Section 1: The Adolescents

A. The American Academy of Pediatrics recognizes three stages of adolescence. These are
early, middle and late adolescence, and each has its own developmental tasks. Teenagers move
through these tasks at their own speed depending on their physical development and hormone
levels. Although these stages are common to all teenagers, each child will go through them in
his or her own highly individual ways.

B. During the early years young people make the first attempts to leave the dependent, secure
role of a child and to establish themselves as unique individuals, independent of their parents.
Early adolescence is marked by rapid physical growth and maturation. The focus of
adolescents‘ self-concepts are thus often on their physical self and their evaluation of their
physical acceptability. Early adolescence is also a period of intense conformity to peers.
‘Getting along,’ not being different, and being accepted seem somehow pressing to the early
adolescent. The worst possibility, from the view of the early adolescent, is to be seen by peers
as ‘different’.

C. Middle adolescence is marked by the emergence of new thinking skills. The intellectual
world of the young person is suddenly greatly expanded. Their concerns about peers are more
directed toward their opposite sexed peers. It is also during this period that the move to establish
psychological independence from one‘s parents accelerates. Delinquency behavior may
emerge since parental views are no longer seen as absolutely correct by adolescents. Despite
some delinquent behavior, middle adolescence is a period during which young people are
oriented toward what is right and proper. They are developing a sense of behavioral maturity
and learning to control their impulsiveness.

D. Late adolescence is marked be the final preparations for adult roles. The developmental
demands of late adolescence often extend into the period that we think of as young adulthood.
Late adolescents attempt to crystallize their vocational goals and to establish sense of personal
identity. Their needs for peer approval are diminished and they are largely psychologically
independent from their parents. The shift to adulthood is nearly complete.

E. Some years ago, Professor Robert Havighurst of the University of Chicago proposed that
stages in human development can best be thought of in terms of the developmental tasks that
are part of the normal transition. He identified eleven developmental tasks associated with the
adolescent transition. One developmental task an adolescent needs to achieve is to adjust to a
new physical sense of self. At no other time since birth does an individual undergo such rapid
and profound physical changes as during early adolescence. Puberty is marked by sudden rapid
growth in height and weight. Also, the young person experiences the emergence and
accentuation of those physical traits that make him or her a boy or girl. The effect of this rapid
change is that the young adolescent often becomes focused on his or her body.

F. Before adolescence, children‘s thinking is dominated by a need to have a concrete example

for any problem that they solve. Their thinking is constrained to what is real and physical.
During adolescence, young people begin to recognize and understand abstractions. The
adolescent must adjust to increased cognitive demands at school. Adults see high school in part
as a place where adolescents prepare for adult roles and responsibilities and in part as
preparatory for further education. School curricula are frequently dominated by inclusion of
more abstract, demanding material, regardless of whether the adolescents have achieved formal
thought. Since not all adolescents make the intellectual transition at the same rate, demands for
abstract thinking prior to achievement of that ability may be frustrating.

G. During adolescence, as teens develop increasingly complex knowledge systems and a sense
of self, they also adopt an integrated set of values and morals. During the early stages of moral
development, parents provide their child with a structured set of rules of what is right and
wrong, what is acceptable and unacceptable. Eventually the adolescent must assess the
parents‘ values as they come into conflict with values expressed by peers and other segments
of society. To reconcile differences, the adolescent restructures those beliefs into a personal
ideology.

H. The adolescent must develop expanded verbal skills. As adolescents mature intellectually,
as they face increased school demands, and as they prepare for adult roles, they must develop
new verbal skills to accommodate more complex concepts and tasks. Their limited language of
childhood is no longer adequate. Adolescents may appear less competent because of their
inability to express themselves meaningfully.

I. The adolescent must establish emotional and psychological independence from his or her
parents. Childhood is marked by strong dependence on one‘s parents. Adolescents may yearn
to keep that safe, secure, supportive, dependent relationship. Yet, to be an adult implies a sense
of independence, of autonomy, of being one‘s own person. Adolescents may vacillate between
their desire for dependence and their need to be independent. In an attempt to assert their need
for independence and individuality, adolescents may respond with what appears to be hostility
and lack of cooperation.

J. Adolescents do not progress through these multiple developmental tasks separately. At any
given time, adolescents may be dealing with several. Further, the centrality of specific
developmental tasks varies with early, middle, and late periods of the transition.

Questions 1-6
Match the following characteristics with the correct stages of the adolescent.
Write the correct letter, A, B or C, in boxes 1-6 on your answer sheet.

A early adolescence
B middle adolescence
C later adolescence

1 interested in the opposite sex

2 exposure to danger
3 the same as others
4 beginning to form individual thinking without family context
5 less need approval of friends
6 intellectual booming

Questions 7-10

Complete each sentence with the correct ending, A-F, below.

Write the correct letters, A-F, in boxes 11-13 on your answer sheet.
7 One of Havighurst‘s research
8 High school courses
9 Adolescence is time when young people
10 The developmental speed of thinking patterns

A form personal identity with a set of moral and values

B develops a table and productive peer relationships
C are designed to be more challenging than some can accept
D varise from people to people
E focuses on creating self image
F become an extension of their parents

Questions 11-13
Do the following statements agree with the information given in Reading Passage 1? Write
your answers in boxes 11-13 on your answer sheet

YES if the statement is true

NO if the statement is false
NOT GIVEN if the information is not given in the passage

11 The adolescent lacks the ability of thinking abstractly.

12 Adolescents may have deficit in their language ability.
13 The adolescent experiences a transition from reliance on his parents to independence.

Section 2: Art in Iron and Steel

A. Works of engineering and technology are sometimes viewed as the antitheses of art and
humanity. Think of the connotations of assembly lines, robots, and computers. Any positive
values there might be in such creations of the mind and human industry can be overwhelmed
by the associated negative images of repetitive, stressful, and threatened jobs. Such images fuel
the arguments of critics of technology even as they may drive powerful cars and use the Internet
to protest what they see as the artless and dehumanizing aspects of living in an industrialized
and digitized society. At the same time, landmark megastructures such as the Brooklyn and
Golden Gate bridges are almost universally hailed as majestic human achievements as well as
great engineering monuments that have come to embody the spirits of their respective cities.
The relationship between art and engineering has seldom been easy or consistent.

B. The human worker may have appeared to be but a cog in the wheel of industry, yet
photographers could reveal the beauty of line and composition in a worker doing something as
common as using a wrench to turn a bolt. When Henry Ford‘s enormous River Rouge plant
opened in 1927 to produce the Model A, the painter/photographer Charles Sheeler was chosen
to photograph it. The world‘s largest car factory captured the imagination of Sheeler, who
described it as the most thrilling subject he ever had to work with. The artist also composed oil
paintings of the plant, giving them titles such as American Landscape and Classic Landscape.

C. Long before Sheeler, other artists, too, had seen the beauty and humanity in works of
engineering and technology. This is perhaps no more evident than in Coalbrookdale, England,
where iron, which was so important to the industrial revolution, was worked for centuries. Here,
in the late eighteenth century, Abraham Darby III cast on the banks of the Severn River the
large ribs that formed the world‘s first iron bridge, a dramatic departure from the classic stone
and timber bridges that dotted the countryside and were captured in numerous serene landscape
paintings. The metal structure, simply but appropriately called Iron Bridge, still spans the river
and still beckons engineers, artists, and tourists to gaze upon and walk across it, as if on a
pilgrimage to a revered place.

D. At Coalbrookdale, the reflection of the ironwork in the water completes the semicircular
structure to form a wide-open eye into the future that is now the past. One artist‘s bucolic
depiction shows pedestrians and horsemen on the bridge, as if on a woodland trail. On one
shore, a pair of well-dressed onlookers interrupt their stroll along the riverbank, perhaps to
admire the bridge. On the other side of the gently flowing river, a lone man leads two mules
beneath an arch that lets the towpath pass through the bridge‘s abutment. A single boatman
paddles across the river in a tiny tub boat. He is in no rush because there is no towline to carry
from one side of the bridge to the other. This is how Michael Rooker saw Iron Bridge in his
1792 painting. A colored engraving of the scene hangs in the nearby Coalbrookdale museum,
along with countless other contemporary renderings of the bridge in its full glory and in its
context, showing the iron structure not as a blight on the landscape but at the center of it. The
surrounding area at the same time radiates out from the bridge and pales behind it.

E. In the nineteenth century, the railroads captured the imagination of artists, and the steam
engine in the distance of a landscape became as much a part of it as the herd of cows in the
foreground. The Impressionist Claude Monet painted man-made structures like railway stations
and cathedrals as well as water lilies. Portrait painters such as Christian Schussele found
subjects in engineers and inventors – and their inventions – as well as in the American founding
fathers. By the twentieth century, engineering, technology, and industry were very well
established as subjects for artists.

F. American-born Joseph Pennell illustrated many European travel articles and books. Pennell,
who early in his career made drawings of buildings under construction and shrouded in
scaffolding, returned to America late in life and recorded industrial activities during World
War I. He is perhaps best known among engineers for his depiction of the Panama Canal as it
neared completion and his etchings of the partially completed Hell Gate and Delaware River
bridges.

G. Pennell has often been quoted as saying, “Great engineering is great art”, a sentiment that
he expressed repeatedly. He wrote of his contemporaries, “I understand nothing of engineering,
but I know that engineers are the greatest architects and the most pictorial builders since the
Greeks”. Where some observers saw only utility, Pennell saw also beauty, if not in form then
at least in scale. He felt he was not only rendering a concrete subject but also conveying through
his drawings the impression that it made on him. Pennell called the sensation that he felt before
a great construction project “The Wonder of Work”. He saw engineering as a process. That
process is memorialized in every completed dam, skyscraper, bridge, or other great
achievement of engineering.

H. If Pennell experienced the wonder of work in the aggregate, Lewis Hine focused on the
individuals who engaged in the work. Hine was trained as a sociologist but became best known
as a photographer who exposed the exploitation of children. His early work documented
immigrants passing through Ellis Island, along with the conditions in the New York tenements
where they lived and the sweatshops where they worked. Upon returning to New York, he was
given the opportunity to record the construction of the Empire State Building, which resulted
in the striking photographs that have become such familiar images of daring and insouciance.
He put his own life at risk to capture workers suspended on cables hundreds of feet in the air
and sitting on a high girder eating lunch. To engineers today, one of the most striking features
of these photos, published in 1932 in Men at Work, is the absence of safety lines and hard hats.
However, perhaps more than anything, the photos evoke Pennell‘s “The Wonder of Work” and
inspire admiration for the bravery and skill that bring a great engineering project to completion.

Questions 14 – 18

Reading Passage has eight paragraphs, A – H. Which paragraph contains the following
information? Write the correct letter, A – H, in boxes 14 – 18 on your answer sheet.

14 Art connected with architecture for the first time.

15 Small artistic object and constructions built are put together.

16 The working condition were recorded by artist as an exciting subject.

17 Mention of one engineers‘ artistic work on an unfinished engineering project.

18 Two examples of famous bridges which became the iconic symbols of that cities.

Questions 19 – 23

Use the information in the passage to match the people (listed A – F) with opinions or deeds
below. Write the appropriate letters, A – F, in boxes 19 – 23 on your answer sheet.

19 who made a comment that concrete constructions have a beauty just as artistic processes
created by engineers the architects

20 who made a romantic depiction of an old bridge in one painting

21 who produced art pieces demonstrating the courage of workers in site

22 who produced portraits involving subjects in engineers and inventions and historical human
heroes

23 who produced paintings of factories and named them ambitiously Lists of people

A Charles Sheeler

B Michael Rooker

C Claude Monet

D Christian Schussele

E Joseph Pennell

F Lewis Hine
Questions 24 – 27

Complete the following summary of the paragraphs of passage. Choose NO MORE THAN
THREE WORDS from the Reading Passage for each answer. Write your answers in boxes 24
– 27 on your answer sheet.

Iron bridge Coalbrookdale, England

In the late eighteenth century, as artists began to capture the artistic attractiveness incorporated
into architecture via engineering and technology were captured in numerous serene landscape
paintings. One good example, the engineer called 24 ___________ had designed the first iron
bridge in the world and changed to using irons yet earlier bridges in countryside were
constructed using materials such as 25 ___________ and wood. This first Iron bridge which
across the 26 ___________ was much significant in the industrial revolution period and it
functioned for centuries. Numerous spectacular paintings and sculpture of Iron Bridge are
collected and exhibited locally in 27 ___________ showing the iron structure as a theme on
the landscape.

Section 3: TV Addiction 2

A. Excessive cravings do not necessarily involve physical substances. Gambling can become
compulsive; sex can become obsessive. One activity, however, stands out for its prominence
and ubiquity – the world‘s most popular pastime, television. Most people admit to having a
love-hate relationship with it. They complain about the “boob tube” and “couch potatoes,” then
they settle into their sofas and grab the remote control. Parents commonly fret about their
children‘s viewing (if not their own). Even researchers who study TV for a living marvel at the
medium‘s hold on them personally. Percy Tannenbaum of the University of California at
Berkeley has written: “Among life‘s more embarrassing moments have been countless
occasions when I am engaged in conversation in a room while a TV set is on, and I cannot for
the life of me stop from periodically glancing over to the screen. This occurs not only during
dull conversations but during reasonably interesting ones just as well.”

B. Scientists have been studying the effects of television for decades, generally focusing on
whether watching violence on TV correlates with being violent in real life. Less attention has
been paid to the basic allure of the small screen –the medium, as opposed to the message.

C. The term “TV addiction” is imprecise and laden with value judgments, but it captures the
essence of a very real phenomenon. Psychologists and psychiatrists formally define substance
dependence as a disorder characterized by criteria that include spending a great deal of time
using the substance; using it more often than one intends; thinking about reducing use or
making repeated unsuccessful efforts to reduce use; giving up important social, family or
occupational activities to use it; and reporting withdrawal symptoms when one stops using it.

D. All these criteria can apply to people who watch a lot of television. That does not mean that
watching television, per se, is problematic. Television can teach and amuse; it can reach
aesthetic heights; it can provide much needed distraction and escape. The difficulty arises when
people strongly sense that they ought not to watch as much as they do and yet find themselves
strangely unable to reduce their viewing. Some knowledge of how the medium exerts its pull
may help heavy viewers gain better control over their lives.
E. The amount of time people spend watching television is astonishing. On average, individuals
in the industrialized world devote three hours a day to the pursuit-fully half of their leisure time,
and more than on any single activity save work and sleep. At this rate, someone who lives to
75 would spend nine years in front of the tube. To some commentators, this devotion means
simply that people enjoy TV and make a conscious decision to watch it. But if that is the whole
story, why do so many people experience misgivings about how much they view? In Gallup
polls in 1992 and 1999, two out of five adult respondents and seven out of 10 teenagers said
they spent too much time watching TV. Other surveys have consistently shown that roughly
10 percent of adults call themselves TV addicts.

F. What is it about TV that has such a hold on us? In part, the attraction seems to spring from
our biological “orienting response.” First described by Ivan Pavlov in 1927, the orienting
response is our instinctive visual or auditory reaction to any sudden or novel stimulus. It is part
of our evolutionary heritage, a built-in sensitivity to movement and potential predatory threats.

G. In 1986 Byron Reeves of Stanford University, Esther Thorson of the University of Missouri
and their colleagues began to study whether the simple formal features of television-cuts, edits,
zooms, pans, sudden noises – activate the orienting response, thereby keeping attention on the
screen. By watching how brain waves were affected by formal features, the researchers
concluded that these stylistic tricks can indeed trigger involuntary responses and “derive their
attention-al value through the evolutionary significance of detecting movement…. It is the form,
not the content, of television that is unique.”

H. The orienting response may partly explain common viewer remarks such as: “If a television
is on, I just can‘t keep my eyes off it,” “I don‘t want to watch as much as I do, but I can‘t help
it,” and “I feel hypnotized when I watch television.” In the years since Reeves and Thorson
published their pioneering work, researchers have delved deeper. Annie Lang‘s research team
at Indiana University has shown that heart rate decreases for four to six seconds after an
orienting stimulus. In ads, action sequences and music videos, formal features frequently come
at a rate of one per second, thus activating the orienting response continuously.

I. Lang and her colleagues have also investigated whether formal features affect people‘s
memory of what they have seen. In one of their studies, participants watched a program and
then filled out a score sheet. Increasing the frequency of edits (defined here as a change from
one camera angle to another in the same visual scene) improved memory recognition,
presumably because it focused attention on the screen. Increasing the frequency of cuts-
changes to a new visual scene-had a similar effect but only up to a point. If the number of cuts
exceeded 10 in two minutes, recognition dropped off sharply.

J. Producers of educational television for children have found that formal features can help
learning. But increasing the rate of cuts and edits eventually overloads the brain. Music videos
and commercials that use rapid intercutting of unrelated scene are designed to hold attention
more than they are to convey information. People may remember the name of the product or
band, but the details of the ad itself float in one ear and out the other the orienting response is
overworked. Viewers still attend to the screen, but they feel tired and worn out, with little
compensating psychological reward. Our ESM findings show much the same thing.

Questions 27-30
Do the following statements agree with the claims of the writer in Reading Passage? In boxes
27-30 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage

27 Even researcher find sometimes it is more interesting in watching TV than talking with
others

28 Information conveyed via TV has not always been the priority for scientific research.

29 It is partially unscientific to use the term “TV addiction”.

30 Children do not know why they exercise to little.

Questions 31- 33

Choose THREE letters, A-F. Write the correct letters in boxes 31-33 on your answer sheet.
Which THREE of the following are benefits of watching TV?

A artistic inspiration

B family reunion

C relieve stress

D learn knowledge and education

E work efficiency

F ease communicative conflict

Questions 34-37

Look at the following researchers (Questions 34-37) and the list of statements below. Match
each researcher with the correct statements. Write the correct letter A-G in boxes 34-37 on
your answer sheets.

34 Percy Tannenbaum

35 Ivan Pavlov

36 Byron Reeves and Esther Thorson

37 Annie Lang List of Statements

A It is the specific media formal characteristic that counts.

B TV distraction shows human physical reaction to a new and prompted stimulus

C Conveying information is the most important thing.

D It is hard to ignore the effects of TV.

E Whether people can remember deeper of the content relates with the format.

F The heart rate remains stable when watching.

G Clinically reliance on TV does not meet the criteria of an addiction.

Questions 38-40

Complete the following summary of the paragraphs of Reading Passage 1, using NO MORE
THAN TWO WORDS from the Reading Passage for each answer. Write your answers in
boxes 38-40 on your answer sheet.

TV is becoming a worldwide 38 ___________. Some people love it and spend a great deal of
time watching it. According to some surveys, a small group even claim themselves as 39
___________. One researcher believes that this attraction comes from our human instinct,
described as 40 ___________ which is built in part of our physiological evolution
 1 B 14 C 27 TRUE
2 B 15 E 28 FALSE
3 A 16 B 29 TRUE
4 A 17 F 30 NOT GIVEN
5 C 18 A 31 A
6 V 19 E 32 C
7 E 20 B 33 D
8 C 21 F 34 D
9 A 22 D 35 B
10 D 23 A 36 A
11 FALSE 24 Abraham Darby III 37 E
12 TRUE 25 stone 38 popular pastime
13 TRUE 26 river 39 TV addicts
Coalbrookdale orienting
27 40
Museum response