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Passage 1

Sometimes experience in other countries can fielp people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. ؛ ie was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he final:•■, left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member of the Indian community. He decided to fight for the rights ^٠ of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 947؛, Gandhi refused to celebrate. He was in favor of ^ Hindu-Muslim unity but Muslims and Hindus could not agree, so a Separate Muslim state was formed m Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30“’ January 1948. India and Paksitan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.

The following statements are true about Mahatma Gandhi, EXCEPT .

Passage 1

Sometimes experience in other countries can fielp people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. ؛ ie was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he final:•■, left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member of the Indian community. He decided to fight for the rights ^٠ of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 947؛, Gandhi refused to celebrate. He was in favor of ^ Hindu-Muslim unity but Muslims and Hindus could not agree, so a Separate Muslim state was formed m Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30“’ January 1948. India and Paksitan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.

 The passage above mainly deals with Mahatma Gandhi’s .

Passage 1

Sometimes experience in other countries can fielp people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. ؛ ie was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he final:•■, left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member of the Indian community. He decided to fight for the rights ^٠ of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 947؛, Gandhi refused to celebrate. He was in favor of ^ Hindu-Muslim unity but Muslims and Hindus could not agree, so a Separate Muslim state was formed m Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30“’ January 1948. India and Paksitan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.

We can infer from the following statements about Mahatma Gandhi, EXCEPT

Passage 1

Sometimes experience in other countries can fielp people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. ؛ ie was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he final:•■, left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member of the Indian community. He decided to fight for the rights ^٠ of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 947؛, Gandhi refused to celebrate. He was in favor of ^ Hindu-Muslim unity but Muslims and Hindus could not agree, so a Separate Muslim state was formed m Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30“’ January 1948. India and Paksitan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.

The word non-violence in the had three main beliefs non-violence, religious can best be replaced by

Passage 1

Sometimes experience in other countries can fielp people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. ؛ ie was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he final:•■, left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member of the Indian community. He decided to fight for the rights ^٠ of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 947؛, Gandhi refused to celebrate. He was in favor of ^ Hindu-Muslim unity but Muslims and Hindus could not agree, so a Separate Muslim state was formed m Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30“’ January 1948. India and Paksitan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.

the word violence in he haad three main beliefs. non violence, religious tolerant and truth (line9)

Passage 2

Education is often viewed as school in a traditional, formal sense. Many people believe that true learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may ، not be a definitive answer to the question of, ‘What is education?’ However, we can star, thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order 5 to ensure a society’s economic success? Or is it to simplify focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates. As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions 10 to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year of 2015. The unfortunate reality is that for many countries, la: or issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around he world arc faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing 15 greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who arc not afforded this access are at disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.

he author’s main concern in the first paragraph of the passage, is .

Passage 2

Education is often viewed as school in a traditional, formal sense. Many people believe that true learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may ، not be a definitive answer to the question of, ‘What is education?’ However, we can star, thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order 5 to ensure a society’s economic success? Or is it to simplify focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates. As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions 10 to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year of 2015. The unfortunate reality is that for many countries, la: or issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around (he world arc faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing 15 greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who arc not afforded this access are at disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.

If the author is right concerning the role of education, the followin might be redicted to take place   EXCEPT

Passage 2

Education is often viewed as school in a traditional, formal sense. Many people believe tin;:؛ ؛rue learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may ، not be a definitive answer to the question of, ‘What is education?’ However, we can star, thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order 5 to ensure a society’s economic success? Or is it to simplify focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates. As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions 10 to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year of 2015. The unfortunate reality is that for many countries, la: or issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around (he world arc faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing 15 greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who arc not afforded this access are at disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.

The following sentences reflect the author’s opinions in the passage except :

Passage 2

Education is often viewed as school in a traditional, formal sense. Many people believe tin;:؛ ؛rue learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may ، not be a definitive answer to the question of, ‘What is education?’ However, we can star, thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order 5 to ensure a society’s economic success? Or is it to simplify focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates. As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions 10 to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year of 2015. The unfortunate reality is that for many countries, la: or issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around

The situation the author shows in the passage above  is described as follows ,

Passage 2

Education is often viewed as school in a traditional, formal sense. Many people believe tin;:؛ ؛rue learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may ، not be a definitive answer to the question of, ‘What is education?’ However, we can star, thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order 5 to ensure a society’s economic success? Or is it to simplify focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates. As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions 10 to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year of 2015. The unfortunate reality is that for many countries, la: or issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around (he world arc faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing 15 greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who arc not afforded this access are at disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.

The part following the passage above would likely discus

Passage 3

Generally, by people’s own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

‘Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering 5 well, they have got to play for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards put the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on ■the joys of motherhood. TJiere’s not that much about the trouble of cither role and precious little about combining the roles. Yet half the women who are married in our society are working.’

10 Nor is much thought given, to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ‘child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really 15 we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

186
Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a woman’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to 20 something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’ Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. ‘Motherhood—the mother role—just isn’t a very good identity base today, ’ Lyn Richards say. ‘Motherhood 25 is a short-term appointment now. It doesn’t last long.’

the expression combining the roles in ‘ precious little about combining the roles’ (line10) in the passage means…

Passage 3

Generally, by people’s own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

‘Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering 5 well, they have got to play for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards put the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on ■the joys of motherhood. TJiere’s not that much about the trouble of cither role and precious little about combining the roles. Yet half the women who are married in our society are working.’

10 Nor is much thought given, to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ‘child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really 15 we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

186
Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a woman’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to 20 something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’ Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. ‘Motherhood—the mother role—just isn’t a very good identity base today, ’ Lyn Richards say. ‘Motherhood 25 is a short-term appointment now. It doesn’t last long.’

the passage mainly deals with women’s…

Passage 3

Generally, by people’s own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

‘Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering 5 well, they have got to play for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards put the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on ■the joys of motherhood. TJiere’s not that much about the trouble of cither role and precious little about combining the roles. Yet half the women who are married in our society are working.’

10 Nor is much thought given, to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ‘child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really 15 we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

186
Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a woman’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to 20 something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’ Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. ‘Motherhood—the mother role—just isn’t a very good identity base today, ’ Lyn Richards say. ‘Motherhood 25 is a short-term appointment now. It doesn’t last long.’

a relevant question that can be raised out of the passage would be………..

Passage 3

Generally, by people’s own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

‘Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering 5 well, they have got to play for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards put the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on ■the joys of motherhood. TJiere’s not that much about the trouble of cither role and precious little about combining the roles. Yet half the women who are married in our society are working.’

10 Nor is much thought given, to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ‘child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really 15 we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

186
Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a woman’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to 20 something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’ Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. ‘Motherhood—the mother role—just isn’t a very good identity base today, ’ Lyn Richards say. ‘Motherhood 25 is a short-term appointment now. It doesn’t last long.’

lyn argues that in rearing children in a family…….

Passage 3

Generally, by people’s own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

‘Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering 5 well, they have got to play for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards put the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on ■the joys of motherhood. TJiere’s not that much about the trouble of cither role and precious little about combining the roles. Yet half the women who are married in our society are working.’

10 Nor is much thought given, to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ‘child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really 15 we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

186
Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a woman’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to 20 something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’ Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. ‘Motherhood—the mother role—just isn’t a very good identity base today, ’ Lyn Richards say. ‘Motherhood 25 is a short-term appointment now. It doesn’t last long.’

if lyn is correct, in the future women in families of younger generation………

More than one-third of foreign students graduating from Australian universities, mainly Asians, have such poor linglish skills they should never have been admitted, research showed A study by demographer Bob Birrell found that more than 50 percent of-Soufh Korean, and ‘fhai students did not have sufficient English to work professionally in Australia, along with more than 43 percent of Chinese graduates. Some 5 1? percent of students■ from Singapore and India, where English is more widely spoken, also failed to reach the
required level. Overall, 34 percent of the graduating foreign students offered permanent residence visas in 2006 did not have competent English.
13h’rell ofMelbourne’s Monash University, said almost all the 12.000 graduates tested for fire survey were from Asia because these students are the most likely to apply for permanent residency on completing their studies. 10 However, he said that he believed the study to be representative of all foreign students, partly because Asia was a major source of fee-paying overseas students for Australian universities. ‘It docs raise questions about university standards,’ Birrell told AFP. d’ertiary institutions are reliant on international students because they proyide 15 percent of funding, leading to suggestions that academic standards are sacrificed in favor of financial rewards.
Education Minister Julie iBishop described the survey as “an extraordinary attack by Professor Birrell on our 15 ؛ ‘ ‘International students must meet international be^hrnarks in language in order to get a place in a
university in Australia,’ she said ‘؛’he study found all graduates tested had enough command of the language to cope in most situations. ‘But people who have reached this standard are still not capable of conducting a sophisticated discourse at the professional level.’ it said.
In his said there wasra “mountain of anecdotal material” that many overseas studebts struggle
<؛26
20 to meet their course requirements and that universities cope by lowering the English demands of the courses, ‘’fhere is widening reeognifion of the English problem,’ he said. ‘But universities were hesitant to make students take extra language courses because this would make them more expensive and therefore less attractive than rival institutions,’ he said. I’lowever, Professor Gerard Sutton, the president of the Australian Vice-Chancellors Committee, said most foreign students would be proficient in reading, writing and listening to linglish. ‘What 1 think has been highlighted is a deficiency in spoken language,’ he told AFP, adding that a deficiency in this area wbuld not prevent them feom completing a university eourse.

The respondents of the survey were

More than one-third of foreign students graduating from Australian universities, mainly Asians, have such poor linglish skills they should never have been admitted, research showed A study by demographer Bob Birrell found that more than 50 percent of-Soufh Korean, and ‘fhai students did not have sufficient English to work professionally in Australia, along with more than 43 percent of Chinese graduates. Some 5 1? percent of students■ from Singapore and India, where English is more widely spoken, also failed to reach the
required level. Overall, 34 percent of the graduating foreign students offered permanent residence visas in 2006 did not have competent English.
13h’rell ofMelbourne’s Monash University, said almost all the 12.000 graduates tested for fire survey were from Asia because these students are the most likely to apply for permanent residency on completing their studies. 10 However, he said that he believed the study to be representative of all foreign students, partly because Asia was a major source of fee-paying overseas students for Australian universities. ‘It docs raise questions about university standards,’ Birrell told AFP. d’ertiary institutions are reliant on international students because they proyide 15 percent of funding, leading to suggestions that academic standards are sacrificed in favor of financial rewards.
Education Minister Julie iBishop described the survey as “an extraordinary attack by Professor Birrell on our 15 ؛ ‘ ‘International students must meet international be^hrnarks in language in order to get a place in a
university in Australia,’ she said ‘؛’he study found all graduates tested had enough command of the language to cope in most situations. ‘But people who have reached this standard are still not capable of conducting a sophisticated discourse at the professional level.’ it said.
In his said there wasra “mountain of anecdotal material” that many overseas studebts struggle
<؛26
20 to meet their course requirements and that universities cope by lowering the English demands of the courses, ‘’fhere is widening reeognifion of the English problem,’ he said. ‘But universities were hesitant to make students take extra language courses because this would make them more expensive and therefore less attractive than rival institutions,’ he said. I’lowever, Professor Gerard Sutton, the president of the Australian Vice-Chancellors Committee, said most foreign students would be proficient in reading, writing and listening to linglish. ‘What 1 think has been highlighted is a deficiency in spoken language,’ he told AFP, adding that a deficiency in this area wbuld not prevent them feom completing a university eourse.

This passage is probably taken from .

More than one-third of foreign students graduating from Australian universities, mainly Asians, have such poor linglish skills they should never have been admitted, research showed A study by demographer Bob Birrell found that more than 50 percent of-Soufh Korean, and ‘fhai students did not have sufficient English to work professionally in Australia, along with more than 43 percent of Chinese graduates. Some 5 1? percent of students■ from Singapore and India, where English is more widely spoken, also failed to reach the
required level. Overall, 34 percent of the graduating foreign students offered permanent residence visas in 2006 did not have competent English.
13h’rell ofMelbourne’s Monash University, said almost all the 12.000 graduates tested for fire survey were from Asia because these students are the most likely to apply for permanent residency on completing their studies. 10 However, he said that he believed the study to be representative of all foreign students, partly because Asia was a major source of fee-paying overseas students for Australian universities. ‘It docs raise questions about university standards,’ Birrell told AFP. d’ertiary institutions are reliant on international students because they proyide 15 percent of funding, leading to suggestions that academic standards are sacrificed in favor of financial rewards.
Education Minister Julie iBishop described the survey as “an extraordinary attack by Professor Birrell on our 15 ؛ ‘ ‘International students must meet international be^hrnarks in language in order to get a place in a
university in Australia,’ she said ‘؛’he study found all graduates tested had enough command of the language to cope in most situations. ‘But people who have reached this standard are still not capable of conducting a sophisticated discourse at the professional level.’ it said.
In his said there wasra “mountain of anecdotal material” that many overseas studebts struggle
<؛26
20 to meet their course requirements and that universities cope by lowering the English demands of the courses, ‘’fhere is widening reeognifion of the English problem,’ he said. ‘But universities were hesitant to make students take extra language courses because this would make them more expensive and therefore less attractive than rival institutions,’ he said. I’lowever, Professor Gerard Sutton, the president of the Australian Vice-Chancellors Committee, said most foreign students would be proficient in reading, writing and listening to linglish. ‘What 1 think has been highlighted is a deficiency in spoken language,’ he told AFP, adding that a deficiency in this area wbuld not prevent them feom completing a university eourse.

Which of the following statements is FALSE about Asian students studying in Australian universities?

More than one-third of foreign students graduating from Australian universities, mainly Asians, have such poor linglish skills they should never have been admitted, research showed A study by demographer Bob Birrell found that more than 50 percent of-Soufh Korean, and ‘fhai students did not have sufficient English to work professionally in Australia, along with more than 43 percent of Chinese graduates. Some 5 1? percent of students■ from Singapore and India, where English is more widely spoken, also failed to reach the
required level. Overall, 34 percent of the graduating foreign students offered permanent residence visas in 2006 did not have competent English.
13h’rell ofMelbourne’s Monash University, said almost all the 12.000 graduates tested for fire survey were from Asia because these students are the most likely to apply for permanent residency on completing their studies. 10 However, he said that he believed the study to be representative of all foreign students, partly because Asia was a major source of fee-paying overseas students for Australian universities. ‘It docs raise questions about university standards,’ Birrell told AFP. d’ertiary institutions are reliant on international students because they proyide 15 percent of funding, leading to suggestions that academic standards are sacrificed in favor of financial rewards.
Education Minister Julie iBishop described the survey as “an extraordinary attack by Professor Birrell on our 15 ؛ ‘ ‘International students must meet international be^hrnarks in language in order to get a place in a
university in Australia,’ she said ‘؛’he study found all graduates tested had enough command of the language to cope in most situations. ‘But people who have reached this standard are still not capable of conducting a sophisticated discourse at the professional level.’ it said.
In his said there wasra “mountain of anecdotal material” that many overseas studebts struggle
<؛26
20 to meet their course requirements and that universities cope by lowering the English demands of the courses, ‘’fhere is widening reeognifion of the English problem,’ he said. ‘But universities were hesitant to make students take extra language courses because this would make them more expensive and therefore less attractive than rival institutions,’ he said. I’lowever, Professor Gerard Sutton, the president of the Australian Vice-Chancellors Committee, said most foreign students would be proficient in reading, writing and listening to linglish. ‘What 1 think has been highlighted is a deficiency in spoken language,’ he told AFP, adding that a deficiency in this area wbuld not prevent them feom completing a university eourse.

Which of the following statements is FALSE about Asian students studying in Australian universities?

More than one-third of foreign students graduating from Australian universities, mainly Asians, have such poor linglish skills they should never have been admitted, research showed A study by demographer Bob Birrell found that more than 50 percent of-Soufh Korean, and ‘fhai students did not have sufficient English to work professionally in Australia, along with more than 43 percent of Chinese graduates. Some 5 1? percent of students■ from Singapore and India, where English is more widely spoken, also failed to reach the
required level. Overall, 34 percent of the graduating foreign students offered permanent residence visas in 2006 did not have competent English.
13h’rell ofMelbourne’s Monash University, said almost all the 12.000 graduates tested for fire survey were from Asia because these students are the most likely to apply for permanent residency on completing their studies. 10 However, he said that he believed the study to be representative of all foreign students, partly because Asia was a major source of fee-paying overseas students for Australian universities. ‘It docs raise questions about university standards,’ Birrell told AFP. d’ertiary institutions are reliant on international students because they proyide 15 percent of funding, leading to suggestions that academic standards are sacrificed in favor of financial rewards.
Education Minister Julie iBishop described the survey as “an extraordinary attack by Professor Birrell on our 15 ؛ ‘ ‘International students must meet international be^hrnarks in language in order to get a place in a
university in Australia,’ she said ‘؛’he study found all graduates tested had enough command of the language to cope in most situations. ‘But people who have reached this standard are still not capable of conducting a sophisticated discourse at the professional level.’ it said.
In his said there wasra “mountain of anecdotal material” that many overseas studebts struggle
<؛26
20 to meet their course requirements and that universities cope by lowering the English demands of the courses, ‘’fhere is widening reeognifion of the English problem,’ he said. ‘But universities were hesitant to make students take extra language courses because this would make them more expensive and therefore less attractive than rival institutions,’ he said. I’lowever, Professor Gerard Sutton, the president of the Australian Vice-Chancellors Committee, said most foreign students would be proficient in reading, writing and listening to linglish. ‘What 1 think has been highlighted is a deficiency in spoken language,’ he told AFP, adding that a deficiency in this area wbuld not prevent them feom completing a university eourse.

The minister of Education thinks that the report is anattack on Australian Universities because it

Some have to-do with the environment. For example, coffee that is grown in the shade supports a wide variety of bird spe- cies, but few or no birds live among plants grown in full sun. For this reason, many people support the “shade” method of growing coffee, ©؛her issues am related to labor. Although coffee consumers often lead very comfortable lives, in the coffee-producing communities ofLatin America andAfrica, life can be Very difficult, with hard physical work, little in- come and few basic services. History shows us that violent conflict can occur when groups fight each other for control of important resources such as oil, gold, and water. s؛،،lty, areas where coffee is grown are sometimes also places of policitical unrest and hardship.

With which of the following sentences should the para-
graph begin?

Some have to-do with the environment. For example, coffee that is grown in the shade supports a wide variety of bird spe- cies, but few or no birds live among plants grown in full sun. For this reason, many people support the “shade” method of growing coffee, ©؛her issues am related to labor. Although coffee consumers often lead very comfortable lives, in the coffee-producing communities ofLatin America andAfrica, life can be Very difficult, with hard physical work, little in- come and few basic services. History shows us that violent conflict can occur when groups fight each other for control of important resources such as oil, gold, and water. s؛،،lty, areas where coffee is grown are sometimes also places of policitical unrest and hardship.

What is the paragraph following the above text most
probably about?

(1) Maccines arc developed to fight diseases. (2) For example, when آه disease bacteria are dead, or they have lost then danger, they can be used for good purposes. (3) Fasteur discovered that inactive bacteria, if introduced back i’nto آه body by means of inoculation, can have beneficial effects and speed up آه development of our natural defences, the antibodies which arc capable of fighting and blocking an invading disease. (4) So the same bacteria that produce a disease can also produce in us آه extra defences our body heads to fight against the disease. (5) Louis pastcur was the great French chemist and biologist who saved a nmc-year-old boy from Alsace in France.

The sentence which is irrelevant to the topic in t,he text above is sentence number

(1) Maccines arc developed to fight diseases. (2) For example, when آه disease bacteria are dead, or they have lost then danger, they can be used for good purposes. (3) Fasteur discovered that inactive bacteria, if introduced back i’nto body by means of inoculation, can have beneficial effects and speed up development of our natural defences, the antibodies which arc capable of fighting and blocking an invading disease. (4) So the same bacteria that produce a disease can also produce in use extra defences our body heads to fight against the disease. (5) Louis pastcur was the great French chemist and biologist who saved a nmc-year-old boy from Alsace in France.

the main information of the text tells us about ____.

solar energy reaching the earth each year is over 30,000 times as much as ءه total energy used by man. liven a very small satellite in orbit round آه parth can be used (60) twice as much electricity as the largest (61) power station, !for a long time men (62) to use solar energy because sunshine is not something which is constant and thus always available, especially in temperate and cold climates. The direction of آه sun’s rays varies, too, however, during the past two hundred years significant _(63)_ have been made in the use of solar energy _(64)_ heat and mom recently to produce electricity During the nineteenth century, (65) solar steam generators were built. These generators consisted of mirrors thrit could be moved and could thus concentrate large amounts of (66) from آه sun on blackened pipes through which water was circulated. In this way the water was turned to steam. Even ice (67) by a similar method a hundred years ago in Paris.

(1) Maccines arc developed to fight diseases. (2) For example, when  disease bacteria are dead, or they have lost then danger, they can be used for good purposes. (3) Fasteur discovered that inactive bacteria, if introduced back i’nto  body by means of inoculation, can have beneficial effects and speed up  development of our natural defences, the antibodies which arc capable of fighting and blocking an invading disease. (4) So the same bacteria that produce a disease can also produce in us extra defences our body heads to fight against the disease. (5) Louis pastcur was the great French chemist and biologist who saved a nmc-year-old boy from Alsace in France.

(1) Maccines arc developed to fight diseases. (2) For example, when disease bacteria are dead, or they have lost then danger, they can be used for good purposes. (3) Fasteur discovered that inactive bacteria, if introduced back i’nto  body by means of inoculation, can have beneficial effects and speed up  development of our natural defences, the antibodies which arc capable of fighting and blocking an invading disease. (4) So the same bacteria that produce a disease can also produce in us آه extra defences our body heads to fight against the disease. (5) Louis pastcur was the great French chemist and biologist who saved a nmc-year-old boy from Alsace in France.

(1) Maccines arc developed to fight diseases. (2) For example, when  disease bacteria are dead, or they have lost then danger, they can be used for good purposes. (3) Fasteur discovered that inactive bacteria, if introduced back i’nto  body by means of inoculation, can have beneficial effects and speed up  development of our natural defences, the antibodies which arc capable of fighting and blocking an invading disease. (4) So the same bacteria that produce a disease can also produce in us  extra defences our body heads to fight against the disease. (5) Louis pastcur was the great French chemist and biologist who saved a nmc-year-old boy from Alsace in France.

(1) Maccines arc developed to fight diseases. (2) For example, when disease bacteria are dead, or they have lost then danger, they can be used for good purposes. (3) Fasteur discovered that inactive bacteria, if introduced back i’nto  body by means of inoculation, can have beneficial effects and speed up development of our natural defences, the antibodies which arc capable of fighting and blocking an invading disease. (4) So the same bacteria that produce a disease can also produce in us  extra defences our body heads to fight against the disease. (5) Louis pastcur was the great French chemist and biologist who saved a nmc-year-old boy from Alsace in France.

(1) Maccines arc developed to fight diseases. (2) For example, when  disease bacteria are dead, or they have lost then danger, they can be used for good purposes. (3) Fasteur discovered that inactive bacteria, if introduced back i’nto  body by means of inoculation, can have beneficial effects and speed up  development of our natural defences, the antibodies which arc capable of fighting and blocking an invading disease. (4) So the same bacteria that produce a disease can also produce in us  extra defences our body heads to fight against the disease. (5) Louis pastcur was the great French chemist and biologist who saved a nmc-year-old boy from Alsace in France.

The potentials of solar energy are great. The total amount of solar energy reaching the earth each year is over 30,000 times as much as the total energy used by man. liven a very small satellite in orbit round the parth can be used (60) twice as much electricity as the largest (61) power station, !for a long time men (62) to use solar energy because sunshine is not something which is constant and thus always available, especially in temperate and cold climates. The direction of the sun’s rays varies, too, however, during the past two hundred years significant _(63)_ have been made in the use of solar energy _(64)_ heat and mom recently to produce electricity During the nineteenth century,(65)___solar steam generators were built. These generators consisted of mirrors thrit could be moved and could thus concentrate large amounts of (66) from the sun on blackened pipes through which water was circulated. In this way the water was turned to steam. Even ice (67) by a similar method a hundred years ago in Paris.

the potentials of solar energy are great. the total amount of solar energy reaching the earth each year is over 30,000 times as much as the total energy used by man. liven a very small satellite in orbit round the parth can be used (60) twice as much electricity as the largest (61) power station, for a long time men (62) to use solar energy because sunshine is not something which is constant and thus always available, especially in temperate and cold climates. The direction of آه sun’s rays varies, too, however, during the past two hundred years significant _(63)_ have been made in the use of solar energy _(64)_ heat and mom recently to produce electricity During the nineteenth century, (6ر (ئ solar steam generators were built. These generators consisted of mirrors thrit could be moved and could thus concentrate large amounts of (66) from آه sun on blackened pipes through which water was circulated. In this way the water was turned to steam. Even ice (67) by a similar method a hundred years ago in Paris

____ after working for the company for then twenty years, Alan started taking up farming seriously.

“What did the speaker say at the seminar?’

___ while they are wathing TV is very important’.

‘My little sister broke the antique vase 1 bought last year.’

As I found out that not all آه workshop participants knew about today’s schedule, 1 got my secretary ___ it right away.

Tari was punished by the teacher not only because she forgot to bring her book ____

My brother is in the intensive care unit now. I ____ him to the doctor earlier before he got worse.

____their village is located in the dangerous zone of Mt. Merapi, the people do not want to leave their home.

Has there been anew policy about sick leaves?’ ‘1 don’t know, 1 don’t remember _____ about it.’

We all know that mobile phones, cellphones, hand-phones whatever we want to call them (anti shouldn’t we all be calling them the same thing?) are changing our lives. But it takes a god old-fashioned survey to wake us up to the glaring reality: they have changed who we are. The mobile phone has indeed changed the way we behave. But perhaps we don’t realize how much we. have become its slave. Consider other elements of the Siemens 5 Mobile Survey: With the exception of Australia, in every, country surveyed the majority polled said they would go back for their phone if they left it at home (in Australia it was a respectable 39%). If you’ve endured the traffic in Indonesia the Philippines and India, you’ll kow what kind of sacrifice some two-thirds of those surveyed are making. I can’t think of anything I would go back for – except my wallet, maybe, or my clothes.

          And even if we remember to bring it, we’re still not happy. Many of us get anxious if it hasn’t rung or a text 10 massage hasn’t appeared for a while (a while being about an hour). Once again of those surveyed Indonesians (65%) and Filipinos (77%) get particularly jittery. Australians are more laid back about this (20%), but every other user in Asia seems to be glancing at the phone every few seconds. This statistic, I have to say is highly believable, and the instinct highly annoying. There’s nothing worse than chatting to someone who constantly checks his or her hand-phone.

           Then there’s the fact that mobile phones are not only enslaving the user, they’re trampling the rights of everyone else. Around a third of folk surveyed acknowledge they get so engrossed in mobile conversations that they’re often unaware of speaking loudly while discussing their private lives in public. At least most of us agree on one thing: With the exception of China, Hong Kong and Taiwan, the increasing use of mobile phones has led to a decline us courtesy and considerate behaviour.

        The bottom line here is that we are more than a litle bit out of control. Mobile phones arc great: but if we allow them to dominate our lives to this extent – interrupting conversations with those around us to take a call, staring at .our phones rather than relating to the world and people around us, sending flirty text massages to random numbers – then I can only assume that in another 10 years, society as we know it will no longer exist. All we’ll see is a blur of digital data going out and having all the fun, socializing, falling in love and taking sneaky pictures of each other.

Which of the following statements is NOT TRUE about cellphones?

We all know that mobile phones, cellphones, hand-phones whatever we want to call them (anti shouldn’t we all be calling them the same thing?) are changing our lives. But it takes a god old-fashioned survey to wake us up to the glaring reality: they have changed who we are. The mobile phone has indeed changed the way we behave. But perhaps we don’t realize how much we. have become its slave. Consider other elements of the Siemens 5 Mobile Survey: With the exception of Australia, in every, country surveyed the majority polled said they would go back for their phone if they left it at home (in Australia it was a respectable 39%). If you’ve endured the traffic in Indonesia the Philippines and India, you’ll kow what kind of sacrifice some two-thirds of those surveyed are making. I can’t think of anything I would go back for – except my wallet, maybe, or my clothes.

          And even if we remember to bring it, we’re still not happy. Many of us get anxious if it hasn’t rung or a text 10 massage hasn’t appeared for a while (a while being about an hour). Once again of those surveyed Indonesians (65%) and Filipinos (77%) get particularly jittery. Australians are more laid back about this (20%), but every other user in Asia seems to be glancing at the phone every few seconds. This statistic, I have to say is highly believable, and the instinct highly annoying. There’s nothing worse than chatting to someone who constantly checks his or her hand-phone.

           Then there’s the fact that mobile phones are not only enslaving the user, they’re trampling the rights of everyone else. Around a third of folk surveyed acknowledge they get so engrossed in mobile conversations that they’re often unaware of speaking loudly while discussing their private lives in public. At least most of us agree on one thing: With the exception of China, Hong Kong and Taiwan, the increasing use of mobile phones has led to a decline us courtesy and considerate behaviour.

        The bottom line here is that we are more than a litle bit out of control. Mobile phones arc great: but if we allow them to dominate our lives to this extent – interrupting conversations with those around us to take a call, staring at .our phones rather than relating to the world and people around us, sending flirty text massages to random numbers – then I can only assume that in another 10 years, society as we know it will no longer exist. All we’ll see is a blur of digital data going out and having all the fun, socializing, falling in love and taking sneaky pictures of each other.

The inain purpose of the writer is’ to inform the readers about ?

We all know that mobile phones, cellphones, hand-phones whatever we want to call them (anti shouldn’t we all be calling them the same thing?) are changing our lives. But it takes a god old-fashioned survey to wake us up to the glaring reality: they have changed who we are. The mobile phone has indeed changed the way we behave. But perhaps we don’t realize how much we. have become its slave. Consider other elements of the Siemens 5 Mobile Survey: With the exception of Australia, in every, country surveyed the majority polled said they would go back for their phone if they left it at home (in Australia it was a respectable 39%). If you’ve endured the traffic in Indonesia the Philippines and India, you’ll kow what kind of sacrifice some two-thirds of those surveyed are making. I can’t think of anything I would go back for – except my wallet, maybe, or my clothes.

          And even if we remember to bring it, we’re still not happy. Many of us get anxious if it hasn’t rung or a text 10 massage hasn’t appeared for a while (a while being about an hour). Once again of those surveyed Indonesians (65%) and Filipinos (77%) get particularly jittery. Australians are more laid back about this (20%), but every other user in Asia seems to be glancing at the phone every few seconds. This statistic, I have to say is highly believable, and the instinct highly annoying. There’s nothing worse than chatting to someone who constantly checks his or her hand-phone.

           Then there’s the fact that mobile phones are not only enslaving the user, they’re trampling the rights of everyone else. Around a third of folk surveyed acknowledge they get so engrossed in mobile conversations that they’re often unaware of speaking loudly while discussing their private lives in public. At least most of us agree on one thing: With the exception of China, Hong Kong and Taiwan, the increasing use of mobile phones has led to a decline us courtesy and considerate behaviour.

        The bottom line here is that we are more than a litle bit out of control. Mobile phones arc great: but if we allow them to dominate our lives to this extent – interrupting conversations with those around us to take a call, staring at .our phones rather than relating to the world and people around us, sending flirty text massages to random numbers – then I can only assume that in another 10 years, society as we know it will no longer exist. All we’ll see is a blur of digital data going out and having all the fun, socializing, falling in love and taking sneaky pictures of each other.

Cellphones have not only enslaved the users but have also?

  We all know that mobile phones, cellphones, hand-phones whatever we want to call them (anti shouldn’t we all be calling them the same thing?) are changing our lives. But it takes a god old-fashioned survey to wake us up to the glaring reality: they have changed who we are. The mobile phone has indeed changed the way we behave. But perhaps we don’t realize how much we. have become its slave. Consider other elements of the Siemens 5 Mobile Survey: With the exception of Australia, in every, country surveyed the majority polled said they would go back for their phone if they left it at home (in Australia it was a respectable 39%). If you’ve endured the traffic in Indonesia the Philippines and India, you’ll kow what kind of sacrifice some two-thirds of those surveyed are making. I can’t think of anything I would go back for – except my wallet, maybe, or my clothes.

          And even if we remember to bring it, we’re still not happy. Many of us get anxious if it hasn’t rung or a text 10 massage hasn’t appeared for a while (a while being about an hour). Once again of those surveyed Indonesians (65%) and Filipinos (77%) get particularly jittery. Australians are more laid back about this (20%), but every other user in Asia seems to be glancing at the phone every few seconds. This statistic, I have to say is highly believable, and the instinct highly annoying. There’s nothing worse than chatting to someone who constantly checks his or her hand-phone.

           Then there’s the fact that mobile phones are not only enslaving the user, they’re trampling the rights of everyone else. Around a third of folk surveyed acknowledge they get so engrossed in mobile conversations that they’re often unaware of speaking loudly while discussing their private lives in public. At least most of us agree on one thing: With the exception of China, Hong Kong and Taiwan, the increasing use of mobile phones has led to a decline us courtesy and considerate behaviour.

        The bottom line here is that we are more than a litle bit out of control. Mobile phones arc great: but if we allow them to dominate our lives to this extent – interrupting conversations with those around us to take a call, staring at .our phones rather than relating to the world and people around us, sending flirty text massages to random numbers – then I can only assume that in another 10 years, society as we know it will no longer exist. All we’ll see is a blur of digital data going out and having all the fun, socializing, falling in love and taking sneaky pictures of each other.

What makes Asian users of cellphones different from Australian ones?

    We all know that mobile phones, cellphones, hand-phones whatever we want to call them (anti shouldn’t we all be calling them the same thing?) are changing our lives. But it takes a god old-fashioned survey to wake us up to the glaring reality: they have changed who we are. The mobile phone has indeed changed the way we behave. But perhaps we don’t realize how much we. have become its slave. Consider other elements of the Siemens 5 Mobile Survey: With the exception of Australia, in every, country surveyed the majority polled said they would go back for their phone if they left it at home (in Australia it was a respectable 39%). If you’ve endured the traffic in Indonesia the Philippines and India, you’ll kow what kind of sacrifice some two-thirds of those surveyed are making. I can’t think of anything I would go back for – except my wallet, maybe, or my clothes.

          And even if we remember to bring it, we’re still not happy. Many of us get anxious if it hasn’t rung or a text 10 massage hasn’t appeared for a while (a while being about an hour). Once again of those surveyed Indonesians (65%) and Filipinos (77%) get particularly jittery. Australians are more laid back about this (20%), but every other user in Asia seems to be glancing at the phone every few seconds. This statistic, I have to say is highly believable, and the instinct highly annoying. There’s nothing worse than chatting to someone who constantly checks his or her hand-phone.

           Then there’s the fact that mobile phones are not only enslaving the user, they’re trampling the rights of everyone else. Around a third of folk surveyed acknowledge they get so engrossed in mobile conversations that they’re often unaware of speaking loudly while discussing their private lives in public. At least most of us agree on one thing: With the exception of China, Hong Kong and Taiwan, the increasing use of mobile phones has led to a decline us courtesy and considerate behaviour.

        The bottom line here is that we are more than a litle bit out of control. Mobile phones arc great: but if we allow them to dominate our lives to this extent – interrupting conversations with those around us to take a call, staring at .our phones rather than relating to the world and people around us, sending flirty text massages to random numbers – then I can only assume that in another 10 years, society as we know it will no longer exist. All we’ll see is a blur of digital data going out and having all the fun, socializing, falling in love and taking sneaky pictures of each other.

The phrase ‘trampling the rights of everyone else’ in lines 23-24 means ?

Due to the cases of Salmonella food poisoning in Europe, the sale of duck eggs reached its lowest point in the 1970’s. Although it was never conclusively shown that duck eggs were to blame, the egg-eating public stopped buying and many egg producers went bankrupt. Indeed, there is a risk of Salmonella poisoning when ducks lay their eggs in damp conditions, such as on ground that is constantly wet, but the same can be said for the eggs of hens. Moreover, commercial duck production in France and England where the outbreaks of Salmonella poisoning took place, followed the same standards as those used in the hen industry, which experienced no Salmonella problems. Storage of eggs, whether those of hen or duck, can also be a factor in contamination. Studies have found that bacterial growth reaches potentially dangerous levels at storage temperatures of 50°C or greater. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

With which of the following sentences should the paragraph, end?

Due to the cases of Salmonella food poisoning in Europe, the sale of duck eggs reached its lowest point in the 1970’s. Although it was never conclusively shown that duck eggs were to blame, the egg-eating public stopped buying and many egg producers went bankrupt. Indeed, there is a risk of Salmonella poisoning when ducks lay their eggs in damp conditions, such as on ground that is constantly wet, but the same can be said for the eggs of hens. Moreover, commercial duck production in France and England
where the outbreaks of Salmonella poisoning took place, followed the same standards as those used in the hen industry, which experienced no Salmonella problems. Storage of eggs, whether those of hen or duck, can also be a factor in contamination. Studies have found that bacterial growth reaches potentially dangerous levels at storage temperatures of 50°C or greater.

What is the topic of the paragraph?

(l)___________._______________________________:__________________________ ___________________

(2) Biodiesel is free of lead, contains virtualy no sulphur and produces lower quantities of cancercausing emissions than petrodiesel. (3) In paticular, using biodiesel in school buses makes a lot of sense. (4) Young children are more
susceptible than adults to the toxic and potentially cancer-causing emissions from petrodiesel. (5) Many teachers are also suffering from asthma, (6) this fact has led more than 50 school boards across nation to require that their buses use biodiesel fuel. (7) This cleaner-burning fuel is also an attractive option in recreation areas. (8) Yellowstone National Park was the first national park to test biodiesel as a fuel, and the project was a such success that the National Park Service has introduced biodiesel to 20 other parks across the country.

Which sentence does not belong in the paragraph?

(l)___________._______________________________:__________________________ ___________________

(2) Biodiesel is free of lead, contains virtualy no sulphur and produces lower quantities of cancercausing emissions than petrodiesel. (3) In paticular, using biodiesel in school buses makes a lot of sense. (4) Young children are more
susceptible than adults to the toxic and potentially cancer-causing emissions from petrodiesel. (5) Many teachers are also suffering from asthma, (6) this fact has led more than 50 school boards across nation to require that their buses use biodiesel fuel. (7) This cleaner-burning fuel is also an attractive option in recreation areas. (8) Yellowstone National Park was the first national park to test biodiesel as a fuel, and the project was a such success that the National Park Service has introduced biodiesel to 20 other parks across the country.

With which of the folowing sentences should the ‘ paragraph begin?

Small genetic differences make one person different from another. Now medical researchers have a new map to help them find these (60)_______. This is possible because some time ago more than two hundred scientists from six nations (61)___________ the Hap Map. The name comes from the word haplotypc. A haplotype is a group of differences that are (62) _______ to come close together, in a block. These blocks (63)____________. to pass from parent to child. The Hap Map scientists hope to identify up to six million DNA differences (64)__________ they finish. The scientists say the findings may lead to (65)___________ genes that cause common diseases like diabetes and heart disease. (66) _________ diseases to genes could lead to new treatments. (67)___________ people will be able to know if they have an increased risk of a disease because of their genes.

Small genetic differences make one person different from another. Now medical researchers have a new map to help them find these (60)_______. This is possible because some time ago more than two hundred scientists from six nations (61)___________ the Hap Map. The name comes from the word haplotypc. A haplotype is a group of differences that are (62) _______ to come close together, in a block. These blocks (63)____________. to pass from parent to child. The Hap Map scientists hope to identify up to six million DNA differences (64)__________ they finish. The scientists say the findings may lead to (65)___________ genes that cause common diseases like diabetes and heart disease. (66) _________ diseases to genes could lead to new treatments. (67)___________ people will be able to know if they have an increased risk of a disease because of their genes.

Small genetic differences make one person different from another. Now medical researchers have a new map to help them find these (60)_______. This is possible because some time ago more than two hundred scientists from six nations (61)___________ the Hap Map. The name comes from the word haplotypc. A haplotype is a group of differences that are (62) _______ to come close together, in a block. These blocks (63)____________. to pass from parent to child. The Hap Map scientists hope to identify up to six million DNA differences (64)__________ they finish. The scientists say the findings may lead to (65)___________ genes that cause common diseases like diabetes and heart disease. (66) _________ diseases to genes could lead to new treatments. (67)___________ people will be able to know if they have an increased risk of a disease because of their genes.

Small genetic differences make one person different from another. Now medical researchers have a new map to help them find these (60)_______. This is possible because some time ago more than two hundred scientists from six nations (61)___________ the Hap Map. The name comes from the word haplotypc. A haplotype is a group of differences that are (62) _______ to come close together, in a block. These blocks (63)____________. to pass from parent to child. The Hap Map scientists hope to identify up to six million DNA differences (64)__________ they finish. The scientists say the findings may lead to (65)___________ genes that cause common diseases like diabetes and heart disease. (66) _________ diseases to genes could lead to new treatments. (67)___________ people will be able to know if they have an increased risk of a disease because of their genes.

Small genetic differences make one person different from another. Now medical researchers have a new map to help them find these (60)_______. This is possible because some time ago more than two hundred scientists from six nations (61)___________ the Hap Map. The name comes from the word haplotypc. A haplotype is a group of differences that are (62) _______ to come close together, in a block. These blocks (63)____________. to pass from parent to child. The Hap Map scientists hope to identify up to six million DNA differences (64)__________ they finish. The scientists say the findings may lead to (65)___________ genes that cause common diseases like diabetes and heart disease. (66) _________ diseases to genes could lead to new treatments. (67)___________ people will be able to know if they have an increased risk of a disease because of their genes.

Small genetic differences make one person different from another. Now medical researchers have a new map to help them find these (60)_______. This is possible because some time ago more than two hundred scientists from six nations (61)___________ the Hap Map. The name comes from the word haplotypc. A haplotype is a group of differences that are (62) _______ to come close together, in a block. These blocks (63)____________. to pass from parent to child. The Hap Map scientists hope to identify up to six million DNA differences (64)__________ they finish. The scientists say the findings may lead to (65)___________ genes that cause common diseases like diabetes and heart disease. (66) _________ diseases to genes could lead to new treatments. (67)___________ people will be able to know if they have an increased risk of a disease because of their genes.

You didn’t like the horror film you saw yesterday did you?’
‘You’re right. I really wish__’

For the past few years of the last decade the rate of crime has been high due to the increase in the rate of unemployment. Today people wish that the local government first priority to’ the solution of this problem.

More government policies related to people’s welfare to help people who have suffered because of the drastic oil price hike.

‘Your car is badly damaged; I need more than two days to repair it’ [‘it’s OK, , then.’]

So far this term, the students in the writing class have learned how to write thesis statements, __________ , and summarize their conclusions’

‘What should the government do to create political stability?’ ‘______’

“I’m ashamed because now all my family secrets are exposed in court.’
“You___________your neighbour for such a trival case.’