Comprehension4

موضوع: Comprehension4 السبت أكتوبر 04, 2008 8:46 am

Comprehension4

Here you are the first passage that is required for the exam, but was not given in class. It is passage number 17 on page: 55.

1- Give short answers to these quashes in your own words as far as possible. Use one complete sentence for each answer.

a- Name one way in which intelligence tests can prove useful.

In an intelligence test we take a sample of individual’s ability to solve puzzles and problems of various kinds, and if we have taken a representative sample it will allow us to predict successfully the level of performance he will reach in a wide variety of occupations.

b- How are narrowly academic examinations unfair?

Narrowly academic examinations and tests were felt, quite rightly, to be heavily weighed in favour of children who had had the advantage of highly- academic primary schools and academically biased homes.

c- How can intelligence tests be used to counteract narrow academic specialization?

Intelligence tests were devised to counteract this narrow specialization, by introducing problems which were not based on specifically scholastically-acquired knowledge.

Vocabulary

1. Explain the meaning of the following words and phrases as they are used in the passage:

a. concept: criterion

b. reliance: dependence

c. occupations: works

d. particular: certain

e. approximately: fairly

f. heavily weighted: are heavy on

g. scholastically-acquired knowledge: the least amount of knowledge

h. assess: guess

k. competence: ability

The Paragraph

1. Which of these phrases best indicates what the passage is about? Give reasons for your choice. Secondary schooling, intelligence tests, selection for grammar schools.

The best phrase is: intelligence tests.

2. Which of these statements best expresses the main idea of the passage? Give reasons for your choice

a. We can place a certain amount of reliance on intelligence tests.

b. An intelligence test is an attempt to assess the general ability of any child to think, reason, judge, analyze and synthesize by presenting him with situations, both verbal and practical, which are within his range of competence and understanding.

c. Intelligence tests were devised to counteract narrow academic specialization.

The correct sentence is (c)

3. The following sentences have been taken from the third paragraph (lines 8 z6). Arrange them in their correct order. Do not refer to the passage until you have finished the exercise:

Since the number of grammar schools in the country could accommodate at most approximately 2S per cent of the total child population of eleven-plus, some kind of selection had to be made.

Narrowly academic examinations and tests were felt, quite rightly, to be heavily weighted in favour of children who had had the advantage of highly academic primary schools and academically biased homes.

This became of particular importance when, as a result of the if Education Act, secondary schooling for all became law, and grammar schools, with the exception of a small number of independent foundation schools, became available to the whole population.

The correct order of this paragraph is the following:

This became of particular importance when, as a result of the if Education Act, secondary schooling for all became law, and grammar schools, with the exception of a small number of independent foundation schools, became available to the whole population.

Since the number of grammar schools in the country could accommodate at most approximately 2S per cent of the total child population of eleven-plus, some kind of selection had to be made.

Narrowly academic examinations and tests were felt, quite rightly, to be heavily weighed in favour of children who had had the advantage of highly- academic primary schools and academically biased homes.

Key Structures

1. Which of the following verbs are normally followed by of and which by from:

Prevent (I. 2); emerge, escape, boast, convince, despair, hinder, differ, consist, assure, accuse, protect, complain, get rid.

Verbs followed by of: Emergence, boast, despair, hinder, convince, consist, accuse, and get rid.

Verbs followed by from: prevent, escape, differ, protect, and complain.

2. Note the form of the verbs in italics in this sentence:

If we have taken a representative sample it will allow us to predict successfully the level of performance he will reach in a wide variety of occupations.

Write sentences using the same pattern with these words: when, after, as soon as, before.

When you have studied well, you will pass all your subjects.

After you have passed your examination you will feel the ecstasy.

As soon as you have finished your work, you will fall asleep.

Before he has killed his brother, he will feel regret.

3. Compare these two sentences:

Instead of saying: The level of performance which he will reach. We can say. The level of performance he will reach.

Add a suitable clause after the words in italics in these sentences. Omit who or which where possible.

a. Buildings . . . should be pulled down.

Buildings built in such a dangerous place should be pulled down.

b. He is the best swimmer……

He is the swimmer won the cup last year.

c. The review . . . praises the book highly.

The review done yesterday, praises the book highly.

d. The people . . . were asked to report to the police.

The people witnessed the accident, were asked to report to the police.

e. Accidents . . . should be prevented.

Accidents happened because of the snowy storm, should be prevented.

4. Study this sentence pattern:

Examinations and tests were felt...... to be heavily weighted....

Write sentences using the same pattern with the following verbs: think and believe.

William Shakespeare is thought to be the greatest dramatist in the English literature.

It was believed that the ground is not globe.

5. Note the form of the verbs in italics in this sentence:

Narrowly academic examinations and tests were felt, quite rightly, to be heavily weighted in favour of children who had had the advantage of highly academic primary Schools.

Supply the correct form of the verbs in brackets in these sentences:

a. He (had applied) for the job even though he (had) no previous experience.

b. After the man (had been hanged), the police (realized) they (had convicted) the wrong person.

c. The boy (insisted) that he (had spent) the day at school even though it (had been) obvious to his parents that he (had played) truant.

Special Difficulties:

1. Write sentences to bring out the difference between the following pairs of words:

Fact (I. i), event; passed (1. s), past; prevent (1. 2), avoid; very (1. 2), too; measure (1. 3), Count; result (1. , effect; attempt (1. i8), trial; judge (1. I), criticize.

This is left to be done by you. Consult you dictionaries and try it.

2. Explain the meaning of the verbs in italics:

a- The fact that we are not sure what ‘intelligence’ is, nor what is passed on, does not prevent us from finding it a very useful working concept.

(Depended)

b- He passed away quietly at four o’clock this morning.

(Died)

C-When he told me what had happened; I got such a shock I nearly passed out.

(Fainted)

d- Would you pass round the cakes please Susan?
(To put something in the direction mentioned.)

e- This is the counterfeit painting which he tried to pass off as an original Vermeer.

(Deceive)

4. Explain the words in italics:

a- Narrowly academic examinations ... were felt . . . to be heavily weighted in favour of children who had had the advantage of highly—academic primary schools.

He narrowly escaped being captured.

In a difficult way

b- You should not take such a narrow view of the situation.

Predigest, selfish

c- He is a very narrow-minded person.

Closed, not open

At the end, I will provide you with passages (18, 19, and 20) in the coming lectures

The End