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Reading Comprehension for the FCE Examination E. Moutsou - S. Parker

Published by: MM Publications www.mmpublications.com

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Copyright © 1999 MM Publications

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publishers.

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Produced in the EU

ISB~: 978-960-7955-88-3 C0910002011-4224

R eading Comprehension for the FCE Examination is intended for Pre-FCE and FCE level students. Its aim is to help them develop and improve their reading skills, as well as prepare thoroughly for

Paper 1 (Reading Comprehension) of the Cambridge FCE Examination.

The book provides students with step-by-step guidance and practice In all parts of Paper 1 of the

examination. It is divided into ten units, followed by five complete Reading Comprehension Practice Tests.

There are two units focusing on each of the four parts of Paper 1, each of which deals with different

aspects of the corresponding part as follows.

PART 1 UNIT 1: Matching headings with the paragraphs of a text

UNIT 6: Matching summary sentences with the paragraphs of a text

PART 2 UNIT 2: Answering multiple choice questions focusing on specific information or details

UNIT 7: Answering multiple choice questions focusing on global understanding, reading

between the lines and lexical reference

PART 3 UNIT 3: Completing a gapped text with missing sentences

UNIT 8: Completing a gapped text with missing paragraphs

PART 4 UNIT 4: Matching questions with texts related to a common theme

UNIT 9: Matching questions with sections of a single text

Each of the above units is divided into three sections: Developing Strategies, Examination Practice and

Vocabulary Expansion. In the Developing Strategies section, various skills and techniques are introduced

in the form of exam tips, accompanied by exercises in which the strategies presented have to be applied.

The section called Examinaton Practice includes a list with the main exam tips and a task which follows

the exact FCE Examination format. Finally, in the Vocabulary Expansion section, there is a number of

exercises which introduce and practise the use of some vocabulary commonly found in this part of the

examination.

Units 5 and 10 are Consolidation Units. Each of them consists of some general exam tips, a complete

Reading Comprehension Practice Test, which follows the examination format and revises what has been

taught in the four units preceding it, and a Vocabulary Revision section.

The five Practice Tests at the end of the book require students to put into practice everything that has

been taught throughout the book and are ideal for the final stage of their preparation for the examination.

Each of them consists of all four parts of Paper 1 and follows the exact FCE Examination format.

UNIT 1 MATCHING HEADINGS WITH PARAGRAPHS Developing Strategies ............................................................................. 6

Examination Practice ............................................................................ . 10 Vocabulary Expansion .......................................................................... . 12

UNIT 2 ANSWERING MULTIPLE CHOICE QUESTIONS I Developing Strategies .......................................................................... . 14 Examination Practice ............................................................................. . 18 Vocabulary Expansion .......................................................................... 20

UNIT 3 COMPLETING A GAPPED TEXT WITH MISSING SENTENCES Developing Strategies .......................................................................... 22 Examination Practice ............................................................................ 26 Vocabulary Expansion ......................................................... ...... ........... 28

UNIT 4 MULTIPLE MATCHING I Developing Strategies .......................................................................... 30 Examination Practice ............................................................................ 34

Vocabulary Expansion .......................................................................... 36

UNIT 5 CONSOLIDATION I Examination Practice ............................................................................ 38 Vocabulary Revision ...................................................... .................... ... 45

UNIT 6 MATCHING SUMMARY SENTENCES WITH PARAGRAPHS Developing Strategies ......................................................... " ............... 46

Examination Practice .......................................................................... .. 50 Vocabulary Expansion ....................................................... .................. . 52

UNIT 7 ANSWERING MULTIPLE CHOICE QUESTIONS 11 Developing Strategies .......................................................................... 54 Examination Practice ............................................................................ 58 Vocabulary Expansion .......................................................................... 60

UNIT 8 COMPLETING A GAPPED TEXT WITH MISSING PARAGRAPHS Developing Strategies .......................................................................... 62 Exa m i nati on Practi ce ............................................................................ 66 Vocabulary Expansion .......................................................................... 68

UNIT 9 MULTIPLE MATCHING 11 Developing Strategies .......................................................................... 70 Examination Practice ............................................................................ 74 Vocabulary Expansion .......................................................................... 76

UNIT 10 CONSOLIDATION 11 Examination Practice ............................................................................ 78 Vocabulary Revision ............................................................................. 85

Practice Test 1 ...................................................................................... 86 Practice Test 2 ....................................................................................... 94 P r act ice T est 3 ..................................................................................... 102 P r act ice T est 4 ..................................................................................... 110 P r act ice T est 5 ...................................................................................... 118 Sample Answer Sheet ..................................................................... . 127

MATCHING HEADINGS WITH PARAGRAPHS

In Part One of the Reading Cornprehension Paper you are of ten asked to match the paragraphs of a text with given headings. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully do this type of task.

Developing Strategies

o a. Below are the headlines of three articles. Read the headlines and guess what each of the articles is about.

What makes you think so?

b. Below are the introductory paragraphs of the three articles. Read paragraph 1 and decide which of the

headl ines A -C above is the most suitable heading for this paragraph. What are the reasons for your choice?

Every year at least fifty people

are bitten, butted or even

butchered in shark attacks.

Tabloid newspapers scream

hysterically about coastal

deaths, but it's nothing

compared to what we do to

them; we murder twenty million

sharks every year. No

competition really. 1

Travelling in the skies is becom~ng rather risky, accor?mg to figures released last mght, which reveal a dramatic increase in the n~mber of near-misses. The CIVil Aviation Authority is u~gentIy trying to find out why pIlots have failed more than ~ver before to follow the I~structions given by aIr-traffic controllers.

El

am,'liil) In order to be able to match headings with paragraphs you do not need to understand everything in the paragraphs. The important thing is to understand the gist or the main point of each paragraph, which is normally reflected in the corresponding heading. There are a number of key words/phrases, in each paragraph , which are related both to the gist of the paragraph and to the words found in the corresponding heading (they can be synonyms or refer to the same topic). So, the task of matching headings with paragraphs is easier if you first identify the key words/phrases in the paragraphs and then match them with the words included in the headings.

c. Now read paragraphs 1 - 3 in b above, and find the key

words/phrases in each of them . Match these

words/ phrases with the words included in the headlines

and write your answers below. The first one has been

done for you. Then, decide which of the three headlines

A -C is the most suitable heading for each paragraph

and wr ite your answers in the boxes provided.

DANG ER

AIR

STREET

PROTEST

SAFETY

KI LLERS

VICTIMS

risky

UNIT I Reading _

e a. Read the pa ragraph below and underline any words that you do not know.

T he approach to the settlement is across rough mountainous terrain , on a road that has seen better days. The main square is dominated by the old court-house building, which is dilapidated and uncared for. With just a few old men sitting outside a r un-down looking establishment which appears to be some kind of coffee-house, it is hard to believe that this used to be a bustling mining community back in the time when the region was still rich in iron ore.

0:(111/1, I )

When you read a text in English, you will often find some words which vou do not know or cannot remember what

/

they mean. Don't panic! You don't have to know or guess the meaning of all the words in a text in order to understand its gist. It is, therefore, important that you can distinguish between the words that you need to understand for the gist and those that you can ignore.

MN»li l) Once you have decided which words are important for understanding the gist of a text, you must try to guess what they mean.You can guess the meaning of an unknown word by looking at it in its context, that is by understanding how the words before and after the unknown one are related to it. In most cases you don't have to guess the exact meaning of a word. It is enough to understand its general meaning or what topic it is related to .

b. Look at the words that you have underlined in

the paragraph above. In the space below,

write the ones that you think are necessary for

understanding the gist of the text.

c. Try to guess what the following words from the paragraph in a mean. Which of the words that appear before and after each unknown word can help you guess what each of them means? What is the general meaning of each unknown word? Complete the table below as in the example. Use the same technique to guess the meaning of any other words you may have written in b.

terrain dilapidated

establishment bustling

across, mountainous, on a road it has to do with place or ground, a piece of land

D Reading UNIT 1

E) a . Below is the introductory

paragraph of a text. Read it

and try to understand its gist.

What do you think the rest of

the paragraphs of the text are

about?

Uruguay is situated in the heart of South America. It is surrounded by the enormous countries of Brazil in the North and Argentina in the West as well as the deep blue Atlantic Ocean in the East. The Oriental Republic of Uruguay, as it is formally known, provides a wealth of sights, sounds and smells one can experience.

Mani ,l ) You can understand the gist of a paragraph not only by finding the key words/phrases in it but also by identifYing the topic sentence. This sentence, which is usually but not always the first sentence of the paragraph, presents its main point. The rest of the sentences in the paragraph simply expand on or justify what is mentioned in the topic se ntence. Therefore , you must first identify the topic sentences, second, find the key words/phrases in each paragraph, and in particular in the topic sentence, and finally match them with the words in the headings which are synonyms or refer to the same topic.

MUli, l) Remember that in the examination all the paragraphs make up a single text, so they are thematically linked. Therefore, some key words/phrases in the paragraphs may be related to more than one heading. In addition, quite often a word in a heading does not appear in the appropriate paragraph but in another one. Don't let this trick you, be careful and double check your answers.

b. Underline the topic sentence of the paragraph

above and circle the key words/phrases. Then

decide which of the three headings below is

the most suitable for the paragraph.

-

LOCATION

-- ~ -......-- ~- - - -----

COUNDiRYS1DE - ~ -

c. Read the rest of the text about Uruguay on

page 9. In each paragraph underline the topic

sentence and circle the key words/phrases.

Uruguay has very mild weather. Temperatures range from 12 0 Celsius in the winter to about 25 0 Celsius at the height of the summer, making it a pleasure to visit regardless of the time of year. Moreover , having an average rainfall of about 1,000 millimetres per year, the countryside is rich and fertile.

However, people are more inclined to travel to Uruguay because of its wealth of sandy beaches stretching along the Atlantic Ocean. It is therefore not surprising that most tourists love to spend time at the beach swimming, sunbathing or indulging in their favourite watersports. If one is to include the delta of the River Plate, there are around 650 stupendous kilometres of seaboard to explore.

On top of this, Uruguayans are amongst the most charming people in South America, though they are just a fraction ofthe continent's total number of inhabitants. When the last census was carried out in 1995, they numbered 3.2 million , l.3 million of whom were in the stunning capital Montevideo. Even though the original residents were the Charroas Indians, ninety percent of the inhabitants of Uruguay are of Spanish or Italian ongm.

UNIT I Reading _

I t is therefore reasonable that, like most of South America, Uruguay's traditions have a strong Spanish influence. Much of the country's folklore and music celebrates the Gaucho, the cowboy of the Pampas and hero of the War of Independence against Spain. Some of the most significant works of Latin American Art can be found in the many museums scattered throughout the country and especially the capital.

The rich culture and the magnificent beaches along the Atlantic coast have contributed to the expansion of the tourist industry in recent years. However, the main source of income for most of the residents of Uruguay comes from the stock-raising industry. This involves meat production and the export of live animals, wool and leather. The port cities of Salto and Paysanu on the River Plate are at the heart of this industry.

Uruguay's present day prosperity is due to the fact that it is one of the more stable democracies in South America. Presidential elections are held every five years and a twenty-nine-member Administration as well as a Senate are also elected. Uruguay together with Argentina, Brazil and Paraguay have formed MERCOSUR, an association of South American countries whose aim is to promote trade in the region. Montevideo has also been chosen as the future seat of MERCOSUR, which is expected to increase the city's vitality and strength in the region.

d. Try to guess the meaning of any unknown key words/phrases that you have circled. Then, match all the key

words/phrases with the headings A - G below by completing the chart. Finally match the headings with the paragraphs

by writing the correct letter in the boxes 1- 6 above each paragraph. There is one extra heading which you do not need

to use.

Gov.eranmentv " ic .. • . " .~ . .,.~tt' is

.~~

Economy . . ', ~;'·c ~ ,y,.;~~~'L"""

ID Reading UNIT 1

Examination Practice

mm». I I J;) To successfully complete Part One of the Reading Comprehension Paper, make sure you do the following:

• Read the rubric and the title of the text carefully, as they give you a general idea of what the text is about.

• Read the headings first. Remember that the last heading is always an example which matches with the first paragraph (0) in the text. There is also one extra heading which does not match with any of the paragraphs.

• Read the text quickly for gist. Remember that you should not spend a long time doing so, as you do not need to understand every detail.

• Identify the topic sentence and the key words/phrases in each paragraph and then try to match the paragraph with the appropriate heading.

• After you have matched all the paragraphs with the headings, read the heading that you did not use and make sure that it is not suitable for any of the paragraphs in the text.

You are going to read a magazine article about battery farming. Choose the most suitable heading from the list A-H for each part (1-6) of the article. There is one extra heading which you do not need to use. There is an example at the

beginning (0 ).

No recent development

Cleaner egg production

Science at the service of mass production

Political action

Primitive production

Improvements in cost and cleanliness

Reactions and misconceptions

A question answered

H

"What exactly is battery farming ?" one might well ask. Battery farmin g involves the production of eggs at the least possible cost using the least possible space. A chicken battery usually looks like an enormous garden shed with rows and rows of cages, inside which chickens are kept busy eating and laying eggs.

However, this view of egg production doesn't actually sit pretty with most people today, considering all the negative hype attached to it. For some years now, we have been receiving information through the media from environmental and animal rights organisations about how inhumane this system of egg production is. This has led many people to wrongly believe that this technique has been developed only recently.

However, battery farming, which is one aspect of factory farming, has in fact been around for more than fifty years. The research was originally done in America during the 1930s and has been used in Europe since just after the end of World War 11.

UNIT I Reading GIll

Health rather than economy was the primary motivation for the development of battery farming in the first place. The idea was to separate the birds from their waste, as this could contaminate the eggs with parasitic diseases. This was why cages with sloping floors were introduced, en£!.bling the egg to roll clear of the chicken waste as soon as the chicken had laid it.

At first , the cages were quite primitive, made of wood and wire. However, they were soon replaced by metal ones, as it was quickly understood that wood became easily infected and was therefore unhygienic. In fact, it wasn't long before the whole system became automated, which required very little labour expenditure and cut down costs even more, making it very popular with poultry farmers.

Geneticists have also been involved in battery farming, doing research and cross-breeding birds in order to improve production. It wasn't until the late sixties that they came up with a bird capable of laying about three hundred eggs a year, each weighing approximately 63 grams. This, in combination with the fact that this bird also required the minimal amount of feeding units, made it the ideal producer, and this type of bird has remained the most popular one up till now.

However, battery farming has been outlawed in Switzerland by an act of Parliament. Other European governments have followed suit, but they have been more inclined to introduce strict guidelines, while research is carried out to develop more humane methods of egg production.

ID Reading UNIT I

Vocabulary Expansion ..................................................................................... ............................................................................................... ... ..............................................................................

o Match the words 1-10 with their synonyms a-i·

reveal inhabitant

risky quantity

ideal perfect

resident latest

consider spread

scatter effect

influence disclose

amount expenses

recent hazardous

cost regard

e Look at the words below and write them in the correct place in the table below the box, according to their

general meaning.

advance collection drop fall look into probability puzzle technique

analyse cut down (on) elect improvement lower procedure reduce trouble

ap proach decline evolution investigate opt for process select variety

assortment difficulty examme lessen pick progress senes way

chance diminish explore likelihood practice prospect study worry

;r.'

r RESEARCH

UNn I Reading _

a. The words in each group in exercise 2 have a similar meaning, but they are not exact synonyms, as they are

used in different contexts. Look at the grid below and tick the appropriate boxes to indicate the context(s) in

which each of the verbs on the left can be used.

aJt clown (on)

decrease

lower

reduce

fall " .

la. Read the following sentences and decide which answer A, 8, C or 0 best completes each sentence.

1 My father has a rare _______ of 19th century colour prints.

A collection B series C range D variety

2 The present goverment was _______ three years ago.

A elected B selected C chosen D picked

3 Many tennis players have tried to copy Pete Sampras' ______ _

A practice B method C way D technique

4 My dream is to _______ the Australian outback.

A explore B look into C investigate D research

5 The workers demanded a(n) _______ in their working conditions.

A development B advance C improvement Devolution

6 It took the police months to put all the pieces of the _______ together and solve the crime.

A problem B puzzle C trouble D worry

. 7 The scientist was eager to _______ the results of her experiment.

A analyse B research C explore D look into

8 A degree in Business Administration will enhance your career ______ _

A likelihood B chances C prospects D possibilities

ANSWERING MULTIPLE CHOICE QUESTIONS I

In Part Two of the Reading Comprehension Paper you will be asked to ansuler a number of multiple choice questions based on a text. Some of them will focus on specific inforrnation or details in the text. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully answer such questions.

Developing Strategies ................................... ............................................. ... ......... .. ......................... ........................... ................... ..... ... .................. .. ... ......... .. ...... .... .......... .... .. .. ............. .... .. .......

o a. Read the following paragraph quickly. What is the main idea?

It was past twelve o'clock when I awoke and the sun was streaming in through the curtains of my room in long slanting beams of dusty gold. I told my servant that I would be at home to no-one. After I had had a cup of hot chocolate and a bread roll, I took down my copy of Shakespeare's sonnets from the book-shelf and began to go carefully through them. Every poem seemed to me to support Cyril Graham's theory. I felt as if I had my hand upon Shakespeare's heart, and was counting each separate throb and pulse of passion.

MIni i I) When answering questions which focus on details or specific information, always read the text once quickly (skim the text) to understand its gist and what each paragraph is about. Then, read the relevant parts of the text more carefully (scan the text) to answer the questions .

mIlIA, I) In the examination you have to answer a number of multiple choice questions, for each of which there are four options. Always read the questions and the options carefully. The wrong options are usually written in such a way that they appear to be correct.

Avoid using options which: • sound logical, but are not mentioned anywhere in

the text, • include a word/phrase from the text but do

not mean the same thing, • overgeneralise using words like always, never, all,

every ete.

Remember that such options are wrong. The correct option will always answer the question accurately and the idea it expresses can always be found in the text.

b. Now, read the paragraph more carefully and

answer the follOWing questions, which focus on

different details.

1 What time of day is it? _________ _

2 Where is the writer? -----------3 What does the writer seem to e~oy doing?

c. Now answer the following question based on the

text above. Under the correct option, write the part of

the text which expresses the same idea. Under each

of the wrong options, write why it is not correct.

What did the writer do as soon as he had had breakfast?

A He gave his servant instructions.

B He read Cyril Graham's theory.

C He searched through his book-shelves for a book.

D He read some poetry.

UNIT 2 Reading ~

e a. Read the follow~ng paragraph and underline any words that you do not know.

When I first tried bungee jumping, it was undoubtedly the most exciting experience of my life. The sun was streaming down and the river was flowing far below in a torrent. I was insecurely balanced on the parapet of the bridge in terror. However, when I finally launched myself, I experienced an extraordinary sensation of freedom which I had never felt in my life before. As the river came rushing up to meet me, I had the brief thought that maybe my harness wouldn't work. Unexpectedly, this idea was less disturbing than one might think.

MD/Ai l) When trying to guess the meaning of an unknown word, always look for clues 'in the context (the words before and after it), as well as in the word itself. See if it is similar to any other words that you know and try to analyse it into its parts - root, ending, prefixes, suffixes. Then, try to determine: • what part of speech it is (e.g. verb, noun, adjective etc.) , • if it has a positive, negative or neutral meaning, • what general topic it is related to, • what it means approximately.

b. Try to guess the meaning of the following words from the paragraph in a by completing the table below. The first two have been done for you.

undoubtedly torrent

insecurely parapet launched extraordinary

harness unexpectedly

UNKNOWN WORD

ANALYSIS OF THE WORD WORDS IN CONTEXT PART OF SPEECH GENERAL MEANING

undoubtedly

torrent

insecurely

parapet

launched

extraordinary

harness

unexpededly

un - doubt - ed - ly

river, flowing

adverb

noun

without doubt, certainly

it has flJ dn wiJh a ri:t£r, fast rmd vident flow of uxder

E) a. On the following page you are going to read a magazine article about the cartoonist Mike Judge. Before

reading it, look at the following topics and guess the order in which they may appear in the text.

. • Future plans Introduction to animation and h· d

I - - IS a vancement· . : I Early adulthood b {; . In It _ _ e ~ taking up animation ....,

MII/I, I) Remember that skimming the text helps you understand what each paragraph is about, so that you know where to look for the answer to a question.

b. Now skim through the article on page 16

and match the topics A - F above with the

corresponding paragraphs. Write your

answers in the boxes above each

paragraph and check if your predictions in

a were right.

., Reading UNIT 2

You may think to yourself "Who is Mike Judge?", but if I say 'Beavis and Butthead' everyone seems to know who they are; two cartoon characters with large heads, large nostrils and deformed mouths, whose laughter is as distraught as they are. Mike Judge, their creator, goes on to describe them as the most unsightly Americans ever. They are not only uncool and uneducated, but they also live in a vast suburban wasteland, where their presence seldom goes unnoticed. But how much do these social outcasts resemble Mike Judge?

Born in Ecuador in 1962 and brought up in Albuquerque, New Mexico, Mike Judge was the son of an ex-marine pilot and a Spanish teacher. Being a skinny, pale faced, blonde nerd in a neighbourhood where racial tensions ran high, he describes his high school years as being far from his best. If this wasn't enough, he was dyslexic and like Butthead he had to wear braces to straighten his teeth. His only defence against being teased was his never-ending attempts to make everyone laugh - and so a comedian was born!

Nevertheless, Mike never really made a career out of comedy. After working part-time as a paperboy and at a drugstore, he finally landed a job at a local fast food restaurant, from which he was sacked for eating too many French fries. Eventually, he moved to San Diego, where he studied physics and later received his bachelor's degree. However, things didn't work out as he had planned. In 1988, after working as an electronics engineer for a company which designed test programs for military aircraft, he moved back to Texas, where he joined a band. There, he soon got married to his college sweetheart, Francesca Morocco.

Mike Judge's first contact with animation didn't come until he visited an animation festival at a Dallas theatre. He was so fascinated by it all that he visited the local library and read almost all the books about drawing cartoons. His initial attempts produced cartoons such as 'Ftog Baseball', 'Office Spare' and 'Huh?', but it wasn't until he sent some of his work to MTV that he gained any acknowledgement. Amazed by 'Frog Baseball' and a couple of 'Beavis and Butthead' cartoons, Abby Terkuhle, executive producer at MTV, finally offered Mike his own show in the autumn of 1992. At present, he still does most of the voices for 'Beavis and Butthead', but unlike them, he doesn't have an enormous head or a strange-looking mouth. .

Recently, Mike Judge has been working on a movie called 'Beavis and Butthead Do America'. Here the two characters set out to find their stolen television, but along the way they are mistaken for hired killers and evil masterminds and are eventually hunted down by government agents. According to their creator, a sense of pity arises from seeing them as personae non gratae - that is, liked by no-one. In fact, the viewer may become a little more empathetic with Beavis and Butthead this time round. Despite this, the characters themselves have absolutely no self-awareness and continue with their antics unhindered.

Unlike his creations, Mike Judge is a married self-made cartoonist with two daughters, a fast car and whatever else is part of the American Dream. His future ambitions include a new series called 'King of the Hill' and possibly some short films of his own. Whatever Mike's endeavours might be, however, there is no doubt that his work will have global appeal.

M1111Ii l) It is advisable to try and answer the questions first without looking at the options available. In this way, you will not be influenced by any of the incorrect options. Remember that the questions are presented in the same order as the corresponding information in the text.

1 Why did Mike Judge have a difficult time as a teenager?

2 How did Mike Judge deal with his problems in high school?

3 How did Mike Judge learn how to draw cartoons?

4 When was Mike Judge's work first recognized ?

c. Answer the following comprehension

questions based on the article above.

Underline the part of the text where each

answer is found.

5 According to Mike Judge, in what way is the 'Beavis and Butthead' film different from the MTV show?

UNIT 2 Reading ~

d. Now answer the quest ions 1-5 by circling the best option for each question (A, B, C or D) wh ich is most similar

to your answer. Provide evidence showing why each option is co rrect and why the other three ore wrong.

1 \Vh y did \1 ike J lIclge have a difficu lt time as a teenager?

A Beca use h is pa re nts were strict. B Beca use he \\ as a racist. C Because e\ enone thought he looked like Butthead. D Because of hi s appearance and learning d isorder.

2 In high school, ho \\' did Mike Judge deal with h is problems ?

A by laughin g at his classmates B by getting \'ario us part-time jobs C by entertai nin g the people around him D by straighten ing hi s tee th

3 H ow did Mike Judge learn how to draw cartoons ?

A by readi ng a lot of books about cartoon drawing B by yisiti ng an animation fes tival in Dallas C by stud ying an imatio n at college D by going to th e library and reading all the books abou t animation

4 \Vhe n \o\'as Mike J udge's work first recognized ?

A just before Abby T erkuhle saw some of his work B as soon as he began doing all the yoices for the cartoons he produced C when some of his first cartoons were seen by a television producer D after 'Bea\'is and Butthead ' was shown on television

5 Accordin g to Mike Judge , in what way is the 'Beavis and Butthead' fi lm different from the MTV show?

A I t presen ts the more sensitiye sides of 'Beavis and Butthead'. B I t makes the aud ience sympathise with the characters . C I t deals with th e problems of being socially unacceptable. D I t is not as successful as the television show.

Mllll i I )

Sometimes instead of a question you may be presented with an incomplete sentence, the end of which is missing. Whenever you have to complete such sentences, read them together with each of the options and decide whether the statement formed is True or False according to the text. The correct option is the one which together with the given beginning of the sentence form a true statement.

e. Answer questions 6 and 7 below by choosing

the be st opt ion A, B, C or D . Remember to

justify your choices.

6 As soon as he finished coll ege, Mike Judge

A j oined a b ~ 1 11 d,

7 According to the wri ter, Mike J udge's work

A reflects the American Dream. B got marri ed , C fo und a ch a lkn g ing job. D fl e \,; militan ~li nLtf t.

B will make h im successful. C wi ll attract interest worldwide. D is too ambitiou s.

_ Reading UNIT 2

Examination Practice am,nl ill)

To successfully complete Part Two of the Reading Comprehension Paper, make sure you do the following:

• Read the rubric and the title of the text carefully, as they give you a general idea of what the text is about.

• Skim through the text once to understand its gist and what each paragraph is about.

• Read the questions and then scan the text to locate specific information or details.

• When answering the questions, try not to be influenced by the wrong options. Read the question first and underline the part of the text where the answer can be found. Then, look at the options available and choose the one which expresses the same idea as the part of the text you have underlined. To make sure you have chosen the correct option, look at the other options and decide why they are wrong.

• When completing incomplete sentences, take the same steps as when answering questions and make sure that the incomplete sentence together with the option you have chosen is a true statement according to the text.

You are going to read a magazine article about the Nobel Prize for literature. For questions 1-7, choose the answer

(A, 8, C or Dj which you think fits best according to the text.

By the time of his death in 1896, the Swedish inventor and philanthropist Alfred Nobel had accumulated a fortune equivalent to one hundred and fifty million pounds in today's terms. According to his will , the bulk of his fortune was put into a trust and the interest from this should be used to fund five yearly prizes awarded to individuals or institutions who distinguished themselves in the fields of physics, chemistry, medicine, literature and international peace. The Nobel Prize for literature, which is awarded by the Swedish Academy in Stockholm, has become the most prestigious literary award in the world today.

The winner of the Nobel Prize for literature is usually announced on a Thursday morning in October , though it has been known to be as late as November on the occasions when the Nobel committee have had trouble reaching a consensus. Which Thursday the announcement will be made on is kept a closely gl)arded secret un til for ty-eight hours beforehand, and then the information is released to the press.

The Nobel committee is made up of eighteen members of the Swedish Academy in Stockholm, who have the daunting task of sifting through the two hundred or so nominations that are received every year. This process is also carried out behind closed doors , as the last thing the committee wants is a three-ringed circus surrounding their deliberations.

A writer 's formal nomination must have been received by the Academy no later than the first of February of the year in question . T hen, a sub-committee made up of five members of the Academy considers the nominations and quite quickly reduces the list to fifteen names. By the end of May this list has been further reduced to six finalists. This short list is then presented to the whole committee on 31st May, just before the Academy begins its summer recess.

During the summer break the members of the committee have time to read the material of the shor t-listed writers in depth. On returning to the Academy in mid September, each member presents a pap er they have prepared, giving their reasons for the final choice they have made. These choices are then debated in full sessions ofthe Academy on the next few Thursday evenings between 5.00 and 6.30 pm, until a maj ority decision is reached. When this happens, a morning meeting is announced for the following Thursday, when an official ballot is held .

The ballot is held in an elegant eighteenth century room at the Academy. The members of the committee write their choice on a piece of paper. These papers are then placed one by one into an antique silver drinking tankard called a 'stop' in Swedish. They are then counted by the secretary, who leaves the room at exactly 1.00 pm and walks through a grand hall to his own office where the press are waiting. He officially discloses the name that appeared most often on the pieces of paper in the 'stop'. This is how the world learns who the winner of the Nobel Prize for literature IS.

Like every other high profile award , there is a certain amount of controversy su rrounding it. T his has been true since the first award , which went to Sully Proudhomme. Outside France this was not regarded as a popular choice, as most writers felt that it should have gone to Leo Tolstoy. In fact, several writers of great distinction , such as J oyce, Gorky and Brecht were never honoured with this prize, while there were winners whose work was popular in their day but did not stand the passage of time.

However, despite this controversy, the world ofliterature waits with bated breath every autumn to learn who the recipient of the ultimate literary honour will be for that year.

1 According to :\ obei' s "ill , the interest coming from his fortune should

A fund pri zes ~I\\ " a rded to five outstanding scientists. B fund prizes granted for excellence in five areas of human endeavour. e be gi\"en to fi\" e distinguished philanthropists. D be spe nt by th e Swedish Academy in Stockholm.

2 When is the Nobel Prize for literature announced?

A on the last Thursdav in October B on a Thursdav in October or November e after the press have been notified of the winner D when the committee manage to come together

3 The nominations for the Nobel Prize for literatu re are examined by

A all the members of the Swedish Academy. B an eighteen-member committee. e a fifteen-member committee. D a five-member committee.

4 What happens in May each year?

A The six finalists for the Nobel Prize are chosen. B The Nobel committee presents the short list to the public. e The Nobel committee begins its summer holidays. D A sub-committee is formed.

5 What do the members of the committee do during the summer?

A Thev ha\"e discussions with the writers. B They prepare a short list. e They study the finalists ' books and prepare a presentation of their choice. D They read all the nominees' books.

6 Who is the first to know the winner's name after the ballot? A the Press B the secretarv of the committee e the Academy members D the writer

7 Why did the fir st a\\"ard of the Nobel Prize for literature cause controversy?

A French people did not agree with the choice made. B Proudhomme \\"as not a \"ery good writer. e Tolstoy fe lt that he should have got the prize. D Many tho ught that T olstoy deserved the prize more than Proudhom me.

UNI' 2 Reading ~

E> Reading UNIT 2

Vocabulary Expansion ... ... ..... .... ..................... ...................... .................. .. ..... ..... ................................................................. .. ... .... ... ... ............ ...... .. ...... .... ... ... .. ........... .... ... ............... .. ....... ...... .... ...

o Read the short texts a-i below which describe different situations. Then complete the blanks using the

adjectives in the box to make a general comment on each situation.

boring different easy impossible strange

a He went back to his home town after a five- year absence to find out that many things had changed.

b I nearly fell asleep during the history lecture.

C While driving through the countryside last night , I saw an unusually bright light in the sky.

d No matter how hard she tried, she never managed to run 100 metres in less than 12 seconds.

e I had no problem in understanding the instructions in the manual.

f The guide's information helped us get around the beautiful town.

9 He enjoyed the day trip to Windsor Castle very much.

h Although I didn 't quite agree with Jack's decision , I could see the reasons which led him to it.

I regret losing my temper and shouting at my friend in front of everyone .

pleasant understandable useful wrong

He found his town _________ _

I found the lecture - ---------

I saw something _________ _

It was __________ for her to do it.

It was for me . ----------

We found the guide's tips _______ _

He found the trip _________ _

I found J ack's d ecisio n ________ _

I realised tha t what I had done was

E) Look at the words below and write them in the correct place in the table below the box, according to their

general meaning.

abnormal conflict fast hasty once in a while rarelv scheme argument connect fight hurried peculiar regularly speed y associate controversy frequently infrequently programme relate succeed combine cunous funny link project repeatedl y swift come first earn gam many times quarrel row triumph commonly extraordinary hardly ever odd rapid schedule unusual

JOIN

SELDOM

QUICK

STRANGE

PLAN

DISPUTE

UNIT 2 Reading ~

a. Look at the grid below and tick the appropriate boxes to indicate the context(s) in which each of the verbs on the left can be used .

earn

gain

come first (in)

succeed (in)

b. Read the following sentences and decide which answer A, B, C or D best completes each sentence.

1 J eff is known to make _______ decisions only to regret them later.

A has ty B speedy C rapid D swift

2 I was watching TV but the _______ wasn't interesting. So I went out instead.

A sched ule B programme C scheme D project

3 I haye _______ told you not to call me at this hour.

A regularly B repeatedly C commonly D many times

4 T he _______ concerning land ownership was settled in court.

A quarrel B dispute C fight D struggle

5 I'm always so busy I can only go out ______ _

A once in a while B seldom C infrequently D hardly ever

6 The _______ is on for equal rights in the work place.

A di spute B struggle C argument D conflict

7 The _______ change of events in the country's political situation left everyone in shock.

A speedy B hurried C hasty D rapid

8 The tour guide kept to a tight _______ so that the group could visit all the major sights in two days.

A plan B schedule C scheme D programme

9 You should neyer _______ medication with alcohol because the result can be dangerous.

Ajoin Blink C connect D combine

10 T he child hac! a( n ) _______ gift for playing the piano.

A extrao rd inan B odd C abnormal D peculiar

COMPLETING A GAPPED TEXT WITH MISSING SENTENCES

In Part Three of the Reading Comprehension Paper, you will be asked to conlplete a gapped text front which parts have been removed and are presented in jurnbled order. Quite often the parts which have been removed are sentences. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully do this type of task.

Developing Strategies ......... ..... ......... ............................ ............................................ ....... .............. ........... .. .......... ... ......................... .. ..... ...... ... ............. .. .. .. .. ............ ........... ............ .. ... ......... ........

o MlIDAi l) When you are presented with a text from which some parts have been removed, it is advisable to read the whole text first in order to understand its gist. Then, carefully read the sentences before and after each gap and try to guess what each missing part is about.

a. Read the following paragraph, from which one

sentence has been removed. What do you think the

missing sentence is about? Why?

Iceland is an island country which has been seen by millions of airline passengers through their cabin windows. However, only a few have actually landed in Reykjavik, and have had the opportunity to explore the island , which lies just outside the Arctic Circle. Attractions such as volcanoes , geysers, lakes and hot springs can make a visit to this country an unforgettable experience.

-• ,. __ ~...- .~_._' ... ~-e- . ' .~-... -~

MlIIIA, I) Before deciding which sentence fits a gap in a text, carefully read the sentences before and after the gap and the sentences which have been removed from the text and are presented in jumbled order (options). Look for clues both in the text and in the options. The correct option must logically complete the meaning that the writer is trying to communicate, and some usually includes vocabulary which is relevant to words/phrases found in the sentences before and after the gap. The tenses in the correct option must also fit logically with the tenses used in the text.

umllAi l) There are usually some important words in a text which need to be mentioned several times. To avoid repeating these important words too many times, writers usually replace them with other words/phrases, which either describe them (e.g. the capital of France instead of Paris), or are similar in meaning (e.g. pictuTe instead of painting), or have a more general meaning than them (e.g. children instead of boys).

b. Read the sentences A-C below and choose the one

which fits the gap in the text in a . Justify your choice.

A In contrast to what many people belieye, there is lots to discover in Iceland apart from ice and snow.

B The first inhabitants of Iceland were a group of Norwegian families who settled on the island in AD 874.

C Iceland is the most sparsely populated country in Europe with only 260,000 inhabitants, forty percent of whom live in the capital.

c. Read the paragraph in a again and write all the

words/phrases that are used as a substitute for the

word Iceland.

E) Mani, ;) There are a number of \\·ords in a text called reference items, ,vhich uSllalh refer to other words or phrases mentioned earlier in the text. The most common reference items are personal pronouns (e.g. he, she, it , they, th em ) and demonstratives (e.g. this, that, there). It is important to identify what such words refer to, as this will help you understand the text.

them

It There ____________________________________ __

They

OIID/A, I) When completing a gapped text, pay special attention to any reference items that appear in the text and especially in the sentences immediately after a gap. Underline these reference items and keep them in mind while choosing your answer. Make sure you choose an option which includes a word or phrase that the reference item logically refers to ..

UNIT 3 Reading a. a. Read the paragraph below and identify what the

words in bold refer to.

Many different ethnic groups have inhabited North Africa through the ages. Tunisian cuisine has taken the best from each of them. It is characterised by the spicy tastes found in Spanish and Arabic cooking, as well as the fine flavours of French and Italian cuisine. So, we suggest that those visiting Tunisia should definitely go to some traditional restaurants. There, they can experience a variety of rich culinary delights.

b. Read the following paragraph, from which one

sentence has been removed. Underline the

reference item in the sentence after the gap. Then,

read sentences A-C and choose the one which fits

the gap in the paragraph. What does the reference

item refer to? Why aren't the other options correct?

In Tunisia one can taste a variety of traditional specialities. It usually accompanies a mutton , chicken or fish dish and, of course, a selection of boiled vegetables.

A Eggs are among the most frequently used ingredients in North Mrican cooking.

B T unisia's national dish is couscous, which is made of finely ground grains boiled over steam and served with a spicy gravy.

C We met a famous Tunisian chef, who told us about some delicious dishes.

omHDA, I) When completing a gapped text, pay special attention to reference items that appear not only in the text but also in the options. If you decide to complete a gap with an option which includes a reference item, make sure that the item logically refers to a word or phrase which appears in the sentences immediately before the gap.

c. Read the following paragraph from which one

sentence has been removed. Then read sentences

A - C and underline the reference item in each of

them. Which of the three sentences fits the gap in the

paragraph? What does the reference item in it refer

to? Why aren't the other options correct?

Tunisian cuisine also features a selection of soups boiled in stock and accompanied by macaroni and vegetables.

A more spicy alternative to these soups is harira, which contains enormous amounts of pepper and chilli.

A T hese delightful di shes are also flavoured with various herbs, particularly coriander and parsley.

B It is usually f() \I owecl by shakshuka, a dish consisting of stewed vegetables, mainly onions and tomatoes.

C T here, YOll can enjO\· \·our soup together with some freshly baked bread.

~ Reading UNIT 3

E) mln'jr) When completing a gapped text, you should also pay attention to sentence linkers which appear in both the text and the options. These sentence linkers link sentences in different ways and are used to:

a. Read the fol low ing paragraph and complete the

blanks 1-4 with the sentence linkers in the box.

However Therefore • add, clarify or emphasise • express contrast

Then Besides

• express relations of cause-result • express time relations

Many people are under the impression that bats have a well­developed sense of sight which enables them to see clearly in the dark. (1 ) , this is not the case, as research has shown that bats have very poor eyesight. (2) , their eyes are much too small for them to be able to identity anything while they are flying around. Amazingly enough , the bat's ability to 'see' is due to its ears rather than its eyes! The bat has the ability to produce high - pitched sounds, which deflect from objects in its fli ght p ath and re tu r n to the bat . (3 ) , these echoes are p icked up by the bat's ear s, which work like a highly d eveloped r ad ar sys tem. (4) , the bat is able not only to avoid obstacles but also to locate its prey.

MD/I, I) vVhen completing a gapped text, pay attention to the sentence linkers that appear in the text (especially after each gap) and the options. When you have completed the gaps, check that each sentence which includes a sentence linker- whether it appears in the text or is an option - makes good sense in relation to the sentence before it.

b. Read the followi ng paragraph from which three

sentences have been removed and underli ne all the

sentence linkers. Then read sentences A -O and do the

same. Choose from the sentences A -O the one which

fits each gap (1-3 ) in the paragraph. There is one extra

sentence which you do not need to use.

Bats are efficient hunters. Many of them hunt insects which are harmful to crops. a In addition , some

species of bat eat larger prey such as frogs, mice or even small birds. Another species is known to feed on fish

while they are swimming! O wing to its name, many people imagine a blood-suckin g beast.

It does not sink its teet into people sleeping at home with their windows open!

A O n the contrary, this gentle creature eats onl y insects and frui t.

B T herefore, bats are often associated with vampires.

C Even though they are small creatures, bats can consu me up to a thousand insects an hour.

D T here is also a species of bat known as 'T he Great Vampire'.

o a. Skim through the following text and find out what it is about. Do not worry about the gaps in the text yet.

One of the greatest blockbusters of 1996 was the fi lm version of the musical Evita. a T he fi lm version

took a long time and numerous changes in the cast and production were made until the actual fi lm starring

Madonna and Antonio Banderas came to be.

Both the stage m lI sical and the film version are based on the life of Eva Peron.

However , ma l1\' among the \ ollnger generations may well ask, "Who exactly was

Eva Peron~ \\ 'as she ~l sin ge r. an ac tress or a dancer? Is that why Madonna was

chosen to portr;w her life in the film? " El Eva, or Maria E\'a DlIarte . as ,,'as her full name, was born in Los Toldos, a suburb

of Buenos Aires in 19 19. El That was when she met her future husband

Colonel Juan Peron , Despite the upper classes' reservations, the couple got married

the following year .

UNIT 3 Reading GII

A group of young army offi cers - including Peron - had taken control of the government in 1943, and Peron rose

rapidly. He first became Secretary of Labour and Social Welfare, and from that position he brought labour unions

under government control and greatly helped the under-privileged. In 1946, when he had accumulated enough

power to run for president, he changed the face of Argentina's politics by founding the 'Peronista' party. a Eva Peron, who had already given up her acting career, played a major role in her husband's success. As first lady,

she managed labour relations by organising labour unions and had a very strong influence onJuan Peron's political

decisions. Eva was largely responsible for the popular following of Per on's regime and she was adored by the masses,

who affectionatelv called her Evita, because she increased welfare benefits for the workers and promoted women's

right to vote . a T he director wanted to give the film anauthentic touch, so some scenes had to be shot at the presidential palace in

Buenos Aires. a Despite these setbacks, Madonna persisted and even talked to the president personally and

eventually persuaded him, With her performance as Evita, she managed to win the hearts of many people including

the Argentinians.

b. Read the sentences A-F below and underline all the reference items. Look back at the text and guess what each item

refers to. Then underline all the reference items appearing in the text in the sentences immediately after a gap.

A In actual fac t. she was all of these things early on in her life , and later on she established herself as a prominent political fi gure in Argentina.

B Therefore . it is not surprising that the people of Argentina were deeply moved by her untimely death from cancer at th e age of thirty-three.

C T his first appeared on stage in both England and America and marked another success for Andrew Lloyd Webber, v;ho had ah'each' \\'on a number of awards for his musicals.

D He \\'on that year's election with a landslide victory, which was largely due to the support he got from the agricultural and industri al workin g classes .

E The atmosphere was not always perfect, though , as many Argentinians were horrified at the idea of Madonna portraying th eir idol and the president was at a loss whether to grant permission for filming at the palace or not.

F She started her actin g career at the age of fifteen and by 1944 she was a popular radio and film actress.

~

c. Read the text and sentences A-F again. Circle all the vocabulary items in the sentences which are relevant to

words/ phrases used in the text.

d. Circle all the sentence li nkers in the text and sentences A-F. What does each of them express?

e. Choose from the sentences A-F the one which fits each gap (1-6) in the text. Before deCiding, pay attention to the vocabu lary, reference items and sentence linkers both in the text and the sentences. Remember that there must always be some log ica l connection between the sentences before and after each gap and the correct option. Write your answers in the box next to each gap in the text.

~ RL'adi I~ UNIT 3

Examination Practice ......... ...... ........ ........................ .......... .. .... .. ..... ... ..... ..... ........................ ... .. ................... ... ............... .. .. .... ......... .. .. ..... ....... .. ... ... ... ... .. ... ....... ..... ........... .. ...... ... ......... ..... .... ... .. .. .

Mtlnli lJ;) To successfully complete Part Three of the Reading Comprehension Paper, make sure you do the following:

• Read the rubric and the title of the text carefully, as they give you a general idea of what the text is about.

• Read through the text once quickly to understand its gist and what each paragraph is about.

• Read through the options quickly. Remember that the last sentence is always an example which completes the first gap (0) in the text. There is also one extra sentence which does not fit any of the gaps.

• Read the sentences before and after each gap and decide what the missing sentence is about.

• Read the options again and decide which of them fits the gap. Pay particular attention to the vocabulary, reference items and sentence linkers both in the text and in the options. There must always be some logical connection between the sentences before and after the gap and the correct option .

• After you haye completed all the gaps, read through the completed text and make sure it makes sense. Read the option that you did not use and make sure that it does not fit any of the gaps in the text.

You are going to read an article about dictionaries. Eight sentences have been removed from the article. Choose from

the sentences A -I the one which fits each gap (1-7). There is one extra sentence which you do not need to use. There

is an example at the beginning (0).

A very basic requirement for anybody embarking on the study of the English language is without doubt a copy of a

good dictionary. Nowad ays, acquiring a dictionary is not a very difficult task. Al l it involves is a tr ip to one's nearest

bookshop where a healthy selection is bound to be available. B I

It is less than six hundred years since the first attempt at compiling a dictionary of the English language was made .

H owever , the advent of the first dictionary goes even fu r ther back in time than that. T he actual dictionarv

consisted of clay tablets engraved with cuneiform writing, a primitive form of wr itten language.

The Greeks and the Romans also produced lexical lists such as Appolonius' glossary of words and ph rases used by

Homer. The first alphabetically ordered glossary was put together by Verrius Flaccus in Rome around the ti me of

the birth of Christ. El From the collapse of Imperial Rome until the end ofthe Middle Ages very little development was going on in Europe

in all areas of human culture including written language.EI Therefore, it is not surprising that the first attempt

at compiling a complete single language dictionary was carried out by the Arab Khalil ibn Ahmad . T he study of

Arabic also encouraged the compilation of a H ebrew dictionary.

T he Storehouse for Children or Clerics', which was written by the English monk Galfridus Grammaticus and was printed

in 1449, could be regarded as the first English dictionary.a

In actual fact, a dictionary of English like the ones we are familiar with today did not appear until 1604. It was the

work of Robert Cawdry and consisted of difficult English vocabulary and their definitions in simpler language .

However , it was not yet referred to as a dictionary, but 'A T able Alphabetical'. Henry Cockeram was the first to use

the word 'dictionary' to describe this type of reference book. B A variety of dictionaries followed Cockeram's work but without much success . D T his work proved to be so

popular that it became the cornerstone of all literary endeavour well into Victorian times. Because ofthe advancement

in the standards of education , by the middle of the nineteenth century there was a much greater need for the use

of reference books like dictionaries. The full set is made up of twenty volumes, hardly a requirement for a

high school student. It is however pub ished in concise form as well , along with other publications of reputable

status.

UNIT 3 Reading _

Hm';e\'er. thi ~ i ~ !lot entirely true , as that book actually included only a list of 10,000 Latin synonyms of English

words.

Ne\'ertheless. neither of these glossaries was a complete dictionary of either language.

Dr Samuel J ohnson changed all that in 1755 with the publication of his two-volume lexicon 'A Dictionary

of the English Language'.

His publication ",'as entitled 'The English Dictionarie' and appeared in 1623.

Apart from definitions, some dictionaries included etymology and pronunciation .

This is thought to have taken place during the reign of King Ashurbanipal of Assyria in the seventh

century BC.

Therefore , man y new ones were published and the Oxford English Dictionary became the most

comprehensive dictionary ever produced.

The Middle East, on the contrary, was going through a period of advancement.

However, this would not have been the case a few hundred years ago.

_ Reading UNI' 3

Vocabulary Expansion .................... ... ........ ... ......... .... ...... ......... ... ....... .. ........... ........ .. .............. .. .......... .... ..... .. .......... ....... ... ...... ...... ..... ..... .. ..... ...... .. ..... .... .. ........... ... .... ....... ...... .... .. .... ........ .. ... .. ... ..

o The sentence linkers in the box below are often used in a text to relate an idea to something that has been

mentioned in a previous sentence. Group these words/phrases under the correct heading according to their

general meaning.

also finally

just then

at the same time because of this before that besides consequently despite this for instance for this reason furthermore however in addition in other words

meanwhile moreover nevertheless on another occasion on the contrary on the other hand since then that's why therefore though yet

ADDING EMPHASISING CLARIFYING I

EXPRESSING CONTRAST

EXPRESSING CAUSE OR RESULT

REFERRING TO TIME

Read sentences 1-10 below and the words/phrases A-E under each of them. Decide wh ich three of them can

be used instead of the word(s) in bold in each sentence, because their meaning is similar to or more general

than that of the word(s) in bold.

1 With over 120 ethnic groups Australia is one of the most culturally diverse countries in the world .

A minorities B racial groups C political parties D nationalities E descendants

2 Ad vanced radar systems are the backbone of every modern military machine.

A tracing systems B radio equipment C tracking devices D military symbols E warning mechanisms

3 A lot of modern cities are burdened with overpopulation and pollution .

A metropolises B capitals C urban areas D rural areas E densely populated areas

4 Ai rline passengers are protected by international law for any losses suffe red during a trip .

A passers-by B customers C travellers D onlookers E users

5 Norway's coastline is broken by thousands of fiords .

A lakes B strips of sea C expanses of water D waterfalls E inlets

6 Wild beasts roamed the earth for thousands of years unhindered by man.

A creatures B animals C harmful insects D living things E primitive tribes

7 The resort offers many styles of cabins to holidaymakers.

A huts B lodgings C compartments D lounges E accommodation

UNIT 3 Reading ~

8 The cin ':-; ll1 ~li 11 d!! Llnio l1 is the hundreds of grill rooms scattered in the central districts .

A rest,llI ]';11 11 -.: B ea ter ies C d ining room s D steak-houses E hostels

9 T he \'ill age i." \\cll -kI1O\\11 il1 the region for its strange inhabitants.

A citize ns B \i llagers C livestock D local people E residents

10 Our hobbies 1100\dcld\S d ine r grea tl y from those enjoyed by people 100 years ago .

A occu patio ns B i 11 \ es tmen ts C pastimes D careers E activities

E) Read sentences 1-10 below and the words A-E under each of them. Decide which three of them are related to

the same top ic as the word/ phrase in bold in each sentence and are often found in the same context.

1 A good education system is the cornerstone of every ad vanced society.

A universities B knowled ge C community D parliament E tuition

2 T he government m ust urgently take m easures to p revent a further r ise in inflation.

A d epartmen t B policy C jury D minister E bishop

3 I enjoy read ing mediaeval tales .

A knigh t B temple C pyramid D castle E suit of armour

4 Geologists p redicted the eru ption of the volcano, therefore, saving thousands of lives .

A terro rists B lava C sand Dash E active

S French cuisine is regarded as being the best in the world .

A cutle ry B cooki ng C dish D ingredients E starvation

6 Cinema is the art fc)rm that best represents ou r times,

A d irector B film stars C playwright D stage E box-office

7 According to the v;eather fo recast, there will be snow in the northern parts of the country tomorrow.

A fl akes B ice-cube C blizza rd D skiing E shower

8 Many publications t o be f()lllld on bookstalls are oflow intellectual quality.

A propert \ B editor C prin ting D cam paign E author

9 Countries a-.: \\c k11( )\\ ! hem tod ay are a nineteenth century concept.

A ind epe nclell ! B horclers C cottages D peasants E population

10 Landscapes I L l \ l ' ,I h\ ~ I \ -.: hee n Cl favou r ite subject fo r painters.

A h il l:-; B fenil e C nature D woods E vision

MULTIPLE MATCHING I

In Part Four of the Reading Comprehension Paper you are often asked to locate specific information in several short texts and match a number of questions with the texts. Usually there are between four and nine short texts related to a common theme. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully do this type of task.

Developing Strategies o _1111 i I )

When you have to decide whether a statement is tr ue or not according to a given text , always read the statement and the corresponding part of the text carefully. Re member tha t a statement is true only if the whole idea that it expresses is clearly mentioned in the text - although usually not in the same words. Therefore , pay special attention to all the pieces of information - including specific details - which are presented both in the text and the statement.

a. Read the following text, which comes from

a real estate publication, and the

statements 1-6. Decide which of the

statements are true according to the text

and tick the corresponding boxes. What

are the reasons for your choices?

This three-bedroom semi-detached house is situated on a quiet suburban avenue. It has two large reception rooms and a front-facing dining room with a large bay window. There is also an extension at the back, housing a large kitchen and utility room. The upstairs ba throoms and downstairs toilet have recently been modernised. There is a large front and back garden , with ample parking space for two cars in the driveway.

1 The house is protected from noise.

2 T he house has got two floors.

3 The house is completely surrounded by a garden.

4 T he house is being offered at a good price .

S T he house was partly redecorated a short time ago.

6 T he house is within walking distance of public

transpor t.

D D D D D

D amD1I, I)

\\'hen matching statements with short texts, scan each text and look for the specific information mentioned in each of the statements. To make sure that a statement is true according to a text, find clues (words/phrases) in the text which verify the statement.

b. Read the following texts A-C, wh ich come from the same puol ication as the text in a. Then match each of the statements 1 -6 with the appropriate text by ticking the corresponding boxes. Some ot the statements may be matched with more than one text. In the spaces prOVided, write the clues found in the texts which verify your choice.

This luxurious, one-bedroom, self contained Oat is vcry yuict despite being situated on a busy st r('et. as the previous owner invested in top-of-thc-range double-glazing. The reception room is open-plan, incorporating dining. living and kitchen facilities in one large space. It is a two-minute walk to the nearest underground station and all the otlwr necessary amenities arc virtually on the doorstep. Private parking is also available. A

This beautiful detached villa, situated in a large ornamental garden, is a steal at the asking price, as the owner wants a quick sale. It has three reception rooms and four bedrooms, two of which are en-suite, a separate bathroom and a library. It is just a five-minute d rive from the local main line station, which is within the London area. []

A B c 1 The house is protected from noise. D D D 2 The house has got two floor s. D D D 3 The house is completely surrounded by a garden. D D D

A B C 4 The house is bein g ofFered at a good price. D D D 5 The house was partly redecorated a short time ago. D D D 6 The house is within walking distance of public transport. D D D

UNIT 4 Reading EII

o a. Read the following short texts A-Of in which four people discuss a visit to the theatre. How does each person

feel about it?

1

2

3

4

5

6

I had some business associates from Japan here and decided to treat them to a West End show. It's not something I usually do, as I'm inclined to

I'm going on Saturday night. I mean, I really want to see it as the book is my all-time favourite. However, I haven't been to the dress­circle at the theatre for years. I really hope that I don't

get a little bit bored sitting in a theatre for a few hours. It wasn't too bad, I suppose, but I was more concerned about getting the contract I was after. D

make a fool ofmysel£ ·

MlnA, I) When the texts ar e about different people, the statements often include verbs (prefer, accept ete.) or adjectives (glad , critical ete.), which describe a person 's feelings, a ttitudes o r opinions. When matching such statements with the texts , try to find words/phrases in the texts which correspond to the meaning of the verbs/adjectives included in the statements.

T his person is indiffe rent to going to the theatre .

T his person was di sappointed by the performance.

T his person is glad to ha\'e been to the theatre .

T his person admits ha\-ing made a mistake.

T his person is anxio ll s about going to the theatre.

This person really enjoyed the play .

b. Read the texts A-O again and match each of the

statements 1-6 below with the appropriate text. In the

spaces provided write the words/phrases in each text

which helped you choose your answers.

D D D D D D

ED Rl';lding UNIT 4

E) a. The texts A-F below come from a newspaper article which is about the different means of transport some

people use to get to London Heathrow Airport. Skim through the texts and complete the chart below.

Colin tr;wel to Heathrow at least once every two or

three weeks. My mother and father are old and ne ither of them is in very good health, so I regularly travel to Glasgow to see them. I usually catch the first flight on Saturday morning and the last one back on Sunday night. As I live in South Kensington, I used to catch the Piccadilly Line, but there were so many hold-ups and I even missed my flight once because someone had stupidly left a suitcase on a train, causing a security panic. Luckily, I heard about the A 1 Airbus, which goes along Cromwell Road and has a stop just round the corner from my flat. The journey only takes about forty minutes, as there is hardly any traffic early on Saturday mornings or Sunday evenings. The one drawback is that it is a little more expensive than the underground, which is annoying, as buses are normally cheaper than trains.

D Jennifer Heathrow! I sometimes feel like I live there. You see, I work for a courier service and go there every day. I always take a cab from the office. I usually have sacks of documents with me and there is no way I could manage O f} the underground. The company I work for uses a firm of radio taxis, so I never actually pay the fare , but I do know that it's between forty and fifty pounds, depending on the time of day and the traffic. Of course, supposing I wanted to get to Heathrow for a pleasure trip, I would definitely lIse a cheaper type of transport.

Annette I work as a flight attendant for a Middle-Eastern airline and I live just by the tube station in Bayswater. The Heathrow Express train from Paddington is a blessing. It's only one stop from Bayswater to Paddington on the tube and then I hop on the Express, which leaves every fifteen minutes. It never takes me longer than half an hour. Omitting the fact that it costs double the underground fare, it is more efficient, since it

13 a a m 11 a

Name ,

Colin

, Jennifer

AnneHe

Philip

Maude

Graham

Type of transport

takes less than half the time. I always get a seat, which is · rarely the case on the tube. As I don't really get the chance to sit much on any of my flights, I really need that comfort on my wav to work.

o Philip I have a house in Switzerland , so I travel to Heathrow about four or five times a year to catch a plane to Geneva. I live in Hampstead and always take the tube. In fact , this is really the only way for me to get relatively hassle-free , from where I live to Heathrow using public transport. People are always complaining about hold-ups on the line, but I always give myself plenty of time to get there. I suppose if I were on a tight business schedule, I'd be fuming like everyone else.

D Maude I'm very busy running a business, so I don't have much time for holidays. My father retired and moved to the South of France four years ago , so, when I find myself with a few days free, I just jump in my car and drive to Heathrow. It usually takes me about an hour. Then, I just get on the next available flight out. I leave my car in the long term car park. It costs me ten pounds a day, but I don't mind paying, as I'm never gone for more than three or four davs. I don't want to mess around with public transport anyway, as my mother always gives me a long list of stuff to bring over.

D Graham I think they could jazz Heathrow up a little. It's so dead, especially in the departure area. I'm a Drum 'n' Base DJ and fly out of there fairly often to do gigs at different European venues. I live in central London and I'm always very busy, so I find the limo bike service the best way of getting to Heathrow. It picks me up at my flat and takes me to the appropriate terminal in about forty minutes. They also provide all the necessary protective clothing, for the ride. For thirty-five quid, it's not a bad service at all.

Reasons for going to Heathrow (business or personal)

."nli l) In Part Four of the Reading Comprehension Paper you have to answer a number of questions by picking out the appropriate information from a number of texts (options). Skimming through the texts allows you to understand the gist of each text. This enables you to eliminate some of the options for each question, before scanning the texts for specific information.

Which person or people

1 is on his/her feet a lot at work?

2 travels only at weekends?

3 has the shortest journey time?

4 doesn't pay his/her own fare?

5 is relieved to have found a new means of transport?

6 visits his/her parents?

7 complains about the fare?

8 travels to many destinations?

9 has a lot to carry?

10 is in the music business?

11 uses the most expensive means of transport?

12 goes to his/her holiday home?

_,nAi l) After you have skimmed through the texts and the questions, read the first text carefully. Deal with the questions as if they were statements and decide if they are true according to this text. Do the same with the rest of the texts. You will discover that, as you go along, you will have fewer questions to answer, so your task will become easier. Answer each question by writing the letter corresponding to the appropriate text in the box next to the question. If a question can be matched with two texts, two boxes will be provided for your answers, which you may give in any order.

Which person or people

is on his/her feet a lot at work? a travels only at weekends? El has the shortest journey time? El doesn't pay his/her own fare? a is relieved to have found a new means of transport? a visits his/her parents? D complains about the fare? D

....,. 4 Readinga.

b. Read the following questions. Using the chart that

you completed in a, eliminate one or more from the

options A-F for as many of the questions as you can.

Write the options that you eliminated in the spaces

provided. Give reasons for your choices.

c. Read the texts on page 32 again. For questions

1-1 5 choose from the people A-F. Look for clues in

the texts, keeping in mind the options that you

eliminated in b above. Write the appropriate

letter(s) in the box(es) next to each question and the

clues found in the texts in the spaces prOVided.

travels to many destinations? a m has a lot to carry? ID la is in the music business? III goes to his/her holiday home? IJ

ID Reading UNIT 4

Examination Practice

tifllDli la To successfully complete Part Four of the Reading Comprehension Paper, make sure you do the following:

• Read the rubric and the general title of the texts (if there is one) carefully, as they give you a general idea of what the texts are about.

• Skim through all the texts to understand the gist of each of them. • Skim through all the questions once. • Scan the first text and find if there is any specific information which corresponds to any of the questions. Keep

in mind that you are looking for words/phrases in the text which mean the same as the questions. Do the same for the rest of the texts.

• Answer each question, by writing the letter of the appropriate text in the corresponding box. If there are two boxes next to a question , this means that two texts can be matched with that question.

You are going to read a magazine article about the different actors who have played the role of James Bond in

various film productions. For questions 1-13, choose from the actors A-E. The actors may be chosen more than once.

When more than one answer is required these may be given in any order. There is an example at the beginning (0).

Which actor or actors

was the book writer's choice? c

appeared in the least popular Bond film ? D

has been honoured with an award for his performance? A

has also appeared on stage? D

was expected to star in an earlier Bond film ? E

contributed most to the success of the Bond films ? A

appeared in the role only once? B

got married in the role? B

had never acted before? B

was actually the correct nationality for the role? c

has appeared as Bond the most often? c

starred in a successful television programme? c E

UNIT 4 Reading EIII

For almost forty years now the cinema-going public have flocked to theatres worldwide to see the latest Bond film. Here we take a look at some of the actors who have portrayed the debonair secret agent 007 in the various film productions.

Sean Connery

H e was the fi rst of the Bonds, and probably the one most

respo nsible for th e success of the series . Connery h ad

already appeared in a number of film s, bu t it was hi s

d ebut as Bond in 1962 in 'Or No' that sh o t hiin to

international stardom. He made six Bo nd fi lms in the

sixties and early seyenties and appeared as Bond fo r the

las t time in the film 'Neyer Say Neyer Again' in 1983 . H is

career also includes several other film s, one of which 'The

Untouchables', earned him an Oscar for Best Supporting

Actor in 1987 .

George Lazenby

'On Her Majesty's Secret Seryice' is regarded as one of the

best Bond film s. I t is a lso th e o nl y o n e fea turin g th e

Australian born George Lazenby in the title role. Until he

played 007, he had never disp layed his acting abili ties,

but he was familiar to most audiences as the mod el who

ad vertised a well-know n ch ocola te bar o n Br itish

te levisio n . Befo re th e film 's co mpletion, Lazenby had

alread y a nno unced tha t he wouldn 't be starrin g in

another Bond film because of all the problem s he had

had with the producers and director of the film . Lazenby

made a unique Bond in the sense that he was the only

one to take a wife on scree n . Afte r hi s role as Bond ,

Lazenby more or less faded in to obscurity .

Roger Moore

Moore's fir st appearance (IS Bo nd was in the 1973 film

'Live and Let Die' . He \\"as. hO\\ e \ er, no stranger to the

British public because ()f h is ro le in the television series

'The Saint' . In 1962 , when auditions were being held for

'Or No', l an Fleming, the author ofthe Bond stories, had

said th a t h e would like Moore to play hi s h e ro. All

together , Moore played the role of 007 seven times.

Moore was the only actor that was properly qualified to

play Bond , as he - unlike all the others who portrayed

007 - was born in England . Moore gave up playing Bond

in 1985 after completing 'A View to a Kill. '

Timothy Dalton

Dalton \vas first considered for the part of Bond in 197 1,

bu t it was not until 1987 that he appeared in 'The Living

Daylights', the first of the two Bond films he played 007

in . ' '''elsh by birth , Dalton played Bond the closest to how

he was portrayed in l an Fleming's novels. Dalton's career

includes ap pearances in many diffe rent film s and seria ls

and - unlike the other Bonds - he has had roles in theatre

productions too. Dalton 's second Bond film , 'Licence to

Kill' , contai ned the m ost viole nce to d ate and was the

least successfu l at the box office .

11 Pierce Brosnan

I r ishma n Pierce Brosna n was hailed the 'Bond of the

90s' . H e was originally supposed to star in 'The Living

Daylights,' bu t he was unable to d o so , as h e was still

under contract to play the role of Remmington Steele in

the hit te levision se ries of th e sam e na m e. Brosna n

appeared as 007 in 'Golden Eye', 'Tomorrow Never Dies'

and 'The World is Not Enough .' I t's worth mentioning

that Pierce's wife, Cassandra H arris, used to be a Bond­

girl in the 1970s.

lED Reading UNn .-

Vocabulary Expansion ........................................................................................................................................................................... ....... ...... ........ .. ... ... ............ ...................................................

o Read the statements a-i below and complete the blanks on the right using the adjectives in the box to describe

each speaker's attitude, opinion or feelings.

relieved worried frightened impressed annoyed embarrassed confident critical bored surprised

a It was the best performance I had ever seen!

b I felt terrible when I spilt the coffee all over the manager's suit.

c I was so glad when it was over.

d I found the exam easy and I was sure I had done very well.

e I was against many parts of the plan and expressed my objections in detail.

f I froze in my seat, unable to move, and I could hear my heart beating.

9 The way he was constantly staring at me was so irritating.

h I couldn't get to sleep because I kept thinking about the court case.

i I think it was the dullest lecture I had ever been to.

i When I saw the examination results, I couldn't believe my eyes.

e Look at the words below and write them in the correct place in the table below the box, according to their

general meaning.

---accuse chief criticise generate lead to pnmary role activity compnse current handicap leading principal shift alter condemn disadvantage hold responsible minus produce transform basic convert duty include mISSIOn provoke up-to-date bring about contemporary find fault incorporate modify reform weakness charge create flaw involve present day reproach weak point

CAUSE

CHANGE

CONTAIN

DRAWBACK

MAIN

MODERN

URn .. Reading Em

a. Look at the grid below and tick the appropriate boxes to indicate the context(s) in which each of the verbs

on the left can be used ..

alter

modify

transform

shift

reform , '

b. Read the following sentences and decide which answer A, B, C or 0 best completes each of them.

1 The _______ economic climate is not helping the unemployment situation.

A modern B contemporary ( current D up-to-date

2 The police officer did his _______ by arresting the man who committed the crime.

A role B duty ( mission D function

3 The _______ point of the president's speech was the need for economic reform.

A chief B primary ( principal D main

4 J ulie was born deaf, but she has learnt to live with the ______ _

A flaw B disadvantage ( handicap D drawback

5 The exhibition _______ the artist's most famous paintings.

A comprised B contained ( incorporated D involved

6 The government ------- the terrorists' actions.

A charged B blamed (condemned D accused

7 The hotel was slightly _______ to accommodate people with special needs.

A modified B converted ( transformed D reformed

8 The was considered successful by everyone who took part in it.

A function B duty ( mission D activity

9 The company's fil es were all ______ _

A current B up-to-date (modern D contemporary

10 The failure to fo llow proper business practices _______ to the company's bankruptcy.

A created Bled ( produced D provoked

CONSOLIDATION I

In each of the units 1-4 we dealt with one of the fo ur parts which l1zake up the Reading Comprehension Paper. In this unit we 1vill tackle the paper as a whole, consolidating what has been taught so far. The Examination Practice Section consists of some exam tips which are relevant to all parts of the Reading Comprehension Paper and a complete Practice Test which follows the exact examination fornlat. Finally, there are two exercises where the vocabulary taught in the previous units is revised.

Examination Practice T he FCE Reading Comprehension Paper contains 35 questions altogether. T he number of questions in each part and the marks they carry are presented in the following table .

·PART TASK TYPE Multiple matching 6-7 (two marks per question)

Multiple choice 7-8 (two marks per question)

Capped text 6-7 (two marks per question)

Multiple matching 13-1 5 (one mark per question)

tAflI111 ill) • In the Cambridge First Certificate Examination you have one hour and fifteen minutes to complete the Reading

Comprehension Paper. It is advisable to spend between 15 and 20 minutes on each of the four parts. Do not spend too much time on any one of the parts, because you will not have enough time to answer the rest of the questions.

• Always read the rubric and the title of the text carefully, as they give you a general idea of what the text is about. Read also the example given in Parts 1, 3 and 4.

• Before answering the questions , skim through the text and make sure you understand its gist.

• When dealing with Parts 1 and 2, start with the questions whose answers seem more obvious or easier to find. Then, try to answer the rest of the questions by reading the corresponding part(s) of the text more carefully.

• If you have difficulty in answering a question in Parts 1 and 3, perhaps it's because you have already used the correct option in a previous question. Therefore, go back to the previous questions , check your answers and revise your choices if necessary.

• Remember that you must always find some evidence in the text to justify your answer.

• Do not spend too much time on one particular question. If, despite your efforts, you cannot find the answer, leave it and move on to the next question. When you have answered the rest of the questions, go back to the one you haven't answered, think about it again and, if you still haven't found the answer to it, make an 'educated guess', that is a guess based on what you have read. Do not leave any questions unanswered. A guess is better than no answer at all.

• In the Cambridge FeE Examination you must mark your answers on a separate answer sheet, which is similar to the one provided at the end of this book (page 127). Write your answers on the question booklet first and then transfer them to the answer sheet. Make sure you have plenty of time both for transferring your answers onto the answer sheet and for checking them again. Be sure to mark the appropriate box (only one) for each question.

UNIT 5 Readingft--PARI I

You are going to read an information sheetabouta hotel in Sweden. Choose the most suitable heading from the list A-I for each part (1 -7) of the text. There is one extra heading which you do not need to use. There is an example at the beginning (0).

Appropriate \rardrohe supplied at check-in

Recreation and sen 'ices available

A seasonal building

C OSY conditions on ice

A rendezvous point to remember

lJhe I

If you are looking for an experience in accommodation, look no further than Swedish Lapland, 125 miles inside the Arctic Circle. The hotel is situated on the banks of the Torne River in the polar village of Jukkasjarvi and is known, of course, as the Ice Hotel. Like any other hotel, it is frequented by visitors from all over the world. The major difference from all other hotels, however, is that it is constructed solely of ice and snow and has an average indoor temperature of _5° Celsius.

The hotel functions from the time it is rebuilt in December and remains open until it starts to melt away after the first rains in April or May. The following winter, the giant igloo is rebuilt all over again from scratch. This involves new designs, new rooms for the guests, new decor and a brand new reception every year.

The hotel itself is a dazzling spectacle - an icy white structure silhouetted majestically against an enamel blue sky. As it is built purely of mother nature's elements, it almost seems like a natural part of the landscape and creates a perfect union of architecture and environment.

When guests arrive at the local airport, they are transported to the hotel over the arctic snow in a sledge drawn by a team of Alaskan husky dogs. On arrival at the hotel, guests' clothes are replaced by one-piece snowsuits made of beaver and nylon and fitted with air-lock cuffs. This apparel guarantees protection in temperatures as low as -22° Celsius.

The hotel reception area has the usual sounds associated with any hotel foyer : peo ple checking in and guests chattering about what they've seen. The questions you

In harmony with its surroundings

Artificial Arctic pleasures

Different enquiries in familiar circumstances

A very driginal idea

hear being asked, however, are a little more unusual than you would in another hotel. "Will those lights melt the snow?", "Where can we put our luggage so that it doesn't freeze?" or the ultimate one, "Has anyone ever died of hypothermia while staying here?"

Each guest suite has been designed to be unique. The beds and furniture are carved from satin smooth blocks of ice and elaborate carvings have been sculpted into the walls. The use of hair dryers is, of course, prohibited. Layers of reindeer skins constitute the mattress on the bed and a reinforced nylon sleeping bag is provided together with a linen body-style nightgown.

A typical day at the Ice Hotel would include being woken in the morning with a hot drink spiked with a small amount of alcohol. After that, a visit to the sauna is a must. The rest of the day can be spent participating in anyone of the activities available, such as a snow scooter excursion to lake Vakkarajarvi, ice-fishing, dog-sledging or an excursion deep into the forest. In the evening, the guests round the day offby having a drink at the Ice Bar, where no ice-cubes are necessary as the glasses themselves are made of ice.

J ukkasjarvi means <meeting place' and the Ice Hotel in this village, gives wilderness tourists the opportunity to gather and enjoy the exotic Lapland culture. However, for the more fainthearted who want to experience the Ice Hotel without experiencing too much discomfort, there is an annexe of heated cabins. Whichever one chooses, the Ice Hotel will offer an unforgettable experience.

D Reading UIIIT 5

PART 2

You are going to read an extract from a magazine article about Bessie Smith. For questions 8-15 choose the answer (A, B, C, or D) which you think fits best according to the text.

JJessie -mith and the ~irth of' the ~baes

It is a sad fact that the blues are more often associated with male singers than with their female counterparts. Men like Louis Armstrong and Duke Ellington were wonderful performers but are wrongly credited with being blues pioneers. It was actually the women who established the genre. In fact, the blues started out not only as a black women's movement, but as one that gave voice to black women's issues.

One of the greatest and most influential female blues singers was Bessie Smith. She was born into a very poor family in Chatanooga, Tennessee, at the very end of the nineteenth century. Bessie was greatly influenced by Gertrude Ma Rainey, who is often called 'the Mother of the Blues', as she was the source of inspiration for many of the female blues artists who followed her. She is thought to be the first woman to include blues in stage shows and she played a major role in Bessie Smith's becoming an established singer.

Bessie, like many other blues singers, developed her talent haphazardly. She learnt from her peers in show business, from the saloons and small theatres she played in on her travels and local musicians. Some great blues singers even learnt their craft at Sunday school or church, and from members of their families.

The main themes in Bessie Smith's songs were those of poverty, oppression, being defeated in a cruel world and being a loser in love. Bessie and other black women expressed their personal feelings ofloss through song. In fact, the blues sung by women represented the personal experiences of many of their peers.

Along with Ma Rainey and Bessie Smith, Memphis Minnie and Big Mama Thornton were able to skilfully combine the elements of heartbreak and joy to develop their own personal style. This is what accounts for the great variation in expression between individual SIngers.

The musical style was usually a throaty moaning groaning tone that highlights its mournful content. Gradually it evolved from a rural style and became more urban in character, as it included issues such as city violence. This development showed the staying power of the blues, which had begun to appeal to the nightlife crowds in large cities.

A new breed of blues singers thus emerged, one that was less emotional and more cosmopolitan, and performances were held in glamorous cabaret settings such as the 'Cotton Club' in New York. Bessie Smith's adaptable technique now took on an ironic sadness, as her music expressed the difficulties of city life. She herself was by now having increasing problems because of her alcoholism and sang about violence and the threat of prison.

On September 26, 1937, Bessie Smith was involved in a road accident and suffered severe injuries. It is said that if she had been white, she would have received the appropriate medical treatment sooner than she did, which could have saved her life. This situation was exactly the sort of thing she may well have sung about in one of her songs.

8 What is unfair about the history of the blues?

A Benny Goodman and Louis Armstrong are not mentioned. B Not enough credit is given to those who started it all. C It does not mention the feminist movement. D It concentrates only on the music and not on the performers.

9 Why was Ma Rainey an important figure in Bessie Smith's life?

A She came from a similar background. B She sang with her on stage. C She helped her with her career. D She supported women's issues.

lOA lot of blues singers developed their style

A while learning how to play an instrument. B by means of careful planning. C whenever they could. D through formal training.

11 What do Bessie Smith's songs focus on?

A joy B failure C anxiety D passIOn

12 A variety in the type of blues songs came about because

A each singer was capable of mixing different emotions in their music. B singers only expressed their personal experiences. C the tone of the music was sometimes heavy. D there were many different singers recording music.

13 Which of the following factors was important in making the blues popular in nightclubs?

A the new kind of singers B the opening of sophisticated cabarets C the songs about urban problems D the increasing demand for alcohol

14 The way Bessie Smith sang eventually changed because

A she changed her lifestyle. B she was sent to prison. C she became more violent. D she wanted to become fashionable.

15 Why did Bessie Smith die?

A Her injuries were too severe for treatment. B She was driving while drunk .

. C She refused to get any medical treatment. D She was not immediately treated.

UNIT 5 ReadingCIII

m Reading UNIT 5

PART 3 You are going to read a magazine a rticle about a famous rock concert. Eight sentences have been removed from the article. Choose from the sentences A-I the one w hich fits each gap (16-22 ). There is one extra sentence which you

do not need to use. There is an example at the beginning (0) .

In the early 1980s, Ethiopia was plagued by civil war and famine. This, however , was not yery well covered by the

media until a BBC film crew submitted some harrowing footage of scenes they had filmed , which showed the people's

misery and deprivation. a I Viewers were absolutely horrified.

Bob Geldof, an Irish musician and lead singer with the band The Boomtown Rats, was one of the people that was

tuned into the news that night. He was deeply moved by what he saw and felt that the international community had

an obligation to do something to alleviate the situation.

Using his influence, he put together a project to raise money for famine relief in the region. With the help of Midge

Ure, a close friend and fellow musician , Geldof wrote a song titled 'Do they know it's Christmas? '. On Sunday

November 25 , 1984 a star-studded line-up of British recording artists recorded the song. That is how Band

Aid came about.

It was not at all surprising that the record shot to the top of the British charts within a few days of being released. m Geldofspent a lot of his time organising the distribution of the money from the sales of the record. However,

after a visit to Ethiopia, where he got an even clearer picture of the situation, he realised that the money raised was

just a drop in the ocean. It would take an awful lot more to save the twenty-two million people in Ethiopia and the

Sudan from starving to death. m The idea was to stage two concerts simultaneously, one in Britain and one in the United States . The concerts would

be broadcast worldwide and the television networks would pay for this privilege. m The day Geldof chose to stage the concerts was Saturday, July 13, 1985. The British concert was to be staged at

Wembley Stadium, while the artists in the United States would perform at the JFK Stadium in Philadelphia. El The concerts were a rip-roaring success and were watched by one and a half billion people worldwide.

At the end of the concert, some of the greatest rock stars in the world lifted an exhausted Geldof onto their shoulders.

It was a moment which became etched in music history.

All in all, the Band Aid project netted a staggering one hundred and forty million dollars. Geldof also received an

honourary knighthood from Queen Elizabeth 11.

UNI' 5 ReadingGJ

A It eventually sold more than eight million copies all over the world .

B Despite the difficulties he was confronted with , Geldof managed to get the whole thing to work.

C The people of Ethiopia were very grateful to Bob Geldof for all his help and named a hospital after him.

D So, he decided to take action .

E Like a telethon broadcast, there would be breaks between the performances in order to make appeals for

money to help the famine victims.

F Everyone involved in it gave their services free of charge, including the British Government, who agreed

not to collect the tax on the record.

G At that moment, the whole stadium started singing 'Do they know it's Christmas?'.

H That is when he came up with the idea of taking his project worldwide.

This report appeared on the evening news in October 1984.

- -

PART 4 You are going to read extracts from a newspaper article about mobile phones. For quest ions 23-35 choose from the

extracts A-F.

Which of the people A-F:

uses it for placing bets?

believes the service needs improvement?

received it as a gift?

thinks it is useful for working mothers?

feels he/she doesn't really need it?

found it useful in an emergency?

m Ell

feels he/she was fo rced into having one? Em uses it from high above the city? EEl feels it is used for checking up

on him/her? Ell believes it has improved his/her

working opportunities? EIJ

ED

Mary Ellen Mc Gregor asked a number of people about their experiences with mobile phones.

Tim (Window cleaner)

It's been a godsend for me. You see , I don't do neighbourhood rounds; I've got contracts on multi­storey office blocks and sometimes I can feel pretty isolated dangling in a cradle sixteen floors up. People seem to think that we spend our time having conversations with the women in the offices, but that's not the case. So when I get a bit fed up, I give my wife or one of my mates a buzz. It also comes in handy for giving my bookmaker a call, as I like to have a flutter on the horses now and again.

Mike (Company director)

The reason I have it is mostly because of peer pressure . . I mean, just about everyone in my social sphere goes around clutching one. Before they became a must, I used to be on a beeper system - and it worked very well, as, apart from the time when I am on holiday, I am never far from a phone anyway. I've also had a car phone for years now. The only person who seems to find my having a mobile useful is my wife and she is usually just keeping tabs on me!

Jane (Beautician) Well, at first I thought they were silly and just for show. Then a friend of mine convinced me to get one and she was right. I work freelance, travelling around from customer to customer and you won't believe how much my business has increased since I got it. I mean, people couldn't get in touch with me during the day, as I'd be moving around a lot. It's great for checking up on the kids, too. I really used to worry about them especially in the time between their finishing school and my getting home, but that's all in the past.

Madeleine (French teacher)

My boyfriend gave it to me las t Christmas. I thought it was a little bit extravagant, but I must say it has come in useful , like the time some friends and I were at a ski resort last winter. On our way back the car broke ,

down on a quiet mountain road . Having the mobile was a blessing, as we were able to call the breakdown service. Otherwise, who knows , we could have been there all night. It also comes in handy with regard to m y private lessons. People who are interested in learning French can easily track me down, so the number of my students has considerably increased.

D Joseph (Actor) Well , there was so much hype surrounding them that I was determined not to get one. Then one of my flatmates who owed me money moved out, leaving me his instead of the cash. It's been a bit of a white elephant, as I thought it would. I mean , when I'm working, I don't need a phone and when I'm not working, I'm sitting at home by the phone waiting for calls about work. So, the only time it might be of any use is when I am off somewhere taking a break, but then I don't usually want to be found.

o Jill (Journalist) I don't know how we managed without them. I mean, I was always running around looking for phones to call in my copy, and in places like war zones that could prove very difficult. I sometimes still have trouble because the facilities are not fully developed yet, but hopefully they'll improve as time goes by. It's also a godsend as far as family is concerned. My children call me every couple of days when I'm away, and no matter where I am, they can get through . This was not the case a few years ago. I used to get all worked up when I was on an assignment and couldn't talk to them.

UNIT 5 Reading(lJ

Vocabulary Revision

o Read the following text and decide which answer A , B, C or 0 best completes each blank.

Libraries have become a (1) need of most societies around the world. The first libraries appeared

in the Middle East between 3000 and 2000 BC and contained a variety of materials. (2) , the Sumerians

built libraries housing a large (3) of business and legal records. Then came the Egyptians, the

Greeks and the Romans who all (4) important libraries. Even during the troubled Middle Ages,

libraries continued to play an important (5) ________ in European culture. (6) ______ _

it wasn't until the invention of printing in the 15th century that books became readily available. This important

(7) caused a rapid increase in the number oflibraries in Europe. Today, libraries (8) ____ _

thousands of books and various other publications such as magazines and newspapers.

A mam B chief C principal D basic

A For instance B Besides C Furthermore D Moreover A set B collection C serIes D variety A caused B created C generated D produced A role B function C activity D mISSIon

A In addition B Therefore C However D Just then A advancement B improvement C development D evolution

A enclose B contain C incorporate D involve

E) Read the following text and complete the blanks using the words/phrases in the box. There are three extra

words/phrases which you do not need to use.

extraordinary leading in other words decrease drawback that's why

opportunities many on the other hand since then range changes

Cricket is a bat-and-ball field game played in most of the countries in the Commonwealth. The aim of the

game is to score more runs than one's opponent. A major (1) ofthe game is its complicated

rules, which make it difficult for the uninitiated to enjoy. (2) , this complexity offers the

players endless (3) to improve their skills.

Cricket requires a remarkable (4) of techniques and skills and is characterised by its

unpredictability. (5) it has been labelled the most difficult game in the world. Yet, for the average

fan, cricket is a passion, making it the (6) sport in more than twelve countries around the world.

A cricket game, or test match as it is known, may go on for anything from one to four or more days. The

longest test match on record was played between England and South Africa in 1938 and lasted for an

(7) twelve days without a result. (8) , cricket has gone through many

(9) _ ________ __ which have made the game quicker, more competitive and easier to enjoy.

MATCHING SUMMARY SENTENCES WITH PARAGRAPHS

'---'" In Unit 1 we dealt with Part One of the Reading Comprehension Paper and in particular with the task requiring you to match the paragraphs of a text with given headings. Sometimes in this part of the examination you are asked to match the paragraphs of a text with given summary sentences rather than with headings. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully do this type of task .

. ~.~.!~.~~.p.~~.' ... ~!.~~.!.!9..~.~.~ .. ..... .. ...... ... ...................................... ............ .... ................................. .. ......................... ..................... .. ..... . o a. Read the following paragraph carefully. What is its main point?

In ancient times, people used a variety of objects for trading. Things such as grains, shells, beans or even cows were used as a form of money in ancient Mesopotamia and Egypt. However, some of these items were difficult to carry, while others were not of permanent value. The introduction of coins made of metal in the 6th century BC solved both these problems.

mD/1 i I) A sentence that summarises a paragraph, reflects its gist or main point - just like a heading does but in more words. Remember that a good summary sentence summarises the whole paragraph and not only part of it, expresses the main point of the paragraph clearly and accurately and does not over­generalise.

e am,'/i i 1 )

Indentifying the key words and topic sentence in a paragraph can help you understand its main point. However, in a summary sentence, the main point of the paragraph is not usually expressed in the same words as those used in the paragraph. Paraphrase is used instead, that is, the use of words and phrases which are different from those used in the paragraph but express the same meaning.

1 An escaped lion mauls a two-year-old child.

2 The player of the year is going to marry his beauty

queen on Saturday.

3 The wildlife reserve is to be completed on schedule.

4 Celebrity athlete is involved in a multi-million-pound

transfer deal.

S A young child with a very unusual pet.

I1 El El

b. Look at the three summary sentences below.

Which of them best summarises the above

paragraph? Why are the others not appropriate?

A This is how ancient economies were organized.

B Food stuffs were often used as money in the past.

e A new method of trading was developed to replace primitive form s of money.

a. Read the two groups of sentences below. Then

match each of the sentences 1-5 with a sentence

from the group A - G which expresses the same

meaning but in different words. There are two extra

sentences in the second group which you do not

need to use. Write your answers in the boxes

provided.

A An enormous amount of money is to be paid for a superstar player.

B Large groups of schoolchildren visit the new theme park daily.

C A toddler is attacked by a wild animal on the loose. D A tennis champion has announced his engagement

to his childhood sweetheart. E This season's star footballer's wedding to Miss

Universe will take place at the weekend. F The new safari park will be ready on time. G A four-year-old keeps a tiger cub in his garden.

(I 1I

UNIT 6 Reading CEll

tAfUllll i) Sometimes the summary sentence includes a general word (e .g. r easo ns) which refers to and describes a number of words or phrases in the text. It is important to identify these general words in the summary sentences and deduce what they refer to.

b. Read the paragraphs 1-3 and the summary

sentences A-C below. Match each of the

summary sentences with the appropriate

paragraph and complete the blank in each

sentence with a general word which refers to

the content of the corresponding paragraph.

The drive had started to

become very tedious. The

surrounding countryside had

become flat and dull. It was

over six hours since Michael

had left home and he was

beginning to feel drained and

sleepy. He wasn't too excited

about reaching his journey's

end either. It was just going to

be another long weekend with

I had never gone on a holiday like that before and probably never will again. First of all. the camp ground was stacked with tents - no room to breathe. Then, we realised we had forgotten our camping grill, so we had to eat the bland stuff they called , .food at the cafeteria. As if that wasn't enough. our tent got ripped by some kids horsing around. This allowed all the blood-sucking insects to invade.

After completing the schOQI . -.~ _ J

rear a~d achieving hign -gradeg~~ It wa~ ttme we treated' ourselves .­to a little rest and relaxatio.n. ~:'c' , John thought we should bead'r!' fo~ the mountains, whereas . MIchael preferred a holiday b t~e sea. J ulie of course fancied: trtp to a.large eXciting city. An exhausttng argument was to ens~e and I definitely wasn't looking forward to it. El

his in-laws. 1 • 2.

A series of _ _ ___ which ruined a holiday.

Different _ ____ about where to go were expected to cause conflict. '------

There were several _____ why he felt bored.

c. Read the text below. Choose from the list A-E the sentence which best summarises each paragraph of the

text. There are two extra sentences which you do not need to use. Write your answers in the box above each

paragraph.

In recent years it has become fashionable to have a dark tan . Hordes of people fl ock to the beaches every summer and lie in the sun for hours on end in order to get the perfect tan. What they don 't realise, however, is that nothing ages skin faster than the sun.

What in actual fact is going on behind the healthy appearance of a tanned bod y is disturbing. The sun's rays penetrate the surface of the skin and damage the collagen and the elas tin . Collagen and elastin are the very elements that give o ur skin its soft and supple texture. T his is why it is important to use protective suntan lotions as often as possible.

Unfortunately, many of us fail to use any protective lotion, making it alarmingly commonplace to see people leaving the beach looking like lobsters. If this ever happens to you, the following can be done to relieve the pain. Splash cold water on the affected area or apply yoghurt to reduce the pain and relieve the burning heat. When cool, an antiseptic cream is a good thing to use. Remember, if the problem is severe, it's better to seek medical attention.

In case of sunburn, there are steps that can be taken

Always try to protect yourself from the sun.

A trend that many don't see is harmful.

There are ways of preventing sunburn.

Apply plenty of cream to avoid sunburn.

co Reading UIIn 6

eommli l) Even though in the examination you are not asked to write your own summary sentences, it is easier to match the correct summary sentence with each paragraph if you have understood the main point of each paragraph well enough to write your own summary sentence. Always keep in mind the features of a good summary sentence.

Whenever we need to be informed on current affairs, most of us turn to the news broadcast on television. It is brief, live and most of all presented by qualified journalists who have become true celebrities. Behind all this glamour and publicity, though, journalists have a very difficult and demanding job.

a. Read the following piece about journalism. In

the spaces provided above each paragraph,

write a summary sentence for that paragraph.

Remember to focus on the main point of the

paragraph.

Most journalists begin working for newspapers, by writing Over the years, journalists have served as watchdogs, either special feature stories or articles of general interest. uncovering scandals as well as exposing irresponsible and However, in order to get a story ready, they have to follow immoral public figures . In the 1960s, for instance, a certain procedure. Firstly, research on the story has to be journalists covering the Vietnam War presented the actual carried out and the information checked. This may involve facts not revealed by the VS Government and so turned interviewing people and recording their comments. When public opinion against the war. all the facts are finally gathered,journalists write the article, which usually needs to be completed by a specific time known as a deadline.

After going through the difficult process of getting the Today, shedding light on the trivial details of famous story down on paper, some journalists have to present it to people's lives sells and therefore dominates the media. an audience, either on the radio or on television. Those This kind of journalism, however, draws people's attention who present the news on television do not only have away from the real issues at hand. For this reason, agencies to worry about their appearance, but they also have to such as the Press Complaints Commission in the V nited deal with the dilemma of what news items to present, as Kingdom, have been set up to check what is presented in air-time is costly and therefore limited. Presenting both the media. sides of the story is very important because, as we all know, television plays a major role in how we perceive the world around us.

The press, who are also known as the fourth estate because they are believed to hold the same amount of power that is attributed to the government, judicial system and church, need to respect everyone's personal rights and report accurately and objectively. This allows the public to form their own opinion without bias and therefore leads to a healthy society.

UNn 6 Reading _

b. Read the summary sentences A-G below and see if any of them are similar to the ones that you wrote. Then, match

the sentences A-G with the paragraphs 1-6. There is one extra sentence which you do not need to use. Write your

answers in the boxes provided.

A high pressure process to be followed within a limited amount of time.

When those in power are silent, they speak out.

Monitoring has been introduced to protect the individuals' privacy.

Looking attractive on the box doesn't mean there isn't any hard work to be done.

As well as preparation and presentation, decisions must be made and fair play observed.

The responsibility of the press is equal to that of other major institutions.

Governments come and go because of the power of the written word.

I

ID Reading UNn 6

Examination Practice

MilIA i I Xl To successfully complete Part One of the Reading Comprehension Paper, make sure you do the following:

• Read the rubric and the title of the text carefully, as they give you a general idea of what the text is about.

• Read the summary sentences first. Remember that the last summary sentence is always an example which matches with the first paragraph (0) in the text, and that there is one extra summary sentence which does not match with any of the paragraphs.

• Read the text quickly for gist.

• Read each paragraph carefully and try to find the main point.

• Look at the summary sentences and choose the one which expresses the main point of each paragraph accurately enough.

• After you have matched all the paragraphs with the summary sentences, read the sentence that you did not use and make sure that it is not suitable for any o(the paragraphs in the text.

You are going to read a magazine article about Albert Einstein. Choose from the list A-I the sentence which best

summarises each part (1-7) of the article. There is one extra sentence which you do not need to use. There is an

example at the beginning (0).

Despite having a good head for figures, he made no impression on his teachers.

Einstein had to accept other people's superior judgements on a number of occasions.

The money obtained from the sale of some of his personal notes was used for a cause he once opposed.

Einstein's courage and bravery were not appreciated by everyone.

Einstein showed that being practical is not essential in education.

Einstein narrowly graduated despite a poor attendance record.

Einstein's greatest honour was not for his major achievement.

Einstein admitted that his private affairs tended to be chaotic.

There are some false beliefs about a man who was a legend in his lifetime.

UNIT 6 ReadingCII

1J1yths Llrtd jJ1iscortceptiorts

I

The popular myth that geniuses are never fully appreciated in their own lifetime is not applicable in the case of super scientist Albert Einstein. His death at Princeton on April 18, 1955 shook the world to a degree similar to that caused by Princess Diana's untimely end or the assassination of President John F Kennedy. There are, however, many myths and misconceptions attributed to the great man, most of which are fake, but a few of which have a basis in fact.

In 1921 Albert Einstein was awarded the Nobel Prize for Physics. Most people automatically assume that this award was in recognition of his formulation of the Theory of Relativity, which was published in full in 1916. In actual fact, this theory was considered much too revolutionary by the Swedish committee for many years after its publication. They chose to honour Einstein in 1921 for his work on clarifying theories fundamental to theoretical physics.

Something else that many people seem to believe is that Einstein was a dunce when it came to mathematics. This is probably due to the fact that he found the school he attended in Munich in his early years dull and boring. He made no impact whatsoever on his tutors there, and he was glad to escape at the age of 15, when his family's business failed and they moved to Milan. However, it is a known fact that at the age of twelve he was teaching himself Euclidean geometry and had the ability to understand difficult mathematical concepts.

It is also thought that he failed his college exams. It is true that when he was attending the Swiss National Polytechnic in Zurich, he disapproved of the system of

learning and so refused to attend many of the classes. When, however, he took his finals in 1900, he actually managed to pass them, but only came fourth out of the five students who had sat the exams. The person who came fifth, though, did fail, so it was a close call. The person who failed was no other than Mileva Maric, Albert's first wife to be.

Another popular misconception about Einstein is that he never made any mistakes. In fact, he made some very serious ones. For example, when in 1929 the American astronomer Edwin Hubble announced that he had proved that the universe was expanding, Einstein was very angry with himself for his own miscalculations in this field. He is also known to have stated publicly in 1934 that obtaining power by splitting the atom was a ridiculous concept. He was to be proved wrongjust four years later by the German scientist Otto Hahn.

Einstein also lacked common sense. A good example of this is the fact that he never wore socks, or rather he stopped wearing them somewhere along the line because they were always full of holes. The reason for this was that it never occurred to him to cut his toe nails. However, he was not lacking in imagination and believed that to be a successful teacher, one had to know that "imagination is more important than knowledge".

Since Einstein is regarded as the most brilliant scientist of the 20th century, people are inclined to believe that his personal life was very orderly and controlled, while the truth is very different. Einstein married his fellow student Mileva Maric and is reputed to have fathered a child with her two years before they wed. Until today, there is no record of what became of that child. In 1919 he divorced Mileva to marry his cousin. This second marriage was also doomed to failure. Later in life, he became resigned to the fact that he had been a lamentable failure in his attempts at marriage.

Although Einstein was known to be an anti-war activist, in 1944,he had a hand-written copy of his Theory of Relativity auctioned off, the proceeds of which were donated to the war effort. It was bought for the amazing amount of six million dollars, which just goes to show the high esteem he was held in.

D Reading"' •

. !~~~.~~.~~~ ... ~~P~.~~.~~.~ ................................................................................................................................................................ . o Complete the sentences 1-8 below with the words in the box.

ways reasons results events ideas measures possibilities rules

1 Use your imagination. The ________ are endless.

2 There are two ________ of dealing with this problem.

3 Several ________ were taken by the authorities to prevent the further spread of the virus.

4 There are several good ________ why you should brush your teeth regularly.

5 The of the game must be dear to all the players.

6 Some very good ________ for solving the problem came up during the meeting.

7

8

The

The

of your check-up show that you need to take more care of your health.

________ ofthe last few days have shattered all confidence in the government's economic policy . .

E) look at the words in the box and write them in the correct place in the table below the box, according to their

general meaning.

attempt complete devastate essential hard necessary ruIn tough

be over critical end expand idea occurrence senous troublesome

belief demanding endeavour extend . .

painful significant .

ImpressIon VIew

break down demolish enlarge grow incident point of view strive vital

build up destroy episode happening multiply problematic terminate wreck

TRY

E) a. Look at the grid below and tick the appropriate boxes to indicate the context(s) in which

each of the verbs on the left con be used.

destroy

devastate

ruin

wreck

demolish

breakdown

u.r 6 Reading~

b. Read the following sentences and decide which answer A, B, C or D best completes each sentence.

1 The patient was in a _______ condition and had to be transferred to Intensive Care immediately.

A significant B critical C vital D important

2 Training for international sporting events is physically _______ on athletes.

A demanding B problematic C difficult - D troublesome

3 The Olympic Games were the main sporting _______ of the year.

A incident B happening C event D occurrence

4 I was under the _______ that we should go ahead with the project.

A impression B belief Cidea Dview

5 The germs that cause the common cold _______ very quickly.

A build up B expand C multiply D grow

6 · It is very _______ to obey school rules.

A significant B critical C serious D important

7 The referee has a reputation for being ______ _

A tough B difficult C problematic D painful

8 The village was completely _______ by the hurricane.

A destroyed B demolished C broken down Ddamaged

ANSWERING MULTIPLE CHOICE QUESTIONS IT -In Unit 2 we dealt with Part Two of the Reading Comprehension Paper and in particular with

multiple choice questions focusing on specific information or details. Quite often in this part of the examination there are also some questions focusing on global understanding, reading between the lines and lexical reference. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully answer such questions.

Developing Strategies

o a. Read the text below. What is its main point?

Although Canberra is the official capital of Australia, Sydney has effectively been the capital since 1996, when the Prime Minister moved from his Lodge in Canberra to Kirribilli House in Sydney. It is also the largest city in the country, with a population of approximately four million inhabitants. Sydney, which was the site of the first settlement in Australia in 1788, has developed into a bustling metropolis, especially in the last forty years. It boasts an efficient harbour and the well-known Sydney Opera House, a marvel in architectural design. However, the narrow and crooked central streets, the inadequate airport or its characterless glass skyscrapers cannot be ignored .

• ,nli l) When answering questions which focus on global understanding, you need to concentrate on the text as a whole. In most cases a question focusing on global understanding will be included at the end of the set of questions. It is a good idea to get a general understanding of the text as you read it, so as to be able to answer the question correctly.

.,nAi l) When answering multiple choice questions which focus on global understanding, read the options carefully to see which one best suits the text as a whole. Be careful with options which refer only to a part of the text or include some words/phrases from the text but do not describe it globally. Ifnecessary, read the text again quickly to confirm your answer after you have finished with the rest of the questions.

b. Read the text in a again and answer the following

questions.

1 Why was this text written?

2 Who was this text written for ?

3 What might be a suitable title for this text?

c. Now look at the multiple choice options for

questions 1-3 above and choose the ones which

are the most similar to your answers in b. Why are

the other options wrong?

1 Why was this text written?

A to warn B to amuse C to inform D to advise

URn 7 Reading _

2 Who was this text written for? 3 What might be a suitable title for this text?

A people interested in Australian architecture B people interested in Australian politics C people interested in Australian cities D people interested in Australian history

When answering questions which focus on reading between the lines, you have to interpret what the writer means rather than take literally what is written. For this reason, you must consider the context and/or situation in which a phrase is used in order to understand what it actually means.

A A new Australia is born B A historic city of contrasts C Prime Minister moves house D A capital in need of development

a. Answer the question below which is based on the text

that follows. Justify your answer.

What did Melanie think had happened to John?

A His promotion hadn't been approved. B He had been fired. C He had to tidy up his desk. D He hadn't called her because he was very busy.

When John arrived home from work Melanie couldn't believe her eyes. Compared to the miserable and depressed looking man who had left only that morning, he looked like the cat that had got the cream. "Guess what?" he said. Melanie looked at him and answered with a forced smile, "I suppose if I wait long enough, you'll let me know what's happening. Why didn't you call?" "Oh, I'm so sorry darling," answered John, "but I've been really busy." "Really?" said Melanie. "What have you been doing ... clearing out your desk?" "No, no," answered John, "that's what I'm trying to tell you ... I've been promoted! Isn't it wonderful!"

om,nAi l) When answering questions which focus on reading between the lines, apart from being aware of any idiomatic expressions used, you need to use your imagination. Try to put yourself in the writer's (or character's) position. This can help you to imagine what they might think or how they might feel in the specific situation. Sometimes irony is used, which means that what is written may be the exact opposite of what the writer is trying to communicate.

b. Now answer the following questions 1-3 based on the

text above. Look at the clues provided.

1 What does the writer mean when he says 'he looked like the cat that had got the cream' in line 2?

A He looked disappointed. B He looked pleased. C He looked surprised. D He looked uninterested.

CLUE: How would a cat look if it were given some cream to eat?

2 What does the writer mean by the phrase 'Melanie ... answered with a forced smile' in line 3 ?

A She was pleasantly surprised. B She found what John had said funny. C She was upset but she tried not ~o show it. D She was more polite than necessary.

CLUE: In what situation would you force yourself to smile?

3 What does Melanie really mean when she says 'if I wait long enough you'll let me know' in line 3?

A She would prefer John not to tell her what happened. B She doesn't mind waiting for John's explanation. C She thinks she will have to wait for a long time to hear what happened. D She expects John to tell her what happened immediately.

CLUE: If you were in Melanie's position, when would you like to know what happened?

lE) Reading UNIT 7

e milIA i I ) Questions which focus on lexical reference require you to find what a reference item in the text refers to. As we explained in Unit 3, reference items can be personal pronouns (e.g. it, he, them) or demonstratives (e.g. this, that). When answering questions of this type, you need to carefully read the sentence which includes the reference item, as weD as a few sentences before, to see what it refers to. Remember that most times you will be looking for a noun or noun phrase.

11 As I was walking to work, I suddenly tripped over what I thought was a stone, but was in actual fact a wallet. I looked down, then glanced quickly around before picking it up. I then discreetly continued on my way.

El It is perhaps because of

the climate, the people, or the traditions inherited from the Beduins that the Arab markets in the town centres are places full of life and colour. They are called 'souks' and the French use the term to describe chaos.

a. Read the two paragraphs below. What do

the followi ng words refer to ~

it (para. 1 ) : ________ _

They (para. 2): _______ _

M,DAi l) In some cases, a word like the ones discussed above may refer to a whole clause rather than a noun or noun phrase. In such cases, try replacing the word with the clause you think it refers to, to test it. However, you must make sure that the option you choose is in line with the general meaning of the text.

11. Read the paragraph below. What do the

words in bold refer to~

This ------------------------~----------------

Geoffrey Lapelle, author of the best seller The End of the Road' , arrived in Chittagong wearing only the clothes on his back. This was due to the fact that all his luggage had been lost. It must have happened when he changed planes in Calcutta.

It

o mfl"IA i I ) Being able to identify what a question focuses on (global understanding, reading between the lines or lexical reference) will enable you to apply the appropriate strategies to answer it correctly.

a. Skim through the following text and look at the

questions 1-6 below it. Decide whether each

question focuses on global understanding

(GU), reading between the lines (RBL) or

lexical reference (LR) and mark it in the boxes

provided.

As . a boy, I spent most of my school holidays at my grandmother's cottage in Ostend, Belgium. Needless to say, I loved the idea of travelling from England to Continental Europe every summer, especially since back in the 1960s people didn't travel abroad to the extent they do nowadays. It was easier for 5 me, however, as my father was a ferry-boat captain.

When I was fourteen, Rebecca, a cousin of mine who had just finished school, accompanied us across the channel. She

was going to spend a few days with us before going to France to study languages at a French university. As

UIIII' 7 ReadingEm

usual, after the novelty of being at sea had worn off, there wasn't much to do on the trip, so I sat down to read 10 a story. It was about a man who had been rescued off a desert island after some swimmers had found his message in a botde. The story impressed me so much that I suggested that we sent our own messages in botdes. Rebecca, who was rather romantic in nature, thought that it was a wonderful idea.

We immediately went to the bar and asked the barman for some empty botdes. He kindly gave us eight empty whiskey and vodka botdes, which were the best ones to put messages in as they had screw-on-tops. 15 Rebecca tore eight pages out of her writing pad, gave four to me and kept the other four for herself. We then wrote our names, addresses and a brief description of ourselves on our pieces of paper, rolled them up and put them into the botdes. When we had finished, we went up on deck and took turns throwing our botdes as far out to sea as possible. I was quite excited about whether I would hear from anyone or not for a few days, but then I completely forgot about the whole thing. 20

It was some years before I saw Rebecca again. I had just finished school and was preparing for university when I received an invitation to her wedding. I had heard that she was engaged to a Norwegian, but what I found out at the wedding dumbfounded me.

It turned out that when Rebecca had returned from France at the end of that summer, there was a letter waiting for her. It was from Bjorn, her husband-to-be. He had found one of the botdes and liked the 25 sound of her description. They exchanged letters for a year, then arranged to meet the following summer and finally walked down the aisle together.

Nowadays, I am captaining one of the Super Ferries on the Newcasde to Bergen route. As I am writing this, I am expecting. Rebecca and B jom' s two teenage sons who will be crossing to England to visit some relatives. Who knows, we may have some fun together with some empty botdes. 30

1 What does the writer mean by the phrase <after the novelty of being at sea had worn off

in line 10?

2 What does <if in line 13 refer to ?

3 Which summer is meant by <that summer' in line 24?

4 What is meant by <walked down the aisle' in line 27?

5 What do we learn about the writer from the text?

6 What might a suitable tide for this text be?

D D D D D D

b. Read the text again and answer the questions by choosing the correct option A, B, C or D.

1 What does the writer mean by the phrase <after the novelty of being at sea had worn off in line 10?

A He was used to being at sea. I He had become bored. C He began reading novels. D He was very tired.

2 What does <if in line 13 refer to?

A finding a message in a bottle I reading a story C throwing bottles with messages into the sea D sending a message to the shipwrecked man

3 Which summer is meant by <that summer' in line 24?

A the summer Rebecca sent the messages in botdes I the summer Rebecca met B jorn C the summer Rebecca got engaged D the summer Rebecca got married

4 What is meant by <walked down the aisle' in line 27?

A met for the first time I began a relationship C got engaged D got married

5 What do we learn about the writer from the text?

A He studied at a French university. I He didn't like travelling by ferry-boat. C He followed in his father's footsteps. D He was very close to his cousin Rebecca.

6 What might a suitable tide for this text be?

A A Strange Encounter I Message in a Botde C A Captain's Tale D Romance at Sea

ID Reading UNIT 7

Examination Practice ........................................................................................................... ........................................................................................................................................... ...............

oxmlli la To successfully complete Part Two of the Reading Comprehension Paper, make sure you do the following:

• Read the rubric and the title of the text (if there is one) carefully, as they give you a general idea of what the text is about.

• Skim through the text once to understand its gist and what each paragraph is about. • Read the questions and identify what each of them focuses on (understanding specific details, global

understanding, reading between the lines or lexical reference). This will enable you to decide on the appropriate strategy for answering each question.

• Read the text again carefully and focus on the parts which are relevant to the questions. • Try to answer the questions , first without looking at the options, so as not to be influenced by the wrong

ones. Answer each question this way, compare your answer to the options available and choose the one which is most similar in meaning to your answer.

• After you have chosen the option you think is correct, decide why the other options are wrong to confirm your choice.

You are going to read an extract from a novel. For questions 1-8, choose the answer (A, B, C or D) which you think best

fits according to the text. The train pulled in to a small wayside station and we all descended. Outside, beyond the low white fence, a

wagonette drawn by a pair of horses was waiting. Our coming was evidently a great event, as the station-master and porters gathered round us to carry our luggage out. it was a sweet, simple country spot, but I was surprised to observe that by the gate there stood two men in dark uniforms, who leaned upon their short rifles and glanced keenly at us as we passed. The coachman, a hard-faced littleJ ellow saluted Sir Henry Baskerville, and in a few minutes we were 5 flying swiftly down a broad white road. Rolling pasture lands curved upwards on either side of us, and old gabled houses could be seen among the thick green foliage, but behind the peaceful and sunlit countryside there rose ever, dark against the evening sky, the curve of the moors broken by the jagged and sinister hills.

The wagonette swung round into a side road, and we curved upwards through deep lanes worn by centuries of wheels, high banks on either side, heavy with thick growth. Various bushes gleamed in the light of the sinking sun. 10 Still steadily rising, we passed over a narrow granite bridge, and alongside a noisy stream which gushed swiftly down, foaming and roaring. Both road and stream wound up through a valley dense with scrub oak and fir trees. At every turning Baskerville gave an exclamation of delight, looking eagerly about and asking countless questions. To his eyes all seemed beautiful, but to me an air of melancholy lay upon the countryside, which clearly revealed the mark of the dying year. Yellow leaves carpeted the lanes and fluttered down upon us as we passed. The rattle of our wheels died 15 away as we drove through drifts of rotting vegetation - sad gifts, as it seemed to me, for Nature to throw before the carriage of the returning heir of the Baskervilles.

"Halloa!" cried Dr Mortimer. On the summit, hard and clear like a statue was an officer sitting tall on his horse, dark and stern, his rifle poised

ready over his forearm. He was watching the road along which we travelled. 20 "What is this, Perkins?" exclaimed Dr Mortimer. Our driver half turned in his seat. ''There's a convict escaped from Prince Town, sir," said the driver. "He's been out three days now, and the warders

watch every road and every station, but they've had no sight of him yet. You can imagine how excited the farmers around here are, sir!" 25

"Well, I understand that they get five pounds if they can give information," said Dr Mortimer. "Yes, sir, but the chance of five pounds is but a poor thing compared to the chance of having their throat cut. You ·

see, he isn't like any ordinary convict. This is a man that would stick at nothing." "Who is he, then?" demanded Dr Mortimer. "It is Selden, the Notting Hill murderer." 30 I remembered the case well, for it was one in which Holmes had taken an interest on account of the peculiar

ferocity of the crime and the brutality which had marked all the actions of the assassin. The changing of his death sentence to one of life imprisonment had been due to some doubts as to his complete sanity, so atrocious was his conduct.

Our waggonette had topped a rise and in front of us rose the huge expanse of the moor. A cold wind swept down 35 from it and set us shivering. Somewhere there, on that cold plain, was this dangerous man hiding in a burrow like a wild beast, his heart full of hatred against a society which had cast him out. It needed but this to complete the grim appearance of the barren waste, the chilling wind and the darkening sky. Evep. Baskerville fell silent and pulled his overcoat more closely around him.

1 What gave the writer the idea that they were welcome?

A A wagon and horses had been sent for them. B Armed guards were on duty to care for their safety. C The station staff were extremely helpful. D The coachman was thrilled by their presence.

2 Which one of the following features was not to be seen on the drive?

A a small river B people's houses C a lot of trees D bright sunlight

3 What is meant by <clearly revealed the mark of the dying year' in lines 14-15?

A The scene was depressing. B The surrounding countryside was ugly. C It was late in the autumn. D The sun had already set.

4 What does <this' in "line 21 refer to?

A the policeman on guard B the road on which they were travelling C the sight of a criminal D the statue on the summit

URn 7 Reading a

5 What does the driver really mean when he says "you can imagine how excited the farmers around here are, sir!" in lines 24-25?

A They are interested in the convict's escape. B They are afraid of the convict. C They are pleased as they may get a reward. D They are thrilled with the whole situation.

6 How does Dr Mortimer feel about the criminal having escaped?

A curious B angry C frightened D depressed

7 What does <this' in line 37 refer to?

A the cold wind blowing from the moor B the thought of the desperate killer hiding in the area C the motion of the wagonette over the road D the fact that the society had cast the criminal out

8 What do we learn about the narrator?

A He had known Selden personally. B He had visited Baskerville before. C He was a guest of Sir Henry Baskerville. D He disapproved ofDr Mortimer.

ID Reading"'" 7

.!~~~.~~.~~~ ... ~~P~.~~.~~.~ ................................................................................................................................................................ . o Read the sentences a-k below and decide what the writer does in each. In the box next to each sentence write

one of the verbs below.

admit advise criticise describe doubt encourage explain instruct prefer recommend reject

a The man was tall with short brown hair and blue eyes, and was dressed in the latest fashion.

b I'm not sure whether I did the right thing by not reporting the incident to the police.

c I had to turn down Molly's invitation to this year's school dance.

d I told Joe that he would really enjoy dining at the ·Oyster' restaurant as they serve fresh seafood with local specialities.

e I gave out safety precautions before they set off on their journey to the peak of the mountain.

f I like windsurfing better than paragliding.

9 I told my son that he should think very carefully before applying for such a large bank loan.

h I had to tell the student that his project was untidy, badly researched and late.

i As a painter I spoke about the problems the. art world faces, giving my reasons and using many examples.

i After weeks of agony I eventually confe~sed to the police that I was involved in the bank robbery.

k Before the big game I told them how good they really were and that they were capable of wlnmng.

. 1..--1 _----'

e look at the words below and write them in the correct place in the table below the box, according to their

general meaning.

approach common enjoyment JOY normal regIOn satisfaction theme area commute feedback location ordinary regular site tour attitude condition get about manner pleasure r.eply spot typical case conduct gladness matter question response state venue circumstance contentment lssue mood reaction routine subject wander

..... 7 Reading_

E) a. Look at the grid below and tick the appropriate boxes to indicate the context(s) in which each of the

adjectives on the left can be used.

It. Read the following sentences and decide which answer A, B, C or 0 best completes each sentence.

1 The manager believed that the staff should receive _____ on their work so as to improve their petfonnance.

A answer B reaction C feedback D response

2 The Adventurers have chosen the Concert Hall as the _____ for the final concert of their tour.

A venue B location C site D place

3 The patient's _____ was considered serious but stable.

A situation B condition estate D case

4 The police called last night's arrest of illegal gamblers a _____ operation.

A routine B common C typical D usual

5 As I live 25 km away from the town where I work, I have to _____ daily.

A get about B tour C wander D commute

6 The film's central _____ was the eternal battle between good and evil.

A theme B topic C issue D matter

7 The Olympic Games committee expressed their _____ with the progress of the preparations.

A pleasure B satisfaction C gladness D enjoyment

8 "That's the exact _____ where I found the gold ring," said the girl pointing to the ground.

A area B spot C region D site

9 How would you describe a _____ teenager's attitude towards authority?

A routine B common C typical D regular

10 The rules were clear. Bad _____ would not be tolerated under any circumstances.

A manner B attitude C mood D behaviour

COMPLETING A GAPPED TEXT WITH MISSING PARAGRAPHS

In Unit 3 we dealt with Part Three of the Reading Comprehension Paper and in particular with the task requiring you to complete a gapped text with a number of sentences which have been removed from it and are presented in jumbled order. Sometimes in this part of the examination you are asked to complete a gapped text with paragraphs - rather than sentences - that have been removed from it. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully do this type of task.

Developing Strategies .. ...................................................................................................................................................................................................................................................................

o M,nA i I ) When you are presented with a text from which a paragraph has been removed, it is important to remember that the missing paragraph must express an idea which is logically related to the paragraphs before and after it. Therefore, always carefully read the parts of the text before and after the gap 'and try to guess what the missing paragraph is about.

G. Read the follOWing text from which one

paragraph has been removed. What do

you think the missing paragraph is about~

Why~

I was recently doing a project which involved visiting a number of small maritime museums. I travelled to a small coastal town where I had never been before, but I knew there was a museum with exhibits not to be found anywhere else in the country.

The one I stayed in was quite good for what it cost me, but what pleased me most was the location of the hotel, which made it very convenient for my work on the project. I had spoken to the curator of the museum on the phone and I knew that I would need to spend a lot of time in the museum doing research.

Ml,nAi l) The paragraph that fits a gap in a text does not only express an idea which is relevant to the paragraphs before and after the gap , but it also usually has some features which are used to connect the ideas in the text. In Unit 3 we mentioned some reference items (e.g. it, them, there) and sentence tinkers (e.g. however, in addition). Other features that are used to connect the ideas in a text are the definite article the, which is often used before a noun that has already been mentioned in the text, and words such as the pronouns one and ones, which are used as a substitute for something that has been mentioned earlier in the text. It is, therefore, important to pay special attention to these words and try to identify what they refer to or substitute for in the text.

b. Read the paragraphs A-C below, paying

attention to the definite article the and the

pronoun one, used either in these

paragraphs or in the text in o. Then, choose

which of the paragraphs A-C fits the gap in

the text. Justify your choice and give two

reasons why each of the other two

paragraphs does not fit.

A On arriving I discovered that the town was situated at the end of a peninsula and the museum was right on the waterfront. It stood next to a modest hotel, where I managed to find a room.

B Apart from its museum, the town was well known for lobster fishing . The hotel restaurant boasted that they served the most deliciously cooked lobster you could ever hope to find .

C I arrived at a town late in the evening and after locating the museum I had a quick look round the area. I was lucky enough to find a hotel and get a room overlooking the harbour. I had a shower and then went to the museum to meet the curator.

El Mml, l) Understanding the main point of a paragraph can help you greatly in determining its position in the text.

UNI' 8 ReadingC}-

a. The paragraphs A-O below form a text, but they are in

jumbled order. Read them and find the main point of

each of them. Which one could be the first paragraph of

the text~ Why~

A There, we had a wonderful time. For most of us it was the first time we had ever been to the capital, as it was very far from our province. We visited all the sights in the city and we were particularly impressed by a 19th century theatre, which was to be the venue of the final.

B This attracted a lot of C It was therefore, necessary that we begin intensive rehearsing immediately. This continued over the next couple of months. I really enjoyed the experience, and as an added bonus I was let off doing some homework in order to study my part. The day of the Regional Finals was one of the best of my life, because we were selected to represent our province in the National Final. So, we took a plane to the capital city.

people, so the theatre was packed to capacity. I felt as though I was giving the performance of a lifetime. The senior judge went on stage to announce the winner, and he did it in reverse order. You can't imagine how devastated I felt when he announced that we were second. I really thought we were going to win. Nevertheless, I didn't give up and went on to study drama. It seems that I did the right thing, considering my current success.

D I have loved acting since I was a young girl. My parents used to take me to pantomimes and children's plays, especially during the Christmas holidays. So, you can imagine how thrilled I was when, at secondary school, I was chosen as a member of the cast for a National School Drama Competition, together with nine of my schoolmates. I clearly remember the day when the Drama teacher allocated roles and stressed that we had to work hard and prepare for the Regional Finals.

MlljAi l) Apart from understanding the main point of each paragraph, items which are used to connect the ideas in a text (personal pronouns, demonstratives, definite articles, sentence linkers and the pronouns ()'IU/()'IUs) can help you decide on the order of the paragr~phs that have been jumbled. Pay special attention to such items, especially those included in the first sentence of every paragraph and try to relate each of them to a word/phrase in the last sentence of another paragraph.

Paragraph

b. Read th~ paragraphs A-O again and underline all the

items in the first sentence of each paragraph which are

used to connect the ideas in the text. Then, relate each

of these items to a word/phrase in the last sentence of

another paragraph. Make notes in the spaces

provided. What do you notice about one of the

paragraphs~

c. Now put the paragraphs A-O in the correct order so as to form a complete text. Write the numbers 1-4 in the

boxes provided.

;D Reading .....

tifllUAi l) When doing Part Three of the Reading Comprehension Paper, first read the gapped text quickly. Identify the main point of each paragraph and the way in which the whole text is organised, that is the order in which the ideas are presented. The most common ways in which a text is organised are:

a. Read the text below, from which seven

paragraphs have been removed. Write the

main point of each paragraph in the spaces

. provided. In what way is the text organised~

• presenting events or ideas in chronological order, • listing points in order of importance, • presenting a problem and then a solution and evaluation, • a combination of these.

Quite often there is an introduction at the begfuning and cl conclusion at the end of the text.

There is no doubt that many scientists have left their mark through the ages. If there was a competition to choose the greatest scientific mind of modern times, one of the front runners would definitely be Louis Pasteur.

Pasteur, however, showed little interest in anything of the sort. In his youth, his main interest was drawing, especially portraits of his family and friends. In actual fact, he was considered a mediocre student in his early years at school .

He went on to study at the Ecole Normale Superieure in Paris, where he was awarded a doctorate in 1847. He then became an assistant to one of his professors, carrying out research which led to his first important discoveries in the field of organic molecules.

The main one .of these was in the French wine and beer industry, which had been experiencing economic problems for years, because their products would go sour during the fermentation process. Pasteur proved that bacteria were the cause rather than the result of souring, and came up with a solution to the problem.

This processing of milk is called pasteurisation, immortalising the name of its discoverer and is still used today. Pasteur, however did not believe in resting on his laurels. In 1865 he was called to the south of France to help save the silk industry from economic ruin due to a plague of diseased silk worms. After successful research and experimentation, he provided the industry with the means to recover and expand.

?

Pasteur proved this theory to be true and in the process he came up with explanations for the causes of a lot of different diseases such as cholera, diphtheria and tuberculosis.

The success of the rabies vaccine led to the founding of an institute which would carry out further research into disease. This was established in Paris in 1888 and was headed by Pasteur himself.

?

On his death in 1895, Pasteur was treated as a national hero. He was dignified with a state funeral at the Notre Dame Cathedral and his remains were interred in a special crypt in the Pasteur Institute building in Paris.

_1111 i I ) After you have read the gapped text and have seen in which way it is organised, quickly read the paragraphs ~hich have been removed from the text and are presented in jumbled order (options). Try to find the main point of each option and decide in which order they might appear in the text.

With the knowledge gained while working in the alcohol production industry, he tackled among other things the problem of milk souring too quickly because of bacteria. He introduced a method of eliminating bacteria by heating milk to a certain temperature for a short time, so that the nutritious content of the milk was not destroyed.

Pasteur's inexhaustible appetite for finding answers brought him quickly back from the south to continue his research into his germ theory of disease. According to this theory, tiny organisms called bacteria could kill much bigger ones by causing infections. This theory, however, had been strongly argued against until then, as the majority of people in the medical world dismissed it as ridiculous.

These findings were probably the main reason for his appointment as Professor of Chemistry at the University of Lille in 1854, where he was also named Dean of the Faculty of Sciences. This branch of the university had been established for the practical purpose of carrying out research into problems that the industries in the region faced.

mllll i I ) After you have read the gapped text and the options once, read the text again and stop at each gap. Carefully read the parts of the text surrounding each gap and all the options. Pay attention to the ideas expressed and the vocabulary used in each paragraph, as well as to all the items that are used to connect the ideas in a text. Considering all the above, decide which of the options fits the gap.

UNn 8 ReadingClll

b. The paragraphs A-G below have been removed

from the text. Read them and find the main point of

each of them. Without looking back at the text, try to

put the paragraphs in the order in which they might

appear.

He continued researching disease until late into his life, and in 1885 he saved a young boy who had been bitten by a rabid dog and was suffering from hydrophobia, which is the human equivalent of rabies. Pasteur did this with a vaccine which he had developed himself.

That all changed when he took some chemistry lessons and his interest was aroused. It is said that this might not have happened if he hadn't been lucky enough to have had a very good teacher.

Today the institute is regarded as one of the most prestigious and foremost research centres in the world. It has branches in many countries and carries _ out research into numerous infectious diseases including AIDS.

Pasteur was born in Dole, a small town situated in the south-east of France, between Dijon and the Swiss border. He came from a family who had been tanners for generations.

c. Now, read the text and paragraphs A-G again.

Choose from the paragraphs A-G the one which fits

each gap (1-7). Write your answers in the boxes

prOVided.

l) Reading UNn •

Examination Practice ......................................................................................................................................................................................................................................................................

ManA i I J;) To successfully complete Part Three of the Reading Comprehension Paper make sure you do the following:

• Read the rubric and the title of the text carefully, as they give you a general idea of what the text is about. • Skim through the text once to understand its gist, what each paragraph is about and the way in which the text

is organised. • Skim through the options and try to find the main point of each of them. Remember that the last

paragraph is always an example which completes the first gap (0) in the text. There is also one extra paragraph which does not fit any of the gaps.

• Read the parts of the text before and after each gap and decide what the missing paragraph is about. • Read the options again, paying particular attention to the ideas expressed and the vocabulary used in each

paragraph, as well as to all the items that are used to connect the ideas in a text. Then decide which option fits the gap.

• After you have completed all the gaps, read the completed text and make sure it makes sense and 'hangs toghether'. Read the option that you did not use and make sure that it is not suitable for any of the gaps in the text.

You are going to read a magazine article about tornadoes. Seven paragraphs have been removed from the article.

Choose from the paragraphs A-H the one which fits each gap (1-6). There is one extra paragraph which you do not

need to use. There is an example at the beginning (0).

Tornadoes are the most powerful and destructive types of storms. They are often called 'twisters' as they are made up of twisting columns of air. They achieve incredible wind speeds, in fact the highest on earth. The extreme wind force is believed to be the main reason for the enormous damage that is associated with tornadoes.

• H

One of the things that makes tornadoes so dangerous is their unpredictability under certain circumstances. An updraft of warm wind creates a tornado, but this happens only on some occasions and on others it simply doesn't.

T he time from the moment a tornado forms until it reaches the ground is usually not much more than a few minutes. At first , the funnel of the tornado is mainly a white-like colour, because it is made up of thousands of tiny d rops of water. Seen from the ground, it looks like an enormous cloud moving from the sky towards the earth.

An average tornado usually moves in an easterly direction at a speed of 40-65 kilometres per hour. However, speeds of more than 400 kilometres have been recorded. As a tornado tears along, it cuts a narrow path like a knife and completely destroys everything in its way.

Certain regions are far more vulnerable to tornadoes than others. The strongest tornadoes are formed in temperate latitudes. Each .rear the USA is hit by about a thousand tornadoes, mainly in the early spring.

People who witnessed the tornado said it looked like a giant cone with lightning flying through it. It touched down with a thunderous roaring noise, just like an enormous freight train speeding through.

During another deadly tornado, a power line was blown down onto a fence, electrocuting fifteen cows. According to a witness the fence "became illuminated like a heating element in a toaster". Further along its path, it popped open the doors of a car, pulled the driver and the three passengers out and then tore the vehicle into little pieces, which were scattered several miles along the road.

It is almost impossible to eliminate the damage that tornadoes cause. However, new technology and scientific research might help to reduce their intensity.

Therefore, it is often difficult for scientists to p~edict precisely when and where a tornado is likely to appear. Due to this uncertainty, it is difficult to provide sufficient warning in time to save lives.

The most devastating one took place on 18 March, 1925. Travelling at 100 km per hour, it lasted for three and a half hours and left an enormous path of destruction across Missouri, Illinois and Indiana. When the tornado finally dissipated, it had covered a distance of219 miles across the three states, so it became notoriously known as the Tri-State Tornado.

Tornadoes also appear to be irresistible. Many 'storm chasers' race to put themselves right in the path of danger, both for the thrill of it and to gather information in order to explain how tornadoes form, gain strength and spread.

Once a tornado has touched down, it becomes darker because of all the material it sucks up. This can include rocks, branches of trees, cars, and even parts of buildings, or houses. The low-pressure centre of a tornado is such a powerful vacuum that it can tear the roofs from houses and suck the corks from bottles.

UNI' 8 .Ke<:101Ilgl

A less disastrous incident involved a little girl who was sucked up by a tornado while she was riding her pony. The mother chased after them and found the girl still on the pony half a mile away. Miraculously, the girl suffered only minor bruises while the pony was left unharmed.

The fact that tornadoes are usually not very wide is rather fortunate for the areas they hit. They may totally destroy all of the houses on one side of a road while leaving those on the other side intact.

Four towns were completely destroyed and six more were damaged. 695 people were killed, 2,000 were injured, 11,000 were made homeless and the damage was over 50 million dollars, in today's terms.

Proof of this exists in the manner in which buildings collapse when they are struck by a tornado. The walls on the south-west, which are normally exposed to the strongest winds, fall inwards from the pressure of continued winds.

Cl) Reading UNn •

. !~~~.~~.~~~y. ... ~~P~.~~.~.~.~ ............................................................................. ................................................................................... . o The sentence linkers in the box below are often used in a text to relate an idea to something that has been

mentioned in a previous sentence. Group these sentence linkers under the correct heading according to their

general meaning.

a week before after that agaln all the same an hour later

by the way due to that either even so in consequence

of course on account of this other than this so that is

apart from this

instead next

the following day

as a result

nonetheless until then

Read the sentences 1-10 below and the words/phrases A-E under each of them. Decide which three words/

phrases can be used instead of the word in bold in each sentence, because their meaning is similar to or more

general than that of the word in bold.

1 The J ohnsons were very proud of their daughter's achievements.

A feats B shortcomings C accomplishments D deeds E advantages

2 The harbour is considered the town's best natural asset.

A puddle B bay C pond D port E cove

3 The country's southern most province has become a popular holiday destination.

A region B territory C sphere D area E continent

4 All governments should take measures to prevent the destruction of the ozone layer.

A wreckage B devastation C breakdown D elimination E annihilation

5 All the products should be thoroughly checked before leaving the factory.

A commodities B shares C trade D goods E merchandise

6 The average car has undergone major changes since the petrol crisis in the early 1970s.

A motorcar B automobile C vessel D carriage E vehicle

URn 8 Readinga

7 The local authorities went to great lengths to explain the purpose of the project.

A aim Bend C goal D objective E conclusion

8 The standard house has undergone significant improvements in the 20th century.

A abode B dwelling C residence D facility E habitat

9 The nature of work has changed over the years but the role of the labourer has remained untouched.

A white-collar worker B blue-collar worker C manual worker D clerk E workman

10 Thousands of Native Americans died from diseases brought to the New World by the Spanish invaders.

A illnesses Bailments C injuries D aches E afflictions

E) Read sentences 1-10 below and the words A-E under each of them. Decide which three of them are related to

the same topic as the word in bold in each sentence and are often found in the same context.

1 Storms are natural phenomena that can usually be predicted.

A violent B damage C humid D breeze E thunder

2 The new building attracted everyone's attention due to its strange design.

A outer space B architecture C roof D construction E household

3 The aeroplane revolutionised mass travel in the 1960s.

A cockpit B crew C mast D voyage E runway

4 The theatre has been a place of entertainment for centuries.

A stage B spotlights C screen D playwright E sculptor

5 The judge plays a key role in every country's justice system.

A guard B court Claw D minister E sentence

6 To me, the train is the most enjoyable means of transport available today.

A compartment B platform C track D tyre E tolls

7 Environmental organisations urge us to reduce the amount of rubbish we throwaway.

A emit B recycle C dustman D duster E dump

.YJ ... " ... ',

8 Museums undoubtedly help preserve a country's history and culture.

A cosmetics B exhibits C curator D artefacts E excavation

9 Computer technology is changing rapidly nowadays.

A addition B advances C skillful D applicable E SCIence

10 The passing animals had worn a path on the rock.

A way B lane C follow D journey E woods

MULTIPLE MATCHING 11

In Unit 4 we dealt with Part Four of the Reading Comprehension Paper and in particular with the task requiring you to locate specific information in several short texts and match a number of questions with the texts. Sometimes in this part of the examination you will b~ asked to locate specific information in a single text rather than in several. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully do this type of task.

eveloping Strategies ............................................................................. ............................. ...........................................................................................................................................................

o MIlIA i I ) When you have to locate specific information in a single text, this text usually includes different people's experiences, views, preferences ete. Sometimes the text is not clearly divided into sections corresponding to each person. In this case, the first thing you should do is skim through the whole text, locate all the names and pronouns referring to people and then divide the text i~to sections corresponding to each of them.

a. Skim through the text below and find out

which paragraph deals with each of the

following people:

John Singleton: para.

Charles Newport: para.

The writer: para.

I do not often visit art exhibitions, but this time it was something special. 'Munch in Colour', an exhibition of colour prints by the renowned Norwegian artist Edvard Munch (1863-1944) , was on show at Harvard's Fogg Art Museum. Being of Norwegian descent, I had always been fascinated by Munch, and this was my chance to take a closer look at many of his works, some of which I had never seen before. .

While there, I metJohn Singleton, a forty-year-old executive, who agreed that Munch's work was very interesting. He found that the feelings expressed were so crystal clear that he could share them. 'The Scream', in particular, which is among Munch's most famous works, upset him very much emotionally.

However, Charles Newport, a twenty-three-year-old University student, admitted that Munch's paintings didn't interest him much. He walked around for a while and then visited another exhibition called 'Modern American Sculptures', which was ·set up alongside 'Munch in Colour'. According to Charles, that exhibition was much more impressive than the collection of Munch's artworks. .

MDIAil) Once you have skimmed through the text, read the questions

quickly. Then, scan each section of the text and try to locate the specific information mentioned in each of the questions. Remember that you are looking for words/phrases in the text which answer each question accurately.

According to the text, who

1 had a low opinion of the artist's work?

2 has a common origin with the artist?

3 experienced emotions similar to the artist's?

b. Read the text in a again. Answer questions

1-3 by choosing one of the following

people: John Singleton, Charles

Newport or the writer. Write your

answers in the spaces provided and

underline the words/phrases in the text

which helped you choose each person.

URn 9 ReadingGl

€) a. Read the following extract from a magazine article about shopping at the airport. What is the main point of

each paragraph? Write your answers in the spaces provided.

ExtradA: __________________________________________________________________________________ ___ ExtradB: ________________________________________________________________________________ __

ExtradC: ________________________________________________________________________________ __ ExtractD: __________________________________________________________________________________ ___

David McGregor

"I'm a frequent business traveller and I like going to the airport earlier than necessary, just to have a browse around the shops," said David McGregor. "There really is a considerable difference in prices between the shops there and those in the High Street," he continued, "so I always buy some electrical equipment at the airport."

Shirley McGregor

His wife, Shirley, on the other hand, loves the cosmetics counters. "I always buy as much as I am allowed to, never a drop less. You can say it's somewhat of an addiction," she said. "However," she continued, "I believe that some airports abroad should upgrade their facilities. I can remember at least three airports where I couldn't find my favourite designer perfume."

Brendan Warren

Brendan Warren, another frequent flyer, told us: "The wines and spirits section is magnificent. I have to admit I used to be a bit naughty and always bought more than I was officially allowed. However, after an unfortunate encounter with

MDIAi l) In this part of the examination there are sometimes questions requiring you to find out what some of the people mention. These questions usually include some general words such as plan, problem etc. As such words are not likely to be included in the text, you must carefully read what each person says and find phrases that describe the general words mentioned in the questions.

Which person mentions

1 a nasty experience he/she had?

2 a change in his/her circumstances?

3 an advantage of shopping at the airport?

4 a need for improvement in customer services?

--

some customs officials at Heathrow, I had to cough up a substantial amount of duty. You can bet I'll never risk putting myself in that position

. " agaln.

N atalie Goldberg

Natalie Goldberg had this to say: "I used to have a job which involved travelling abroad six or seven times a year and, of course, I used to do a lot of Jihopping at airports. Nowadays, however, I hardly ever go abroad and have discovered the pleasures of my homeland. The bargain buys at the airport are no longer of any consequence to me."

b. Read the extract in a again and answer the questions

1-4 below by matching each of them with the

appropriate person A, B, Cor D. Which phrases in the

text helped you make your choices? Write your

answers in the spaces provided.

A DAVID Mc GREGOR

B SHIRLEY McGREGOR

C BRENDAN WARREN

D NATALIE GOLDBERG

m Reading UNn 9

e titllHli l) When you divide a text into sections corresponding to different people, pay attention to the section which refers to the writer of the text. This is usually the first paragraph(s) of the text and is characterised by the use of the first person (1). Quite often, however, the writer uses inverted commas to quote what another person said. In these cases the word 1 refers to the other person, not to the writer. While dividing the text into sections, you should also try to find the main point of each section.

a. Skim through the following text. Identify the

people whose experiences are described

and divide the text into four sections

corresponding to each of the people. Then,

find the main point of each section. Write

your answers in the table on page 73.

I have never really had any interest in the realm of parapsychology or the occult, but I was recently asked to interview some people for a feature article I was doing. My editor gave me the names of some people who were involved in different aspects of this topic.

. One of them regularly held sessions using a Ouija board. I gave him a call and he invited me along to one of his soirees. When the evening in question arriv€d , I found myself sitting around a table with five other people including our host. On the table was an oblong piece of wood with the letters of the alphabet inscribed in a semi­circle on it. A much smaller heart-shaped board on small wheels was placed on top of this.

Our host told us to place our index fingers on the small board and then proceeded to ask for information from it. The small board started moving round the big board, spelling out answers to his questions by moving from letter to letter. He told us that the information was coming from the spirit world , which I found rather amusing. However, I have heard that people can become very disturbed by participating in these kinds of activities.

T hat, at least, is what Miranda Philips told me when I interviewed her about her experience with a medium. "I had lost my bracelet," she said, "and it wasn't an ordinary one. It had been in my family for three generations. My great-grandfather had given it to my great-grandmother as a wedding present. I was extremely upset when I lost it. T hen a colleague suggested that I try a medium. Despite believing that it wasn't a good -idea to mess around with people like that, I was so desperate that I was willing to give anything a try."

"So," she continued, "my colleague and I went along to the address she had found. We were asked for what I considered quite a lot of cash, and then shown into a small, dimly lit room, draped in heavy dark blue velvet hangings. Sitting at the end of a long mahogany table

was a plump woman wearing an enormous pair of hoop earrings and a babushka. She told us to sit down and then asked me for something personal. I gave her my car keys, which I happened to be holding. She then appeared to go into a trance and started speaking in what sounded like a bad impersonation of Peter Sellers' accent in the Pink Panther films. " According to Miranda, she and her friend collapsed into an uncontrollable fit of the giggles and were more or less forcefully removed from the premises by Madame Zina's burly assistant. Needless to say, she is quite sceptical with regards to seances, and later found her valuable heirloom while cleaning out her car.

This, however, is not how Mike Hayley felt about his experience. Here is what he had to say: "I was sitting in a restaurant with a friend when a man approached us and asked if we were interested in having our palms read. I immediately became defensive and said that I wasn't interested in such hocus-pocus. My friend , on the other hand, enthusiastically accepted the invitation. As I listened to what he was saying, however, I became increasingly fascinated, and, considering that it was cheap, I finally decided to have mine read too. I found it very accurate and afterwards, while thinking about it, decided that it made as much sense as anything else on this planet."

Looking into these phenomena, I discovered that they were much more widespread than I had ever thought. My neighbour, Lizzy Black, for example, told me, "I don't feel right if I haven't consulted the tea leaves for a while. An old school friend of mine who has the gift, drops by at least once a week for a cup of tea and afterwards reads my cup. It has got to a point where I won't make any decisions without knowing what the tea leaves predict. For example, when I was moving house last year, I didn't order the removal van until I got the go-ahead from my friend. Then, everything went according to plan. My husband thinks I'm mad, but he humours me. I guess he sees that most of the time it works out well enough."

URn 9 ReadingtiJ

SECTION PARAGRAPHS MAIN POINT

tM1,nli l) After you have skimmed through the text and divided it into sections, skim through the questions. Then, read the first section carefully. Deal with the questions as if they were statements and decide if they are true according to this section. Do the same for the' rest of the sections. Answer each question by writing the letter corresponding to the appropriate person in the box next to the question. When you finish, read the whole text again to complete any questions which you have not answered.

Which person or people

was very sceptical at first ?

participated in a group? .

laughed during the experience?

consults a childhood friend?

found the experience good value for money?

thinks the practice makes sense?

acted against his/her beliefs?

was doing research into the occult?

was looking for a personal item?

was accompanied by a workmate?

is involved in a practice on a regular basis?

b. Read the text again. For questions 1-13 choose

from the people A-D. Write the appropriate letter(s)

in the box(es) next to each question and give

reasons for your answers.

. .

A THE WRITER

B MIRANDA PHILIPS

C MIKE HAYLEY

D LIZZY BLACK

ID Reading UNI' 9

Examination Practice

mini i I J;) To successfully complete Part Four of the Reading Comprehension Paper, make sure you do the following:

• Read the rubric and the title of the text (if there is one) carefully, as they give you a general idea of what the text is about.

• Skim through the whole text and divide it into sections corresponding to the different people whose experiences, views, preferences ete. are discussed. Remember that one of the people is usually the writer. While dividing the text into sections, try to find the main point of each section.

• Skim through the questions. • Scan the first section of the text and find if there is any specific information which corresponds to any of the

questions. Keep in mind that you are looking for words/phrases in the section which mean the same as or describe the situation mentioned in the questions. Do the same for the rest of the sections.

• In the box next to each question, write the letter corresponding to the appropriate section. If there are two boxes next to a question, this means that two sections can be matched with that question.

You are going to read a magazine article recommending books for holiday reading. For questions 1-15, choose from

the people A-D. The people may be chosen more than once. When more than one answer is required, these may be given in any order. There is an example at the beginning (0).

Which of the following people:

A MAGDA HENSON

B BEN BlAIR

C JULIE SCOWAN

D PHILIP McCRACKEN

feels that a more efficient memory would help him/her read the book?

will read a book written by a single parent?

makes a suggestion about how the book should be read?

is also an author?

recommends a book as an introduction to the writer?

is looking forward to reliving a memory?

is going to read a book for at least a second time?

doesn't know what the book he/she has chosen is about?

manages to finish a book only when on holiday?

is going to read a book based on the author's life?

shares the author's interest?

has chosen a book only because of the author's reputation?

mentions a drawback of the book? •

likes to read more than one book when on holiday?

II c

a a El I I a a 11

UNIT 9 ReadingGa

M !gda Henson our resident book reviewer recommends some books which would be suitable for holiday reading.

It's that time of year again. Everybody is getting their travel bags out of the loft, buying flimsy clothing and suntan lotion and generally getting into a state of high excitement at the thought of the work-free days ahead. I, of course, always get excited about all the time I'll have on the beach or elsewhere to catch up on my reading for pleasure. This year, among others, I'm going to reread one of my all time favourites, Henry Miller's 'Big Sur and the Oranges of Hieronymous Bosch'. For anyone not yet familiar with Miller's writing, this is probably the best of his work to start with. It describes the years he spent in an isolated and very unconventional rural community. It was the place where he brought up his two children more or less single-handedly. Miller writes about his interesting encounters with some of the inhabitants, who shared his non-conformist approach to life. His carefree spirit and his love for his children emerge in this part­autobiographical, part-philosophical book.

Of course, this type of reading is not necessarily everyone's cup of tea, so I asked a couple of my colleagues here to tell me about their summer reading preferences. Ben Blair, one of our sports correspondents, had this to say, "When I read a book, I like to have enough time to really get into it, and the only opportunity I have to do this is when I go on holiday. This year I'm not really sure what I'll take with me, but more than likely it will be 'Fever Pitch' by Nick Hornby. I've already managed to read a couple of excerpts," he said. "It's principally about Hornby's own deep passion for football, and especially Arsenal. Being from North London myself, I am an avid fan of the Gunners, too. Apparently, his description of Arsenal's last-minute league win is so vivid that it is like experiencing the moment all over again. So, even though

I have already got an idea of what I'm going to read, I can't wait to get my nose into it!" finished Ben with a smile.

The choice of our resident problem page Agony Aunt J ulie Scowan was something completely different. Her favourite book is 'One Hundred Years of Solitude' by Gabriel Garcia Marquez and she's chosen it for her holiday reading this year. "It's a book that really needs to be read a number of times in order to fully absorb it," she said. "It's not that it's a difficult read, but there are so many characters involved in lots of different relationships that sometimes it's hard to keep track. I had to keep flicking back pages to remind myself of this person or that situation. However, Marquez has a way of involving you. The images he presents are so colourful and lively and his portrayal of Latin American culture with all its superstitions is so vivid that you become immersed in it. I could really identify with the main character of the story, which really helps." Julie finished by saying ''I'm really looking forward to lazing around the pool at my brother's villa, where there isn't a word processor to be seen for miles."

Last but not least, I bumped into best selling thriller writer Philip McCracken, whose most recent book I reviewed last month. I asked him what his choice for the summer break was going to be. He said, "I usually take a variety of books with me when I go on holiday, and I ofte'n pick up a couple more at the airport. Funnily enough, though, this year I already know what my main choice is, and that's John Irving's 'Widow For One Year'. I know it's been available for a while, but I've been saving it so that I really have time to savour it. I have no idea what it's about, but it's enough for me to know that it's by Irving. I've read everything he's ever written a number of times. I make no apology for saying that I think he's the greatest. "

. I have to say I'm inclined to agree with Phil and I was able to endorse his choice having already read it. So, whatever your choice literature lovers I wish you all a good solid read this summer!

D Reading URn 9

Vocabulary Expansion ........................... ..................... .................. ............................................................ .......... ...................... ............. .......... ................ .......................... ................ ......................

o Read the statements a-i below which describe different situations.Then complete the blanks on the right using

the adjectives in the box to make a general comment on each situation.

incredible difficult necessary sensible exciting unlikely similar unwise useless inconvenient

a I had to buy a map of the area, as I would undoubtedly have got lost without one.

b I now realise that investing all my savings in the stock market was not a reasonable thing to do.

C The new ride at the theme park was unbelievably exciting.

d I was given one as a present a few months ago and it's still in its box somewhere at the back of my wardrobe.

e He eventually acknowledged that I was right to have had an alarm system installed.

f Although I keep talking about leaving my job, I won't probably do so in the near future.

9 Driving tests are not as easy as I thought; it took me five attempts to pass.

h In my opinion, there wasn't much difference between the stage musical and the film version.

I was filled with enthusiasm when they offered to take me along on their trip to Rome.

i I don't want to rent that flat because it's far from public transport and there is hardly any parking space nearby.

It was _________ for me to have a map.

What I did was _________ _

I found the experience _________ _

I found it ________ _

What I had done was ________ _

It is _________ to happen.

I found it ________ to pass the test.

I found them ________ _

Their offer was very ________ _

I find the location ________ _

e Look at the words below and write them in the table below the box, according to their general meaning.

activate asset confident definite influence purpose admit assured consent deny objective reject aftermath begin consequence effect Qutcome set off agree benefit convinced get under way plus set out aim blessing commence goal positive target approve certain decline initiate profit turn down

• ACCEPT

ADVANTAGE

RESULT

START

INTENTION

UNn 9 ReadingGJ

a. Look at the grid below and tick the appropriate box(es) to indicate the context(s) in which each of the verbs on the left can be· used.

" ~."""

commence .>. . . .~,

la. Read the following sentences and decide which answer A, B, C or D best completes each sentence.

1 The negative _______ of the environmental disaster were apparent for many years afterwards.

A results B influences C consequences D outcomes

2 It's my _______ to buy a new car next year.

A purpose B intention C target D goal

3 After listening to Amy's arguments, I am now _______ that she was right.

A definite B assured C convinced D confident

4 The new school year _______ in the middle of September as usual.

A commenced B set out C set off D initiated

5 All the newspaper reports praised the university's _______ over its more prestigious rivals.

A benefit Basset C profit D advantage

6 Charles was very _______ that he had done very well in his final year exams.

A sure B confident C definite D positive

7 The teacher agreed that J oe is a very bad _______ on his schoolmates.

A effect B influence C consequence D outcome

8 The UN ambassador arrived in the war-torn country to _______ peace talks between the rebel groups.

A initiate B set off C commence D set out

9 The school council could not _______ on the issue of introducing school uniforms the following academic year.

A accept B approve C agree D consent

10 The Minister _______ to see the leader of the striking workers.

A rejected B turned down C declined D denied

CONSOLIDATION 11

In each of the units 6-9 we dealt with one of the four parts which make up the Reading Comprehension Paper. In this unit we will tackle the paper as a whole, consolidating what has been taught so far. The Examination Practice section consists of some exam tips which are relevant to all parts of the Reading Comprehension Paper, and a complete Practice Test which follows the exact examination format. Finally, there are two exercises where the vocabulary taught in the

. four previous units is revised.

Examination Practice The FCE Reading Comprehension Paper contains 35 questions altogether. The number of questions in each part and the marks they carry are presented in the following table

Multiple matching

Multiple choice

Capped text

Multiple matching

6-7 (two marks per question)

7-8 (two marks per question)

6-7 (two marks per question)

13-15 (one mark per question)

• In the Cambridge First Certificate Examination you have one hour and fifteen minutes to complete the Reading Comprehension Paper. It is advisable to spend between 15 and 20 minutes on each of the four parts. Do not spend too much time on anyone of the parts, because you will not have enough time to answer the rest of the questions.

• Always read the rubric and the title of the text carefully, as they give you a general idea of what the text is about. Read also the example given in Parts 1, 3 and 4.

• Before answering the questions, skim through the text and make sure you understand its gist.

• When dealing with Parts 1 and 2, start with the questions whose answers seem more obvious or easier to find. Then, try to answer the rest of the questions by reading the corresponding part(s) of the text more carefully.

• If you have difficulty in answering a question in Parts 1 and 3, perhaps it's because you have already used the correct option in a previous question. Therefore, go back to the previous questions, check your answers and revise your choices if necessary.

• Remember that you must always find some evidence in the text to justifY your answer.

• Do not spend too much time on one particular question. If, despite your efforts, you cannot find the answer, leave it and move on to the next question. When you have answered the rest of the questions, go back to the one you haven't answered, think about it again and, if you still haven't found the answer to it, make an <educated guess', that is a guess based on what you have read. Do not leave any questions unanswered. A guess is better than no answer at all.

• In the Cambridge FCE Examination you must mark your answers on a separate answer sheet, which is similar to the one provided at the end of this book (page 127). Write your answers on the question booklet first and then transfer them to the answer sheet. Make sure you have plenty of time both for transferring your answers onto the answer sheet and for checking them again. Be sure to mark the appropriate box (only one) for each question.

UNIT 10 ReadingGJ

PART 1 You are going to read a magazine article about an ancient Chinese philosophy. Choose the most suitable summary sentence from the list A-I for each part (1-7) of the article. There is an extra summary sentence which you do not need to use. There is an example at the beginning (0).

An example of how disharmony can cause disaster.

Feng Shui principles have practical applications. _

The primary elements can be used together in different ways.

There are three important ingredients for a peaceful existence.

The philosophy was developed for living in peace

Respecting and idolising nature is necessary.

Understanding the energy requires expertise.

Feng Shui experts are challenged by modern dilemmas. There is a growing interest in achieving the right balance. with nature.

Bob Maclntyre looks into the practice of the ancient Chinese philosophy of Feng Shui.

• I In the constantly changing times we live in, people are becoming increasingly concerned with establishing a harmonious relationship between themselves and their environment. Therefore, it is not so surprising that the practice of Feng Shui has gained in popularity recently. Feng Shui is a philosophy that seeks to create an equilibrium between individuals and their environment by ensuring that the landscape and the places they inhabit are shaped in accordance with the Earth's energy.

Feng Shui literally means 'wind and water' and originated in ancient China, where the people who lived along the Yellow River attempted to protect themselves against the ill winds and rough waters. By not acting against the heavenly powers, they attempted to develop harmony in their universe. Only when people live and work in a balanced environment will the Earth's powers be at peace, and this balance is achieved when positive and negative energies are not at odds with one another.

The Ancient Chinese classified everything in nature into five categories: metal, water, wood, fire and earth. They believed that everything that existed was a different combination of these materials. Some of these combinations produce positive effects, while others cause evil. Water, for example, is believed to bring good fortune, whereas metal is thought to absorb the evil energy which causes sickness.

The practice of Feng Shui actually focuses on a particular type of energy and studies the distribution of this energy in a specific location. This energy is not visible and its distribution may vary with time. However, a successful Feng Shui practitioner must be able to identify and measure this energy flow.

Feng Shui is often used when changes are made to the environment. Man-made buildings must complement

their surroundings. If there are mountains, for instance, the building should face away from them, whereas if there is a river or a lake nearby, the front of the building should face it. Feng Shui practitioners use a special compass to determine whether there is complete harmony between man-made structures and the natural forces which surround them.

Hong Kong is a throbbing, modern metropolis like New York, but is in fact constructed according to the traditional principles of Feng Shui. Due to the fact that the city is so overcrowded, it is often very difficult to position a building correctly. Therefore, Feng Shui consultants have the difficult task of creating or restoring balance by knocking down walls, blocking windows or moving doors. They may recommend the use of certain colours or symbols to encourage the flow of positive energy. In this respect, Feng Shui functions as a combination of town planning, environmental improvement, architecture and interior design.

The Chinese believe that an imbalance between nature and man-made buildings can be catastrophic. For instance, the death of the former kung fu master and film star, Bruce Lee, was attributed to the fact that his home had lost a vital balance with its surroundings. As it was situated in a valley, Lee had been advised to install an eight-sided mirror in a tree outside in order to diffuse any negative energy. When a typhoon blew the tree down and broke the mirror, Lee was left with no protection against negative energy.

Feng Shui holds that the path of our life is influenced b heaven, earth and man himself. Another way of

. describing these is time, space and action. Good fortune originates in doing the right thing at the right time and in the right place. One must, therefore, establish one' place in harmony with nature.

D Reading UNIT 10

PARI 2 You are going to read a magazine article about a famous actor and film director. For questions 8-14, choose the answer A, B, C or D which you think fits best according to the text.

Woody AlIen, the American director, bitter-sweet screenwriter, actor and author is best known for his l;>ittersweet comedies. His pale, thin, bespectacled appearance, together with his clever observations of humanity leads people to regard him as an intellectual. 5 However, Woody AlIen confesses that he'd rather go to a bar or a baseball game, than read philosophy. Many people think these comments are insincere, but Woody insists that he has never been a high culture person. In addition, genuine intellectuals consider that he is not in their class. 10

Woody Allen hated school and has claimed that people should be taught reading, writing and arithmetic and then left alone. Woody had a natural talent for writing, which he made no effort to cultivate. U ntiI the age of eighteen he only read comic books. While still at school, he began 15

writing stand-up comedy monologues, drawing his material from his urban Jewish middle-class background. He created these monologues by exaggerating his own life circumstances. Soon he was selling his jokes to gossip columnists and by the age of fifteen he had already been hired to write jokes for a public relations firm. After that, he was hired to write mater4t1 for some well-known TV comedians and within two years he was contributing material that was used in many of the top comedy shows broadcast on television. 20

Woody Allen soon started writing and directing films. By the time he made his first award-winning film 'Annie Hall', he had already made several others, gradually polishing his technique so that the seriousness beneath the comic surface became more evident. Whereas previous films had contained elements of nonsense and a more ridiculous type of situation, 'Annie Hall' was his most personal and for that reason his most recognised film. The hero, played by Woody AlIen himself, is as close to him as any fictional character could be. When 'Annie Hall' 25 was released, Woody did his best to explain to people that, unlike the screen version, he didn't live under a roller­coaster when he was a boy and that he had not met or broken up with Annie Hall as is shown in the film. However, the public prefer to believe that his films are an accurate reflection of his life. Woody explains that his own life is for the most part orderly and boring, and as a writer, his job is to make things up. Woody believes that his films are less pessimistic than they are romantic and reflect his idealistic view of the way life should be. 30

Woody AlIen has an obsessive and rather monotonous lifestyle. He admits that he is afraid of change and for this reason he sticks to his routines like playing the clarinet, writing, taking walks, visiting his psychoanalyst and going to the same restaurants. Apart from that, he is a solitary person who is very 'anti-Hollywood' and hardly ever leaves Manhattan. He considers Hollywood to be a culturally deprived city. In 'Annie Hall' he said, "I don't want to live in a city where the only cultural advantage is that you can make a right turn on a red traffic 35 light."

He made his point clear by not being present to collect the three Oscars which his film received. Instead, he chose to keep to his regular Monday night appointment with his jazz band at Michaer s Pub, where he plays the clarinet. Woody Allen's love of jazz is evident in the music that is featured in many of his films.

When asked about retirement during an interView, Woody Allen was clear in his response. "I expect to go on 40 working until one day when I am looking through a camera lens, I'll suddenly grab my heart, contort in pain, drop to the pavement and die a very tragic death." According to Woody, that would be the ideal way to leave this world. In reply to whether making films is his bid for immortality, Woody asserted, "It isn't something I hope to achieve through my work, but would rather accomplish it through not dying."

8 What is meant by 'genuine intellectuals consider that he is not in their class', in lines 9-10?

A They believe his appearance is ridiculous.

B They believe he is modest.

e They believe he doesn't deserve the title 'intellectual'.

D They believe he is not well-educated.

9 Woody AlIen got the ideas for his early writing from

A the comic books he read.

B the gossip columns in newspapers.

e the comic shows broadcast on TV.

D the environment he grew up in.

10 The writer thinks that, compared to 'Annie Hall', Woody AlIen's earlier films were more

A unrealistic.

B serIOus.

e imaginative.

D autobiographical.

11 What does the public believe about Woody AlIen's life?

A It is orderly and boring.

B It is full of romance.

e I t is like a roller-coaster.

D It is like his films.

12 Why didn't Woody AlIen collect his Oscars?

A He was afraid of changing his routine.

B He had an important meeting in a New York bar.

e He felt he didn't deserve them.

D He didn't want to go against his principles.

13 What does 'If in line 43 refer to?

A his bid

B immortality

e death

D making films

14 Why was this article written?

A to give a short description of Woody AlIen's life and personality.

B to justify Woody AlIen's achievements in Hollywood.

e to clarify any misunderstandings about Woody AlIen's life.

D to review some of Wood Allen's films in detail.

UNIT 10 ReadingGl

D Reading URn 10

PART 3 You are going to read a magazine article about a painter's experiences. Seven paragraphs have been removed from the article. Choose from the paragraphs A-H the one which fits each gap (15-20). There is one extra paragraph which you do not need to use. There is an example at the beginning (0).

I have been a professional artist now for nearly forty years. I can't remember a time when I wasn't scribbling something or other. However, I don't do this job because of some kind of transcendental belief in visual expression, but because I have learnt the technical skills involved. For me, it is wrong to believe that a painter has the power to express his emotions or character through his paintings.

H

At first, I had a lot of trouble accepting the theories put forward by my lecturers, but their arguments were too strong. I started to realise that university caQ broaden your horizons only if you're prepared to rock the foundations of your childhood ideals. It is not easy to turn your back on the ideology that was guiding your life until then.

Luckily, I had people around to help me. I had met the girl who was to become my wife and who helped me put some things into perspective. However, the most helpful of all was my tutor, who told me that if I wanted to return to being the narrow-minded brat I was when I first entered the university, I was welcome to do so.

Having run a local art group for the last few years, I have come to realise how other people's views on a work of art can change one's attitude. In actual fact, my most objective critic is my three-year-old granddaughter. Although her vocabulary is limited to a few words, she knows what she likes and if she thinks something is rubbish, she has no hesitation in telling me so.

I always try to explain to her that an image doesn't have any meaning within it, the meaning is given by whoever

observes it. "But it's a dog!" she exclaims, and I say, "To you it's a dog. Someone else 'may see it as their. own dog, someone else may even see it as a cat. It depends on your point of reference."

You could say that, because I'm the artist, the meaning I give it is the true and authentic one. But I believe that the interpretation of the viewer is as authentic as mine. This may sound a bit abstract, but it's the only way it can be.

This is why I never name any of my paintings. A title only restricts subjectivity. People at exhibitions usually stop in front of a painting, look at its title and exclaim "Ah! That's what it is," and quickly move on to the next one.

In my opinion, there is no comparison between a painting and a film. A really good film can take you on a roller-coaster ride of emotions. It can influence your life and teach you about the human condition, whereas a painting is just another solemn image in a gallery. Sometimes I myself wish I had studied film theory.

We kept in touch for years after I had graduated. He was also active as an artist and would always invite me to the openings of any exhibitions he gave. I never really liked his work, which I found too depressing, but I could tell he valued my opinion.

For this reason, I always try to keep my work flexible and open so that viewers are free to give their own interpretations. Any description they give will only add to the variety of meanings available.

I had a real struggle with this. I began to question everybody and everything until I thought I was going crazy. I was kept awake at night, worrying about the lack of meaning in everything.

However, the problem these days is that not many people go to art exhibitions in the first place. They prefer going to the cinema or somewhere else. Quite right too! I also believe that the cinema provides a lot more entertainment and enjoyment than an art gallery does.

This has been my philosophy for most of my career. Ever since university I've tried to keep to the forefront of my mind that everyone has their own individual way oflooking at things. Therefore, whoever looks at one of my paintings will interpret it differently.

From my point of view, a work of art should be produced by a number of people. You never have only one viewer of your work, so why should you have one artist? But history has developed the idea of a solitary artist.

My daughter is the complete opposite. She always praises everything I do. She'll say, "That's got a lovely air of joy, Dad," talking about the cover I've just done for a horror story. She finds it hard to understand that it's only her interpretation that is positive.

Oddly enough, I first discovered this weakness in the position of the artist wheQ I went to university. I entered this esteemed institution of learning as an innocent, enthusiastic young painter looking forward to studying the rich history and many wonders of art. But within weeks I had to rethink of all my naive views.

tlD Reading UNIT 10

PART 4 You are going to read a magazine article about theories regarding the end of the world. For questions 21-35, choose

from the people (A-D). The people may be chosen more than once. There is an example at the beginning (0).

A THE WRITER B SYBIL SCALES C SOPHIE COWER D JULES RYES

Which person or people knows the Earth will exist for a long time

to come?

believes that the destruction of our planet

has been accurately forecast?

believes our planet will be covered in water?

believes that man will eventually

believes we have ignored warnings for years?

is shocked that there is so much interest

in the topic?

knows the climate is getting hotter and hotter?

has heard that an enormous disaster has struck

the Earth before?

tt)

destroy himself? E![JE![] feels that we need to take steps to prevent

feels that some people have crazy ideas?

bases his/her beliefs on real events?

remembers a specific incident which

was/were terrified?

E![J a disaster?

EIrJElIJ believes in an ancient myth?

believes our main source of energy

will disappear?

GH Lee has been out and about picking up what people's ideas are on how our planet will finally bite the dust.

I was at a function recently, you know, one of those affairs that we journalists periodically have to attend. A couple of times over the course of the evening I heard the term TEOTWA WKI used. At the risk of seeming ignorant, I asked one of my colleagues what it meant. He explained that it was an abbreviation for The End Of The World As We Know It'. He also went on to explain that quite a lot of people are actually preoccupied by this topic. I must say I was really surprised. There is not much room in the life of a career journalist for fatalism, as we're looking for hard facts most of the time. I suppose that if I really think about TEOTWAWKI, my mind goes to the fact that there are enough nuclear weapons on this planet to detonate 600,000 Hiroshima type bombs. This, of course, would cause a nuclear winter that would totally destroy life. I always remember with nervousness the time when the harmless Norwegian rocket strayed off its flight path in the direction of Russia. It is said that after spotting it on radar, the Russians became so nervous that the president was actually ' 'given his nuclear briefcase to counter-attack if necessary.

Having had my attention drawn to this topic, I've spent the last couple of weeks asking people here and there how they felt about it. Sybil Scales, a hotel receptionist from Linlithgow, said: "Well, I'm a firm believer in what fellow Scot Graham Hancock has to say. His theory is that the year 2012 will herald death and destruction for the human race." Sybil continued that Hancock stated that a similar event took place about 12,000 years ago. "I really agree with the claim that there was a continent in the Atlantic inhabited by an advanced race. After a series of earthquakes, it was pushed far south to become Antarctica. The survivors

of the disaster are believed to have found refuge in South America, and their descendants, the Mayans, have left a calendar which predicts that the next series of major earthquakes will take place on 23rd December, 2012. It really makes sense, doesn't it?" said SybiL

When I volunteered this marvellous theory to scientist Sophie Gower, she reacted strongly. "Oh, God! Another looney toon! The fact of the matter is that an apocalypse is definitely guaranteed only after the death of our sun. However, this occurrence is not due for another five billion years." She went on to say: "When . the time comes, the sun will swell up to many times its present size, consuming its closest neighbours, perhaps even Earth. Then it will quickly contract back to being the size of a small rock. There's no way the Earth can survive without the energy produced by the sun."

Having got a scientist's view, I decided to get a meteorologist friend of mine to give me his views on TEOTWAWKI. Jules Ryes, who works for Channel 5, told me: "Back in 1938, the English meteorologist GS Callendow pointed out that the percentage of carbon dioxide in the atmosphere was increasing. Of course, nobody wanted to listen to him at the time. Today, however, scientists agree that the greenhouse effect should be a global concern. Nobody seems to be doing much about it, though." He went on to explain what the facts really are: "If current emission rates continue, the average global temperature will increase by 2.50

centigrade in the 21st century. This will cause ocean levels to rise by 1.2 metres, therefore flooding large chunks of the planet. I really don't think we can live on boats and eat fish for the rest of our lives!" he finished with a chuckle.

UNI' 10 ReadingCD

Vocabulary Revision ................................... .................... ... .... .................................... ...... ........................................................................................................... ...... ............................................

o Read the following text and decide which answer A, 8, C or 0 best completes each blank.

Man has endeavoured to explore space for centuries but was able to start realising this dream only a few

decades ago. Over the centuries great minds have contributed to this ultimate (1) __________ _

but space travel did not become possible until the great technological achievements of the 20th century.

The space age (2) in October 1957 with the launching of the Russian spacecraft

Sputnik 1. (3) the United States followed with their own spacecraft launch inJ~nuary

1958. Both the Russian and the American spacecraft were totally (4) when reentering

the Earth's atmosphere.

The first living creature to (5) __________ into space was a dog called Laika. Throughout

the journey, tests were conducted on the dog and these results provided scientists with important medical data

which (6) their knowledge with regard to the effects of space on living beings. However,

the spacecraft again failed to enter the Earth's atmosphere intact and Laika tragically died In space.

(7) Laika's journey was undoubtedly an important (8) In

the history of space exploration.

11 A goal B intention C purpose D target

IEI A set out B initiated C set off D commenced

IEI A Until then B Other than this C Even so D After that

lID A broken down B destroyed C demolished D damaged

III A commute B tour C travel D wander

ID A expanded B enlarged C multiplied D built up

IIDI A Next B Due to that C Nonetheless D By the way

III A episode B event C happening D occurrence

E) Read the following text and complete the blanks using the words/phrases in the box. There are three extra

words/phrases which you do not need to use.

so necessary began even so

of course completed grow

influenced

significant

demanding

approve

Rock music has dominated popular culture in most countries around the world ever since the late 1950s.

Rock music (1) in the USA and has (2) many other styles of music.

(3) , rock has in turn been shaped by other types of music. Today, rock music has become a

(4) industry, generating considerable profits for the record companies and for the artists themselves.

Bands like The Beatles, The Rolling Stones and The Who helped the music industry (5) _____ _

during the 1960s and 1970s. These bands largely created the (6) conditions for rock music to

expand to the four corners of the globe.

Rock music has now grown into hundreds of musical styles catering to all types of people. The listening public

are now more (7) _______ in their musical tastes and expect their favourite bands to constantly produce

new material. (8) , many bands are pressurised to release records that probably don't represent

their true ability.

PRACIICE IESI

You are going to read a newspaper article about Mount Everest. Choose the most suitable summary sentence from

the list A-I for each part (1-7) of the article. There is one extra summary sentence which you do not need to use. There

is an example at the beginning (0).

What is required nowadays is money rather than knowledge.

Overcrowding and careless escorts put mountaineers at risk.

Many hours of exposur~ c-a-use-d- m- u-l-ti-p-le- f;-a-ta- l-itI-· e-s-. --------11 The overpopulation of the summit is making things risky. l Masses of people and electrical appliances cause chaos.

The proportion of deaths is increasing all the time.

Amidst the many abusers, there are still a faithful few.

A disagreement caused a very difficult situation.

Wealthy would-be climbers are attempting a difficult task.

I

It was believed that once Mt Everest had been conquered, people would find something new to challenge them. Unfortunately, the world>s most famous peak is now attracting a new breed of climbers, who have more money than mountaineering sense.

This new breed of climbers are arriving in droves. For a number of years now, Mt Everest has become increasingly popular and as a result overcrowded. During the main season, which is spring, there are around six hundred people camping at the bottom of the mountain every day; only two hundred of them will actually attempt the climb. To top this off, the place is also buzzing with fax machines, laptops, mobile phones and cappuccino machines.

• The problem with there being so many people attempting the climb is that the slopes can become congested. In addition, if plans are unexpectedly set back or guides aren>t competent enough to keep to their schedules, the lives of many climbers can be endangered.

A combination of these factors led to disaster in 1996. Two organisers and their teams ran into trouble. Some of the sherpa guides got into an argument and consequently were too busy to fix the ropes leading to a step. This delayed the first group, so the second group got stuck behind them. In the meantime a storm blew up unexpectedly, leaving both parties stranded on the mountain.

Practice Test I CD

After having spent the night on the mountain, both parties attempted to make their way back down, many of them suffering from extreme frostbite and altitude sickness. The end story was that five people perished and the survivors had to use all their reserves to recover from the punishment dished out by the mountain.

This is just one example of what can go wrong. As Everest becomes more and more crowded, the ratio between successful summit climbs and fatalities on the mountain is becoming more and more alarming. For example, in 1987 more people died on the mountain than actually managed to reach the summit.

Basically, the reason for this is that experience doesn>t count for much anymore. What seems to be important these days is the wad of cash one can offer and about three months of nothing better to do. This is not mountaineering in the true sense of the word. What it is, is a bunch of bored , wealthy people that are out to get their kicks.

. The story of present day Mt Everest is a shocking but sad one. The bottom is like the scene of a rave party, its slopes are littered with discarded rubbish and most of the people who reach the top are only there so they can notch it up as yet another achievement. However, to finish on a note of opti~ism there still are the dedicated ones who echo the sentiments of George Mallory. When he was asked why he wanted to climb Everest, his reply was, "Becau~e ifs there."

D Practice Test I

art 2

You are going to read a magazine article about Hellen Keller. For questions 8-14, choose the answer (A, B, C or D)

which you think fits best according to the text.

When she was nineteen months old, Helen Keller suffered from a severe illness that left her without the sense of sight or hearing. It also left her mute. This, however, did not rob her of the ability to love or be loved.

When she was six years old, Helen Keller's parents sought Alexander Graham Bell's advice regarding their daughter's education. As a result, Anne Mansfield Sullivan, a twenty-year-old, arrived at the Kellers' home in Alabama. Sullivan herself had been both treated and educated at the Perkins Institute in Boston, where she had partially recovered her sight.

Helen Keller herself said that the most important day of her entire life was the one on which her 5 teacher arrived. On their first morning together, her teacher gave her a doll and slowly finger-spelled the word 'doll' into the palm of her hand using the manual alphabet. Helen found this finger play very interesting and immediately tried to jmitate it. It did not take her long to make the letters correctly. However, she had no idea that she was spelling words or that these words existed as representations of the objects that surrounded her. 10

It took her several weeks, often filled with frustration, to understand that everything has a name. One day, her teacher persisted in trying to teach her the difference between 'mug' and 'water'. Helen, unable to tell them apart, threw her doll in a rage and broke it into many pieces. Her teacher then took her to the well-house in the garden and placed her hand into a cool stream. At the same time she finger-spelled the word 'water' in Helen's other hand. At this moment, the mystery of language was revealed to her 15 and it was the beginning of her familiarisation with the objects around her.

Another difficulty Helen had to overcome was the meaning of abstract words such as 'love'. Her teacher finger-spelled the word into her hand and Helen reacted by asking, "What is love?" Anne replied by placing her hand over Helen's heart and said, "It is here." Helen became confused and started asking lots of questions in order to ~iscover what 'love' actually was. Unfortunately, despite her teacher's responses, 20 she could not understand and became very impatient.

A day or so later, when Helen was trying to string some beads of various sizes together, her teacher touched her forehead and finger-spelled the word 'think'. Helen instantly realised that this was the name of the abstract process that was going on in her head. In the same way, she tried to find the meaning of the word 'love'. When the sun came out from behind a cloud, Helen insisted, "Is this not love?" 25

Anne turned to her and replied that love is something like the clouds that were in the sky before the sun came out. "You cannot touch the clouds, but you can feel the rain," she told her. "In the same way, you cannot touch love, but you can feel the sweetness that it pours into everything." Helen immediately understood this beautiful truth and felt that her spirit was somehow connected to the spirit of her teacher and everyone around her. 30

Miss Sullivan continued to love and instruct Helen for several years. She not only taught her , English but French, German and Latin as well. Helen Keller graduated from Radcliff College, the most prestigious women's University in the USA, where Sullivan had finger-spelled the lectures into her hand.

Keller dedicated the rest of her life to writing and lecturing on behalf of those who had been afflicted the way she had.

8 Why did Anne Mansfield Sullivanjoin the Keller household?

A She was half-blind and could help Helen. I She was recommended by Alexander Graham Bell. e She was a graduate of the Perkins Institute. D She was to be employed as Helen's companion.

9 What was it that impressed Helen most on the day her teacher arrived?

A the doll she received I the manual alphabet e the finger play D the words she spelled

10 When did Helen realise that everything around her had names?

A when her teacher took her to the well-house I when she broke her doll into many pieces e when her teacher taught her the meaning of 'mug' D when she learned to finger-spell

11 Why was the word 'love' difficult for Helen to understand?

A She had never experienced it before. I She didn't know what a heart was. e D

She couldn't touch 'love'. She couldn't finger-spell the word.

12 What does 'this' in line 23 refer to?

A the string of beads Helen was holding I the word Helen's teacher finger-spelled e Helen's forehead D the word 'love'

13 Helen's teacher finally made Helen understand the meaning of the word 'love' when

A she made Helen feel the warmth of the sun. I e D

she expressed her love to Helen. she compared love to the clouds. she explained the connection between her and Helen.

14 Helen's teacher can be best described as being

A determined. I e D

strict. demanding. insensitive.

Practice Test I CIJ

t::) Practice Ten 1

You are going to read a magazine article about a man who had his dog stolen. Eight sentences have been removed

from the article. Choose from the sentences A-I the one which fits each gap (15-21 ). There is one extra sentence

which you do not need to use. There is an example at the beginning (0).

Investigative journalist James Scott tells his own story about how he suffered at the hands of canine kidnappers.

Having reached a certain age, I thought I could safely believe that I had had most of the negative experiences that life can dish up. I However, just recently I had a traumatic experience which I had never taken into

consideration as an option. I arrived home from work one evening and found that a trip to the supermarket was in order. So, as usual,

I whistled to my little four-legged companion, put her lead on and set out. On entering the supermarket, I popped the few things I needed into a basket and went quickly to the checkout which was quiet for a change.

When I looked for my faithful friend, I was confused. I blamed the twilight and my failing eyesight at first, but, as I got closer, I saw that she was well and truly gone. I flew into a total panic and started running down the road. I had this crazy idea that one of my neighbours, who all knew the dog well, had passed by and for some reason decided to take her home with them. Slowly the neighbours emerged and let me know in no uncertain terms that they wouldn't even consider doing such a stupid thing.

I just stood there, unable to believe what had happened. I knew I had tied her securely using a double knot. There Was no doubt about it, someone had stolen my dog. It was unbelievable. She wasn't some kind of fancy pedigree but was a wonderful little mixture of breeds. A real Heinz 57 varieties. Ijust couldn't think of what to do. I was in total shock.

Over the next few days they made and pasted posters all over the neighbourhood, contacted radio stations to make announcements and placed advertisements in various newspapers.

A few days later I had to go away on a five-day business trip. Nevertheless, on my return, when I opened my apartment door the first thing I saw was one of the posters lying on the hall table. I felt as if someone had just thrown a bucket of cold water over me. That's when I decided that I would just have to try and forget what had happened and get on with my life.

It didn't make me feel too optimistic, as there had been many such calls. Early the next morning, I called the woman and she gave me her address, which was on the other side of the city. On the way there I refused to let myself become excited. You can imagine my joy when I arrived and saw that it was in fact my faithful little friend that had been found.

My dog had some health problems from her days on the streets, which a few visits to the vet put right. All in all, it took her about two months to become her old rascally self again. You can also bet your life that these days she doesn't spend any time tied up outside retail outlets.

Practice Tm I (l

When I arrived at my apartment block, I frantically rang all the bells.

I was grateful for this as I would have a lot to do, and this would take my mind off what had happened.

I got really angry and thought how irresponsible it was to do a thing like that.

When we arrived, I tied her to the railings outside, something I had done on countless occasions before.

A few days later, having been out to dinner with some friends, I arrived home late to find a message on my

answering machine from someone who thought she may have found my dog.

Later that evening, a couple of my friends came over, who were very sympathetic and put together a plan

of action.

Altogether it took me" only three to four minutes until I was back in the street again.

The young lady had seen her wandering in the street near her home six days after she had disappeared.

I mean things, like the breakup of a relationship, the death of a loved one and other similar events that can

cause stress and emotional disturbance.

~ Practice Test I

art 4

You are going to read some information about famous football players. For questions 22-35, choose from the list of

players A-E. Some of the players may be chosen more than once. When more than one answer is required, these may

be given in any order. There is an example at the beginning (0).

Which of the football players

played a role in a film? A

was disqualified for using banned substances?

suffered disappointment in a World Cup Final?

came from poverty to become a star?

stopped an armed conflict?

died before his time?

received praise from another player?

is well-known for his scoring ability?

plays an active role in the game's public relations?

caused public disorder when he changed clubs?

was the youngest player to play for his country?

popularised football in the USA?

began his career far from home?

Bobby Moore

Bobby Moore began his career with West Ham United in 1958 and led them to victory in the 1964 FA Cup and the 1965 European Cup Winners Cup. His greatest achievement, however, was as captain of the English team that won the 1966 World Cup. He captained England in 90 games and was one of the best known players in the world throughout the 60s and 70s~ Mer he retired from playing, he became involved in management and he also appeared in the big screen production 'Escape to Victory' with film stars Michael Caine and Sylvester Stallone. Pele said of him that he was the greatest defender he had ever played against. Sadly, he passed away prematurely in 1993 shortly after being awarded one of his country's highest honours.

Pele, whose real name is Edsone Arantes do Noscimento, was discovered at the age of fifteen by a former Brazilian World Cup player named Waldemar de Brito and started his career with the Brazilian team Santos. He is thought of as the greatest player ever. Such was his influence that in the late 1960s, when he and his team, Santos, went to ·Nigeria to play a few friendly matches, the ongoing civil war ceased for the duration of his visit: He also led the Brazilian team to three of its World Cup triumphs. When he retired from Brazilian football in 1974, he had played 1,253 games scoring 1,200 goals making him the highest scorer in the history of the game. In 1975 he came out of retirement to play for the New York Cosmos, and his contract with them made him the highest paid athlete in the world. He is also credited with introducing a large number of Americans to the game. He is now an international ambassador for the sport, encouraging friendship between nations through sporting events.

Diego Maradona

Diego Maradona, the son of a factory worker, began his career at the age of nine with Las Gebollitos, a youth team and at sixteen he was the youngest player in Argentina's national team. He captained Argentina in

Practice Test I cm

their victory in the 1986 World Cup and through to . . the final in 1990. As well as playing for Argentina, he

has played very successfully for Spanish team Barcelona and Italian team Napoli, who paid a record­breaking transfer fee of ten million dollars. In the 80s and 90s, he acquired superstar status and was the world's most famous player. However, he was dismissed from the 1994 World Cup for testing positive in a drugs test. He has now retired from football and is becoming better known for his scandalous behaviour.

Roberto Baggio

Roberto Baggio did not captain a World Cup winning team, but he was without a doubt the most charismatic player in the 1990 and 1994 tournaments. He was born in Italy in 1967 and started his career with Fiorentina. In 1990 he became the world's most expensive player, when he was transferred to J uventus for a fee of twelve million dollars. The fans in Florence were so upset by this move that there was rioting in the streets, which lasted for three days. In 1993 he led J uventus to victory in the y EFA Cup. In the same year he was also chosen as both European and .World Footballer of the Year. At USA 94 he scored five goals in the tournament advancing Italy to the final, which they lost on penalties.

Ronaldo

Ronaldo, having been voted the world's best player in 1996 and 1997, has to be recognised as one of the all time greats. He was the son of a drug addict and was brought up in the slums of Rio de Janeiro. He could .~ave been taken on by the city's main club, but didn't have the bus fare to attend the trials; He began his career with the Dutch club P.S.V. Eindhoven where

, he scored 55 goals in 56 matches. He shot to fume when Barcelona paid a record fifty million dollar transfer fee plus eighteen million to buy out his contract. Technically remarkable, Ronaldo is a fine opportunist who specialises in extraordinary solo goals. Expectations were high for him in the 1998 World Cup Final against France, but he was unable to live up to them.

PRACTICE TEST

You are going to read a newspaper article about one of the world's natural wonders. Choose the most suitable

heading from the list A-I for each part (1-7) of the article. There is one extra heading which you do not need to use.

There is an example at the beginning (0).

A slow process

Construction begins ------------- 1 Victory for a stone giant

Fooled by some quick-thinking

Misinterpreting nature

Postponement allows-a surprise attack

An object of admiration

The result of an ancient eruption

Headland of enormous proportions

I

Stretching five hundred feet into the sea from Ireland in the direction of Scotland and composed of 40,000 indiv.idual basalt columns, The Giant's Causeway certaInly seems to be part of some kind of primitive road. Coul~ it perhaps have been an ancient pathway for a mythIcal colossus or is it just what it seems, a strange geological phenomenon?

According to the myth, once there were two giants, one of whom lived in Ireland and the other in Scotland. The people of each country boasted that they had the mightier giant. One day, the Irish giant, who was known as Finn MacCool, decided to cross the North Channel to Scotland to confront the Scottish titan Finn Gall. He gathered long stakes of stone and hammered them into the sea bed building himself a road to Scotland.

Finn MacCooI worked all day to complete the task and as night fell, he had managed to reach the coast of Scotland. However, he decided to wait until morning ~for~ attacking, so he returned home to have a good nIght s sleep. In the meantime, the cunning Scottish giant noticed the newly built causeway and seized the opportunity to strike at the Irish giant while he was resting.

~inn G.all arrived. in Ireland and began searching ImmedIately for FInn MacCool. When he found his rival's house, Finn MacCool's wife told the unwelcome guest that her husband wasn't home, and that he was to keep the noise down lest he wake her sleeping child. On seeing the child, who was in fact the slumbering Irish giant, Finn Gall became so frightened at the

Practice Te5t 2 ClI

thought of how big the father must be, that he turned tail and fled back to Scotland, ripping up the road as he went so it couldn't be used again.

In recent times, though, people want to be given a more scientific explanation for the existence of the causeway. In fact, many theories have been suggested regarding its origin - that it was a petrified bamboo forest or that it was an accumulation of minerals from the sea, to name just two of them. However, these theories have remained inconclusive.

-Today, most geologists agree that the causeway is volcanic in origin. Its formation occurred when layers of molten lava cooled over a flat bed of basalt and contracted. This, of course, took place around fifty million years ago, when much of Northern Ireland and Western Scotland were volcanically active.

The topmost layer of lava cooled first and the rocks shrank and cracked into regular patterns like mud on a dry river bed. The cracks on the surface moved downwards through the rock, splitting it and creating columns. Over thousands of years the sea has eroded the columns, so that today they are of different heights.

Surprisingly enough, this immense stone structure went almost unnoticed until the end of the eighteenth century. Ever since, it has inspired generations of scientists and artists. The explorer and naturalist Sir Joseph Banks once said of it: "Compared to this, what are the cathedrals or palaces built by men? .. Mere models or playthings."

l) Practice Te5t 2

art 2

You are going to read an extract from a novel. For questions 8 -14 choose the answer (A, B, C or D) which you think fits

best according to the text.

There was a table set out under a tree in front of the house. The March Hare and the Hatter were having tea at it. A Dormouse was sitting between them fast asleep and the other two were talking over its head. "Very uncomfortable for the Dormouse," thought Alice, "only as.it's asleep, I suppose it doesn't mind."

The table was large, but the three of them were all crowded together at one corner of it. "No room! No room!" they cried out when they saw Alice coming. 5

"There's plenty of room!" said Alice angrily and sat down in a large armchair at one end of the table. "Have some wine," the March Hare said in an encouraging tone. Alice looked all round the table, but there was

nothing on it but tea. "I don't see any wine," she remarked. "There isn't any," said the March Hare. "Then it wasn't very civil of you to offer it," said Alice crossly. "It wasn't very civil of you to sit down without 10

being invited," said the March Hare. "Your hair needs cutting," said the Hatter. He had been looking at Alice for some time with great curiosity, but

this was the first time he had spoken. "You shouldn't make personal remarks," Alice said severely, "it's very rude." The Hatter opened his eyes very wide on hearing this, but all he said was, "Why is a raven like a writing-desk?" 15 "Oh! We shall have some fun now!" thought Alice. She enjoyed answering riddles. "I believe I can guess that,"

she said. -"Do you mean that you think you can find out the answer to it?" asked the March Hare. "Exactly so," said Alice. "Then you should say what you mean," the March Hare said. 20 "I do," Alice quickly replied, "at least...atleast I mean what I say, that's the same thing, you know." "It's not the same thing at all!" said the Hatter. "You might just as well say that 'I see what I eat' is the same thing

as 'I eat what I see'!" "You might just as well say," added the March Hare, "that 'I like what I get' is the same thing as 'I get what I like'." "You might just as well say," said the Dormouse, who seemed to be talking in his sleep, 'I breathe when I sleep' 25

is the same thing as 'I sleep when I breathe'!" "It is the same thing with you," said the Hatter and here the conversation came to a halt and the party sat silent

for a minute, while Alice thought over all she could remember about ravens and writing desks, which wasn't much. The Hatter was the first to break the silence. "What day of the month is it?" he said turning to Alice. He had

taken his watch out of his pocket and was looking at it uneasily shaking it every now and then, and holding it to his 30 ear. Alice considered a little, and then said "It's the fourth."

"Two days wrong," sighed the Hatter. "I told you that butter wouldn't fix it," he added looking angrily at the March Hare.

"It was best butter," the March Hare meekly replied. "Yes, but some crumbs must have got in as well," the Hatter grumbled. "You shouldn't have put it in with the 35

bread knife." The March Hare took it and looked at it gloomily, then he dipped it into his cup of tea, and looked at it again,

but he could think of nothing better to say than his first remark, "It was the best butter, you know."

8 What did the March Hare and the Hatter "really mean by saying "No room! No room!" in line 4?

A The place was very crowded. I They didn't want Alice to sit with them. e There wasn't a free room in the house. D They were uncomfortable.

9 What was the Hatter's first reaction towards Alice?

A He offered to cut her hair. I e

He stared at her with great interest. He made a rude comment.

D He asked her lots of questions.

10 According to Alice, who was impolite?

A the Hatter I the March Hare e both the Hatter and the March Hare D neither the Hatter nor the March Hare

11 Why did Alice not answer the Hatter's riddle?

A She wasn't given an opportunity to. I She didn't understand it. e She didn't think it was worth answering. D She changed the subject.

Practice Test 2 CDII

12 What did the March Hare, the Hatter and the Dormouse do when Alice claimed that she meant what she said?

A They gave her some good examples of it. I They agreed with her completely. e They ignored her and continued eating. D They were very critical of her claim.

13 Who is 'you' in line 27?

A Alice I the March Hare e the Dormouse D the March Hare and the Dormouse

14 According to the Hatter, why was his watch not working?

A He took the March Hare's advice. I He dipped it into his cup of tea. e He used a bread knife on it. D He didn't oil it with butter.

D Practice Test 2

You are going to read a newspaper article about a sumo wrestler called Konishiki. Seven paragraphs have been

removed from the article. Choose from paragraphs A-H the one which fits each gap (15-20). There is one extra

paragraph which you do not need to use. There is an example at the beginning (0).

CameronRussell, ajournalist, travels to Japan to find outabout a legend in sumo wrestling.

As I was waiting at Tokyo's International Airport for my flight back to London, an announcement over the PAinformed passengers ofa delay due to bad weather conditions. Having nothing better to do, I decided to start my article for the Daily Chronicle on a sumo wrestler, whose ring name is Konishiki.

H

Konishiki, however, is his professional name. His real name is Salevaa Atisanoe. He was born in a poor village in Hawaii and comes from a typical Samoan family. By the time he was sixteen, Konishiki already had all the attributes necessary for a sumo wrestler.

Konishiki moved to Japan in the early 1980s and within two years he had already fought and beaten many of the great champions of sumo. His success, however, had not come easy.

A typical day includes getting up at 4:30 in the morning and working out for over four hours. The young wrestlers sleep twenty to a room and do their own cleaning and cooking. This is no mean feat, as they consume enormous amounts of food to keep their weight up.

However, weight is not the key to winning a fight. A successful sumo wrestler depends on speed and skill to outsmart his opponent. That is why there are no weight categories in competitions. A light wrestler may have to fight an opponent twice his weight.

This and many other rituals are the essence of sumo. The sport prides itself on upholding traditional Japanese values and morals. This could prove difficult for a person not brought up in Japan.

Many in the association refused to give him the title on the grounds that he had not mastered the many intricate movements in sumo. Although there are forty-eight movements in sumo wrestling, Konishiki mastered just two, which were enough for him to reach the top in eight tournaments.

Even though Konishiki may have had problems with the association, sumo fans kept supporting him. Many of them accused the association of being out of touch with modern expectations. Young fans across Japan loved his style and the excitement he brought to the sport.

On arnvm g in Japan , Konishiki joined the Takarago stable. Stables are where wrestlers live, train and work together as a team. Their main goal is to uphold the sumo traditions of order, hierarchy and mannered behaviour. Needless to, say that the facilities are spartan.

Heaviness is the most prominent feature of a sumo wrestler, as they usually weigh between 130 and 200 kilograms. The heavier they are, the more stable they are , because the weight gives them a low centre of gravity, making it harder to tip them over.

Konishiki was criticised for not respecting these age-old traditions, which often created friction between him and the Sumo Association. This would cost Konishiki dearly. When he was in the superior position, through his wins, to be declared the first non-Japanese grand champion, this just did not happen.

Konishiki, as well as being a master of his game is also a very spiritual man. He spends a lot of his free time, which he has more of nowadays, in his favourite ashram.

Practice T est 2 cm

Konishiki was more or less responsible for brutalising the sport by using those two simple movements. This infuriated many in the association, who believed sumo's traditional techniques were an art form and not simply a brutish game played by big guys.

The wrestlers enter a circular ring covered with smooth earth , barefoot and naked to the waist. The fight is supervised by a referee called a gyoji, who bears a dagger said to have been used by referees in the past to disembowel themselves in case of a miscall.

He was over two metres tall and weighed 180 kilos. So, when he was discovered by a retired professional wrestler who was scouting for the Japanese, nobody was too surprised.

But who is Konishiki ? Outside Japan , he is not very well-known. Only a few foreigners like me, who follow sumo wrestling religiously, know this grand master of sumo.

~ Practice Test 2

You are going to read a magazine article about different university students ' choice of courses. For questions 21-35,

choose from the people A-D. The people may be chosen more than once. There is an example at the beginning (0).

Which student suggests the following?

A THE WRITER

B CLARE WILSON

CANDY GRIMES

D CELESTINO DELEYTO

I had the opportunity to live in .!l foreign country.

I enjoy the variety offered by my course.

I had some difficulty overcoming an objection from my family.

I have always had a curious nature.

I have become quite antisocial recently.

I have always known what I wanted to do.

I am still not sure if I'm doing the right thing.

My exam results assured me of my choice of course.

I have changed my attitude while at university.

I was influenced by one -of my parents.

I wanted to take the same course as my friends.

A serious illness influenced my choice of course.

I was offered places at various colleges.

I selected a course because of its broad nature.

I had no prior knowledge of what university would be like.

I believe in taking full -advantage of what's on offer.

D

Practice Test 2 a

Some university students look back at the combination of circumstances that found them on their present course.

During a lecture last week I asked myself the question, "Why Biology?" What influenced me to devote three years to studying this subject? After all, it's the kind of decision which really affects your life.

M y decision could best be described as accidental. When I was fifteen, I developed a condition which almost killed me. It took the doctors ages to find the cause of my symptoms. During this time, my family and I realised how precious life is and how little we still know about how our bodies function. From then on, anything I found in newspapers or magazines concerning biological experimentation fascinated me.

Consequently, science exams at school became a breeze and my teachers had a problem keeping me quiet when we discussed certain topics. Then, from achieving high grades at school, I decided on the course that appealed to me most and entered university.

My choice of subject came about because of a near tragic situation but there are those who believe in destiny. Clare Wilson says she was born to be ajournalist. "My mother told me that from a very early age I was constantly asking questions. I always had to know what was going on." However, her innate search for facts didn't lead her directly to her choice of course. "Out of the three courses available to me, I chose Media and Communication because I thought it covered a wider area than just straightforwardj~urnalism." It's true that some students follow in their parents' footsteps. Clare's father is a photo-journalist. "As a child, I seemed to spend a 101 of time going to work with my dad and I certainly do remember enjoying the atmosphere there. However, as I've already said, ever since I can remember I've wanted to do this. Maybe I inherited a gene or something from my dad which has affected me, I don't know."

For many undergraduates it's more of a trial and error situation. A subject is chosen almost randomly and success depends on the student adapting to the needs of the course. This was the case for Andy Grimes, who saw university as simply an opportunity to enjoy himself for three years.

"It's true that I chose linguistics because a few of my mates were doing it, but I believe that most people go into university blind. You don't know what the facilities, the 'tutors or the other students are really like until you get there!" he said.

However, Andy's decision turned out to be a fruitful one. "In my first year I was going out every night and missing classes all the time. Now, I find myself turning down offers to parties because I have an early lecture I want to attend. I'm really getting into the subject and I love the way it involves other disciplines such as film, media and sociology," he said. Even if your motivation is weak in the beginning, you can still benefit from the course. It seems that sometimes a course can find the right student and not the other way round.

Even if you are confident you have made the right decision, for some students there is still an element of risk. Celestino Deleyto is a Spanish student of economics who found it difficult to leave his homeland. "My mum was furious when I told her. She wouldn't speak to me for weeks. I wanted to study economics from my last couple of years at school but the question was where? I had been accepted at Madrid and Zaragoza universities, but the courses didn't focus on what I'm interested in. I didn't even consider going abroad at first, but after awhile) quite liked the idea. It was a chance to improve my English and get to know a different way oflife," he says. "Whether or not I made the right decision, I still don't know. I'm doing OK here, my grades are good and my English is almost fluent. However, even if I changed my mind, there's not much I could do about it. I made my decision and I have to stick to it. For me this is the best philosophy: whichever course you choose, make the most of it."

PRACTICE TEST

You are going to read a magazine article about The Sydney Opera House. Choose the most suitable heading from

the li st A-I for each part of the article (1-7). There is one extra heading which you do not need to use. There is an

example at the beginning (0).

A grand beginning

Excellent sound system

Difficulties overcome

A building of contrasts

Expensive cultural complex required

First-class arts venue

A place with many facilities

Unconventional plan wins contest

An Australian landmark

I

The Sydney Opera House is one of the world's most recognisable sights and is photographed almost as often as the Eiffel Tower and the Empire State Building. Although only completed in 1973, it is as representative of Australia as the Taj Mahal is of India and the Pyramids are of Egypt.

But, how did this masterpiece of modern architecture come into being? Back in the 1950s, a group of philanthropic citizens decided that Sydney needed a centre for the promotion of the performing arts. The then premier J oseph Cahill became very enthusiastic about the idea, so he set up a committee and established an appeal fund in order to finance the construction of an opera house. However, it was soon clear that the project would require a great deal of money, so a lottery was introduced.

An international competition was held to find a design for the building. The ultimate winner was Danish architect J orn U tzon. The distinguishing feature of U tzon' s design was a roof that resembled a ship in full sail. This design was so daring and progressive that it went beyond the engineering capabilities of the time. It was therefore necessary for Utzon to spend a couple of years researching and reworking the original design in order to come up with an idea which would make it structurally possible.

The project itself got under way in 1954, but Utzon resigned in 1966 because of controversy regarding cost and disagreements over interior design. A team of Australian architects took over and began to extensively review what function the building would serve. They managed to deal with all the obstacles in their way and successfully completed the building, which has become a symbol of art worldwide.

Practice Test 3 cm

The name 'Opera House' is a little bit of an understatement for this massive complex. There are almost a thousand rooms in the Sydney Opera House, including the four main auditoriums. They consist of a reception hall, five rehearsal studios, four restaurants, six theatre bars, sixty dressing rooms and suites, a library, a lounge for artists and a miscellaneous collection of other utility areas.

The main concert hall seats 2,690 people. The acoustics are regarded as being among the best in the world, giving the symphonic music played there an optimum tone. Acrylic acoustic rings are hung above the platform, which add to the performance level. This helps make it suitable not only for performances of classical music but also for a large variety of different mu~ical presentations.

The first performance at the Sydney Opera House was Prokofiev's 'War and Peace' by the Australian Opera Company. This was followed less than a month later by a gala official opening by Her Majesty Queen Elizabeth II on the twentieth of October 1973.

Since its opening, the Sydney Opera House has established itself as a leading; force in cultural development. The management aims to ensure that visitors and patrons have a memorable experience by promoting and presenting a broad mix of high quality arts entertainment. Added to this, is its geographic location dominating the skyline of Sydney Harbour. It is no doubt one of the most culturally rich institutions in the world.

m Practice Test 3

art 2

You are going to read a magazine article about the cinema. For questions 8-15, choose the answer (A, B, C or D)

which you think best fits according to the text.

Before the First World War, the dominant force in cinema was European. The European film-makers were the ones really experimenting with visual imagery and taking it to its limits. The Americans, admittedly, had DW Griffith, an extraordinary film-maker, but he was the exception rather than the rule in Hollywood. Filmmakers like the Lumiere Brothers from France filmed some of the most beautiful images of Parisian life using a light-weight camera they had invented themselves. This camera allowed the user to be more mobile, 5 therefore enabling them to film anywhere they pleased. Many film historians also claim that the Lumiere brothers were the first to use slapstick comedy as a film style.

However, the first World War put an end to Europe's short-lived domination in cinema. The scale of the war, never before seen in the history of humankind, left behind a continent in ruins. The film-making facilities that had survived were minimal. This was when Hollywood stepped in and took over. 10

Between the wars, Hollywood films undoubtedly became very popular in Europe. Large studio companies such as MGM and Warner Brothers became very influential. However, the serious theoretical and artistic work was being done in countries like Germany and Russia. The films made in these countries were very important, as they tended to look at cinema more as an art form than as a commercial venture. There were Hollywood directors who respected the revolutionary discoveries being made by the Germans and the Russians 15 and did use some of these ideas in their films.

The Second World War, however, was another terrible blow to Europe's small but important cinema industry. In 1945, Europe was completely bankrupt and so looked to America for help and guidance. This came in the form of the 'Marshall plan', which provided the necessary finance to help kickstart the Western European economies. It also allowed American culture and Hollywood in particular to become the dominating cultural 20 force in Western Europe.

Europe was not in a position to offer anything of substance to the cinema world until the late 1950s and early 1960s. French and Italian directors led the way with the new wave and neo-realist movements respectively. They were opposed to Hollywood's blockbuster' mentality. The Europeans brought back experimentation and developed themes related to post-war Europe. Many European film-makers openly accused Hollywood of 25 ,being too concerned with producing money-making films, but at the same time they were unable to attract many people to their own more 'philosophical' type productions.

, Up until the present time, Hollywood still continues to produce blockbusters' in order to attract a very large audience. Nevertheless, things have been changing over the last few years and an alternative film scene has come into being. This is based in the New York area and is composed of film-makers who have been deeply 30 influenced by European directors.

On the other side of the Atlantic, Europeans and particularly the French are creating films that are more 'audience-friendly' and less experimental, in order to ,attract crowds. These changes on both sides of the Atlantic have brought about a 'mini-renaissance' in the film industry as a whole. As a result, the number of cinemas as well as that of cinema-goers in both Europe and the USA have steadily increased. . 35

If this trend continues, the future will see less conflict between these two traditional rivals. This can only be seen as a good thing for cinema.

8 DW Griffith was the exception in Hollywood because

A he was an American. B he experimented. C he established new rules. D he was a European.

9 Why were most European cinemas showing films made in Hollywood after the end of World War I?

A These films were superior. B These films were more artistic in nature. C The Europeans were not making many films. D The Americans took over the European studios.

10 Who was mainly responsible for attempting new approaches to film-making between the wars?

A MGM and Warner Brothers B European cinema audiences C a number of Hollywood directors D German and Russian film-makers

11 What does It in line 20 refer to?

A the Western European economy B the Marshall plan C World War II D the cinema industry

12 Why were Hollywood films more popular in Europejust after World War II?

A They were similar to French and Italian films. B They provided financial help to Europe. C They had no competition. D They used German and Russian ideas.

13 What is meant by 'audience friendly' in line 33 ?

A popular with intellectuals B appealing to cinema goers C easy to make D suitable for large cinemas

14 During the past few years

A Hollywood has not been producing many successful films. B European film-makers have become more experimental. C more people have been seeing films. D cinemas have become more 'audience-friendly'.

15 This piece is aimed at people interested in

A Hollywood studios. B European history. C the history of cinema. D blockbuster productions.

Practice Test 3 G

t:I) Practice Test 3

You are going to read a magazine article about Jane Goodall. Seven sentences have been removed from the article.

Choose from the sentences A-H the one which fits each gap (16-21 ). There is one extra sentence which you do not

need to use. There is an example at the beginning (0).

Will Lawlor takes a look at the life and achievements of eminent zoologist Jane Goodall.

J ane Goodall is a modern zoologist whose field research with chimpanzees has made unparalleled

discoveries about their behaviour. But how did Jane become so involved in the first place? Jane's interest in animals was evident from a very early age. H She was also an avid reader of animal

stories as soon as she could read. Her favourite books included Tarzan' and The Jungle Books' and she was already

convinced by the time she was nine years old that she would travel to Africa to live with the animals and write books about them.

On finishing school, Jane got ajob as a waitress. As soon as she had saved enough money, she gave up her job and flew to Kenya to stay with a friend. There, she was very fortunate to meet Dr Leakey, the outstanding

anthropologist who took her on as his assistant. She frequently accompanied him on expeditions. Jane found being

in the heart of Mrica, where there were no tracks, no roads, nothing but untouched natural beauty, a magical

expenence.

After about a year Dr Leakey asked her if she was interested in doing a field study. He told her about a group

of chimpanzees which inhabited a lake shore in a very isolated area. Jane was thrilled at the prospect of being able

to study the animals in their own environment. The primary aim of the study was to shed as much light as possible on their behaviour before the advance of civilisation made it impossible. The reason for this is that the

chimpanzee along with the great ape are the closest biological relatives to the human species on our planet.

Before setting off, Jane had been warned that she would never be able to get close to the chimps unless she camouflaged herself extremely well. During the first few weeks of the study she was often filled with frustration and despair, as she couldn't get anywhere near the chimps. The chimps eventually came to accept her

presence, enabling her to move closer and closer to them without scaring them away. In fact, after a while the chimpanzees became so accustomed to having her around that they treated her with almost casual indifference.

As the animals became more accepting, she was able to sit among them as if she was just another chimp.

She monitored their behavioural patterns and after a few months could even identify individual chimps

based on their idiosyncratic gestures or mannerisms. She named many of them after friends or acquaintances that

they reminded her of. The striking resemblances between humans and chimpanzees, especially in the way they

express their emotions, is described by Jane as a humbling experience. She believes that these findings

will lead to our being more respectful not only of the chimpanzees and their way oflife, but also of all other life forms

on this planet who suffer as a result of so-called human superiority.

Practice Te5t 3 4m

It taught her much about the human beings' place in nature as it did about that of chimpanzees.

I t was then that she realised that this was her dream and she was living in it.

U nfortunatel , her study of chimpanzees did not begin until much later.

Howe er, she didn't give up and after weeks of constant observation, her patience was rewarded.

Her mother also encouraged her by telling her that if she was really determined to do something and tried hard enough , she could do it.

At this intimate range, she was able to observe details about their lives which had never before been recorded.

It was also hoped that the results of the investigation would help man in his quest towards understanding himself.

When she was two, her father bought her a toy chimpanzee, which she immediately fell in love with.

m Practice Te5t 3

art 4 You are going to read some information about alternative forms of medicine. For questions 22-35, choose from the

methods A-E. Some of the methods may be chosen more than once. When more than one answer is required, these

may be given in any order. There is an example at the beginning (0).

,Which of the methods

is used to relieve pain during an operation?

involves a cleansing process of the body?

was discovered by chance?

can help someone who wants to lose weight?

can be helpful in the treatment of psychological problems?

is viewed with suspicion by most doctors?

involves the use of breathing techniques?

mainly involves the sense of touch?

gives small quantities of medication?

focuses on why an illness occurs? /

can be practised by the patients themselves?

may require the patient to exercise?

was used in ancient times?

HOMEOPATHY

This method is based on the widely accepted principle that the body has the ability to heal itself. By producing a variety of reactions, the body tries to fight off an illness the best way it can. These reactions can be seen as symptoms of the illness, so, by producing such symptoms, homeopaths try to fight the disease. They _ bring about such reactions by administering diluted doses of substances, which have been found to produce the desired reactions. However, too much of a substance may prove dangerous and so great care is taken in the preparation of this kind of remedy. Since homeopathy focuses only on the symptoms of an illness and not its cause, it has come under criticism by various practitioners.

NATUROPATHY

The aim of this method is to help the body reach its original state of wholeness. It is believed that disease is caused by the presence of certain toxins in the body, wJ}ich disrupt its efficiency. This is why naturopaths try to help the body eliminate any waste products, thus purifying itself. However, instead of using drugs or surgery .. naturopathy uses methods such as fasting, hydrotherapy, physical activity and vegetarian diets. Unlike homeopathy, this method focuses on the origins of disease and aims to eliminate them.

HYPNOSIS

This method works by creating a change in the patient's state of consciousness. It is brought about by a hypnotist who either repeats certain verbal commands or gives the patient certain tasks to perform. Hypnosis can also be self-induced; by trained relaxation, concentration on one's own breathing, or by a variety of other

Practice Te5t 3 I t.f.1

exercises. Hypnosis can be used to treat various physiological disturbances such as back pain and the pain resulting from acute burns and cancer. It is also helpful in the treatment of behavioural difficulties such as cigarette smoking, overeating and insomnia. However, recent research has stressed the uncertain reliability of this method.

CHIROPRACTIC MEDICINE

This method has been practised through the ages, ever since the time of Hippocrates. It is also the most popular healing method that does not make use of -drugs or surgical techniques. It is based on a holistic approach that takes all aspects of the human condition into account. It treats diseases through counselling, hygiene, nutrition and manipulation of the spine and other joints. Physical contact is a major element in this type of therapy and is used to improve the patient's physical co-ordination and to encourage greater relaxation.

ACUPUNCTURE

This well-known form of oriental medicine was first practised in China thousands of years ago. The Chinese came across .it accidentally, when they noticed that soldiers who were wounded by arrows managed to miraculously recover from diseases they had been suffering from for years. Acupuncture involves the injection of needles into the body at various points where 'dynamic energy' is believed to flow. The obstruction of this energy is believed to result in disease. By locating the obstruction point and painlessly inserting a needle there, the balance in the flow of energy is restored. Recently, there has been widespread use of this method in the treatment of pain and as an anaesthetic for certain forms of surgery.

PRACTICE TEST

You are going to read a newspaper article about two holiday resorts in Japan. Choose from the list A-I the sentence,

which best summarises each part (1-7) of the article. There is one extra sentence, which you do not need to use. There

is an e>:<ample at the beginning (0).

The general preference is for the man-made option.

The man-made resort offers a variety of activities.

The Japanese do not have the time to go to appropriate holiday places.

People suffering from tension visit the centre.

Conditions on the coast are not acceptable.

The resort is easily accessible and quite impressive.

The climate doesn't allow people ~o enjoy the natural slopes.

An effort has been made to ma~e the resort as close to the real thing as possible.

The Japanese have come up with another innovative idea.

I

From the land that brought us the virtual pet and the virtual pop star comes the latest refinement in leisure - the virtual seaside and ski slope. These completely artificial indoor recreational centres are to be found right in the heart of Japan, far from the coast or from any mountains,

Lying southwest of Tokyo, the capital city of Japan , the world's largest hi-tech ocean dome attracts about 10,000 sun-seekers from all over the country every day. Many of these pleasure-seekers are overs~essed office workers who find solace in the artificial seaside resort.

Even if this beach holiday is anything but real, it does its best to try and recreate the beauty of the seaside. The water is chlorinated and electrically heated so that it remains at a steady 30° centigrade in an area as big as ten Olympic-size swimming pools. In addition, pumps have been installed which create waves of up to three metres in height. As for the sand, ifs made entirely of crushed marble extending over an area just under three kilometres long.

However, . an iinitation beach holiday wouldn't be complete without the optional recreational pastimes. The Ocean Dome offers choices ranging from a simple high slide sloping down into the water to an intricate rollercoaster on a raft accross an underground lake.

Practice Test 4

Yet, if holiday-seekers want to bypass the beach scene, they can visit the Ski Dome. Just a half-hour-drive from the centre of Tokyo, the complex offers slopes with enough snow to cover five football pitches. The temperature is maintained at a steady 2° centigrade, so skiers can enjoy the main piste, which drops 80 metres, the equivalent to a 20 storey office block.

But why spend good money on an artificial beach or ski slop6 when you can enjoy the real thing for only a fraction of the cost? Unfortunately, this is not practical as far as the Japanese are concerned for a number of reasons.

First of all, bathing off the Japanese coast isn't very enjoyable, even during the summer months when the we4ther is hot and humid. During the months of June and July, it rains continuously for about six weeks. Furthermore, the sea is cold, polluted and crawling with sharks.

As for skiing, the winters in Japan aren't cold enough to enjoy the pistes. This is due to the fact that a warm current flows north past the . coast of Japan, not allowing the temperature to drop low enough for it to snow. Besides, why travel hours away to find ski slopes when you have perfect man-made ones just around the corner?

E) Practice Test 4

art 2 You are going to read a short story. For questions 8-15, choose the answer (A, B, C or 0) which you think fits best

according to the next.

Living in South Africa, I had always taken the wildlife pretty much for granted. Not to say that we were surrounded by it, but the accessibility of game parks and wildlife sanctuaries always made it seem like a natural part of the environment. For this reason, I suppose that the way my European friends used to talk to me, wasn't so strange after all. They would ask me what I thought at the time were really silly questions which got on my nerves. They'd say things like 'Do you have a pet baboon?' or 'Do you travel 5 to school by elephant?'.

When Amanda, a friend of mine who was visiting from England, invited me to join her and a group of friends on a wildlife expedition, I was not brimming with enthusiasm. However, from the moment we entered the gates of the Zaluzi game reserve, I knew that this was not going to be anything like I had expected. We had been travelling along the National Road when, suddenly, we swerved onto a dirt 10 track which seemed to be hidden in the middle of nowhere. Miraculously, the scenery changed dramatically. The civilized environment took on a wild, chaotic aspect and continued to do so as we penetrated deeper into the bush.

After having a good night's sleep at one of the reserve's bungalows, we were woken at the crack of dawn. After a quick breakfast we piled into a jeep and set off. Our guide assured us that the early start 15 was necessary in order to have the best chance of seeing what was really worthwhile. Armed with just a thermos of coffee, we set out towards the shore of a small lake where it was expected that we could see the animals that used it as their morning watering hole.

On the way to our destination, we topped a hill and there, silhouetted against the emerging morning light, were a group of animals. It was a stunning sight. As we moved closer, the animals did not appear 20 to be alarmed by our presence. Pet baboons aside, I had never before come within such close range of a pride oflions. It did cross my mind, however, that we might be in a certain amount of danger. When I asked Timothy, our game ranger, if we were actually in any danger, he bluntly replied that one is never entirely safe in the bush, but his knowledge and experience allowed him to anticipate any danger with reasonable accuracy. 25

However, the following day there was some cause for alarm. Not having started out so early, we missed the sightings of the day before. We decided to drive around for a while, hoping to come across something of interest. Suddenly our tracker perched up on the back of our vehicle, signalled to the driver to halt and at the same moment I realised that this time we had stumbled right into a pride oflions. The driver promptly turned off the engine and in a low voice warned us to remain seated and not to make 30 any abrupt movements. The lions were picking at what looked like the carcass of a zebra. Timothy, later told us how much to our advantage this was. Had their bellies not been full, their reaction to us would surely have been otherwise. As the nearest lion was less than three metres away from the jeep, I considered that we had been very lucky indeed.

All in all, it was a wonderful trip. Our near miss with the lions was without a doubt the highlight, but 35 what it taught me yet again was how easy it is to be indifferent to our surroundings and not have a full appreciation of the beauty around us.

8 How did the writer feel about the questions her European friends asked?

A ridiculous B irritated C strange D embarrassed

9 When did the writer's attitude change about the expedition?

A when she was travelling along the dirt track B when she received her invitation C when she arrived at the game reserve D when her friend arrived from England

10 The guide woke everyone up very early, so they

A could have breakfast. B wouldn't miss an opportunity .

. C had plenty of time to visit different places. D wouldn't miss the sunrise.

11 What does 'It' in line 20 refer to?

A the pride of lions B the destination C the top of the hill D the morning light

12 Timothy's experience as a game ranger was valuable because he

A could supply a blunt answer to any question. B knew how to frighten the animals. C knew the game reserve well . D could identify trouble in advance.

13 Why did the tracker signal to the driver of the jeep to stop?

A to avoid disturbing the lions B to get a better look at the lions C to study the lions' movements D to see what the lions were eating

14 What does the writer mean by 'we had been very lucky indeed' in line 34?

A They had seen the lions up close. B They hadn't been attacked. C They had a good guide with them. D They had gone on a trip.

15 What conclusion does the writer of the text come to?

A We often do not realise how attractive our environment really is. B It is not clever to unnecessarily put ourselves in dangerous situations. C We don't respect wild animals enough. D We should protect our surroundings.

Practice Test 4 ..

IC) Practice Test 4

You are going to read a newspaper article about bullfighting. Eight sentences have been removed from the article.

Choose from the sentences A-I the one which fits each gap (16-22). There is one extra sentence which you do not

need to use. There is an example at the beginning (0).

_.(..;d e

"Bullfighting is a spectacle sport involving a battle between a bull and one or more participants. It is fought in a large outdoor arena according to a strict ~et of rules and procedures."

I Their own definition would be along the lines of: "The murder of bulls disguised as entertainment and excused as bravery."

Opponents of bullfighting are outraged that some people have not yet advanced beyond this brutal practice. Those who defend it argue that it is a dearly held tradition which has existed since ancient times in one form or another. For example, a four-thousand-year-old wall painting depicting a bull was found in Crete.

Modern bullfighting is a combination of ritual and primitive blood-letting with an attempt to gracefully guide the bull and kill it in a manner which seems courageous but without too much blood and gore. However, the majority of foreign spectators are so disgusted that they never return to another bullfight after witnessing such cruelty. Usually, they leave the arena sickened, halfway through the event.

Before each event, the bulls have already suffered considerably by being confined in darkness, with heavy weights around their necks. They are also given tranquillisers, their kidneys are beaten and petroleum jelly is rubbed into their eyes to blur their vision. Then, the agonised bull is let loose into the brightly lit arena. As soon as he enters the ring, the bullfighter, also known as the matador, attracts the bull by waving his red cape at it.

After repeatedly stabbing the animal, the matador finally weakens the bull. He will often miss the heart so that the bull's suffering is prolonged. The bull may still be fully conscious when his ears and tail are cut off as the final show of victory. In some cases where his performance is exceptional, he is given both.

While bulls are the victims of this industry, matadors seem to be the heroes. They are seen as the stars of the show and wear elaborate costumes of silk and gold. These glittering outfits are referred to as suits of light and can cost several thousand pounds each. Successful matadors can fight up to one hundred bullfights a year and through sponsorship some of them end up multimillionaires. In fact, some have even lost their lives, but who can blame the bull?

All in all, it is difficult for anyone with compassion for animals to morally justify the tradition of bullfighting.

Practice Test 4 . _

A top matador must have at least six of them a season.

Nevertheless, most tourists enjoy the spectacle despite the violent nature of the sport.

Unfortunately, though, they have alreaqy paid for the tickets and so supported this blood thirsty industry.

It shows male and female acrobats grabbing the animal's horns and jumping over its back.

Many, however, pay for their fame by receiving several horn wounds in the arena.

If the matador has done well, the president of the bull ring may award him one of the bull's ears.

In this way, he tries to bring the bull past him as closely as possible.

Television and other forms of media glorify them and present them as true celebrities.

This is an innocent description that gets an angry response from animal protection agencies.

a Practice Test 4

You are going to read a magazine article about some British Comedy series. For questions 22-30 choose from the

series (A-D). For questions 31-35 choose from the writers (A-D). There is an example at the beginning (0).

Which series •••

A FAWLTYTOWERS

B MRBEAN

C BLACKADDER

D ABSOLUTELY FABULOUS

has been honoured extensively?

uses visual rather than verbal humour?

was developed from ideas used in an earlier series?

stars the creator and his wife?

was adapted for the cinema?

looks at the experiences of a number of generations?

involves situations with employees and clients?

featured a mother and child?

was created with the help of two other writers?

Which writer •••

A JOHN CLEESE

B ROWAN ATKINSON

C. BEN ELTON

D JENNIFER SAUNDERS

is modest about his/her comic ability?

based his/her character on a real person?

did not star in the series?

had a long term partnership with another writer?

has an academic background?

Practice Test 4 a

Tony Brooks looks at British Comedy and the innovative geniuses who created it.

A

One of the Oxbridge graduates who was a member of the cast of 'Monty Python's Flying Circus' was John Cleese. His most notable success, however, came after the 'Python' series. This was 'Fawlty Towers', which Cleese both co-wrote and starred in. Cleese plays Basil Fawlty, a rude, irritable and hot-tempered hotel owner who gets into some outrageous situations with the hotel staff and guests. Cleese got the idea for the series while on location with the 'Python' crew. They were staying at a hotel in the South of England, where the manager was so rude that the rest of the 'Python' cast checked out. Cleese and his wife, Connie Booth, who also plays a maid in 'Fawlty Towers', decided to stay and closely studied the comic potential in the behaviour of the owner. Cleese began writing this classic television comedy in 1973, when the last series of 'Python' was completed.

• At its peak Mr Bean was British television's most popular comedy programme, with 18 million viewers per episode. It has collected numerous awards and the movie 'Bean' has earned a place in the history books as the first film ever to earn one hundred million pounds at the box office before being released in America. However, its creator Rowan Atkinson insists he is not a funny man. "I am," he says, "essentially a rather quiet, dull person who just happens to be a performer". Of course, most people who have seen 'Bean' would disagree with Atkinson's humility. Despite Mr Bean's infantile and vindictive character, tens of millions of people have fallen in love with him. In the beginning Mr Bean was essentially silent. This worked well for Atkinson, who can communicate more with a single raised eyebrow than most comedians can with an entire monologue. In the movie, however, Mr Bean develops an unusual groaning voice. This misfit of a man, who causes chaos wherever he goes, has become an enormously popular comic figure worldwide.

,

c Ben Elton is probably the most successful of the new breed of comic writers and comedians who emerged in Britain in the 1980s. He has at least three highly successful television series to his credit, including the unprecedented 'Blackadder' series, but he has never appeared in any of them himsel£ With the cooperation of Rowan Atkison and Richard Curtis, Elton created the sharp-witted and spineless Edmond Blackadder, whose evil and cunning would have brought him power and success if it wasn't for his disgusting and stupid sidekick, Baldrick. The four series trace Blackadder and his various descendants' progress through British history, from the time of the crusades until the end of World War I. Elton also played an active role in the creation of Mr Bean. However, his collaboration on The Thin Blue Line', a series set in a rural police station, met with severe criticism.

D

The 1980s saw women rise to the forefront of British Comedy for the first time. Jennifer Saunders was one of those who benefited from this new development. Her firsCsuccess came in 1987, when Jennifer, together with long time associate Dawn French, starred and co­wrote the series 'French and Saunders'. Some of the sketches portrayed became the inspiration for Saunders' most successful creation, 'Absolutely Fabulous'. This series was revolutionary, as it showed women behaving badly, which had never been done before. It centred round the character Edina, played by Saunders herself, and her best friend Patsy, played by J oanna Lumley. These two characters spend their life partying and mingling with celebrities. Their childish antics continuously cause embarrassment to Edina's disapproving daughter Saphron. This series highlights the ridiculousness of fashion victims and! can be seen as a modern-day satire.

PRACTICE TEST 5

You are going to read an article about an island in America called Martha's Vineyard. Choose the most suitable

heading from the list A-I for each part (1-7) of the article. There is one extra heading which you do not need to use.

There is an example at the beginning (0).

An island of spiritual development

Prosperity for all

A touch of class

A resident of distinction

A place of many names

A place for everyone

A policy of equality

Catastrophe strikes

A tranquil place with a long history

Shane McGowan investigates one of America s VIP hang-outs.

I

Martha's Vineyard is a small island paradise which is situated off the southeastern coast of Massachussets in the United States of America. Lately, it has become the haven fo r many holidaymakers seeking peace and relaxation. However, the island had been discovered long before them. Archaeologists have recently uncovered several Indian camps on the island which have been dated back to about 2270 BC.

It is believed that the first Indians arrived there at the end of the ice age and it wasn't till much later that the first Europeans arrived. The island was known to the Indians as No~pe, but when the Norsemen came they called it Straumey. Later, in 1524, Verrazzano, the Italian navigator and explorer who was the first to land in what is now known as New York, called it Luisa. It really isn't clear what it was called when it was bought along with some other islands by businessman Thomas Mayhew in 1702. However, its present title is known to have lasted for more than two centuries.

When Mayhew acquired the island, he established the first settlement inhabited by Europeans. Up until then; the island had been inhabited by Native Americans known as the Wampanoeg Indians. Mayhewensured respect and fair dealings with the natives by declaring that no land could be taken from them without consent and fair payment. This produced a community which lived harmoniously.

This peaceful cohabitation, very unlike the usual colonialist approach, brought about a period of abundance. Fish from the sea were in large enough quantities to sell abroad as well as consume at home. The Indians taught the new settlers how to capture whales in order to extract their oil. Farming

Practice Test 5 4D

communities produced large amounts of cheese and butter, which were also exported. This enabled the Vineyarders to build large ships in order to sail to the North Atlantic.

The American Revolution, however, put paid to this period of affiuence. The island was invaded by the British and the islanders suffered severe losses. This resulted in economic disaster and it took the island more than a generation to recover.

The island's next phase was something completely different. It became a place of pilgrimage. Religious meetings became the norm and were held by all parts of the community. People travelled there from far and wide to pray amid the island's natural beauty. It became a place where one could rejuvenate body and soul.

During the early part of the twentieth century, Martha's Vineyard became a haven for artists and writers who felt their spirit renewed there. This in turn attracted many rich and famous people, who bought property or rented houses for the summer season. Today it has become one of the most up-market summer resorts.

Carly Simon, the well-known singer, songwriter and children's author, considers herself a, true Vineyarder, having been brought up there. She fondly remembers attending folk song recitals as a child on Martha's Vineyard. She also believes ihat the island is a place of freedom and individuality and admits that it is the only place she has eVer called home.

~ Practice Te5t 5

art 2

You are going to read an extract from a novel. For questions 8-15, choose the answer (A, B, C or 0) which you think

fits best according to the text.

These two were distantly related to each other, seventh cousins, or something of that sort. While still very young, their parents passed away and they were adopted by the Brants, a childless couple, who quickly grew very fond of them. The Brants were always saying: "Be pure, honest, sober, industrious, and considerate of others, and success in life is assured". The children heard this repeated some thousands of times before they understood it; they could repeat it themselves long before they 5 could say the Lord's Prayer; it was painted over the nursery door, and was about the first thing they learned to read. It was destined to become the unswerving rule of Edward Mills' life. Sometimes the Brants changed the wording a little, and said: "Be pure, honest, sober, industrious, considerate, and you will never lack friends."

Baby Edward was a comfort to everybody about him. When he wanted candy and could not have 10 it, he listened to reason, and contented himself without it. When Baby George wanted candy, he cried for it until he got it. Baby Edward took care of his toys; Baby George always destroyed his in a very brief time, and then made himself so insistently disagreeable that, in order to have peace in the house, little Edward was persuaded by his parents to yield up his playthings to him.

When the children were a little older, Georgie became a heavy expense in one respect: he took no 15 care of his clothes; consequently, he shone frequently in new ones, which was not the case with Eddie. The boys grew quickly. Eddie was an increasing comfort, Georgie an increasing worry. It was always enough to say, in answer to Eddie's demands, "I would rather you would not-do it" - meaning swimming, skating, picnicking, berry picking and all sorts of things which boys delight in. But no answer was sufficient for Georgie; he had to be humoured in his desires, or he would carry them with a high 20 hand. Naturally, no boy got more swimming, skating, berry picking, and so forth than he did; no boy ever had a better time. The good Brants did not allow the boys to play outside after nine on summer evenings; they were sent to bed at that hour; Eddie honourably remained, but Georgie usually slipped out of the window towards ten, and enjoyed himself till midnight. It seemed impossible to break Georgie of this bad habit, but the Brants managed it at last by bribing him, with apples and marbles. 25 The good Brants gave all their time and attention to useless attempts at controlling Georgie; they said, with grateful tears in their eyes, that Eddie needed no efforts of theirs, he was so good, so considerate, and in all ways so perfect.

Eventually, the boys were big enough to work, so they were apprenticed to a trade: Edward went voluntarily; George was coaxed and bribed. Edward worked hard and faithfully and ceased to be an 30 expense to the good Brants. They praised him, so did his employer. But George ran away, and it cost Mr Brant both money and trouble to hunt him down and get him back. Soon after he ran away again - more money and more trouble. He ran away a third time - and stole a few little things to carry with

. him. Trouble and expense for Mr Brant once more, a~d besides, it was with the greatest difficulty that he succeeded in persuading George's employer to let the young man go unprosecuted for the 35 theft.

Edward worked steadily and in time became a full partner in his master's business. George did not improve; he kept the loving hearts of his aged benefactors full of trouble, and their hands full of inventive activities to protect him from ruin. Finally, the old people died. The will showed their loving pride in Edward, and they left their property to George because he 'needed it'. It was however left to . 40 him on the condition that he had to buy out Edward's partner with it; otherwise it would go to a charitable organisation called the Prisoners' Friends Society. The old people left a letter in which they begged their dear son Edward to take their place and help shield George as they had done.

8 Before being adopted, Baby Benton and Baby Mills were

A close! related. B good frie nds. e orphans. D brothers.

9 What did the Brants want to teach the children?

A the Lord's Prayer B moral values e how to read D to be good to their friends

10 Why did little Edward quietly part with his toys?

A Because George was always making a fuss. B Because he always destroyed his toys. e Because he wanted new ones. D Because Georgeasked him to.

11 What did Eddie usually do late on summer evenings?

A played with his brother B slept in his bed e spent time with his parents D went swimming, skating or berry picking

12 When did Georgie ever listen to his parents?

A whenever he was offered something in return B whenever he was tired and wanted to sleep early e whenever Eddie was being praised D whenever the Brants caught him leaving his room at night

13 What was the Brants' most difficult task in dealing wi~h George?

A finding him whenever he ran away B keeping him out of the courts e providing him with enough money D getting him to work

14 What did the Brants spend their old age doing?

A showing their pride in Edward B running Edward's business e keeping George out of mischief D preparing their will

15 Who inherited the Brants' family home?

A Edward B George e The Prisoner's Friends Society D Edward's partner

Pmctice Test. aD

ID Practice Test 5

art 3 You are going to read a newspaper article about life in prison. Seven paragraphs have been removed from the

article. Choose from the paragraphs A-H the one which fits each gap (16-21 ). There is one extra paragraph which

you do not need to use. There is an example (0) at the beginning.

hin r.

Prisons are institutions for the confinement of people who have been convicted of criminal offences. They are also secure places for those awaiting trial as well as those who have been diagnose<l as criminally j nsane. However, the locking up of offenders as a punishment for crimes committed is a relatively new practice.

H

These people usually had a high status in society and were confined to places like the Tower of London, or the Bastille in Paris. Petty offenders and tramps, on the other hand, were sent to 'workhouses'. These were institutions where very poor people did work in return for food and accommodation. In the 17th century, though, the need to colonize newly discovered lands led to the practice of transporting criminals abroad.

As a result, England and various other European countries began imprisoning debtors and minor offenders. However, as lawmakers were more inclined to imprison people rather than sentence them to death, the number of prison inmates rose rapidly. This, in turn, created living conditions which not even the worst of criminals deserved~

Despite these improvements, life in a Victorian jail was still extremely gloomy. The emphasis was on solitary confinement which was thought to give the prisoners time to reflect on their crimes. Exercise was allowed only once a day and was supposed to be taken in complete silence.

Nowadays, convicts are given jobs. These are usually dull and monotonous in character, but help them to develop a skill which could be useful in their life outside. Prisoners in Britain are actually paid small sums of money for the work they do. With this money they can buy themselves some 'luxury' items such as cigarettes or sweets.

Prisons, such as these, have been strongly criticised for not punishing offenders severely enough. For some people, the idea of providing a more flexible and more pleasant environment for prisoners is incomprehensible.

In the V nited States, some 'open' prisons have even allowed inmates to share special accommodation with their families for up to 72 hours at a time. One of the reasons for this trend, perhaps, is that the VS has a high percentage of its ropulation in prison.

Events like this lead to the question of whether the existing prison system actually works. So far, however, there is no better alternative and, at least these days, there are more attempts at rehabilitating prisoners than there were in the past. A more positive attitude towards imprisoned people means not only improvement in the system but also a show of respect for humanity in general.

Apart from being overcrowded, these early prisons were dark and filthy. The prisoners were also herded together indiscriminately. Men with women, young with old, sane with insane. The British reformer, John Howard, finally took some steps towards a more humane system when he introduced prison sanitation and the separation of the sexes.

Young people, under 21, are imprisoned in special institutions. These are mainly run like most prisons but are more concerned with the rehabilitation and training of the inmates. Social workers and psychologists help the inmates, so that they will realise their mistake and be ready for the outside world when their time is up.

This is why they are particularly critical of so-called 'open' prisons. These are establishments where non-violent prisoners, who are not regarded as being particularly dangerous, serve their sentences. Of course, conditions there cannot be compared to those of high-security establish­ments.

The largest migration was to Australia. The journey itself, which lasted for weeks, was considered by law-makers a just punishment. It was in the jails, which were used as collection points for criminals awaiting transport, that a new idea arose. Petty criminals could serve their time confined to a prison.

Practice Test S (EEl

Some Scandanavian countries have taken this even further. They employ prisoners in more demanding jobs. These jobs offer substantial wages and other benefits which in some cases even include 'holidays', that is, time away from prison.

In Europe, Britain is the country with the highest number of prison inmates. This has led to overcrowding, which means that sometimes prisoners are kept in their cells for up to 23 hours a day. These conditions have led to problems such as rioting. One such case was at Strangeways Prison in Manchester, where in 1990 the inmates actually took over the prison.

As the system continued to improve, more contact between the prisoners was allowed. This contact increased in the 20th century, when the concept of the rehabilitation of offenders was developed. As well as being a punishment, prison could help prepare offenders for a better life on their release.

Until recently, punishment for criminals was more physical in nature. For example 'stocks' were usually set up in a public place, to which the offenders were shackled and passers-by were encouraged to throw rotten vegetables at them. Life imprisonment was only used against people convicted of crimes against the state.

~ Practice 1 e5t •

You are going to read a magazine article about the BBC World Service. For questions 22-35, choose from the

people (A-E). The people maybe chosen more than once. There is an example at the beginning (0).

Which of the people suggest the following?

A THE WRITER

B BERYL BAINES

C RALPH BENNINI

D BRIGITTABORG

E WILHELM SCHUL TZ

I choose the BBC World Service over the alternatives.

I sometimes have difficulty receiving it.

I am interested in listening to ordinary peoples' adventures.

I insist on getting up very early.

I appreciate listening to a good argument.

I choose not to listen in my own language.

I listen to a weekly programme.

I believe I listen to objective reporting.

I listen to the World Service when I feel lonely.

I listen to a programme which is broadcast several times daily.

Listening to my favourite programme helps me in my job.

I never expected to receive a prize.

I appreciate being able to listen to my favourite programme anywhere in the world.

I sometimes listen to what experts have to say.

I would listen more if I had time.

Pmrtire Test. all •

'tee Rakesh Patel, who lives in Bombay, gives us some insight into why 143,000,000 people a week listen to the BBC World Service.

Although the BBC World Service is broadcast in over 40 languages including my own, I prefer to listen to it in English. At times I have trouble tuning in to the right frequency, but, fortunately, at the time of day my favourite programme is on, I manage to get perfect reception. It's called 'Outlook' and it offers a unique perspec~ive on human intere.st stories. The stories it covers are stories you won't hear anywhere else. For example, last week a woman shared her experiences of a journey she had made to Antarctica, where she got a job packing fish for three months.

'Outlook' also airs interviews with some of the best known personalities in the world. Though they usually discuss well-worn topics, they do so with an interestingly unique slant.

When I spoke to Beryl Baines, an employee of a multi-national company based here in Bombay, she became highly effusive about an educational series of lectures being aired by the 'Beeb' at the moment. "These lectures are given by speakers from various countries and cover subjects which they believe will be of importapce in the new millennium. I don't mean futuristic stuff or anything like that. I mean good solid material, which is of use to me in my career and my private life. You see, before I came out here, I completed a degree with the Open University and I'm always happy to add to my knowledge. Apart from that, whenever I feel a bit homesick, I flip a switch and it's almost as if I'm back home when I hear the broadcaster's voices."

The British abroad are not the only people who listen to the World Service. When I asked Ralph Bennini, an American airline pilot, who often flies into Bombay, ifhe had heard of the BBC World Service, he surprised me with his answer. "I've not only heard

of it, but I actually prefer it to the Voice of America. There is one programme in particular called 'Agenda', which is on every Sunday. It takes a general look at contemporary ideas and trends in politics, economics, science, art and culture. Usually it's a discussion programme where a panel of guests exchanges ideas and opinions. I must say I really like it especially when the dialogue becomes quite heated. On other occasions, an entire edition is given over to someone renowned in their field."

Young people also seem to find the World Service an attractive alternative. Brigitta Borg, the daughter of a diplomat, told me: "As we travel a lot, the World Service has been my link to what's going on in the music world. I know there are lots of other radio .

. stations, but they're not available worldwide," she said. "I've even become an early riser since I arrived in Bombay," she continued. "The Edge starts at five in the morning and goes through until 7 0' clock, which means I always get a chance to tune in before going to school. What I like best are the competitions. I actually won a set of CDs once, something I never imagined would happen."

A professor at the University here, Wilhelm Schultz, makes sure he gets to hear the news from the BBC at least once a day. He says, "Luckily, I don't have to wake up at dawn to listen to the news. I catch at least on~ bulletin a day and once or twice a week I like to tune in to 'Newshour', which lets me know in more depth what's going on. There is nothing compared to the BBC when it comes to unbiased news broadcasting. I also occasionally listen to other broadcasts on the World Service when I have some free time to tune in. However, this doesn't happen as often as I would like."

SHEll

MM-PUBliCATIONS

-----------------------------------~~~~~--~.,-------------------------------Candidate Number

Candidate Name

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A BeD E F G H I c:::::) c:::::) c:::::) c:::::) . c:::::) c:::::> c:::::) c:::::)c:::::) 33 A BeD E F G H I

c:::::)c:::::)c:::::)c:::::)c:::::)c:::::)c:::::)c:::::)c:::::)

ABCDEFGHI C) c) C)' C) C) c) c) C) C::> 34 ABCDEFGHI

oc)c)c)c)c)c)c)o

A BeD E F G H I c:::::)c:::::)c:::::)c:::::)c:::::)c:::::>c:::::)c:::::)c:::::) 35 A BeD E F G H I

c:::::)c:::::)c:::::)c:::::)c:::::)c:::::)c:::::)c:::::)c:::::)

- -© Binary Logic Ltd,

Campre

Reading Comprehension for the

FCE Examination includes:

•

• Interesting texts taken from various sources and

based on different topics

• Clear explanations and useful exam tips

• A variety of exercises providing thorough

practice in Reading Comprehension and

vocabulary building

• Consolidation units

• Five complete Reading Comprehension Practice

Tests following the FCE Examination f01'1lULt

• Sample answer sheet

mm publications

fOr the FeE examination

This book provides students preparing

for the Cambridge FeE Examination

with step-by-step guidance and practice.

in all parts of Paper 1.

It systematically helps students develop

and improve their reading skills necessary

to succeed in the examination.

The leacher's Book inclucles: • Key ove. printecl • Justification of answers • Definitions of all key worcls

founcI in the texis

• Notes • Pholocopiallle Revision lesls '

ISBN:978-960-7955-88-3

Jt 11 55883