A Cambridge professor says that a change in drinking habits was the reason for the Industrial Revolution in Britain. Anjana Abuja reports
A
Alan Macfarlane, professor of anthropological science at King’s College, Cambridge has, like other historians, spent decades wrestling with the enigma of the Industrial Revolution. Why did this particular Big Bang – the world-changing birth of industry-happen in Britain? And why did it strike at the end of the 18th century?
B
Macfarlane compares the puzzle to a combination lock. ‘There are about 20 different factors and all of them need to be present before the revolution can happen,’ he says. For industry to take off, there needs to be the technology and power to drive factories, large urban populations to provide cheap labour, easy transport to move goods around, an affluent middle-class willing to buy mass-produced objects, a market-driven economy and a political system that allows this to happen. While this was the case for England, other nations, such as Japan, the Netherlands and France also met some of these criteria but were not industrialising. All these factors must have been necessary. But not sufficient to cause the revolution, says Macfarlane. ‘After all, Holland had everything except coal while China also had many of these factors. Most historians are convinced there are one or two missing factors that you need to open the lock.’
C
The missing factors, he proposes, are to be found in almost even kitchen cupboard. Tea and beer, two of the nation’s favourite drinks, fuelled the revolution. The antiseptic properties of tannin, the active ingredient in tea, and of hops in beer – plus the fact that both are made with boiled water – allowed urban communities to flourish at close quarters without succumbing to water-borne diseases such as dysentery. The theory sounds eccentric but once he starts to explain the detective work that went into his deduction, the scepticism gives way to wary admiration. Macfarlanes case has been strengthened by support from notable quarters – Roy Porter, the distinguished medical historian, recently wrote a favourable appraisal of his research.
D
Macfarlane had wondered for a long time how the Industrial Revolution came about. Historians had alighted on one interesting factor around the mid-18th century that required explanation. Between about 1650 and 1740, the population in Britain was static. But then there was a burst in population growth. Macfarlane says: ‘The infant mortality rate halved in the space of 20 years, and this happened in both rural areas and cities, and across all classes. People suggested four possible causes. Was there a sudden change in the viruses and bacteria around? Unlikely. Was there a revolution in medical science? But this was a century before Lister’s revolution*. Was there a change in environmental conditions? There were improvements in agriculture that wiped out malaria, but these were small gains. Sanitation did not become widespread until the 19th century. The only option left is food. But the height and weight statistics show a decline. So the food must have got worse. Efforts to explain this sudden reduction in child deaths appeared to draw a blank.’
E
This population burst seemed to happen at just the right time to provide labour for the Industrial Revolution. ‘When you start moving towards an industrial revolution, it is economically efficient to have people living close together,’ says Macfarlane. ‘But then you get disease, particularly from human waste.’ Some digging around in historical records revealed that there was a change in the incidence of water-borne disease at that time, especially dysentery. Macfarlane deduced that whatever the British were drinking must have been important in regulating disease. He says, ‘We drank beer. For a long time, the English were protected by the strong antibacterial agent in hops, which were added to help preserve the beer. But in the late 17th century a tax was introduced on malt, the basic ingredient of beer. The poor turned to water and gin and in the 1720s the mortality rate began to rise again. Then it suddenly dropped again. What caused this?’
F
Macfarlane looked to Japan, which was also developing large cities about the same time, and also had no sanitation. Water-borne diseases had a much looser grip on the Japanese population than those in Britain. Could it be the prevalence of tea in their culture? Macfarlane then noted that the history of tea in Britain provided an extraordinary coincidence of dates. Tea was relatively expensive until Britain started a direct clipper trade with China in the early 18th century. By the 1740s, about the time that infant mortality was dipping, the drink was common. Macfarlane guessed that the fact that water had to be boiled, together with the stomach-purifying properties of tea meant that the breast milk provided by mothers was healthier than it had ever been. No other European nation sipped tea like the British, which, by Macfarlanes logic, pushed these other countries out of contention for the revolution.
G
But, if tea is a factor in the combination lock, why didn’t Japan forge ahead in a tea-soaked industrial revolution of its own? Macfarlane notes that even though 17th-century Japan had large cities, high literacy rates, even a futures market, it had turned its back on the essence of any work-based revolution by giving up labour-saving devices such as animals, afraid that they would put people out of work. So, the nation that we now think of as one of the most technologically advanced entered the 19th century having ‘abandoned the wheel’.
Reading Passage 1 has seven paragraphs, A-G.
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-ix, in boxes 1-7 on your answer sheet
List of Headings
| i | The search for the reasons for an increase in population |
| ii | Industrialisation and the fear of unemployment |
| iii | The development of cities in Japan 4 The time and place of the Industrial Revolution |
| iv | The time and place of the Industrial Revolution |
| v | The cases of Holland, France and China |
| vi | Changes in drinking habits in Britain |
| vii | Two keys to Britain’s industrial revolution |
| viii | Conditions required for industrialisation |
| ix | Comparisons with Japan lead to the answer |
Paragraph A 1
Paragraph B 2
Paragraph C 3
Paragraph D 4
Paragraph E 5
Paragraph F 6
Paragraph G 7
Question (8)
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
8 China’s transport system was not suitable for industry in the 18th century.
9 Tea and beer both helped to prevent dysentery in Britain.
10 Roy Porter disagrees with Professor Macfarlane’s findings.
11 After 1740，there was a reduction in population in Britain.
12 People in Britain used to make beer at home.
13 The tax on malt indirectly caused a rise in the death rate.
Gifted children and learning
A
Internationally, ‘giftedness’ is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010 number of books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.
B
Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition -and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning – metacognition – which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.
C
High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.
D
Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers risks loss of autonomy and motivation to discover. However, when teachers o pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. There are quite a number of new methods which can help, such as child- initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.
E
But scientific progress is not all theoretical, knowledge is a so vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise se mixed with a high level of motivation (Weisberg, 1993).
F
To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of earning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. In Boekaerts’ (1991) review of emotion the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency and increase their own learning resources.
Question (14)
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 14-17 on your answer sheet
NB You may use any letter more than once.
14 a reference to the influence of the domestic background on the gifted child.
15 reference to what can be lost if learners are given too much guidance.
16 a reference to the damaging effects of anxiety.
17 examples of classroom techniques which favour socially-disadvantaged children.
Look at the following statements (Questions 18-22) and the list of people below.
Match each statement with the correct person or people, A-E.
Write the correct letter, A-E, in boxes 18-22 on your answer sheet.
List of People
| A | Freeman |
| B | Shore and Kanevsky |
| C | Elshout |
| D | Simonton |
| E | Boekaerts |
Less time can be spent on exercises with gifted pupils who produce accurate work. 18
Self-reliance is a valuable tool that helps gifted students reach their goals. 19
Gifted children know how to channel their feelings to assist their learning. 20
The very gifted child benefits from appropriate support from close relatives. 21
Really successful students have learnt a considerable amount about their subject. 22
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 23-26 on your answer sheet
One study found a strong connection between children’s IQ and the availability of 23 at home.
Children of average ability seem to need more direction from teachers because they do not have 24
Meta-cognition involves children understanding their own learning strategies, as well as developing 25
Teachers who rely on what is known as 26 often produce sets of impressive grades in class tests.
Museums of fine art and their public
The fact that people go to the Louvre museum in Paris to see the original painting Mona Lisa when they can see a reproduction anywhere leads us to question some assumptions about the role of museums of fine art in today’s world
One of the most famous works of art in the world is Leonardo da Vinci’s Mona Lisa. Nearly everyone who goes to see the original will already be familiar with it from reproductions, but they accept that fine art is more rewardingly viewed in its original form.
However, if Mona Lisa was a famous novel, few people would bother to go to a museum to read the writer’s actual manuscript rather than a printed reproduction. This might be explained by the fact that the novel has evolved precisely because of technological developments that made it possible to print out huge numbers of texts, whereas oil paintings have always been produced as unique objects. In addition, it could be argued that the practice of interpreting or ‘reading’ each medium follows different conventions. With novels, the reader attends mainly to the meaning of words rather than the way they are printed on the page, whereas the ‘reader’ of a painting must attend just as closely to the material form of marks and shapes in the picture as to any ideas they may signify.
Yet it has always been possible to make very accurate facsimiles of pretty well any fine art work. The seven surviving versions of Mona Lisa bear witness to the fact that in the 16th century, artists seemed perfectly content to assign the reproduction of their creations to their workshop apprentices as regular ‘bread and butter’ work. And today the task of reproducing pictures is incomparably more simple and reliable, with reprographic techniques that allow the production of high-quality prints made exactly to the original scale, with faithful colour values, and even with duplication of the surface relief of the painting.
But despite an implicit recognition that the spread of good reproductions can be culturally valuable, museums continue to promote the special status of original work.
Unfortunately, this seems to place severe limitations on the kind of experience offered to visitors.
One limitation is related to the way the museum presents its exhibits. As repositories of unique historical objects, art museums are often called ‘treasure houses’. We are reminded of this even before we view a collection by the presence of security guards, attendants, ropes and display cases to keep us away from the exhibits. In many cases, the architectural style of the building further reinforces that notion. In addition, a major collection like that of London’s National Gallery is housed in numerous rooms, each with dozens of works, any one of which is likely to be worth more than all the average visitor possesses. In a society that judges the personal status of the individual so much by their material worth, it is therefore difficult not to be impressed by one’s own relative ‘worthlessness’ in such an environment.
Furthermore, consideration of the ‘value’ of the original work in its treasure house setting impresses upon the viewer that, since these works were originally produced, they have been assigned a huge monetary value by some person or institution more powerful than themselves. Evidently, nothing the viewer thinks about the work is going to alter that value, and so today’s viewer is deterred from trying to extend that spontaneous, immediate, self-reliant kind of reading which would originally have met the work.
The visitor may then be struck by the strangeness of seeing such diverse paintings, drawings and sculptures brought together in an environment for which they were not originally created. This ‘displacement effect’ is further heightened by the sheer volume of exhibits. In the case of a major collection, there are probably more works on display than we could realistically view in weeks or even months.
This is particularly distressing because time seems to be a vital factor in the appreciation of all art forms. A fundamental difference between paintings and other art forms is that there is no prescribed time over which a painting is viewed. By contrast, the audience encourage an opera or a play over a specific time, which is the duration of the performance. Similarly novels and poems are read in a prescribed temporal sequence, whereas a picture has no clear place at which to start viewing, or at which to finish. Thus art works themselves encourage us to view them superficially, without appreciating the richness of detail and labour that is involved.
Consequently, the dominant critical approach becomes that of the art historian, a specialised academic approach devoted to ‘discovering the meaning’ of art within the cultural context of its time. This is in perfect harmony with the museum s function, since the approach is dedicated to seeking out and conserving ‘authentic’, original, readings of the exhibits. Again, this seems to put paid to that spontaneous, participators criticism which can be found in abundance in criticism of classic works of literature, but is absent from most art history.
The displays of art museums serve as a warning of what critical practices can emerge when spontaneous criticism is suppressed. The museum public, like any other audience, experience art more rewardingly when given the confidence to express their views. If appropriate works of fine art could be rendered permanently accessible to the public by means of high-fidelity reproductions, as literature and music already are, the public may feel somewhat less in awe of them. Unfortunately, that may be too much to ask from those who seek to maintain and control the art establishment.
Questions 27 – 31
Complete the summary using the list of words, A-L, below.
Write the correct letter, A-L, in boxes 27-31 on your answer sheet.
| A | institution |
| B | mass production |
| C | mechanical processes |
| D | public |
| E | paints |
| F | artist |
| G | size |
| H | underlying ideas |
| I | basic technology |
| J | readers |
| K | picture frames |
| L | assistants |
The value attached to original works of artPeople go to art museums because they accept the value of seeing an original work of art. But they do not go to museums to read original manuscripts of novels, perhaps because the availability of novels has depended on 27 for so long, and also because with novels, the 28 are the most important thing. However, in historical times artists such as Leonardo were happy to instruct 29 to produce copies of their work and these days new methods of reproduction allow excellent replication of surface relief features as well as colour and 30 It is regrettable that museums still promote the superiority of original works of art, since this may not be in the interests of the 31 |
Question (32)
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 32-35 on your answer sheet
The writer mentions London’s National Gallery to illustrate
- A
- B
- C
- D
The writer says that today, viewers may be unwilling to criticise a because
- A
- B
- C
- D
According to the writer, the ‘displacement effect’ on the visitor is caused by
- A
- B
- C
- D
The writer says that unlike other forms of art, a painting does not
- A
- B
- C
- D
Question (36)
Do the following statements agree with the views of the writer in Reading Passage 3?
In boxes 36-40 on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if the is impossible to say what the writer thinks about this
36 Art history should focus on discovering the meaning of art using a range of media.
37 The approach of art historians conflicts with that of art museums.
38 People should be encouraged to give their opinions openly on works of art.
39 Reproductions of fine art should only be sold to the public if they are of high quality.
40 In the future, those with power are likely to encourage more people to enjoy art.
Answers
- 1 Answer: iv / 4 /
1. iv
Paragraph A
In paragraph A, the Industrial Revolution is first mentioned. Besides, two questions are raised: “Why did this particular Big Bang-the world-changing birth of industry – happen in Britain? And why did it strike at the end of the 18th century?” Thanks to these questions, we know that the Industrial Revolution happened in Britain at the end of the 18th century.
=>ANSWER: iv: The time and place of the Industrial Revolution.
Paragraph B 2
- 2 Answer: viii / 8 /
2. viii
Paragraph B
In paragraph B, the writer mentions factors needed for industry to take off, namely the technology and power to drive factories, large urban populations to provide cheap labour, easy transport to move goods around, an affluent middle-class willing to buy mass-produced objects, a market-driven economy and a political system that allows this to happen. In other words, all of these factors are conditions required for industrialization.
– conditions = factors
=>ANSWER: viii: Conditions required for industrialization.
Paragraph C 3
- 3 Answer: vii / 7 /
3. vii
Paragraph C
The main idea of paragraph C is “Tea and beer, two of the nation’s favorite drinks, fuelled the revolution.” They are important to Britain’s industrial revolution because the antiseptic properties of tannin, the active ingredient in tea, and hops in beer – plus the fact that both are made with boiled water – allowed urban communities to flourish at close quarters…”
=>ANSWER: vii: Two keys to Britain’s industrial Revolution.
Paragraph D 4
- 4 Answer: i / 1 /
4. i
Paragraph D
In paragraph D, the author argues that “there was a burst in population growth”, then he lists four questions which were suggested as causes of this burst.
– increase in population =population growth
=>ANSWER: i: The search for the reasons for an increase in population.
Paragraph E 5
- 5 Answer: vi / 6 /
5. vi
Paragraph E
In paragraph E, Macfarlane says “For a long time, the English were protected by the strong antibacterial agent in hops, which were added to help preserve the beer. But in the late 17th century a tax was introduced on malt, the basic ingredient of beer. The poor turned to water and gin and in the 1720s, the mortality rate began to rise again. Then it suddenly dropped again.” This means that the English changed their drinking habits, which changed the mortality rate, as well.
=>ANSWER: vi: Changes in drinking habits in Britain
Paragraph F 6
- 6 Answer: ix / 9 /
6. ix
Paragraph F
In paragraph F, Macfarlane compares Britain with Japan. While both countries were developing cities about the same time and also had no sanitation, water-borne diseases had a much looser grip on the Japanese population than those in Britain. Thanks to this comparison, Macfarlane found out that “the history of tea in Britain provided an extraordinary coincidence of dates”.
=>ANSWER: ix: Comparisons with Japan lead to the answer.
Paragraph G 7
- 7 Answer: ii / 2 /
7. ii
Paragraph G
In paragraph G, Macfarlane notes that although 17th-century Japan had some of the conditions for an industrial revolution (“Japan had large cities, high literacy rates, even a futures market”), it gave up labour-saving devices such as animals, because they were afraid that they would put people out of work.
– industrial revolution=industrialisation
– fear=be afraid
– unemployment=out of work
=>ANSWER: ii: Industrialisation and the fear of unemployment
Question (8)
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
8 China’s transport system was not suitable for industry in the 18th century.
- 8 Answer: NOT GIVEN8. NOT GIVENQuestion: China’s transport system was not suitable for industry in the 18th centuryKeywords: China, transport, not suitable, 18th century“China” is mentioned in paragraphs B and F. China and the 18th century are referred to in paragraph F. However, in these paragraphs, the writer does not say anything about China’s transport system. So, the statement is NOT GIVEN.
9 Tea and beer both helped to prevent dysentery in Britain.
- 9 Answer: TRUE
9. TRUE
Question: Tea and beer both helped to prevent dysentery in Britain
Keywords: tea, beer, prevent dysentery
In paragraph C, the author argues that “The antiseptic properties of tannin, the active ingredient in tea, and hops in beer – plus the fact that both are made with boiled water – allowed urban communities to flourish at close quarters without succumbing to water-borne diseases such as dysentery.” The active ingredients in tea and beer prevent the British from succumbing to dysentery. So, the statement is TRUE.
– prevent dysentery = without succumbing to… dysentery
10 Roy Porter disagrees with Professor Macfarlane’s findings.
- 10 Answer: FALSE
10. FALSE
Question: Roy Porter disagrees with Professor Macfarlane’s findings
Keywords: disagree, Roy Porter
At the end of paragraph C, “Macfarlane’s case has been strengthened by support from notable quarters- Roy Porter…recently wrote a favourable appraisal of his research”. This means that Roy Porter agrees with Macfarlane’s findings. So, the statement is FALSE.
11 After 1740，there was a reduction in population in Britain.
- 11 Answer: FALSE11. FALSEQuestion: After 1740, there was a reduction in population in BritainKeywords: after 1740, reduction, population.In paragraph D, “Between 1650 and 1740, the population in Britain was static. But then there was a burst in population growth.” This means that after 1740, there was an increase in population in Britain. So, the statement is FALSE.
12 People in Britain used to make beer at home.
- 12 Answer: NOT GIVEN
12. NOT GIVEN
Question: People in Britain used to make beer at home.
Keywords: make beer, home
Beer is mentioned in paragraphs C and E. In the text, the author just mentions that “the antiseptic properties of tannin, the active ingredient in tea, and hops in beer – plus the fact that both are made with boiled water – allowed urban communities to flourish at close quarters…” and that “We drank beer. For a long time, the English were protected by the strong antibacterial agent in hops, which were added to help preserve the beer.” There is no information about whether the British used to make beer at home. So, the statement is NOT GIVEN.
13 The tax on malt indirectly caused a rise in the death rate.
- 13 Answer: TRUE
13. TRUE
Question: The tax on malt indirectly caused a rise in the death rate.
Keywords: tax on malt, indirectly, rise, death rate
At the end of paragraph E, “But in the late 17th century, a tax was introduced on malt, the basic ingredient of beer. The poor turned to water and gin and in the 1720s the mortality rate began to rise again.” This means that the introduction of tax on malt led people to turning to water and gin, which caused a rise in the mortality rate. So, the statement is TRUE.
– death rate=mortality rate
- 14 Answer: A
14. A
Question: a reference to the influence of the domestic background on the gifted child.
Key words: influence, domestic background, gifted child
We need to find out some information about “domestic background” in the text. In paragraph A, the author refers to the importance of “home educational provision” and “reported verbal interactions with parents, number of books and activities in their home etc”. “Giftedness” is related to “educational backup” at home.
– domestic=home
15 reference to what can be lost if learners are given too much guidance.
- 15 Answer: D
15. D
Question: reference to what can be lost if learners are given too much guidance
Keywords: what lost, too much guidance
We need to find out some information about “too much guidance” provided. In paragraph D, the author indicates that “Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy…Too much dependence on the teacher risks loss of autonomy and motivation to discover.” This means that too much help from teachers causes students’ autonomy and motivation to be lost.
– overdirect=too much guidance
16 a reference to the damaging effects of anxiety.
- 16 Answer: F
16. F
Question: a reference to the damaging effects of anxiety.
Keywords: effects, anxiety
We need to find out some information about anxiety. In paragraph F, the author argues that “Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. So, fear, or anxiety, has negative effects on the development of curiosity.
– anxiety=fear
17 examples of classroom techniques which favour socially-disadvantaged children.
- 17 Answer: D17. DQuestion: examples of classroom techniques which favour socially-disadvantaged children.Keywords: techniques, socially-disadvantaged children.We need to find out some information about disadvantaged children. At the end of paragraph D, “There are quite a number of new methods which can help, such as child-initiated learning, ability peer tutoring, etc. Such practices have been found to be particularly useful for, or in other words ‘favour’, bright children from deprived areas.” So, some classroom techniques such as child-initiated learning, ability-peer tutoring, etc are very useful for socially-disadvantaged children.– techniques=methods=practices– socially-disadvantaged=deprived
Look at the following statements (Questions 18-22) and the list of people below.
Match each statement with the correct person or people, A-E.
Write the correct letter, A-E, in boxes 18-22 on your answer sheet.
List of People
| A | Freeman |
| B | Shore and Kanevsky |
| C | Elshout |
| D | Simonton |
| E | Boekaerts |
Less time can be spent on exercises with gifted pupils who produce accurate work. 18
- 18 Answer: B
18. B
Question: Less time can be spent on exercises with gifted pupils who produce accurate work.
Keywords: Less time, exercises
In paragraph C, Shore and Kanevsky say “If the gifted merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice.”
– produce accurate work=make fewer errors
– less time spent on exercises=shorten the practice
Self-reliance is a valuable tool that helps gifted students reach their goals. 19
- 19 Answer: D
19. D
Question: Self-reliance is a valuable tool that helps gifted students reach their goals.
Keywords: self-reliance, reach goals
In paragraph E, Simonton concludes that “above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice.”
– self-reliance=independence
– goals=the highest levels of expertise
Gifted children know how to channel their feelings to assist their learning. 20
- 20 Answer: E
20. E
Question: Gifted children know how to channel their feelings to assist their learning.
Keywords: channel feelings, assist learning
In the last paragraph, “In Boekaerts’ (1991) review of emotion in the learning of very high IQ and highly achieving children, she found emotional forces in harness. They (gifted children) were not only curious, but often had a strong desire to control their environment, improve their learning efficiency, and increase their own learning resources.”
– channel their feelings=emotional forces in harness
– assist their learning=improve their learning efficiency
The very gifted child benefits from appropriate support from close relatives. 21
- 21 Answer: A
21. A
Question: The very gifted child benefits from appropriate support from close relatives.
Keywords: benefits, support from relatives.
In paragraph A, “A very close relationship was found when children’s IQ scores were compared with their home educational provision. The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home, etc” The researcher mentioned in this paragraph is Freeman.
– support from close relatives=educational backup/ home educational provision
Really successful students have learnt a considerable amount about their subject. 22
- 22 Answer: C
22. C
Question: Really successful students have learnt a considerable amount about their subject.
Keywords: learnt a considerable amount.
In paragraph E, “individuals who know a great deal about a specific domain will achieve at a higher level than those who do not.”
– Really successful=achieve at a higher level
– learnt a considerable amount=know a great deal
– subject =specific domain
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 23-26 on your answer sheet
One study found a strong connection between children’s IQ and the availability of 23 at home.
- 23 Answer: books and activities
23. books – activities
Question: One study found a strong connection between children’s IQ and the availability of…………… and………….. at home.
Keywords: connection, children’s IQ, at home.
In paragraph A, the writer argues that “A very close… relationship was found when children’s IQ scores were compared with their home educational provision. The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home, etc”
– a strong connection=a very close relationship
Children of average ability seem to need more direction from teachers because they do not have 24
- 24 Answer: internal regulation / self-regulation /
24. internal regulation
Question: Children of average ability seem to need more direction from teachers because they do not have………….
Keywords: average, more direction, they do not have
We need to find out some information about average-ability children. In paragraph B, the author indicates that “There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teachers often compensates for lack of internal regulation.”
– direction=regulation
– do not have=lack(v)
Meta-cognition involves children understanding their own learning strategies, as well as developing 25
- 25 Answer: emotional awareness25. emotional awarenessQuestion: Metacognition involves children understanding their own learning strategies, as well as developing……………Keywords: metacognition, developingWe need to find out the information about metacognition. In paragraph B, “To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning-metacognition-which include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned.”– understand=identify
Teachers who rely on what is known as 26 often produce sets of impressive grades in class tests.
- 26 Answer: spoon-feeding
26. spoon-feeding
Question: Teachers who rely on what is known as…..often produce sets of impressive grades in class tests.
Keywords: rely on, produce impressive grades, tests.
In paragraph D, “Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes.”
– extremely high=impressive
– grades=results
– test=examination
- 27 Answer: B27. B
Keywords: museums, novels
We need to find out why people do not go to museums to read original manuscripts of novels. At the beginning of paragraph 2, the writer argues that “This might be explained by the fact that the novel has evolved precisely because of technological developments that made it possible to printout huge numbers of texts, whereas oil paintings have always been produced as unique objects.” This means that, unlike original paintings which are unique, novels are available in such huge number that people do not want to go to museums to read original manuscripts.
– mass production=print out huge numbers
- 28 Answer: H28. H
Keywords: novels, most important
In paragraph 2, “With novels, the reader attends mainly to the meaning of words rather than the way they are printed on the page.” So, the reader finds the meaning of words most important.
– mainly=most important
– underlying ideas=the meaning of words
- 29 Answer: L29. L
Keywords: artists, instruct, copies.
In paragraph 3, the author indicates that “…in the 16th century, artists seemed perfectly content to assign the reproduction of their creations to their workshop apprentices as regular ‘bread and butter’ work”
– happy=content
– assistant=apprentice
– copy=reproduction
- 30 Answer: G30. G
Keywords: excellent replication, colour, surface relief
In paragraph 3, “And today the task of reproducing pictures is incomparably more simple and reliable, with reprographic techniques that allow the production of high-quality prints made exactly to the original scale, with faithful colour values, and even with duplication of the surface relief of the painting.” So, besides surface relief features and faithful colour values, new methods allow the copies made exactly to the original scale. This means that the copies have the same size as the original novel.
– replication=reproducing
- 31 Answer: D31. D
Question: It is regrettable that museums still promote the superiority of original works of art, since this may not be in the interests of the…
Keywords: promote, original works, not in the interests of
In paragraph 5, “Unfortunately, this seems to place severe limitations on the kind of experience offered to visitors.” Because “museums still promote the special status of original work” [paragraph 4
Question (32)
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 32-35 on your answer sheet
The writer mentions London’s National Gallery to illustrate
- A
- B
- C
- D
- 32 Answer: C
32. C
Question: The writer mentions London’s National Gallery to illustrate…
Keywords: London’s National Gallery
In paragraph 6, the author argues that “In addition, a major collection like that of London’s National Gallery is housed in numerous rooms, each with dozens of works, any one of which is likely to be worth more than all the average visitor possesses. In a society that judges the personal status of the individual so much by their material worth, it is therefore difficult not to be impressed by one’s own relative ‘worthlessness’ in such an environment.” This means that London’s National Gallery is mentioned to illustrate the negative effect a museum can have on visitors’ opinions of themselves.
The writer says that today, viewers may be unwilling to criticise a because
- A
- B
- C
- D
- 33 Answer: D
33. D
Question: The writer says that today, viewers may be unwilling to criticise a work because
Keywords: unwilling, criticise a work
In paragraph 7, “…since these works were originally produced, they have been assigned a huge monetary value by some person or institution more powerful than themselves”, therefore, they are not willing to criticise a work because they feel that their reaction is useless.
According to the writer, the ‘displacement effect’ on the visitor is caused by
- A
- B
- C
- D
- 34 Answer: A
34. A
Question: According to the writer, the ‘displacement effect’ on the visitor is caused by
Keywords: displacement effect, caused by
In paragraph 8, “The visitor may be struck by the strangeness of seeing such diverse paintings, drawings and sculptures brought together in an environment for which they were not originally created.” This means that the ‘displacement effect’ is caused by the variety of works on display and the way they are arranged. Such paintings were never intended to be displayed in that way.
The writer says that unlike other forms of art, a painting does not
- A
- B
- C
- D
- 35 Answer: D
35. D
Question: The writer says that unlike other forms of art, a painting does not
In paragraph 9, the author says that “a fundamental difference between paintings and other forms is that there is no prescribed time over which a painting is viewed.” A “picture has no clear place at which to start viewing, or at which to finish”. This means that a painting does not have a specific beginning or end.
– unlike=a fundamental difference
Question (36)
Do the following statements agree with the views of the writer in Reading Passage 3?
In boxes 36-40 on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if the is impossible to say what the writer thinks about this
36 Art history should focus on discovering the meaning of art using a range of media.
- 36 Answer: NOT GIVEN
36. NOT GIVEN
Question: Art history should focus on discovering the meaning of art using a range of media.
Keywords: art history, meaning of art, media.
Art history is mentioned in paragraph 10 where the writer argues that “Consequently, the dominant critical approach becomes that of the art historian, a specialised academic approach devoted to ‘discovering the meaning’ of art within the cultural context of its time”. So, whether art history should focus on discovering the meaning of art using a range of media is not mentioned. The statement is NOT GIVEN.
37 The approach of art historians conflicts with that of art museums.
- 37 Answer: NO
37. NO
Question: The approach of art historians conflicts with that of art museums.
Keywords: art historians, conflicts, art museums.
In paragraph 10, “This (the approach of art historians) is in perfect harmony with the museum’s function” This means that there are absolutely no conflicts between the approach of art historians and that of art museums.
38 People should be encouraged to give their opinions openly on works of art.
- 38 Answer: YES
38. YES
Question: People should be encouraged to give their opinions openly on works of art
Keywords: give opinions openly
In the last paragraph, the author indicates that “The museum public, like any other audience, experience art more rewardingly when given the confidence to express their views.
– give their opinions=express their views
39 Reproductions of fine art should only be sold to the public if they are of high quality.
- 39 Answer: NOT GIVEN
39. NOT GIVEN
Question: Reproductions of fine art should only be sold to the public if they are of high quality.
Keywords: reproductions, sold, high quality.
In the last paragraph, the writer mentions high-quality reproductions of fine art and states that the public should have access to them, but no reference is made to the sale of such reproductions. So, the statement is NOT GIVEN.
40 In the future, those with power are likely to encourage more people to enjoy art.
- 40 Answer: NO
40. NO
Question: In the future, those with power are likely to encourage more people to enjoy art.
Keywords: those with power, encourage, enjoy art.
In the last paragraph, “Unfortunately, that may be too much to ask from those who seek to maintain and control the art establishment.”
– those with power=those who seek to maintain and control
