Full 

name:.....................................  Class:...................... 
 
ENGLISH READING ASSIGNMENT 
Time allowed: 20  Minutes 
I. Read the following passages and circle the letter A, B, C, or D to indicate the correct answer
to each of the questions.  
Reading passage 1:  
The generation gap that was so in evidence during the 60s has resurfaced, but it is not the
disruptive force that it was during the Vietnam era, a 2009 study suggests. The Pew Research
Center study found that 79% of Americans see major differences between younger and older
adults in the way they look at the world. In 1969, a Gallup Poll found that a smaller percentage,
74%, perceived major differences. 
     Today, however, although more Americans see generational differences, most do not see
them as divisive. That is partly because of the areas of difference. The top areas of
disagreement between young and old, according to the Pew Research Study, are the use of
technology and taste in music. Grandparents are likely to have observed these differences in
their grandchildren who are tweens, teens, and young adults. 
     If large differences between the generations exist, why don't they spawn conflict? The
answer is twofold. 
     First, the two largest areas of difference—technology and music—are less emotionally
charged than political issues. The older generation is likely to be proud of the younger
generation's prowess in technology rather than to view it as a problem. As for the musical
differences, each generation wants its own style of music, and the older generation generally
can relate to that desire. 
     Second, in the other areas of difference, the younger generation tends to regard the older
generation as superior to their own generation—clearly a difference from the 1960s with its
rallying cry of "Don't trust anyone over thirty." According to the Pew study, all generations
regard older Americans as superior in moral values, work ethic and respect for others. 
 
1. Which of the following could be the main idea of the passage? 
A. Generation gap doesn’t cause a big problem in American families. 
B. Different points of view are the main problem between generations in America. 
C. The generation gap in the past was different from that in modern time.  
D. The areas of differences in generation gap have changed over the years.  
2. The word “divisive” in the second paragraph is closest in meaning to _________. 
A. agreeing B. positive C. serious  D. discordant  
3. What are the two reasons why large differences between generations don’t cause
disagreement? 
A. The generosity of the elder generation and the attitude of the younger generation. 
B. The different styles of music and the knowledge of the elder generation. 
C. The major aspects of differences between generations and the respect to the elder
generation.  
D. The pride of the elder generation and the obedience of the younger one  
4. The word “their” in the last paragraph refers to __________. 
A. the older generation’s B. the younger generation’s 
C. supervisor’s  D. over-thirty people’s  
5. According to the passage, which is NOT true? 
A. The majority of Americans agree generations’ viewpoint to be the major differences. 
B. Technology is one of the two biggest areas creating the gap between the old and the young. 
C. Grandparents feel uncomfortable with their grandchildren because of their better technology
skills.  
D. The elderly in America are admired in moral values, work ethic and respect for others.  
 
 
Reading passage 2: 
In our connected globalized world, the languages which dominate communications and
business, Mandarin, Hindi, English, Spanish and Russian amongst others, are placing small
languages spoken in remote places under increasing pressure. Fewer and fewer people speak
languages such as Liki, Taushiro and Dumi as their children shift away from the language of their
ancestors towards languages which promise education, success and the chance of a better life.
While to many parents, this may appear a reasonable choice, giving their offspring the
opportunity to achieve the sort of prosperity they see on television, the children themselves
often lose touch with their roots. However, in many places the more reasonable option of
bilingualism, where children learn to speak both a local and a national language, is being
promoted. This gives hope that many endangered languages will survive, allowing people to
combine their links to local tradition with access to wider world culture.  
While individuals are free to choose if they wish to speak a minority language, national
governments should be under no obligation to provide education in an economically
unproductive language, especially in times of budget constraints. It is generally accepted that
national languages unite and help to create wealth while minority regional languages divide.
Furthermore, governments have a duty to ensure that young people can fulfil their full
potential, meaning that state education must provide them with the ability to speak and work
in their national language and so equip them to participate responsibly in national affairs.
People whose language competence does not extend beyond the use of a regional tongue have
limited prospects. This means that while many people may feel a sentimental attachment
to their local language, their government’s position should be one of benign neglect, allowing
people to speak the language, but not acting to prevent its eventual disappearance. 
Many PhD students studying minority languages lack the resources to develop their language
skills, with the result that they have to rely on interpreters and translators to communicate with
speakers of the language they are studying. This has a detrimental effect on the quality of their
research. At the same time, they have to struggle against the frequently expressed opinion that
minority languages serve no useful purpose and should be allowed to die a natural death. Such
a view fails to take into account the fact that a unique body of knowledge and culture, built up
over thousands of years, is contained in a language and that language extinction and species
extinction are different facets of the same process. They are part of an impending global
catastrophe which is beginning to look unavoidable. 
(Adapted from Complete Advanced by Guy Brook – Hart and Simon Haine 
6. Which of the following could best serve as the main topic of the passage? 
A. The threat to minority languages in different parts of the world. 
B. The domination of business languages all over the world. 
C. The shift from regional to national languages in many countries.  
D. The benefits of national languages in modern world.  
7. According to the first paragraph, why do many parents consider the change towards national
languages a reasonable choice? 
A. Because not many people nowadays are familiar with the language of their ancestors. 
B. Because children now can learn to speak both a local and a national language. 
C. Because their children may have a chance to achieve education, success and better living
condition.  
D. Because their children may help to combine their links to local tradition with access to wider
world culture.  
8. What does the word “this” in the first paragraph refer to? 
A. the more reasonable option B. the place where children can use
bilingualism 
C. the opportunity to achieve prosperity  D. the promotion of bilingualism  
9. The word “constraints” in the second language is closest in meaning to ___________. 
A. investments B. restrictions C. crises  D. depressions  
10. What can be inferred from the sentence “their government’s position should be one of
benign neglect” in paragraph 2? 
A. People who are not members of the government will be allowed to speak their local
languages. 
B. It’s better to allow these minority languages to die naturally by neglecting them. 
C. The government does not appreciate the importance of minority languages.  
D. The local people will be neglected if they use their ancestors’ languages.  
11. What is the influence of the shortage of minority language resources on many PhD students
mentioned in paragraph 3? 
A. These students are unable to persuade people to use the language they are learning. 
B. Their qualified research is unlikely to complete. 
C. They will have many difficulties in understanding these languages.  
D. They have to become interpreters and translators of these languages themselves.  
12. The word “facets” in the last paragraph could be best replaced by _____________. 
A. aspects B. problems C. procedures  D. products  
13. Which statement is NOT true according to the passage? 
A. Local languages can’t unite and create as much wealth as national languages. 
B. State education is obligatory to ensure young people to speak and work in their regional
languages. 
C. Lack of language skills causes a negative effect on the quality of PhD students’ research.  
D. Each citizen has their right to decide whether they want to speak a minority language or
not.  
Reading passage 3: 
 
To quote CREST founder Dr. Martha Honey, we earnestly believe that ecotourism is “simply a
better way to travel.” Here’s a look at how this transformational approach to travel benefits
conservation, increases cross-cultural understanding, and ultimately turns travelers into
environmental advocates: 
       To see how ecotourism benefits nature and wildlife, let’s look at endangered species such
as African Elephants. Ivory from Elephant tusks is worth $1500 a pound on the black market,
which has led to a dramatic increase in poaching. But Elephants are worth 76 times more alive
than dead. When you consider the revenue from wildlife photography tours, luxury safari
camps, and other ecotourism offerings, a single Elephant is worth $1.3 million over the course
of its lifetime! Ecotourism offers a long-term alternative to exploitation, generating sustainable
revenue and ensuring better overall health of the ecosystem. 
       Nature reserves and national parks help prevent deforestation and pollution, while also
protecting the habitat of endemic species. The revenue that ecotourism provides can help
replace profits from exploitative practices such as mining or slash ‘n’ burn agriculture. It can
also help ensure the long-term financial viability of the area. Naturalist guides also help
travelers understand the value of a pristine ecosystem, and teach them about the importance
of conservation. This ultimately help to create a more mindful and conscious legion of
travelers. 
      When managed properly, ecotourism can offer locals alternative revenue streams. In
wildlife-rich countries such as Rwanda, former poachers are often employed as guides or
trackers, capitalizing on their knowledge of the animals and their habitat. In Costa Rica,
unemployment has fallen to less than 10% since the country started building its ecotourism
infrastructure in the 1970s. Involving local communities in tourism management
empowers them by ensuring that more revenue is reinvested locally. Ecotourism also offers
indigenous peoples an opportunity to remain on ancestral land, conserve it, and preserve
traditional culture. 
      Sure, being a responsible traveler takes a greater level of commitment to being conscious
and mindful of the impact we have on the destinations we visit. But ecotourism also offers us
incredible, transformative experiences, allowing us to develop closer personal relationships to
the nature, wildlife, and local people we encounter during our adventures. Learning about
ecotourism can permanently change your understanding of mankind’s role in our planetary
ecosystem. And once you’ve had that sort of travel experience, you’ll never want to travel the
traditional way again. 
14. The most suitable title for the passage could be ______. 
A. The benefits of ecotourism. B. Making the most of ecotourism. 
C. An introduction to ecotourism.  D. Encourage conservation or adding to exploitation?  
15. The word “revenue” in paragraph 2 most likely means _______. 
A. reward B. benefit C. profit  D. interest  
16. According to paragraph 3, in what direction can ethical tourism help the society? 
A. Green tourism maintains the balance between animals and human. 
B. Ecotourism provides financial support for local communities. 
C. Sustainable tourism yields substantial environmental benefits.  
D. Ecotourism encourages open dialogue about deforestation.  
17. The word “pristine” in paragraph 3 most likely means _______. 
A. natural B. untouched C. beautiful  D. dirty  
18. According to paragraph 5, why did the author claim that people will prefer ecotourism over
normal one? 
A. Because it is such an awakening and mind-expanding experience. 
B. Because the author is a trend-setting writer who believes in his words’ influence. 
C. Because anything with a green label on it is all the craze now.  
D. Because the standard of ecotourism service is more satisfying than other types.  
19. Which of the following statements is TRUE, according to the passage? 
A. Momentary profits are more recommended than long-term ones. 
B. Indigenous inhabitants are forced to resettle to develop sites for tourism. 
C. Income from ecotourism can partly be substituted for environmentally harmful industry.  
D. People engage in green tourism only for their self-image.  
20. What can be inferred from the passage? 
A. Ecotourism is seasonal in nature, therefore a vulnerable industry. 
B. The current sustainable tourism service is just green washing. 
C. Ecotourism is a win-win experience, both for the nature and the people.  
D. Responsible travel is an unique opportunity for business.  
Reading passage 4:  
Ketchup 
 
 The sauce that is today called ketchup (or catsup) in Western cultures is a tomato-based sauce
that is quite distinct from the Eastern ancestors of this product. A sauce called ke-tiap was in
use in China at least as early as the seventeenth century, but the Chinese version of the sauce
was made of pickled fish, shellfish and spices. The popularity of this Chinese sauce spread to
Singapore and Malaysia, where it was called kechap. The Indonesian sauce ketjab derives its
name from the same source as the Malaysian sauce but is made from very different ingredients.
The Indonesian ketjab is made by cooking black soy beans, fermenting them, placing them in a
slat brine for at least a week, cooking the resulting solution further, and sweetening it heavily;
this process results in a dark, thick and sweet variation of soy sauce.  
   Early in the eighteenth century, sailors from the British navy came across this exotic sauce on
voyages to Malaysia and Singapore and brought samples of it back to England on return
voyages. English chefs tried to recreate the sauce but were unable to do so exactly because key
ingredients were unknown or unavailable in England; chefs ended up substituting ingredients
such as mushrooms or walnuts in an attempt to recreate the special taste of the original Asian
sauce. Variations of this sauce became quite the rage in eighteenth century England, appearing
in a number of recipe books and featured as an exotic addition to the menus from the period.  
The English version did not contain tomatoes, and it was not until the end of the eighteenth
century that tomatoes became a main ingredient, in the ketchup of the newly created United
States. It is quite notable that tomatoes were added to the sauce in that tomatoes had
previously been considered quite dangerous to health. The tomato had been cultivated by the
Aztecs, who had called it tomatl; however, early botanists had recognized that the tomato was
a member of the Solanacaea family, which does include a number of poisonous plants. The
leaves of the tomato plant are poisonous, though of course the fruit is not.  
  Thomas Jefferson, who cultivated the tomato in his gardens at Monticello and
served dishes containing tomatoes at lavish feats, often receives credit for changing the
reputation of the tomato. Soon after Jefferson had introduced the tomato to American society,
recipes combining the newly fashionable tomato with the equally fashionable and exotic sauce
known as ketchap began to appear. By the middle of the nineteenth century, both the tomato
and tomato ketchup were staples of the American kitchen.  
Tomato ketchup, popular though it was, was quite time-consuming to prepare. In 1876, the first
mass-produced tomato ketchup, a product of German American Henry Heinz, went on sale and
achieved immediate success. From tomato ketchup, Heinz branched out into a number of other
products, including various sauces, pickles, and relishes. By 1890, his company had expanded to
include sixty-five different products but was in need of a marketing slogan. Heinz settled on the
slogan “57 Varieties” because he liked the way that the digits 5 and 7 looked in print, in spite
of the fact that this slogan understated the number of products that he had at the time. 
21.The word "ancestors" in paragraph 1 could be best replaced by which of the following? 
A. predecessors B. descendents C. creators D. ingredients 
22. It is NOT stated in paragraph 1 that _____. 
A. the Chinese sauce was in existence in the seventeenth century       
B. the Malaysian sauce was similar to the Chinese sauce  
C. the Chinese sauce was made from seafood and spices 
D. the Indonesian sauce was similar to the Chinese sauce 
23. The word "it" in paragraph 1 refers to _____. 
A. a salt brine B. a week C. the resulting solution D. this process 
24. It can be inferred from paragraph 2 that mushrooms and walnuts were _____. 
A. difficult to find in England B. not part of the original Asian recipe 
C. not native to England D. transported to England from Asia  
25. The word "rage" in paragraph 2 is closest in meaning to _____. 
A. anger B. distinction C. misunderstanding D. fashion 
26. According to paragraph 3, the tomato plant _____. 
A. was considered poisonous by the Aztecs B. is related to some poisonous plants 
C. has edible leaves D. has fruit that is sometimes quite poisonous 
27. The author mentions “The English version” at the beginning of paragraph 3 in order to 
A. indicate what will be discussed in the coming paragraph  
B. explain why tomatoes were considered dangerous 
C. make a reference to the topic of the previous paragraph  
D. provide an example of a source using tomatoes 
28. The word “staples” in paragraph 4 could be best replaced by_____. 
A. standard elements B. strong attachments 
C. necessary utensils D. rare alternatives 
29. The phrase "branched out" in paragraph 5 is closest in meaning to _____. 
A. contracted B. stemmed C. converted D. expanded 
30. Which of the sentences below best expresses the essential information in the sentence in
bold in paragraph 5?  
A. Heinz selected a certain slogan even though it was inaccurate because he liked the look of it. 
B. Heinz was eventually able to settle a dispute about which slogan would be the best for his
company. 
C. Heinz was unable to print out the actual number of varieties, so he printed out a different
number. 
D. Heinz’s company actually had far fewer products that the slogan indicated it did. 
---------------
Assignment 2Z:
1.D
1.A
2.B
3.D
4.A

1.C
2.B
3.A
4.C
1.1844
2. NATURAL SELECTION
3. 1858
4. NON-SCIENCITIFIC SUBJECTS
1.C
2.A
3.D