Showing posts with label IELTS Academic Reading Test. Show all posts
Showing posts with label IELTS Academic Reading Test. Show all posts

Saturday, April 4, 2020

Hacked off (IELTS Academic Reading Test)


Reading Passage 1
Hacked off
Internet security, or rather the lack of it, is the bane of today’s computer user. Computer hackers write malicious computer programs (or malware) that infect vulnerable computers and modify the way they operate. Typically, these programs are downloaded from the internet inadvertently with a single click of the mouse. The consequences are detrimental to the user, ranging from a minor nuisance – for example, slowing the computer’s speed – to a major financial loss for an individual or company, when login and password details are accessed and fraud ensues. Examples of malware include viruses, worms, trojans (Trojan horses), spyware, keystroke logging, scareware and dishonest adware.
A virus can be released when a user opens an e-mail and downloads an attachment. The text portion of the e-mail cannot carry any malware but the attachment may contain a virus, for example in a macro (a short program) embedded in a worksheet document, such as Excel. Viruses can replicate
and if they spread to the host computer’s boot sector files they can leave the user with a ‘blue-screen of death’. In this circumstance, the blue-screen is accompanied by a message that starts ‘A problem has been detected and Windows has been shut down to prevent damage to your computer’. Whilst malware cannot physically damage the computer’s hard drive the information on the boot sector has been destroyed and the computer is unable to function. In a worst case scenario the hard disk has to be wiped clean by reformatting, before the operating system can be reinstalled, in which case every program and file will be lost. Unlike a virus, a worm can infect a computer without the user downloading an attachment, so it can spread through a network of computers at tremendous speed. The ability of worms to replicate in this way means that they can infect every contact in the user’s e-mail address book and potentially every e-mail contact in each recipient’s computer. Instant messaging programs and social networking sites are similarly at risk. A main feature of a worm is that it slows the computer down by consuming memory or hard disk space so that the computer eventually locks up.
The word trojan derives from the Trojan Horse of Greek mythology that tricked the Trojans into allowing Greek soldiers into the city of Troy, hidden inside a wooden horse. Today a trojan is a metaphor for malware that masquerades as useful software. Trojans are unable to replicate but they interfere with the computer surreptitiously, allowing viruses and worms unfettered access to the system. Spyware programs monitor a computer user’s internet surfing habits covertly. Some spyware simply monitors how many visits consumers make to particular web pages and what they are buying or spending, usually for marketing purposes. Keystroke logging is the main fraudulent activity linked to spyware. Here, private and confidential information is obtained from the user’s keystrokes, enabling criminals to acquire credit card details, or login names and passwords for online bank accounts. Some keystroke loggers operate legitimately to monitor the internet use of employees in the office or to keep tabs on children’s surfing activities at home.
Scareware is a form of extortion where a victim is informed that the computer is infected with a virus and, for a fee, is offered a solution to fix the problem. The user is tricked into clicking an ‘OK’ button and buys software unnecessarily because there is usually no virus. In one scam, a scareware pop-up informs the victim that the computer’s registry contains critical errors when the problems are actually minor or even non-existent. Persuaded by the pop-up advert, the victim buys the ‘registry cleaner’, which may not work or could even damage the computer’s registry. There are of course legitimate registry cleaners that will boost your computer’s speed. A genuine registry cleaner will normally be endorsed by a reputable company or recommended in a PC magazine. Adware pop-up adverts are similar to scareware but are merely a nuisance rather than malware (unless dishonest), though they can still download programs that track your shopping habits and slow your computer down. The adverts pop up automatically when the user opens the internet browser and can become irritating because they conceal information on the opened up page. One answer is to turn on the Internet Explorer’s pop-up blocker under the privacy tab because this will block most automatic pop-ups. More effectively, a user can purchase an all-in-one security suite to block any malware. Security software automatically blocks and deletes any malicious programs for a more secure web experience. Normally, the software will update itself every day as long as the computer is switched on.
Questions 1 to 7
Do the following statements agree with the information given in Reading Passage?
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. Malware is usually downloaded from the internet by mistake.
2. An e-mail text can carry a virus.
3. A virus can result in the loss of every program and file.
4. Java applets can contain malicious code.
5. A Trojan disguises itself as useful software.
6. Keystroke logging is always fraudulent.
7. Scareware is not harmful to the user.
Questions 8 to 12
Classify the following as typical of
a virus
a worm
a virus and a worm.
8. requires user input to infect a computer.
9. can duplicate itself.
10. reduces the computer’s speed.
11. do not damage the hard drive.
12. can be removed by security software.

Reading Passage 2
Highlands and Islands
A Off the west coast of Scotland, in the Atlantic Ocean, lies a chain of islands known as the Outer Hebrides or Western Isles. The main inhabited islands are Lewis, Harris, North Uist and South Uist, Benbecula, Berneray and Barra. The Isle of Lewis is the most northern and largest of the Western Isles, and to its south, a small strip of land connects it to the Isle of Harris, making the two islands one land mass. To the south west of Harris are the two Uists with Benbecula wedged in between them. These three islands are connected by bridges and causeways. The small island of Berneray is connected to North Uist by a causeway and it is the only populated island in the waters around Harris. Eriskay is a tiny island, also populated, lying between South Uist and Barra. Off the tip of Barra lie the Barra Isles, formerly known as the Bishop’s Isles, comprising a group of small islands which include Mingulay, Sandray, Pabbay and Vatersay, and at the southernmost tip of the chain, lies an island by the name of Berneray, not to be confused with the island of the same name observed across the bay from Harris.
B Lewis is low-lying and covered in a smooth blanket of peatland. Harris is an island of contrasts. It displays a rocky coast to the east, yet white, sandy beaches to the west, backed by fertile green grassland (‘machair’), pockmarked with freshwater pools (lochans). North Uist is covered with peatland and lochans, whilst South Uist is mountainous to the east with machair and sandy beaches to the west. Benbecula is relatively flat and combines machair, peatland and lochans, with sandy beaches and deeply indented sea lochs. Like Harris, Benbecula and Barra exhibit a rocky coastland to the east and low-lying machair to the west with sandy beaches similar to those seen on Berneray, which is a flat isle, except for a few hills, and sand dunes.
C Although part of Scotland, the Western Isles have a distinctive culture. Whilst English is the dominant language of mainland Scotland, Gaelic is the first language of more than half the islanders, and visitors to the islands can expect a Gaelic greeting. Gaelic signing and labelling reinforces the unique identity of the islands and helps to promote tourism and business. Place names on road signs are in Gaelic with only the main signs displaying English beneath. Visitors to the Western Isles may be surprised to find that the shops are closed on Sundays. The strong Christian tradition of the islands means that for the most part, the Sabbath is respected as a day of rest and leisure, especially on Lewis and Harris.
D There are approximately 27,000 people in the Western Isles and one-third of these live in and around the capital town of Stornoway, on the east coast of the Isle of Lewis. The town is served by an airport and ferry terminal making it the hub for Western Islands’ travel. Stornoway is best known for its world-famous Harris Tweed industry, which developed from a Murray tartan commissioned by Lady Dunmore in the 1850s. Only wool that has been hand-woven and dyed in the Outer Hebrides is permitted to carry the Harris Tweed logo. Other areas of economic activity include fishing, tourism, transport and renewable energy. Almost two-thirds of the population live on a croft, which is a particular type of smallholding peculiar to the Highlands and Islands of Scotland. Crofters are tenants of a small piece of agricultural land, typically a few hectares, that usually includes a dwelling which the crofter either owns or rents from the landowner. The land must be used for the purposes of crofting, which can be described as small-scale mixed farming. Crofting activities include grazing sheep (lamb) and to lesser extent cattle (beef), growing potatoes, vegetables and fruit, keeping chickens, and cutting peat for burning on the house fire. Crofting can be likened to subsistence living, that is to say, living off what you can rear, grow and make, with anything spare going to market or shared with the community. Some people see crofting as a means of escaping the ‘rat race’ and getting closer to nature, though this romanticized view is naive. It is difficult to survive from crofting alone and most crofters have to supplement their incomes with a part-time job. Crofting as a way of life has been in decline. However, this trend may be about to reverse, led by consumer demand for high quality produce, grown sustainably with the least environmental impact.
Questions 13 to 19
Do the following statements agree with the information given in Reading Passage?
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.
13. The Isles of Lewis and Harris are joined together.
14. There are two islands called Berneray in the sea around Harris.
15. The sea around Benbecula is deep.
16. On the island of South Uist, there are fertile green grasslands and sandy beaches to the west and many islanders can speak Gaelic.
17. In the Western Isles most road signs are bilingual.
18. Approximately 9,000 people live in or near Stornoway.
19. Most crofters earn their living entirely from crofting.

Questions 20 to 22
The passage described the position of the islands in relation to each other. There are four unnamed
islands, A, B, C and D on the map below.
Complete the table below.TABLE
Name of Island Label A, B, C or D
Lewis 20............
Eriskay 21............
Berneray 22............
Map of the Western Isles

Questions 23 to 26
Reading Passage 11 has four paragraphs, A to D.
Choose the correct heading for the paragraphs A, B, C and D from the list of headings below.
List of headings
i) Life in the Western Isles
ii) Language and culture
iii) Environment
iv) Landscape
v) Population and economic activity
vi) Sustainability
vii) Location
viii) History and heritage
ix) Travel and tourism

23. Paragraph A
24. Paragraph B
25. Paragraph C
26. Paragraph D


Reading Passage 3
Dummy pills
There is an ongoing debate about the merits and the ethics of using placebos, sometimes called ‘sugar pills’. The ‘placebo effect’ is well documented though not completely understood. It refers to the apparent benefits, both psychological and physiological, of taking a medication or receiving a treatment that you expect will improve your health, when in fact the tablet contains no active ingredients and the treatment has never been proven. Any benefit that arises from a placebo originates solely in the mind of the person taking it. The therapeutic effect can be either real and measurable or perceived and imagined.
The placebo effect is a headache for drug manufactures. ‘Guinea pig’ patients, that is to say, those who volunteer for a new treatment, may show positive health gains from the placebo effect that masks the response to the treatment. This has led to the introduction of double-blind trials – experiments where neither the patient nor the healthcare professional observing the patient knows whether a placebo has been used or not. So, for example, in a ‘randomized control trial’ (RCT), patients are selected at random and half the patients are given the new medication and half are given a placebo tablet that looks just the same. The observer is also ‘blind’ to the treatment to avoid bias. If the observer knows which patients are receiving the ‘real’ treatment they may be tempted to look harder for greater health improvements in these people in comparison with those on the placebo.
Whilst the case for placebos in drug trials appears to be justified, there are ethical issues to consider when using placebos. In particular, the need to discontinue placebos in clinical trials in favour of ‘real’ medication that is found to work, and whether a placebo should ever be prescribed in place of a real treatment without the patient ever knowing. In the first circumstance, it would be unethical to deny patients a new and effective treatment in a clinical trial and also unethical to stop patients from taking their existing tablets so that they can enter a trial. These two ethical perspectives are easy to understand. What is perhaps less clear is the distinction between a placebo that may have therapeutic value and a ‘quack cure’ which makes claims without any supporting evidence.    Quackery was at its height at the end of the nineteenth century, when so-called men of medicine peddled fake remedies claiming that all manner of diseases and afflictions could be cured. The modern equivalent of these quack cures are ‘complementary and alternative medicine’ (CAM) which are unable to substantiate the claims they make. There are dozens of these treatments, though the bestknown are perhaps acupuncture, homeopathy, osteopathy and reflexology. There is anecdotal evidence from patients that these treatments are effective but no scientific basis to support the evidence. Whilst recipients of complementary and alternative medicine (CAM) can find the treatment to be therapeutic, it is not possible to distinguish these benefits from the placebo effect. Consequently it is important not to turn to alternative therapies too early but to adhere to modern scientific treatments. Complementary therapies are by definition intended to be used alongside traditional medicine as an adjunct treatment to obtain, at the very least, a placebo effect. With either complementary or alternative therapies the patient may notice an improvement in their health and link it with the therapy, when in fact it is the psychological benefit derived from a bit of pampering in a relaxing environment that has led to feelings of improvement, or it could be nature taking its course.
Patients enter into a clinical trial in the full knowledge that they have a 50/50 chance of receiving the new drug or the placebo. An ethical dilemma arises when a placebo is considered as a treatment in its own right; for example, in patients whose problems appear to be ‘all in the mind’. Whilst a placebo is by definition harmless and the ‘placebo effect’ is normally therapeutic, the practice is ethically dubious because the patient is being deceived into believing that the treatment is authentic.
The person prescribing the placebo may hold the view that the treatment can be justified as long as it leads to an improvement in the patient’s health. However, benevolent efforts of this type are based on a deception that could, if it came to light, jeopardize the relationship between the physician and the patient. It is a small step between prescribing a placebo and believing that the physician always
knows best, thereby denying patients the right to judge for themselves what is best for their own bodies. Whilst it is entirely proper for healthcare professionals to act at all times in patients’ best interests, honesty is usually the best policy where medical treatments are concerned, in which case dummy pills have no place in modern medicine outside of clinical trials. On the other hand, complementary medicine, whilst lacking scientific foundations, should not be considered unethical if it is able to demonstrate therapeutic benefits, even if only a placebo effect, as long as patients are not given false hopes nor hold unrealistic expectations, and are aware that the treatment remains unproven.
Questions 27 to 30
Choose the correct letter A, B, C or D for the questions based on Reading Passage.
27. The passage ‘Dummy pills’ is mainly concerned with
a. real and imagined treatments.
b. the use of complementary and alternative medicine (CAM).
c. the value and morality of placebo use.
d. alternatives to traditional medicine.

28. In the passage, the author states that the action of a placebo
a. is entirely understood.
b. is based on the patient’s expectations of success.
c. is based on the active ingredients in the tablet.
d. is entirely psychological.

29. The author suggests that in volunteers, the placebo effect
a. may hide the effect of the drug being tested.
b. makes positive health gains a certainty.
c. is random response to a new treatment.
d. causes bias in double-blind experiments.

30. The author states that it is morally wrong for patients to use placebos
a. in clinical drug trials.
b. if they do not know that they are taking them.
c. without any supporting evidence.
d. instead of their current treatment.

Questions 31 to 36
Do the following statements agree with the information given in Reading Passage?
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.
31. The author states that quack cures can be likened to complementary and alternative medicine (CAM).
32. There are personal accounts of complementary and alternative medicine being successful.
33. Complementary medicine should be used separately from traditional medicine.
34. Health improvements following complementary or alternative therapies may not have been caused by the therapies.
35. People turn to complementary and alternative therapies too early.
36. There can be risks associated with alternative therapies.
Questions 37 to 40
Complete the summary using the list of words, A to K, below.
Patients in a clinical trial are fully aware that they have only a 50% chance of receiving the new drug.
Even so, prescribing a placebo as a treatment presents the physician with a moral 37................................. . Even if the treatment works, the patient has been tricked into believing that the placebo was 38.........................................and if this were found out it could 39...............................................the physician–patient relationship. Furthermore, patients should not be denied the right to make 40................................about their own treatment.

A genuine                    B deception                 C belief                        D questions
E correct                     F harm                         G improve                   H dilemma
I story                          J choices                     K ethical








Academic reading 

Hacked off
1 TRUE
2 FALSE
3 TRUE
4 NOT GIVEN
5 TRUE
6 FALSE
7 FALSE
8 A
9 C
10 B
11 C
12 C

Reading Passage
Highlands and Islands
13 TRUE
14 FALSE
15 NOT GIVEN
16 TRUE
17 FALSE
18 TRUE
19 FALSE
20 A
21 D
22 B
23 A vii) Location
24 B iv) Landscape
25 C ii) Language and culture
26 D v) Population and economic activity

Dummy pills
27 C
28 B
29 A
30 D
31 TRUE
32 TRUE
33 FALSE
34 TRUE
35 NOT GIVEN
36 NOT GIVEN
37 H
38 A
39 F
40 J

Saturday, March 28, 2020


Reading Passage 1
You should spend about 20 minutes on Questions 1 -13, which are based on Reading Passage 1 below.
India’s Modern Women
The country’s younger generation is shedding submissive attitudes, wants careers, and longs for wealth. And marketers are paying attention. When the first American music videos and popular TV shows began appearing in Indian homes in the early 1990s thanks to satellite and cable, many pundits predicted Indian society would never be the same. For the first time, female viewers saw independent, successful women and fun, sensitive guys. Sex and divorce were openly discussed in these TV imports and couples kissed passionately - then still a taboo in Indian TV shows and movies.
Indeed, the impact on younger generations of Indian women has been profound. Whereas Indian women traditionally have been submissive to parents and husbands and valued frugality and modesty, a number of sociological studies show that young Indian females now prize financial independence, freedom to decide when to marry and have children, and glamorous careers. A generation back, women would sacrifice themselves and believed in saving. Today, it is spend, spend, spend. It is OK for a woman to want something for herself, and people will accept it if she goes out into a man’s world making a statement.
Because today’s young women are the key consumer group of tomorrow, these shifts have big implications for marketing companies. And the trends come out clearly in two recent studies. One study examined 3,400 unmarried women aged 19-22 of different income and social levels. Altogether, the project involved 40 focus groups in five large urban areas and five smaller cities. In some cases, the researchers lived with the women for a while to study them more closely. The researchers supplemented this data with interviews of journalists, teachers, and psychologists.
Among the findings:
-    Guilt-free materialism. 51% of young single women in major urban areas say it is necessary to have a big house and big car to be happy. In smaller cities, 86% agreed with this statement. This shows that the less women have, the greater are their aspirations. One woman interviewed was making just $200 a year but said she wants to own a jet plane. A typical comment in recent interviews was, ‘I want money, fame, and success.'
- Parental ties. Traditionally, parents regarded girls as somebody else’s future property. They arranged marriages for their daughters, and then the daughters would go away and take care of their in-laws, so parents needed and doted on sons. However, today’s young women are rebelling against that. 67% say they plan to take care of their parents into their old age - and that means they need money. The company Unilever played on that sentiment with a recent controversial - but successful - ad for its Fair and Lovely line of beauty products. A daughter came home and found that her parents had no sugar for coffee because they couldn’t afford it. She became an airline hostess after using the Fair and Lovely products to make her beautiful. She then visited her parents and took them to a first-class restaurant.
-    Marital freedom. Now, many women say they will marry when ready - not when their parents decide to marry them off. 65% say dating is essential, and they also want to become financially independent before they marry. 76% say they want to maintain that independence afterwards. 60% say they will decide how to spend their own salaries. What is more, 76% say they will decide when to have children. They now regard this as the woman’s decision completely. In big metro areas, 24% say they never want children, and that number reaches 40% in smaller cities.
-    Individualism. Female role models in Indian culture used to personify perfection. Now, 62% of girls say it is OK if they have faults and that people see them. They do not want to be seen as Mrs. Perfect. Popular TV role models are like Phoebe in ‘Friends’ - women who commit blunders.
-    Careerism. A decade ago, most young women saw themselves as housewives. After that, most said they wanted to be teachers or doctors. If they had a profession at all, it had to be a noble cause. Now, it is about glamour, money, and fame. A surprising 45% of young single females say they would like to be journalists. This may be because prominent female Indian journalists, especially TV reporters, are seen as very glamorous. Another 39% say they would like to be managers, 38% are interested in design, and 20% think they want to be teachers. Interestingly, 13% say they would like to be in the military. The percentage of those saying they want to be a full-time housewife is minuscule.
-    Modern husbands. The relationship with the husband used to be one of awe. Now, women want a partner and a relationship of equals. A recent Whirlpool ad shows a man washing the family clothes before his wife comes home from work, while a Samsung home appliance ad shows a husband and wife cooking together.
Questions 1-4
The text refers to 6 main findings when young Indian women were surveyed.
Which finding contains each of the following pieces of information?
1. Young Indian women who want more tend to be poorer.
2. Few young Indian women want to be housewives.
3. Most young Indian women want to take care of their retired parents.
4. Most young Indian women want to be financially independent.
Questions 5-8
Complete the following sentences using NO MORE THAN THREE WORDS from the text for each gap.
5…………………….are freely talked about on American TV shows.
Young women are considered to be the future’s most important 6……………………… by many companies.
Most young Indian women surveyed agree that 7……………………… before marriage is necessary.
In the past, young Indian women who wanted careers were most likely to consider teaching or becoming doctors because each of these is considered to be 8……………..
Questions 9-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 9 - 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
9 The effect of American culture on young Indian women was not forecast when satellite and cable TV arrived in India.
10 Researchers used three methods to get their data.
11 Most young Indian women are aiming for perfection.
12 Most of the best journalists on TV in India arc women.
13 Modern men and women in India cook together.



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

Childhood Obesity
A.    If a child becomes obese, their body processes can change. Some of these may be difficult or even impossible to alter in adulthood. Fat cells are created in the first few years of life. If fat is stored quickly, more fat cells are created. So an obese child can have up to three times as many as a normal child. Eventually, fat cells stop multiplying, and an adult has a fixed number for the rest of their life. The existing cells simply swell or shrink to accommodate more fat. The amount of fat the body wants to store is thought to be proportional to the total number of fat cells. So if you were overweight as a child, your body is programmed to carry more fat. This does not mean that you cannot lose weight through diet and exercise, but it will be harder.
B.    Few health problems are observed in obese children, but they may develop conditions that cause problems later in life, such as high blood pressure. They may also suffer from 'sleep apnoea’. When this happens, soft tissue in the throat blocks the airways during sleep. This can stop their breathing for up to a minute. This process can happen hundreds of times a night, leading to heart disease, memory problems, headaches, and tiredness. Some obese children may develop diabetes. Normally, this condition only starts much later in life. When it strikes, the body stops being able to process sugar properly, and the cells are starved of energy. Diabetes cannot be cured, but it can be treated. It may lead to problems such as nerve damage, heart disease, kidney disease, and blindness. Children with this condition will have to live with it all. their lives, increasing the chance of problems.
C.    Negative body image can cause depression and social problems - overweight children are often teased. Low self-esteem may not directly affect physical health, but it is actually the biggest problem obese children meet in everyday life. It may even lead to 'comfort eating’ (eating to feel good), making the situation even worse. If modern-day culture placed less emphasis on the ‘perfect body', then at least one set of problems associated with obesity would disappear.
D.    Although the causes are not yet completely understood, it is clear to scientists that both genes and the environment play a role, The recent increase in obesity in many countries around the world seems to be linked to environmental factors, Firstly, many people are much less physically active nowadays. Secondly, fatty and sugary foods are more accessible to more people. Thirdly, average portion sizes have become larger as people have more food to eat and restaurants, particularly fast food ones, serve larger portions for relatively little extra money. Fourthly, calories per mouthful of food have increased.
E.    Traditionally, children all over the world have been forced by their parents to finish all the food that is on their plate. Don’t force children to eat more when they say they are full - otherwise they could lose their ability to naturally regulate what they eat. Wait a few minutes before serving a second portion of food at mealtimes. It takes some time for the messages that tell us we have had enough to eat to reach the brain. Another global tradition is that of giving children their favourite food as a reward for good behaviour or good grades at school. Using food as a reward is never a good idea because your child will learn to value these particular ‘treat’ foods and may turn to food for comfort. Use non-food rewards instead - they don’t need to be large material rewards. One of the best motivators is praise! Don't tell your child off for being fat. Your child may already feel upset about their weight. Telling them off will only make them feel worse and may add to the problem if they then turn to food for comfort. Don’t single out your child as the one with the problem. Introduce healthier meals to the whole family. This way, everyone can make healthy changes to their lifestyle.
F.    It is not worth forbidding fattening foods, because forbidding certain foods can make them seem more attractive to children. Teach your child about the health value of foods, particularly those that are rich in vitamins and nutrients. Make your home a healthy food zone. Fill up the fruit bowl instead of buying biscuits and crisps. Remember that your child is likely to model themselves on your behaviour, so choose healthy food options whenever possible. Offering a child a choice of food is generally not a good idea. Research has shown that when there is more choice available, we tend to eat more. Even the sight or smell of tempting food can override the body's natural mechanism of regulation, so we eat when we’re not hungry. If you do decide to offer your child a choice, keep the options to an absolute minimum.
G.    Weight management camps can be a good way to treat obesity. One of the problems is keeping off the weight that kids lose at such camps. If the child comes home and none of the family members have altered their eating habits, improvements may be difficult to sustain. Again, lead by example! An increasing number of parents ask their doctors about surgery (e.g. liposuction) to tackle obesity. If a child has massive obesity and his or her health is being put at serious risk, then all options have to be considered. Surgical treatments have shown good results in adults, but there are serious risks. Performing surgery on children would raise some difficult issues. This option should really only be considered when all others have been exhausted,
H.    Parents of even young children can make sure the family changes to a healthy lifestyle rather than targeting weight loss specifically. Children grow at different rates, and many overweight children will ‘grow out of it’ as they grow taller. Few treatments are targeted at children under the age of seven years. From age eight to ten, a child who is obese should have a medical evaluation to assess the severity of the problem. The older your child is, the less likely they are to grow out of it. A 15-year-old who is overweight is likely to remain so in adulthood.
Questions 14-17
The text has 8 paragraphs (A - H).
Which paragraph does each of the following headings best fit?
14 Feeling bad about yourself 
15 Reducing weight
16 Age is a factor
17 Fat cells
Questions 18-22
According to the text, FIVE of the following statements are true.
Write the corresponding letters in answer boxes 18 to 22 in any order.
A Adults do not gain fat cells.
B Diabetes is not a permanent problem for a person.
C Low self-esteem is a major problem.
D Being obese is generally considered to be partly genetic.
E Messages about food requirement go from the stomach to the brain instantly.
F Parents should take the lead by buying healthy foods.
G Performing liposuction on children is a good idea.
H Some young children appear overweight when they are short.
Questions 23-26
According to the information given in the text, choose the correct answer or answers from the choices given.
23.People suffering from obesity may suffer from
A sleep apnoea.
B diabetes.
C low blood pressure.
24 Environmental factors contributing to obesity include
A lack of exercise.
B larger portions of food at restaurants.
C comfort eating.
25 Bad things that parents do include
A using food as a reward.
B not telling children to finish their dinners.
C waiting before serving second portions of food.
26 Forbidding foods is bad because children
A will want them even more.
B should be offered a choice of food.
C should be treated equally.


Reading Passage 3
You should spend about 20 minutes on Questions 27 - 40, which are based on Reading Passage 3 below.
Learning about the Past
If the past is a foreign country, the version that used to be taught in Irish schools had a simple landscape. For 750 years after the first invasion by an English king, Ireland suffered oppression. Then at Easter 1916, her brave sons rose against the tyrant; their leaders were shot but their cause prevailed, and Ireland (or 26 of her 32 counties) lived happily ever after. Awkward episodes, like the conflict between rival Irish nationalist groups in 1922 - 23, were airbrushed away. “The civil war was just an embarrassment, it was hardly mentioned,” says Jimmy Joyce, who went to school in Dublin in the 1950s.
These days, Irish history lessons are more sophisticated. They deal happily with facts that have no place in a plain tale of heroes and tyrants: like the fact that hundreds of thousands of Irish people, Catholic and Protestant, fought for Britain during the two world wars. Why the change? First, because in the 1980s, some people in Ireland became uneasy about the fact that a crude view of their national history was fuelling a conflict in the north of the island. Then, came a fall in the influence of the Catholic church, whose authority had rested on a deft fusion between religion and patriotism. Also at work was an even broader shift: a state that was rich, confident, and cosmopolitan saw less need to drum simple ideas into its youth, especially if those ideas risked encouraging violence.
As countries all over the world argue over “what to tell the children” about their collective past, many will look to Ireland rather enviously. Its seamless transition from a nationalist view of history to an open-minded one is an exception. A history curriculum is often a telling sign of how a nation and its elites see themselves: as victims of colonialism or practitioners (either repentant or defiant) of imperial power. In the modern history of Mexico, for example, a big landmark was the introduction, 15 years ago, of textbooks that were a bit less anti-American. Many states still see history teaching, and the inculcation of foundation myths, as a strategic imperative; others see it as an exercise in teaching children to think for themselves. The experience of several countries suggests that, whatever educators and politicians might want, there is a limit to how far history lessons can diverge in their tone from society as a whole.
Take Australia. John Howard, the conservative prime minister, has made history one of his favourite causes. At a “history summit” he held last August, educators were urged to “reestablish a structured narrative” about the nation’s past. This was seen by liberal critics as a doomed bid to revive a romantic vision of white settlement in the 18th century. The romantic story has been fading since the 1980s, when a liberal, revisionist view came to dominate curricula: one that replaced “settlement” with “invasion” and that looked for the first time at the stories of aborigines and women. How much difference have Australia’s policy battles made to what children in that cosmopolitan land are taught? Under Mr. Howard’s 11-year government, “multicultural” and “aboriginal reconciliation”, two terms that once had currency, have faded from the policy lexicon, but not from classrooms. Australia’s curricula are controlled by the states, not from Canberra. Most states have rolled Australian history into social studies courses, often rather muddled. In New South Wales, where the subject is taught in its own right, Mr. Howard’s bid to promote a patriotic view of history meets strong resistance.
Judy King, head of Riverside Girls High School in Sydney, has students from more than 40 ethnic groups at her school. “It’s simply not possible to present one story to them, and nor do we,” she says. “We canvass all the terms for white settlement: colonialism, invasion, and genocide. Are all views valid? Yes. What’s the problem with that? If the prime minister wants a single narrative instead, then speaking as someone who’s taught history for 42 years he’ll have an absolute fight on his hands.” Tom Ying, head of history at Burwood Girls High School in Sydney, grew up as a Chinese child in the white Australia of the 1950s. In a school where most students are from non-English-speaking homes, he welcomes an approach that includes the dark side of European settlement. “When you have only one side of the story, immigrants, women, and aborigines aren’t going to have an investment in it.”
Australia is a country where a relatively gentle (by world standards) effort to re-impose a sort of national ideology looks destined to fail. Russia, by contrast, is a country where the general principle of a toughly enforced ideology, and a national foundation story, still seems natural to many people, including the country’s elite. In a telling sign of how he wants Russians to imagine their past, President Vladimir Putin has introduced a new national day - November 4 - to replace the old Revolution Day holiday on November 7. What the new date recalls is the moment in 1612 when Russia, after a period of chaos, drove the Catholic Poles and Lithuanians out of Moscow. Despite the bonhomie of this week’s 25-minute chat between Mr. Putin and Pope Benedict XVI, the president is promoting a national day which signals “isolation and defensiveness” towards western Christendom, says Andrei Zorin, a Russian historian.
In South Africa, where white rule collapsed, the authorities seem to have done a better job at forging a new national story and avoiding the trap of replacing one rigid ideology with another. “The main message of the new school curriculum is inclusion and reconciliation,” says Linda Chisholm, who designed post-apartheid lessons. “We teach pupils to handle primary sources, like oral history and documents, instead of spoon-feeding them on textbooks,” adds Aled Jones, a history teacher at Bridge House School in Cape Province. It helps that symbols and anniversaries have been redefined with skill. December 16 was a day to remember white settlers clashing with the Zulus in 1838; now it is the Day of Reconciliation.
Questions 27-30
For each question, only ONE of the choices is correct.
Write the corresponding letter in the appropriate box on your answer sheet.
27 The Irish Civil War was not taught much in Ireland in the past because
A it didn’t fit in with the history of the Irish fighting British rule.
B the Irish people couldn’t understand why it happened.
C the Irish didn’t want to anger the British.
28 John Howard favours teaching history
A as it was taught in Australia before the 1980s.
B as it is taught in Australia now.
C as it is taught in most other countries.
29 The new Russian holiday appears to demonstrate that Russia is
A becoming less authoritative
B strongly enforcing a link between ideology and history.
C becoming opposed to the influence of western Christianity.
30 History in South Africa is now taught differently because
A of the collapse of apatheism.
B of the collapse of rule by white people.
C teachers are better than before.
Questions 31-35
Complete the following sentences using NO MORE THAN THREE WORDS from the text for each gap.
Many Irish people thought a simple view of history was 31……………………. in Northern Ireland.
The things that are taught in history classes often tell us how countries and people 32…………………………
The terms “multicultural” and “aboriginal reconciliation” can still be found in Australian 33……………………..
Judy King says John Howard would like 34…………………….. rather than look at history from different standpoints.
In South Africa, changing a 35………………. for another has been avoided.
Questions 36-40
Do the following statements agree with the information given in Reading Passage 3?
In boxes 36 - 40 on your 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
36 As Ireland became richer, Irish people became less interested in simple ideas.
37 Most countries believe learning about history should allow students to think for themselves.
38 The meanings of the words “settlement” and “invasion” are not the same.
39 A foundation story is an important part of history classes in Russia.
40 The new South African history curriculum aims to include different standpoints and bring people together.






Answer Keys:
1 Guilt free materialism
2 Careerism
3 Parental ties
4 Marital freedom
5 Sex and divorce
6 consumer group
7 dating
8 a noble cause
9 FALSE
10 TRUE
11 FALSE
12 NOT GIVEN
13 NOT GIVEN
14 C
15 G
16 H
17 A
18-22 A,C,D,F,H
23 A,B
24 A,B
25 A
26 A
27 A
28 A
29 C
30 B
31 fuclling a conflict
32 see themselves
33 classrooms
34 a single narrative
35 rigid ideology
36 TRUE
37 NOT GIVEN
38 FALSE
39 NOT GIVEN
40 TRUE