INSTRUCTIONS TO TEACHERS

Answer all the questions.

Write all your answers in this booklet.
Write with a black or blue pen.
Do all your rough work on a separate sheet of paper.

Part I
Task 1

Read the title and the subtitle of the article below. Explain what they mean. You
may take a look at the text to confirm your understanding.

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Don't Hold Your Breath for a Smoke-Free World

Efforts to forge a global anti-smoking treaty have to overcome Third World tastes
and
demographics

Losing international markets would be catastrophic for the U.S. tobacco industry luckily, for
them, smoking hasn't yet lost its discreet charm in the developing world. The World Health
Organization on Monday launched negotiations on a treaty to curb worldwide smoking and ban
tobacco advertising, hoping to capitalize on the growing anti-smoking sentiment in the U.S.
courts and political system. But curbing tobacco use in the developing world may require
cultural as well as legal changes. "Despite accusations that the U.S. is dumping poisonous
products on unsophisticated markets, a lot of people in the Third World actually like to smoke
and American cigarettes are a prized status symbol," says TIME U.N. correspondent William
Dowell. "There's a lot of skepticism about anti-smoking efforts in the U.S."
Part of the problem may be demographic. Even though the WHO believes smoking currently
kills 4 million people a year worldwide and will kill 10 million a year by 2030 its impact on
developing countries may be different than it is in industrialized countries. "In the industrialized
countries, people are living a lot longer today, and if you live into your eighties or nineties, the
effects of tobacco become much more pronounced," says Dowell. "But life expectancy in the
Third World is considerably lower, and they may therefore not notice the effects of smoking as
compared with other factors that are hurting them." Banning cigarette advertising would in the
long run strip tobacco of some of its social cachet in the developing world. But right now Big
Tobacco may be more vulnerable to lawsuits that piggyback on the battle in the U.S. courts,
which has forced the industry to take responsibility for knowingly distributing harmful products
although few countries have legal systems that allow the same opportunities for litigation. Which
may mean it'll be some time before Third World ashtrays are empty.
TONY KARON

adapted from www.TIME.com October 27, 1999

Task 2

Now read the text and answer the following questions.

1- Complement your work in Task 1 above and explain why the U.S. tobacco industry
might not lose international markets. Do you agree with the author of the text?
Answer and comment on the arguments presented.
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2- Using your own words, explain the difference between the impact of smoking on
developing countries and on industrialized countries.
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3- Find in the text 2 words that are related to the efforts to control the actions of the U.S.
tobacco industry. What do you think about these actions? Consider, in your answer,
the perspective of smokers and non-smokers.
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4- What do these statements mean?

the U.S. is dumping poisonous products on unsophisticated markets
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few countries have legal systems that allow the same opportunities for litigation
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Part II
Read the following e-mail message and write a reply to this teacher. In your
answer, state how you feel about this issue and make it clear whether you agree
or disagree with the teacher. Be sure to present arguments to support your point
of views. You may refer to the concept of banking education which has been
provided.
Dear Listers,
Reading the essay about the banking concept of education by Paulo Freire* made me very
interested in the way we have been taught in schools all our lives. Although his idea about
problem-posing education sounds intriguing and very liberating, it's only a theory. For the
society that we live in, problem-posing education is too intangible for us oppressed people
to grasp. I understand the concept of problem-posing education and know that being able to
solve difficult problems is all a part of living in this world of hard knocks. However, isn't that
what our present education does anyway? Aren't we given a variety of problems to solve, round,
fix, interpret, evaluate, explain, etc.? Maybe none of us are conscious of our consciousness,
as Freire puts it. But is being this "conscious" going to get me a job? The answer is no. I would
just be more conscious of the money, the TANGIBLE money, that I lack. The state of the world
today sucks. We all know that. At the very root of this is the way that people are taught in their
lives. I know that Freire means well in his essay. He's striving what we are all striving for. My
favorite line in the essay is when he says, . . .authority must be ON THE SIDE OF freedom, not
AGAINST it. I wished that he tried to implement this theory a long, long time ago and maybe
things would be a little different now. But as for now, his ideas of revolution and consciousness
cannot last in a society revolving around money, property, and material things.
adapted from an e-mail message written by an American teacher

NOTE * In the "banking" method of education passive learners receive deposits of

pre-selected, ready-made knowledge. The learner's mind is seen as an empty vault
into which the riches of approved knowledge are placed. Freire advocated dialogue and
critical thought as a substitute for "banking" education.
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Part III
In this part of the test you will read statements in which four words or phrases are
underlined. They are marked A, B, C and D. In each statement there is ONE
mistake.
Your task is to
a) identify the mistake by circling the corresponding letter;
b) explain it and
c) re-write the statement correctly. Sometimes the whole sentence requires
change.

1. Having lost over 50,000 soldiers in a seemingly endless war, the army were forced to
A
B
C
D
reevaluate the situation.
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2. When dinner was finished, Jane and me talked for a little while.
A
B
C
D
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3. The young man wrote quickly the answer to the question.
A
B
C
D
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4. She threw on her coat, grabbing the umbrella, and rushed outside.
A
B
C
D
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5. The use of computers, data processors and many other types of almost magical electronic
A
B
C
business machines are important in contemporary technological society.
D
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6. After he had turned out all the lights, Roger has gone and did not return until three in the
A
B
C
D
morning.
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7. Needed quickly in the operating room for brain surgery, the doctors son gave him a ride
A
B
C
to the hospital.
D
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8. Martha played the piano extremely well, but her singing was terribly.
A
B
C
D
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9. This kind of thing happens because there is no limits to the freedom of the press.
A
B
C
D
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10. Since graduating from the University of Illinois, Ed Tynes has been doing graduate work of
A
B
C
engineering at Stanford.
D
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11. Had it not been such a long movie, we would like to have dinner in a restaurant after it
A
B
C
was finished.
D
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12. The actress requested that people who enjoyed her performance sent contributions to the
A
B
C
D
Committee to Save the Environment.
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13. Nobody understands the situation better than her, but she is simply unwilling to give any
A
B
C
D
help.
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Part IV
Task 1

These are some regular verbs used in the reading passages above. Place them
under the correct category, according to their /ed/ sound.

1. ban
6. dump
11. interpret
16. revolve

/t/

2. believe
7. forge
12. kill
17. smoke

3. capitalize
8. evaluate
13. like
18. sound

/d/

10

4. curb
9. hope
14. notice
19. strip

5. distribute
10. launch
15. require
20. wish

/Id/

Task 2

Circle the stressed syllable in each word.

1) responsibility

2) considerably

3)

distributing

4) category

5)

6)

independent

7) metaphor

8) unanimous

certificate

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