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Reading Comprehension for the FCE Examination
E.
Moutsou - S. ParkerPublished by:
MM Publications
www.mmpublications.com
[email protected]
Offices
Great Britain - Greece - Poland - France - Cyprus -USA - Turkey
Associated companies and representatives throughout the world.
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.
The publishers have tried to contact all copyright holders, but in cases where they may have failed,
they will be pleased to make the necessary arrangements at the first opportunity.
Produ
ced in the EU
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 PARAGRAPH
S
Developing Strategies ... 6 Examination Practice ... .
10
Vocabulary Expansion ... .12
UNIT 2
ANSWERING MULTIPLE CHOICE Q
U
ESTIO
NS I
Developing Strategies ... .
14
Examination Practice ...... .18
Vocabulary Expansion ...20
UNIT 3
COMPLETING A GAPPED TEXT WITH MIS
S
I
NG
SENTENCES
Developing Strategies ...
22
Examination Practice ...26
Vocabulary Expansion ...28
UNIT 4
M
UL
TIPLE MATCHING I
Developing Strategies ...
30
Examination Practice ... 34 Vocabulary Expansion ...36
UNIT 5
CONSOLIDATION I
Examination Practice ...38
Vocabulary Revision ...45
UNIT 6
M
ATC
HING SUMMARY SENTENCES WI
TH PARAG
RAPH
S
Developing Strategies ... " ... 46 Examination Practice ... ..
50
Vocabulary Expansion ...52
UNIT 7
ANSWE
R
IN
G
MULTIPLE CHOICE QUESTIONS
11
Developing Strategies ...
54
Examination Practice ...
58
Vocabulary Expansion ...
60
UNIT 8
CO
MP
LETING A GAPPED TEXT WITH MISSING
P
ARAGRAPHS
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
MATCHING HEADINGS
WITH PARAGRAPHS
I
n
P
ar
t O
ne o
f th
e
R
eading Cor
np
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h
ension
P
a
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h th
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arag
r
a
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of a t
ex
t
wi
th
given
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di
ngs
. I
n
th
is uni
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we
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ex
pla
in,
d
eve
lop
a
nd p
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ec
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.
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 headlines 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 write your answers in the boxes provided.DANGER AIR STREET PROTEST SAFETY KILLERS VICTIMS risky
UNIT I
Reading
_
e
a.
Read the paragraph below and underline any words that you do not know.The 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 run-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 inb.
terrain dilapidated establishment bustling
D
Reading UNIT 1E)
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
sentence. 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 120
Celsius in the winter to about 250
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 paragraphsby writing the correct letter in the boxes
1-
6
above each paragraph. There is one extra heading which you do not needto use. Gov.eranmentv " ic .. • . " .~ . .,.~tt' is .~~ Economy .. ', ~;'·c ~ ,y,.;~~~'L"""
ID
Reading UNIT 1Examination Practice
mm».
I IJ;)
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
H
"What exactly is battery farming?" one might well ask. Battery farming 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
IVocabulary Expansion
...
o
Match the words 1-10 with their synonymsa-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
approach 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.'
UNn I
Reading
_
a.
The words in each group in exercise 2 have a similar meaning, but they are not exact synonyms, as they areused 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) decreaselower 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 _ _ _ _ _ _ _
ANSWERING MULTIPLE
CHOICE QUESTIONS
I
In Part Two of the Reading Comprehension Paper you will be asked to ansu
l
er 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 andanswer 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 thetext 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.
UNIT 2 Reading ~
e
a.
Read thefollow~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
uxderE)
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.UNIT 2 Reading
~
d.
Now answer the questions 1-5 by circling the best option for each question (A, B, C or D) which is most similar to your answer. Provide evidence showing why each option is correct and why the other three ore wrong.1 \Vhy did \1 ike
J
lIclge have a difficult time as a teenager?A Because his parents were strict.
B Because he \\as a racist.
C Because e\enone thought he looked like Butthead.
D Because of his appearance and learning disorder.
2 In high school, ho\\' did Mike Judge deal with his problems ?
A by laughing at his classmates
B by getting \'arious part-time jobs
C by entertaining the people around him
D by straightening his teeth
3 How did Mike Judge learn how to draw cartoons?
A by reading a lot of books about cartoon drawing
B by yisiting an animation festival in Dallas
C by studying animation at college
D by going to the library and reading all the books about animation
4 \Vhen \o\'as Mike Judge'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 According to Mike Judge, in what way is the 'Beavis and Butthead' film different from the MTV show?
A It presents the more sensitiye sides of 'Beavis and Butthead'.
B It makes the audience sympathise with the characters.
C I t deals with the problems of being socially unacceptable.
D It 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 best option A, B, C or D. Remember to justify your choices.6 As soon as he finished college, Mike Judge
A joined a b~111d,
7 According to the writer, Mike Judge's work A reflects the American Dream.
B got married,
C found a chalknging job.
D fle\,; militan ~linLtft.
B will make him successful. C will attract interest worldwide.
_ Reading UNIT 2
Examination Practice
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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 until forty-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. Then, 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 short-listed
writers in depth. On returning to the Academy in mid September, each member presents a paper 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 majority 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 surrounding it. This 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 Joyce,
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
1 According to :\ obei's "ill, the interest coming from his fortune should A fund prizes ~I\\"arded to five outstanding scientists.
B fund prizes granted for excellence in five areas of human endeavour.
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be gi\"en to fi\"e distinguished philanthropists. D be spent by the 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
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after the press have been notified of the winner D when the committee manage to come together3 The nominations for the Nobel Prize for literature are examined by
A all the members of the Swedish Academy. B an eighteen-member committee.
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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 writer7 Why did the first 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 felt that he should have got the prize.D Many thought that Tolstoy deserved the prize more than Proudhomme.
E>
Reading UNIT 2Vocabulary Expansion
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Read the short texts a-i below which describe different situations. Then complete the blanks using theadjectives 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 managedto 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, Icould 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 Jack's decision _ _ _ _ _ _ _ _ _
I realised that 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 speedy
associate controversy frequently infrequently programme relate succeed
combine cunous funny link project repeatedly 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 onthe 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 hasty 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 The _ _ _ _ _ _ _ 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 dispute 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 The child hac! a( n) _ _ _ _ _ _ _ gift for playing the piano.
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 practi
s
e the
s
trategie
s
and techniques which you will need to successfully do this type of task.
Developing Strategies
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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-.'.~-... -~
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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.
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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 ina
.
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,
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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, them) 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,
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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 Tunisia'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,
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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 These delightful dishes are also flavoured with various herbs, particularly coriander and parsley.
B It is usually f()\Iowecl by shakshuka, a dish consisting of stewed vegetables, mainly onions and tomatoes.
~ Reading UNIT 3
E)
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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 following 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 we ll-developed 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 flight path and return to the bat.
(3) , these echoes are picked up by the bat's
ears, which work like a highly developed radar system.
(4) , the bat is able not only to avoid obstacles
but also to locate its prey.
MD/I,
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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 following paragraph from which threesentences have been removed and underline 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! Owing to its name, many people imagine a blood-sucking beast.It does not sink its teet into people sleeping at home with their windows open!
A On the contrary, this gentle creature eats only insects and fruit.
B Therefore, bats are often associated with vampires.
C Even though they are small creatures, bats can consume up to a thousand insects an hour.
D There is also a species of bat known as 'The 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 film version of the musical Evita.
a
The film versiontook a long time and numerous changes in the cast and production were made until the actual film starring Madonna and Antonio Banderas came to be.
Both the stage m lIsical and the film version are based on the life of Eva Peron. However, mal1\' among the \ollnger generations may well ask, "Who exactly was Eva Peron~ \\'as she ~l singer. an actress 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 1919.
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 officers - 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
The 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 fact. she was all of these things early on in her life, and later on she established herself as a prominentpolitical figure in Argentina.
B Therefore. it is not surprising that the people of Argentina were deeply moved by her untimely death from cancer at the age of thirty-three.
C This 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 industrial working classes.
E The atmosphere was not always perfect, though, as many Argentinians were horrified at the idea of Madonna portraying their idol and the president was at a loss whether to grant permission for filming at the palace or not. F She started her acting 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 linkers 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 vocabulary, reference items and sentence linkers both in the text and the sentences. Remember that there must always be some logical 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'adiI~ UNIT 3
Examination Practice
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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. Nowadays, acquiring a dictionary is not a very difficult task. All it involves is a trip to one's nearest
bookshop where a healthy selection is bound to be available.
B
IIt is less than six hundred years since the first attempt at compiling a dictionary of the English language was made.
However, the advent of the first dictionary goes even further back in time than that. The actual dictionarv
consisted of clay tablets engraved with cuneiform writing, a primitive form of written language.
The Greeks and the Romans also produced lexical lists such as Appolonius' glossary of words and phrases used by
Homer. The first alphabetically ordered glossary was put together by Verrius Flaccus in Rome around the time 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.E I 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. The study of Arabic also encouraged the compilation of a Hebrew 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 Table 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
This work proved to be sopopular 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
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 Johnson 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, many 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
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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/phrasesA-E
under each of them. Decide which 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 Advanced 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 Airline passengers are protected by international law for any losses suffered 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.