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Reading Comprehension for the FCE Examination E. Moutsou - S. Parker

Published by: MM Publications www.mmpublications.com [email protected]

Offices Great Britain - Greece - Poland - France - Cyprus -USA - Turkey Associated companies and representatives throughout the world.

Copyright © 1999 MM Publications All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publishers. The publishers have tried to contact all copyright holders, but in cases where they may have failed, they will be pleased to make the necessary arrangements at the first opportunity. Produced in the EU

ISB~:

978-960-7955-88-3

C0910002011-4224

R

eading Comprehension for the FCE Examination is intended for Pre-FCE and FCE level

students. Its aim is to help them develop and improve their reading skills, as well as prepare thoroughly for Paper 1 (Reading Comprehension) of the Cambridge FCE Examination. The book provides students with step-by-step guidance and practice

In

all parts of Paper 1 of the

examination. It is divided into ten units, followed by five complete Reading Comprehension Practice Tests. There are two units focusing on each of the four parts of Paper 1, each of which deals with different aspects of the corresponding part as follows.

PART 1

UNIT 1: Matching headings with the paragraphs of a text UNIT 6: Matching summary sentences with the paragraphs of a text

PART 2

UNIT 2: Answering multiple choice questions focusing on specific information or details UNIT 7: Answering multiple choice questions focusing on global understanding, reading between the lines and lexical reference

PART 3

UNIT 3: Completing a gapped text with missing sentences UNIT 8: Completing a gapped text with missing paragraphs

PART 4

UNIT 4: Matching questions with texts related to a common theme UNIT 9: Matching questions with sections of a single text

Each of the above units is divided into three sections: Developing Strategies, Examination Practice and Vocabulary Expansion. In the Developing Strategies section, various skills and techniques are introduced in the form of exam tips, accompanied by exercises in which the strategies presented have to be applied. The section called Examinaton Practice includes a list with the main exam tips and a task which follows the exact FCE Examination format. Finally, in the Vocabulary Expansion section, there is a number of exercises which introduce and practise the use of some vocabulary commonly found in this part of the examination. Units 5 and 10 are Consolidation Units. Each of them consists of some general exam tips, a complete Reading Comprehension Practice Test, which follows the examination format and revises what has been taught in the four units preceding it, and a Vocabulary Revision section. The five Practice Tests at the end of the book require students to put into practice everything that has been taught throughout the book and are ideal for the final stage of their preparation for the examination. Each of them consists of all four parts of Paper 1 and follows the exact FCE Examination format.

UNIT 1 MATCHING HEADINGS WITH PARAGRAPHS Developing Strategies ............................................................................. 6 Examination Practice ............................................................................ . 10 Vocabulary Expansion .......................................................................... . 12

UNIT 2 ANSWERING MULTIPLE CHOICE QUESTIONS I Developing Strategies .......................................................................... . 14 Examination Practice ............................................................................. . 18 Vocabulary Expansion .......................................................................... 20

UNIT 3 COMPLETING A GAPPED TEXT WITH MISSING SENTENCES Developing Strategies .......................................................................... 22 Examination Practice ............................................................................ 26 Vocabulary Expa nsion ......................................................... ...... ........... 28

UNIT 4 MULTIPLE MATCHING I Developing Strategies .......................................................................... 30 Examination Practice ............................................................................ 34 Vocabulary Expansion .......................................................................... 36

UNIT 5 CONSOLIDATION I Examination Practice ............................................................................ 38 Vocabulary Revision ...................................................... .................... ... 45

UNIT 6 MATCHING SUMMARY SENTENCES WITH PARAGRAPHS Developing Strategies ......................................................... " ............... 46 Examination Practice .......................................................................... .. 50 Vocabulary Expansion ....................................................... .................. . 52

UNIT 7 ANSWE R IN G MULTIPLE CHOICE QUESTIONS 11 Developing Strategies .......................................................................... 54 Examination Practice ............................................................................ 58 Vocabulary Expansion .......................................................................... 60

UNIT 8 COMPLETING A GAPPED TEXT WITH MISSING PARAGRAPHS Developing Strategies .......................................................................... 62 Exa mi nati on Practi ce ............................................................................ 66 Vocabulary Expansion .......................................................................... 68

UNIT 9 MULTIPLE MATCHING 11 Developing Strategies .......................................................................... 70 Examination Practice ............................................................................ 74 Vocabulary Expansion .......................................................................... 76

UNIT 10 CONSOLIDATION 11 Examination Practice ............................................................................ 78 Vocabulary Revision ............................................................................. 85

Practice Test 1 ...................................................................................... 86 Practice Test 2 ....................................................................................... 94 P r act ice T est 3 ..................................................................................... 102 P r act ice T est 4 ..................................................................................... 110 P r act ice T est 5 ...................................................................................... 118 Sample Answer Sheet ..................................................................... .127

MATCHING HEADINGS WITH PARAGRAPHS In Part One of the Reading Cornprehension Paper you are of ten asked to match the paragraphs of a text with given headings. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully do this type of task.

Developing Strategies

o

a. Below are the headlines of three articles. Read the headlines and guess what each of the articles is about. What makes you think so?

b. Below are the

introductory paragraphs of the three articles. Read paragraph 1 and decide which of the

headl ines A -C above is the most suitable heading for this paragraph. What are the reasons for your choice?

Every year at least fifty people are bitten, butted or even butchered in shark attacks. Tabloid newspapers scream hysterically about coastal deaths, but it's nothing compared to what we do to them; we murder twenty million sharks every year. No competition really.

Travelling in the skies is becom~ng rather risky, accor?mg to figures released last mght, which reveal a dramatic increase in the n~mber of near-misses. The CIVil Aviation Authority is u~gentIy trying to find out why pIlots have failed more than ~ver before to follow the I~structions given by aIr-traffic controllers.

El

1

c. Now read paragraphs 1 - 3

am,'liil) In order to be able to match headings with paragraphs you do not need to understand everything in the paragraphs. The important thing is to understand the gist or the main point of each paragraph, which is normally reflected in the corresponding heading. There are a number of key words/phrases, in each paragraph , which are related both to the gist of the paragraph and to the words found in the corresponding heading (they can be synonyms or refer to the same topic). So, the task of matching headings with paragraphs is easier if you first identify the key words/phrases in the paragraphs and then match them with the words included in the headings.

words/phrases

in

each

in b above, and find the key of

them . Match

these

words/ phrases with the words included in the headlines and write your answers below. The first one has been done for you . Then, decide which of the three headlines A -C is the most suitable heading for each paragraph and wr ite your answers in the boxes provided .

DANG ER AIR STREET PROTEST SAFETY KI LLERS VICTI MS

risky

UNIT I

e

Reading _

a. Read the pa ragraph below and underline any words that you do not know.

T he ap proach to the settlement is across rough mountainous terrain , on a road that has seen better days. The main square is d ominated by the old court-house building, which is dilapidated and uncared for. With just a few old men sitting outside a r u n-down looking establishment which appears to be some kind of coffee-house, it is hard to believe that this used to be a bu stling mining community back in the time when the region was still rich in iron ore.

0:(111/1,

I )

b. Look at the words that you have underlined in the paragraph above. In the space below,

When you read a text in English, you will often find some words which vou do not know or cannot remember what they mean. Don't panic! You don't have to know or guess the meaning of all the words in a text in order to understand its gist. It is, therefore, important that you can distinguish between the words that you need to understand for the gist and those that you can ignore.

write the ones that you think are necessary for

/

MN»li l)

understanding the gist of the text.

c. Try to guess

Once you have decided which words are important for understanding the gist of a text, you must try to guess what the y mean.You can guess the meaning of an unknown word by looking at it in its context, that is by understanding how the words before and after the unknown one are related to it. In most cases you don't have to guess the exact meaning of a word. It is enough to understand its general meaning or what topic it is related to .

across, mountainous, on a road

what the following words from the paragraph in a mean. Which of the words that appear before and after each unknown word can help you guess what each of them means? What is the general meaning of each unknown word? Complete the table below as in the example. Use the same technique to guess the meaning of any other words you may have written in b.

terrain dilapidated establishment bustling

it has to do with place or ground, a piece of land

D Reading UNIT 1

E)

a . Below is the introductory paragraph of a text. Read it and try to understand its gist. What do you think the rest of the paragraphs of the text are about?

Uruguay is situated in the heart of South America. It is surrounded by the enormous countries of Brazil in the North and Argentina in the West as well as the deep blue Atlantic Ocean in the East. The Oriental Republic of Uruguay, as it is formally known, provides a wealth of sights, sounds and smells one can experience.

Mani ,l )

b. Underline

You can understand the gist of a paragraph not only by finding the key words/phrases in it but also by identifYing the topic sentence. This sentence, which is usually but not always the first sentence of the paragraph, presents its main point. The rest of the sentences in the paragraph simply exp a nd on or justify what is mentioned in the topic se nte nce. Therefore , you must first identify the topic sentences, second, find the key words/phrases in each paragraph, and in particular in the topic sentence, and finally match them with the words in the headings which are synonyms or refer to the same topic.

the topic sentence of the paragraph

above and circle the key words/phrases. Then decide which of the three headings below is the most suitable for the paragraph. -

LOCATION

--

-......--

~

Remember that in the examination all the paragraphs make up a single text, so they are thematically linked. Therefore, some key words/phrases in the paragraphs may be related to more than one heading. In addition, quite often a word in a heading does not appear in the appropriate paragraph but in another one. Don't let this trick you, be careful and double check your answers.

-

-

-----

COUNDiRYS1DE -

MUli, l)

~-

c.

~

-

Read the rest of the text about Uruguay on page 9. In each paragraph underline the topic sentence and circle the key words/phrases.

UNIT I

Uruguay has very mild weather. Temperatures range from 12 Celsius in the winter to about 25 Celsius at the height of the summer, making it a pleasure to visit regardless of the time of year. Moreover , having an average rainfall of about 1,000 millimetres per year, the countryside is rich and fertile.

I t is therefore reasonable that, like most of South America, Uruguay's traditions have a strong Spanish influence. Much of the country's folklore and music celebrates the Gaucho, the cowboy of the Pampas and hero of the War of Independence against Spain. Some of the most significant works of Latin American Art can be found in the many museums scattered throughout the country and especially the capital.

However, people are more inclined to travel to Uruguay because of its wealth of sandy beaches stretching along the Atlantic Ocean. It is therefore not surprising that most tourists love to spend time at the beach swimming, sunbathing or indulging in their favourite watersports. If one is to include the delta of the River Plate, there are around 650 stupendous kilometres of seaboard to explore.

The rich culture and the magnificent beaches along the Atlantic coast have contributed to the expansion of the tourist industry in recent years. However, the main source of income for most of the residents of Uruguay comes from the stock-raising industry. This involves meat production and the export of live animals, wool and leather. The port cities of Salto and Paysanu on the River Plate are at the heart of this industry.

On top of this, Uruguayans are amongst the most charming people in South America, though they are just a fraction ofthe continent's total number of inhabitants. When the last census was carried out in 1995, they numbered 3.2 million , l.3 million of whom were in the stunning capital Montevideo. Even though the original residents were the Charroas Indians, ninety percent of the inhabitants of Uruguay are of Spanish or Italian ongm.

Uruguay's present day prosperity is due to the fact that it is one of the more stable democracies in South America. Presidential elections are held every five years and a twenty-nine-member Administration as well as a Senate are also elected. Uruguay together with Argentina, Brazil and Paraguay have formed MERCOSUR , an association of South American countries whose aim is to promote trade in the region. Montevideo has also been chosen as the future seat of MERCOSUR, which is expected to increase the city's vitality and strength in the region.

0

d.

Reading _

0

Try to guess the meaning of any unknown key words/phrases that you have circled. Then, match all the key words/phrases with the headings A - G below by completing the chart. Finally match the headings with the paragraphs by writing the correct letter in the boxes 1- 6 above each paragraph. There is one extra heading which you do not need to use.

Gov.eranmentv . " .~

" ..,.~tt' ic .. • is

.~~

Economy

. .', ~;'·c ~

,y,.;~~~'L"""

ID Reading UNIT 1 Examination Practice

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I

I

J;)

To successfully complete Part One of the Reading Comprehension Paper, make sure you do the following: • Read the rubric and the title of the text carefully, as they give you a general idea of what the text is about. • Read the headings first. Remember that the last heading is always an example which matches with the first paragraph (0) in the text. There is also one extra heading which does not match with any of the paragraphs. • Read the text quickly for gist. Remember that you should not spend a long time doing so, as you do not need to understand every detail. • Identify the topic sentence and the key words/phrases in each paragraph and then try to match the paragraph with the appropriate heading. • After you have matched all the paragraphs with the headings, read the heading that you did not use and make sure that it is not suitable for any of the paragraphs in the text.

You are going to read a magazine article about battery farming. Choose the most suitable heading from the list A-H for each part (1-6) of the article. There is one extra heading which you do not need to use. There is an example at the beginning (0 ).

No recent development Cleaner egg production Science at the service of mass production Political action Primitive production Improvements in cost and cleanliness Reactions and misconceptions A question answered

UNIT I Read ing

Health rather than economy was the primary motivation for the development of battery farming in the first place. The idea was to separate the birds from their waste, as this could contaminate the eggs with parasitic diseases. This was why cages with sloping floors were introduced, en£!.bling the egg to roll clear of the chicken waste as soon as the chicken had laid it.

H "What exactly is battery farming ?" one might well ask. Battery farmin g involves the production of eggs at the least possible cost using the least possible space. A chicken battery usually looks like an enormous garden shed with rows and rows of cages, inside which chickens are kept busy eating and laying eggs.

At first , the cages were quite primitive, made of wood and wire. However, they were soon replaced by metal ones, as it was quickly understood that wood became easily infected and was therefore unhygienic. In fact, it wasn't long before the whole system became automated , which required very little labour expenditure and cut down costs even more , making it very popular with poultry farmers.

However, this view of egg production doesn't actually sit pretty with most people today, considering all the negative h ype attached to it. For some years now, we have been receiving informa tio n through the media from environmental and animal rights organisations about how inhumane this system of egg production is. This has led many people to wrongly believe that this technique has been developed only recently.

Geneticists have also been involved in battery farming, doing research and cross-breeding birds in order to improve production. It wasn't until the late sixties that they came up with a bird capable of laying about three hundred eggs a year, each weighing approximately 63 grams. This, in combination with the fact that this bird also required the minimal amount of feeding units, made it the ideal producer, and this type of bird has remained the most popular one up till now.

However, battery farmin g, which is one aspect of factory farming, has in fact been around for more than fifty years. The research was originally done in America during the 1930s and has been u sed in Euro pe since just after the end of World War 11.

However, battery farming has been outlawed in Switzerland by an act of Parliament. Other European governments have followed suit, but they have been more inclined to introduce strict guidelines, while research is carried out to develop more humane methods of egg production.

GIll

ID Reading UNIT I

Vocabulary Expansion

.....................................................................................................................................................................................................................................................................

o

e

Match the words 1-10 with their synonyms a-i·

reveal

inhabitant

risky

quantity

ideal

perfect

resident

latest

consider

spread

scatter

effect

influence

disclose

amount

expenses

recent

hazardous

cost

regard

Look at the words below and write them in the correct place in the table below the box, according to their general meaning.

probability

puzzle

technique

improvement lower

procedure

reduce

trouble

evolution

investigate

opt for

process

select

variety

difficulty

examme

lessen

pick

progress

senes

way

diminish

explore

likelihood

practice

prospect

study

worry

advance

collection

analyse

cut down (on) elect

ap proach

decline

assortment chance

;r.'

r RESEARCH

drop

fall

look into

UNn I

a. The

Reading _

words in each group in exercise 2 have a similar meaning, but they are not exact synonyms, as they are

used in different contexts. Look at the grid below and tick the appropriate boxes to indicate the context(s) in which each

of

the verbs on the left can be used.

aJt clown (on) decrease

lower reduce

fall

la.

".

Read the following sentences and decide which answer A, 8, C or 0 best completes each sentence.

1 My father has a rare _ _ _ _ _ _ _ of 19th century colour prints. A collection

B series

C range

D variety

2 The present goverment was _______ three years ago. A elected

B selected

C chosen

D picked

3 Many tennis players have tried to copy Pete Sampras' _ _ _ _ _ __ A practice

B method

C way

D technique

4 My dream is to _ _ _ _ _ _ _ the Australian outback. A explore

B look into

C investigate

D research

5 The workers demanded a(n) _ _ _ _ _ _ _ in their working conditions. A development

B advance

C improvement

Devolution

6 It took the police months to put all the pieces of the _ _ _ _ _ _ _ together and solve the crime. A problem

B puzzle

C trouble

D worry

. 7 The scientist was eager to _ _ _ _ _ _ _ the results of her experiment. A analyse

B research

C explore

D look into

8 A degree in Business Administration will enhance your career _ _ _ _ _ __ A likelihood

B chances

C prospects

D possibilities

ANSWERING MULTIPLE CHOICE QUESTIONS I In Part Two of the Reading Comprehension Paper you will be asked to ansuler a number of multiple choice questions based on a text. Some of them will focus on specific inforrnation or details in the text. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully answer such questions.

Developing Strategies

............................................................................................................................................................................................... .. ............ .. ......................................................

o

a. Read the following paragraph quickly. What is the main idea? It was past twelve o'clock when I awoke and the sun was streaming in through the curtains of m y room in long slanting beams of dusty gold. I told my servant that I would be at home to no-one . After I had had a cup of hot chocolate and a bread roll, I took down my copy of Shakespeare's sonnets from the book-shelf and began to go carefully through them. Every poem seemed to me to support Cyril Graham's theory. I felt as if I had my hand upon Shakespeare's heart, and was counting each separate throb and pulse of passion.

MIni i I)

b. Now,

When answering questions which focus on details or specific information, always read the text once quickly (skim the text) to understand its gist and what each paragraph is about. Then, read the relevant parts of the text more carefully (scan the text) to answer the questions .

mIlIA, I) In the examination you have to answer a number of multiple choice questions, for each of which there are four options. Always read the questions and the options carefully. The wrong options are usually written in such a way that they appear to be correct. Avoid using options which: • sound logical, but are not mentioned anywhere in the text, • include a word/phrase from the text but do not mean the same thing, • overgeneralise using words like always, never, all, every ete. Remember that such options are wrong. The correct option will always answer the question accurately and the idea it expresses can always be found in the text.

read the paragraph more carefully and

answer the follOWing questions, which focus on different details.

1 What time of day is it ? _ _ _ _ _ _ _ _ __

2 Where is the writer? - - - - - - - - - - 3 What does the writer seem to

c.

e~o y

doing?

Now answer the following question based on the text above. Under the correct option, write the part of the text which expresses the same idea. Under each of the wrong options, write why it is not correct.

What did the writer do as soon as he had had breakfast? A He gave his servant instructions.

B He read Cyril Graham's theory.

C He searched through his book-shelves for a book. D He read some poetry.

e

UNIT 2 Reading ~

a. Read the follow~ng paragraph and underline any words that you do not know. When I first tried bungee jumping, it was undoubtedly the most exciting experience of my life. The sun was streaming down and the river was flowing far below in a torrent. I was insecurely balanced on the parapet of the bridge in terror. However, when I finally launched m yself, I experienced an extraordinary sensation of freedom which I had never felt in my life before. As the river came rushing up to meet me, I had the brief thought that maybe my harness wouldn't work. Unexpectedly, this idea was less disturbing than one might think.

MD/Ai l) When trying to guess the meaning of an unknown word, always look for clues 'in the context (the words before and after it), as well as in the word itself. See if it is similar to any other words that you know and try to analyse it into its parts - root, ending, prefixes, suffixes. Then, try to determine: • what part of speech it is (e.g. verb, noun, adjective etc.), • if it has a positive, negative or neutral meaning, • what general topic it is related to, • what it means approximately. UNKNOWN WORD

ANALYSIS OF THE WORD WORDS IN CONTEXT

un - doubt - ed - ly

undoubtedly torrent

river, flowing

b. Try to guess the meaning of the following words from the paragraph in a by completing the table below. The first two have been done for you.

undoubtedly torrent insecurely parapet launched extraordinary harness unexpectedly

PART OF SPEECH

GENERAL MEANING

adverb

without doubt, certainly

noun

it has flJ dn wiJh a ri:t£r, fast rmd videntflow ofuxder

insecurely parapet launched extraordinary harness unexpededly

E)

a. On the following page you are going to read a magazine article about the cartoonist Mike Judge. Before reading it, look at the following topics and guess the order in which they may appear in the text.

I :I-

. • Future plans Introduction to animation and h· d IS a vancement· . Early adulthood b {; . In It _ _ e ~ taking up animation

-

....,

b. Now skim through the article on page 16

MII/I, I) Remember that skimming the text helps you understand what each paragraph is about, so that you know where to look for the answer to a questio n.

and match the topics A - F above with the corresponding paragraphs. Write your answers

in

the

boxes

above

each

paragraph and check if your predictions in a were right.

. , Reading UNIT 2

You may think to yourself "Who is Mike Judge?", but if I say 'Beavis and Butthead' everyone seems to know who they are; two cartoon characters with large heads, large nostrils and deformed mouths, whose laughter is as distraught as they are. Mike Judge, their creator, goes on to describe them as the most unsightly Americans ever. They are not only uncool and uneducated, but they also live in a vast suburban wasteland , where their presence seldom goes unnoticed. But how much do these social outcasts resemble Mike Judge?

Born in Ecuador in 1962 and brought up in Albuquerque, New Mexico, Mike Judge was the son of an ex-marine pilot and a Spanish teacher. Being a skinny, pale faced, blonde nerd in a neighbourhood where racial tensions ran high, he describes his high school years as being far from his best. If this wasn't enough, he was dyslexic and like Butthead he had to wear braces to straighten his teeth. His only defence against being teased was his never-ending attempts to make everyone laugh - and so a comedian was born!

Nevertheless, Mike never really made a career out of comedy. After working part-time as a paperboy and at a drugstore, he finally landed a job at a local fast food restaurant, from which he was sacked for eating too many French fries. Eventually, he moved to San Diego, where he studied physics and later received his bachelor's degree. However, things didn't work out as he had planned. In 1988, after working as an electronics engineer for a company which designed test programs for military aircraft, he moved back to Texas, where he joined a band. There, he soon got married to his college sweetheart, Francesca Morocco.

Mike Judge's first contact with animation didn't come until he visited an animation festival at a Dallas theatre. He was so fascinated by it all that he visited the local library and read almost all the books about drawing cartoons. His initial attempts produced cartoons such as 'Ftog Baseball', 'Office Spare' and 'Huh?', but it wasn't until he sent some of his work to MTV that he gained any acknowledgement. Amazed by 'Frog Baseball' and a couple of 'Beavis and Butthead' cartoons, Abby Terkuhle, executive producer at MTV , finally offered Mike his own show in the autumn of 1992. At present, he still does most of the voices for 'Beavis and Butthead', but unlike them, he doesn't have an enormous head or a strange-looking mouth. .

Recently, Mike Judge has been working on a movie called 'Beavis and Butthead Do America'. Here the two characters set out to find their stolen television, but along the way they are mistaken for hired killers and evil masterminds and are eventually hunted down by government agents. According to their creator, a sense of pity arises from seeing them as personae non gratae - that is, liked by no-one. In fact, the viewer may become a little more empathetic with Beavis and Butthead this time round. Despite this, the characters themselves have absolutely no self-awareness and continue with their antics unhindered.

Unlike his creations, Mike Judge is a married self-made cartoonist with two daughters, a fast car and whatever else is part of the American Dream. His future ambitions include a new series called 'King of the Hill' and possibly some short films of his own. Whatever Mike's endeavours might be, however, there is no doubt that his work will have global appeal.

M1111Ii l) It is advisable to try and answer the questions first without looking

at the options available. In this way, you will not be influenced by any of the incorrect options. Remember that the questions are presented in the same order as the corresponding information in the text. 1 2 3 4 5

c.

Answer

the

following

comprehension

questions based on the article above. Underline the part of the text where each answer is found.

Why did Mike Judge have a difficult time as a teenager? How did Mike Judge deal with his problems in high school? How did Mike Judge learn how to draw cartoons? When was Mike Judge's work first recognized ? According to Mike Judge, in what way is the 'Beavis and Butthead' film different from the MTV show?

UNIT 2 Reading ~

d.

Now answer the q ue st ions 1-5 by circlin g the best opti on for each q uestion (A, B, C or D) wh ich is most similar to your an swer. Provide evi dence showing why eac h option is co rrect and w hy the other three ore wrong .

1 \Vh y did \1 ike J lIclge have a difficu lt time as a teenager? A B C D

Beca use Beca use Beca use Beca use

h is pa re nts were strict. he \\ as a racist. e\ eno ne th o u ght he loo ked like Butthead . of hi s appea ra nce a nd learning d isorder.

2 In hi gh sc hool, ho \\' did Mike Jud ge deal with h is problems ? by lau ghin g at his class mates

A B C D

by gettin g \'ario us part-tim e jobs by e ntertai nin g th e peo ple aro und him by straighten in g hi s tee th

3 H ow di d Mike Jud ge lea rn how to draw cartoons ? A B C D

by readi ng a lot of boo ks about cartoon drawing by yisiti n g a n a nim ation fes tival in Dallas by stud ying an im atio n at college by going to th e librar y a nd r eading all the books abou t animatio n

4 \ Vhe n \o\'as Mike J ud ge's work first recogni zed ? A B C D

just before Abby T erkuhle saw some of his work as soon as h e began doin g all th e yoices for the cartoons he produced whe n so me of his first cartoon s wer e see n by a television producer after 'Bea\'is and Butthead ' was shown on television

5 Accordin g to Mike Ju dge , in what way is the 'Beavis and Butthead' fi lm different from the MTV sh ow ? A B C D

Mllll i

It It It It

prese n ts th e mor e sen sitiye sides of 'Beavis and Bu tth ead'. ma kes the a ud ie nce sympathise with the characters . d eals with th e problem s of being socially unacceptable. is n ot as successful as the television show.

e. An sw e r que stion s 6 and 7 below by choosing

I )

Sometimes instead of a question you may be presented with an incomplete sentence, the end of which is missing. Whenever you have to complete such sentences, read them together with each of the options and decide whether the statement formed is True or False according to the text. The correct option is the one which together with the given beginning of the sentence form a true statement.

6 As soo n as he finished coll ege, Mike Judge A B C D

j oined a b ~ 1 11 d, go t marri e d , fo un d a ch a lkn g ing job. fl e\,; militan ~li nL tf t.

the b e st opt ion A , B, C or D . Remembe r to justify your choices .

7 According to the wri ter, Mike J udge's work A B C D

reflects the American Dream . will make h im successful. wi ll attract interest worldwide. is too ambitiou s.

_

Reading UNIT 2

Examination Practice

am,nl ill) To successfully complete Part Two of the Reading Comprehension Paper, make sure you do the following: • Read the rubric and the title of the text carefully, as they give you a general idea of what the text is about. • Skim through the text once to understand its gist and what each paragraph is about. • Read the questions and then scan the text to locate specific information or details. • When answering the questions, try not to be influenced by the wrong options. Read the question first and underline the part of the text where the answer can be found. Then, look at the options available and choose the one which expresses the same idea as the part of the text you have underlined. To make sure you have chosen the correct option, look at the other options and decide why they are wrong. • When completing incomplete sentences, take the same steps as when answering questions and make sure that the incomplete sentence together with the option you have chosen is a true statement according to the text. You are going to read a magazine article about the Nobel Prize for literature. For questions 1-7, choose the answer (A, 8, C or Dj which you think fits best according to the text.

By the time of his death in 1896, the Swedish inventor and philanthropist Alfred Nobel had accumulated a fortune equivalent to one hundred and fifty million pounds in today's terms. According to his will , the bulk of his fortune was put into a trust and the interest from this should be used to fund five yearly prizes awarded to individuals or institutions who distinguished themselves in the fields of physics, chemistry, medicine, literature and international peace. The Nobel Prize for literature, which is awarded by the Swedish Acad em y in Stockholm , has become the most prestigious literary award in the world today. The winner of the Nobel Prize for literature is usually announced on a Thursd ay morning in October , though it has been known to be as late as November on the occasions when the Nobel committee have had trouble reaching a consensus. Which Thursday the announcement will be made on is kept a closely gl)arded secret un til for ty-eight hours beforehand, and then the information is released to the press. The Nobel committee is made up of eighteen members of the Swedish Acad em y in Stockholm , who have the daunting task of sifting through the two hundred or so nominations that are received every year. This process is also carried out behind closed doors , as the last thing the committee wants is a three-ringed circus surrounding their deliberations. A writer 's formal nomination must have been received by the Academy no later than the first of Februar y of the year in question . T hen , a sub-committee made up of five members of the Academ y considers the nominations and quite quickly reduces the list to fifteen names. By the end of May this list has been furth er reduced to six fin alists. This short list is then presented to the whole committee on 31st May, just before the Academy begins its summer recess. During the summer break the members of the committee have time to read the material of the shor t-listed writers in depth. On r eturning to the Acade m y in mid September, each m e mbe r presents a p ap er they h ave prepared, giving their reasons for the final choice they h ave made. These choices are then debated in full sessions ofthe Academy on the next few Thursday evenings between 5.00 and 6. 30 pm , un til a maj ority d ecisio n is reached. When this happens, a morning meeting is announced for the following Thursd ay, when an offi cial ballot is held . The ballot is held in an elegant eighteenth century room at the Academy. The members of the committee write their choice on a piece of paper. These papers are then placed one by one into an antique silver drinking tankard called a 'stop' in Swedish. They are then counted by the secretary, who leaves the room at exactly 1.00 pm and walks through a grand hall to his own office where the press are waiting. He officially discloses the name that appeared most often on the pieces of paper in the 'stop'. This is how the world learns who the winner of the Nobel Prize for literature IS.

Like every other high profile award , there is a certain amount of controver sy su r roundin g it. T his has been true since the first award , which went to Sully Proudhomme. Outside France this was not regarded as a popular choice, as most writers felt that it should have gone to Leo Tolstoy. In fact, several writers of great distinction , such as J oyce, Gorky and Brecht were never honoured with this prize, while there were winners whose work was popular in their day but did not stand the passage of time . However, despite this controversy, the world ofliterature waits with bated breath every autu m n to learn who the recipient of the ultimate literary honour will be for that year.

UNI' 2 Reading ~

1 Accordin g to :\ obe i' s "ill , the interest coming from his fortune should A fund pri zes ~I\\" a rd e d to fiv e outstanding scientists. B fund pri zes gra nted for excellence in five areas of human endeavour. e be gi\"e n to fi\" e distin g uished philanthropists. D be spe nt by th e Swedish Academy in Stockholm.

2 When is the Nobel Prize for literature announced? A on the last Thursdav in October B on a Thursdav in October or November e after th e press have been notified of the winner D when the committee manage to come together

3 The nominations for the Nobel Prize for literatu re are examined by A all the members of the Swedish Academy. B an eighteen-member committee. e a fifteen-member committee. D a five-member committee.

4 What happens in May each year? A The six finalists for the Nobel Prize are chosen. B The Nobel committee presents the short list to the public. e The Nobel committee begins its summer holidays. D A sub-committee is formed.

5 What do the members of the committee do during the summer? A Thev ha\"e discussions with the writers. B They prepare a short list. e They study the finalists ' books and prepare a presentation of their choice. D They read all the nominees' books.

6 Who is the first to know the winner's name after the ballot? A the Press B the secretarv of the committee e the Academy members D the writer

7 Why did the fir st a\\"a rd of th e Nobel Prize for literature cause controversy? A French peopl e did no t agree with the choice made . B Proudhomm e \\"as no t a \"ery good writer. e Tolstoy fe lt that he sho uld have got the prize. D Many th o u ght that T olstoy deserved th e prize more th an Proudho m me .

E> Reading UNIT 2 Vocabulary Expansion

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o

Read the short texts a-i below which describe different situations. Then complete the blanks using the adjectives in the box to make a general comment on each situation.

boring

different

easy

impossible

strange

a He went back to his home town after a five- year

pleasant

understandable

useful

wrong

He found his town _ _ _ _ _ _ _ _ __

absence to find out that many things had changed.

b I nearly fell asleep during the history lecture.

I found the lecture - - - - - - - - - -

C While driving through the countryside last night , I

I saw somethin g _ _ _ _ _ _ _ __ _

saw an unusually bright light in the sky.

d No matter how hard she tried, she never managed

It was _ _ _ _ _ _ _ _ _ _ for her to do it.

to run 100 metres in less than 12 seconds.

e I had no problem in understanding the instructions

It was

in the manual.

f The guide's information helped us get around the

- - - - - - - - - - for m e .

We found th e guide's tips _ _ _ _ _ _ __

beautiful town.

9 He enjoyed the day trip to Windsor Castle very

He found the trip _ _ _ _ _ _ _ _ __

much.

h Although I didn 't quite agree with Jack's decision , I

I found J ac k's d ecisio n _ _ _ _ _ _ _ __

could see the reasons which led him to it. I regret losing m y temper and shouting at m y friend in front of everyone .

E)

I realised th a t wh at I had d one was

Look at the words below and write them in the correct place in the table below the box, according to their general meaning.

abnormal argument associate combine come first commonly JOIN

SELDOM QUICK STRANGE PLAN DISPUTE

conflict connect controversy cunous earn extraordinary

fast fight frequently funn y gam hardly ever

hasty hurried infrequently link many times odd

once in a while peculiar programme project quarrel rapid

rarelv regularl y relate re peatedl y row schedul e

sche me speed y succeed swift triumph unu sual

UNIT 2 Reading

a.

Look at the grid below and tick the appropriate boxes to indicate the context(s) in which each of the verbs on the left can be used .

earn gain come first (in) succeed (in)

b.

Read the following sentences and decide which answer A, B, C or D best completes each sentence.

1

Jeff is kn own

to make _______ decisions only to regret them later.

A has ty

B speedy

C rapid

D swift

2 I was watching TV but the _______ wasn't interesting. So I went out instead. A sch ed ule

B programme

C scheme

D project

3 I haye _______ told you not to call me at this hour. A regularl y

B repeatedly

C commonly

D many times

4 T he _______ concerning land ownership was settled in court.

A qu arrel

B dispute

C fight

D struggle

5 I'm always so busy I can only go out _ _ _ _ _ __ A once in a while

B seldom

C infrequently

D hardly ever

6 The _______ is on for equal rights in the work place.

A di spute

B struggle

C argument

D conflict

7 The _______ change of events in the country's political situation left everyone in shock. A speed y

B hurried

C hasty

D rapid

8 The tour guide kept to a tight _______ so that the group could visit all the major sights in two days. A plan

B schedule

C scheme

D programme

9 You should neyer _______ medication with alcohol because the result can be dangerous. Ajoin

Blink

C connect

D combine

10 T he chil d hac! a(n ) _______ gift for playing the piano. A extrao rd in an

B odd

C abnormal

D peculiar

~

COMPLETING A GAPPED TEXT WITH MISSING SENTENCES In Part Three of the Reading Comprehension Paper, you will be asked to conlplete a gapped text front which parts have been removed and are presented in jurnbled order. Quite often the parts which have been removed are sentences. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully do this type of task.

Developing Strategies

......... .............................................................................................................................................................. .. ........... ................ .. .. .... .........................................................

o MlIDAi l)

a.

When you are presented with a text from which some parts have been removed, it is advisable to read the whole text first in order to understand its gist. Then, carefully read the sentences before and after each gap and try to guess what each missing part is about.

Read the following paragraph , from which one sentence has been removed. What do you think the missing sentence is about? Why?

Iceland is an island country which has bee n seen by millions of airline passengers through their cabin windows. However, only a few have actually landed in Reykjavik, and have had the opportunity to explore the island , which lies just outside the Arctic Circle. Attractions such as volcanoes , geysers, lakes and hot springs can make a visit to this country an unforgettable experience. • ,._ _

~...- .~_._ '

...

..

~-e- . ' .~-

-

-~

MlIIIA, I) Before deciding which sentence fits a gap in a text, carefully read the sentences before and after the gap and the sentences which have been removed from the text and are presented in jumbled order (options). Look for clues both in the text and in the options. The correct option must logically complete the meaning that the writer is trying to communicate, and some usually includes vocabulary which is relevant to words/phrases found in the sentences before and after the gap. The tenses in the correct option must also fit logically with the tenses used in the text.

umllAi l) There are usually some important words in a text which need to be mentioned several times. To avoid repeating these important words too many times, writers usually replace them with other words/phrases, which either describe them (e.g. the capital of France instead of Paris), or are similar in meaning (e.g. pictuTe instead of painting), or have a more general meaning than them (e.g. children instead of boys).

b. Read the sentences A-C

below and choose the one

which fits the gap in the text in a . Justify your choice.

A In contrast to what many people belieye, th ere is lots to discover in Iceland apart from ice and snow. B The first inhabitants of Iceland were a group of Norwegian familie s who settled on the island in AD 874. C Iceland is the most sparsely populated country in

Europe with only 260,000 inhabitants, forty percent of whom live in the capital.

c.

Read the paragraph in a again and write all the words/phrases that are used as a substitute for the word Iceland.

UNIT 3

E) Mani, ;) There are a num ber of \\·ords in a text called reference items, ,vhich uSllalh refer to other words or phrases mentioned earlier in the text. The most common reference ite ms are personal pronouns (e.g. he, she, it , th ey, th e m ) a nd d e m o n strati ves (e.g. this, that, there). It is important to identify what such words refer to, as this will help you understand the text. them It There ______________________________________

a.

Reading

Read the paragraph below and identify what the words in bold refer to.

Many different ethnic groups have inhabited North Africa through the ages. Tunisian cuisine has taken the best from each of them. It is characterised by the spicy tastes found in Spanish and Arabic cooking, as well as the fine flavours of French and Italian cuisine. So, we suggest that those visiting Tunisia should definitely go to some traditional restaurants. There, they can experience a variety of rich culinary delights.

They

OIID/A, I) When completing a gapped text, pay special attention to any reference items that appear in the text and especially in the sentences immediately after a gap. Underline these reference items and keep them in mind while choosing your answer. Make sure you choose an option which includes a word or phrase that the reference item logically refers to..

b. Read

the following paragraph, from which one

sentence

has

been

removed.

Underline the

reference item in the sentence after the gap. Then, read sentences A-C and choose the one which fits the gap in the paragraph. What does the reference item refer to? Why aren't the other options correct?

In Tunisia one can taste a variety of traditional specialities. It usually accompanies a mutton , chicken or fish dish and, of course, a selection of boiled vegetables. A Eggs are among the most frequently used ingredients in North Mrican cooking.

B T unisia's national dish is couscous, which is made of finely ground grains boiled over steam and served with a spicy gravy. C We met a famous Tunisian chef, who told us about some delicious dishes.

omHDA, I) When completing a gapped text, pay special attention to reference items that appear not only in the text but also in the options. If you decide to complete a gap with an option which includes a reference item, make sure that the item logically refers to a word or phrase which appears in the sentences immediately before the gap.

c. Read the following paragraph from which one sentence has been removed. Then read sentences A - C and underline the reference item in each of them. Which of the three sentences fits the gap in the paragraph? What does the reference item in it refer to? Why aren't the other options correct?

Tunisian cuisine also features a selection of soups boiled in stock and accompanied by macaroni and vegetables. A more spicy alternative to these soups is harira, which contains enormous amounts of pepper and chilli.

A T hese d elightful di shes are also fl avoured with various herbs, particularly coriander and parsley. B It is usually f() \I owecl by shakshuka, a dish consisting of stewed vegetables, mainly onions and tomatoes. C T here,

YOll

ca n enjO\· \·our soup together with some freshly baked bread.

a.

~ Reading UNIT 3

E) mln'jr) When completing a gapped text, you should also pay attention to sentence linkers which appear in both the text and the options. These sentence linkers link sentences in different ways and are used to: • • • •

a. Read the fol lo w ing paragraph and co mplete the blanks 1-4 w ith the sen tence linkers in the box.

add, clarify or emphasise express contrast express relations of cause-result express time relations

However

Therefore

Then

Besides

Man y p eople are under the impressio n th at bats h ave a welldeveloped sense of sight which enables them to see clearly in the d ark. (1 ) , this is not the case, as research h as , their shown that bats have very poor eyesight. (2) eyes are much too small for them to be able to identity anything while they are flying around . Amazingly enou gh , the bat's ability to 'see' is due to its ears rather tha n its eyes! The bat h as th e ability to produce high - pitch ed sounds, which d efl ect from objects in its fli g ht p a th a nd re tu r n to th e ba t . (3 ) , these ech oes are p icked up by the bat's ear s, which wo rk like a hi g hly d evelo p ed r ad a r sys te m. (4 ) , the bat is able not o nly to avoid obstacles but also to locate its prey.

MD/I, I) vVhen completing a gapped text, pay attention to the sentence linkers that appear in the text (especially after each gap) and the options. When you have completed the gaps, check that each sentence which includes a sentence linker- whether it appears in the text or is an option - makes good sense in relation to the sentence before it.

b. Read

th e follo wi ng paragra ph from w hi c h three

sentences have been removed and und erli ne all the sentence lin kers. Then rea d sentences A -O and do the same. C hoose from the sentences A -O th e one which fits eac h gap (1-3 ) in the parag ra p h. There is one extra sentence w hich you do not need to use.

a

Bats are efficient hunters. Man y of them hunt insects which are h armful to crops. I n add itio n , some species of bat eat lar ger prey such as fr ogs, mice or even sm all birds. An other species is known to feed on fish while they are swimming! O win g to its n a m e, m any p eo ple imagine a blood-sucki n g beast. It does not sink its teet into p eople sleeping at h om e with their windows open ! A O n th e con tr ary, this gentle creature eats onl y insects and fr ui t.

B T h er efore, bats ar e ofte n associated with vampires. C Eve n tho u g h th ey are small creatu res, bats can con su me up to a tho usa nd insects a n hour. D T h er e is also a species of bat known as 'T he Great Va m p ire'.

o

a. Skim through the following text and find out what it is about. Do not worry about th e gaps in the text yet.

a

T h e fi lm version One of the gr eatest blockbusters of 1996 was the film versio n of th e musical Evita. too k a long time a nd numerous cha n ges in the cast a n d prod uctio n were made until the actual fi lm starrin g Madonna and Antonio Ba nderas cam e to be.

UNIT 3 Reading

Both the sta ge m lI sical a nd th e film version are based on the life of Eva Peron. However , m a l1\' a mo n g the \ olln ge r generations may well ask, "Who exactly was Eva Peron~ \\'as she ~l sin ge r. an ac tress or a dancer ? Is that why Madonna was chosen to portr;w he r life in th e film? "

El

Eva, or Mari a E\'a DlIarte . as ,,'as h er full name, was born in Los Toldos , a suburb of Buenos Aires in 19 19 . That was when she met her future husband Colonel Juan Peron , Despite the upper classes' reservations, the couple got married the following year .

El

A group of youn g army offi cers - including Peron - had taken control of the government in 1943, and Peron rose rapidly. He first became Secretary of Labour and Social Welfare, and from that position he brought labour unions under governm ent control and greatly helped the under-privileged. In 1946, when he had accumulated enough power to run for president, he changed the face of Argentina's politics by founding the 'Peronista' party.

a

Eva Peron, wh o had alread y given up her acting career, played a major role in her husband's success. As first lady, she managed labour rel ations by organising labour unions and had a very strong influence onJuan Peron's political decisions. Eva was largely responsible for the popular following of Per on's regime and she was adored by the masses, who affectionatelv called her Evita, because she increased welfare benefits for the workers and promoted women's right to vote .

a

a

T he director wanted to give the film anauthentic touch, so some scenes had to be shot at the presidential palace in Buenos Aires. Despite these setbacks, Madonna persisted and even talked to the president personally and eventuall y persuaded him, With her performance as Evita, she managed to win the hearts of many people including the Argentinia n s.

b. Read the se ntence s A-F below and underline all the reference items. Look back at the text and guess what each item refers to. Then underline all the reference items appearing in the text in the sentences immediately after a gap.

A In actual fac t. sh e was all of these things early on in her life , and later on she established herself as a prominent political fi g ure in Arge ntina. B Th er efore . it is not surprising th at the people of Arge ntina were deeply moved by her untimely death from can cer at th e age of thirty-three.

C T hi s first appeared on stage in both England and America and marked another success for Andrew Lloyd Webber, v;ho had ah'each' \\'on a numbe r of award s for his musicals. D He \\'on that year's election with a landslide victory, which was largely due to the support he got from the agricultural and indu stri al workin g classes . E Th e atmosph e re was not always perfect, though , as man y Argentinians were horrified at the idea of Madonna

portrayin g th eir idol a nd the president was at a loss whether to grant permission for filming at the palace or not. F She started her actin g career at the age of fifteen and by 1944 she was a popular radio and film actress.

~

c.

Read the text and sentences A-F again. Circle all the vocabulary items in the sentences which are relevant to words/ phrases used in the text.

d.

Circle all the sentence li nkers in the text and sentences A-F. What does each of them express?

e. Choose from th e sentences A-F the one which fits each gap (1-6) in the text. Before deCiding, pay attention to the vocabu lary , refere nce items an d se ntence linkers both in the text and the sentences. Remember that there must always be some log ica l co nnec tio n between the sentences before and after each gap and the correct option. Write your answers in the bo x ne xt to each gap in the text.

GII

~ RL'adi I ~ UNIT 3

Examination Practice Mtlnli lJ;)

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To successfully complete Part Three of the Reading Comprehension Paper, make sure you do the following: • Read the rubric and the title of the text carefully, as they give you a general idea of what the text is about. • Read through the text once quickly to understand its gist and what each paragraph is about. • Read through the options quickly. Remember that the last sentence is always an example which completes the first gap (0) in the text. There is also one extra sentence which does not fit any of the gaps. • Read the sentences before and after each gap and decide what the missing sentence is about. • Read the options again and decide which of them fits the gap. Pay particular attention to the vocabulary, reference items and sentence linkers both in the text and in the options. There must always be some logical connection between the sentences before and after the gap and the correct option . • After you haye completed all the gaps, read through the completed text and make sure it makes sense. Read the option that you did not use and make sure that it does not fit any of the gaps in the text. You are going to read an article about dictionaries. Eight sentences have been removed from the article. Choose from the sentences A -I the one which fits each gap (1-7). There is one extra sentence which you do not need to use. There is an example at the beginning (0).

A very basic r equire m ent for an ybod y e mbarking on the stud y of the En glish lan gu age is without doubt a copy of a good dictionary. Nowad ays, acquirin g a dictio na ry is n ot a ver y difficult tas k. All it in volves is a tr ip to o ne's nearest boo ksh o p wh e re a health y selection is bound to be available. I

B

It is less th a n six hundred years since th e first attempt at compiling a dictio nary of th e En glish la n guage was made . H owever , th e advent of the first dictio nary goes even fu r ther back in time th a n th at. T he actual dictionar v con sisted of clay tablets e n graved with cuneiform writing, a primitive fo rm of wr itte n la n guage. The Gree ks a nd the Ro m an s also produ ced lexical lists su ch as Appolo nius' glossary of wor ds an d p h rases u sed by Homer. The first alphabeticall y ordered glossar y was put together by Verriu s Flaccus in Rom e ar ound the ti me of the birth of Christ.

El

From the collapse of Imperial Rome until the end ofthe Middle Ages very little d evelopment was going o n in Europe in all areas of huma n culture including written lan guage.EI Therefore, it is not surprisi ng that the first atte mpt at compilin g a complete sin gle la n g uage dictio na ry was carried out by the Arab Kh alil ibn Ahmad . T h e stud y of Arabic also e nco uraged th e compilatio n of a H ebrew dictio nary. T he Storeho use for Children or Clerics', which was written by the English monk Galfridus Grammaticus and was printed in 1449, could be regard ed as the first En glish dictionar y.a In actu al fact, a dictionar y of English like the o nes we a re fa miliar with today did not appear until 1604. It was th e work of Robert Cawdry a nd consisted of difficult English vocabular y a nd their definitio n s in simpler la n g uage . However , it was no t yet r eferred to as a dictio nar y, but 'A T able Alphabe tical'. H e nry Cocke ra m was the first to use the word 'dictionar y' to d escribe this type of refer en ce book.

B

D

A variety of dictio naries followed Cockeram's work but without much success. T his wor k p roved to be so popular that it became the cornerstone of all literary endeavour well into Victorian times. Because ofthe ad vancement in the standards of educati on , by th e middle of the nineteenth ce ntury there was a much greater need for th e use of reference books like dictionaries. The full set is made up of twenty volumes, h ardl y a req u ir e me nt fo r a high school student. It is h owever pub ish ed in concise form as well , along with othe r pu blication s of re pu table status.

UNIT 3

Hm';e\'er.

thi ~ i ~

Reading _

!lot e ntirely true , as that book actually included only a list of 10,000 Latin synonyms of English

word s. Ne\'erth eless. neither of these glossaries was a complete dictionary of either language. Dr Samu el J ohn so n changed all that in 1755 with the publication of his two-volume lexicon 'A Dictionary of th e En glish La nguage'. His publication ",'as e ntitled 'The English Dictionarie' and appeared in 1623. Apart from definitions, some dictionaries included etymology and pronunciation . This is thought to h ave taken place during the reign of King Ashurbanipal of Assyria in the seventh century BC. Therefore , man y new ones were published and the Oxford English Dictionary became the most comprehensive dictionary ever produced. The Middle East, on the contrary, was going through a period of advancement. However, this would not have been the case a few hundred years ago.

_

Reading UNI' 3

Vocabulary Expansion

........................................... .................................................. ................................ ................................. ...... ..... ..... ............. ........... .. .............. ..................... .. ............ .. ... .......

o

The sentence linkers in the box below are often used in a text to relate an idea to something that has been mentioned in a previous sentence. Group these words/phrases under the correct heading according to their general meaning.

also finally just then

at the same time because of this before that besides consequently despite this for this reason furthermore however in addition in other words for instance meanwhile moreover nevertheless on another occasion on the contrary on the other hand since then that's why therefore though yet

ADDING EMPHASISING CLARIFYING

Read sentences

EXPRESSING CAUSE OR RESULT

EXPRESSING CONTRAST I

REFERRING TO TIME

1-10 below and the words/phrases A-E under each of them. Decide wh ich three of them can

be used instead of the word(s) in bold in each sentence, because their meaning is similar to or more general than that of the word(s) in bold.

1 With over 120 ethnic groups Australia is one of the most culturally diverse countries in the world . A minorities

B racial groups

C political parties

D natio nalities

E d escendants

2 Ad vanced radar systems are the backbone of every modern military machine.

A tracing systems

B radio equipment

C tracking devices

D military symbols

E warnin g mechanisms

3 A lot of mod ern cities are burdened with overpopulation and pollution . A metro polises

B capitals

C urban areas

D rural areas

E densely populated areas

4 Ai rline passengers are protected by international law for any losses su ffe red durin g a trip . A passers-by

B customers

C travellers

D onlookers

E users

5 Norway's coastline is broken by thousands of fiords . A lakes B strips of sea C expanses of water D waterfalls

E inlets

6 Wild beasts roamed the earth for thousands of year s unhindered by man. A creatures

B animals

C harmful insects

D living thin gs

E primitive tribes

D lounges

E accommod ation

7 The r esort offers man y styles of cabins to holidaymakers. A huts

B lodgings

C compartments

UNIT 3 Reading ~

8 The cin ':-;

ll1 ~li 11

d!! Llnio l1 is the hundred s of grill rooms scattered in th e ce ntral districts .

A rest,llI ]';11 11 -.:

B ea ter ies

C d inin g room s

D steak-h o u ses

E h ostels

9 T h e \'ill age i." \\cll -kI1O\\11 il1 the regio n for its strange inhabitants. A citiz e ns

B \i llage r s

C livestoc k

D local peo ple

E r eside nts

10 Our hobbie s 1100\dcld\S d ine r grea tl y fr om th ose enjoyed by people 100 years ago . A occu patio ns

E)

B i11 \ es tm e n ts

C p astimes

D careers

E acti vities

Read sen tences 1- 10 below and the words A-E under each of them. Decide which three of them are related to the same top ic as the word/ phrase in bold in each sentence and are often found in the same context.

1 A good education syste m is th e cornersto ne of ever y ad van ced society. A univ er sities

B knowled ge

C community

D p arliam e nt

E tuitio n

2 T h e government m u st urge ntly take m eas ures to p reve nt a further r ise in inflatio n. A d e partme n t

B p olicy

C jury

D minister

E bisho p

C p yra mid

D castle

E suit of armour

3 I e nj oy read in g mediaeval tales . A kni gh t

B temple

4 Geolog ists p redicted the eru p tio n of the volcano, th erefore, saving tho u sands of lives . A terro rists

B lava

C sand

Dash

E active

D ingredie nts

E star vatio n

D stage

E box-office

S Fre nch cuisine is regarded as bein g th e best in th e world .

A cutle ry

B coo ki n g

C di sh

6 Cinema is th e art fc)rm th at bes t represe n ts o u r time s, A d irector

B film star s

C playwrigh t

7 Accordin g to the v;eather fo recast, there will be snow in th e n orthe rn p arts of the country to m orrow. A fl ake s

B ice-cube

8 Man y publications A pro p ert \

to

C blizza rd

D skiin g

E sh ower

be f()lllld o n boo kstalls are ofl ow intellectual qu ality. B editor

C prin tin g

D cam paign

E author

9 Countries a-.: \\c k11( )\\ ! he m to d ay are a nin etee nth ce ntury con cept. A ind e pe nclell !

10 Landscape s A h il l:-;

IL l \

B horclers

l ' ,I

h\ ~ I \

-.:

hee n

B fe nil e

Cl

C cottages

D peasants

E po pulation

D wood s

E vision

fa vou r ite subj ect fo r p ainters. C nature

MULTIPLE MATCHING I In Part Four of the Reading Comprehension Paper you are often asked to locate specific information in several short texts and match a number of questions with the texts. Usually there are between four and nine short texts related to a common theme. In this unit we will explain, develop and practise the strategies and techniques which you will need to successfully do this type of task.

Developing Strategies _1111 i

o

a. Read

I)

When you h ave to d ecide wh ether a statement is tr u e or not according to a give n tex t, always r ead the stateme nt and the corresponding p art of the text carefull y. Re mem ber tha t a statement is true only if the whole idea that it expresses is clearly mentioned in the text - although usually not in the same words. Therefo re , p ay special atte ntio n to all the pieces of information - including specific details - which are presented both in the text and the statement. This three-bedroom semi-detached house is situated on a quiet suburban avenue. It has two large reception rooms and a front-facing dining room with a large bay window. There is also a n exte nsion at the back, housing a large kitchen and utility room. The upstairs ba throo m s a nd d ow n stairs toilet h ave recently been mod ernised. There is a large fro nt and back garden , with ample parking space for two cars in the driveway.

real

a

estate

publication , and

statements are true according to the text and tick the corresponding boxes. What are the reasons for your choices?

1 The house is protected fro m noise. 2 T he house has got two fl oors. 3 The house is completely surrounded by a gard en. 4 T he house is being offered at a good price . S T he hou se was partly redecorated a short time ago.

6 T he house is within walkin g distance of p ublic transpor t.

b.

\\'hen matching statements with short texts, scan each text and look for the specific information mentioned in each of the statements. To make sure that a statement is true according to a text, find clues (words/phrases) in the text which verify the statement.

1 The house is protected from noise. 2 The house has got two floor s. 3 The house is completely surrounded by a garde n.

B

D D D D D D

Read the following texts A-C, wh ich come from the same puol ication as the text in a. Then match each of the statements 1 -6 with the appropriate text by ticking the corresponding boxes. Some ot the statements may be matched with more than one text. In the spaces prOVided, write the clues found in the texts which verify your choice.

This beautiful detached villa, situated in a large ornamental garden, is a steal at the asking price, as the owner wants a quick sale. It has three reception rooms and four bedrooms, two of which are en-suite, a separate bathroom and a library. It is just a five-minute d rive from the local main line station, which is within the London area. []

A

the

statements 1 -6. Decide which of the

amD1I, I)

This luxurious, one-bedroom, self contained Oat is vcry yuict despite being situated on a busy st r('et. as the previous owner invested in top-of-thc-range double-glazing. The reception room is open-plan, incorporating dining. living and kitchen facilities in one large space. It is a two-minute walk to the nearest underground station and all the otlwr necessary amenities arc virtually on the doorstep. Private parking is also available. A

the following text, which comes from

c

D D D D D D D D D

UNIT 4

A

B

Reading EII

C

D D D The hou se was p artly red ecorated a short time ago. D D D The house is within walkin g distance of public transport. D D D

4 The house is be in g ofFered at a good price. 5 6

o

a. Read the following short texts A-Of in which four people discuss a visit to the theatre. How does each person feel about it?

I had some business associates from Japan here and decided to treat them to a West End show. It's not something I usually do, as I'm inclined to get a little bit bored sitting in a theatre for a few hours. It wasn't too bad, I suppose, but I was more concerned about getting the contract I was after.

I'm going on Saturday night. I mean, I really want to see it as the book is my all-time favourite. However, I haven't been to the dresscircle at the theatre for years. I really hope that I don't make a fool ofmysel£ ·

D

MlnA, I)

b.

When th e texts ar e about different people, the statements often include verbs (prefer, accept ete.) or adjecti ves (glad , critical ete.), which describe a perso n 's feelin gs, a ttitudes o r opinions. When matching su ch statements with the texts, try to find words/phrases in the texts which correspond to the meaning of the verbs/adjectives included in the statements. 1 T his p er son is indiffe re nt

to

going to the theatre .

2 T his p er so n was di sa ppointed by the perfo rmance.

3 T his per so n is glad

to

ha\'e been to the theatre .

4 T his p er son admits ha\-in g mad e a mistake.

5 T his p er son is a n xio ll s abo ut going to the theatre. 6 This p er son r eally e njoyed th e play .

Read the texts A-O again and match each of the statements 1-6 below with the appropriate text. In the spaces provided write the words/phrases in each text which helped you choose your answers.

D D D D D D

ED Rl';lding UNIT 4

E)

a. The texts A-F below come from a newspaper article which is about the different means of transport some people use to get to London Heathrow Airport. Skim through the texts and complete the chart below.

Colin tr;wel to Heathrow at least once every two or three weeks. My mother and father are old and n e ither of them is in very good health, so I regularly travel to Glasgow to see them. I usually catch the first flight on Saturday morning and the last one back on Sunday night. As I live in South Kensington, I used to catch the Piccadilly Line, but there were so many hold-ups and I even missed my flight once because someone had stupidly left a suitcase on a train, causing a security panic. Luckily, I heard about the A 1 Airbus, which goes along Cromwell Road and has a stop just round the corner from my flat. The journey only takes about forty minutes, as there is hardly any traffic early on Saturday mornings or Sunday evenings. The one drawback is that it is a little more expensive than the underground, which is annoying, as buses are normally cheaper than trains.

D

Jennifer

Heathrow! I sometimes feel like I live there. You see, I work for a courier service and go there every day. I always take a cab from the office. I usually have sacks of documents with me and there is no way I could manage O f} the underground. The company I work for uses a firm of radio taxis, so I never actually pay the fare , but I do know that it's between forty and fifty pounds, depending on the time of day and the traffic. Of course, supposing I wanted to get to Heathrow for a pleasure trip, I would definitely lIse a cheaper type of transport.

Annette I work as a flight attendant for a Middle-Eastern airline and I live just by the tube station in Bayswater. The Heathrow Express train from Paddington is a blessing. It's only one stop from Bayswater to Paddington on the tube and then I hop on the Express, which leaves every fifteen minutes. It never takes me longer than half an hour. Omitting the fact that it costs double the underground fare, it is more efficient, since it

Name ,

13

a a m

Colin

, Jennifer

11

a

AnneHe Philip Maude Graham

Type of transport

takes less than half the time. I always which is · rarely the case on the tube. really get the chance to sit much on flights, I really need that comfort on work.

o

get a seat, As I don't any of my my wav to

Philip

I have a house in Switzerland , so I travel to Heathrow about four or five times a year to catch a plane to Geneva. I live in Hampstead and always take the tube. In fact , this is really the only way for me to get relatively hassle-free , from where I live to Heathrow using public transport. People are always complaining about hold-ups on the line, but I always give myself plenty of time to get there. I suppose if I were on a tight business schedule, I'd be fuming like everyone else.

D

Maude

I'm very busy running a business, so I don't have much time for holidays. My father retired and moved to the South of France four years ago , so, when I find myself with a few days free, I just jump in my car and drive to Heathrow. It usually takes me about an hour. Then, I just get on the next available flight out. I leave my car in the long term car park. It costs me ten pounds a day, but I don't mind paying, as I'm never gone for more than three or four davs. I don't want to mess around with public transport anyway, as my mother always gives me a long list of stuff to bring over.

D

Graham

I think they could jazz Heathrow up a little. It's so dead, especially in the departure area. I'm a Drum 'n' Base DJ and fly out of there fairly often to do gigs at different European venues. I live in central London and I'm always very busy , so I find the limo bike service the best way of getting to Heathrow. It picks me up at my flat and takes me to the appropriate terminal in about forty minutes. They also provide all the necessary protective clothing, for the ride. For thirty-five quid, it's not a bad service at all.

Reasons for going to Heathrow (business or personal)

....,. 4

."nli l) In Part Four of the Reading Comprehension Paper you have to answer a number of questions by picking out the appropriate information from a number o f texts (options). Skimming through the texts allows you to understand the gist of each text. This enables you to eliminate some of the options for each question, before scanning the texts for specific information.

Readinga .

b. Read the following questions. Using the chart that you completed in a, eliminate one or more from the options A-F for as many of the questions as you can. Write the options that you eliminated in the spaces provided. Give reasons for your choices.

Which person or people 1 is on his/her feet a lot at work ? 2 travels only at weekends? 3 has the shortest journey time? 4 doesn't pay his/her own fare?

5 is relieved to have fo und a new means of transport? 6 visits his/her parents? 7 complains about the fare? 8 travels to many destinations? 9

has a lot to carry?

10 is in the music business? 11

uses the most expensive means of transport?

12 goes to his/her holiday ho me?

_,nAi l)

c.

After you have skimmed through the texts and the questions, read the first text carefully. Deal with the questions as if they were statements and decide if they are true according to this text. Do the same with the rest of the texts. You will discover that, as you go along, you will have fewer questions to answer, so your task will become easier. Answer each question by writing the letter corresponding to the appropriate text in the box next to the question. If a question can be matched with two texts, two boxes will be provided for your answers, which you may give in any order.

Which person or people is on his/her feet a lot at work? travels only at weekends? has the shortest journey time? doesn't pay his/her own fare? is relieved to have found a new means of transport? visits his/her parents? complains about the fare? travels to many destinations? has a lot to carry? is in the music business? goes to his/her holiday home?

Read the texts on page 32 again. For questions 1- 1 5 choose from the people A-F. Look for clues in the texts, keeping in mind the options that you eliminated in

above. Write the appropriate

letter(s) in the box(es) next to each question and the clues found in the texts in the spaces prOVided.

a

El El

a a

D D

a m ID la III

IJ

b

ID Reading UNIT 4

Examination Practice

tifllDli la To successfully complete Part Four of the Reading Comprehension Paper, make sure you do the following: • • • •

•

Read the rubric and the general title of the texts (if there is one) carefully, as they give you a general idea of what the texts are about. Skim through all the texts to understand the gist of each of them. Skim through all the questions once. Scan the first text and find if there is any specific information which corresponds to an y of the questions. Keep in mind that you are looking for words/phrases in the text which mean the same as the questions. Do the same for the rest of the texts. Answer each question, by writing the letter of the appropriate text in the corresponding box. If there are two boxes next to a question , this means that two texts can be matched with that question.

You are going to read a magazine article about the different actors who have played the role of James Bond in various film productions. For questions 1-13, choose from the actors A-E. The actors may be chosen more than once. When more than one answer is required these may be given in any order. There is an example at the beginning (0).

Which actor or actors was the book writer's choice ?

c

appeared in the least popular Bond film ?

D

has been honoured with an award for his performance?

A

has also appeared on stage ?

D

was expected to star in an earlier Bond film ?

E

contributed most to the success of the Bond films ?

A

a ppeared in the role only once ?

B

got married in the role ?

B

had never acted before ?

B

was actually the correct nationality for the role ?

c c

has appeared as Bond the most often ? starred in a successful television programme ?

c

E

UNIT 4 Reading

For almost forty years now the cinema-going public have flocked to theatres worldwide to see the latest Bond film. Here we take a look at some of the actors who have portrayed the debonair secret agent 007 in the various film productions.

'The Saint' . In 1962 , whe n audition s were being held fo r

Sean Connery

'Or No', l an Fleming, the author ofth e Bond stories, had

H e was the fi rst of the Bo nds, and probably th e one most

said th a t h e wo uld like Moo r e to play hi s h e r o. All

res p o n sible fo r th e success of the seri es . Co nnery h ad

together , Moore played th e role of 007 seven times.

alread y appea r ed in a num ber of film s, b u t it was hi s

Moor e was th e o nl y actor th at was prop erly qu alified to

d ebut as Bo nd in 1962 in ' Or No' th at sh o t hiin to interna ti o na l stardom. H e m ade six Bo n d fi lms in th e

play Bo nd , as h e - unlike all th e oth ers wh o po rtrayed 007 - was bo rn in En gla nd . Moore gave up playing Bo nd in 1985 after completin g 'A View to a Kill. '

sixties an d earl y seyenties and appeared as Bond fo r th e las t time in th e film 'Neyer Say Neyer Again' in 1983 . H is career also includes several other film s, o ne of which 'The

Timothy Dalton

Untouchables', earn ed him an Oscar for Best Su p portin g Acto r in 1987 .

Dalton \vas first con sidered for th e part of Bo nd in 197 1, bu t it was not u ntil 1987 th at he appeared in 'The Living Day lights', the first of th e two Bo nd films he played 007

George Lazenby 'On Her Maj esty's Secret Seryice' is regarded as one of the best Bo nd film s. I t is a lso th e o nl y o n e fea turin g th e Australian born George Laze nby in the title role. U ntil he

in . ' '''elsh by birth , Dalton played Bond the closest to how he was portrayed in l an Fle ming's novels. Dalto n's career incl udes ap peara nces in ma n y diffe re nt film s and seria ls and - unlike the other Bonds - he has had roles in th eatre

played 007, he had never disp layed his actin g abilities, but he was fa miliar to m ost a udie nces as th e mod el wh o

productions too. Dalto n 's second Bo nd film , 'Licence

ad vertised a well-kn ow n ch ocola te bar o n Br itish te levisio n . Befo re th e film 's co mpl etion, Laze n by ha d a lread y a nn o un ced th a t h e wo uldn 't be sta rrin g in

least su ccessfu l at th e box office .

a nother Bond film becau se of all th e p roble m s h e h ad

to

Kill' , co ntai n ed th e m os t viole nce to d ate a nd was th e

11

Pierce Brosnan

had with the producers and director of the film . Laze nby

I r ishma n Pierce Bros n a n was h a iled the 'Bo nd of th e

made a unique Bo nd in th e se nse th at he was th e o nl y o ne to ta ke a wife on scr ee n . Aft e r hi s ro le as Bo nd ,

90s' . H e was originall y supposed to star in 'The Living

Lazenby mor e or less faded in to obsc urity .

Roger Moore Moore's fir st a ppea ra nce

(IS

Bo nd was in the 1973 film

'Live and Let Die' . H e \\"as. hO\\ e \ er, no stra n ger to th e British public because ()f h is ro le in the television series

Day lights,' bu t he was un abl e to d o so , as h e was still under contract to play th e role of Remmington Steele in th e hit te levisio n se ri es of th e sam e n a m e. Brosn a n appeared as 007 in 'Golde n Eye', 'Tomorrow Never Dies' a nd 'The World is Not En o ugh .' I t's worth m e ntioning th at Pierce's wife, Cassandra H arris, used to be a Bondgirl in the 1970s.

EIII

lED Reading UNn .Vocabulary Expansion

................................................................................ .......................................................................................................................................................................................

o

Read the statements a-i below and complete the blanks on the right using the adjectives in the box to describe each speaker's attitude, opinion or feelings.

relieved worried frightened impressed annoyed embarrassed confident critical bored surprised

a It was the best performance I had ever seen!

b

I felt terrible when I spilt the coffee all over the manager's suit.

c I was so glad when it was over.

d I found the exam easy and I was sure I had done very well. e I was against many parts of the plan and expressed my objections in detail.

f I froze in my seat, unable to move, and I could hear my heart beating. 9 The way he was constantly staring at me was so irritating.

h I couldn't get to sleep because I kept thinking about the court case.

e

i

I think it was the dullest lecture I had ever been to.

i

When I saw the examination results, I couldn't believe my eyes.

Look at the words below and write them in the correct place in the table below the box, according to their general meaning.

accuse activity alter basic bring about charge

CAUSE CHANGE CONTAIN DRAWBACK

MAIN MODERN

chief compnse condemn convert contemporary create

---

criticise current disadvantage duty find fault flaw

generate handicap hold responsible include incorporate involve

lead to leading minus mISSIOn modify present day

pnmary principal produce provoke reform reproach

role shift transform up-to-date weakness weak point

URn ..

a.

Look at the grid below and tick the appropriate boxes to indicate the context(s) in which each of the verbs on the left can be used ..

alter modify transform shift reform

b.

, '

Read the following sentences and decide which answer A, B, C or 0 best completes each of them.

1 The _______ economic climate is not helping the unemployment situation. A modern

B contemporary

( current

D up-to-date

2 The police officer did his _______ by arresting the man who committed the crime. A role

B duty

( mission

D function

3 The _______ point of the president's speech was the need for economic reform. A chief 4

B primary

( principal

D main

J ulie was born deaf, but she has learnt to live with the _ _ _ _ _ __ A flaw

B disadvantage

( handicap

D drawback

5 The exhibition _______ the artist's most famous paintings. B contained ( incorporated A comprised

D involved

6 The government - - - - - - - the terrorists' actions. (condemned B blamed A charged

D accused

7 The hotel was slightly _______ to accommodate people with special needs. ( transformed D reformed B converted A modified

8 The A function 9

Reading Em

was considered successful by everyone who took part in it. B duty ( mission D activity

The company's fil es were all _ _ _ _ _ __ A current

B up-to-date

(modern

D contemporary

10 The failure to fo llow proper business practices _______ to the company's bankruptcy.

A created

Bled

( produced

D provoked

CONSOLIDATION I In each of the units 1-4 we dealt with one of the fo ur parts which l1zake up the Reading Comprehension Paper. In this unit we 1vill tackle the paper as a whole, consolidating what has been taught so far. The Examination Practice Section consists of some exam tips which are relevant to all parts of the Reading Comprehension Paper and a complete Practice Test which follows the exact examination fornlat. Finally, there are two exercises where the vocabulary taught in the previous units is revised.

Examination Practice T he FCE Readin g Comprehension Paper contains 35 questions altogether. T he number of questions in each part and th e marks they carry are presented in the following table .

·PART

TASK TYPE Multiple matching Multiple choice Capped text Multiple matching

6-7 7-8 6-7 13-1 5

(two marks per question) (two marks per question) (two marks per question ) (one mark per question)

tAflI111 ill) • In the Cambridge First Certificate Examination you have one hour and fifteen minutes to complete the Reading Comprehension Paper. It is advisable to spend between 15 and 20 minutes on each of the four parts. Do not spend too much time on any one of the parts, because you will not have enough time to answer the rest of the questions. • Always read the rubric and the title of the text carefully, as they give you a general idea of what the text is about. Read also the example given in Parts 1, 3 and 4. • Before answering the questions , skim through the text and make sure you understand its gist. • When dealing with Parts 1 and 2, start with the questions whose answers seem more obvious or easier to find. Then, try to answer the rest of the questions by reading the corresponding part(s) of the text more carefully. • If you have difficulty in answering a question in Parts 1 and 3, perhaps it's because you have already used the correct option in a previous question. Therefore, go back to the previous questions , check your answers and revise your choices if necessary. • Remember that you must always find some evidence in the text to justify your answer. • Do not spend too much time on one particular question. If, despite your efforts, you cannot find the answer, leave it and move on to the next question. When you have answered the rest of the questions, go back to the one you haven't answered , think about it again and , if you still haven't found the answer to it, make an 'educated guess', that is a guess based on what you have read. Do not leave any questions unanswered. A guess is better than no answer at all. • In the Cambridge FeE Examination you must mark your answers on a separate answer sheet, which is similar to the one provided at the end of this book (page 127). Write your answers on the question booklet first and then transfer them to the answer sheet. Make sure you have plenty of time both for transferring your answers onto the answer sheet and for checking them again. Be sure to mark the appropriate box (only one) for each question.

UNIT 5

Readingft--

PARI I You are going to read an information sheetabouta hotel in Sweden. Choose the most suitable heading from the list A-I for each part (1 -7) of the text. There is one extra heading which you do not need to use. There is an example at the beginning

(0). Approp riate \rardrohe supplied at check-in Recreation and sen 'ices available A seaso nal building C OS Y conditions on ice A rendezvou s point to remember

In harmony with its surroundings Artificial Arctic pleasures Different enquiries in familiar circumstances A very driginal idea

lJhe I If you are looking for an experience in accommodation, look no further than Swedish Lapland, 125 miles inside the Arctic Circle. The hotel is situated on the banks of the Torne River in the polar village of Jukkasjarvi and is known, of course, as the Ice Hotel. Like any other hotel, it is frequented by visitors from all over the world. The major difference from all other hotels, however, is that it is constructed solely of ice and snow and has an average indoor temperature of _5° Celsius.

The hotel functions from the time it is rebuilt in December and remains open until it starts to melt away after the first rains in April or May. The following winter, the giant igloo is rebuilt all over again from scratch. This involves new designs, new rooms for the guests, new decor and a brand new reception every year.

hear being asked, however, are a little more unusual than you would in another hotel. "Will those lights melt the snow?", "Where can we put our luggage so that it doesn't freeze?" or the ultimate one, "Has anyone ever died of hypothermia while staying here?"

Each guest suite has been designed to be unique. The beds and furniture are carved from satin smooth blocks of ice and elaborate carvings have been sculpted into the walls. The use of hair dryers is, of course, prohibited. Layers of reindeer skins constitute the mattress on the bed and a reinforced nylon sleeping bag is provided together with a linen body-style nightgown.

The hotel itself is a dazzling spectacle - an icy white structure silhouetted majestically against an enamel blue sky. As it is built purely of mother nature's elements, it almost seems like a natural part of the landscape and creates a perfect union of architecture and environment.

A typical day at the Ice Hotel would include being woken in the morning with a hot drink spiked with a small amount of alcohol. After that, a visit to the sauna is a must. The rest of the day can be spent participating in anyone of the activities available, such as a snow scooter excursion to lake Vakkarajarvi, ice-fishing, dog-sledging or an excursion deep into the forest. In the evening, the guests round the day offby having a drink at the Ice Bar, where no ice-cubes are necessary as the glasses themselves are made of ice.

When guests arrive at the local airport, they are transported to the hotel over the arctic snow in a sledge drawn by a team of Alaskan husky dogs. On arrival at the hotel, guests' clothes are replaced by one-piece snowsuits made of beaver and nylon and fitted with air-lock cuffs. This apparel guarantees protection in temperatures as low as -22° Celsius.

J ukkasjarvi means C)c)

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© Binary Logic Ltd,

•

Campre

fOr the FeE examination This book provides students preparing for the Cambridge FeE Examination with step-by-step guidance and practice. in all parts of Paper 1. It systematically helps students develop and improve their reading skills necessary to succeed in the examination.

Reading Comprehension for the FCE Examination includes:

• Interesting texts taken from various sources and based on different topics • Clear explanations and useful exam tips • A variety of exercises providing thorough practice in Reading Comprehension and vocabulary building • Consolidation units • Five complete Reading Comprehension Practice Tests following the FCE Examination f01'1lULt • Sample answer sheet

The leacher's Book inclucles: • Key ove. printecl • Justification of answers • Definitions of all key worcls founcI in the texis • Notes

• Pholocopiallle Revision lesls '

ISBN:978-960-7955-88-3

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