46 PRACTICE 3 CANDIDATE D Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation You are planning to live on your own. How do you prepare yourself for this life? Task A: You have to learn how to manage your time. Why is this important? Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation You are planning to live on your own. How do you prepare yourself for this life? Task B: Discuss which of the following is the most important step to take to prepare yourself to live on your own. (i) Learn how to manage your money (ii) Learn how to cook (iii) Learn how to keep your home clean (iv) Learn how to manage your time
47 PRACTICE 4 CANDIDATE A Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Many teenagers like to watch movies. What type of movies do they like? Task A: Teenagers like to watch action movies. Why? Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Many teenagers like to watch movies. What type of movies do they like? Task B: Discuss which of the following is the most popular type of movie teenagers like to watch. (i) Action movies (ii) Science fiction movies (iii) Romantic movies (iv) Horror movies
48 PRACTICE 4 CANDIDATE B Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Many teenagers like to watch movies. What type of movies do they like? Task A: Teenagers like to watch science fiction movies. Why? Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Many teenagers like to watch movies. What type of movies do they like? Task B: Discuss which of the following is the most popular type of movie teenagers like to watch. (i) Action movies (ii) Science fiction movies (iii) Romantic movies (iv) Horror movies
49 PRACTICE 4 CANDIDATE C Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Many teenagers like to watch movies. What type of movies do they like? Task A: Teenagers like to watch romantic movies. Why? Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Many teenagers like to watch movies. What type of movies do they like? Task B: Discuss which of the following is the most popular type of movie teenagers like to watch. (i) Action movies (ii) Science fiction movies (iii) Romantic movies (iv) Horror movies
50 PRACTICE 4 CANDIDATE D Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Many teenagers like to watch movies. What type of movies do they like? Task A: Teenagers like to watch horror movies. Why? Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Many teenagers like to watch movies. What type of movies do they like? Task B: Discuss which of the following is the most popular type of movie teenagers like to watch. (i) Action movies (ii) Science fiction movies (iii) Romantic movies (iv) Horror movies
51 PRACTICE 5 CANDIDATE A Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation There is a need to promote healthy living among children. Who can help to do this? Task A: The mass media can help to promote healthy living among children. Explain. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation There is a need to promote healthy living among children. Who can help to do this? Task B: Discuss which of the following can contribute the most to promote healthy living among children. (i) The mass media (ii) Parents (iii) Schools (iv) Friends
52 PRACTICE 5 CANDIDATE B Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation There is a need to promote healthy living among children. Task A: Parents can help to promote healthy living among children. Explain. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation There is a need to promote healthy living among children. Who can help to do this? Task B: Discuss which of the following can contribute the most to promote healthy living among children. (i) The mass media (ii) Parents (iii) Schools (iv) Friends
53 PRACTICE 5 CANDIDATE C Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation There is a need to promote healthy living among children. Who can help to do this? Task A: Schools can help to promote healthy living among children. Explain. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation There is a need to promote healthy living among children. Who can help to do this? Task B: Discuss which of the following can contribute the most to promote healthy living among children. (i) The mass media (ii) Parents (iii) Schools (iv) Friends
54 PRACTICE 5 CANDIDATE D Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation There is a need to promote healthy living among children. Who can help to do this? Task A: Friends can help to promote healthy living among children. Explain. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation There is a need to promote healthy living among children. Who can help to do this? Task B: Discuss which of the following can contribute the most to promote healthy living among children. (i) The mass media (ii) Parents (iii) Schools (iv) Friends
55 PRACTICE 6 CANDIDATE A Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation There are many social problems today that affect our society. What are some of the problems? Task A: One social problem is illegal racing on public roads. Explain. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation There are many social problems today that affect our society. What are some of the problems? Task B: Discuss which of the following social problems poses the greatest threat to our society. (i) Illegal racing on public roads (ii) Drug - related issues (iii) Bullying in schools (iv) Misuse of the Internet
56 PRACTICE 6 CANDIDATE B Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation There are many social problems today that affect our society. What are some of the problems? Task A: One social problem is drug-related issues. Explain. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation There are many social problems today that affect our society. What are some of the problems? Task B: Discuss which of the following social problems poses the greatest threat to our society. (i) Illegal racing on public roads (ii) Drug - related issues (iii) Bullying in schools (iv) Misuse of the Internet
57 PRACTICE 6 CANDIDATE C Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation There are many social problems today that affect our society. What are some of the problems? Task A: One social problem is bullying in schools. Explain. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation There are many social problems today that affect our society. What are some of the problems? Task B: Discuss which of the following social problems poses the greatest threat to our society. (i) Illegal racing on public roads (ii) Drug - related issues (iii) Bullying in schools (iv) Misuse of the Internet
58 PRACTICE 6 CANDIDATE D Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation There are many social problems today that affect our society. What are some of the problems? Task A: One social problem is misuse of the Internet. Explain Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation There are many social problems today that affect our society. What are some of the problems? Task B: Discuss which of the following social problems poses the greatest threat to our society. (i) Illegal racing on public roads (ii) Drug - related issues (iii) Bullying in schools (iv) Misuse of the Internet
59 PRACTICE 7 CANDIDATE A Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation It is important that a group project be successful. Discuss ways to ensure the success of a group project. Task A: One way is to choose the right team. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation It is important that a group project be successful. Task B: Discuss which of the following can best ensure the success of a group project. (i) Choose the right team (ii) Distribute the work equally (iii) Set a realistic plan (iv) Have good teamwork among members.
60 PRACTICE 7 CANDIDATE B Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation It is important that a group project be successful. Discuss ways to ensure the success of a group project. Task A: One way is to distribute the work equally. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation It is important that a group project be successful. Task B: Discuss which of the following can best ensure the success of a group project. (i) Choose the right team (ii) Distribute the work equally (iii) Set a realistic plan (iv) Have good teamwork among members.
61 PRACTICE 7 CANDIDATE C Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation It is important that a group project be successful. Discuss ways to ensure the success of a group project. Task A: One way is to set a realistic plan. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation It is important that a group project be successful. Task B: Discuss which of the following can best ensure the success of a group project. (i) Choose the right team (ii) Distribute the work equally (iii) Set a realistic plan (iv) Have good teamwork among members.
62 PRACTICE 7 CANDIDATE D Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation It is important that a group project be successful. Discuss ways to ensure the success of a group project. Task A: One way is to have good teamwork among members. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation It is important that a group project be successful. Task B: Discuss which of the following can best ensure the success of a group project. (i) Choose the right team (ii) Distribute the work equally (iii) Set a realistic plan (iv) Have good teamwork among members.
63 PRACTICE 8 CANDIDATE A Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Television provides many useful programmes for us. Discuss a television programme that is useful in our daily lives. Task A: Television programmes on travelling. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Television provides many useful recreational programmes for us. Discuss a television programme that is useful in our daily lives. Task B: Discuss which type of television programme is the most useful in our daily lives. (i) Travelling. (ii) Cooking. (iii) Health issues. (iv) Current issues
64 PRACTICE 8 CANDIDATE B Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Television provides many useful recreational programmes for us. Discuss a television programme that is useful in our daily lives. Task A: Television programmes on cooking. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Television provides many useful recreational programmes for us. Discuss a television programme that is useful in our daily lives. Task B: Discuss which type of television programme is the most useful in our daily lives. (i) Travelling. (ii) Cooking. (iii) Health issues. (iv) Current issues
65 PRACTICE 8 CANDIDATE C Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Television provides many useful recreational programmes for us. Discuss a television programme that is useful in our daily lives. Task A: Television programmes on health issues. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Television provides many useful recreational programmes for us. Discuss a television programme that is useful in our daily lives. Task B: Discuss which type of television programme is the most useful in our daily lives. (i) Travelling. (ii) Cooking. (iii) Health issues. (iv) Current issues
66 PRACTICE 8 CANDIDATE D Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Television provides many useful recreational programmes for us. Discuss a television programme that is useful in our daily lives. Task A: Television programmes on current issues. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Television provides many useful recreational programmes for us. Discuss a television programme that is useful in our daily lives. Task B: Discuss which type of television programme is the most useful in our daily lives. (i) Travelling. (ii) Cooking. (iii) Health issues. (iv) Current issues
67 PRACTICE 9 CANDIDATE A Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Fruits and vegetables are important source of vitamins. Discuss why people should grow their own fruits and vegetables. Task A: Good for the family budget. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Fruits and vegetables are important source of vitamins. Task B: Discuss which is the best reason why people should grow their own fruits and vegetables. (i) Family budget (ii) The environment. (iii) Health (iv) Making use of available land
68 PRACTICE 9 CANDIDATE B Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Fruits and vegetables are important source of vitamins. Discuss why people should grow their own fruits and vegetables. Task A: Good for the environment. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Fruits and vegetables are important source of vitamins. Task B: Discuss which is the best reason why people should grow their own fruits and vegetables. (i) Family budget (ii) The environment. (iii) Health (iv) Making use of available land
69 PRACTICE 9 CANDIDATE C Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Fruits and vegetables are important source of vitamins. Discuss why people should grow their own fruits and vegetables. Task A: Good for health. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Fruits and vegetables are important source of vitamins. Task B: Discuss which is the best reason why people should grow their own fruits and vegetables. (i) Family budget (ii) The environment. (iii) Health (iv) Making use of available land
70 PRACTICE 9 CANDIDATE D Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Fruits and vegetables are important source of vitamins. Discuss why people should grow their own fruits and vegetables. Task A: Good for making use of available land. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Fruits and vegetables are important source of vitamins. . Task B: Discuss which is the best reason why people should grow their own fruits and vegetables. (i) Family budget (ii) The environment. (iii) For health (iv) Making use of available land
71 PRACTICE 10 CANDIDATE A Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Tiredness is normal part of life. Discuss ways to overcome tiredness. . Task A: Have a good sleep and rest Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Tiredness is a normal part of life. . Task B: Discuss which is the best way to overcome tiredness. (i) Have a good sleep and rest (ii) Have a balance between work and play (iii) Have healthy eating habits (iv) Exercise regularly
72 PRACTICE 10 CANDIDATE B Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Tiredness is a normal part of life. Discuss ways to overcome tiredness. Task A: Have a balance between work and play. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Tiredness is a normal part of life. . Task B: Discuss which is the best way to overcome tiredness. (i) Have a good sleep and rest (ii) Have a balance between work and play (iii) Have healthy eating habits (iv) Exercise regularly
73 PRACTICE 10 CANDIDATE C Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Tiredness is a normal part of life. Discuss ways to overcome tiredness. Task A: Practice healthy eating habits. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Tiredness is a normal part of life. . Task B: Discuss which is the best way to overcome tiredness. (i) Have a good sleep and rest (ii) Have a balance between work and play (iii) Practice healthy eating habits (iv) Exercise regularly
74 PRACTICE 10 CANDIDATE D Instructions to candidates: This test consists of two tasks. Task A and Task B. Task A is carried out first followed by Task B. You are given one minute to read the instructions and the tasks given. Task A: Individual Presentation (2 minutes) You have two minutes to prepare your response. You have two minutes to present your views. Listen to the others while they are making their presentations and take down notes for the group interaction in Task B. Situation Tiredness is a normal part of life. Discuss ways to overcome tiredness. Task A: Exercise regularly. Elaborate. Task B: Group interaction (10 minutes) You have two minutes to prepare for the discussion. You may maintain or change your views presented in Task A. In your discussion, you may support or oppose the other candidates’ views. At the end of the discussion, try to come to a group decision. You are given ten minutes for the discussion. Situation Tiredness is a normal part of life. . Task B: Discuss which is the best way to overcome tiredness. (i) Have a good sleep and rest (ii) Have a balance between work and play (iii) Practice healthy eating habits (iv) Exercise regularly
75 800/3 READING
76 GENERAL GUIDE AND TIPS FOR MUET READING No Item Description 1 Basic criteria for text selection Length (200-700 words), level of complexity (content and language), text type 2 Possible genres Articles from journals, newspaper and magazines, academic texts, electronic texts 3 Rhetorical style Analytical, descriptive, persuasive, argumentative, narrative 4 Skills tested Assessment will cover the following: i) comprehension skimming and scanning extracting specific information identifying supporting details deriving the meaning of words, phrases, sentences from context understanding linear and non-linear texts understanding relationships - within a sentence - between sentences recognising a paraphrase ii) application predicting outcomes applying a concept to a new situation ii) analysis understanding language functions interpreting linear and non-linear texts distinguishing the relevant from the irrelevant distinguishing fact from opinion making inferences iii) synthesis relating ideas and concepts - within a paragraph - between paragraphs following the development of a point or an argument summarising information iv) evaluation appraising information making judgements drawing conclusions recognising and interpreting writer’s views, attitudes or intentions
77 TIPS FOR READING GRAPHICAL TEXT Before Reading During Reading Determine the type of text and the elements used. Examine the titles, headings, captions and images. Recall what you already know about the topic or subject. Record some questions you might have about the information presented. Read all the labels and examine how they are related to the graphics. Follow the arrows and lines. Look for colour or symbols and the legend or key that explains them. Study the image carefully and use the figure number or title and key. words to find the related information in the text. Identify the relationships among the visual and information presented. TIPS FOR READING LITERARY TEXTS Before Reading During Reading Read the title and think what the passage might be about. Look at any illustrations. Look the text over and note its length, organisation, level of language and structure. Ask questions and make predictions. Form opinions and think about possible responses. Picture the settings, events or images in your mind. Make connections to what you already know.
78 PRACTICE 1 Questions 1 to 7 are based on the following passage. 1 2 3 4 People everywhere are living longer, according to the World Health Statistics 2014 published by World Health Organisation (WHO). Based on global averages, a girl who was born in 2012 can expect to live to around 73 years, and a boy to the age of 68. This is six years longer than the average global life expectancy for a child born in 1990. WHO’s annual statistics report shows that low-income countries have made the greatest progress, with an average increase in life expectancy by nine years from 1990 to 2012. The top six countries where life expectancy increased the most were Liberia which saw a 20-year increase (from 42 years in 1990 to 62 years in 2012) followed by Ethiopia (from 45 to 64 years), Maldives (58 to 77 years), Cambodia (54 to 72 years), Timor-Leste (50 to 66 years) and Rwanda (48 to 65 years). ‘An important reason why global life expectancy has improved so much is that fewer children are dying before their fifth birthday,” says Dr Margaret Chan, WHO Director-General. “But there is still a major rich-poor divide: People in high-income countries continue to have a much better chance of living longer than people in low-income countries.” Wherever they live in the world, women live longer than men. The gap between male and female life expectancy is greater in high-income countries where women live around six years longer than men. In low-income countries, the difference is around three years. 5 10 15 20
79 5 “In high-income countries, much of the gain in life expectancy is due to success in tackling non-communicable diseases,” says Dr Ties Boerma, Director of the Department of Health Statistics and Information Systems at WHO. “Fewer men and women are dying before they get to their 60th birthday from heart disease and stroke. Richer countries have become better at monitoring and managing high blood pressure for example.” Declining tobacco use is also a key factor in helping people live longer in several countries. (Adapted from World Health Statistics, 2014) 25 1 According to WHO, a boy born in 1990 can expect to live until the age of 62 A. True B. False C. Not stated 2 From 1990 to 2012, Cambodia showed an increase of life expectancy by nine years. A. True B. False C. Not stated 3 There is a major gap between rich and poor countries in terms of life expectancy since parents in richer countries have fewer children. A. True B. False C. Not stated 4 Fewer children under the age of five are dying because parents, income has increased. A. True B. False C. Not stated 5 Figure 1 shows that a boy born in 2012 in a high-income country can expect to live to the age of about 72. A. True B. False C. Not stated 6 Women live longer because fewer of them smoke. A. True B. False C. Not stated
80 7. In low-income countries, it is more difficult to control communicable than noncommunicable diseases. A. True B. False C. Not stated Questions 8 to 14 are based on the following passage. 1 2 3 4 5 Could nature tourism be bad for wild animals’ health? It is an idea that has been suggested in a recent report that tested for stress hormones in orangutan excrement. Researchers from the University of Indiana and eco-tourism group Red Ape Encounters spent 14 years studying two apes in Sabah, Malaysia, which were used to seeing humans. By testing the animals’ faeces they found that the orangutans’ stress levels were higher than normal the day after coming into contact with humans. “As for the unknown wild orangutans that were also able to gather samples from, we found numerically, but not statistically, higher stress hormone levels in these animals following contact with researchers than in the rehabilitated animals,” said Michael Muehlenbein, of the University of Indiana and one of the authors of the report. Muehlenbein is keen to point out that there was no indication from the study of any long term changes in behaviour of the orangutans, as Red Ape Encounters limits the number of people on their tours to seven and the visits to one hour. Yet pathological effects like impaired cognition, growth and reproduction could be a consequence of less sensitive wildlife tours, believes Muehlenbein. As the value of eco-tourism increases each year, so too do the chances of money being more important than animal welfare. However Liz Macfie, gorilla coordinator for the Wildlife Conservation Society and co-author of the International Union for Conservation of Nature’s (IUCN) “Best Practice Guidelines for Great Ape Tourism” believes that most eco-tour companies are trying to do the right thing. “More and more sites are trying hard to minimise the impact on the animals,” she said, pointing out the success of conservation and tourism projects with mountain gorillas in central Africa. “Mountain gorilla tourism is one of the reasons they have continued to flourish. They are the only sub-species of gorilla whose number is actually growing and they are visited by tourists on a daily basis. “The gorillas are worth more to Rwanda, Uganda and Congo because of the tourism. Not just the value of the tour, but the money the tourists then put into the local economy. So they have a monetary value.” 5 10 15 20 25 30
81 6 7 Yet Macfie is aware that only a limited number of sites could have the success seen with mountain gorillas. As long as travellers are aware of the environmental impact of the tours they take, and operators are adhering to the principles of the IUNC guidelines, Macfie believes that the growth in eco-tourism is generally positive. “Tourists don’t all want to drive around a savannah park with hundreds of other vehicles and I think that’s the same with ape tourism,” she said. Sometimes there can be over one hundred people crowded around feeding stations, looking at two or three orangutans that have come in. In that situation there’s great potential for disease transmission and interaction between humans and orangutans.” (Adapted from Orangutans stressed by eco-tourists, CNN, March 26, 2012) 35 40 8 Stress hormones can be found in animal faeces. A. True B. False C. Not stated 9 There are many wildlife tours that consider the impact of human contact on orangutans. A. True B. False C. Not stated 10 Not many visitors are interested to go on wildlife tours. A. True B. False C. Not stated 11 Eco-tourism companies are considered ethical although A. there appears to be an impact on the animal welfare B. monetary considerations seem to outweigh the welfare of the animals C. The Best Practice Guidelines for Great Ape Tourism are not strictly followed 12 Paragraph 5 illustrates the success story of A. conservation efforts and tourism B. inter-government efforts and wildlife conservation C. the breeding of animals and growing number of tourist sites 13 An increased number of tourists to savannah parks could lead to A. overfeeding of the apes B. too much interaction between humans and apes C. the spread of diseases between humans and apes
82 14 What is Macfie’s attitude towards eco-tourism in general? A. She is optimistic about the development of eco-tourism. B. She is apprehensive of tour operators’ commitment to the IUCN guidelines. C. She is sceptical about the awareness of eco-tourists regarding the environment. Questions 15 to 21 are based on the following passage. 1 2 3 4 5 Take a close look at your fingertips. Use a magnifying glass if you have to. Look at the whorls, loops and arches. If you have a concentric whorl, high chances are that you have high levels of initiative, enthusiasm and determination. You may also be independent, competitive and bossy. A tented arch is a sign of a good learner but it may also indicate impulsiveness. A loop pointing towards the thumb signifies an easy-going personality but at the same time, you could also be one sensitive soul. If you have a combination of all three, there is a high chance that you possess multiple characteristics and may even be volatile. Welcome to the world of “dermatoglyphics” or, in short, the business of selfdiscovery through the study of one’s fingerprints. Explaining how it all works is Marcus Leng, 29, from GeneCode International, which makes use of dermatoglyphics to provide consultation services on talent profiling for individual and corporate clients. A member of the American Dermatoglyphics Association with three years’ experience and having handled over a thousand cases, Leng was drawn to the field of fingerprint study when a Chinese professor did a scanning and analysis for him at a seminar. In 2006, Leng took a 10-day course in the subject at the Taiwan Overseas Chinese Convention Centre. The event was organised by the Overseas Compatriot Affairs Commission (OCAC) in collaboration with Yuen Ze University. Dermatoglyphics, asserts Leng, is not palmistry presented in a different packaging. “We do not give ‘predictions’ on what is going to happen. Instead, we adopt a positive stance by looking at the ridge counts which indicates a person’s learning efficiency and inborn talents,” says Leng. To show the relation of fingertip patterns and the personalities of an indivudal, Leng refers to the document entitled Using Dermatoglyphics From Down Syndrome And Class Populations To Study The Genetics of A Complex Trait. The thesis was written in 1990 by Thomas Fogle, an associate professor in the biology department at Saint Mary’s College, United States. Fogle’s research interests include the chromosomal study of humans and exotic zoo animals. According to Fogle’s paper, fingerprint patterns can start to form from as early as the sixth or the seventh week of fertilisation. Ridge growth and patterning is believed to coincide with nerve and tissue development. The whole process inadvertently boils down to genetic influences or nerve growth. “There is a full 5 10 15 20 25 30
83 6 7 8 explanation on the above theory in a research paper from the Centre of Anthropological Studies at Fudan University, Shanghai, in 2003. During practical sessions, the finger and palm prints of mentally retarded children were recorded and studied. This research states that the total number of ridge counts are an indication of a person’s learning capabilities,” says Leng. And yes, humankind has used the knowledge to their benefit. One of Leng’s favourite examples is revealing how the former Union of Soviet Socialist Republics (USSR) and the People’s Republic of China had used dermatoglyphics to recruit talents for the Olympic games in the 1970s. As it turned out, the USSR took home 50 gold medals in 1972 and 125 in 1976. By the 1980s, China had also adopted the Russian method of selecting sporting talents. Not surprisingly, the field of dermatoglyphics is also gaining popularity in Taiwan, Hong Kong and China, achieving a market value of several hundred million dollars in Taiwan alone. Most times, it is the parents who send their children’s fingerprints for analysis, in the hope that the results will help them plan for their children’s education. In addition to free demos in local schools and universities, Leng has also done analyses for various organisations and companies. “The whole idea is to help the CEOs understand their staff’s talents for human resource optimisation purposes,” says Leng. No doubt, fingerprint study is seen as an invaluable tool for discovering one’s abilities and in determining the right career paths. (Adapted from The Star Online, January 2010) 35 40 45 50 55 15 In paragraph 1, the writer gives examples of A. whorls, loops and arches on fingerprints B. personality that determines a person’s fingerprints C. how a person’s fingerprints are usually interpreted 16 Which of the following is true about paragraph 3? A. Leng studied further about dermatoglyphics in Taiwan. B. Leng was introduced to a Chinese professor who became his teacher. C. Leng became interested in fingerprint study after he joined the association. 17 The main idea of paragraph 4 is that A. studies related to dermatoglyphics have shown positive results B. dermatoglyphics is different from the predictive style of palmistry C. a person’s talents can be revealed through the ridge counts on the fingerprints
84 18 Why did Leng mention Fudan University research? A. To support Fogle’s research findings B. To emphasise the importance of fingerprint study C. To describe how fingerprint study can help mentally retarded children 19 Dermatoglyphics is popular Asian countries because A. It is well marketed in these countries B. Parents want to plan their children’s future C. The educational level of children can be predicted 20 Dermatoglyphics has contributed in the following areas except A. selection of talents in sports B. recruitment of new employees C. determining one’s learning abilities 21 The writer ends the passage by A. stating his optimism on fingerprint study as a career B. giving assurance on the usefulness of fingerprint study C. expressing his belief that fingerprint study will develop further
85 Questions 22 to 29 are based on the following passage. 1 2 3 4 We live on a malarious planet. It may not seem that way from the vantage point of a wealthy country, where malaria is sometimes thought of, if it is thought of at all, as a problem that has mostly been solved, like smallpox or polio. In truth, malaria now affects more people than ever before. It is endemic to 106 nations, threatening half of the world’s population. In recent years, the parasite has grown so entrenched and has developed resistance to so many drugs that the most potent strains can scarcely be controlled. This year malaria will strike up to half a billion people. At least a million will die, most of them under the age of five, the vast majority living in Africa. That is more than twice the annual toll a generation ago. Only in the past few years has malaria captured the full attention of aid agencies and donors. The World Health Organisation has made malaria reduction a chief priority. Bill Gates, who has called malaria “the worst thing on the planet,” has donated hundreds of millions of dollars to the effort. Funds donated to malaria have doubled since 2003. The idea is to disable the disease by combining virtually every known malaria-fighting technique, from the ancient (Chinese herbal medicines) to the old (mosquito nets) to the ultramodern (multidrug cocktails). At the same time, malaria researchers are pursuing a long-sought elusive goal: A vaccine that would curb the disease for good. Much of the aid is going to a few hard-hit countries scattered across subSaharan Africa. If these nations can beat back the disease, they will serve as templates for the global antimalarial effort. One of these spotlighted countries is Zambia. It is difficult to comprehend how thoroughly Zambia has been devastated by malaria. In some provinces, at any time given, more than a third of all children under the age of five are sick with the disease. Worse than the sheer numbers is the type of malaria found in Zambia. Four species of malaria parasites routinely infect humans: The most virulent, by far, is Plasmodium falciparum. About half of all malaria cases worldwide are caused by falciparum, and 95 per cent of the deaths. It is the only form of malaria that can attack the brain. With it can do so With extreme speed – few infectious agents can overwhelm the body as swiftly as falciparum. Falciparum is a major reason nearly 20 per cent of all Zambian babies born do not live to see their fifth birthday. All of Zambia, it seems – from the army to the Boy Scouts to local theatre troupes – has been mobilised to stop malaria. In 1985, the nation’s malariacontrol budget was 30 000 dollars. Now, supported with international grant money, it is more than 40 million. Posters have been hung throughout the country, informing people of the causes and symptoms of malaria and stressing the importance of medical intervention. The vast majority of the nation’s malaria cases are never treated by professionals. Zambia’s plan is to educate the public, and then beat the disease through a three-pronged assault. 5 10 15 20 25 30 35 40
86 5 6 The country has dedicated itself to dispensing the newest malaria cure, which also happens to be based on one of the oldest herbal medicines called Artemisia. The new version, artemisinin, is as powerful as quinine with few of the side effects. To help reduce the odds that a mutation will also disarm artemisinin, derivatives of the drug are mixed with other compounds in an antimalarial baggage known as artemisinin-based combination therapy (ACT). Zambia is also purchasing enough insecticide to spray every house in several of the most malarious areas every year, just before the rainy season. It has already returned to dichlorodiphenyltrichloroethane (DDT) – though just for indoor use, in controlled quantities. Finally, the Zambian government is distributing insecticidetreated mosquito nets to ward off mosquitoes during the night, when the malariacarrying Anopheles almost always bites. Despite difficulties in the dispensing of drugs and distribution of mosquito nets, Zambia’s campaign has started to produce results. In 2000, a study showed that fewer than two per cent of children under the age of five slept under an insecticide-treated bed net. Six years later, the number had risen to 23 per cent. The government of Zambia says an AZT known as Coartem is now available, cost free to the entire population. In a country that was steadily losing 50 000 children a year to malaria, early indications are that the death rate has already been reduced by more than a third. (Adapted from National Geographic, July 2007) 45 50 55 60 22 In paragraph 1, which of the following is not a fact? A. Malaria has been wiped out in prosperous countries. B. Malaria is difficult to curb because the parasites are resistant to drugs. C. Malaria kills double the number of African children it did a generation ago. 23 The main focus of paragraph 2 is the A. Search for a vaccine that would curb malaria B. Involvement of aid agencies in combating malaria C. Use of a combination of techniques to control malaria 24 The word templates (line 22) is closet in meaning to A. copies B. models C. imitations 25 What is true about falciparum malaria? A. It is mostly attacks children below five. B. It is the most dangerous form of disease. C. It causes the deaths of about 20 percent of children in Zambia.
87 26 All of Zambia, it seems-from the army to the Boy Scouts to local theatre-has been mobilised to stop malaria ( lines 33 and 34 ) This means that Zambia is A. Involving everyone in the fight against malaria B. Making everyone help to raise funds for malaria control C. Informing everyone of the importance of getting treatment for malaria 27 The phrase a three-pronged assault (line 40) involves the use of A. drugs, sprays and mosquito nets B. knowledge, funds and treatment C. professional help, insecticides and ACT 28 What is possibly the most effective solution to curb malaria? A. A vaccine B. Insecticide-treated bed nets C. An ACT known as Coartem 29 The article ends on A. a neutral note B. a cautious note C. a promising note
88 Questions 30 to 37 are based on the following passage. 1 2 3 4 5 6 7 Are we all just puppets on a string? Most people would like to assume that their fate lies in their own hands. But they would be wrong. Often, we are as helpless, being jerked about by someone else’s subtle influence. “What we’re finding more and more in psychology is that lots of the decisions we make are influenced by things we are not aware of,” says Jay Olson at McGill University, who recently created an ingenious experiment showing just how easily we are manipulated by the gentlest persuasion. The question is, can we learn to spot those tricks, and how can we use them to our own advantage? Olson has spent a lifetime exploring the subtle ways of tricking people’s perception, and it all began with magic. “I started magic tricks when I was five and performing when I was seven,” he says. As an undergraduate in psychology, he found the new understanding of the mind often chimed with the skills he had learnt with his hobby. “Lots of what they said about attention and memory were just what magicians had been saying in a different way,” he says. One card trick, in particular, captured his imagination as he set about his research. It involved flicking through a deck in front of an audience member, who is asked to pick a card randomly. Unknown to the volunteer, he already worked out which card they would choose, allowing him to reach into his pocket and pluck the exact card they had named – much to the astonishment of the crowd. The secret apparently, is to linger on your chosen card as you riffle through the deck. In our conversation, Olson would not divulge how he engineers that to happen, but others claim that folding the card very slightly seems to cause it to stick in sight. Those few extra milliseconds mean that it sticks in the mind, causing the volunteer to pick it when they are pushed for a choice. As a scientist, Olson’s first task was to formally test his success rate. He already knew he was pretty effective, but the results were truly staggering – Olson managed to direct 103 out of 105 of the participants. Unsurprisingly, that alone has attracted a fair amount of media attention – but it was the next part of the study that was most surprising to Olson, since it shows us just how easily our mind is manipulated. For instance, when he questioned the volunteers afterwards, he was shocked to find that 92 per cent of the volunteers had absolutely no idea that they had been manipulated and felt that they had been in complete control of their decisions. Even more surprisingly, a large proportion went as far as to make up imaginary reasons for their choice. “One person said ‘I chose the 10 of hearts because 10 is a high number and I was thinking of hearts before the experiment started’,” says Olson – despite the fact that it was really Olson who had made the decision. What is more, Olson found that things like personality type did not seem to have much influence on how likely someone was to be influenced – we all 5 10 15 20 25 30 35
89 8 9 10 seem equally vulnerable. Nor did the specific properties of the cards – the colour or number – seem to make success any less likely. The implications extend far beyond the magician’s stage, and should cause us to reconsider our perceptions of personal will. Despite a strong sense of freedom, our ability to make deliberate decisions may often be an illusion. “Having a free choice is just a feeling – it isn’t linked with the decision itself,” says Olson. Don’t believe him? Consider when you go to a restaurant for a meal. Olson says you are twice as likely to choose from the very top or very bottom of the menu – because those areas first attract your eye. “But if someone asks you why did you choose the salmon, you’ll say you were hungry for salmon, “says Olson. “You won’t say it was one of the first things I looked at on the menu.” In other words, we confabulate to explain our choice, despite the fact it had already been primed by the restaurant. Clearly, this kind of knowledge could be used for coercion in the wrong hands, so it’s worth knowing how to spot others trying to bend you to their will without you realising. We may all be puppets guided by subtle influences, but if you can start to recognise who’s pulling the strings, you can at least try to push back. (Adapted from BBC News, March 24,2015) 40 45 50 55 30 ‘puppets on a string…..(line 1) refers to individuals who A. are weak B. accept their fate C. are being controlled D. obey rules and regulations 31 The point the writer is making in paragraph 3 is A. people can be easily tricked by magic B. magicians think differently from others C. magic is a figment of one’s imagination D. psychologists and magicians share the same understanding of attention and memory 32 What conclusion can be drawn from the results of Olson’s study? A. People can easily persuaded. B. People often fall for magic tricks. C. People tend to justify their choices. D. People seldom admit they have been tricked.
90 33 That (line 29) refers to A. first task B. the study C. success rate D. staggering results 34 According to the writer, when someone places an order at a restaurant, the decision A. was randomly made B. was guided by attractive visuals C. was influenced by the restaurant D. was based on personal preference 35 confabulate (line 52) means A. to tell a lie B. to make a guess C. to describe in detail D. to make up a reason 36 The advice given in the last paragraph is for all to A. keep away from influences B. identify others trying to influence you C. be aware of influences and to try to resist them D. be conscious of the existence of influences and tactics used 37 The intention of the writer is A. to entertain B. to motivate C. to persuade D. to enlighten
91 Questions 38 to 45 are based on the following passage. 1 2 3 It is easy to see why economists would embrace cities, warts and all, as engines of prosperity. It has taken longer for environmentalists. By increasing income, cities increase consumption and pollution too. If what you value most is nature, cities look like concentrated piles of damage - until you consider the alternative, which is spreading the damage. From an ecological standpoint, says Stewart Brand, founder of the Whole Earth Catalog and now a champion of urbanisation, a back-to-the-land ethic would be disastrous. Cities allow half of humanity to live on around four per cent of the arable land, leaving more space for open country. Per capita, city dwellers tread more lightly in other ways as well, as David Owen explains in Green Metropolis. Their roads, sewers, and power lines are shorter and so use 10 fewer resources. Their apartments take less energy to heat, cool, and light than do houses. Most important, people in dense cities drive less. Their destinations are close enough to walk to, and enough people are going to the same places to make public transit practical. In cities like New York, per capita energy use and carbon emissions are much lower than the national average. Cities in developing countries are even denser and use fewer resources. But that is mostly because poor people do not consume a lot. Dharav, Mumbai's largest slum, may be a "model of low emissions," says David Satterthwaite of London's International Institute for Environment and Development, but its residents lack safe water, toilets and garbage collection. So do perhaps a billion other city dwellers in 2C developing countries. And it is such cities the United Nations (UN) projects, that will absorb most of the world's population increase between now and 2050 - more than two billion people. How their governments respond will affect us all. Many are responding the way Britain did to the growth of London in the 19th century: By trying to stop it. A UN survey reports that 72 per cent of developing countries have adopted policies designed to stem the tide of migration to their cities. But it is a mistake to see urbanisation itself as evil rather than as an inevitable part of development, says Satterthwaite, who advises governments and associations of slum dwellers around the world. “I don’t get scared by rapid growth,” he says. “I meet African mayors who tell me, “There are too many people moving here!” I tell them, “No, the problem is your inability to govern them.” The fear of urbanisation has not been good for cities, or for their countries, or for the planet. In 1971, as Seoul's population was skyrocketing past five million, its leader surrounded the city with a wide greenbelt to halt further development, just as London had in 1947. Both greenbelts preserved open space, but neither stopped the growth of the city; people now commute from suburbs that leapfrogged the restraints. "Greenbelts have had the effect of pushing people farther out, sometimes absurdly far," says Peter Half, a planner and historian at University College London. Brasilia, the planned capital of Brazil, was designed for 500 000 people; two million more now live beyond the lake and park that were supposed to block the city's expansion. When you try to stop urban growth, it seems, you just amplify sprawl. 5 10 15 20 25 30 35 40
92 4 5 Sprawl preoccupies urban planners today, as its antithesis, density, did a century ago. London is no longer decried as a tumour. Greenbelts are hardly the cause of sprawl; most cities do not have them. Other government policies, such as subsidies for highways and home ownership, have coaxed the suburbs outward. So has that other great shaper of the destiny of cities - the choices made by individual residents. Sprawl is not just a Western phenomenon. By consulting satellite images, old maps, and census data, Shalom Angel, an urban planning professor at New York University, has tracked how 120 cities changed in shape and population density between 1990 and 2000. Even in developing countries most cities are spreading out faster than people pour into them. What is driving the expansion? Rising incomes and cheap transportation. "When income rises, people have money to buy more space," Angel explains. Developing cities will inevitably expand, says Angel. Somewhere between the anarchy that prevails in many today and the utopianism that has often characterised urban planning lies a modest kind of planning that could make a big difference. It requires looking decades ahead, Angel says, and reserving land, before the city grows over it, for parks and a dense grid of public-transit corridors. It starts looking at growing cities in a positive way - not as diseases, but as concentrations of human energy to be organised and tapped. (Adapted from National Geographic, December 2011) 45 50 55 60 38 The main idea of paragraph 1 is A. the benefits of cities B. cities lifting people out of poverty C. city dwellers require fewer resources D. city dwelling being the solution to the population boom 39 Which of the statements is true of paragraph 2? A. Curbing urban migration is an effective policy. B. Mumbai is a model city of environment conservation. C. London has been successful in managing the inflow of migrants. D. Most cities in developing countries are overcrowded because of poor planning. 40 In paragraph 2, the main concern is A. lack of basic facilities in the cities B. creation of more slums in the cities C. increasing flow of migration into the cities D. authority’s response to the rapid growth of the cities
93 41 Which of the following is Satterthwaite’s opinion? A. Growth of cities is an essential part of development. B. There are too many people moving into the cities. C. Urbanisation is bad for developing countries. D. There is a need to supervise city dwellers. 42 The following are the effects of greenbelts except A. expanding sprawls B. preserving open spaces C. restricting city development D. increasing commuting into cities 43 … antithesis (line 44) can best be replaced by A. comparison B. characteristic C. direct opposite D. clear distinction 44 Which of the following has the least impact on sprawl? A. Greenbelts B. Rising income C. Personal choice D. Home ownership subsidy 45 The article ends with A. a suggestion to plan ahead B. a warning of overcrowding C. a recommendation for more parks D. a justification for developing more public transportation
94 PRACTICE 2 Questions 1 to 7 are based on the following passage. 1 2 3 Since 1995, the National Sporting Goods Association has been tracking the number of American children and adults who participate in various sports. By comparing 1995 to 2005, we can see that while some old standards like baseball, swimming, tennis and volleyball are declining in the number of participants – by an average of 13 per cent – what is on the rise are the more individual, naturebased sports, many of which, twenty years ago, no one had ever heard of. Changes in Sports Participation, 1995 -2005 (Selected Sports) Sports 1995 Participants (in million) 2005 Participants (in million) Percentage growth Skateboarding 4.5 12.2 171.1 Kayaking/rafting 3.5 7.6 117.1 Snowboarding 2.8 6.0 114.3 Archery 4.9 6.8 38.8 Mountain-biking 6.7 9.2 37.3 Backpacking/camping 10.2 13.3 30.4 Hunting (bow and arrow) 5.3 6.6 24.5 Soccer 12 14.1 17.5 Golf 24 24.7 2.9 Basketball 30.1 29.9 -0.7 Fishing 44.2 43.3 -0.2 Swimming 61.5 58 -5.7 Baseball 15.7 14.6 -7.0 Tennis 12.6 11.1 -11.9 Bicycle-riding 56.3 43.1 -23.4 Volleyball 18 13.2 -26.7 Roller-skating 23.9 13.1 -45.2 As you can see from the chart above, the fastest growing sport in America in the past ten years was skateboarding, now taken up by over 12 million people. That is nearly the same number of Americans who have ever played baseball. Next was kayaking/rafting, at over 7 million – and then snowboarding. No one ever heard of snowboarding until 1980, and now 6 million people do it. Snowboarders make up almost 1 in 3 users of ski resorts. Other fast growing sports in America are mountain-biking, with 9 million participants: archery, with nearly 7 million; backpacking, with 13 million; and-get this-hunting with bow and arrow, with nearly 7 million! What is going on here is that Big Sports (baseball and basketball) have for some people, become just a little too big, and smaller sports give them just a little more space to play, breathe and engage their hearts. In the past ten years, watching and playing Big Sports have become increasingly taxing. Furthermore, Big Sports are perceived as hyper-corporate – what with their stadiums, garish wall-to-wall advertisements, and out-of-control player salaries. Of course, there are still plenty of available fans, but Big Sports are facing some significant leakage to new activities. 5 10 15 20
95 4 5 The niching of sports is a perfect example of how more and more people are splintering off from the crowd to find greater individual satisfaction. Whereas sports used to be the way that the whole school – and later, the whole city – would come together to cheer the community’s toughest males in battle against their rivals, now a growing number of people are saying: good luck at the game, but I’m going kayaking. Sports in America are far from declining. They are just shifting from a communal rite to a personal one. What used to be a galvanising event to bring us all together has become the opposite. Now sports help us retreat often alone, and often to the mountains, the woods or the water. The growing trend in sports in America skews towards the individual, the quiet and the natural. As for me, I’m all for the cheering crowd. (Adapted from Mark J.Penn, Micro Trends, Twelve, Hachette Book Group USA, 2007) 1 The National Sporting Goods Association studied trends in sports participation in America over a twenty year period. A. True B. False C. Not stated 2 Skateboarding attracted the most number of participants in 2005. A. True B. False C. Not stated 3 The writer is surprised that hunting with a bow and arrow attracted nearly 7 million participants. A. True B. False C. Not stated 4 Golf has grown at more than twice the rate of the growth of soccer. A. True B. False C. Not stated 5 More people are watching Big Sports than participating in them. A. True B. False C. Not stated 25 30 35