Comprehension , Upper Intermediate , Advanced [ 2 ]

2 - ] Comprehension  

2 - ] Upper Intermediate , Advanced 

2 . ] Read the newspaper article , then answer the questions below :

                A lot of advice is available for college leavers heading for their first job . In this article we consider the move to a second job . We are not concerned with those looking for a second temporary position while hunting for a permanent job . Nor are we concerned with those leaving an unsatisfactory job within the first few weeks . Instead , we will be dealing with those of you taking a real step on the career ladder , choosing a job to fit in with your ambitions now that you have learnt your way around , acquired some skills and have some idea of where you want to go .

                  What sort of job should you look for ? Much depends on your long-term aim . You need to ask yourself whether you want to specialize in a particular field , work your way up to higher levels of responsibility or out of your current employment into a broader field .

                    Whatever you decide , you should choose your second job very carefully . You should be aiming to stay in it for two to three years .

                    This job will be studied very carefully when you send your letter of application for your next job . It should show evidence of serious career planning . Most important , it should extend you , develop you and give you increasing responsibility . Incidentally , if the travel bug is biting , now is the time to pack up and go . You can do temporary work for a while when you return , pick up where you left off and get the second job then . Future potential employers will be relieved to see that you have got it out of your system , and are not likely to go off again .

                     Juliette Davidson spent her first year after leaving St. Aldate’s College working for three solicitors . It was the perfect first job in that ‘OK --- they were very supportive people > I was gently introduced to the work , learnt my way round an office and improved my word processing skills . However , there was no scope for advancement . One day I gave in my notice , bought an air ticket and traveled for a year’ .

                     Juliette now works as a Personal Assistant to Brenda Cleverdon , the Chirf Executive of a Business in the Community . ‘In two and a half years I have become more able and my job has really grown’ , she says . ‘Right from the beginning my boss was very keen to develop me . My job title is the same as it was when I started but the duties have changed . From mainly typing and telephone work , I have progressed to doing most of the correspondence and budgets . I also have to deal with a variety of queries , coming from chairmen of large companies to people wanting to know how to start their own business . Brenda involves me in all her work but also gives me specific projects to do and events to organize’ .

1 . Who is intended to benefit from the advice given in the article ?

( A ) students who have just finished their studies

( B ) people who are unhappy with their current job

( C ) those who are interested in establishing a career

( D ) people who change jobs regularly

2 . According to the writer , why is the choice of your second job important ?

( A ) It will affect your future job prospects .

( B ) It will last longer than your first job .

( C ) It will be difficult to change if you don’t like it .

( D ) It should give you the opportunity to study .

3 . ‘it’ in paragraph four refers to

( A ) first job .

( B ) second job .

( C ) application .

( D ) career .

4 . If you have a desire to travel , when does the writer suggest that you do it ?

( A ) straight after you have left college

( B ) when you are unable to find a permanent job

( C ) after you have done some temporary work

( D ) between the first and second job

5 . What is meant by ‘you have got it out of your system in paragraph four ?

( A ) You have planned your career sensibly .

( B ) You are an experienced traveler .

( C ) You have satisfied your wish to travel .

( D ) You have learned to look after yourself .

6 . How did Juliette Davidson benefit from the experience of her first job ?

( A ) It was a good introduction to working in an office .

( B ) She met a variety of interesting people .

( C ) It enabled her to earn enough money to travel .

( D ) She learnt how to use a word processor .

7 . In what way is Juliette’s current job better than her first job ?

( A ) She has a more impressive job title .

( B ) She now knows how to start her own business .

( C ) She has been able to extend her skills .

( D ) She is more involved in the community .

Answer Key

1. C 2. A 3 . B 4 . D 5 . C 6 . A 7 . C

 

Comprehension , Upper Intermediate , Advanced [ 1 ]

1 - ) Comprehension 

1 - ] Upper Intermediate , Advanced   

1 . ] Read the magazine article , then answer the questions below :

                 How to cope with a child who shows outstanding musical ability ? It’s not always clear how best to develop and encourage their gift . Many parents may even fail to recognize and respond to their child’s need until frustration explodes into difficult or uncooperative behavior . And while most schools are equipped to deal with children who are especially able in academic subjects , the musically gifted require special understanding which may not always be available in an ordinary school - especially one where music is regarded as a secondary activity . Such children - as well as those whose ability is actively encouraged by parents or teachers - may well benefit from the education offered by a specialist music school .

                 The five music schools in Britain are a relatively recent introduction . They aim to provide a sympathetic environment in which gifted children aged between seven and eighteen can develop their skills to the full under the guidance of professional musicians .

Children at specialist music schools spend between one third and one half of an average day on musical activities , for example , individual lessons ( up to three hours a week on first and second instruments ) , orchestras , chamber groups , voice training , conducting and theory . They also spend several hours a day practicing in properly equipped private rooms , sometimes with a teacher . The rest of their time is taken up with a restricted academic program , which tends to concentrate on the essential subjects - English , math , basic sciences and languages - although provision can be made for students who wish to study a wider range of subjects . All five British specialist schools are independent , classes are small by normal school standards , with a high teacher / pupil ratio . Most children attending specialist schools tend to be boarders , leaving home to live , eat and sleep full-time at school . This means they spend their formative years in the company of others with similar aims and interests .

                What are the disadvantages ? An obvious problem is the cost ; the fees are high

( more than £ 60,000 - £ 70,000 a year for boarders ) . However , each school will make every effort with scholarships and other forms of financial assistance , to help parents of outstandingly gifted children to find the necessary fees . Secondly , not all parents want to send their children to boarding school , specially at a very early age . Almost all the directors of the specialist schools express doubts about the wisdom of admitting children as young as seven into such as intense and disciplined environment . They stress , however , that their main aim is to turn out ‘rounded and well-balanced individuals’ .

                There is little doubt that setting musically gifted children apart from an early age can cause stress . Early signs of musical ability may disappear in teenage years , while natural competitiveness and the pressure to succeed can lead to a crushing sense of failure . But all specialist schools do keep a close watch on the progress of individual pupils , and offer help and advice if needed .

                 In addition , while most former pupils at music school feel that they benefited enormously from the range of high-quality music teaching available , many express reservations about the wisdom of restricting the academic program , which definitely takes second place to musical activities . Many musically gifted young people are also highly intelligent , well able to deal with academic pressure , and feel frustrated if their intellectual needs are not met . For these reasons , it may be better to wait until the child is old enough to be able to make his or her own decisions before considering a specialist education .

                      Those who are equally gifted academically may do very well within a less specialized environment , for instance , at a school with a first class music department , or else by combining a normal school routine with musical training at one of the junior departments at the music college . These colleges offer Saturday morning opportunities for individual lessons with fine teachers , plus orchestral and chamber music experience . But this option is clearly not practicable for families living out of reach of London or other major centers .

1 . If a child’s musical ability is not recognized ,

( A ) the ability may fade away.

( B ) the child may misbehave .

( C ) the parents may become anxious .

( D ) the child may lose interest .

2 . What problem may musically gifted children face in ordinary schools ?

( A ) Music is ot seen as an important subject .

( B ) Their academic work may suffer .

( C ) Schools lack musical equipment .

( D ) Parents and teachers do not work together .

3 . What makes specialist music schools different from other schools ?

( A ) The children have mostly one-to-one lessons .

( B ) Their working day is longer .

( D ) A range of musical training is offered .

4 . What do most school directors see as a possible disadvantage for pupils ?

( A ) They may not be mature enough on arrival .

( B ) Poor children may be excluded .

( C ) There may be a discipline problem .

( D ) They may lose their individuality .

5 . A specialist musical education might be stressful for children if

( A ) the teachers expect too much of them .

( B ) they lose interest in music .

( C ) they do not progress as expected .

( D ) parents put pressure on them .

6 . Past pupils think that they should have

( A ) had less academic pressure .

( B ) studied more subjects .

( C ) worked harder.

( D ) concentrated more on music .

7 . What would be a good alternative to specialized music schools for gifted children ?

( A ) having special classes at the weekend

( B ) contacting a local orchestra

( C ) arranging visits from a specialist music teacher

( D ) waiting until they are old enough to go to college

8 . Who is this written for ?

( A ) music teachers

( B ) school directors

( C ) musically gifted children

( D ) parents of musical children

Answer Key

1 .  B 2 . A 3 . D 4 . A 5 . C 6 . B 7 . A 8 . D