9C/Reading/21072016
MODULE 1. READING Reading Test 1 You You are going to read an extract from a noe!. "or #uestions #uestions 1$%& c'oose t'e ans(er )A& *& + or D, ('ic' -ou t'in /ts 0est according to t'e text "Come along, young fellow," shouted Mr Mr.. Watson. "I'll show you the school room." He swept out of the drawing drawing-r -room oom with giant giant strides, and Philip hurriedly limped ehind him. He was ta!en into a long, are room with two tales that ran along its whole length on each side of them were wooden forms. "#oody much here yet," said Mr. Mr. Watson. "I'll $ust show you the playground, and then I'll lea%e you to shift for yourself." Mr. Watson led the way. Philip found himself in a large playground with high ric! walls on three sides of it. &n the fourth was an iron railing through which you saw a %ast lawn and eyond this some of the uildings of ing's (chool. &ne small oy was wandering disconsolately, !ic!ing up the gra%el as he wal!ed. "Hulloa, )enning," shouted Mr. Watson. "When did you turn up*" +he small oy came forward forward and shoo! hands. "Here's a new oy. oy. He's older and igger than you, so don't you ully him." +he headmaster glared amicaly at the two children, lling them with fear y the roar of his %oice, and then with a guaw left them. "What's your name*" "Carey." "What's your father*" "He's dead." "&h /oes your mother wash*" "My mother's dead, too0. Philip thought this answer would cause the oy a certain aw!wardness, ut yenning was not to e turned from his facetiousness for so little. "Well, did she wash*" he went on. "1es," said Philip indignantly. "(he was a washerwoman then*" "#o, she wasn't." '+hen she didn't wash." +he little oy crowed with delight at the success of his dialectic. +hen he caught sight of Philip's feet. "What's the matter with your foot*" Philip instincti%ely tried to withdraw it from sight. He hid it ehind the one which was whole. "I'%e got a clu-foot," he answered. "How did you get it*" "I'%e always had it." "2et's ha%e a loo!." "#o." "/on't then." 3
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+he little oy accompanied the words with a sharp !ic! on Philip's shin, which Philip did not e4pect and thus could not guard against. +he pain was so great that it made him gasp, ut greater than the pain was the surprise. He did not !now why yenning !ic!ed him. He had not the presence of mind to gi%e him a lac! eye. 5esides, the oy was smaller than he, and he had read in The Boy's Own Paper that it was a mean thing to hit anyone smaller than yourself. While Philip was nursing his shin a third oy appeared, and 'is tormentor left him. In a little while he noticed that the pair were tal!ing aout him, and he felt they were loo!ing at his feet. He grew hot and uncomfortale. 5ut others arri%ed, a do6en together, and then more, and they egan to tal! aout their doings during the holidays, where they had een, and what wonderful cric!et they had played. 7 few new oys appeared, and with these presently Philip found himself tal!ing. He was shy and ner%ous. He was an4ious to ma!e himself pleasant, ut he could not thin! of anything to say. He was as!ed a great many 8uestions and answered them all 8uite willingly. &ne oy as!ed him whether he could play cric!et. "#o," answered Philip. "I'%e got a clu-foot." +he oy loo!ed down 8uic!ly and reddened. Philip saw that he felt he had as!ed an unseemly 8uestion. He was too shy to apologise and loo!ed at Philip aw!wardly. 1. What does 'strides' ean! 7. rooms
5. leaps
C. steps
/. yells
2. When Phi"ip is shown aro#nd the s$hoo"% it is 7. mostly empty
5. right and cheerful.
C. small and cramped.
/. full of noise and acti%ity.
&. Why were the $hi"dren araid o (r. Watson! 7. He was %ery loud.
5. He was angry with them.
C. He was un!ind to them.
/. He was %ery ig and powerful.
). What does *his tormentor + reer to! 7. Phillip's clu foot
5. the oy called )enning
C. the third oy to arri%e
/. the pain in Philip's shin
,. Why does Phi"ip -e$oe hot and #n$oorta-"e when the -oys ta"ed a-o#t his oot! 7. It was summertime. C. He was emarrassed.
5. He had een eaten. /. He felt left out.
6. ow do the -oys who intera$t with Phi"ip dire$t"y rea$t to his $"#- oot! 7. +hey pay it little attention. emarrassed.
5.
+hey
are
curious
C. +hey are polite and sympathetic.
/. +hey are disgusted y it.
or
Reading Test 9
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You are going to read an extract from a science /ction noe! ca!!ed 213452. "or #uestions 1$%& c'oose t'e ans(er A& *& + or D ('ic' -ou t'in /ts 0est according to t'e text. 'How is the /ictionary getting on*' said Winston, raising his %oice to o%ercome the noise. '(lowly,' said (yme. 'I'm on the ad$ecti%es. It's fascinating.' He had rightened up immediately at the mention of #ewspea!. He pushed his owl aside, too! up his hun! of read in one delicate hand and his cheese in the other, and leaned across the tale so as to e ale to spea! without shouting. '+he :le%enth :dition is the deniti%e edition,' he said. 'We're getting the language into its nal shape -the shape it's going to ha%e when noody spea!s anything else. When we'%e nished with it, people li!e you will ha%e to learn it all o%er again. 1ou thin!, I dare say, that our chief $o is in%enting new words. 5ut not a it of it We're destroying words - scores of them, hundreds of them, e%ery day. We're cutting the language down to the one. +he :le%enth :dition won't contain a single word that will ecome osolete efore the year 9;<;.' He it hungrily into his read and swallowed a couple of mouthfuls, then continued spea!ing, with a sort of pedant's passion. His thin dar! face had ecome animated, his eyes had lost their moc!ing e4pression and grown almost dreamy. 'It's a eautiful thing, the destruction of words. &f course the great wastage is in the %ers and ad$ecti%es, ut there are hundreds of nouns that can e got rid of as well. It isn't only the synonyms there are also the antonyms. 7fter all, what $ustication is there for a word which is simply the opposite of some other word* 7 word contains its opposite in itself. +a!e "good", for instance. If you ha%e a word li!e "good", what need is there for a word li!e "ad"* "=ngood" will do $ust as well - etter, ecause it's an e4act opposite, which the other is not. &r again, if you want a stronger %ersion of "good", what sense is there in ha%ing a whole string of %ague useless words li!e "e4cellent" and "splendid" and all the rest of them* "Plusgood" co%ers the meaning, or "douleplusgood" if you want something stronger still. &f course we use those forms already. 5ut in the nal %ersion of #ewspea! there'll e nothing else. In the end the whole notion of goodness and adness will e co%ered y only si4 words in reality, only one word. /on't you see the eauty of that, Winston* It was 5.5.'s idea originally, of course,' he added as an afterthought. 7 sort of %apid eagerness >itted across Winston's face at the mention of 5ig 5rother. #e%ertheless (yme immediately detected a certain lac! of enthusiasm. '1ou ha%en't a real appreciation of #ewspea!, Winston,' he said almost sadly. ':%en when you write it you're still thin!ing in &ldspea!. I'%e read some of those pieces that you write in "+he +imes" occasionally. +hey're good enough, ut they're translations. In your heart you'd prefer to stic! to &ldspea!, with all its %agueness and its useless shades of meaning. 1ou don't grasp the eauty of the destruction of words. /o you !now that #ewspea! is the only language in the world whose %ocaulary gets smaller e%ery year* Winston did !now that, of course. He smiled, sympathetically he hoped, not trusting himself to spea!. (yme it o another fragment of the dar!-coloured read, chewed it rie>y, and went on? @
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'/on't you see that the whole aim of #ewspea! is to narrow the range of thought* In the end we shat ma!e thoughtcrime literally impossile ecause there will e no words in which to e4press it. :%ery concept that can e%er e needed, will e e4pressed y e4actly one word, with its meaning rigidly dene? and all its susidiary meanings rued out and forgotten. 7lready, in the :le%enth :dition, we're not far from that point. 5ut the process will still e continuing long after you and I are dead. :%ery year fewer and fewer words, and the range of consciousness always a little smaller. :%en now, of course, there's no reason or e4cuse for committing though?crime. It's merely a 8uestion of self-discipline, reality control. 5ut in the end there won't e any need e%e for that. +he Ae%olution will e complete when the language is perfect. #ewspea! is Ingsoc and Ingsoc #ewspea!,' he added with a sort of mystical satisfaction. 'Has it e%er occurred to you, Winston, that y the year 9;<;, at the %ery latest, not a single human eing will e ali%e who could understand such a con%ersation as we are ha%ing now*' 1. Winston and ye are 7. in a cafeteria
5 at a party
C at school
/ in an oBce
2. ye "ies 7. +he food.
5. hearing Winstons opinions.
C. tal!ing aout his wor!.
/. to shout.
&. What ind o words are -eing the ost great"y red#$ed! 7. ad$ecti%es. C. #ouns
5. %ers and ad$ecti%es. /. e%erything e4cept antonyms.
). What $an -e gathered a-o#t Winson+s attit#de towards ewspea! 7. He nds it e4citing.
5. He studies it eagerly.
C. He is outspo!enly against it.
/. He accepts it unhappily.
,. Whi$h o o""owing -est des$ri-es ewspea! 7. It is a historical language eing reconstructed. 5. It is a highly simplied language designed to pre%ent thought. C. It was in%ented to help citi6ens escape an oppressi%e go%ernment. /. It is a new language that is incredily diBcult to learn. 6. What ind o #t#re does ye iagine! 7. :%eryone will e etter educated. 5 People will e safe ecause there will e no %iolent crime. C. People will not ha%e enough language to thin! it all. /. People will communicate etter and more eecti%ely
Reading Test 6 You are going to read an extract from t'e noe! 2A!ice in 7onder!and2. "or #uestions 1$%& c'oose t'e ans(er A * + or D ('ic' -ou t'in /ts 0est according to t'e text. D
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5efore she had drun! half the ottle, she found her head pressing against the ceiling, and had to stoop to sa%e her nec! from eing ro!en. (he hastily put down the ottle, saying to herself '+hat's 8uite enough - I hope I will not grow any more - as it is, I can't get out at the door - I do wish I hadn't drun! 8uite so much' 7las, it was too late to wish that (he went on growing, and growing, and %ery soon had to !neel down on the >oor? in another minute there was not e%en room for this, and she tried the eect of lying down with one elow against the door, and the other arm curled round her head. (till she went on growing, and, as a last resource, she put one arm out of the window, and one foot up the chimney, and said to herself '#ow I can do no more, whate%er happens. What will ecome of me*' 2uc!ily for 7lice, the little magic ottle had now had its full eect, and she grew no larger? (till it was %ery uncomfortale, and, as there seemed to e no sort of chance of her e%er getting out of the room again, no wonder she felt unhappy. 'It was much pleasanter at home,' thought poor 7lice, 'when one wasn't always growing larger and smaller, and eing ordered aout y mice and raits. I almost wish I hadn't gone down that rait-hole - and yet ... and yet - it's rather curious, you !now, this sort of life I do wonder what can ha%e happened to me When I used to read fairy-tales, I fancied that !ind of thing ne%er happened, and now here I am in the middle of one +here ought to e a oo! written aout me, that there ought 7nd when I grow up, I'll write one ... ut I'm grown up now,' she added in a sorrowful tone 'at least there's no room to grow up any more in here.' '5ut then,' thought 7lice, 'will I ne%er get any older than I am now* +hat'll e a comfort, one way ... ne%er to e an old woman .... ut then ... always to ha%e lessons to learn &h, I shouldn't li!e that' '&h, you foolish 7lice' she answered herself. 'How can you learn lessons in here* Why, there's hardly room for you, and no room at all for any lesson-oo!s' 7nd so she went on, ta!ing rst one side and then the other, and ma!ing 8uite a con%ersation of it altogether ut after a few minutes she heard a %oice outside, and stopped to listen. 'Mary 7nn Mary 7nn' said the %oice. 'Eetch me my glo%es this moment' +hen came a little pattering of feet on the stairs. 7lice !new it was the Aait coming to loo! for her, and she tremled till she shoo! the house, 8uite forgetting that she was now aout a thousand times as large as the Aait, and had no reason to e afraid of it. Presently the Aait came up to the door, and tried to open it ut, as the door opened inwards, and 7lice's elow was pressed hard against it, that attempt pro%ed a failure. 7lice heard it say to itself '+hen I'll go round and get in at the window.' '+hat you won't' thought 7lice, and, after waiting till she fancied she heard the Aait $ust under the window, she suddenly spread out her hand, and made a snatch in the air. (he did not get hold of anything, ut she heard a little shrie! and a fall, and a crash of ro!en glass, from which she concluded that it was $ust possile it had fallen into a cucumer-frame, or something of the sort. #e4t came an angry %oice - the Aait's - 'Pat Pat Where are you*' 7nd then a %oice she had ne%er heard efore, '(ure then I'm here /igging for apples, your honour' '/igging for apples, indeed' said the Aait angrily. 'Here Come and help me out of this' F(ounds of more ro!en glass.G '#ow tell me, Pat, what's that in the window*' <
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'(ure, it's an arm, your honour' '7n arm, you goose Who e%er saw one that si6e* Why, it lls the whole window' '(ure, it does, your honour? ut it's an arm for all that.' 1. Why don+t "i$e "ea3e the ho#se when she noti$ed she was growing! 7. (he couldnt nd her way out.
5. (he was already too ig
C. (he was hiding from the Aait.
/. (he was comfortale there.
2. s she grew% "i$e had to 7. eep changing position
5. 5rea! the roof of the house
C. 5e %ery gentle
/. Clim up the chimney
&. "i$e had a "ong $on3ersation with4 7. +he Aait
5. Herself
C. 7n old woman
/. Pat
). (ary nn is ost "ie"y 7. +he name of the Aait C. 7lices little sister.
5. What the Aait calls 7lice /. 7lices friend.
,. Beore the Ra--it $a""ed hi% Pat was spending his tie 7. /oing something secret.
5. Hiding from the Aait
C. /oing something silly
/. rowing food.
6. Why does the Ra--it arg#e a-o#t what they see in the window! 7. He !nows what Pat is foolish
5. He cant see it clearly
C. He cant elie%e his eyes
/. He is trying to tric! Pat.
Reading Test 5 You are going to read an extract from t'e noe!. "or #uestions 1$%& c'oose t'e ans(er A * + or D ('ic' -ou t'in /ts 0est according to t'e text. ood day" said Monsieur /efarge, loo!ing down at the white head that ent low o%er the shoema!ing. It was raised for a moment, and a %ery faint %oice responded to the salutation, as if it were at a distance? ood day" ''1ou are still hard at wor!, I see*" 7fter a long silence, the head was lifted for another moment, and the %oice replied, "1es, I am wor!ing." +his time, a pair of haggard eyes had loo!ed at the 8uestioner, efore the face had dropped again. "I want," said /efarge, who had not remo%ed his ga6e from the shoema!er, "to let in a little more light here. 1ou can ear a little more*" +he shoema!er stopped his wor! loo!ed, with a %acant air of listening, at the >oor on one side of him then similarly, at the >oor on the other side of him then, upward at the spea!er. J
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"What did you say*" "1ou can ear a little more light*" I must ear it, if you let it in." +he opened half-door was opened a little further, and secured at that angle for the time. 7 road ray of light fell into the room, and showed the wor!man with an unnished shoe upon his lap, pausing in his laour. His few common tools and %arious scraps of leather were at his feet and on his ench. He had a white eard, raggedly cut, ut not %ery long, a hollow face and e4ceedingly right eyes. +he hollowness and thinness of his face would ha%e caused them to loo! large, under his yet dar! eyerows and his confused white hair, e%en if they had een really otherwise ut, they were naturally large, and loo!ed unnaturally so. "7re you going to nish that pair of shoes today*" as!ed /efarge, motioning to Mr. 2orry to come forward. "What did you say*" "/o you mean to nish that pair of shoes today*" "I can't say that I mean to. I suppose so. I don't !now." 5ut, the 8uestion reminded him of his wor!, and he ent o%er it again. Mr. 2orry came silently forward. When he had stood, for a minute or two, y the side of /efarge, the shoema!er loo!ed up. He showed no surprise at seeing another gure ut the unsteady ngers of one of his hands strayed to his lips, and then the hand dropped to his wor!, and he once more ent o%er the shoe. +he loo! and the action ha? occupied ut an instant. "1ou ha%e a %isitor, you see," said Monsieur /efarge. "What did you say*" "Here is a %isitor." +he shoema!er loo!ed up as efore, ut without remo%ing a hand from his wor!. "Come" said /efarge. "Here is monsieur, who !nows a well-made shoe when he sees one. (how him that shoe you are wor!ing at. +a!e it, monsieur." Mr. 2orry too! it in his hand. "+ell monsieur what !ind of shoe it is, and the ma!er name." +here was a longer pause than usual, efore the shoema!er replied? "I forget what it was you as!ed me. What did you say*" "I said, couldn't you descrie the !ind of shoe, for monsieurs information*" "It is a lady's shoe. It is a young lady's wal!ing-shoe. It is the present style. I ne%er saw the style. I ha%e had a pattern my hand." He glanced at the shoe with some little passing touch of pride. "7nd the ma!er's name*" said /efarge. #ow that he had no wor! to hold, he laid the !nuc!les the right hand in the hollow of the left, and then the !nuc!les of the left hand in the hollow of the right, and thepassed a hand across his earded chin, and so on in regular changes, without a moment's intermission. "/id you as! me for my name*" "7ssuredly I did." "&ne Hundred and Ei%e, #orth +ower." K
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1. The p"a$e where the shoeaer was woring 7. Was noisy and usy
5. Was %ery small
C. #eeded to e cleaned
/. 2ac!ed light
2. The ost distin$ti3e eat#re o the shoeaer was 7. His short ragged eard eyerows
5.
His
white
hair
C. His %ery large eyes
/. His thin hollow face.
and
dar!
&. ow did the shoeaer ee" a-o#t his wor! 7. He showed no mention whatsoe%er.
5. He felt ashamed of it.
C. He was eager to promote it.
/. He too! some pride in it
). When 5#estioned% the shoeaer 7. Was e%asi%e
5. Could no focus
C. Aefused to answer
/. Was an4ious
,. The design or the shoe -eing ade $oe ro 7. &ser%ations aout what was in fashion at that time instructions C. +he shoema!ers imagination traditions
5. /.
7
Written long
line
of
6. ow $o#"d the shoeaer -est -e des$ri-ed! 7. =nfriendly and hostile
5. 2onely and painfully shy
C. Indierent aout his wor!
/. =nused to human interaction
Reading Test 8 You are going to read an extract from a maga9ine artic!e a0out a mountain !odge in :(eden $ an idea! destination ie( t'e Aurora *orea!is& a!so ca!!ed t'e Nort'ern Lig'ts& ('ic' a;;ears in t'e nig't s- in Arctic regions. c'oose t'e ans(er A& *& + or D ('ic' -ou t'in /ts 0est according to t'e text. When I step out onto the dec! there's no mista!ing the intensity of the 7rctic chill. +hat's not surprising. I'm a good hundred miles inside the 7rctic Circle in fact you can't get much farther north and still e in (weden. +his is 7is!o Mountain (tation, perhaps the crown $ewel of the (wedish mountain lodges. I'm ac! for a second time to this remote, scenic spot under the landmar! 2apporten mountain, the gateway into the wilds of 2apland. When an early, hea%y snowstorm last autumn pinned me down in my tent for days and e%entually chases me from the ac!country ac! to the station and its comforts, I was to disco%er a dierent side to 7is!o. People come here for many reasons - some to hi!e, some to clim, some to ird-watch, some to cross-country s!i in the winter. 5ut there's yet another entirely dierent attraction here. Eor proof, all I ha%e to do is loc. up from the station's e4pansi%e dec! into the night s!y ao%e the huge la!e called the +ornetras!. 5right, undulating wa%es of light, tinged with sutle shades of green and red, ripple across the s!y. +he #orthern 2ights display L
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tonight %aries from sudued >ashes to outrageously intense surges of ghostly lights rolling across the dar! e4panse of night s!y. 7 new moon accentuates the mindlowing show. +he 7urora may e old hat to those who li%e this far north, ut for the rest of us it is an unforgettale e4perience. Eor tra%ellers from afar it's a spectacle that has us shi%ering on the dec!, undled up in all the cold-weather gear we'%e rought. +he lights here are so mesmeri6ing we 8uic!ly forget the discomfort of the cold &ne of the factors that ma!es 7is!o a prime location for %iewing the 7urora is the +ornetras! itself. +he huge la!e, which sprawls more than K; !ilometres long $ust north of the station, creates an unusual weather phenomenon that !eeps the s!ies ao%e the station clear e%en when fog or clouds lan!et most of northern (weden. +his is the famed "lue hole of 7is!o", a perennial patch of s!y !ept mostly clear y the climatological eects of this inland sea and its %alley. When this 8uir! of weather is comined with the comforts of the station, the pac!age adds up to one of the est options anywhere for %iewing the 7urora. Much more elaorate than many wilderness huts, the 7is!o mountain stations feature restaurants, hot showers and other comforts. 7is!o is the only one of these stations located on a highway, so the range of accommodations and le%el of ser%ice here is in a class y itself. In addition to the lodge itself, howe%er, it's 7is!o's remote location and its uni8ue infrastructure that ma!e it such a prime %antage point to %iew a hea%enly phenomenon. It is dar! 7is!o is far from any city lights that might dim the show. +he station operates a s!i lift to the top of #uol$a Pea!, more than @,;;; feet high. Eor the rst time this year, a cafe at the top of the mountain has een turned into a %iewing platform for the #orthern 2ights, called the 7urora (!y (tation. 7lso, the station posts "forecasts" each night of e4pected 7urora acti%ity, gleaned from scientic oser%ations arri%ing %ia computer, so %isitors may choose the est %iewing time. 1. What is the tr#e o the a#thor+s rst 3isit to the "odge! 7. He went there in search of the 7urora
5. He was camping there
C. He was forced there y the weather with the e4perience
/. He was not %ery impressed
2. What is eant -y the phrase o"d hat8 in the rst "ine o paragraph &! 7. Poor
5. Eamiliar and une4citing
C. (trange and shoc!ing
/. In %ery ad taste
&. The tra3e"ers 3iewing the #rora 7. 7re distracted y the cold.
5. 7re in awe of what they see
C. #eednt dress warmly midnight.
/.
Can
only
see
it
efore
). What does 5#ir8 ean in Paragraph ,% "ine 1! 7. 7n unusual feature C. 7 %ery pleasant surprise
5. 7 >aw /. 7 fast change
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,. What is OT said to he"p ae a good 3iewing o the #rora at -iso ore "ie"y or 3isitors there! 7. +here is a mountain %iewing platform
5. Weather forecast are a%ailale
C. It is located near a highway
/. +here are no city lights neary
6. The a#thor o3era"" opinion o -is"o is that 7. Its an e4ceptional place 5. +he primiti%e conditions are made worthwhile y e4perience C. It is not as popular as it deser%es to e /. It could e impro%ed.
Reading Test % You are going to read an extract from a maga9ine artic!e a0out attitudes to(ards rea!it- T<. +'oose t'e ans(er A& *& + or D ('ic' -ou t'in /ts 0est according to t'e text. +oday's uni%ersity students ha%e none of the fear of "5ig 5rother" that mar!ed their parents' generation. In fact, their fascination with the notion of watching and eing watched has fuelled a dramatic shift in entertainment programming and ushered in the era of Aeality +ele%ision. Mar! 7ndre$e%ic, an assistant professor of communication studies, says a numer of factors including technology and economy pa%ed the way for the rise of reality tele%ision, ut none so much as a transformation of 7mericans' attitudes towards sur%eillance. 7s a graduate student at the =ni%ersity of Colorado in the mid- to late 3;s, he studied the ways in which new technology allowed %iewers to mo%e from the role of passi%e media consumers to acti%e participants. "I was interested in the ways that the promise of participation also ecame a means of monitoring people," he says. "7ll o%er the Internet people were pro%iding information aout themsel%es that could e used y mar!eters. 5eing watched ecame more and more economically producti%e." 7ndre$e%ic elie%es that the interacti%ity of the Internet pa%ed the way for reality +) mania. He inter%iewed producers of early reality programmes such as M+)'s +he AeaN Wor"d who said that they initially had a hard time nding people willing to ha%e their li%es taped nearly 9D hours a day for se%eral months. +hat was 39. #ow they hold auditions in college towns and thousands of young people form 8ueues sna!ing for loc!s $ust for the chance to audition. "+here are now more people applying to The Rea" Wor"d each year than to Har%ard," 7ndre$e%ic says. +he !ey to that success is connected to people's increasing comfort with le%els of sur%eillance that were once hated in 7merican society. 7ndre$e%ic has attempted to thin! aout the ways in which reality +) recongures pulic attitudes aout sur%eillance. He says? "We're trained to ma!e a split etween pri%ate and pulic sur%eillance - to e worried aout go%ernment sur%eillance ut not pri%ate, which is entertainment or gathering information to ser%e us etter. We're mo%ing into a period where that distinction starts to dissol%e. Pri%ate sur%eillance is ecoming so per%asi%e that it's time to start worrying aout it as a form of social control."
3;
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+hat %iewers of reality programming don't worry aout sur%eillance or social control is testament to the power of tele%ision as a messenger. 7ndre$e%ic points out that "+he cast memers on these shows are constantly tal!ing aout how great the e4perience is and how much they ha%e grown personally ecause of it. It connotes honesty - you can't hide anything aout yourself if you're on camera all day e%ery day. It ecomes a form of therapy or almost a !ind of e4treme sport -how long can you withstand allowing yourself to e %ideotaped*" )iewers elie%e in the enets cast memers descrie and cra%e that opportunity for themsel%es. In this way, each programme ecomes a !ind of ad%ertisement for itself. Millions of uni%ersity students watched The Rea" Wor"d and then egan clamouring for the opportunity to participate. +he same is true for newer programmes including #r3i3or% eri$an do"% :ear :a$tor and the li!e. 7ndre$e%ic says he encourages his students to loo! eyond the characters and the surface glamour of real tele%ision and consider the roader issues of sur%eillance pri%acy, democracy and technology that the shows present. "I try to cure my students of the hait of watching reality +) uncritically," he says. "+he challenge of teaching popular culture is that students are trained to separate the world of academics from the world of popular culture. +hey tend not to thin! of that part of life using theories they ha%e learned in class. +here's a tendency with students to say 'you're reading too much into it'. 5ut +) is so powerful in con%eying messages aout the world precisely ecause people don't thin! it's doing that. +here's something so %ital aout reality +) as cultural form," he continues. "It's always changing, mo%ing so fast, continuously rein%enting itself. It re>ects cultural trends. It's a good place to e4amine and inspect our culture." 1. What does the phrase *pa3ed the way+ ean in paragraph 2! 7. In%ented
5. (lowed down the progress of
C. ot things ready for
/. Were in>uenced y
2. ew te$hno"ogies he"ped 3iewers to 7. Passi%ely en$oy the media
5. 5e economically producti%e
C. 5ecome acti%e participant
/. Consume more
&. Peop"e $onsider p#-"i$ and pri3ate s#r3ei""an$e to -e 7. /ierent things
5. :8ually harmless
C. Carried out y the go%ernment
/. 7 cause for concern
). Whi$h o the o""owing is OT soething that aes parti$ipation in rea"ity shows a good e;perien$e a$$ording to the shows+ parti$ipants! 7. It ma!e honestly una%oidale
5. It can e a sort of therapy
C. It is an opportunity to ad%ertise
/. It is li!e an e4treme sport
,. t#dents tend to 7. Ignore what their studies ha%e taught them when watching reality +) 5. Aead too much into reality +) C. (ee eyond the glamour of reality +) /. #ot want to participate in reality shows themsel%es. 33
9C/Reading/21072016
6. What is ndre
Reading Test = You are going to read a ne(s;a;er artic!e a0out dee!o;ments of g!o0a! im;ortance in t'e !ast centur-. "or #uest 1$%& c'oose t'e ans(er A. *& + or D ('ic' -ou t'in /ts 0est according to t'e text.
A +entur- of +'ange +he 9;th century was a time of remar!ale change. In less than one hundred years, the population of our planet went from around 9 illion people to close to J - that's right almost trele the numer of people li%ing in the world today as did ten or so decades ago. 7nd not only ha%e our numers e4ploded, ut our li%es ha%e ecome more intertwined than e%er efore. Eor most of human history, the dierent communities which e4isted li%ed in their own %ery small worlds - worlds inside a igger world they !new little aout. +he only world that mattered was the one you could see in your immediate surroundings. Compare that situation with today, when e%en the poorest parts of su-(aharan 7frica can oast D@ tele%ision sets per thousand people. +he world %iew is no longer limited to the hori6on it stretches across the planet. +he gloal %illage is here. #ow, let's see how it came aout. +he lessons of two world wars in 8uic! succession signalled the dawning of a new age. (tatesmen and women saw that the way forward lay in ringing the world closer together. World War +hree was to e a%oided at all costs, they said. It was elie%ed that y ma!ing nations more interdependent the ris! of con>ict would e lessened as it would e in noody's interest to go to war then. +hat desire to see the nations of the world united ga%e irth to the =.#. - the =nited #ations. +he idea of the =.#. was to share power, responsiility and decision ma!ing for world aairs e8ually etween all the memers of the new gloal %illage, so it is the nearest thing we ha%e e%er had to a world go%ernment. +he =.#. rings together oBcials from 3@ memer states. +heir tas! is to preser%e world peace and pre%ent con>ict, ut the dream ne%er 8uite ecame a reality as this ody has %ery little 'real' power -- it $ust does a lot of tal!ing. #ot long after the =nited #ations was founded :urope started to play with the idea of uniting its own continent. 7fter all, it was internal con>ict there that had een the main cause of oth world wars. +hen, in 3
9C/Reading/21072016
opposite sides of the gloe into contact then the internet made the world our li%ing room. +echnology was the most powerful tool for uniting people in the last century, and the rst to create a truly gloal community. #ow we can communicate with people from different 'tries' in an instant deate with them learn from them understand them $ust chat with them if that's all we want. 5ut for all the change, ha%e we made the world any etter* +here's still a huge gap etween the richest and the poorest nations theres still misunderstanding and con>ict. We may e closer we may li%e in a gloal %illage maye we're getting there, ut there's still a lot more to do. 1. What does the writer ean -y saying $o#nities #sed to "i3e in wor"ds inside a -igger wor"d! 7. In the past people !new little aout faraway places 5. In the past people only cared aout themsel%es C. Most people didnt tra%el %ery much in the past /. Most people cared aout what was happening in the igger world. 2. What $hanged ater the e;perien$e o two wor"d war! 7. Politicians felt determined to pre%ent another world war. 5. Information technology rought the world closer together. C. #oody was interested in con>ict anymore /. #ations want to ecome more independent &. What is s#ggested a-o#t the =nited ations! 7. It !eeps the word peaceful and con>ict-free 5. go%ernment
It
will
ecome
a
gloal
C. It doesnt ha%e a lot of meaningful in>uence /. It is controlled y a few ig powers. ). What does the phrase ‘took shape’ ean in the $onte;t o paragraph )! 7. (ucceeded
5. /e%eloped
C. Concluded
/. Changed
,. The arri3a" o new te$hno"ogy and the inoration age 7. (eemed unimportant compared to the political changes ta!ing place 5. Had a strong impact on the opposite side if the gloe C. 5rought people together in a way that politicians could not /. (aw people use the internet a lot in their li%ing rooms 6. What does the writer+s tone in the na" paragraph s#ggest! 7. He is satised with what has een achie%ed 5. He is critical and pessimistic aout the future C. He is confused and upset situation.
/.
He
is
realistic
aout
Reading Test 4 3@
the
9C/Reading/21072016
You are going to read a ne(s;a;er artic!e a0out di>erent a;;roac'es to education. "or #uestions 1$%& t'e ans(er A& *& + or D ('ic' -ou t'in /ts 0est according to t'e text.
Getting t'e 0est out of our c'i!dren +here is a strange parado4 to the success of the 7sian education model. &n the one hand, class si6es are huge y Western standards with etween @; and D; students per class, on a%erage, in countries li!e Oapan and orea. &n the other hand, school children in de%eloped 7sian economies ran! among the highest in the world for academic achie%ement in the areas of science and mathematics, especially on standardised tests. Meanwhile, 5ritish secondary school students fail to shine in conditions most educational researchers would say are far more li!ely to help them succeed. Why do 7sian students seem to perform so well then* Is it their legendary discipline* Certainly, classroom management seems to e a whole lot easier in places li!e orea, and perhaps lessons are more eecti%e as a direct conse8uence. 7fter all, we are only too aware of the decline in discipline standards in our own schools elligerent and disrespectful students appear to e the norm these days. +eachers in 5ritain seem powerless to control what happens anymore. (urely this situation cannot create a %ery eecti%e learning en%ironment, so perhaps the numer of students is far less rele%ant than is the manner in which they conduct themsel%es. 5ut there are other factors to consider, too. orean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger onds and greater trust, and that orean teachers, in understanding their pupils etter, might e ale to oer them a more eecti%e learning programme. &f course, trust and understanding leads to greater respect as well, so orean students are proaly less li!ely to ignore their teachers' ad%ice. +hen there is the home en%ironment. +he traditional family unit still remains relati%ely intact in orea. Eew children come from ro!en homes, so there is a sense of security, safety and trust oth at home and at school. In 5ritain meanwhile, one in e%ery two marriages fails and di%orce rates are s!y high. Perhaps children struggle to cope with unstale family conditions and their only way to e4press their frustration is y miseha%ing at school. Maye all this delin8uent eha%iour we are complaining aout is $ust a cry for help and a plea for attention. 5ut while the Oapanese, orean and 7sian models generally do seem to produce e4cellent results, the statistics don't tell the whole truth. 1ou see, ehind great maths and science scores, there 8uite remar!ale wor! ethic. 7sian students tend to put their education efore literally e%erything else. +hey do %ery few e4tracurricular acti%ities and de%ote far more time to their studies than their 5ritish peers. 7nd this egs the 8uestion? is all that e4tra eort $ustied for a few e4tra percentage points in some meaningless international student performance sur%ey* (o 7sian students are on a%erage @-< etter at maths than 5ritons - ig deal What is their 8uality of life li!e* Aememer? school days are supposed to e the est, are they not* +here has een a lot of attention and praise gi%en to these 7sian models and their 'impressi%e' statistics of late. 7nd without 8uestion, some of this praise is $ustied, ut it seems to e a case of two e4tremes in operation here. 7t one end, there is the discipline and unelie%aly hard wor! ethic of the 7sian students- success in education efore all else. 7t the other end, 5ritish students at times appear careless and e4tremely undisciplined y comparison, ut at least they /& ha%e the free time to en$oy their youth and e4plore their 3D
9C/Reading/21072016
interests. Is either system etter outright* &r is it perhaps aout time we stopped comparing and started trying to comine the est its of oth, so that we can nally oer our students a alanced, worthwhile education* We are not $ust dealing with statistics ne%er forget that e%ery statistic is a little human eing somewhere who desperately needs our help and guidance - who deser%es it. 1. What does the writer ean when he says there is a *parado;+ in the sian ed#$ation ode"! 7. +here are too many students in each class. 5. 1ou would e4pect larger classes to get poorer results ut they do not C. Class si6es are much smaller in other parts of the world. /. 7sian students outperform their peer in other countries 2. British se$ondary s$hoo" st#dents 7. Ha%e larger class si6es succeed
5. Eail at school more than they
C. /o etter on standardi6ed tests conditions.
/.
:n$oy
etter
classroom
&. What does the writer s#ggest ight ae "essons in >orean s$hoo" ore s#$$ess#" than in Britain! 7. 5etter teachers
5. 5etter school 5oards of Management
C. More eecti%e lesson planning
/. 5etter discipline
). The traditiona" ai"y #nit 7. Is more common in orea than in 5ritain 5. Is disappearing in orea due to high di%orce rates C. Is ad for children that come from ro!en homes /. Is unstale in orea due to condition in homes ,. $$ording to the writer% sian st#dents 7. Eocus too much on recreational acti%ities 5. /ont ha%e as good a wor! ethic as 5ritish ones C. /ont allow themsel%es much time to rela4 and ha%e fun /. Ma!e a ig deal of their good results 6. Based on what yo# ha3e read% what do yo# thin is the writer+s opinion o the two ed#$ation systes dis$#ssed! 7. +he 7sian system is clearly etter 5. +he 5ritish system is too strict C. #either system is perfect /. 5oth systems are 8uite satisfactory for dierent reasons
Reading Test 3 3<
9C/Reading/21072016
You are going to read an artic!e reie(ing t'e (e0site Rea!Age. "or #uestions 1$ %& c'oose t'e ans(er A& *& + or D ('ic' -ou t'in /ts 0est according to t'e text. Aeal7ge, Inc. is an 7merican media corporation that pro%ides health information to consumers, primarily through a wesite also called Aeal7ge. +he company's stated mission is to encourage consumers to ma4imi6e their health and wellness y ma!ing their Aeal7ge younger. +he asic concept of Aeal7ge is that a person's true iological age is not the same as his or her chronological age. In other words, you may e @< years old ut your ody may wor! li!e a 9<-year-old's or a <;-year-old's depending on a numer of factors. +he heart of Aeal7ge is a wesite oering a test that as!s 3@9 8uestions aout family history and lifestyle to determine a person's Aeal7ge y ad$usting their current age ased on how they answer the 8uestions. In the Aeal7ge test, for e4ample, smo!ing increases your age y L years, ut ta!ing an aspirin e%ery day will ma!e you 9.9-9. years younger. Aeal7ge has undenialy een protale for its founder, /r. Michael Aoi6en. It was sold for an estimated QJ;-QK; million in 9;;K, and as of 9;;, was still reporting a prot. In spite of the sale, Aeal7ge.com ser%es as the oBcial online home for oth /r. Michael Aoi6en and Mehmet &6, M/., co-authors of the est-selling ?O= oo! series. Indeed, the Aeal7ge wesite has fuelled %e #ew 1or! +imes numer 3 est-selling oo!s, including Rea"ge4 re ?o# as ?o#ng as ?o# Can Be!% which has een promoted y &prah Winfrey. +he test has een ta!en y more than 9K million people since 3. Aeal7ge is clearly a %ery popular wesite, ut is the Aeal7ge it generates real* +hat is less clear. 2onge%ity science is challenging. +he Aeal7ge test is ased on life e4pectancy research Michael Aoi6en claims that he has pored o%er more than @@,;;; medical studies, ut that claim is rather hard to elie%e. If he spent one hour per medical study for L hours a day, it would ta!e him o%er 33 years to nish. 7nd e%en if he had, researchers cannot do studies to pro%e that Oohn /oe would ha%e li%ed L years longer if he 8uit smo!ing. :ither he 8uit or he didn't. We don't ha%e two Oohn /oes to compare. Aesearchers must rely on statistics li!e a%erages to determine the impact of lifestyle eha%iours, which gets %ery complicated. In short, we can't really !now the impact of all the lifestyle factors in the le%el of detail presented in Aeal7ge. :ach lifestyle factor interacts with other factors in a comple4 way. Aeal7ge does try to address this, ad$usting some of the factors for age Ffor e4ample aspirin reduces age y 9.9 years at << and 9. years at K;G. +he ottom line, howe%er, is that we cannot !now our Aeal7ge with the precision suggested y the test. &n top of this, Aeal7ge, unfortunately, is not transparent aout how it uses information from the tests. =sers' health histories, which they pro%ide while ta!ing the test, are used y the wesite to generate personali6ed content, including health tips, ut also including highly targeted ad%ertisements and mar!eting messages which are sent to memers y e-mail. 7s a result, the wesite generates a great deal of re%enue from pharmaceutical companies paying to ad%ertise their drugs to indi%iduals who ha%e ta!en the test and ecome memers. +his is not specied to those who ecome memers, and critics say that this amounts to a cle%er way of s!irting the strict regulation of pharmaceutical ad%ertising. 3J
9C/Reading/21072016
(o is it a moneyma!ing scam, or does it oer something worthwhile* +he test can e a fun way for people to learn aout the enets and dangers of %arious lifestyle choices, and y lin!ing eha%iours to increasing or decreasing age, the approach lets people compare dierent lifestyle factors and prioritise their eort. If they adopt some of the lifestyle suggestions, they will proaly e healthier and etter o for it. +hey $ust need to watch out for ad%ertising, e careful aout what o4es they chec! if they don't want to recei%e e-mails, and certainly tal! to a doctor efore ta!ing any sort of pills or supplements the site might recommend. 1. person+s Redge is deterined -y 7. )arious un!nown factors
5. 2ifestyle choices
C. Eamily history and lifestyle
/. Current age
2. We ay $on$"#de% ro the inoration in paragraph &% that 7. Aeal7ge is a media scam more protale
5. Aeal7ge is ecoming more and
C. Aeal7ge is a passing trend Aeal7ge
/.
People
are
interested
in
&. Rea"ge addresses the $op"e;ity o intera$ting a$tors -y 7. oing into great detail
5. =sing statistics
C. Clearly stating its limitations
/. 7d$usting some factors for age
). n paragraph ,% the a#thor ip"ies that 7. +he wesite does not fully inform its users 5. +he wesite has hidden costs C. 7lthough the wesite prots from users, they are warned /. +he wesite is run y pharmaceutical companies ,. =sers o the we-site are "ie"y to re$ei3e 7. Aandom health tips 5. 7d%ertisements for treatment for their health prolems C. More attention form medical professionals /. Information aout the latest pharmaceutical products 6. O3era""% the a#thor+s opinion o Rea"ge is 7. Completely negati%e C. (omewhat positi%e
5. )ery s!eptical /. 7ppro%ing
Reading Test 1? You are going to read an excer;t from t'e noe! @o(ards EndB 0- E.M. "orster ('ic' taes ;!ace during a concert. "or #uestions 1$%& c'oose t'e ans(er A& *& + or D ('ic' -ou t'in /ts 0est according to t'e text.
3K
9C/Reading/21072016
"Who is Margaret tal!ing to*" said Mrs. Munt, at the conclusion of the rst mo%ement. (he was again in 2ondon on a %isit to Wic!ham Place. Helen loo!ed down the long line of their party, and said that she did not !now. 'Would it e some young man or other whom she ta!es an interest in*" I e4pect so," Helen replied. Music enwrapped her, and she cou!d not enter into the distinction that di%ides young men whom one ta!es an interest in from young men whom one !nows. "1ou girls are so wonderful in always ha%ing - &h dear one mustn't tal!." Eor the 7ndante had egun - %ery eautiful, ut earing a family li!eness to all the other eautiful 7ndantes that 5eetho%en had written, and, to Helen's mind, rather disconnecting the heroes and shipwrec!s of the rst mo%ement from the heroes and golins of the third. (he heard the tune through once, and then her attention wandered, and she ga6ed at the audience, or the organ, or the architecture. Here 5eetho%en started decorating his tune, so she heard him through once more, and then she smiled at her cousin Erieda. 5ut Erieda, listening to Classical Music, could not respond. Herr 2iesec!e, too, loo!ed as if wild horses could not ma!e him inattenti%e there were lines across his forehead, his lips were parted, his glasses at right angles to his nose, and he had laid a thic!, white hand on either !nee. 7nd ne4t to her was 7unt Ouley, so 5ritish, and wanting to tap. How interesting that row of people was What di%erse in>uences had gone to the ma!ing Here 5eetho%en, after humming and hawing with great sweetness, said "Heigho", and the 7ndante came to an end. 7pplause, and a round of "wunderschoning" and "pracht%olleying" from the erman audience memers. Margaret started tal!ing to her new young man Helen said to her aunt? "#ow comes the wonderful mo%ement? rst of all the golins, and then a trio of elephants dancing" and +iy implored the company generally to loo! out for the transitional passage on the drum. "&n the what, dear*" "&n the drum, 7unt Ouley." "#o loo! out for the part where you thin! you ha%e done with the golins and they come ac!," reathed Helen, as the music started with a golin wal!ing 8uietly o%er the uni%erse, from end to end. &thers followed him. +hey were not aggressi%e creatures it was that that made them so terrile to Helen. +hey merely oser%ed in passing that there was no such thing as splendour or heroism in the world. 7fter the interlude of elephants dancing, they returned and made the oser%ation for the second time. Helen could not' contradict them, for, once at all e%ents, she had felt the same, and had seen the reliale walls of youth collapse. Panic and emptiness Panic and emptiness +he golins were right. Her rother raised his nger? it was the transitional passage on the drum. Eor, as if things were going too far, 5eetho%en too! hold of the golins and made them do what he wanted. He appeared in person. He ga%e them a little push, and they egan to wal! in a ma$or !ey instead of in a minor, and then - he lew with his mouth and they were scattered usts of splendour, gods and demigods contending with %ast swords, colour and fragrance roadcast on the eld of attle, magnicent %ictory, magnicent death &h, it all urst efore the girl, and she e%en stretched out her glo%ed hands as if it was tangile. 1. When the writer says that e"en *could not enter + he eans that 7. Her mind was elsewhere
5. (he disagree 3L
9C/Reading/21072016
C. (he had no tic!et
/. (he did not !now the young men
2. Why did (rs. (#nt stop speaing s#dden"y in "ine 7! 7. (he changed her mind
5. +he performance had nished
C. (he saw that Helen was not interested
/. +he music had egun
&. s e"en wat$hed the other peop"e "istening% she e"t 7. 5ored
5. Eascinated y them
C. (cornful of them
/. Proud of them
). What -est des$ri-es e"en+s 3iew o the go-"ins! 7. Horrile and %iolent
5. #ot %iolent, ut still disturing
C. &ser%ant and %ery entertaining
/. Ruiet ut not peaceful
,. :ro e"en+s rea$tion to the #si$% in paragraph &% what do we "earn a-o#t her persona"ity! 7. (he is young and innocent life
5. (he does not thin! much aout
C. (he elie%es life is heroic
/. (he is not an idealistic youth
6. What is the eaning o the word tangi-"e8 in the "ast "ine o "ast paragraph! 7. (omething that can e touched
5. (omething emotional
C. (omething imaginary
/. (omething frightening
3
