Tổng hợp topic Education IELTS READING (PDF)

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II. Tổng hợp topic Education IELTS READING (PDF)

1. Bài 1


Absence from work is a costly and disruptive problem for any organisation. The cost of absenteeism in Australia has been put at 1.8 million hours per day or $1400 million annually. The study reported here was conducted in the Prince William Hospital in Brisbane, Australia, where, prior to this time, few active steps had been taken to measure, understand or manage the occurrence of absenteeism.

Nursing Absenteeism
A prevalent attitude amongst many nurses in the group selected for study was that there was no reward or recognition for not utilising the paid sick leave entitlement allowed them in their employment conditions. Therefore, they believed they may as well take the days off — sick or otherwise. Similar attitudes have been noted by James (1989), who noted that sick leave is seen by many workers as a right, like annual holiday leave.
Miller and Norton (1986), in their survey of 865 nursing personnel, found that 73 percent felt they should be rewarded for not taking sick leave because some employees always used their sick leave. Further, 67 per cent of nurses felt that administration was not sympathetic to the problems shift work causes to employees' personal and social lives. Only 53 percent of the respondents felt that every effort was made to schedule staff fairly.

In another longitudinal study of nurses working in two Canadian hospitals, Hacket Bycio and Guion (1989) examined the reasons why nurses took absence from work. The most frequent reason stated for absence was minor illness to self. Other causes, in decreasing order of frequency, were illness in family, family social function, work to do at home and bereavement.

In an attempt to reduce the level of absenteeism amongst the 250 Registered an Enrolled Nurses in the present study, the Prince William management introduced three different, yet potentially complementary, strategies over 18 months. Strategy 1: Non-financial (material) incentives

Within the established wage and salary system it was not possible to use hospital funds to support this strategy. However, it was possible to secure incentives from local businesses, including free passes to entertainment parks, theatres, restaurants, etc. At the end of each roster period, the ward with the lowest absence rate would win the prize. Strategy 2 Flexible fair rostering

Where possible, staff were given the opportunity to determine their working schedule within the limits of clinical needs. Strategy 3: Individual absenteeism and

Each month, managers would analyse the pattern of absence of staff with excessive sick leave (greater than ten days per year for full-time employees). Characteristic patterns of potential 'voluntary absenteeism' such as absence before and after days off, excessive weekend and night duty absence and multiple single days off were communicated to all ward nurses and then, as necessary, followed up by action.

Absence rates for the six months prior to the Incentive scheme ranged from 3.69 per cent to 4.32 per cent. In the following six months, they ranged between 2.87 percent and 3.96 percent. This represents a 20 percent improvement. However, analysing the absence rates on a year-to-year basis, the overall absence rate was 3.60 percent in the first year and 3.43 percent in the following year. This represents a 5 percent decrease from the first to the second year of the study. A significant decrease in absence over the two-year period could not be demonstrated.

The non-financial incentive scheme did appear to assist in controlling absenteeism in the short term. As the scheme progressed it became harder to secure prizes and this contributed to the program's losing momentum and finally ceasing. There were mixed results across wards as well. For example, in wards with staff members who had a long-term genuine illness, there was little chance of winning, and to some extent, the staffs on those wards were disempowered. Our experience would suggest that the long-term effects of incentive awards on absenteeism are questionable.

Over the time of the study, staff were given a larger degree of control in their rosters. This led to significant improvements in communication between managers and staff. A similar effect was found from the implementation of the third strategy. Many of the nurses had not realised the impact their behaviour was having on the organisation and their colleagues but there were also staff members who felt that talking to them about their absenteeism was 'picking' on them and this usually had a negative effect on management—employee relationships.

Although there has been some decrease in absence rates, no single strategy or combination of strategies has had a significant impact on absenteeism per se. Notwithstanding the disappointing results, it is our contention that the strategies were not in vain. A shared ownership of absenteeism and a collaborative approach to problem solving has facilitated improved cooperation and communication between management and staff. It is our belief that this improvement alone, while not tangibly measurable, has increased the ability of management to manage the effects of absenteeism more effectively since this study.

["This article has been adapted and condensed from the article by G. William and K. Slater (1996), 'Absenteeism in nursing: A longitudinal study', Asia Pacific Journal of Human Resources, 34(1): 111-21. Names and other details have been changed and report findings may have been given a different emphasis from the original. We are grateful to the authors and Asia Pacific Journal of Human Resources for allowing us to use the material in this way. " ]

Questions 1-7
Do the following statements agree with the information given in Reading Passage 1. In boxes 1-7 on your answer sheet write:

YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information on this in the passage

1. The Prince William Hospital has been trying to reduce absenteeism amongst nurses for many years.
2. Nurses in the Prince William Hospital study believed that there were benefits in taking as little sick leave as possible.
3. Just over half the nurses in the 1986 study believed that management understood the effects that shift work had on them.
4. The Canadian study found that 'illness in the family' was a greater cause of absenteeism than 'work to do at home'.
5. In relation to management attitude to absenteeism the study at the Prince William Hospital found similar results to the two 1989 studies.
6. The study at the Prince William Hospital aimed to find out the causes of absenteeism amongst 250 nurses.
7. The study at the Prince William Hospital involved changes in management practices.

Questions 8-13
Complete the notes below. Choose ONE OR TWO WORDS from the passage, for each answer. Write your answers in boxes 8-13 on your answer sheet.

In the first strategy, wards with the lowest absenteeism in different periods would win prizes donated by ....... (8) .......
In the second strategy, staff were given more control over their ......(9 )........
In the third strategy, nurses who appeared to be taking ...... (10)...... sick leave or ...... (11) ...... were identified and counselled.
Initially, there was a ...... (12)...... per cent decrease in absenteeism.
The first strategy was considered ineffective and stopped.
The second and third strategies generally resulted in better ...... (13) ...... among staff.

2. Bài 2

A. There is a great concern in Europe and North America about declining standards of literacy in schools. In Britain, the fact that 30 per cent of 16 year olds have a reading age of 14 or less has helped to prompt massive educational changes. The development of literacy has far-reaching effects on general intellectual development and thus anything which impedes the development of literacy is a serious matter for us all. So the hunt is on for the cause of the decline in literacy. The search so far has focused on socio-economic factors, or the effectiveness of 'traditional' versus 'modern' teaching techniques.

B. The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying 'They can't see the wood for the trees'. When teachers use picture books, they are simply continuing a long-established tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished - sometimes to the point of extinction.

C. Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text.

D. A teacher's main concern is to help young beginner readers to develop not only the ability to recognise words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or she may not be able to understand much of it: this is called 'barking at text'. The teacher's task of improving comprehension is made harder by influences outside the classroom. But the adverse effects of such things as television, video games, or limited language experiences at home, can be offset by experiencing 'rich' language at school.

E. Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvellous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practise making their own meaning in response to text. They need to have their innate powers of imagination trained.

F. As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend the use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates.

G. Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.

H. Academic journals ranging from educational research, psychology, language learning, psycholinguistics, and so on cite experiments which demonstrate how detrimental pictures are for beginner readers. Here is a brief selection:

I. The research results of the Canadian educationalist Dale Willows were clear and consistent: pictures affected speed and accuracy and the closer the pictures were to the words, the slower and more inaccurate the child's reading became. She claims that when children come to a word they already know, then the pictures are unnecessary and distracting. If they do not know a word and look to the picture for a clue to its meaning, they may well be misled by aspects of the pictures which are not closely related to the meaning of the word they are trying to understand.

J. Jay Samuels, an American psychologist, found that poor readers given no pictures learnt significantly more words than those learning to read with books with pictures. He examined the work of other researchers who had reported problems with the use of pictures and who found that a word without a picture was superior to a word plus a picture. When children were given words and pictures, those who seemed to ignore the pictures and pointed at the words learnt more words than the children who pointed at the pictures, but they still learnt fewer words than the children who had no illustrated stimuli at all.

Questions 14-17
Choose the appropriate letters A-D and write them in boxes 14-17 on your answer sheet.

14. Readers are said to 'bark' at a text when ...
A. they read too loudly.

B. there are too many repetitive words.
C. they are discouraged from using their imagination.
D. they have difficulty assessing its meaning.

15. The text suggests that...
A. pictures in books should be less detailed.
B. pictures can slow down reading progress.
C. picture books are best used with younger readers.
D. pictures make modern books too expensive.

16. University academics are concerned because ...
A. young people are showing less interest in higher education.

B. students cannot understand modern academic texts.
C. academic books are too childish for their undergraduates.
D. there has been a significant change in student literacy.

17. The youngest readers will quickly develop good reading skills if they ...
A. learn to associate the words in a text with pictures.
B. are exposed to modern teaching techniques.
C. are encouraged to ignore pictures in the text.
D. learn the art of telling stories.

Questions 18-21

Do the following statements agree with the information given in Reading Passage 2? In boxes 18-21 on your answer sheet, write:

YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information about this in the passage

18. It is traditionally accepted that children's books should contain few pictures.
19. Teachers aim to teach both word recognition and word meaning.
20. Older readers are having difficulty in adjusting to texts without pictures.
21. Literacy has improved as a result of recent academic conferences.

Questions 22-25
Reading Passage 2 has ten paragraphs, A-J. Which paragraphs state the following information? Write the appropriate letters A-J in boxes 22-25 on your answer sheet.
NB There are more paragraphs than summaries, so you will not use them all.

22. The decline of literacy is seen in groups of differing ages and abilities.
23. Reading methods currently in use go against research findings.
24. Readers able to ignore pictures are claimed to make greater progress.
25. Illustrations in books can give misleading information about word meaning.

Question 26
From the list below choose the most suitable title for the whole of Reading Passage 2. Write the appropriate letter A-E in box 26 on your answer sheet.

A. The global decline in reading levels
B. Concern about recent educational developments
C. The harm that picture books can cause

D. Research carried out on children's literature
E. An examination of modern reading styles

3. Bài 3

Visual Symbols and the Blind

Part 1
From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback, lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figure until about 1877.

Visual Symbols and the Blind

When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curves lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.

To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeters of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.

All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought; suggested that the wheel was wobbling, and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.

In addition, the favoured description for the sighted was favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out the meaning for each of the motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.

Part 2
We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart-choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from china, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning.

We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to assure. For example, we asked: what goes with soft? A circle or a square? Which shape goes with hard?

All our subjects deemed the circle soft and the square hard. A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (see Fig. 2) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’ to square and ‘near’ to circle. In fact, only a small majority of sighted subjects, 53%, had paired far and near to the opposite partners. Thus we concluded that the blind interprets abstract shapes as sighted people do.

Visual Symbols and the Blind

Questions 27 - 29
Choose the correct letter, A, B, C or D. Write your answers in boxes 27 –29 on your answer sheet.

27. In the first paragraph, the writer makes the point that blind people
A. may be interested in studying art.
B. can draw outlines of different objects and surfaces.
C. can recognise conventions such as perspective.
D. can draw accurately.

28. The writer was surprised because the blind woman
A. drew a circle on her own initiative.
B. did not understand what a wheel looked like.
C. included a symbol representing movement.
D. was the first person to use lines of motion.

29. From the experiment described in Part 1, the writer found that the blind subjects
A. had good understanding of symbols representing movement.
B. could control the movement of wheels very accurately.
C. worked together well as a group in solving problems.
D. got better results than the sighted undergraduates.

Questions 30 –32
Look at the following diagrams (Questions 30 –32), and the list of types of movement below. Match each diagram to the type of movement A–E generally assigned to it in the experiment. Choose the correct letter A–E and write them in boxes 30–32 on your answer sheet.

Visual Symbols and the Blind

A. steady spinning

B. jerky movement

C. rapid spinning

D. wobbling movement

E. use of brakes

Questions 33 –39
Complete the summary below using words from the box. Write your answers in boxes 33 –39 on your answer sheet. NB You may use any word more than once.

In the experiment described in Part 2, a set of word 33…….…… was used to investigate whether blind and sighted people perceived the symbolism in abstract 34…..……… in the same way. Subjects were asked which word fitted best with a circle and which with a square. From the 35………… volunteers, everyone thought a circle fitted ‘soft ’while a square fitted ‘hard’. However, only 51% of the 36…….…… volunteers assigned a circle to 37…..…… . When the test was later repeated with 38………… volunteers, it was found that they made 39………… choices.













Question 40
Choose the correct letter A, B, C or D. Write your answer in box 40 on your answer sheet.

Which of the following statements best summarises the writer ’s general conclusion?
A. The blind represent some aspects of reality differently from sighted people.
B. The blind comprehend visual metaphors in similar ways to sighted people.
C. The blind may create unusual and effective symbols to represent reality.
D. The blind may be successful artists if given the right training.

4. Bài 4

Play Is a Serious Business

Does play help develop bigger, better brains? Bryant Furlow investigates

A. Playing is a serious business. Children engrossed in a make-believe world, fox cubs play-fighting or kittens teaming a ball of string aren’t just having fun. Play may look like a carefree and exuberant way to pass the time before the hard work of adulthood comes along, but there’s much more to it than that. For a start, play can even cost animals their lives. Eighty percent of deaths among juvenile fur seals occur because playing pups fail to sport predators approaching. It is also extremely expensive in terms of energy. Playful young animals use around two or three per cent of energy cavorting, and in children that figure can be closer to fifteen per cent. ‘Even two or three per cent is huge,’ says John Byers of Idaho University. ‘You just don’t find animals wasting energy like that,’ he adds. There must be a reason.

Play is a serious Business

B. But if play is not simply a developmental hiccup, as biologists once thought, why did it evolve? The latest idea suggests that play has evolved to build big brains. In other words, playing makes you intelligent. Playfulness, it seems, is common only among mammals, although a few of the larger-brained birds also indulge. Animals at play often use unique signs – tail-wagging in dogs, for example – to indicate that activity superficially resembling adult behavior is not really in earnest. In popular explanation of play has been that it helps juveniles develop the skills they will need to hunt, mate and socialise as adults. Another has been that it allows young animals to get in shape for adult life by improving their respiratory endurance. Both these ideas have been questioned in recent years.

C. Take the exercise theory. If play evolved to build muscle or as a kind of endurance training, then you would expect to see permanent benefits. But Byers points out that the benefits of increased exercise disappear rapidly after training stops, so many improvement in endurance resulting from juvenile play would be lost by adulthood. ‘If the function of play was to get into shape,’ says Byers, ‘the optimum time for playing would depend on when it was most advantageous for the young of a particular species to do so. But it doesn’t work like that.’ Across species, play tends to peak about halfway through the suckling stage and then decline.

D. Then there’s the skills- training hypothesis. At first glance, playing animals do appear to be practising the complex manoeuvres they will need in adulthood. But a closer inspection reveals this interpretation as too simplistic. In one study, behavioural ecologist Tim Caro, from the University of California, looked at the predatory play of kittens and their predatory behaviour when they reached adulthood. He found that the way the cats played had no significant effect on their hunting prowess in later life.

E. Earlier this year, Sergio Pellis of Lethbridge University, Canada, reported that there is a strong positive link between brain size and playfulness among mammals in general. Comparing measurements for fifteen orders of mammals, he and his team found large brains (for a given body size) are linked to greater playfulness. The converse was also found to be true. Robert Barton of Durham University believes that, because large brains are more sensitive to developmental stimuli than smaller brains, they require more play to help mould them for adulthood. ‘I concluded it’s to do with learning, and with the importance of environmental data to the brain during development,’ he says.

F. According to Byers, the timing of the playful stage in young animals provides an important clue to what’s going on. If you plot the amount of time juvenile devotes to play each day over the course of its development, you discover a pattern typically associated with a ‘sensitive period’ – a brief development window during which the brain can actually be modified in ways that are not possible earlier or later in life. Think of the relative ease with which young children – but not infants or adults – absorb language. Other researchers have found that play in cats, rats and mice is at its most intense just as this ‘window of opportunity” reaches its peak.

G. ‘People have not paid enough attention to the amount of the brain activated by plays,’ says Marc Bekoff from Colorado University. Bekoff studied coyote pups at play and found that the kind of behaviour involved was markedly more variable and unpredictable than that of adults. Such behaviour activates many different parts of the brain, he reasons. Bekoff likens it to a behavioural kaleidoscope, with animals at play jumping rapidly between activities. ‘They use behaviour from a lot of different contexts – predation, aggression, reproduction,’ he says. ‘Their developing brain is getting all sorts of stimulation.’

H. Not only is more of the brain involved in play that was suspected, but it also seems to activate higher cognitive processes. ‘There’s enormous cognitive involvement in play,’ says Bekoff. He points out that play often involves complex assessments of playmates, ideas of reciprocity and the use of specialised signals and rules. He believes that play creates a brain that has greater behavioural flexibility and improved potential for learning later in life. The idea is backed up by the work of Stephen Siviy of Gettysburg College. Siviy studied how bouts of play affected the brain’s levels of particular chemical associated with the stimulation and growth of nerve cells. He was surprised by the extent of the activation. ‘Play just lights everything up,’ he says. By allowing link-ups between brain areas that might not normally communicate with each other, play may enhance creativity.

I. What might further experimentation suggest about the way children are raised in many societies today? We already know that rat pups denied the chance to play grow smaller brain components and fail to develop the ability to apply social rules when they interact with their peers. With schooling beginning earlier and becoming increasingly exam-orientated, play is likely to get even less of a look-in. Who knows what the result of that will be?

Questions 27-32

Reading Passage 3 has nine paragraphs labelled A-I. Write the correct letter A-I in boxes 27-32 on your answer sheet. NB. You may use any letter more than once.

Which paragraph contains the following information?

27. the way play causes unusual connections in the brain which are beneficial

28. insights from recording how much time young animals spend playing

29. a description of the physical hazards that can accompany play

30. a description of the mental activities which are exercised and developed during play

31. the possible effects that a reduction in play opportunities will have on humans

32. the classes of animals for which play is important

Questions 33-35

Choose THREE letters A-F. Write your answers in boxes 33-35 on your answer sheet. The list below gives some ways of regarding play.

Which THREE ways are mentioned by the writer of the text?

A. a rehearsal for later adult activities
B. a method animals use to prove themselves to their peer group
C. an activity intended to build up strength for adulthood
D. a means of communicating feelings
E. a defensive strategy
F. an activity assisting organ growth
Questions 36-40
Look at the following researchers (Questions 36-40) and the list of findings below. Match each researcher with the correct finding. Write the correct letter A-H in boxes 36-40 on your answer sheet.

36. Robert Barton
37. Marc Bekoff
38. John Byers
39. Sergio Pellis
40. Stephen Siviy

List of Findings
A. There is a link between a specific substance in the brain and playing.
B. Play provides input concerning physical surroundings.
C. Varieties of play can be matched to different stages of evolutionary history.
D. There is a tendency for mammals with smaller brains to play less.
E. Play is not a form of fitness training for the future.
F. Some species of larger-brained birds engage in play.
G. A wide range of activities are combined during play.
H. Play is a method of teaching survival techniques.

5. Bài 5

Johnson's Dictionary

For the century before Johnson's Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos' of English spelling. Dr Johnson provided the solution.

There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabetical! ‘of hard usual English wordes'. Like the various dictionaries that came after it during the seventeenth century, Cawdray's tended to concentrate on 'scholarly' words; one function of the dictionary was to enable its student to convey an impression of fine learning.

Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe the various worlds to conquer - lexical as well as social and commercial. It is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his dictionary at the very beginning of the heyday of the middle class.

Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself; and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764. He was to be paid £ 1.575 in instalments, and from this he took money to rent 17 Gough Square, in which he set up his 'dictionary workshop'.

James Boswell, his biographer described the garret where Johnson worked as ‘fitted up like a counting house' with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an 'old crazy deal table' surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.

The work was immense; filling about eighty large notebooks (and without a library to hand). Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some I 14.000 quotations drawn from English writing on every subject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact it was very much more. Unlike his predecessors.Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on the principle of English common law - according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.

After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. This very noble work.’ wrote the leading Italian lexicographer;‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe.' The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.

Johnson had worked for nine years.‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow'. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, 'setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the corner-stone of Standard English, an achievement which, in James Boswell’s words, ‘conferred stability on the language of his country'.

The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George III to offer him a pension. From then on, he was to become the Johnson of folklore.

Questions 1-3
Choose THREE letters A-H. Write your answers in boxes 1-3 on your answer sheet.

NB Your answers may be given in any order.

Which THREE of the following statements are true of Johnson’s Dictionary?

A. It avoided all scholarly words.

B. It was the only English dictionary in general use for 200 years.

C. It was famous because of the large number of people involved.

D. It focused mainly on language from contemporary texts.

E. There was a time limit for its completion.

F. It ignored work done by previous dictionary writers.

G. It took into account subtleties of meaning.

H. Its definitions were famous for their originality.

Questions 4-7
Complete the summary. Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 4-7 on your answer sheet.

In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4 ............. who stood at a long central desk. Johnson did not have a 5 .................... available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks. On publication, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6 ................. to the English language. As a reward for his hard work, he was granted a 7 ..................... by the king.

Questions 8-13
Do the following statements agree with the information given in Reading Passage? In boxes 8-13 on your answer sheet, write:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

8. The growing importance of the middle classes led to an increased demand for dictionaries.

9. Johnson has become more well known since his death.

10. Johnson had been planning to write a dictionary for several years.

11. Johnson set up an academy to help with the writing of his Dictionary.

12. Johnson only received payment for his Dictionary on its completion.

13. Not all of the assistants survived to see the publication of the Dictionary.

6. Bài 6

Nature or Nurture?

A. A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a 'leader' in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically, Milgram told each volunteer 'teacher-subject' that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils' ability to learn.

B. Milgram's experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from '15 volts of electricity (slight shock)' to '450 volts (danger - severe shock)' in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed 'pupil' was, in reality, an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.

C. As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil's cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was, 'You have no other choice. You must go on.' What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.

D. Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually ail the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that 'most subjects would not go beyond 150 volts' and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts. Furthermore, they thought that only a lunatic cringe of about one in 1,000 would give the highest shock of 450 volts.

E. What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative teachers' actually do in the laboratory of real life?

F. One's first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram's teacher-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.

G. An alternative to this notion of genetic programming is to see the teacher-subjects' actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, 'Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society - the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting.'

H. Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.

I. Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists are to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology - to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.

Questions 14-19
Reading Passage 2 has nine paragraphs, A-I. Write the correct letter A-I in boxes 14-19 on your answer sheet.

Which paragraph contains the following information?

14. a biological explanation of the teacher-subjects' behaviour
15. the explanation Milgram gave the teacher-subjects for the experiment
16. the identity of the pupils
17. the expected statistical outcome
18. the general aim of sociobiological study
19. the way Milgram persuaded the teacher-subjects to continue

Questions 20-22
Choose the correct letter A, B, C or D. Write your answers in boxes 20-22 on your answer sheet.

20. The teacher-subjects were told that they were testing whether
A. a 450-volt shock was dangerous.
B. punishment helps learning.
C. the pupils were honest.
D. they were suited to teaching.

21. The teacher-subjects were instructed to
A. stop when a pupil asked them to.
B. denounce pupils who made mistakes.
C. reduce the shock level after a correct answer.
D. give punishment according to a rule.

22. Before the experiment took place the psychiatrists
A. believed that a shock of 150 volts was too dangerous.
B. failed to agree on how the teacher-subjects would respond to instructions.
C. underestimated the teacher-subjects' willingness to comply with experimental procedure.
D. thought that many of the teacher-subjects would administer a shock of 450 volts.

Questions 23-26
Do the following statements agree with the information given in Reading Passage 2? In boxes 23-26 on your answer sheet, write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

23. Several of the subjects were psychology students at Yale University.
24. Some people may believe that the teacher-subjects' behaviour could be explained as a positive survival mechanism.
25. In a sociological explanation, personal values are more powerful than authority.
26. Milgram's experiment solves an important question in sociobiology.

7. Bài 7

Early Childhood Education

New Zealand's National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his trip and what they could mean for New Zealand's education policy.

A. ‘Education To Be More' was published last August. It was the report of the New Zealand Government's Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that's a real need; but since parents don't normally send children to pre-schools until the age of three, are we missing out on the most important years of all?

B. A 13 year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words - most of the language they will use in ordinary conversation for the rest of their lives.

Furthermore, research has shown that while every child is born with a natural curiosity, if can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.

C. It is generally acknowledged that young people from poorer socio-economic backgrounds fend to do less well in our education system. That's observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called 'Headstart' was launched in the United Slates in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.

Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, 'Headstart' children returned to the same disadvantaged home environment.

D. As a result of the growing research evidence of the importance of the first three years of a child's life and the disappointing results from 'Headstart', a pilot programme was launched in Missouri in the US that focused on parents as the child's first teachers. The 'Missouri' programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.

The programme involved trained parent- educators visiting the parents' home and working with tire parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child's intellectual, language, social and motor-skill development. Periodic check-ups of the child's educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.

Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child core.

E. At the age of three, the children who had been involved in the 'Missouri' programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.

Most important of all, the traditional measures of 'risk', such as parents' age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child's development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.

F. These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalised early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.

Questions 1-4
Reading Passage 1 has six sections, A-F. Write the correct letter A-F in boxes 1-4 on your answer sheet.
Which paragraph contains the following information?

1. details of the range of family types involved in an education programme
2. reasons why a child's early years are so important
3. reasons why an education programme failed
4. a description of the positive outcomes of an education programme

Questions 5-10
Classify the following features as characterising
A. the 'Headstart' programme
B. the 'Missouri' programme
C. both the 'Headstart' and the 'Missouri' programmes
D. neither the `Headstart' nor the 'Missouri' programme

Write the correct letter A, B, C or D in boxes 5-10 on your answer sheet.

5. was administered to a variety of poor and wealthy families
6. continued with follow-up assistance in elementary schools
7. did not succeed in its aim
8. supplied many forms of support and training to parents
9. received insufficient funding
10. was designed to improve pre-schoolers' educational development

Questions 11-13
Do the following statements agree with the information given in Reading Passage 1? In boxes 11-13 on your answer sheet, write:

YES if the statement agrees with the writer's claims
NO if the statement contradicts the writer's claims
NOT GIVEN if it is impossible to say what the writer thinks about this

11. Most 'Missouri' programme three-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others.
12. 'Missouri' programme children of young, uneducated, single parents scored less highly on the tests.
13. The richer families in the 'Missouri' programme had higher stress levels.

8. Bài 8


A. One of the first great intellectual feats of a young child is learning how to talk, closely followed by learning how to count. From earliest childhood, we are so bound up with our system of numeration that it is a feat of imagination to consider the problems faced by early humans who had not yet developed this facility. Careful consideration of our system of numeration leads to the conviction that, rather than being a facility that comes naturally to a person, it is one of the great and remarkable achievements of the human race.
B. It is impossible to learn the sequence of events that led to our developing the concept of number. Even the earliest of tribes had a system of numeration that, if not advanced, was sufficient for the tasks that they had to perform. Our ancestors had little use for actual numbers; instead, their considerations would have been more of the kind Is this enough? rather than He many? when they were engaged in food gathering, for example. However, when early humans first began to reflect on the nature of things around them, they discovered that they needed an idea of number simply to keep their thoughts in order. As they began to settle, grow plants and herd animals, the need for a sophisticated number system became paramount. It will never be known how and when this numeration ability developed, but it is certain that numeration was well developed by the time humans had formed even semipermanent settlements.
C. Evidence of early stages of arithmetic and numeration can be readily found. The indigenous peoples of Tasmania were only able to count one, two, many; those of South Africa counted one, two, two and one, two twos, two twos and one, and so on. But in real situations the number and words are offen accompanied by gestures to help resolve any confusion. For example, when using the one, two, many types of system, the word many would mean, Look my hands and see how many fingers 1 am showing you. This basic approach is limited in the range of numbers that it can express, but this range will generally suffice when dealing with the simpler aspects of human existence.
D. The lack of ability of some cultures to deal with large numbers is not really surprising. European languages, when traced back to their earlier version, are very poor in number words and expressions. The ancient Gothic word for ten, tachund, is used to express the number 100 as tachund tachund. By the seventh century, the word teon had become interchangeable with the tachund or hund of the Anglo-Saxon language, and so 100 was denoted as hund teontig, or ten times ten. The average person in the seventh century in Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a court law a man had to be able to count to nine!
E. Perhaps the most fundamental step in developing a sense of number is not the ability to count, but rather to see that a number is really an abstract idea instead of a simple attachment to a group of particular objects. It must have been within the grasp of the earliest humans to conceive that four birds are distinct from two birds; however, it is not an elementary step to associate the number 4, as connected with four birds, to the number 4, as connected with four rocks. Associating a number as one of the qualities of a specific object is a great hindrance to the development of a true number sense. When the number 4 can be registered in the mind as a specific word, independent of the object being referenced, the individual is ready to take the first step toward the development of a notational system for numbers and, from there, to arithmetic.
F. Traces of the very first stages in the development of numeration can be seen in several living languages today. The numeration system of the Tsimshian language in British Columbia contains seven distinct sets of words for numbers according to the class of the item being counted: for counting flat objects and animals, for round objects and time, for people, for long objects and trees, for canoes, for measures, and for counting when no particular object is being numerated. It seems that the last is a later development while the first six groups show the relics of an older system. This diversity of number names can also be found in some widely used languages such as Japanese.
G. Intermixed with the development of a number sense is the development of an ability to count. Counting is not directly related to the formation of a number concept because it is possible to count by matching the items being counted. against a group of pebbles, grains of corn, or the counter's fingers. These aids would have been indispensable to very early people who would have found the process impossible without some form of mechanical aid. Such aids, while different, are still used even by the most educated in today's society due to their convenience. AII counting ultimately involves reference to something other than the things being counted. At first, it may have been grains or pebbles but now it is a memorised sequence of words that happen to be the names of the numbers.

Questions 27-31
Complete each sentence with the correct ending, A-G, below. Write the correct letter, A-G, in boxes 27-31 on your answer sheet.

A. was necessary in order to fulfil a civic role.

B. was necessary when people began farming.

C. was necessary for the development of arithmetic.

D. persists in all societies.

E. was used when the range of number words was restricted.

F. can be traced back to early European languages.

G. was a characteristic of early numeration systems.

27. A developed system of numbering
28. An additional hand signal
29. In seventh-century Europe, the ability to count to a certain number
30. Thinking about numbers as concepts separate from physical objects
31. Expressing number differently according to class of item

Questions 32-40
Do the following statements agree with the information given in Reading Passage 3? In boxes 32-40 on your answer sheet, write:

TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

32. For the earliest tribes, the concept of sufficiency was more important than the concept of quantity.
33. Indigenous Tasmanians used only four terms to indicate numbers of objects.
34. Some peoples with simple number systems use body language to prevent misunderstanding of expressions of the number.
35. All cultures have been able to express large numbers clearly.
36. The word 'thousand' has Anglo-Saxon origins.
37. In general, people in seventh-century Europe had poor counting ability.
38. In the Tsimshian language, the number for long objects and canoes is expressed with the same word.
39. The Tsimshian language contains both older and newer systems of counting.
40. Early peoples found it easier to count by using their fingers rather than a group of pebbles.

9. Bài 9

Educating Psyche

Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One the theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.

Lozanov's instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those mad through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn if we think of a book we studied months or years ago, we will find it easier to recall peripheral details. The colour, the binding, the typeface, the table at the library where we sat while studying it than the content on which were concentrating If we think of a lecture we listened to with great concentration, we will recall the lecturer's appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.

This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorize, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov, therefore, made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is delta with by the reserve capacity of the brain.

The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice During this time they have their books closed During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.

Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop an expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered but does not 'teach' it. Likewise, the students are instructed not to try to learn it during this introduction.

Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary but focus on using the language to communicate (e.g. through games or improvised dramatizations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The 'learning' of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher's task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of foreign language during a suggestopedic session, as well as grammar and idiom.

Lozanov experimented with teaching by direct suggestion during sleep, hpynossis and trance stages, but found such procedure unnecessary. Hypnosis, Yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seems to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that with such a placebo people are unable to or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that patient takes precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that suggestopedic session be conducted exactly in that manner designated, by trained and accredited suggestopedic teachers.

White suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to and inadequate placebo effect. The students have not developed the appropriate mindset. They are often not motivated to learn through this method. They do not have enough 'faith'. They do not see it as 'real teaching', especially as it does not seem to involve the 'work' they have learned to believe is essential to learning.

Questions 27-30
Choose the correct letter A, B, C or D. Write the correct letter in boxes 27-30 on your answer sheet.

27. The book Educating Psyche is mainly concerned with
A. the power of suggestion in learninng
B. a particular technique for leaning based on emotions.
C. the effects of emotion on the imagination and the unconscious.
D. ways of learning which are not traditional.

28. Lozanov's theory claims that then we try to remember things,
A. unimportant details are the easiest to recall.
B. concentrating hard produces the best results.
C. the most significant facts are most easily recalled.
D. peripheral vision is not important.

29. In this passage, the author uses the examples of a book and a lecture to illustrate that
A. both these are important for developing concentration.
B. his theory about methods of learning is valid.
C. reading is a better technique for learning than listening.
D. we can remember things more easily under hypnosis.

30. Lozanov claims that teachers should train students to
A. memorise details of the curriculum.
B. develop their own sets of indirect instructions.
C. think about something other than the curriculum content.
D. avoid overloading the capacity of the brain.

Questions 31-36
Do the following statement agree with the information given in Reading Passage? In boxes 31-36 on your answer sheet, write:

TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

31. In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music.
32. Prior to the suggestopedia class, students are made aware that the language experience will be demanding.
33. In the follow-up class, the teaching activities are similar to those used in conventional classes.
34. As an indirect benefit, students notice improvements in their memory.
35. Teachers say they prefer suggestopedia to traditional approaches to language teaching.
36. Students in a suggestopedia class retain more new vocabulary than those in ordinary classes.

Questions 37-40
Complete the summary using the list of words, A - K, below. Write the correct letter A -K in boxes 37-40 on your answer sheet.

Sugestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits that a certain amount of 37.................. is necessary in order to convince students, even if this is just a 38........... Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov's method has become quite 39..................., the result of most other teachers using this method have been 40........................

A. spectacular
B. teaching
C. lesson
D. authoritarian
E. unpopular
F. ritual
G. unspectacular
H. placebo
I. involved
J. appropriate
K. well known

10. Bài 10

The Nature of Genius

There has always been an interest in geniuses and prodigies. The word 'genius', from the Latin gens (= family) and the term 'genius', meaning 'begetter', comes from the early Roman cult of a divinity as the head of the family. In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself. Gradually, genius came to represent a person's characteristics and thence an individual's highest attributes derived from his 'genius' or guiding spirit. Today, people still look to stars or genes, astrology or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.

The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if people are talented in one area, they must be defective in another, that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, that gifted people are eccentric, that they are physical weaklings, that there's a thin line between genius and madness, that genius runs in families, that the gifted are so clever they don't need special help, that giftedness is the same as having a high IQ, that some races are more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts have a responsibility to use them. Language has been enriched with such terms as 'highbrow', 'egghead', 'blue-stocking', 'wiseacre', 'know-all', 'boffin' and, for many, 'intellectual' is a term of denigration.

The nineteenth-century saw considerable interest in the nature of genius, and produced not a few studies of famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling, etc., we must also take into account information from other historical sources about how common or exceptional these were at the time. For instance, infant mortality was high and life expectancy much shorter than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were common at the best independent schools and, for the most part, the cases studied were members of the privileged classes. It was only with the growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.

Geniuses, however, they are defined, are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point. Change the observers and the vantage points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr Samuel Johnson's observation, The true genius is a mind of large general powers, accidentally determined to some particular direction'. We may disagree with the 'general', for we doubt if all musicians of genius could have become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured or triggered their gifts into those channels into which they have poured their powers so successfully. Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.

What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to, but so much superior to, our own. But that their minds are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy of their achievements, which outstrip our own as the sub-four-minute milers outstrip our jogging.
To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different. The purpose of instruction is to make us even more different from one another, and in the process of being educated, we can learn from the achievements of those are gifted than ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some of the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication, restrictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.

Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some precision by defining them and placing them in a context but, whatever we do, we should never delude ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the degree to which they have developed the performance of their abilities.

Questions 14-18
Choose FIVE letters, A—K. Write the correct letters in boxes 14-18 on your answer sheet.

NB. Your answers maybe given in any order.
Below are listed some popular beliefs about genius and giftedness.

Which FIVE of these beliefs are reported by the writer of the text?

A. Truly gifted people are talented in all areas.
B. The talents of geniuses are soon exhausted.
C. Gifted people should use their gifts.
D. A genius appears once in every generation.
E. Genius can be easily destroyed by discouragement.
F. Genius is inherited.
G. Gifted people are very hard to live with.
H. People never appreciate true genius.
I. Geniuses are natural leaders.
J. Gifted people develop their greatness through difficulties.
K. Genius will always reveal itself.

Questions 19 - 26

Do the following statements agree with the information given in Reading Passage 2? In boxes 19-26 on your answer sheet, write:

TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

19. Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person's upbringing.
20. Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.
21. A true genius has general powers capable of excellence in any area
22. The skills of ordinary individuals are in essence the same as the skills of prodigies.
23. The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance.
24. Giftedness and genius deserve proper scientific research into their true nature so that all talent may be retained for the human race.
25. Geniuses often pay a high price to achieve greatness.
26. To be a genius is worth the high personal cost.

11. Bài 11

Questions 1-5
Reading Passage 1 has six sections, A - F. Choose the correct heading for sections B - F from the list of headings below. Write the correct number, i-ix, in boxes 1-5 on your answer sheet.

List of Headings

i. The influence of Monbusho
ii. Helping less successful students
iii. The success of compulsory education
iv. Research findings concerning achievements in maths
v. The typical format of a maths lesson
vi. Comparative expenditure on maths education
vii. Background to middle-years education in Japan
viii. The key to Japanese successes in maths education
ix. The role of homework correction
Example: Section A. Answer: iv

1. Section B
2. Section C
3. Section D
4. Section E
5. Section F

Land of the Rising Sum

A. Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils' attainments since the 1960s have established that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion of 'low' attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?

B. Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-class teaching.

Classes are large — usually, about 40 — and are unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get into the 'better' school in a particular area.

C. Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered.

D. Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the cass is set questions from the textbook to do individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the teacher would circulate and make sure that all the pupils were coping well.

E. It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other — anyway, it is in their interests since the class progresses together.

This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of 'if you work hard enough, you can do almost anything'. Parents are kept closely informed of their children's progress and will play a part in helping their children to keep up with class, sending them to 'Juku' (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population.
F. So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy.

Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and the positive emphasis on learning for oneself and improving one's own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths lessons were observed. They were mainly good and one or two were inspirational.

Questions 6-9
Do the following statements agree with the claims of the writer in Reading Passage 1? In boxes 6-9 on your answer sheet, write:

YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

6. There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts.
7. The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.
8. Private schools in Japan are more modern and spacious than state-run lower secondary schools.
9. Teachers mark homework in Japanese schools.

Questions 10-13
Choose the correct letter, A, B, C or D. Write the correct letter in boxes 10-13 on your answer sheet.

10. Maths textbooks in Japanese schools are
A. cheap for pupils to buy.
B. well organised and adapted to the needs of the pupils.
C. written to be used in conjunction with TV programmes.
D. not very popular with many Japanese teachers.

11. When a new maths topic is introduced,
A. students answer questions on the board.
B. students rely entirely on the textbook.
C. it is carefully and patiently explained to the students.
D. it is usual for students to use extra worksheets.

12. How do schools deal with students who experience difficulties?
A. They are given appropriate supplementary tuition.
B. They are encouraged to copy from other pupils.
C. They are forced to explain their slow progress.
D. They are placed in a mixed-ability class.

13. Why do Japanese students tend to achieve relatively high rates of success in maths?
A. It is a compulsory subject in Japan.
B. They are used to working without help from others.
C. Much effort is made and correct answers are emphasised.
D. There is a strong emphasis on repetitive learning

12. Bài 12


Learning a second language fuels children’s intelligence and makes their job prospects brighter. But the fact is, in New Zealand, as in many other English-speaking countries, speakers of two or more languages are in the minority. Eighty-four percent of New Zealanders are monolingual (speakers of only one language). This leaves a small number who claim to speak two or more languages - a small percentage of whom were born in New Zealand.

No matter how proud people are of their cultural roots, to speak anything other than English is a marker of difference here. That’s why eight-year-old Tiffany Dvorak no longer wishes to speak her mother-tongue, German, and eight-year-old Ani Powell is embarrassed when people comment on the fact that she is able to speak Maori *. As Joanne Powell, Ani’s mother, points out: ‘In Europe, it’s not unusual for kids to be bilingual. But, if you speak another language to your children in New Zealand, there are some people who think that you are not helping them to become a member of society.’

But in fact, the general agreement among experts is that learning a second language is good for children. Experts believe that bilinguals - people who speak two languages - have a clear learning advantage over their monolingual schoolmates. This depends on how much of each language they can speak, not on which language is used, so it doesn’t matter whether they are learning Maori or German or Chinese or any other language.

Cathie Elder, a professor of Language Teaching and Learning at Auckland University, says: ‘A lot of studies have shown that children who speak more than one language sometimes learn one language more slowly, but in the end, they do as well as their monolingual schoolmates, and often better, in other subjects. The view is that there is an improvement in general intelligence from the effort of learning another language.’

Dr Brigitte Halford, a professor of linguistics at Freiburg University in Germany, agrees. ‘Bilinguals tend to use language better as a whole,’ she says. They also display greater creativity and problem-solving ability, and they learn further languages more easily.’

So with all of the benefits, why do we not show more enthusiasm for learning other languages? Parents and teachers involved in bilingual education say pressure from friends at school, general attitudes to other languages in English-speaking countries, and problems in the school system are to blame.

In New Zealand, immigrants face the possibility of culture being lost along with the language their children no longer wish to speak. Tiffany’s mother, Susanne Dvorak, has experienced this. When she and husband Dieter left Germany six years ago to start up a new life in New Zealand, they thought it would be the perfect opportunity to raise their two-year-old as a bilingual. After all, bilingual Turkish families in Germany were normal and Susanne had read all the books she could find on the subject.

The idea was to have home as a German language environment and for Tiffany to learn English at nursery school. But when Tiffany went to nursery school she stopped talking completely. She was quiet for about two or three months. Then, when she took up talking again, it was only in English. Concerned for her language development, Dieter started speaking English to his daughter while Susanne continued in German.

Today, when Susanne speaks to her daughter in German, she still answers in English. ‘Or sometimes she speaks half and half. I checked with her teacher and she very seldom mixes up German and English at school. She speaks English like a New Zealander. It’s her German that’s behind,’ says Susanne.

Professor Halford, also a mother of two bilingual children, says, ‘It’s normal for kids to refuse to speak their home language at the stage when they start to socialise with other kids in kindergarten or school’. But, she says, this depends a lot on the attitudes of the societies in question. In monolingual societies, like New Zealand, ‘kids want to be like all the others and sometimes use bilingualism as one of the battlefields for finding their own identity in contrast to that of their parents.’

She supports Susanne’s approach of not pressuring her daughter. ‘Never force the child to use a specific language, just keep using it yourself. The child will accept that. There is often a time when children or teenagers will need to establish their own identity as different from their schoolmates and they may use their other language to do so.’

Cathie Elder thinks immigrant parents should only speak English to their children if they are able to use English well themselves. ‘What parents should do is provide rich language experiences for their children in whatever language they speak well. They may feel like outsiders and want to speak the local language, but it is more important for the child’s language development to provide a lot of language experience in any language.’

There can be differences between children in attitudes to learning languages. Susanne Dvorak’s two-year-old son, Danyon, is already showing signs of speaking German and English equally well. While her ‘ideal’ scenario hasn’t happened with Tiffany, she is aware that her daughter has a certain bilingual ability which, although mainly passive at this stage, may develop later on.

Joanne Powell feels the same way about her daughter, Ani. ‘At the moment she may not want to speak Maori but that’s okay because she’ll pick it up again in her own time. It’s more important that she has the ability to understand who she is. By learning another language she can open the door to another culture.’

Donna Chan, 25, a marketing specialist for IBM, arrived here with her parents from Hong Kong when she was four. She also remembers refusing to speak Chinese when she started primary school. But now she appreciates she had the chance to be bilingual. ‘It’s quite beneficial speaking another language in my job. Last year, my company sent me to a trade fair in Hong Kong because I could speak Chinese. Being bilingual definitely opens doors,’ she says.

* Maori: the language spoken by the Maori people, the first native people of New Zealand.

Questions 28-31
Do the following statements agree with the information given in the text? In boxes 28-31 on your answer sheet, write:

TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

28. Most people who speak a second language in New Zealand were born in another country.
29. Most New Zealanders believe it is good to teach children a second language.
30. Chinese is the most common foreign language in New Zealand.
31. Some languages develop your intelligence more than others.

Questions 32-38
Look at the following statements (Questions 32-38) and the list of people below. Match each statement with the correct person, A-E. Write the correct letter, A-E, in boxes 32-38 on your answer sheet.
NB You may use any letter more than once.

32. Children learning two languages may learn one language faster.
33. It has been unexpectedly difficult to raise a bilingual child in New Zeland.
34. Her daughter sometimes speaks a mixture of two languages.
35. Children's attitudes to language depend on general social attitudes.
36. It is not important which language parents speak with their children.
37. Learning a second language provides opportunities to learn another culture.
38. Speaking a second language provides work opportunities.

List of People
A. Cathie Elder
B. Brigitte Halford
C. Susanne Dvorak
D. Joanne Powell
E. Donna Chan

Question 39
Choose TWO letters, A-F. Write the correct letters in box 39 on your answer sheet.

39. Which TWO people stopped speaking one language as a child?
A. Donna Chan
B. Susanne Dvorak
C. Tiffany Dvorak
D. Cathie Elder
E. Brigitte Halford
F. Joanne Powell

Question 40
Choose TWO letters, A-F. Write the correct letters in box 40 on your answer sheet.

40. Which TWO people think that their children's language may develop as they get older?

A. Donna Chan
B. Susanne Dvorak
C. Tiffany Dvorak
D. Cathie Elder
E. Brigitte Halford
F. Joanne Powell

13. Bài 13

Attitudes to Language

It is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education.

Language, more oven is a very public behavior so it is easy for different usages to be noted and criticized No part of society or social behavior is exempt: linguistic factors influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked.

ln its most general sense. prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference to pronunciation. The variety which ls favoured, in this account, ls usually a version of the ‘standard’ written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write ‘correctly'; deviations from lt are said to be 'incorrect`.

All the main languages have been studied prescriptlvely, especially in the 18th-century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: [a] they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage. [b] they wanted a means of settling disputes over usage, and [c] they wanted to point out what they felt to be common errors, in order to ‘improve' the language. The authoritarian nature of the approach is best characterized by its reliance on 'rules' of grammar Some usages are prescribed; to be learnt and followed accurately; others are prescribed to be avoided. ln this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alliterative but to pronounce judgement upon them.

These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach ls summarized in the statement that it is the task of the grammarian to describe not prescribe to record the facts of linguistic diversity, and not to attempt the impossible tasks evaluating language variation or halting language change. In the second half of the 18th century, we already find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of any language. `Linguistic issues, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modem linguistic approach to grammatical analysis.

In our own time, the opposition between ‘descriptivists' and 'prescriptivists' has often become extreme. with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms - of radical liberalism vs elitist conservatism.

Questions 1-8
Do the following statements agree with the claims of the writer in Reading Passage 1? In boxes 1-8 of your answer sheet, write:

YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

1. There are understandable reasons why arguments occur about language.
2. People feel more strongly about language education than about small differences in language usage.
3. Our assessment of a person's intelligence is affected by the way he or she uses language.
4. Prescriptive grammar books cost a lot of money to buy in the 18th century.
5. Prescriptivism still exists today.
6. According to the descriptivist, it is pointless to try to stop language change.
7. Descriptivism only appeared after the 18th century.
8. Both descriptivists and prescriptivists have been misrepresented.

Questions 9-12
Complete the summary using the list of words, A-l, below. Write the correct letter A-l, in boxes 9-12 on your answer sheet.

A. descriptivists
B. language experts
C. popular speech
D. formal language
E. evaluation
F. rules
G. modern linguists
H. prescriptivists
I. change

The language debate

According to 9 ………….., there is only one correct form of language. Linguists who take this approach to language place great importance on grammatical 10 ......................... Conversely, the view of 11 ………….., such as Joseph Priestley, is that grammar should be based on 12 ...................... .

Questions 13
Choose the correct letter A, B, C or D. Write the correct letter in box 13 on your answer sheet.
13. What is the writer's purpose in Reading Passage?
A. to argue in favour of a particular approach to writing dictionaries and grammar books
B. to present a historical account of differing views of language
C. to describe the differences between spoken and written language
D. to show how a certain view of language has been discredited

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