For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Example: 0 P R O F E S S I O N A L Training sports champions What are the abilities that a (0) …….. sports person needs? To guarantee that opponents can be (17) …….. , speed, stamina and agility are essential, not to mention outstanding natural talent. Both a rigorous and comprehensive (18) …….. regime and a highly nutritious diet are vital for top-level performance. It is carbohydrates, rather than proteins and fat, that provide athletes with the (19) …….. they need to compete. This means that pasta is more (20) …….. than eggs or meat. Such a diet enables them to move very energetically when required. Failure to follow a sensible diet can result in the (21) …….. to maintain stamina. Regular training to increase muscular (22) …….. is also a vital part of a professional’s regime, and this is (23) …….. done by exercising with weights. Sports people are prone to injury but a quality training regime can ensure that the (24) …….. of these can be minimised. WORDS: a)FITNESS b)ENDURANCE c)BENEFIT d)TYPICALLY e)STRENGHT f)SEVERITY g)OVERCOME h)BENEFICIAL I)INABILLITY

17)G 18)A 19)B 20)H 21)I 22)E 23)D 24)F

17)F 18)D 19)E 20)I 21)H 22)A 23)G 24)B

17)G 18)B 19)A 20)F 21)C 22)F 23)E 24)D

You are going to read the introduction to a book about the history of colour. For questions 31 – 36, choose the answer (A, B, C or D) which you think fits best according to the text. Introduction to a book about the history of colour This book examines how the ever-changing role of colour in society has been reflected in manuscripts, stained glass, clothing, painting and popular culture. Colour is a natural phenomenon, of course, but it is also a complex cultural construct that resists generalization and, indeed, analysis itself. No doubt this is why serious works devoted to colour are rare, and rarer still are those that aim to study it in historical context. Many authors search for the universal or archetypal truths they imagine reside in colour, but for the historian, such truths do not exist. Colour is first and foremost a social phenomenon. There is no transcultural truth to colour perception, despite what many books based on poorly grasped neurobiology or – even worse – on pseudoesoteric pop psychology would have us believe. Such books unfortunately clutter the bibliography on the subject, and even do it harm. The silence of historians on the subject of colour, or more particularly their difficulty in conceiving colour as a subject separate from other historical phenomena, is the result of three different sets of problems. The first concerns documentation and preservation. We see the colours transmitted to us by the past as time has altered them and not as they were originally. Moreover, we see them under light conditions that often are entirely different from those known by past societies. And finally, over the decades we have developed the habit of looking at objects from the past in black-and-white photographs and, despite the current diffusion of colour photography, our ways of thinking about and reacting to these objects seem to have remained more or less black and white. The second set of problems concerns methodology. As soon as the historian seeks to study colour, he must grapple with a host of factors all at once: physics, chemistry, materials, and techniques of production, as well as iconography, ideology, and the symbolic meanings that colours convey. How to make sense of all of these elements? How can one establish an analytical model facilitating the study of images and coloured objects? No researcher, no method, has yet been able to resolve these problems, because among the numerous facts pertaining to colour, a researcher tends to select those facts that support his study and to conveniently forget those that contradict it. This is clearly a poor way to conduct research. And it is made worse by the temptation to apply to the objects and images of a given historical period information found in texts of that period. The proper method – at least in the first phase of analysis – is to proceed as do palaeontologists (who must study cave paintings without the aid of texts): by extrapolating from the images and the objects themselves a logic and a system based on various concrete factors such as the rate of occurrence of particular objects and motifs, their distribution and disposition. In short, one undertakes the internal structural analysis with which any study of an image or coloured object should begin. The third set of problems is philosophical: it is wrong to project our own conceptions and definitions of colour onto the images, objects and monuments of past centuries. Our judgements and values are not those of previous societies (and no doubt they will change again in the future). For the writer-historian looking at the definitions and taxonomy of colour, the danger of anachronism is very real. For example, the spectrum with its natural order of colours was unknown before the seventeenth century, while the notion of primary and secondary colours did not become common until the nineteenth century. These are not eternal notions but stages in the ever-changing history of knowledge. I have reflected on such issues at greater length in my previous work, so while the present book does address certain of them, for the most part it is devoted to other topics. Nor is it concerned only with the history of colour in images and artworks – in any case that area still has many gaps to be filled. Rather, the aim of this book is to examine all kinds of objects in order to consider the different facets of the history of colour and to show how far beyond the artistic sphere this history reaches. The history of painting is one thing; that of colour is another, much larger, question. Most studies devoted to the history of colour err in considering only the pictorial, artistic or scientific realms. But the lessons to be learned from colour and its real interest lie elsewhere. questions: 31 What problem regarding colour does the writer explain in the first paragraph?

C) Colour has been rather looked down upon as a fit subject for academic study.

A)There are problems of reliability associated with the artefacts available.

B) Historians have seen colour as being outside their field of expertise.

D) Very little documentation exists for historians to use.

32 What is the first reason the writer gives for the lack of academic work on the history of colour?

A)There are problems of reliability associated with the artefacts available.

B)Historians have seen colour as being outside their field of expertise.

C) Colour has been rather looked down upon as a fit subject for academic study.

D)Very little documentation exists for historians to use.

33 The writer suggests that the priority when conducting historical research on colour is...

C)Find some way of organising the mass of available data.

A) Ignore the interpretations of other modern day historians.

B) Focus one’s interest as far back as the prehistoric era.

D) Relate pictures to information from other sources.

34.- In the fourth paragraph, the writer says that the historian writing about colour should be careful

D) When using certain terms and concepts.

A) Not to analyse in an old-fashioned way.

B) When making basic distinctions between key ideas.

C) Not to make unwise predictions.

35 In the fifth paragraph, the writer says there needs to be further research done on

D) D The relationship between artistic works and the history of colour.

A) The history of colour in relation to objects in the world around us.

B) The concerns he has raised in an earlier publication.

C) The many ways in which artists have used colour over the years.

36 An idea recurring in the text is that people who have studied colour have

C) Found it difficult to be fully objective.

A) Failed to keep up with scientific developments

B) Not understood its global significance.

D)Been muddled about their basic aims.

ENGLISH TEST

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Professional Development

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MULTIPLE CHOICE QUESTION

2 mins • 1 pt

For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0).
Mark your answers on the separate answer

Studying black bears After years studying North America’s black bears in the way, wildlife biologist Luke Robertson felt no closer to understanding the creatures.

He realised that he had to (1) _______ their trust. Abandoning scientific detachment, he took the daring step of forming relationships with the Animals, bringing them food to gain their acceptance.

A) Catch

B) Win

C) Achieve

D) Receive

Tags

CCSS.RI.11-12.3

CCSS.RI.11-12.5

CCSS.RI.9-10.3

CCSS.RI.9-10.5

CCSS.RI.8.3

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

The (2)________. this has given him into their behaviour has allowed him to dispel certain myths about bears.

A) Perception

B) Awareness

C) Insight

D) Vision

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RL.8.4

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

(3) ______ to popular belief, he contends that bears do not

A) Opposite

B) Opposed

C) Contrary

D) Contradictory

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RL.8.4

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

(4)_____ as much for fruit as previously supposed.

A) Care

B) Bother

C) Desire

D) Hope

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RI.8.4

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

He also (5) _____ claims that they are ferocious. He says that people should not be

A) Concludes

B) Disputes

C) Reasons

D) Argues

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

(6) _______ by behaviour such as swatting paws on the ground, as this is a defensive, rather than an aggressive, act.
However, Robertson is no sentimentalist. After devoting years of his life to the bears, he is under no

A) Misguided

B) Misled

C) Misdirected

D) Misinformed

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RL.8.4

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

(7) …….. about their feelings for him. It is clear that their interest in him does no

A) Error

B) Doubt

C) Illusion

D) Impression

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RL.8.4

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ENGLISH TEST

The (2)________. this has given him into their behaviour has allowed him to dispel certain myths about bears.

(3) ______ to popular belief, he contends that bears do not

(4)_____ as much for fruit as previously supposed. ﻿

He also (5) _____ claims that they are ferocious. He says that people should not be

(6) _______ by behaviour such as swatting paws on the ground, as this is a defensive, rather than an aggressive, act.However, Robertson is no sentimentalist. After devoting years of his life to the bears, he is under no

(7) …….. about their feelings for him. It is clear that their interest in him does no

(8)_______ beyond the food he brings.

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(4)_____ as much for fruit as previously supposed.

(6) _______ by behaviour such as swatting paws on the ground, as this is a defensive, rather than an aggressive, act.
However, Robertson is no sentimentalist. After devoting years of his life to the bears, he is under no