Basin track||11||Pittwater views||6 hours|
Do the following statements agree with the information in the text?
|YES||if the statement agrees with the views of the writer|
|NO||if the statement contradicts the views of the writer|
|NOT GIVEN||if it is impossible to say what the writer thinks about this|
12 Sections requiring some rock climbing are only suitable for those who exercise on a regular basis.
13 Poetry readings take place around a bonfire in the evening.
14 The guided walk through Mitchell Park is free.
From the list of course titles below, choose the most suitable title for Courses A-E.
Write the correct number, i-ix, in boxes 15-19 on your answer sheet.
NB: There are more titles than you will need.
|i||Managing Small Businesses|
|ii||Making Career Changes for Women|
|iii||Effective Workplace Communication|
|iv||Exceptional Customer Service|
|v||Computer Skills for the Workplace|
|vii||Introductory Computer Skills|
|viii||Restaurant Management for Beginners|
|ix||Business Writing Course|
15 Course A
16 Course B
17 Course C
18 Course D
19 Course E
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the text for each answer; Write your answers in boxes 20-22 on your answer sheet.
Improving one's communication skills can help ease 20 situations when dealing with difficult clients.
Your ability to effectively communicate in a variety of situations not only with internal clients but those 21 to the work environment is assessed on the course.
The focus is on exploring issues relating to your personal growth in the workplace and building 22 to bring about changes.
Complete the flow chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 23-27 on your answer sheet.
CAREER PLANNING PROCESS
Reason: making an 23 to avoid disappointment
• Defining 24 you do well
• Settling on things that are important
• Reviewing the range of career options.
• Excluding less 25 fields
MAPPING OUT A PATHWAY
• Setting career qoals. based on job growth, remuneration and 26
• Looking at long - and short-term goals in terms of a 27
MAKING A MOVE
• Getting in touch with prospective live employers.
Classify the following events as occurring
|A||before the 19th century|
|B||during the 19th century|
|C||in the first half of the 20th century|
|D||at the end of the 20th century|
Write the appropriate letter, A, B, C or D, in boxes 28-32 on your answer sheet.
28 Sundback’s zipper
29 the development of nylon
30 the development of velcro
31 the development of the first typewriter-like machine
32 the first appearance of Sholes’s typewriter
Do the following statements agree with the information in the passage?
|TRUE||if the statement agrees with the information|
|FALSE||if the statement contradicts the information|
|NOT GIVEN||If there is no information on this|
33 The first zipper though reliable was unpopular as a fastener.
34 The clothing industry welcomed the new zip fasteners because they easily weighed down lightweight material.
35 The nylon zipper lost a significant portion of its market share to the new fastening agent.
36 Typewriter-like machines began to be mass produced after they were patented.
37 Frequently used letters were positioned away from each other on the typewriter to reduce the typist’s speed.
Choose THREE letters, A-l.
Write the appropriate tetters in boxes 38-40 on your answer sheet.
The writer discusses the qualities and uses of Velcro.
Which THREE of the following are mentioned by the writter of the text?