PART III.

READING
I. Reading the following passage and choose the best option for each blank.
Over the past fifty years or so, the methods used for collecting money from the public to
(1) _________ the developing world have changed out of all recognition, along with the
gravity of the problems (2) ___________, and the increasing awareness among the
population that something must be done. At the beginning of this period, it would have
been common to put money in a collecting box, perhaps on the street or at church. The
1960s saw the (3)___________ of shops which sold second-hand goods, donated by the
public, and which also began to sell articles manufactured in the developing world in
charitable projects set up to guarantee a fair income to local people. The next development
was probably the charity 'event', in which participants were (4)________ to run, cycle,
swim or what have you, and collected money from friends and relatives (5) ____________
how far or long they managed to keep going. The first hint of what was to become the most
successful means of (6) _________ money was the charity record, where the artists donated
their time and talent, and the (7) __________ from the sales went to a good (8)__________.
This was perhaps a reflection of the fact that young people felt increasingly concerned
about the obvious differences between life in Europe and the United States, and that in
most of Africa, for example. A feeling of frustration was building up. Why was so little
being done? The huge success of Band Aid, and subsequent televised concerts, showed the
power of the media, and of music in particular, to inspire and shock. It differed significantly
in style from other events. People phoned up in their thousands on the day and pledged
money by (9)_________ their credit card numbers. (10)_________, if you have enough
money to buy CDs, you can afford something for the world's starving children.
1. A. finance B. aid C. pay D. loan
2. A. faced B. covered C. opposed D. approached
3. A. occurrence B. entrance C. happening D. advent
4. A. supported B. funded C. sponsored D. promoted
5. A. in as much as B. according to C. with reference to D. as regards
6. A. increasing B. lifting C. boosting D. raising
7. A. produce B. proceeds C. receipts D. returns
8. A. agency B. enterprise C. cause D. movement
9. A. mentioning B. quoting C. affirming D. recalling
10. A. Anyway B. After all C. Although D. At any rate
Suggested Key
1. B 2. A 3. D 4. C 5. B
6. D 7. B 8. C 9. B 10. B
Source: Reading - p.239.Advanced Language Practice with Key. English Grammar and
Vocabulary. Michael Vince & Peter Sunderland. Macmillan.
II. Cloze test
The issue of fate or free will is a very controversial one and has been debated since the
beginning of the fifth century. The question was first addressed by Saint Augustine. Is
man’s existence (1) __________ by fate or by free will?
Beliefs in free will is based on the conviction that humans have a hand in shaping their
own lives and therefore, are ultimately responsible for their own actions. This theory, called
existentialism, was (2) ____________ from the ideas of a Danish philosopher and later
made popular by a French writer. The theory (3) __________ man as a unique and isolated
individual in a violent and meaningless world, able to choose his own destiny.
On the other side of the (4) ___________, the theory of predestination is based on the belief
that everything which happens has been predetermined by God and that man is not able to
change it. So, the fork in the road of life seemingly offering man a choice between two
very different paths, may not exist in reality. If this is true, can man be (5) __________
responsible for his actions. If choices are beyond our (6) ___________, are we wasting
endless hours of our time trying to (7) __________ to a decision that has already been made
for us? Can the man who murders his neighbor be (8)__________ for doing so simply
because he had no choice?
In trying to answer these kinds of questions, many philosophies have developed
compromises between two extremes. One such theory developed in the seventeenth century
states that human actions are formed according to past experiences but that (9) __________
the use of imagination and reason can turn these past experiences (10)__________
foresight, therefore allowing him to shape his future.
Suggested Key
1. 2. derived 3. describes 4. coin 5. held
determined/governed
6. control 7. come 8. 9. through 10. into
forgiven/pardoned
Source: Cloze test - p.205. CPE Use of English. Examination Practice, Virginia Evans,
Express Publishing.
III. Read the passage and choose the best option A, B, C, or D to answer the questions.
Subversive political and social message are a mainstay of the art community. In most
modern democratic nations, where free speech is considered an inalienable right, such
subversive art is easily found. American film is a fine example of this. Many American
films are openly critical of American society and its values. Apocalypse Now, a film about
Vietnam war, is a withering attack on America’s involvement and conduct in that conflict.
In a more modern setting, African- American film director Spike Lee makes films which
depict America as a racist and unjust society. Other arts are filled with examples of
subversive art as well. There are countless paintings and sculptures which openly attack
Christianity and other values which are considered to be core aspects of America’s identity.
Punk Rock, which originated in England, derided many of England’s most sacred of social
values. Most famously, the 1970s punk band the Sex Pistols frequently sang songs about
overthrowing the government, even going so far as to describe the Queen of England as
subhuman.
Not all subversive art is as upfront in its social criticism. Much of subversive art is quietly
subversive. There are a number of reasons for this. The first is, of course, economics. An
artist who is too open or too vehement in his or her criticism of society may find it hard to
find an audience willing to pay for such art. In some societies there may be a fear of
retribution, either by the government or by individual society members offended by the
artist’s message. Nor are such fears unfounded. Author Salman Rushdie was forced to go
into hiding after he wrote a book that Muslims took to be critical of the religion. Therefore,
the subversive messages in art are often hidden.
One common method of hiding subversive messages in one’ art is through the use of an
unreliable or untenable viewpoint. In this method, the artist actually presents a viewpoint
that is in opposition to his or her own, but does so in such a way as to render that viewpoint
unbelievable in the eyes of audience. American author Mark Twain was a master of this.
The narrator in his most famous novel is a young boy name Huck Finn. Huck supports the
values of his society. For example, one of the justifications used by Americans to keep
Africans enslaved was that they were somehow less human than whites. There is a scene
in which Huck finds his friend Jim, a runaway slave, crying to himself because he misses
his children whom he has left behind in slavery. Huck is surprised by this, and comments
that it seems white person would. This observation is so absurd that it discredits the entire
notion of slaves somehow being less human than their masters.
Mark Twain was not the only artist to hide the subversive nature of his work. In earlier
times, prior to the printing press and the mass production of posters, artists depended on
the support of wealthy individuals to make their living. A rich noble who appreciated the
work of an artist would become his or her patron and support the artist. In return the artist
was generally expected to create art that the patron approved of, and herein was the
problem.
These wealthy nobles represented the social elite, which in most cases was exactly the
element of society which artists wished to criticize. One could hardly expect a patron to
pay for art that was openly critical of his social class, so artists became experts in
concealing the subversive message in their art. A close look at any of the great artists of
history, da Vinci, Shakespeare, Milton, etc. will reveal many hidden elements of social
subversion.
1. The word inalienable in the passage is closest in meaning to _____________.
A. important B. personal C. inviolable D. universal
2. In paragraph 1, all of the following are mentioned as examples of subversive art
EXCEPT _____________.
A. anti-war films B. songs of rebellion
C. highly sexual poetry D. blasphemous sculpture
3. According to paragraph 2, what is the role of economic in subversive art?
A. It limits the candor with which artists express themselves.
B. It creates a market for increasingly shocking art.
C. It encourages people not to buy subversive art.
D. It encourages artists to be upfront in social criticism.
4. Based on the information in paragraph 2, it can be inferred that subversive art _______.
A. is often highly profitable for the artist
B. often evoked strong emotional reactions
C. is often banned by many governments
D. is mostly focused on religious topics
5. The word “retribution” in the passage is closest in meaning to ____________.
A. criticism B. rejection C. revenge D. anger
6. The word untenable in the passage is closest in meaning to ____________.
A. complex B. untrustworthy C. obscure D. indefensible
7. According to paragraph 3, how did Mark Twain seek to subvert the values of his society?
A. He used a highly unpopular narrator to discuss the topic of slavery.
B. He presented the views of his opponents in a ridiculous fashion.
C. He argued that slaves also held emotional attachments to their families.
D. He described much of American society as evil and bitter.
8. Base on the information in paragraph 3, what can be inferred about Mark Twain?
A. He feared retribution from American society.
B. He was the first author to practice subversive art.
C. He opposed the American practice of slavery.
D. He was forced into hiding his political views.
9. The word this in the passage refers to the fact that______________.
A. Jim misses his family.
B. Jim would leave his family in slavery.
C. slaves are considered less human than whites.
D. Mark Twain opposed the values of his society
10. According to paragraph 4, why was it especially important for early artists to hide the
subversive nature of their art?
A. The government of that time were far less tolerant of criticism.
B. The people they criticized were their sole source of income.
C. They were unable to mass produce their art.
D. They were very few patrons who approved of subversive art.

Suggested Key
1. C 2. C 3. A 4. B 5. C
6. D 7. B 8. C 9. A 10. B

Source: Reading, p.124-126. Hooked on TOEFL Reading (New edition)

IV. Read the text and do the following tasks.
For questions 1-5, choose the correct heading for paragraphs A-E from the list of
headings below.
List of Headings
I. No single definition of intelligence
II. Faulty testing, wrong conclusion
III. Beware: inadequate for testing intelligence
IV. Early beliefs regarding bilingualism
V. International research supports bilingualism
VI. Current thought on the advantage bilinguals have
VII. Welsh research support IQ testing

1. Paragraph A ____________
2. Paragraph B ____________
3. Paragraph C ____________
4. Paragraph D ____________
5. Paragraph E ____________

A. One misguided legacy of over a hundred years of writing on bilingualism is that

children’s intelligence will suffer if they are bilingual. Some of the earliest research into
bilingualism examined whether bilingual children were ahead or behind monolingual
children on IQ tests. From the 1920s through to the 1960s, the tendency was to find
monolingual children ahead of bilinguals on IQ tests. The conclusion was that bilingual
children were mentally confused. Having two languages in the brain, it was said, disrupted
effective thinking. It was argued that having one well-developed language was superior to
having two half-developed languages.
B. The idea that bilinguals may have a lower IQ still exists among many people.
particularly monolinguals. However, we now know that this early research was
misconceived and incorrect. First, such research often gave bilinguals an IQ test in their
weaker language - usually English. Had bilinguals been tested in Welsh or Spanish or
Hebrew, a different result may have been found. The testing of bilinguals was thus unfair.
Second, like was not compared with like. Bilinguals tended to come from, for example,
impoverished New York or rural Welsh backgrounds. The monolinguals tended to come
from more middle class, urban families. Working class bilinguals were often compared
with middle class monolinguals. So the results were more likely to be due to social class
differences than language differences. The comparison of monolinguals and bilinguals was
unfair.
C. The most recent research from Canada, the United States and Wales suggests that
bilinguals are, at least, equal to monolinguals on IQ tests. When bilinguals have two well-
developed languages (in the research literature called balanced bilinguals), bilinguals tend
to show a slight superiority in IQ tests compared with monolinguals. This is the received
psychological wisdom of the moment and is good news for raising bilingual children. Take,
for example, a child who can operate in either language in the curriculum in the school.
That’s child is likely to be ahead on IQ tests compared with similar (same gender, social
class, and age) monolinguals. Far from making people mentally confused, bilingualism is
now associated with a mild degree of intellectual superiority.
D. One note of caution needs to be sounded. IQ tests probably do not measure intelligence.
IQ tests measure a small sample of the broadest concept of intelligence. IQ tests are simply
paper and pencil tests where only ‘right and wrong’ answers are allowed. Is all intelligence
summed up in such right and wrong, pencil and paper tests? Isn’t there a wider variety of
intelligence that are important in everyday functioning and everyday life?
E. Many questions need answering. Do we only define an intelligent person as somebody
who obtains a high score on an IQ tests? Are the only intelligent people those who belong
to high IQ organization such as MENSA? Is there social intelligence, musical intelligence,
military intelligence, marketing intelligence, monitoring intelligence, political
intelligence? Are all, or indeed any of these forms of intelligence measured by a simple
pencil and paper IQ tests which demands a single, acceptable, correct solution to each
question? Defining what constitutes intelligent behavior requires a personal value
judgement as to what type of behavior, and what kind of person is of more worth.
F. There are other dimensions in thinking where approximately ‘balanced’ bilinguals may
have temporary and occasionally permanent advantages over monolinguals: increased
sensitivity to communication, a slightly speedier movement through the stages of cognitive
development, and being less fixed on the sounds of words and more centred on the meaning
of words. Such ability to move away from the sound of words and fix on the meaning of
words tends to be a (temporary) advantage for bilinguals around the ages four to six. This
advantage may mean an initial head start in learning to read and learning to think about
language.
For questions 6-7, complete the sentences. Choose NO MORE THAN THREE WORDS
from the passage for each answer.
6. For more than __________________________, books and articles were wrong about
the intelligence of bilingual children.
7. For approximately 40 years, there was a mistaken belief that children who spoke two
languages were __________________________.
For questions 8-10, decide which statement is true, false and not given. Write T for True,
F for False, and NG for Not Given.
8. Balanced bilinguals have a more permanent then temporary advantages over
monolinguals.
9. Often bilinguals concentrate more on the way a word sounds than on its meaning.
10. Monolingual learn to speak at a younger age than bilinguals.
Suggested Key:
1. IV 2. II 3. VI 4. III 5.I
6. a hundred years/ 7. mentally confused/ 8. F 9. F 10. NG
100 years behind monolingual
children

Source: Reading passage and tasks, p. 12-14. IELTS for Academic Purposes: 6 Practice
Tests, Malcolm Mann & Steve Taylore-Knowles.
Part IV: WRITING
I. Rewrite sentences so that it has a similar meaning to the first sentence, using the
word given.
1. I suddenly realized I had strayed from the main route.
It ______________________________________________________________.
2. The direct aim of the statement is to make the public aware of the present situation.
The statement boils ________________________________________________.
3. My precious life was saved by the lifeguard.
I owe___________________________________________________________.
4. We had expected Alan to be late, but he came home early.
Contrary ________________________________________________________.
5. I don’t want to be disturbed at all this morning!
On _____________________________________________________________.
Suggested Key:
1. It suddenly dawned on me (that) I had strayed from the main route.
2. The statement boils down to making the public aware of the present situation.
3. 1 owe my precious life to the lifeguard.
4. Contrary to our expectations, he came home early
5. On no account am I to be disturbed this morning!
Source:
1- p.174. English Advanced Vocabulary and Structure, Maciej Matasek.
2, 3- p.184. English Advanced Vocabulary and Structure, Maciej Matasek.
4- p.93. CAE Exam Essentials Practice Tests with Key, Charles Osborne & Carol
Nuttall.
5- p.181. CAE Exam Essentials Practice Tests with Key, Charles Osborne & Carol
Nuttall.

II. Rewrite sentences so that it has a similar meaning to the first sentence, using the
word given.
1. Don’t you remember anything about the accident? RECOLLECTION
________________________________________________________.
2. A car like that will cost you approximately £50,000. REGION
________________________________________________________.
3. She sued the shop as the claim had damaged her reputation. INJURIOUS
________________________________________________________.
4. The board met secretly to discuss changes in company policy. DOORS
________________________________________________________.
5. She is well-known for her vast knowledge of Renaissance painting. AUTHORITY
________________________________________________________.
Suggested Key:
1. Haven’t you got/ Don’t have any recollection of the accident?
2. A car like that will cost you in the region of £ 50, 000.
3. She sued the shop as their claim had been injurious to her reputation.
4. The board met behind closed/locked doors to discuss changes in company policy.
5. She is an authority on Renaissance painting.
Source: 1 - 263. CPE Use of English. Examination Practice, Virginia Evans, Express
Publishing.
2 - p.85. Advanced Grammar & Vocabulary Student’s book, Mark Kipper,
Express Publishing.
3 - p.91. CPE Use of English. Examination Practice, Virginia Evans, Express
Publishing.
4 - p.69. CPE Use of English. Examination Practice, Virginia Evans, Express
Publishing.
5 - p.240. CPE Use of English. Examination Practice, Virginia Evans,
Express Publishing.
III. Paragraph writing.
“Many people believe that the high levels of violence in films today are causing
serious social problems.’’
Do you agree with this statement? Write a paragraph of 150-200 words to state your
viewpoint.
Source: Writing task - p.53. Focus on Academic Skills for IELTS. Morgan Terry
Judith Wilson.