Read the passage below and write the answers to the questions which follow in boxes 1-15 on your answer sheet.

The Art Gallery’s mission is to bring diverse forms of art and craft to the people of this city.

NEW YEAR FESTIVITIES

A multimedia exhibition from the four comers of the earth on show in the Hanson Theatre, Level 2, Main Building.

Free

Opens January 1, closes March 20.

THE ART OF THE EARLY WEST

American art of the westward expansion is on show in the South Gallery, Level 3.

$15 adults, $5.00 for members, $4.50 for students.

Opens March 13, closes June 30.

GREEK OLYMPIC SCULPTURE

A historical exhibit of work by ancient artists is in the North Gallery.

$10 adults, $8.00 for members, $6.00 for students.

Opens July 1, closes August 7.

DEVELOPMENTAL ART

Work by gifted local school children on show in the East Gallery.

$2.00. Donations may be left in the box at the exit, and will be gratefully received

Opens July 25, closes September 30.

Notice:

Headsets are available for the Greek Olympic Sculpture only

A fee of $6.00 per adult, $5.00 for members and $4.50 for students will be charged.

Questions 7 – 11

Read the extract below from the service directory of a Motorists’ Association.

Answer the questions by writing the appropriate extension numbers in boxes 7-11 on your answer sheet.

Call our main number 9292 9222 then call these extensions

All insurance enquiries 133

Credit card payments 344

Visa, Mastercard for membership and insurance policies (open 24 hours, 7 days)

Teleclaims 123

For motor vehicle claims (open 24 hours. 7 days)

HELPLINE

Road Service 114

(open 24 hours, 7 days)

HOME SECURITY 553

Alarm systems 554

(8 30 am to 5 pm, Monday to Friday, 8.30 am to 11 Saturday) for road tests, car buying, advice and assistance on motoring problems. Local call charge

Child restraint enquiries 632

Recorded road report for major highways 222

VEHICLE INSPECTIONS

(7am – 10 pm)

1 300 362 802

FINANCIAL SERVICES

(8.30 am to 5 pm. Monday to Friday, 8.30 am to 11 Saturday)

Home Loan 701

Life Insurance 976

Personal Loans 978

(8 30 am to 5 pm, Monday to Friday)

Sydney 191

Newcastle 132

Wollongong 132

Canberra 426

SMASH REPAIRS 900

Repairs guaranteed for life,

(7.30 am to 5 pm, Monday to Friday)

Batteries 111

DRIVE TRAVEL 122

Local touring information and attraction tickets

SERVICE (HEARING IMPAIRED)

Road Service 317

Insurance enquiries 728

Read the passage below and write the answers to the questions which follow in boxes 16-28 on your answer sheet.

SECTION 2

HOW TO USE THE LANGUAGE RESOURCE CENTRE (LRC)

General LRC rules

We have a number of simple rules to help you use the LRC. Please cooperate and enjoy your visit with us.

• No eating or drinking

• No copying of audio cassettes

Please work quietly. This is a library and many students are studying for exams.

Using the LRC

• You can use the LRC either on your own during self-access times or you may use it with your teacher as part of a lesson.

• If you use it as a self-access student you must scan your borrower barcode (issued by the library staff) when entering and leaving. The LRC is for use by Language Centre students only.

• All bags must be put in the bag-rack.

• Always work quietly.

Photocopying

We have a photocopier available. Please ask the library staff to help you. The cost is 20c for one A4 sheet.

Borrowing from the LRC

Language Centre students are permitted to borrow materials from the library. Other schools’ students must use the facilities at their own schools.

Full-time students: Give your photo-ID card to the librarian and you will get an LRC number. Part-time students: You will need to bring your $50.00 deposit receipt from the cashier. When your course finishes, bring your library card back and your deposit will be refunded in cash.

Loans

Language students can borrow up to 4 items (of which no more than 2 can be kits) at one time. Kits are bags containing book(s) plus cassette(s).

All teacher trainee students may borrow up to 3 items:

• IELTS materials 1 week

• Listening kits 1 week

• Most other books 2 weeks

Books marked REF in red are reference books and cannot be taken out of the library. Books marked REF in green may be removed by staff only.

Renewals

Most items can be renewed once. IELTS materials cannot be renewed.

Read the passage below and write the answers to the questions which follow in boxes 29-40 on your answer sheet.

During the first year of a child’s life, parents and carers are concerned with its physical development; during the second year, they watch the baby’s language development very carefully. It is interesting just how easily children learn language. Children who are just three or four years old, who cannot yet tie their shoelaces, are able to speak in full sentences without any specific language training.

The current view of child language development is that it is an instinct – something as natural as eating or sleeping. According to experts in this area, this language instinct is innate – something each of us is born with. But this prevailing view has not always enjoyed widespread acceptance.

In the middle of last century, experts of the time, including a renowned professor at Harvard University in the United States, regarded child language development as the process of learning through mere repetition. Language “habits” developed as young children were rewarded for repeating language correctly and ignored or punished when they used incorrect forms of language. Over time, a child, according to this theory, would learn language much like a dog might learn to behave properly through training.

Yet even though the modern view holds that language is instinctive, experts like Assistant Professor Lise Eliot are convinced that the interaction a child has with its parents and caregivers is crucial to its developments. The language of the parents and caregivers act as models for the developing child. In fact, a baby’s day-to-day experience is so important that the child will learn to speak in a manner very similar to the model speakers it hears.

Given that the models parents provide are so important, it is interesting to consider the role of “baby talk” in the child’s language development. Baby talk is the language produced by an adult speaker who is trying to exaggerate certain aspects of the language to capture the attention of a young baby.

Dr Roberta Golinkoff believes that babies benefit from baby talk. Experiments show that immediately after birth babies respond more to infant-directed talk than they do to adult-directed talk. When using baby talk, people exaggerate their facial expressions, which helps the baby to begin to understand what is being communicated. She also notes that the exaggerated nature and repetition of baby talk helps infants to learn the difference between sounds. Since babies have a great deal of information to process, baby talk helps. Although there is concern that baby talk may persist too long, Dr Golinkoff says that it stops being used as the child gets older, that is, when the child is better able to communicate with the parents.

Professor Jusczyk has made a particular study of babies” ability to recognise sounds, and says they recognise the sound of their own names as early as four and a half months. Babies know the meaning of Mummy and Daddy by about six months, which is earlier than was previously believed. By about nine months, babies begin recognizing frequent patterns in language. A baby will listen longer to the sounds that occur frequently, so it is good to frequently call the infant by its name.

An experiment at Johns Hopkins University in USA, in which researchers went to the homes of 16 nine-month-olds, confirms this view. The researchers arranged their visits for ten days out of a two week period. During each visit the researcher played an audio tape that included the same three stories. The stories included odd words such as “python” or “hornbill”, words that were unlikely to be encountered in the babies’ everyday experience. After a couple of weeks during which nothing was done, the babies were brought to the research lab, where they listened to two recorded lists of words. The first list included words heard in the story. The second included similar words, but not the exact ones that were used in the stories.

Jusczyk found the babies listened longer to the words that had appeared in the stories, which indicated that the babies had extracted individual words from the story. When a control group of 16 nine-month-olds, who had not heard the stories, listened to the two groups of words, they showed no preference for either list.

This does not mean that the babies actually understand the meanings of the words, just the sound patterns. It supports the idea that people are born to speak, and have the capacity to learn language from the day they are born. This ability is enhanced if they are involved in conversation. And, significantly, Dr Eliot reminds parents that babies and toddlers need to feel they are communicating. Clearly, sitting in front of the television is not enough; the baby must be having an interaction with another speaker.