ENT403 ASSIGNMENT

READING TEXT 1
Read this passage carefully and answer the questions that follow.
The Facebook party that became a riot
It began as a plan for a very normal 16th birthday party. Merthe Weusthuis wanted a quiet
celebration with a small group of friends in her family home in the small Dutch town of Haren.
Like many teenagers, she decided to send out invitations via a social network site. But Merthe
made one big mistake: she used open-access settings on Facebook, so it wasn’t just her friends
who could see details of the event, lots of strangers could too.
The number of invitation acceptances quickly snowballed into an avalanche. Not marking the
event as ‘private’ meant the electronic invitation was eventually seen by 240,000 people, of
whom 30,000 confirmed online that they planned to attend. To make matters worse, an
unauthorised campaign was launched to promote the party by means of a dedicated website and
Twitter account, which received hundreds of thousands of hits. The party became known as
‘Project X Haren’ after the 2012 American film Project X in which three high school students
throw a birthday party that spins out of control. Video trailers for Merthe’s party were
produced, with scenes from Project X edited in, and they were posted on YouTube. T-shirts
featuring Merthe’s face were also made, all without her knowledge or consent.
Even after Merthe’s parents had cancelled the party, the publicity didn’t stop. Local media
reported on the forthcoming event and teenagers turned up to have their pictures taken outside
the Weusthuis family home. On the evening the party was to have taken place, about 5,000
teenagers began gathering in Haren, many outside the Weusthuis house. When it became clear
that there was nothing to gatecrash, violence broke out and 500 riot police equipped with
helmets, shields and batons were brought in to control the crowd. Shops in the centre of Haren
were vandalised and looted, journalists were attacked, cars were set on fire or overturned and
street signs and lamp posts were damaged.
However, Facebook was also involved in the clean-up effort in the days after the riot. A group
called ‘Project Clean-X Haren’ was set up to gather and organise volunteers. Another group
named ‘Suspect-X Haren’ was created to help police identify and arrest the rioters by sharing
photos and videos of the event.
A number of other 'Facebook parties’ have spiralled out of control, including the 16th birthday
party of British teenager Bradley McAnulty in April 2012. Bradley had not posted details of the
event on the internet, and had been careful to ask his friends not to, but somehow the news
leaked out and appeared on Blackberry Messenger as well as Facebook. More than 400
gatecrashers invaded his family home in Poole, Dorset, causing extensive damage.

QN=1 Merthe Weusthuis made the mistake of ___.

a. using Facebook to organise her birthday celebration
b. letting her friends invite their friends to her party
c. inviting people she did not really like to her party
d. not checking who could see her online invitation

ANSWER: D
QN=2 The number of confirmed the guests ___.
a. did not reflect the reality
b. got out of control almost immediately
c. was manageable until the Twitter campaign
d. suddenly shot up when people started watching the YouTube video trailers
ANSWER: B

QN=3 'Project X Haren' was named after ___.

a. another party in the same area
b. the group who promoted the party online
c. a party video on YouTube
d. a film
ANSWER: D

QN=4 Local journalists ___.

a. gave the event publicity
b. tried to discourage people from attending
c. gathered outside the house
d. started the violence

ANSWER: A
QN=5 Violence broke out when ___.
a. teenagers arrived in large numbers
b. people realized there was no party
c. rival gangs turned up
d. gatecrashers saw the riot police
ANSWER:B

QN=6 After the riot, Facebook was used to ___.

a. plan another party in Haren
b. send messages of support to Merthe and her family
c. help rioters get in contact with each other
d. help the town recover from the violence
ANSWER: D
QN=7 Bradley McAnulty ___.
a. made the same mistake as Merthe Weusthuis
b. sent invites via Blackberry Messenger
c. had taken steps to prevent problems
d. posted details of the event online
ANSWER: C
QN=8 In Bradley McAnulty's case, ___.
a. only a small number of people arrived
b. the gatecrashers were well behaved
c. the gatecrashers caused a lot of damage to his home
d. the gatecrashers caused a lot of damage to his town
ANSWER: C
READING TEXT 2
Read this passage carefully and answer the questions that follow.
I am interested in this job because I am currently looking for an opportunity to use the skills I
learnt in my college. I have recently completed a 16-week part-time accounting course (AAT
Level 2 Certificate).  The course covered book-keeping, recording income and receipts and
basic costing. We used a wide range of computer packages, and I picked up the accounting
skills easily. I was able to work alone with very little extra help. I passed the course with merit.
I believe my success was due to my thorough work, my numeracy skills and my attention to
detail. During the course, I had experience of working to deadlines and working under
pressure.  Although this was sometimes stressful, I always completed my work on time.
Unfortunately, the course did not include a work placement, so I have not practiced my skills in
a business setting, and I am now looking for an opportunity to do so.  I am particularly looking
for a job in a small company such as yours, as I believe I will be able to interact with a wider
range of people, and as a result, learn more skills.  I would like to progress within a company
and gain more responsibilities over the years.
Although I do not have work experience in finance, I have experience in working in an office
environment.  Before starting the accounting course, I worked for 6 months in a recruitment
office as a receptionist. My duties involved meeting and greeting clients and visitors, taking
phone calls, audio and copy typing and checking stock. I also had to keep the petty cash and
mail records.  Through this work, I developed my verbal and written communication skills. I
had to speak confidently to strangers and deliver clear messages.  I enjoyed working in a team
environment.  I believe the office appreciated my friendly manner and efficient work.

QN=1 The candidate has a qualification in accounting.

a. True
b. False
c. Not in text

QN=2 The candidate has worked as an accountant before.

a. True
b. False
c. Not in text

QN=3 The candidate worked with an accounting firm as a receptionist.

a. True
b. False
c. Not in text

QN=4 The candidate has worked as part of a team in an office environment.

a. True
b. False
c. Not in text

QN=5 The candidate has experience of record-keeping. 

a. True
b. False
c. Not in text

QN=6 The candidate wants to learn on the job.

a. True
b. False
c. Not in text

QN=7 The candidate has a math qualification. 

a. True
b. False
c. Not in text

QN=8 The candidate intends to study a further accounting course.

a. True
b. False
c. Not in text

READING TEXT 3

Read the text below and choose the correct answer.

A few years ago, I worked as an elf at a holiday resort in Lapland, in the north of Sweden.  The resort
was in a forest. Visitors and workers stayed in small wooden cabins all around the forest.  There was
one large cabin where people ate meals. I started work there in mid-November and stayed until just
after Christmas. 
Tourists used to stay at the resort for four days. On the first day, they arrived at the airport and
travelled to the resort by coach.  I didn’t have to work until the evening. Sometimes I went skiing.
Then, while the guests had their evening meal, I worked behind the desk in reception. I helped people
find their cabins, told them about the itinerary and sold tickets for extra tours. I didn’t dress as an elf
at that time; I wore the hotel uniform.
On day 2, I and three other elves got up at about eight o’clock. Of course, it was still dark at that time.
In Lapland it gets light at about half past ten during the winter, and it gets dark again soon after two
o’clock.  We dressed in our elf costumes and drove across the snow on skidoos to a cabin in the
forest.  Inside the cabin, there were huge presents and huge tools.  We had to wrap the presents and
pretend to make toys with the tools.  There were mirrors in the cabin windows. These made us look
very small. When tourists looked through the windows, they saw tiny elves using normal-sized tools!
On the third day, we went to a different cabin – Santa’s cabin!  This was the day when the children
finally met Father Christmas.  The children would meet Santa and get a toy. Then they came into the
elves’ workshop to meet us. This room was full of toys and beautifully decorated with a Christmas
tree.  I and the other elves pretended to make toys and chatted to the children in our own elf
language. 
The next day, the tourists went home and the next group arrived. I worked on reception again. 
Working as an elf was great fun, and a magical way to spend Christmas!

QN=1 How long did she work at the resort?

a. about 2 weeks
b. about 6 weeks
c. about 10 weeks

QN=2 How many nights did tourists stay at the resort?

a. 3
b. 4
c. 5

QN=3 How did she spend day 1 of the tour?

a. Collecting tourists from the airport
b. Giving skiing lessons
c. Having free time

QN=4 On which days did she wear her elf costume?

a. Days 1, 2 and 3 
b. Days 2 and 3
c. Day 2 only

QN=5 At 8 o’clock in the morning it was...outside.

a. very dark.
b. just getting light.
c. light.

QN=6 The mirrors in the cabin...

a. made the elves looked smaller.
b. made the cabins looked bigger.
c. allowed the elves to get ready.

QN=7 On Day 2,...

a. tourists only saw the elves through the cabin window.
b. the elves played with the visitors’ children inside a cabin. 
c. the elves had to wrap the children’s gifts.

QN=8 On Day 3,...

a. children met Santa and the elves in the same room.
b. children met Santa and then met the elves.

c. children met the elves and then met Santa.

READING TEXT 4
Read the passage below and choose the correct answer.
INDIANA UNIVERSITY
Intensive English Program
The University Indiana University was founded in 1820 and is one of the oldest and largest
state-sponsored universities in the United States. It is internationally known for the excellence
and variety of its programs. The University has over 100 academic departments and a fulltime
faculty of over 1,500, including members of many academic societies.
It is located in Bloomington, the cultural and recreational center of southern Indiana in the mid-
western US. Bloomington, a dynamic, safe and culturally-sophisticated town, has a population
of 65,000 (not including university students). It is surrounded by hiUs, green woodlands and
lovely lakes that make this area famous for vacationing.
IEP
The goal of the Indiana University Intensive English Program (IEP) is to increase the English
language skills of non-native English speakers to the level needed for study at a college or
university in the United States. We encourage students to reach this goal as quickly as possible.
Teachers in the IEP are qualified to teach English as a second language and have taught in the
United States and abroad.
Requirements for Admission: All students admitted to the program must have earned a high
school diploma and must show that they or their sponsors are able to pay for their living
expenses and tuition while in the United States. Our application materials will tell you how
much money is needed for each session.
Curriculum
There are seven levels in the IEP. All levels meet for 20-24 classroom hours each week. Levels
One through Five use audio-visual materials, as well as campus computer and language
laboratory resources. These levels concentrate on listening, speaking, writing, and grammar.
Level Six is a high intermediate academic reading and writing class, which focuses mainly on
writing. After completing Level Six, most students are ready to begin academic work at a
college or university. However, some additional English may be recommended to help them
adjust to their new environment. In Level Seven students focus on written analysis of authentic
texts. This gives them a clear idea of the kind of work which is required by American
universities. At levels Six and Seven, students also select from a variety of courses in advanced
grammar, advanced pronunciation, business, computer skills, commutation, film, literature, test
preparation and the World Wide Web to their particular needs and interests.
College and University Placement
Graduates of the Center for English Language Training have gone on to pursue careers in such
areas as physics, art, music, chemistry, business, education, and even teaching English as a
foreign language offer careers guidance to qualified students who want to apply either to
Indiana University or to other colleges or universities in the United States. Admission, however,
to the Intensive English Program does not guarantee admission to specific academic programs
at Indiana University.
Housing
There is a wide variety of housing available in Bloomington for both married and single
students on-campus housing is arranged through the IU Halls of Residence. After receiving
your application form, we will send you a campus housing application. Campus apartments are
within walking distance of classes and are on the University routes. Many off-campus
apartments are located near campus or near city bus routes. Off-campus housing is best
arranged after your arrival in Bloomington, but you can begin your search by browsing the
electronic classified ads in the Bloomington Herald Times.
Extracurricular Activities
Bloomington and Indiana University offer a large variety of recreational activities and social
events. To begin with, soccer, swimming, boating, tennis, racquetball, skiing, and many other
forms of exercise and relaxation are readily available. The internationally-known Indiana
University School of Music presents operas, concerts and ballets on a regular basis. Concerts on
campus range from symphony orchestras to the latest popular music groups. There are also
theater presentations, which include Broadway musicals and individual performances by
famous artists from around the world. We have also combined education and enjoyment with
trips to nearby zoos, museums and nature centers. At Indiana University, there is never a night
without some form of entertainment!

QN=1 What is said about Indiana University?

a. It is the oldest university in the US.
b. It is the largest university in the mid-western US.
c. It has more than 65,000 students.
d. It is situated in a beautiful spot.

QN=2 Apparently, in order to get on-campus accommodation.....

a. students must fill out a campus housing application form.
b. students must be married.
c. students should come to Bloomington first.
d. students must share a room with other students.

QN=3 Students interested in on-campus accommodation .....

a. can start looking in newspapers.
b. can start looking for apartments on the Internet.
c. can contact the IU Halls of Residence.

.
d. must arrive in the US first.

QN=4 According to the passage, students staying on campus ......

a. can also take the bus to class.
b. can only walk to class.
c. needn’t go through the IU Halls of Residence.
d. have better rooms than those staying off campus.

QN=5 What does the writer say about the university’s teaching staff?
a. They are non-native English speakers.
b. They have only taught in non-English speaking countries.
c. They encourage non-native English speakers to attend the program.
d. They help students improve their English.

QN=6 What is true about Indiana University?

a. It is located in mid-western Bloomington.
b. Campus concerts cater for different musical tastes.
c. Extra-curricular activities are rather limited.
d. It is attended by foreigners only.

QN=7 Apparently, the IEP is meant for somebody who.....

a. speaks English fluently.
b. is already studying at an American university.
c. comes from a non-English speaking country.
d. plans to live in the US permanently.

QN=8 Students on the IEP .......

a. have to study at least 24 hours per week.
b. have access to lots of entertainment.
c. move on to do a course at Indiana University.
d. usually stay up late at night.
READING TEXT 5
Gabriela worked for a multinational company as a successful project manager in Brazil
and was transferred to manage a team in Sweden. She was excited about her new role but
soon realised that managing her new team would be a challenge.
Despite their friendliness, Gabriela didn't feel respected as a leader. Her new staff would
question her proposals openly in meetings, and when she gave them instructions on how
to carry out a task, they would often go about it in their own way without checking with
her. When she announced her decisions on the project, they would continue giving their
opinions as if it was still up for discussion.
After weeks of frustration, Gabriela emailed her Swedish manager about the issues she
was facing with her team. Her manager simply asked her if she felt her team was still
performing, and what she thought would help her better collaborate with her team
members. Gabriela found her manager vague and didn't feel as if he was managing the
situation satisfactorily.
What Gabriela was experiencing was a cultural clash in expectations. She was used to a
more hierarchical framework where the team leader and manager took control and gave
specific instructions on how things were to be done. This more directive management
style worked well for her and her team in Brazil but did not transfer well to her new team
in Sweden, who were more used to a flatter hierarchy where decision making was more
democratic. When Gabriela took the issue to her Swedish manager, rather than stepping
in with directions about what to do, her manager took on the role of coach and focused on
getting her to come up with her own solutions instead.
Dutch social psychologist Geert Hofstede uses the concept of 'power distance' to describe
how power is distributed and how hierarchy is perceived in different cultures. In her
previous work environment, Gabriela was used to a high power distance culture where
power and authority are respected and everyone has their rightful place. In such a culture,
leaders make the big decisions and are not often challenged. Her Swedish team, however,
were used to working in a low power distance culture where subordinates often work
together with their bosses to find solutions and make decisions. Here, leaders act as
coaches or mentors who encourage independent thought and expect to be challenged.
When Gabriela became aware of the cultural differences between her and her team, she
took the initiative to have an open conversation with them about their feelings about her
leadership. Pleased to be asked for their thoughts, Gabriela's team openly expressed that
they were not used to being told what to do. They enjoyed having more room for
initiative and creative freedom. When she told her team exactly what she needed them to
do, they felt that she didn't trust them to do their job well. They realised that Gabriela was
taking it personally when they tried to challenge or make changes to her decisions, and
were able to explain that it was how they'd always worked.
With a better understanding of the underlying reasons behind each other's behaviour,
Gabriela and her team were able to adapt their way of working. Gabriela was then able to
make adjustments to her management style so as to better fit the expectations of her team
and more effectively motivate her team to achieve their goals.

1. Gabriela's management style worked well with her team in Brazil but not with
her team in Sweden.
A. True
B. False

2. Gabriela's team questioned her proposals and her decisions because they didn't
trust or respect her.
A. True
B. False

3. Gabriela was satisfied with her Swedish manager's way of dealing with her
problem.
True
False

4. Gabriela found it helpful to talk openly with her team about the differences in
their expectations.
A. True
B. False

5. Gabriela faced a problem with her Swedish team because her management style
was old-fashioned and wrong for the modern world.
A. True
B. False

6. The author believes that people from high power distance cultures and low power
distance cultures should never work together.
A. True
B. False