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Trinity-Ise-Ii-Reading-Writing - B2 - Sample-Pages PDF
Trinity-Ise-Ii-Reading-Writing - B2 - Sample-Pages PDF
CEFR
B2
Exam Preparation & Practice Tests
2015 Format
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l Succeed in TRINITY ISE II - Reading & Writing - Students Book - ISBN: 9781781642191
l Succeed in TRINITY ISE II - Reading & Writing - Teachers Book - ISBN: 9781781642214
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TABLE OF CONTENTS
Preparation for Trinity ISE II Task 1 LONG READING page 6
Section 1: Questions 1-5 Matching Titles to Paragraphs page 7
Section 2: Questions 6-10 Selecting the True statements page 11
Section 3: Questions 11-15 Completing Sentences (Gap Fill) page 13
Preparation for Trinity ISE II Task 2 MULTI-TEXT READING page 14
Section 1: Questions 16-20 Multiple Matching (Information to Texts) page 15
Section 2: Questions 21-25 Selecting the True statements page 21
Section 3: Questions 26-30 Summary Notes page 23
Preparation for Trinity ISE II Task 3 READING INTO WRITING page 26
Descriptive Essay page 27
Discursive Essay page 34
Argumentative Essay page 37
Report page 41
Article page 43
Preparation for Trinity ISE II Task 4 EXTENDED WRITING page 44
Essay page 45
Article page 51
Report page 54
Review page 57
Letter and Email (Informal) page 60
Letter (Formal) page 62
Practice for Trinity ISE II READING AND WRITING MODULE page 65
TRINITY ISE II Reading & Writing PRACTICE TEST 1 page 66
TRINITY ISE II Reading & Writing PRACTICE TEST 2 page 72
TRINITY ISE II Reading & Writing PRACTICE TEST 3 page 78
TRINITY ISE II Reading & Writing PRACTICE TEST 4 page 84
TRINITY ISE II Reading & Writing PRACTICE TEST 5 page 90
TRINITY ISE II Reading & Writing PRACTICE TEST 6 page 96
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The format of the Trinity ISE II: Reading and Writing Module
Reading
Task 1 is called the Long Reading Task. You have to read one long text (about 500 words) and answer 15 questions related to it.
Task 2 is called the Multi-text Reading Task. You have to read 4 short texts and answer 15 related questions. The four texts have
a connected theme.
Writing
Task 3 is called the Reading Into Writing Task. You have to write an answer to a question related to the theme in Reading Task 2.
You use the information in Reading Task 2s four texts to help you to prepare your answer. Task 4 is called the Extended Writing Task.
You have to write an answer to a question using your own ideas. The question will give you key prompts that you must write about.
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Preparation for
TRINITY
Integrated Skills in English
ISE II CEFR B2
TASKS: 1-4
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Task 1
TRINITY ISE II Preparation for the Reading Test - Task 1
Focus: Reading Task 1 Careful reading: Sometimes, when you find the
This section will help you prepare information you need by scanning,
for Reading Task 1 of the ISE II exam. you may have to read this
information slowly and carefully
Main objective: To read a short article about to make sure you get the right
Hogmanay and answer three sets of answer.
related questions. You may not have time in the exam to
Set 1: Matching titles to paragraphs read the entire article very slowly,
(Reading for gist) but you will be able to read the
Set 2: Answering True, False or relevant short sections carefully to
Not Given (Scanning and Careful help choose the right answers.
Reading)
Set 3: Sentence completion Theme: In Reading Task 1, there are a
(Scanning and Careful Reading) number of different broad themes
the text can be about.
Skills: Reading for gist: This involves These include:
reading a text fairly quickly in order - Society and living standards
to understand the general topic. - Personal values and ideals
You dont have to understand every - The world of work
single word to find out what the text - Natural environmental concerns
is basically about. In Set 1, you will - Public figures past and present
be required to select the correct title - Education
for each of the articles five - National customs
paragraphs. You will need to read - Village and city life
each paragraph (1-5) for gist so as - National and local produce and
to understand its general topic. products
- Early memories
Scanning: When you scan a text, you dont - Pollution and recycling
read every single word carefully.
This is because you are looking for In the article we will be looking at, the theme is
specific information, so not all the National customs. When you practise, read
details of the text are important. as many different texts as you can related to all
Instead, you move down through the above themes.
the lines of text quickly, trying to
find the information you need.
When scanning, it usually helps to
look for key words or ideas.
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Write down as many ideas as you can think of for your answers to
these questions. Then, if possible, discuss your notes with a partner.
Exercise 1
This is NOT an exam task, but it will help you practise reading for gist. Think about how texts are structured and how the different
ideas/topics are usually linked together in a logical order. When you have finished this task, you should find the actual exam task
which follows easier. Why? Because Exercise 1 will help you get a general understanding of what each paragraph is about.
Read the following text about Hogmanay, a Scottish New Years celebration. The paragraphs are not in the correct order.
Put the paragraphs in order from 1-5. Write the correct paragraph number on the answer line.
3
Paragraph ...............
Apart from singing this popular Robert Burns lyric, other traditional customs of Hogmanay include redding and first-footing.
The former involves cleaning the home before the New Year. It is particularly important to make sure that fires are cleared
of ashes and the leaves of the juniper tree are also sometimes burned in a custom that is traditionally thought to keep
away evil spirits. The latter refers to the tradition of the first visitor into the home after midnight on New Years taking a gift
for the homeowners with them. This visitor or first-footer is thought to bring luck to the household. The traditional gift was
coal (or alternatively salt) but, nowadays, drinks and food are more typical, as the arrival of the first-footer often signals
the start of a great party.
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Paragraph ...............
That Hogmanay traditionally enjoyed wider popularity in Scotland than Christmas is due, in part, to the fact that for about
400 years of its history Scotland didnt celebrate Christmas very much at all. Nowadays, however, many parts of the tradi-
tional Hogmanay ceremony have found their way into Christmas and New Years celebrations around the world. For exam-
ple, the song Auld Lang Syne is now not only sung at midnight on New Years Eve by celebrants of Hogmanay but also by
other peolpe who celebrate New Years Eve throughout the world. Indeed, according to the Guinness Book of Records,
Auld Lang Syne is one of the most frequently sung of all English-language songs.
4
Paragraph ...............
Although both these customs are still practised today, the Handsel Day tradition, which was also linked to Hogmanay, has
largely died out. On this day, the first Monday of the new year, presents used to be given by employers to the members of
their staff, and by parents to their children. These gift-giving gestures now take place at Christmas instead. But while some
of the customs may have disappeared, the festivals popularity certainly has not. Each year, all major Scottish cities and
towns hold huge events to mark the occasion.
1
Paragraph ...............
Hogmanay is the Scots English term for New Years Eve: the last day of the year. Although it has become similar in meaning
around the world with ringing in the New Year in the Scottish style, the focus of the traditional Hogmanay celebration
was not really on the clock striking 12 (midnight) at all. Hogmanay, you see, typically lasts until New Years Day morning,
and, indeed, in some places, well into January 2nd. It is thought that New Years festival started as a celebration of the
winter solstice (the shortest day of the year). Hogmanay was historically, and remains in many parts of Scotland, a bigger
event than Christmas.
Did you get the question right? Check below. The answers are given upside down. Turn your book around to see what they are.
CORRECT ANY ANSWERS YOU GOT WRONG.
Paragraph: 5 - 3 - 2 - 4 - 1
Exercise 2
Now that you have completed Exercise 1, you should have a good idea what each paragraph is about. Write a short summary
note of the paragraph topics in your own words on the answer lines below. Write no more than 8 words for each answer.
Paragraph 1: ...............................................................................................................................................................................
...........................................................................................................................................................................................................
Paragraph 2: ..............................................................................................................................................................................
...........................................................................................................................................................................................................
Paragraph 3: ..............................................................................................................................................................................
...........................................................................................................................................................................................................
Paragraph 4: ..............................................................................................................................................................................
...........................................................................................................................................................................................................
Paragraph 5: ..............................................................................................................................................................................
...........................................................................................................................................................................................................
Exercise 3
Exam-type Question Set 1: Matching titles to paragraphs
This is an actual exam task. You must match each heading/title to the correct paragraph. But, be careful! There is an extra
heading/title that you dont need. Sometimes the wrong answer can use words from the text to try to trick you. Read each
heading/title very carefully. It may help to put the heading/title in your own words.
Pre-reading
Write down as many ideas as you can think of for your answers to these questions. Then, if possible, discuss your notes with a
partner.
1. What kinds of serious problems do children in different parts of the world face today? Use the photos to help you think
of ideas.
2. What about children where you live? What specific problems do they have?
3. How could you help these children? Can you think of any ideas?
4. Do you give money to charity? Which charities do you support? Why?
5. Think of some fun ways to raise money for charity.
Exercise 4
Remember: In Set 1, there is always one title you dont need. Often, it will (a) be similar to one of the correct titles, but with a
slightly different meaning, or it will (b) use words from one of the paragraphs to try to trick you, or it will (c) be about an unim-
portant point, not the main paragraph topic.
Now, to show you some of these tricks, lets look at another text. This article is about Christmas Jumper Day.
Read each paragraph (1-5) and choose the correct title (A, B or C).
It is a good idea to look at any pictures there are with the text, and to read the main title and first few lines to get an idea of what the
article is about before you start answering the questions. This will help your mind start to remember what you already know about the topic.
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Paragraph 2
So how does it work? Well, its simple really. Save the Children runs its official Christmas Jumper Day on a Friday early in
December each year. People of all ages are encouraged to wear a Christmas jumper for the day, to school, college, work,
or wherever theyre going, and donate 2 (or 1 if youre a child) by text message to the charity (for details on alternative
ways to donate see last paragraph). And this year the government has promised to match every donation given, meaning
for every 1 donated, it will give another 1 to Save the Children. Of course, its not a problem if, for any reason, you cant
take part on the official day. You can still wear your jumper another time and make a donation. Nor are you limited to giv-
ing just 2. Indeed, many big events are organised on and around Christmas Jumper Day each year, raising more vital
funds for the charity.
2. A How the fundraising project works
B How much money children and adults are allowed to give to the charity
C Who can take part in the big jumper event and where it is on
Paragraph 3
But where does the money go? Well, Save the Children is a British charity dedicated to helping vulnerable children in the
UK, as well as the rest of the world. This may be hard to believe but, even in a country as rich as the United Kingdom,
some 3.5 million children still live in poverty. The charity works to give these young people hope for a better future.
Worldwide, 6.6 million children die each year before they reach their fifth birthday. The sad fact is that most of these
deaths are caused by preventable or treatable diseases, like diarrhoea and malaria. Save the Children wants to stop this
needless tragedy from continuing to happen. With our donations, it is making a real difference to childrens lives, locally
and globally.
3. A How the charity aims to help children at home and abroad
B How millions of British children lose their lives each year because of disease
C How UK children should help poorer children abroad
Paragraph 4
The charity itself has been around for nearly a century. It was founded by two sisters, Eglantyne Jebb and Dorothy Buxton,
in May 1919, specifically to help children across Europe who were victims of the First World War. The sisters did not origi-
nally intend to keep the charity going after the war ended, but there was one emergency after another and Save the
Children always got involved to help. In the 1930s, it began helping the helpless beyond Europe, running and funding chil-
drens projects in Asia, Africa and the rest of the world. Its efforts to assist children all around the world have continued
right up to this day.
4. A How the charity mainly focuses on helping European children today
B How the charity moved its offices from Europe to Asia and then to Africa
C How the charity began and has developed over the years
Paragraph 5
So, please, on Christmas Jumper Day this year, no matter what age you are, spare a thought for the unfortunate children
of this world who have little or no hope for the future. Show them your support by wearing a woolly jumper, and, more
importantly, by giving whatever you can to Save the Children. Make the world better with a sweater. Text JUMPER to
70050 now to give 2 or go online and make a donation. Visit jumpers.savethechildren.org.uk. Donations can also be
made using the smartphone app.
5. A What to wear on Christmas Jumper Day
B How to give funds to the charity
C How to volunteer for the charity
Did you get the questions right? Check below. The answers are given upside down. Turn your book around to see what they are.
If you had some wrong answers, find out why. Were you tricked? What tricked you?
1.C 2.A 3.A 4.C 5.B
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Scanning
Lets practise scanning. Look at the Christmas Jumper Day article again. Identify in which paragraph there is information about
each of the following. Write the correct paragraph number beside each question, 1-5. Do this exercise as quickly as you can.
Did you get the questions right? Check below. The answers are given upside down.
Turn your book around to see what they are. Correct any answers you got wrong.
Paragraph 3 Paragraph 2 Paragraph 1 Paragraph 4 Paragraph 5
Exercise 2
Tip: Use what you found out in Exercise 1 to help you get the answers to these questions as fast as possible.
Decide if each statement, 1-5, is True or False. Choose T (True) of F (False).
1. You can donate to the charity by texting a special word to the number 70050. T/F
2. The charity was first established to help children in Asia and Africa. T/F
3. Christmas Jumper Day started in the 1980s. T/F
4. A childs text message donation is half the amount of an adults. T/F
5. There are still several million poor British children today. T/F
Exercise 3
Sometimes statements are neither true nor false the information is not given in the text at all. Remember: you can only
choose your answers based on the information in the text; not based on your own knowledge of the subject.
Read Paragraph 1 again below. There are three statements about this paragraph (1-3). One statement is True (T), one statement
is False (F) and one statement is Not Given (NG). Choose the correct answer, T, F or NG.
Christmas jumpers first became popular in the UK in the 1980s, when famous television presenters started wearing
colourfully decorated woollen sweaters with things like reindeer and snowflakes on them for the holiday season. They
have been a part of British culture ever since, but they have never been more in fashion than they are today. This year, an
estimated 4 million people will wear their woolly jumpers on Friday, December 11th, and its all in aid of charity. You see,
four years ago, the charity Save the Children had a new fundraising idea - have an official day each year for people to wear
Christmas jumpers. Christmas Jumper Day was born, and its been going from strength to strength ever since.
Decide if each statement, 1-3, is True, False or Not Given. Choose T (True), F (False) or NG (Not Given).
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Exercise 4
Now you try. Read Paragraph 2 again below and write three statements about the information in it. One statement should be
True, one statement should be False and one statement should be Not Given.
So how does it work? Well, its simple really. Save the Children runs its official Christmas Jumper Day on a Friday early in
December each year. People of all ages are encouraged to wear a Christmas jumper for the day, to school, college, work,
or wherever theyre going and donate 2 (or 1 if youre a child) by text message to the charity (for details on alternative
ways to donate see last paragraph). And this year the government has promised to match every donation given, meaning
for every 1 donated, it will give another 1 to Save the Children. Of course, its not a problem if, for any reason, you cant
take part on the official day. You can still wear your jumper another time and make a donation. Nor are you limited to giv-
ing just 2. Indeed, many big events are organised on and around Christmas Jumper Day each year, raising more vital
funds for the charity.
1. ..................................................................................................................................................................................................
2. ..................................................................................................................................................................................................
3. ..................................................................................................................................................................................................
If possible, give your statements to a partner to answer. Then, check if they got the answers right. If not, explain why.
Exercise 5
Now look at paragraphs 3-5 of the article about Christmas Jumper Day. Decide if each statement, 1-5, is True, False or
Not Given. Choose T (True), F (False) or NG (Not Given).
1. More than 6 million children aged 5 or over die each year around the world. T / F / NG
2. Many of the young-child deaths that happen could be avoided. T / F / NG
3. The Save the Children charity was set up by two close relatives. T / F / NG
4. You can only make a donation to the charity by using the Internet. T / F / NG
5. Members of Dorothy Buxtons family took part in World War One. T / F / NG
Exercise 6
Exam-type Question Set 2: Answering True, False or Not Given
This is an actual exam task. You dont have to decide if each statement is True, False or Not Given. Instead, you just have
to select the five TRUE statements. You will have to scan the article to find the information that relates to each statement.
You can write your answers in any order you want to.
Remember: There are three extra answers you dont need. This means three answers are either False or Not Given.
Questions 6-10 relate to the article about Hogmanay on pages 7-8.
6. B
.............................. A More people go to the Edinburgh Hogmanay festival than any other New Years event today.
7. D
.............................. B Live music is played near a large building during the Edinburgh Hogmanay celebration.
8. E
.............................. C The Hogmanay festival lasts until midnight on New Years Eve.
9. F
.............................. D Something that once happened on Handsel Day is now done at Christmas.
10. H
..............................
E The redding custom involves tidying up the home.
F The Hogmanay festival has influenced other celebrations such as Christmas and New Years.
G Scots have been singing Auld Lang Syne for over 400 years.
H People think Hogmanay may have started as something to do with the length of a certain day.
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Exercise 1
Match the words and phrases in Column A to their synonyms or near-synonyms in Column B.
A B
famous establish famous well-known
popular (clothing) wealthy popular in fashion
promise equal
promise commit to
match equal
match commit to (do something)
donate give
donate very poor rich wealthy
rich reside live reside
live well-known in poverty very poor
in poverty in fashion set up establish
set up give (money)
Tip: The words and phrases in Column A of this exercise are found in the original text. The words and phrases in Column B are found
in the gapped sentences in Exercise 2. Notice how you may not always find exactly the same words when you scan the original text.
Sometimes, you will be looking for similar words or ideas. This exercise should help you complete Exercise 2.
Exercise 2
Exam-type Question Set 3: Sentence Completion
This is an actual exam task. Questions 11-15 relate to the article about Christmas Jumper Day on pages 9-10.
Questions 11-15 (one mark per question)
Complete sentences 11-15 with a word, phrase or number from the text (maximum three words). Write the word, phrase or
number on the lines below.
Tip: The words, phrases and numbers highlighted in pink in Exercise 2 are examples of words it is easy to scan for in the original text.
For example, the period 1980s and the year 1919 are such cases. Use items like these to help you quickly identify where the infor-
mation youre looking for in the original text is.
Proper nouns like Christmas and the UK are usually very helpful in this respect. For example, even if a synonym of the UK was
used, it would be easy to find, as you would expect to see Britain or British or similar. Similarly, the phrase the charity suggests a
specific charity is talked about in the original text, so even if you didnt find the phrase the charity you could look for proper nouns.
Exercise 3
Exam-type Question Set 3: Sentence Completion
This is an actual exam task. Questions 11-15 relate to the article about Hogmanay on pages 7-8.
Questions 11-15 (one mark per question)
Complete sentences 11-15 with a word, phrase or number from the text (maximum three words). Write the word, phrase or
number on the lines below.
Christmas
11. In the past, Hogmanay was celebrated more widely than ............................................ and, in some places, it still is today.
English-language songs .
12. According to the Guinness Book of Records, Auld Lang Syne is one of the most often sung ..............................................
evil spirits
13. During redding people traditionally burn part of a tree to prevent ............................................. from visiting their homes.
staff
14. Owners of companies used to give the .............................................. who worked for them gifts on Handsel Day.
safety reasons
15. Only a certain number of people are allowed to attend the Edinburgh Hogmanay celebration for .................................... .
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Task 2
TRINITY ISE II Preparation for the Reading Test - Task 2
Focus: Reading Task 2 Careful reading: Sometimes, when you find the
This section will help you prepare for information you need by scanning,
the Reading Task 2 of the ISE II exam. you may have to read this
information slowly and carefully to
Main objective: To read four short texts about Dairy make sure you get the right answer.
Farming and answer three sets of You dont have time in the exam to
related questions. read all of the texts very slowly, but
Set 1: Matching information to you will be able to read relevant
texts (Reading for gist and Scanning) short sections carefully to help
Set 2: Answering True or False choose the right answers.
(Scanning and Careful Reading)
Set 3: Summary-notes completion Theme: In Reading Task 2, there are a number
(Scanning and Careful Reading) of different broad themes the texts
can be about.
Skills: Reading for gist: This involves These include:
reading the four texts fairly quickly - Society and living standards
in order to understand what each - Personal values and ideals
one is about. You dont have to - The world of work
understand every single word to find - Natural environmental concerns
out what a text is basically about. - Public figures past and present
- Education
Scanning: When you scan a text, you dont - National customs
read every single word carefully. - Village and city life
This is because you are looking for - National and local produce and
specific information, so not all the products
details of the text are important. - Early memories
Instead, you move down through - Pollution and recycling
the lines of text quickly, trying to find
the information you need. When In the texts we will be looking at, the theme is
scanning, it usually helps to look for The world of work.
key words or ideas.
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Write down as many ideas as you can think of for your answers to these questions.
Then, if possible, discuss your notes with a partner.
1. Have you ever been to a farm? If yes, did you like it? If no, would you like to visit one?
2. Is farming important? Why? Why not?
3. How many different kinds of farming can you think of?
4. Would you like to be a farmer? Why? Why not?
5. What do you think are the possible benefits and disadvantages of working as a farmer?
Exercise 1
This is NOT an exam task, but it will help you practise reading for gist.
Read the following texts about dairy farming. Then answer the questions, 1-4.
Text A
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TRINITY
I ntegrated S kills in E nglish
ISE II - CEFR: B2
TESTS 1 - 6
Your full name: ........................................................................................................................................
(BLOCK CAPITALS)
Centre: ......................................................................................................................................................
Instructions to candidates
1. Write your name, candidate number and centre number on the front of this exam paper.
2. You must not open this exam paper until instructed to do so.
3. This exam paper has four tasks. Complete all tasks.
4. Use blue or black pen, not pencil.
5. Write your answers on the exam paper.
6. Do all rough work on the exam paper. Cross through any work you do not want marked.
7. You must not use a dictionary in this exam.
8. You must not use correction fluid on the exam paper.
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Test 6
Task 1 Long Reading
As part of your studies you are going to read about Art Therapy. Read the following text and answer the 15 questions on
the next page.
Art Therapy
Paragraph 1
Art therapy is a way of expressing specific emotional or physical issues through art. It is not about creat-
ing a fantastic piece of art. You dont even need to be able to draw or paint. It aims to help you express
Trinity ISE II - Practice Test 6
yourself in a safe environment. It may be very helpful for people who feel uncomfortable with touch or
talk therapies. Art therapists believe that being creative helps the healing process. They believe that we
have emotions and abilities beyond our everyday awareness and that these can be accessed through dif-
ferent forms of art therapy.
Paragraph 2
Although contemporary art therapy is a relatively new practice, art has been used since the beginning of
human history. However, it wasnt until the 1940s that the therapeutic use of art developed into a dis-
tinct discipline. In England, the first person to refer to this specific use of art was Adrian Hill. While being
treated for tuberculosis, this artist suggested participating in art projects to his fellow patients. Hill went
on to develop art therapy programmes in hospitals and institutions until he retired in 1981.
Paragraph 3
You dont need experience in art to take part in or benefit from art therapy. It can take many forms
including drawing, painting, sculpture work, dance, drama, poetry and photography. Art therapy sessions
can last anywhere between half an hour or a whole morning or afternoon. Many people have regular
therapy sessions for weeks or months. Some will be held as group sessions and some will be one to one
sessions. The therapist encourages participants to use art to explore their feelings, develop their confi-
dence and be more self-aware.
Paragraph 4
Your therapist is responsible for creating a safe and interesting setting for you to work in. This can mean
that over time youre able to express powerful emotions. Therapy may bring up some very strong and at
times uncomfortable feelings. But if this is done in a safe environment with the support of a profession-
ally trained art therapist, it is usually a very positive process. Like all doctor/patient relationships, patient
confidentiality is taken very seriously. There has to be absolute trust and a very strong bond can develop
during the therapy sessions. A therapist has to possess excellent communication skills, be sensitive to the
problems of others, be emotionally stable and have a deep understanding of art.
Paragraph 5
More and more, art therapy is being offered to people with physical illnesses, particularly to cancer
patients. Studies have shown that it has shown benefits in helping people to express the physical and
emotional effect on people with cancer who had many different symptoms, including pain and anxiety.
Researchers have found that although many symptoms, such as tiredness and stress, were improved, the
therapy did not seem to relieve physical sickness. However, it gave cancer victims a way to express their
feelings about their illness. A recent study looked at using art therapy for children having painful proce-
dures for leukaemia. They found that children who had art therapy were less distressed and more able to
cooperate during the procedures.
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F
1. Paragraph 1 A The history of art therapy
A
2. Paragraph 2 B Art therapy for cancer patients
C What art therapy involves
Test 6
C
3. Paragraph 3
D The relationship between therapist and patient
D
4. Paragraph 4 E The financial costs of art therapy
B
5. Paragraph 5 F What art therapy is
B/C/E/G/H
6. A Art therapy gives you the chance to become a professional artist.
B Some people cannot express themselves properly through words.
B/C/E/G/H
7. C Adrian Hill was ill at the time that he thought up art as a therapy.
B/C/E/G/H
8. D The more skilful you are at art, the more effective therapy will be for you.
E Art therapy can be at times a difficult thing to go through.
B/C/E/G/H
9.
F Art therapists are sometimes doctors who do not know much about art.
B/C/E/G/H
10. G Art therapy seems to have a limited effect on cancer patients.
H Cancer affects people emotionally in many different ways.
safe environment
11. Art therapy provides a ..... in which you can explore and communicate your feelings.
fellow patients
12. Adrian Hill encouraged his ........ to produce artworks while they were ill.
one to one
13. Some patients have individual art therapy in .......... sessions.
patient confidentiality
14. There is a strict policy of ........ so that patients can be sure that their privacy will be
respected.
many symptoms / tiredness and stress
15. According to research, ........... were lessened by art therapy for cancer patients.
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Which text
16. gives details about specific types of land being destroyed? C
17. discusses the financial costs of food wastage? A
B
Trinity ISE II - Practice Test 6
Text A
Global food production must increase by 60% by 2050 in order to meet the demands of the growing world
population. Yet, more than one third of the food produced today is lost or wasted. Food loss refers to the
decrease in edible food at the production and processing stages, mostly in developing countries. Food
waste refers to the throwing away of edible foods at the selling and consumer levels, mostly in developed
countries. The economic costs of food wastage are huge and food wastage also has serious environmental
impacts. The global full costs of wastage have been estimated at around 2.6 trillion US dollars per year
which included 700 billion dollars worth of environmental damage and 900 billion dollars worth of social
costs. The studies demonstrated that reducing food wastage is a logical priority to establish more efficient
methods and patterns of production and food use.
Text B
We all have a part to play in reducing the amount of food and drink we throw away. We are trying to raise
awareness of the issues and benefits of reducing food waste along with easy everyday solutions. We are
also trying to bring about changes to the way food is packaged, labelled and sold, which in turn makes it
easier for us all to buy the right amount of food and use what we buy.
Food is a valuable resource and yet in the UK around 15 million tonnes of food is thrown away every year.
We are determined to help consumers reverse this trend.
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Text C
Test 6
fossil-fuel energy. Petroleum is used in nearly every aspect of food production, from creating fertilisers to
mechanised planting and harvesting, keeping the crops watered, cooling, transportation and packaging.
Furthermore, when food is thrown away in a landfill it gives off methane gas emissions which are 25 times
more dangerous to the environment than carbon dioxide.
Your comments:
Paul C - London
I was fascinated and shocked to read your blog, Janice. Those statistics are incredible. I have been reading
about the destruction of forests worldwide and apparently 9.7 million hectares of land are deforested annu-
ally to grow food. This represents 74 percent of total annual deforestation. It seems to me that there needs
to be an immediate global reduction in this crazy trend before it becomes impossible to repair the environ-
mental damage that we are causing.
Text D
Other
Household
Food
Manufacturing
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D/E/F/G/H
21. A There has been a 40% reduction in food production so far.
B Richer countries throw away a lot of food at the production stage.
D/E/F/G/H
22. C Food loss in developing countries is not an issue.
D One way to reduce food wastage is to package it in smaller amounts.
D/E/F/G/H
23.
E Places where you can eat and drink create food wastage, too.
D/E/F/G/H
24. F Rotting food can pollute the atmosphere.
G The food manufacturing process is the second biggest source of food waste.
D/E/F/G/H
25. H The smallest percentage of food waste takes place at shops and markets.
Trinity ISE II - Practice Test 6
Summary notes
the amount of wasted food is the equivalent in land area to that of both
Canada and India
(29.) ................. put together
fossil fuels
a large amount of (30.) ................. is used
to produce food
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Planning notes
Test 6
(No marks are given for these planning notes)
Now write your article in about 150-180 words. Try to use your own words as far as possible dont just copy sentences
from the reading texts.
......................................................................................................................................................................................................
......................................................................................................................................................................................................
......................................................................................................................................................................................................
......................................................................................................................................................................................................
When you have finished your article, spend 2-3 minutes reading through what you have written. Make sure you have
answered the task completely. Remember to check how you made use of the reading texts, as well as the language and
organisation of your writing.
You should plan your essay before you start writing. Think about what you want to say and make some notes to help you in
this box:
Planning notes
......................................................................................................................................................................................................
......................................................................................................................................................................................................
......................................................................................................................................................................................................
......................................................................................................................................................................................................
When you have finished your essay, spend 2-3 minutes reading through what you have written. Make sure you have
101
answered the task completely and remember to check the language and organisation of your writing.