HCMUE - FOREIGN LANGUAGE CENTER

TRAINING TEST 1

READING PASSAGE 1

What is Reading Passage 1?

✓ a text of up to 900 words, mostly factual or descriptive
✓ two or three different tasks, with a total of 13 questions
✓ the text is slightly easier than Passages 2 and 3

Task information: True/ False/ Not given

True I False I Not given tasks require you to compare information given in a series of
statements with information in the text and decide if they are the same.
You have to:
✓ read statements that are in the same order as the information in the text.
✓ scan read the text to find the part that you need.
✓ decide if the information in each statement agrees with the text (True), contradicts the text
(False) or does not appear in the text (Not given).

Useful strategy: identifying key words and phrases

✓ ‘Locating words’ are key words and phrases that would show you where to look in a text.

EXERCISE 1 Look at the statements below. There is no accompanying text, but the
statements include useful information even when studied on their own. Underline the
'locating words'. The first one has been done as an example.

1 The study by Canadian scientists in 2011 made a surprising discovery.

2 A newspaper report in the Sydney Daily Times contained factual errors.
3 Some academics have criticised the theory put forward by Dr Jonathan Purdie.
4 Whales off the coast of South Africa behave in the same way as whales in New Zealand
waters.
5 The Rolls-Royce Merlin engine was modified and improved in its first years in production.
6 The British public held a wide variety of opinions on this topic, according to a survey
completed by over 3,000 people.

EXERCISE 2 Which of the following might be used as locating words?

• a geographical location • the name of a product • the name of an academic
• a species of animal or plant • an adverb or adjective • prepositions and conjunctions
• the title of a publication • a specific nationality • the date of a study or survey
• a historic period, e.g. the 19th century

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Useful strategy: identifying words with a similar meaning

✓ The language used in the statements and the text will be different. To decide whether the
statements are True, False or Not given, you will need to recognise synonyms and
paraphrases (words and phrases with a similar meaning).

EXERCISE 3 Look at the six statements again. Match the words in italics with an option
(A-F) that has a similar meaning.

A 'However, this idea has been rejected by other scientists because ...'
B ' ... redesigned in order to make it more fuel efficient.'
C ' ... and this was a finding that was completely unexpected.'
D ' ... both groups use identical techniques to communicate with each other.'
E ' ... ordinary people expressed a broad range of views ...'
F ' ... included statements that have since been shown to be inaccurate.'

Task information: Table, Note, Flow-chart completion, Diagram labelling

All of these task types require you to understand the organisational structure of one part of a
text: Notes usually represent a text that is chronological or thematic. Tables represent a text
that compares different items. Flow-charts represent a text that outlines a process or series of
events. Diagrams represent a text that describes how something functions. The requirements
for all four task types are similar.
You have to:
✓ scan read the text to locate the part that you need.
✓ find one or more words and / or a number in the text and then copy them into the space in
a note or sentence.

Useful strategy: identifying locating words and phrases

EXERCISE 4: Look at the extract from a set of notes below. Underline the key headings,
words and phrases that would help you locate the right part of the text.
Complete the notes below. Choose ONE WORD ONLY for each answer.
The Discovery of Antarctica
18th and Early 19th Centuries
• 1773: James Cook saw several rocky 1 ………. from his ship near Antarctica.
• 1820: Bellingshausen and Lazarev saw the coast of Antarctica.
• 1821 on an expedition to hunt 2 ………. at sea, John Davis landed in Antarctica.
• 1829-31: the first 3 ………. was brought back from Antarctica.
Late 19th Century
• 1895: The International Geographical Congress encouraged exploration and 4 ………. in
Antarctica.
• 1898: a Belgian expedition stayed in Antarctica over 5 ………. .
• 1898: 6 ………. were used for transport for the first time.

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Useful strategy: anticipating possible answers

EXERCISE 5: Underline the important words before and/or after each space in the notes.
What do these words tell you about the missing word? The first one has been done for
you as an example.

• 1773: James Cook saw several rocky 1 ............................. from his ship near Antarctica
several: so, more than one
rocky: so, some form of land from his ship
near Antarctica: so, at sea, not on the continent itself

Now follow the same procedure for 2-6 in the notes.

EXERCISE 6: Use one word from the box to fill each space in the notes (1-6). The
information you have found in Exercise 5 will help you.

fossil walking winter dogs islands storm science seals

Exam practice – Reading passage 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage
1 below.

Why do people collect things?

People from almost every culture love collecting things. They might collect stamps, books,
cards, priceless paintings or worthless ticket stubs to old sports games. Their collection might
hang on the walls of a mansion or be stored in a box under the bed. So what is it that drives
people to collect? Psychologist Dr Maria Richter argues that the urge to collect is a basic
human characteristic. According to her, in the very first years of life we form emotional
connections with lifeless objects such as soft toys. And these positive relationships are the
starting point for our fascination with collecting objects. In fact, the desire to collect may go
back further still. Scientists suggest that for some ancient humans living hundreds of thousands
of years ago, collecting may have had a serious purpose. Only by collecting sufficient food
supplies to last through freezing winters or dry summers could our ancestors stay alive until
the weather improved.
It turns out that even collecting for pleasure has a very long history. In 1925, the
archaeologist Leonard Woolley was working at a site in the historic Babylonian city of Ur.
Woolley had travelled to the region intending only to excavate the site of a palace. Instead, to
his astonishment, he dug up artefacts which appeared to belong to a 2,500-year-old museum.
Among the objects was part of a statue and a piece of a local building. And accompanying
some of the artefacts were descriptions like modern-day labels. These texts appeared in three
languages and were carved into pieces of clay. It seems likely that this early private collection
of objects was created by Princess Ennigaldi, the daughter of King Nabonidus. However, very
little else is known about Princess Ennigaldi or what her motivations were for setting up her
collection.

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This may have been one of the first large private collections, but it was not the last. Indeed,
the fashion for establishing collections really got started in Europe around 2,000 years later
with the so-called 'Cabinets of Curiosities'. These were collections, usually belonging to
wealthy families, that were displayed in cabinets or small rooms. Cabinets of Curiosities
typically included fine paintings and drawings, but equal importance was given to exhibits from
the natural world such as animal specimens, shells and plants.
Some significant private collections of this sort date from the fifteenth century. One of the
first belonged to the Medici family. The Medicis became a powerful political family in Italy and
later a royal house, but banking was originally the source of all their wealth. The family started
by collecting coins and valuable gems, then artworks and antiques from around Europe. In
1570 a secret 'studio' was built inside the Palazzo Medici to house their growing collection.
This exhibition room had solid walls without windows to keep the valuable collection safe.
In the seventeenth century, another fabulous collection was created by a Danish physician
named Ole Worm. His collection room contained numerous skeletons and specimens, as well
as ancient texts and a laboratory. One of Ole Worm's motivations was to point out when other
researchers had made mistakes, such as the false claim that birds of paradise had no feet. He
also owned a great auk, a species of bird that has now become extinct, and the illustration he
produced of it has been of value to later scientists.
The passion for collecting was just as strong in the nineteenth century. Lady Charlotte
Guest spoke at least six languages and became well-known for translating English books into
Welsh. She also travelled widely throughout Europe acquiring old and rare pottery, which she
added to her collection at home in southern England. When Lady Charlotte died in 1895 this
collection was given to the Victoria and Albert Museum in London. At around the same time in
the north of England, a wealthy goldsmith named Joseph Mayer was building up an enormous
collection of artefacts, particularly those dug up from sites in his local area. His legacy, the
Mayer Trust, continues to fund public lectures in accordance with his wishes.
In the twentieth century, the writer Beatrix Potter had a magnificent collection of books,
insects, plants and other botanical specimens. Most of these were donated to London's Natural
History Museum, but Beatrix held on to her cabinets of fossils, which she was particularly proud
of. In the United States, President Franklin D. Roosevelt began his stamp collection as a child
and continued to add to it all his life. The stress associated with being president was easier to
cope with, Roosevelt said, by taking time out to focus on his collection. By the end of his life
this had expanded to include model ships, coins and artworks.
Most of us will never own collections so large or valuable as these. However, the examples
given here suggest that collecting is a passion that has been shared by countless people over
many centuries.

Action plan for True/ False / Not given

1 Look at the title and decide who or what the text is about.
2 Skim read the text very quickly to get an idea of the content and structure. Don't worry about
words you don't understand.
3 Look at the questions and underline the locating words.
4 Find the part of the text that is relevant to the first question. Read it in detail and decide if
the answer is True, False or Not given. Remember to look out for synonyms and
paraphrases.
5 Now do the same for the other questions.

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TIPS
✓ The information you need for all the questions may come from one part of the text.
However, sometimes there may be paragraphs that do not relate to any of the questions.
✓ The locating words in the questions will help you find the right part of the text.
✓ The questions are in the same order as the information in the passage.
✓ Don't use your own knowledge of the subject to answer the questions.
✓ Use only the information in the passage. Two or more questions following each other may
have the same answer.

Questions 1-6
Do the following statements agree with the information given in Reading Passage 1? In boxes
1-6 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

1 Dr Maria Richter believes that people become interested in collecting in early childhood.
2 A form of collecting may have helped some ancient humans to survive.
3 Leonard Woolley expected to find the remains of a private collection at Ur.
4 Woolley found writing that identified some of the objects he discovered.
5 Princess Ennigaldi established her collection to show off her wealth.
6 Displaying artworks was the main purpose of Cabinets of Curiosities.

TIPS
✓ 1 The locating words are Dr Maria Richter. The information you need is in the first
paragraph.
✓ 2 The locating words are ancient humans. You may need to read more than one sentence
to find the answer. Look for synonyms or paraphrases for survive.
✓ 3 Find the locating words in the question. To answer the question, focus particularly on
what the person expected to find before arriving at Ur.
✓ 4 Look for synonyms/paraphrases for writing that identified some of the objects.
✓ 5 What does the text say about her reasons for establishing the collection?
✓ 6 What items were displayed in most Cabinets of Curiosities? Did one type of item have
higher status than others?

Action plan for Note completion

1 Look at the instructions to see how many words you must write.
2 Look at the head of the notes - this will help you locate the relevant part of the text.
3 Study the notes carefully. Use the locating words (such as dates and proper nouns) to help
you find the specific parts of the text that you need to read in detail.
4 For each question, underline the word(s) in the text which fit(s) the space. Then copy the
word (s) into the notes.
5 Read the notes again carefully to make sure they make sense.

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Questions 7-13
Complete the notes below. Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 7- 13 on your answer sheet.

Some significant private collections

15th-17th Centuries
• The Medici family made their money from 7 …………..
• At the Palazzo Medici there was a hidden 'studio' which had no 8 …………..
• Ole Worm liked to show when other scientists had made mistakes.
• Ole Worm made an important 9 ………….. of a bird.
19th Century
• Lady Charlotte Guest created a collection of 10………….., which she left to a museum.
• Joseph Mayer paid for 11 ………….. that are still given to the public today.
20th Century
• Beatrix Potter did not give away her collection of 12 …………..
• Franklin D. Roosevelt believed collecting helped him deal with the 13 ………….. of his job.

TIPS
✓ 7 There are clear locating words here. Focus on how the family made their money, not on
their other activities.
✓ 9 Focus on Worm's activities with regard to the bird, not anything else.
✓ 10 The phrase 'which she left to a museum' is important.
✓ 12 The phrase 'did not give away' is important.

TIPS
✓ The notes have a title. Use this to help you locate the relevant part of the text.
✓ You never need to change the word(s) you copy (e.g. from a noun into a verb, or from
singular to plural). Make sure you spell the word(s) correctly.
✓ Read the instructions carefully. If the instructions say ONE WORD ONLY and you write
two words, you will receive no marks, even if one of your words is the correct answer.
✓ Some parts of the notes may not have a space in them. This will help you locate the
information you need in the text.

READING PASSAGE 2

What is Reading Passage 2?

✓ a text of up to 900 words
✓ each paragraph labelled with a letter, A, B, C, etc.
✓ three different tasks, with a total of 13 questions

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Task information: Matching headings

Matching headings tasks require you to choose the correct heading for each paragraph of the
text. You have to:
✓ read the text, focusing on the content of each paragraph.
✓ read a list of possible headings. There are more headings than paragraphs.
✓ choose a heading for each paragraph that summarises all the information in it.

Useful strategy: identifying key words and phrases

EXERCISE 1: Look at headings i-vi below. Underline the key words and phrases that
would reflect the content of a paragraph in a text. The first one has been done for you
as an example.
i A number of health problems associated with reading from screens
• a number of: so, there will be three or more
• health problems: so, some different health problems will be identified
• reading from screens: so, the cause of the problem will be reading from screens
ii A survey investigating the reading preferences of a range of subjects
iii Two research experiments that reached contrasting conclusions
iv Viewpoints of companies that manufacture electronic screens
v One academic who is campaigning for screens to be redesigned
vi The way the eye gat hers information and transmits it to the brain

Task information: Matching statements with people

Tasks involving matching statements with people require you to identify the views or opinions
of different people mentioned in the text. You have to:
✓ read a set of statements about the topic of the text.
✓ locate different people in the text who express a view (given in either direct or reported
speech
✓ match the statements with the correct person in the text.

Useful strategies: identifying words with a similar meaning

EXERCISE 2: Match statements 1-4 with the correct option, A or B, by looking for
synonyms and paraphrases.
1 Our company has spent large sums of money investigating safety and cannot find any
evidence that using our products is harmful to health.
A According to Olivia Downey, her laboratory has conducted extensive research and
concluded that reading from screens may cause headaches and eye problems in some
people.
B James Rawlings says, 'Here at Household Electronics we have invested heavily in
research; this shows no connection between the screens we manufacture and
headaches, eye problems or other such issues.'

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2 The results of the research are not reliable because the sample size used in the study was
too small.
A Dr Aliya Hassan argues that because so few subjects took part in the experiment, the
findings are invalid.
B 'It was difficult to find a large group of research subjects because the experiment required
them to spend a long period away from their families,' said Professor Hamish Lannighan.

3 It is possible to change public opinion but it will only happen as the result of making the facts
and statistics widely available.
A If we release the data via a broad range of different media then we will be able to alter
the views of ordinary people, said eye specialist Daniel Monkman.
B Industry spokesperson Mei Tan claimed, 'Despite a concerted campaign using both
social and print media, the attempt to influence the views of ordinary people has met with
limited success.'

4 The research done so far has been encouraging but it is still too early in the research process
to draw any firm conclusions.
A According to Marie Dubois, the studies that she is aware of have produced a variety of
results and scientists may need to find an alternative approach.
B Peter Triel, a lecturer at the University of Hamilton, said, 'We won't know for sure until
more work has been completed but the studies to date have returned some very positive
results.'

Task information: Summary completion

Summary completion tasks require you to understand the main points of one part of the text.
You have to:
✓ identify the part of the text to which the summary refers. The summary has a title to help
you do this.
✓ read that part of the text in detail.
✓ study the summary to identify what type of information is missing.
✓ complete the spaces in the summary using one or more words from the text.

Useful strategy: identifying what type of information is missing

EXERCISE 3: Look at the summary below.

1 Underline the key words and phrases that would help you identify what type of
information is missing. The words around the first space have been underlined for you
as an example.

• reduce the amount: so, this must be something that can be reduced or increased easily
• around your computer screen; so, this must be a common object in homes/offices
• distract your eyes: so, this must be a possible distraction

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How To Avoid Eye Strain

First of all, try to reduce the amount of 1 …………. around your computer screen that
might distract your eyes. On the screen itself, the best colour combination is 2 ………….
text on a white background to provide a strong contrast. It's also important to take regular
breaks and stretch your 3 …………. to reduce fatigue.
Furthermore, research has shown that having a 4 …………. that is properly designed
helps your posture and reduces stress-related problems such as eye strain. And finally,
if you wear glasses or contact lenses, make sure yours 5 …………. is correct by visiting
your optometrist regularly.

2 Now, use the information you underlined to choose the correct answers from the
box.

shoulders head black glasses prescription

yellow light workstation examination

Exam practice – Reading passage 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 below.

Making Documentary Films

A
For much of the twentieth century, documentary films were overshadowed by their more
successful Hollywood counterparts. For a number of reasons, documentaries were frequently
ignored by critics and film studies courses at universities. Firstly, the very idea of a
documentary film made some people suspicious. As the critic Dr Helmut Fischer put it,
'Documentary makers might have ambitions to tell the "truth" and show only "facts" but there
is no such thing as a non-fiction film. That's because, as soon as you record an incident on
camera, you are altering its reality in a fundamental way'. Secondly, even supporters of
documentaries could not agree on a precise definition, which did little to improve the reputation
of the genre. Lastly, there were also concerns about the ethics of filming subjects without their
consent, which is a necessity in many documentary films.
B
None of this prevented documentaries from being produced, though exactly when the process
started is open to question. It is often claimed that Nanook of the North was the first
documentary. Made by the American filmmaker Robert J. Flaherty in 1922, the film depicts the
hard, sometimes heroic lives of native American peoples in the Canadian Arctic. Nanook of
the North is said to have set off a trend that continued through the 1920s with the films of Dziga
Vertov in the Soviet Union and works by other filmmakers around the world. However, that
1922 starting point has been disputed by supporters of an earlier date. Among this group is
film historian Anthony Berwick, who argues that the genre can be traced back as early as 1895,
when similar films started to appear, including newsreels, scientific films and accounts of
journeys of exploration.

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C
In the years following 1922, one particular style of documentary started to appear. These films
adopted a serious tone while depicting the lives of actual people. Cameras were mounted on
tripods and subjects rehearsed and repeated activities for the purposes of the film. British
filmmaker John Grierson was an important member of this group. Grierson's career lasted
nearly 40 years, beginning with Driers (1929) and culminating with I Remember, I Remember
(1968). However, by the 1960s Grierson's style of film was being rejected by the Direct Cinema
movement, which wanted to produce more natural and authentic films: cameras were hand-
held; no additional lighting or sound was used; and the subjects did not rehearse. According
to film writer Paula Murphy, the principles and methods of Direct Cinema brought
documentaries to the attention of universities and film historians as never before.
Documentaries started to be recognised as a distinct genre worthy of serious scholarly
analysis.
D
Starting in the 1980s, the widespread availability of first video and then digital cameras
transformed filmmaking. The flexibility and low cost of these devices meant that anyone could
now be a filmmaker. Amateurs working from home could compete with professionals in ways
never possible before. The appearance of online film-sharing platforms in the early 2000s only
increased the new possibilities for amateur filmmakers. Nonetheless, while countless amateur
documentaries were being made, perhaps the most popular documentary of 2006 was still the
professionally made An Inconvenient Truth. New cameras and digital platforms revolutionised
the making of films. But as critic Maria Fiala has pointed out, 'The argument sometimes put
forward that these innovations immediately transformed what the public expected to see in a
documentary isn't entirely accurate.'
E
However, a new generation of documentary filmmakers then emerged, and with them came a
new philosophy of the genre. These filmmakers moved away from highlighting political themes
or urgent social issues. Instead, the focus moved inwards, exploring personal lives,
relationships and emotions. It could be argued that Catfish (20 I 0) was a perfect example of
this new trend. The film chronicles the everyday lives and interactions of the social media
generation and was both a commercial and critical success. Filmmaker Josh Camberwell
maintains that Catfish embodies a new realisation that documentaries are inherently subjective
and that this should be celebrated. Says Camberwell, 'It is a requirement for documentary
makers to express a particular viewpoint and give personal responses to the material they are
recording.'
F
The popularity and variety of documentaries today is illustrated by the large number of film
festivals focusing on the genre around the world. The biggest of all must be the Hot Docs
Festival in Canada, which over the years has showcased hundreds of documentaries from
more than 50 different countries. Even older is the Hamburg International Short Film Festival.
As its name suggests, Hamburg specialises in short films, but one category takes this to its
limits - entries may not exceed three minutes in duration. The Short and Sweet Festival is a
slightly smaller event held in Utah, USA The small size of the festival means that for first timers
this is the ideal venue to try to get some recognition for their films. Then there is the Atlanta
Shortsfest, which is a great event for a wide variety of filmmakers. Atlanta welcomes all
established types of documentaries and recognises the growing popularity of animations, with
a category specifically for films of this type. These are just a few of the scores of film festivals
on offer, and there are more being established every year. All in all, it has never been easier
for documentary makers to get their films in front of an audience.

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Action plan for Matching headings

1 Before you read the passage, read the list of headings and underline the key words.
2 Read the passage quickly to get a general idea of its content and structure.
3 Now read each paragraph carefully. Identify the writer's main point in each paragraph.
4 Look at the list of headings and choose the one that summarises the main idea.

TIPS
✓ If there is a Matching headings task, it comes before the passage to encourage you to read
the headings first.
✓ The headings in the list are in a random order. There are more headings than paragraphs.
A heading can be used once only.
✓ The language used in the headings and in the passage may not be the same. Look for
synonyms and paraphrases.
✓ The heading refers to the main idea throughout the paragraph, not minor details.

Questions 14-19
Reading Passage 2 has six paragraphs, A-F. Choose the correct heading for each paragraph
from the list of headings below.
Write the correct number, i-viii, in boxes 14-19 on your answer sheet.

14 Paragraph A List of Headings

15 Paragraph B i A contrast between two historic approaches to documentary
16 Paragraph C filmmaking
17 Paragraph D ii Disagreement between two individual documentary makers
18 Paragraph E iii A wide range of opportunities to promote documentary films
19 Paragraph F iv A number of criticisms about all documentary film making in the
past
v One film that represented a fresh approach to documentary
filmmaking
vi Some probable future trends in documentary filmmaking
vii The debate about the origins of documentary filmmaking
viii The ability of ordinary people to create documentary films for the
first time

TIPS
✓ 14 Pay particular attention to the paragraph structure: Firstly, Secondly, Lastly.
✓ 15 What is the significance of the dates in this paragraph?
✓ 16 What is the significance of the word However in the middle of this paragraph?
✓ 18 Why is the film Catfish important?

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Action plan for Matching statements with people

1 Look at the list of names and locate them in the text.
2 For each name, read all the things that person said. This may be in direct or reported speech.
3 Match the statement with the correct person. Look for synonyms and paraphrases.

TIPS
✓ It is possible that one person will make two different statements.
✓ Sometimes the statements will be listed in the box and the names will be next to the
question numbers. Follow the same action plan in both cases.
✓ Sometimes the names will appear in more than one place. There may be more people than
statements and one or more of the names will not be used.

Questions 20-23
Look at the statements (Questions 20-23) and the list of people below.
Match each statement with the correct person, A-E. Write the correct letter, A-E, in boxes
20-23 on your answer sheet.

20 The creation of some new technologies did not change List of People
viewers' attitudes towards documentaries as quickly as is A Dr Helmut Fischer
sometimes proposed.
B Anthony Berwick
21 One set of beliefs and techniques helped to make
C Paula Murphy
documentary films academically respectable.
D Maria Fiala
22 The action of putting material on film essentially changes
the nature of the original material. E Josh Camberwell
23 Documentary filmmakers have an obligation to include
their own opinions about and analysis of the real events
that they show in their films.

TIPS
✓ 20 This is about change in the attitudes of viewers, not in the way documentaries were
made.
✓ 22 Look for a person who challenges the whole idea of a documentary film.

Action plan for Summary completion

1 Read the instructions carefully. How many words and/ or numbers can you use to fill each
space?
2 Look at the title of the summary. This will help you locate the relevant part of the passage.
3 Underline the locating words in the summary. They will help you find exactly the right part
of the passage to read in detail.
4 Compare the language around each space in the summary with the language in the
passage. Look for synonyms and paraphrases.
5 Transfer the relevant information from the passage into each space and then read the
summary again. It should make sense and summarise the passage.

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TIPS
✓ The information you need may be in one paragraph or it may be spread over a longer part
of the passage.
✓ Write the words exactly as they appear in the passage. Check for singular or plural.
✓ Don't leave any spaces blank. You don't lose marks for wrong answers.

Questions 24-26 Complete the summary below.

Choose NO MORE THAN TWO WORDS AND A NUMBER from the passage for each answer.
Write your answers in boxes 24-26 on your answer sheet.

Film Festivals
There are many festivals for documentary makers. For example, Canada's Hot Docs festival
has screened documentaries from more than 50 countries. Meanwhile, the Hamburg Short
Film Festival lives up to its name by accepting films no more than 24 ……… long in one of its
categories. The Short and Sweet Film Festival is especially good for documentary makers who
are 25……… , And the Atlanta Shortsfest accepts numerous forms of documentaries including
26 ………, which are becoming more common.

TIPS
✓ 24 The focus here is not just short films, but extremely short films.
✓ 25 Who I What is this festival especially good for?
✓ 26 Look for one type of film among many other types.

READING PASSAGE 3

What is Reading Passage 3?

✓ a text of up to 950 words
✓ a discursive text that is slightly more challenging than Passages 1 and 2
✓ three different tasks, with a total of 14 questions

Task information: 4-option multiple-choice

These tasks require a detailed understanding of one longer section of the passage. The
questions usually refer to a longer section of the passage, often a whole paragraph.
Occasionally the final question will refer to the whole passage. You have to:
✓ read questions or incomplete sentences which help you locate the relevant part of the
passage.
✓ choose the correct option, A, B, C or D, to answer the question or complete the sentence
so that it means the same as the passage.

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Useful strategy: recognising distraction

✓ Only one of the four options A-D is the correct answer. However, there might be something
in the passage to make you think one of the other options is the correct answer. This is
called 'distraction'.

EXERCISE 1: Read the paragraph below about setting up a new business. Then look at
the multiple-choice question and decide which is the correct answer, A, B, C or D.

There is no question that it is exciting to set up a new business, but it is also a time when there
are numerous problems to overcome. As a business analyst, I have often seen people making
the same errors. One frequent issue is that business owners try to do everything themselves
because they feel a sense of responsibility; however, they should be delegating some tasks to
others. Secondly, in my experience, too many new business owners do not have a
comprehensive financial plan. And lastly, many of them have not studied the market thoroughly
enough. All of these errors can be avoided.

What is the writer doing in the paragraph?

A suggesting some reasons why people set up a business
B explaining why her own business has been successful
C comparing the approaches of two new businesses
D outlining common mistakes made when setting up a business

Now think about the three options that are incorrect. There is something in the passage
that might make you think these are the correct answer. For each of the incorrect
options, underline this distraction.

Task information: Matching sentence endings

Matching sentence endings tasks require you to understand a number of important ideas
expressed in the passage. You have to:
✓ read the first halves of sentences. These are in the same order as the information in the
passage.
✓ use locating words in the sentence beginnings to find the relevant parts of the passage.
✓ read those parts of the passage carefully to understand the idea(s) being expressed.
✓ choose the correct second half of the sentence from the options in a box for each question.

Useful strategy: locating the relevant part of the passage

✓ The information you need to match all the sentences is usually located throughout the
passage, which can make this task challenging. However, clear locating words are used in
the sentence beginning to help you locate the relevant part of the passage.

EXERCISE 2: Look at these sentence beginnings. Underline the locating words/ phrases
that would help you find the relevant part of the passage.
1 Researchers working in Norway and the Arctic have shown that
2 The use of DNA sequencing and isotope analysis has proved that
3 Research into 'upside-down jellyfish' showed that
4 Following research in the Mediterranean Sea it has been claimed that

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Exam practice – Reading passage 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 below.

Jellyfish: A Remarkable Marine Life Form

When viewed in the wild, jellyfish are perhaps the most graceful and vividly coloured of
all sea creatures. But few people have ever seen a jellyfish living in its natural habitat. Instead,
they might see a dead and shapeless specimen lying on the beach, or perhaps receive a
painful sting while swimming, so it is inevitable that jellyfish are often considered ugly and
possibly dangerous. This misunderstanding can be partly traced back to the 20th century,
when the use of massive nets and mechanical winches often damaged the delicate jellyfish
that scientists managed to recover. As a result, disappointingly little research was carried out
into jellyfish, as marine biologists took the easy option and focused on physically stronger
species such as fish, crabs and shrimp. Fortunately, however, new techniques are now being
developed. For example, scientists have discovered that sound bounces harmlessly off
jellyfish, so in the Arctic and Norway researchers are using sonar to monitor jellyfish beneath
the ocean's surface. This, together with aeroplane surveys, satellite imagery and underwater
cameras, has provided a wealth of new information in recent years.
Scientists now believe that in shallow water alone there are at least 38 million tonnes of
jellyfish and that these creatures inhabit every type of marine habitat, including deep water.
Furthermore, jellyfish were once regarded as relatively solitary, but this is another area where
the science has evolved. Dr Karen Hansen was the first to suggest that jellyfish are in fact the
centre of entire ecosystems, as shrimp, lobster and fish shelter and feed among their tentacles.
This proposition has subsequently been conclusively proven by independent studies. DNA
sequencing and isotope analysis have provided further insights, including the identification of
numerous additional species of jellyfish unknown to science only a few years ago.
This brings us to the issue of climate change. Research studies around the world have
recorded a massive growth in jellyfish populations in recent years and some scientists have
linked this to climate change. However, while this may be credible, it cannot be established
with certainty as other factors might be involved. Related to this was the longstanding
academic belief that jellyfish had no predators and therefore there was no natural process to
limit their numbers. However, observations made by Paul Dewar and his team showed that
this was incorrect. As a result, the scientific community now recognises that species including
sharks, tuna, swordfish and some salmon all prey on jellyfish.
It is still widely assumed that jellyfish are among the simplest lifeforms, as they have no
brain or central nervous system. While this is true, we now know they possess senses that
allow them to see, feel and interact with their environment in subtle ways. What is more,
analysis of the so-called 'upside-down jellyfish' shows that they shut down their bodies and
rest in much the same way that humans do at night, something once widely believed to be
impossible for jellyfish. Furthermore, far from 'floating' in the water as they are still sometimes
thought to do, analysis has shown jellyfish to be the most economical swimmers in the animal
kingdom. In short, scientific progress in recent years has shown that many of our established
beliefs about jellyfish were inaccurate.
Jellyfish, though, are not harmless. Their sting can cause a serious allergic reaction in
some people and large outbreaks of them – known as 'blooms' – can damage tourist
businesses, break fishing nets, overwhelm fish farms and block industrial cooling pipes. On
the other hand, jellyfish are a source of medical collagen used in surgery and wound dressings.
In addition, a particular protein taken from jellyfish has been used in over 30,000 scientific
studies of serious diseases such as Alzheimer's. Thus, our relationship with jellyfish is complex
as there are a range of conflicting factors to consider.

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Jellyfish have existed more or less unchanged for at least 500 million years. Scientists
recognise that over the planet's history there have been three major extinction events
connected with changing environmental conditions. Together, these destroyed 99% of all life,
but jellyfish lived through all three. Research in the Mediterranean Sea has now shown,
remarkably, that in old age and on the point of death, certain jellyfish are able to revert to an
earlier physical state, leading to the assertion that they are immortal. While this may not
technically be true, it is certainly an extraordinary discovery. What is more, the oceans today
contain 30% more poisonous acid than they did 100 years ago, causing problems for numerous
species, but not jellyfish, which may even thrive in more acidic waters. Jellyfish throughout
their long history have shown themselves to be remarkably resilient.
Studies of jellyfish in the class known as scyphozoa have shown a lifecycle of three
distinct phases. First, thousands of babies known as planulae are released. Then, after a few
days the planulae develop into polyps - stationary lifeforms that feed off floating particles.
Finally, these are transformed into something that looks like a stack of pancakes, each of which
is a tiny jellyfish. It is now understood that all species of jellyfish go through similarly distinct
stages of life. This is further evidence of just how sophisticated and unusual these lifeforms
are.

Action plan for Yes / No/ Not given

1 Read the passage once quickly to get a general idea of the content and structure. Don't
worry about words you don't understand at this stage.
2 Look at the view/ claim in the first question. Use the locating words to find the relevant part
of the passage.
3 Read that part of the passage carefully and compare it with the question. Look for synonyms
and paraphrases.
4 Decide if the view/ claim in the question agrees with what the writer says in the passage.
Choose Yes, No or Not given.
5 Do the same for the other views/ claims.

TIPS
✓ The views/ claims in the questions are in the same order as the information in the passage.
✓ Remember, it is the writer's views you need to check, not your own.
✓ Even Not given questions will have a clear locating word/ phrase to help you find the
relevant part of the passage.

Questions 27-32
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 27-32 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

27 It is surprising that many people have negative views of jellyfish.

28 In the 20th century, scientists should have conducted more studies of jellyfish.

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29 Some jellyfish species that used to live in shallow water may be moving to deep water.
30 Dr Karen Hansen's views about jellyfish need to be confirmed by additional research.
31 It is possible to reverse the consequences of climate change.
32 The research findings of Paul Dewar have been accepted by other academics.

TIPS
✓ 27 Locate the 'negative views' about jellyfish in the first sentences of the passage. Is the
writer surprised?
✓ 28 Which words in the question tell you about the writer's view or attitude?
✓ 30 Read the passage and decide what Dr Hansen found. What is the writer's view of Dr
Hansen's research?
✓ 31 Focus on the meaning of 'reverse the consequences' of climate change. What does the
writer say about this?

Action plan for 4-option multiple-choice

1 Read the first question and the four options, A-D.
2 Find the relevant part of the passage and read it in detail. This may mean reading a whole
paragraph carefully.
3 Consider all four options and choose the one you believe to be correct.
4 Follow the same plan for the rest of the questions.

TIPS
✓ There may be distraction in the passage which makes an incorrect option seem possible.
✓ If the multiple-choice questions are the first task for the passage, read the whole passage
through before you follow this plan so that you have a general idea of the content and
structure of the text.
✓ Multiple-choice questions follow the order of information in the text.
✓ The questions and the passage may use different language. Look out for synonyms and
paraphrases.

Questions 33-36
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 33-36 on your answer sheet.

33 What is the writer doing in the fourth paragraph?

A comparing several different types of jellyfish
B dismissing some common ideas about jellyfish
C contrasting various early theories about jellyfish
D rejecting some scientific findings regarding jellyfish

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34 What does the writer conclude in the fifth paragraph?

A Jellyfish have advantages and disadvantages for humans.
B Humans have had a serious negative impact on jellyfish.
C Jellyfish will cause problems for humans in the future.
D Humans and jellyfish are fundamentally similar.

35 What is the writer's main point in the sixth paragraph?

A Jellyfish may once have inhabited dry land.
B Jellyfish improve the environment they live in.
C Jellyfish have proved able to survive overtime.
D Jellyfish have caused other species to become endangered.

36 The writer refers to the 'scyphozoa' in order to

A exemplify the great size of some jellyfish.
B illustrate that jellyfish are biologically complex.
C explain why certain jellyfish may become extinct.
D suggest that scientists still misunderstand jellyfish.

TIPS
✓ 33 Focus on the whole of the fourth paragraph, not just some of the content. What is the
writer's purpose or intention in writing this paragraph?
✓ 34 The question asks about the writer's conclusion. But you will need to read the whole
paragraph in order to fully understand the concluding sentence.
✓ 35 Identify the main point in the paragraph, not just any point in it.
✓ 36 The question is not asking what a scyphozoa is. It is asking why the writer has included
this information.

Action plan for Matching sentence endings

1 Read the first incomplete sentence and locate the relevant part of the text.
2 Read that part of the passage carefully and compare it with the options in the box.
3 Match one of the options with the information in the passage. Look out for the use of
synonyms and paraphrases.
4 After matching two parts of a sentence, read the whole sentence through. Does it reflect
the writer's views/ claims accurately?
5 Follow this plan for the other incomplete sentences.

Questions 37-40
Complete each sentence with the correct ending, A-F, below. Write the correct letter, A-F, in
boxes 37-40 on your answer sheet.
37 Researchers working in Norway and the Arctic have shown that
38 The use of DNA sequencing and isotope analysis has proved that
39 Research into 'upside-down jellyfish' showed that
40 Following research in the Mediterranean Sea, it has been claimed that

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A it was wrong to assume that jellyfish do not sleep.

B certain species of jellyfish have changed their usual diet.
C jellyfish can be observed and tracked in ways that do not injure them.
D one particular type of jellyfish may be able to live forever.
E there are more types of jellyfish than previously realised.
F some jellyfish are more dangerous to humans than once thought.

TIPS
✓ 37 How is today's research in Norway and the Arctic different from 20th-century research?
✓ 38 Look out for the use of synonyms and paraphrases.
✓ 40 The words 'it has been claimed' are important here. The 'claim' might not be strictly true.

TIPS
✓ The incomplete sentences contain clear locating words to help you find the relevant part of
the passage.
✓ If matching sentence endings is the first task for the passage, read the passage through
before you follow this plan so that you have a general idea of the content and structure of
the text.
✓ There will be two or three options which do not match any of the incomplete sentences,
but be careful because distraction may make them seem possible.
✓ The incomplete sentences follow the order of information in the text.
✓ The incomplete sentences may refer to different paragraphs in the text.
✓ The options in the box are in random order.

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