Preface

Language testers are often asked what is ‘the best testing technique’ or ‘the best test’.
A. Hughes in his book “Testing for Languages Teachers” writes
“In fact there is no best test or best technique. A test which proves ideal for one
purpose may be quite useless for another; a technique which may work very well in one
situation can be entirely inappropriate in another.” (p.6)

We can assume that each testing situation is unique and presents particular problems. It is
the testing team’s job to find the best solution to those problems. The two aims of this
book are to inform the reader about different techniques that exist in the world of testing
and provide the reader a chance to practice different techniques which will help the
reader achieve better results in testing.

TTC Unit 1: Testing Reading/Multiple Choice 4

 Acknowledgements

The first unit Testing Reading of the textbook Testing Techniques Course was
developed, formatted, and edited by Ausrele Pranculiene, Armed Forces of the Republic
of Lithuania, Training and Doctrine Command.
The author wishes to thank the instructors Barbara Peterson and Michele Miller for
their assistance and support in developing this material.

8th August, 2002 Ausrele Pranculiene

TTC Unit 1: Testing Reading / Multiple Choice 2

 Some Test Taking Tips

If you practice all the samples of questions presented in this book, you will do some of
the best preparation possible to maximize your performance on the STANAG 6001 test.
You will get familiar with test instructions and sample questions. Also, you will be able
to evaluate how well you can perform on different level test tasks.
Dean Papjohn in his book Toward Speaking Excellenc highlights that, “Health, stress,
environment, and other factors can have an effect on your final test performance as well.
’’(p.111) He also lists some general guidelines for taking tests. Some of these suggestions
come from his book, the others from the different Internet sites. You might find them
useful as well.
Before the test
1. Get a good night’s sleep.
2. Arrive early instead of barely on time. If you don’t know where the test site is,
locate it prior to the test date.
3. Be positive about the test. Visualize yourself competently answering each question
and push negative thoughts aside.
4. Ask the test proctor any questions you have before the test actually begins.
5. Prepare for the test well in advance. Avoid cramming the night before the test.
During the test
6. Give your complete attention to each question. Don’t become distracted by noise or
other examinees.
7. Listen to and read instructions carefully.
8. If you can’t answer a question, leave it for a while and return to it later.
9. Plan how you will use your time during the exam.
10. Don’t leave any questions unanswered. In many questions if you don’t know the
answer, at least you have a chance of guessing.
11. If you have any time left over, edit, check, and proofread your answers. Use all the
time available to eliminate careless errors and to improve your answers as much as
possible.
12. Be careful not to give any impression of cheating.
13. Do not be disturbed about other students finishing before you do. Take your time,
don’t panic, and you will do much better on the test.
After the test
14. Don’t discuss the details of the test; this may produce more anxiety for you.
15. Reward yourself by doing something you enjoy.
16. Remember, test scores do not place a value on your individual human worth!

TTC Unit 1: Testing Reading / Multiple Choice 3

 Design Plan

1. Needs Analysis
The need for developing the Testing Techniques Course (TTC) dates back to 1999 when

the first officers, NCOs and civilians working for the Lithuanian MoD had to be tested

according to STANAG 6001 in four skills of the English language - listening, speaking,

reading and writing. The authentic material and exercises in this self-study course will

help students to get oriented in the maze of different testing techniques. Moreover, this

course will afford students a greater possibility to improve their listening, speaking,

reading and writing skills. The idea of this project came from informal interviews with

the instructors and oral feedback from officers, students and soldiers from the Lithuanian

Army and MoD.

Lithuanian officers and NCOs increasingly take part in international operations and

NATO/PfP military exercises. Lithuania is aspiring to become a member of NATO.

Naturally, a lot of military people are being tested to know what level of English they

have and whether they will be able to cope with tasks they will face on missions. In

Lithuania we test military personnel according to STANAG 6001. Testing reading and

listening involves different techniques, not only multiple choice items. First of all,

familiarization with testing techniques will add confidence to the testees. Secondly, not

all people who take the tests come immediately after an English course, so this book will

be a great help to review one's knowledge of English. Lastly, it will lessen the stress and,

hopefully, help students to perform better on the test and overcome test anxiety.

TTC Unit 1: Testing Reading / Multiple Choice 4

2. Student Profile

The TTC is designed for officers, NCOs and civilians working for the Lithuanian MoD

who need to be tested in STANAG 6001. Their ages range from 18 to 55. It is a self-

study multilevel course, so the duration of it is variable. There are no restrictions as far

as the level of students' language proficiency or academic experience is concerned.

However, it is strongly recommended that the users of the course have mastered some

basic skills in English.

3. Terminal Objectives

After finishing the course the students will

 be acquainted with different techniques of testing listening, speaking, reading and

writing

 be able to understand test instructions

 have developed confidence in test-taking strategy and overcome test anxiety

 have improved their listening, speaking, reading and writing skills

 have expanded their vocabulary and grammar knowledge

 pass the STANAG 6001 test with flying colors

TTC Unit 1: Testing Reading / Multiple Choice 5

4. Description of Design

The course is a self-study one. It consists of four units, each one comprising a different

skill of the English Language - listening, speaking, reading or writing. Students will get

acquainted with different techniques of testing, and, at the same time, they will improve

their listening, speaking, reading and writing skills through the use of authentic materials

and samples of different testing techniques.

The TTC will put emphasis on

 familiarization with testing techniques

 improving the knowledge of the language

 overcoming test anxiety

Course Outline

Unit Title Topic

Unit 1 Testing Reading Samples of test tasks practicing
different techniques of testing
reading
Unit 2 Testing Listening Samples of test tasks practicing
different techniques of testing
listening
Unit 3 Testing Writing Samples of test tasks practicing
different techniques of testing
writing
Unit 4 Testing Speaking Samples of test tasks practicing
different techniques of testing
speaking

TTC Unit 1: Testing Reading / Multiple Choice 6

5. Rationale for Design

This course is meant to help future testees to get oriented in a great variety of testing

techniques. Being familiar with what one has to do during the test helps one to get a

better score, develops self-confidence and adds to the test's face validity.

Not all testees who take the test have taken an English language course or are familiar

with testing techniques. Some testees acquired their knowledge of English while studying

at their high school or university, and this course will be a great help for them to

remember and review all possible ways they might be tested. What is more, hopefully,

this course will help the testees to build self-confidence, overcome test anxiety and

achieve a higher score at the test.

6. Training Support Materials

Requirements are

 A Course Book. Students will be able to practice different samples of testing

techniques given in the course book.

 Audiovisual Support. Participants will have access to video and audio tapes in order

to improve their listening skills and be exposed to realistic testing situations.

TTC Unit 1: Testing Reading / Multiple Choice 7

7. Staffing

Two course writers will be required to continue work on this course.

8. Printing Requirements

The Course Book Testing Techniques will be printed as needed by the MoD of Lithuania

for internal use by future testees who need to take the STANAG 6001 test.

TTC Unit 1: Testing Reading / Multiple Choice 8

Testing
Reading
Unit One

Objectives
In this unit you will:
1.learn general reading test preparation strategies
2.become familiar with typical techniques for testing reading
3.see samples of how different test items should be answered
4.practice responding to sample reading questions on your own

Resources
For this unit you will need your notebook, pen or pencil, and your dictionary.

TTC Unit 1: Testing Reading / Multiple Choice 9

TTC Unit 1: Testing Reading / Multiple Choice 10
Unit 1 Contents

Multiple Choice…………………………. 3
Answer Key ……………………………………………….49

True/False/Not Given…………………… 13
Answer Key…………………………………………………50

Matching………………………………….. 19
Answer Key…………………………………………………51

Short Answer Questions………………. 31

Answer Key…………………………………………………52

Guided Short Answer Questions…….. 37

Answer Key………………………………………………...52

Cloze………………………………………. 41
Answer Key……………………………………………..….53

TTC Unit 1: Testing Reading / Multiple Choice 11

TTC Unit 1: Testing Reading/Multiple Choice 4
 Multiple Choice

 In a multiple choice item you have to choose the best answer from four possibilities.
 Your task is to identify the correct or most appropriate one.
 Only one option is correct. The others are distracters.

Now look at the example.

Example:

Read the passage and choose the best answer.

Only one answer is correct.
Write letter A, B, C or D on the Answer Sheet.

Al,
DeDe called today at 12:15. She said you have a piece of certified mail to
pick up. The mail room closes at 3 o'clock today.
Thank you
N.F.

This note tells Al to

A. close the mail room at three.

B. come and get some mail.
C. mail a letter for DeDe.
D. pick up DeDe at the mail room.

Answer B. is correct because to come and get some mail means the same as you have a
piece of certified mail to pick up.
A, C and D are the distracters

A. is not correct because she doesn’t ask Al to close the mail room
C. is not correct because she doesn’t ask Al to mail the letter
D. is not correct because nobody asks to pick up DeDe

Now look at some reading passages and practice them.

TTC Unit 1: Testing Reading / Multiple Choice 3

 The following reading passages are taken from the Bureau for International
Language Coordination (BILC) Conference, Netherlands, 1999, Sharing
Package. BILC was established within the NATO Training Group/Joint Services
Subgroup. BILC is a consultative and advisory body for language training
matters in NATO.

Read the passages and choose the best answer.

Only one answer is correct.

Write letter A, B, C or D on the Answer Sheet (p.12).

1. Reading Passage ( Level 1)

(An announcement in a local paper)

YOU CAN GET FREE BLOOD PRESSURE

CHECKS AT HANDY DANDY
SUPERMARKETS
FROM 10:00 A.M. TILL 2:00 P.M.
MARCH 2-7; 5000 BLAND ROAD
MARCH 9-14 HAZEL VALLEY

This notice says you can

A. check your health at no cost.

B. cash your checks from 10-2 o'clock.

C. win some free groceries.
D. get paid for giving blood.

2. Reading Passage (Level 1)

(From a tourist pamphlet)

Gizdeh Ranch
Pick your own strawberries, ollaberries, raspberries and apples.
Pies, fresh juice and jam are also available.
Open daily 8:00a.m. – 5:00p.m. Open weekends 9:00 a.m. – 5:00 p.m.

At this ranch you can

A. gather fruits yourself.

B. learn to make fruit pies.

TTC Unit 1: Testing Reading / Multiple Choice 4

C. taste fresh apple juice.
D. watch berry pickers at work.

TTC Unit 1: Testing Reading / Multiple Choice 5

3. Reading Passage ( Level 2)

(From an article on military tradition)

The origin of the salute goes back to the long-established custom of removing headgear
in the presence of superiors. As late as the American Revolution, the British Army soldier
saluted by taking off his hat. With the wearing of larger, more cumbersome headgear,
removing one's hat completely degenerated into the easy act of just touching the hat's
visor. This act then evolved into the conventional hand salute.

One factor that influenced the tradition of saluting was

A. simple convenience.
B. military security.
C. personal expenses.

D. health concerns.

4. Reading Passage (Level 2)

(From an article in a local newspaper)

In Texas, U.S. Customs agents seized more than $5.6 million in suspected drug money hidden in the false

ceiling of a truck's trailer. The money was found Wednesday when agents searched the truck, which was

headed for the US-Mexico border. Authorities were trying to determine the money's source.

A customs agent said he suspects it is related to drugs, considering the amount and the
effort taken to hide it. The truck driver, who was not identified, was not retained.
Possession of cash - even in large amounts - is not a crime. U.S. law requires border
crossers to declare if they are taking more than $10,000 out of the country, but authorities
usually cannot detain people if they unknowingly moved cash.

The officials are trying to learn

A. where the money was hidden.

B. where the money came from.
C. who was operating the truck.

D. who was detaining the driver.

TTC Unit 1: Testing Reading / Multiple Choice 6

5. Reading Passage (Level 3)

(From a writer’s commentary)

Among the most difficult adjustments for Americans traveling abroad are the locked

doors midday, deserted shops on holidays, and the need to wait for gas or cash. Our own

definition of a world in order is one in which all goods and services are always

immediately available. This is the paradisiacal aspect of the mall, and it is our version of

eternity: seasonless, ever-present, abundant. And yet while we feel anxiety when what we

crave is not available, the twenty-four hour availability of that which we crave does not

ever really content us.

What mistaken belief among contemporary Americans is the author pointing out?

A. Shopping will make them feel better.

B. Traveling abroad is too expensive for them.

C. Convenience will provide them with happiness.
D. Everything in the world is available to them.

6. Reading Passage (Level 3)

Early in my career as a prosecutor, when I first began selecting juries, a colleague advised me to find

people who were stable and rooted with a stake in the system. As I came to realize, most of this advice

belonged in the realm of the witch doctor. In conducting the voir dire – the pretrial questioning of the

potential jurors – I found it difficult to size up the candidates with any precision. So when it came time for

me to exercise my limited number of preemptory challenges – that is, to eliminate certain jurors without

giving a reason – I did what most lawyers do: I mastered the stereotypes, and then went with my gut

feelings and hoped for the best.

What did this lawyer discover about this aspect of his career?

A. It made him realize the importance of juries.

B. It was much more complicated than it sounded.

TTC Unit 1: Testing Reading / Multiple Choice 7

C. It needed to be practiced to be perfected.
D. It made him question the role of the prosecutor.

Reprinted from BILC Conference Notes

TTC Unit 1: Testing Reading / Multiple Choice 8

The following reading passages are taken from different Cambridge ESL/EFL
Examinations. The University of Cambridge Local Examinations Syndicate (UCLES)
offers the Main Suit of Exams which includes:

TTC Unit 1: Testing Reading / Multiple Choice 9

 KET-Key English Test KET offers basic qualifications in English
(ESL/EFL) and represents a first step for those
students progressing towards PET.
PET – Preliminary English Test Proof of English language competence at a basic
level, sufficient to survive in everyday situations.

FCE – First Certificate in English Competence in English at an Intermediate level is

internationally recognized in commerce, industry,
and educational institutions in Britain.
Proof of high level English language competence
CAE– Certificate in Advanced English for those wishing to use English at work.

CPE – Certificate of Proficiency in Proof of high level English language competence

English near that of an educated speaker in English.

7. Reading Passage (Level 1)

Where could you find the following notices?

For questions 7-11, mark A, B or C on the Answer Sheet.
7.

NO FISHING A. in a restaurant
March - August B. by a lake

8.
SLOW DOWN
A. in a church
CHILDREN
CROSSING B. at a theatre

9.
TO THE TRAINS A. at a bus station
 B. on a motorway

10. C. at an underground
A. in a cafe
Water weekly and
B. in a swimming pool
put in a sunny place.

11.
Prices per night:
A. at a cinema
$10 a tent
$5 a person B. in a hotel

Reprinted from Cambridge KET

8. Reading Passage (Level 2)

TTC Unit 1: Testing Reading / Multiple Choice 3

 Read the article about a British Airways manager and then answer the questions.
For questions 12 – 18, mark A, B or C on the Answer Sheet.

Working for an Airline

Nicola Peet left school at eighteen, went to college and then worked at a local airport.

After nine months, she went to work for Saudi Arabian Airlines and then she joined

British Airways as an air-hostess. Four years later, she got her present job as a manager.

This is what she told us about her job:

“My office is as Heathrow Airport, but I spend 60% of my time in the air. I teach air-
hostesses and help them with any problems. I also go to lots of meetings.

My hours are usually from 8 a.m. to 4 p.m., but sometimes I work from 1 p.m. to 9 p.m.
At work, the first thing I do is check plane times on my computer and then I speak with
some of the air-hostesses.

Sometimes I go on long flights to check how the air-hostesses are doing. That’s my
favourite part of the job, but I like office work too. Traveling can be hard work. When I
get back from a long journey, all I can do is eat something and then go to bed! I don’t
earn much money, but I’m happy with British Airways and want to stay here and
continue to travel.”

TTC Unit 1: Testing Reading / Multiple Choice 4

Questions 12-18

12. When Nicola first started working A. a manager.

for British Airways, she was B. an air-hostess.
C. a pilot.

13. Nicola does most of her work A. in the office.

B. in aeroplanes.
C. in meetings.

14. Most days, Nicola starts work at A. 8 a.m.

B. 1 p.m.
C. 4 p.m.

15. At the beginning of each day, Nicola A. goes to a meeting.

B. talks to air-hostesses.
C. works with her computer.

16. What does Nicola like best? A. flying.

B. working in the office.
C. helping people.

17. The first thing Nicola does after a A. go to bed.

long journey is B. have a meal.
C. go to the office.

18. Nicola would like to A. stay in the same job.

B. stop travelling.
C. earn more money.

Reprinted from Cambridge KET

TTC Unit 1: Testing Reading / Multiple Choice 5

9. Reading Passage (Level 3)

Your are going to read a magazine article about a radio presenter. For questions 19 – 25,
choose the best answer (A, B, C or D) according to the information in the text.
Mark your answers on the separate Answer Sheet.

A New Voice on the Radio

Margherita Taylor talks to Sarah Edhill about what it’s like being at Capitol Radio.

Margherita Taylor is the only female presenter at music for her shows. The Capital computer
Capital Radio, one of London’s top music radio selects the records in advance from a list
stations. She got into radio while she was a approved by the station managers. ‘The station
student in Birmingham. Along with hundreds of has a certain sound, and if we all picked our own
other hopefuls, she and a friend queued for hours music, it wouldn’t sound like Capital,’ she says.
in the rain to take part in a ‘Search Star’ ‘But for someone who likes music, this is a
competition held by a local radio station, BRMB. dream job. I get to go to concerts and meet bands
‘I had to read a travel script and a weather script you can hear on my show. It’s great to hear the
talk about myself for a minute, then introduce a “behind the scenes” gossip.’
record. After that, they sent me back out into the Most people would expect that a
rain,’ she says. But within days the phone call presenter’s most important qualities are a nice
came to say that her voice had earned her a voice and huge amounts of confidence, but
regular show on BRMB. Truly the stuff dreams Margherita says that basic maths is handy as
are made of. After working there for eighteen well. ‘You have to make sure that you’ve got an
months, she was offered a job with Capital. eye on everything that’s going on in the studio,
Margherita is a London girl and arriving but you’ve got to be able to add and subtract and
at Capital was like coming home. ‘I grew up think in minutes and seconds,’ she says. You’re
listening to Capital Radio,’ she says. ‘People say, dealing with timed records, and with
“Wasn’t it frightening, joining such well-known announcements and commercials that are also
presenters?” But everyone here is so down to timed precisely, and you have to be ready to
earth. It would be off-putting if the others had switch to the news at exactly the right second. If
people doing their make-up, or star signs on their you’re going over to a live event, you need to be
office doors. But there’s none of that- Mick ready for that on time, not a second earlier or
Brown, for instance, finishes his show and later.’
wanders off to get the bus home with everyone This isn’t the sort of girl to let the rock’n’ roll
else.’ lifestyle go to her head. Even if she did, her
Margherita claims never to get nervous family would bring her down to earth. ‘When I
before a show – nerves are for the weak. ‘You started at Capital the only thing my brothers
can’t get nervous because then you make asked was whether they’d get free records,’ she
mistakes,’ she says. Of course, there has been the remembers. ‘And my mum couldn’t even find
odd disaster. ‘For instance, when I did my first the station on her radio.’
live concert show at BRMB, I’d only done one Margherita Taylor is very nice and very
programme. In front of a crowd of 50,000, I went easy-going, but very much in control. She is so
on stage to introduce a certain well-known much a ‘Capitol Radio girl’ that you might think
singer. I said: “Please welcome our next she is just doing a good job for the station’s
performer. You know her best for hits like…” publicity department, although you know what
Then I just went blank. There was this silence she’s saying really comes from the heart. She
from the crowd, and for the life of me I couldn’t smiles a lot, laughs a lot and is generally a great
think what she’d sung. That’s one occasion that advert for Capital.
will stay with me forever.’
Margherita says that her own musical
tastes are varied. But she doesn’t pick her own

TTC Unit 1: Testing Reading / Multiple Choice 6

19. What do we learn about Margherita in the first paragraph?

A. She became a radio presenter by chance.

B. She expected to win the competition.
C. She was keen to become a radio presenter.
D. She practised before the competition.

20. What does ‘that’ in line 23 refer to?

A. the fame of the other presenters.

B. Margherita’s fear of the other staff.
C. self-important behaviour by the other presenters.
D. bad treatment of Margherita by the other staff.

21. What do we learn about Margherita’s first live concert show?

A. It is the only time she has made a serious mistake.

B. Being nervous was not the cause of the problem.
C. People often remind her of what happened then.
D. She had not expected to have the problem she had.

22. One point Margherita makes about her job is that she

A. has changed her attitude to music.

B. is unhappy that the records she plays are chosen for her.
C. likes most of the music that she plays on her show.
D. enjoys talking to the people whose records she plays.

23. What does Margherita say about presenting a show?

A. It is essential to keep in mind what is going to happen next.

B. It is more complicated than she had previously thought.
C. The ability to add and subtract is the most important requirement.
D. The content of a show is sometimes changed suddenly.

24. How have Margherita’s family reacted to her success?

A. with caution
B. with interest
C. with surprise
D. without excitement

25. In the final paragraph, the writer says that Margherita

A. was different from what she had expected.

B. genuinely believes that Capital is a good radio station.
C. feels it necessary to talk about Capital Radio all the time.
D. has already changed her job at Capital Radio.
Reprinted from Cambridge FCE

TTC Unit 1: Testing Reading / Multiple Choice 7

TTC Unit 1: Testing Reading / Multiple Choice 8
 Answer Sheet (Multiple Choice)

#
Your answer
Example B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.

TTC Unit 1: Testing Reading / Multiple Choice 9

 True/False/Not Given
 In a True/False/ Not Given (T/F/NG) item you have to decide if the sentence is:
1. True
The sentence is correct if it states the same idea or fact as in the text. All parts of
the statement must be true. If not, the sentence is false.
2. False
The sentence is false if it differs from the fact or idea given in the text.
3. Not Given
The sentence is not mentioned in the text; you will not find the facts or ideas in
the text.
 You can make only one choice.

Now look at the example.

Example:
Read the passage and decide which is the best answer: True/False/Not Given Only one answer
is correct.
Write T, F or NG for the correct answer.

Pool Tournaments
Every Saturday at 7 p.m. and Sunday at 2 p.m.
The Skylark Community Center is hosting pool
tournaments this weekend. Saturday’s tournament is $2
per person. Sunday’s tournament is free. For more
information call 671-2021.

1. If you have questions about the Pool Tournament phone 671-

2021. T
2. The entrance to the Pool Tournament is $2 per person.
F
3. The Skylark Community members can take part in the
tournament for free. NG

Sentence 1 is True because if you have questions means the same as for more
information, and phone means the same as call.
Sentence 2 is False because the entrance to the Pool Tournament is $2 per person only

on Saturday; on Sunday you don’t have to pay.

Sentence 3 is Not Given because we don’t have any information about the members of
the Skylark Community Center in the text.
Now look at some reading passages and practice them.

TTC Unit 1: Testing Reading / True/False/Not Given 13

TTC Unit 1: Testing Reading / Matching 19
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TTC Unit 1: Testing Reading / Matching 20

10. Reading Passage (Level 1)

Read the ad and decide if the sentences below it are True, False or Not Given
(T/F/NG).
Write your answers on the Answer Sheet (p.18).
An example is given.

Join the Military

The Military Offers You:

1. The opportunity to serve your country and see the

world. With military bases in every state, you will
have a variety of assignments.
2. Many opportunities to further your training and
education.
3. Promotion opportunities. The military wants you to be
all you can.
4. A medical plan to cover all military personnel and
their families.
5. A chance for an early retirement. You may be a person
who can enjoy a second career.

Call the Armed Forces at (555) 555 - 0000.

# Sentences T F NG
Example The military offers many opportunities.
1. When you're in the military, you're serving your
country.
2. In the military, people live in one place only.
3. The military offers to train you.
4. The military also offers you to go fishing a lot.
5. In the military, you will not have a chance to be
promoted.
6. The people in the military have a good medical plan.
7. No one in the military has a chance to retire early.
Reprinted from the American Language Course, DLI
Book 14, 1991

TTC Unit 1: Testing Reading / Matching 21

11. Reading Passage (Level 2)

Read the text and decide if the sentences below the text are True, False or Not Given
(T/F/NG).
Write your answers on the Answer Sheet.

Operation Mountain Lion Patrols, Weapons Seizure Continue

By Sgt. 1st Class Kathleen T. Rhem, USA

American Forces Press Service

WASHINGTON. June 17, 2002 - U.S. and coalition forces continued Operation Lion
patrols in Afghanistan and have reaped "hundreds of thousands" of munitions in recent
weeks, Joint Chiefs Chairman Air Force Gen. Richard Myers said today.

Myers and Defense Secretary Donald Rumsfeld spoke to Pentagon reporters this
morning. Myers said several large caches of confiscated weapons have included large
numbers of rocket-propelled grenades and launchers, small arms and small-arms rounds,
grenades and mortars.

The chairman also noted the first battalion of the Afghan National Army, being trained
by U.S. and other coalition forces, is nearing the mid-point of its training cycle and that a
second battalion is now beginning training.

Rumsfeld briefly described his overseas tour last week through Europe, the Middle East and South Asia.

"Clearly there is broad understanding of the terrorist threats," he said of the countries he visited. "Many of

those countries have experienced those threats."

Just days after his visit to Pakistan, Rumsfeld praised Pakistani President Pervez
Musharraf for his willingness to root out al Qaeda terrorists from his country. Rumsfeld
noted that Pakistan had moved two more companies troops to its border with
Afghanistan.

American Forces Information Service

NEWS ARTICLES
Defense LINK
U.S. DEPARTMENT OF DEFENSE

TTC Unit 1: Testing Reading / Matching 22

Sentences 8-15

# Sentence T F NG
8. The main goal of the operation "Mountain Lion
Patrol" is the seizure of weapons.
9. Gen. Richard Myers is the US Defense Secretary
and Joint Chiefs Chairman of the Air Force.
10. Myers and Rumsfeld spoke to CNN news
reporters about large caches of confiscated
weapons.
11. US troops are training the Afghan National
Army.
12. Rumsfeld says that India / Pakistani tensions
appear to be lessening.

13. The US Army lost many people in the war with

Afghanistan.

14. Pakistan is taking steps to fight terrorism in its

country.

15. The Defense Secretary gave a briefing on his last

week's visit to several countries.

TTC Unit 1: Testing Reading / Matching 23

 Answer Sheet (True/False/Not Given)

# Your answer
Example T
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

TTC Unit 1: Testing Reading / Matching 24

 Matching

 There are different matching techniques in testing reading. For example, you can
match:
 a word to its synonym/antonym
 a word to its definition
 a sentence to a sentence
 a sentence to a phrase
 a sentence to a picture
 a sentence to a part of the text
 a sentence summarizing the paragraph to the paragraph
 a paragraph to a gap in the text, etc.
In the following pages you will get acquainted with matching techniques mostly used in
testing reading.
Because of the variety of matching techniques we don’t give an example here. An
example will be given before every task.
These are some tips for answering matching questions:
 There are usually two lists that need to be matched. Take a look at both
lists to get a feel for the relationships and build your confidence.
 Use one list as a starting point and go through the second list to find a
match. This process organizes your thinking. It will also increase your
answering speed as you become familiar with the second list.
 Move through the entire list before selecting a match. If you make a match
with the first likely answer, you may make an error because an answer later in
the list may be more correct.
 Do not guess until all possible matches have been made. If you guess early
in the process, you will likely eliminate an answer that could be used
correctly for a later choice.

Now look at some reading passages and practice them.

TTC Unit 1: Testing Reading / Matching 25

 This page left intentionally blank.

TTC Unit 1: Testing Reading / Matching 26

12. Reading Passage (Level 1)

Which notice (A-H) says this (1-5)?

For questions 1-5, mark the correct letter A-H on the Answer Sheet (p.30).
An example is given.

Example: Answer

You can sleep here. F

1. You must not play football here.

Bridge closed to traffic
A. because of high wind.

B. DEL
2. You may be late. AYS
C. OLYMPIC
3. You should no leave your car
here.
D. DO NOT
4. You can study here soon.
E. CAR PARK

$2.00 for 2 hours

5. You cannot drive here today.

F. GUEST HOUSE

NO
G. BALL
Computer course starts on Monday.
H.

Reprinted from Cambridge KET

TTC Unit 1: Testing Reading / Matching 27

13. Reading Passage (Level 2)

News Photo / Exercises – Air Mobility Command Rodeo 2000 (Level 2)

Match the sentences A-F to the photos 6-10.

There are more sentences than photos. You will not need one sentence.

Write your answers on the Answer Sheet.

An example is given.

Example:
Capt. Allen hoists the first place trophy for the Special Tactics Parachute Employment competition of
Air Mobility Rodeo 2000.

A. Staff Sgt. Donnely and Senior Airman Taboada, Chew and Owens run out of their C- 17 Globemaster

III.

B. Soldiers of the U.S. Army’s 82nd Airborn Division relax at Pope prior to loading
into aircraft for an airdrop.

C. 1st Lt. Kenny Hamilton recovers his parachute after jumping from a C-130
Hercules onto the Sicily drop zone at Fort Bragg.

D. Senior Airman Kling crawls under razor wire on the Special Tactics Endurance
Course during Rodeo 2000.

E. A C-5 Galaxy is directed to a parking spot on the ramp as it arrives at Pope Air
Force Base for Air Mobility Rodeo 2000.

F. Soldiers of the 82nd Airborne Division parachute from a C-130 Hercules during
the opening ceremonies of Air Mobility Rodeo 2000.

TTC Unit 1: Testing Reading / Matching 28

 Photos 6-10

Example:
6.

7.

10. 8.

9.

TTC Unit 1: Testing Reading / Matching 29

14. Reading Passage (Level 3)

You are going to read a newspaper article about sailing in single-handed boats known as
'Oppies'.
Choose from the list A-I the sentence which best summarises each part 11-17 of the
article.
There is one extra sentence which you do not need to use.
There is an example at the beginning (0).
Mark your answers on the separate Answer Sheet.

A. Sailing tends to run in families.

B. There's no hiding these sailors' ambitions.

C. Sailors are used to waiting around.

D. Overcoming problems is part of the challenge of

sailing.

E. Enthusiasm about sailing was infectious.

F. There's always more you can learn about sailing.

G. Some basics about sailing were explained.

H. These sailors have other talents.

I. The sailing conditions weren't as good as I thought.

TTC Unit 1: Testing Reading / Matching 30

 Rock the Boat

0. I 14.
It was windy when I arrived in Largs. Not Varying degrees of hard work go into
much sun but perfect for sailing, I their preparation, but Nicky does the
thought. As I fought the gale to shut my most. She trains in winter and says it is
car door, I noticed there were lots of hard, ‘especially when all your friends are
people around but no sailing boats in the out partying’. Then she practises
choppy grey water. It was race day, so techniques, boat handling and wind
what was going on? strategy. Meanwhile, Elliot had learned
how the shape of clouds and hills affects
11. the wind. Eddie is more relaxed and a bit
The boats, or ‘Oppies’ as they are more confident about it: ‘I don’t like
affectionately called, were lying bottom- training. I’ve got better things to do.’
up on the beach, their sails tightly
wrapped beside them. ‘There’s been a 15.
delay,’ the race organiser said, pointing at They all get on well, joking and teasing
two flags waving in the breeze. He said each other, but out on the water,
the red-and-white-striped one meant that competition is fierce. Paul doesn’t hesitate
there was a delay, while the red, white to say the best thing about sailing is
and blue one meant it would be for three winning. They’ve all had nasty moments,
hours. but noone will admit to falling in. The
boys happily told me of Nicky’s fear of
12. fish, and Elliot tells a good tale about his
Noone looks disappointed, probably boat being hit by a shark.
because they are accustomed to being
ruled by the weather. Competitors – 16.
casually dressed in baggy shorts, T-shirts, Other sports, they stressed, tend to take
deck shoes and an assortment of anoraks second place: Elliot could play cricket for
and baseball caps – played on bikes or his area but doesn’t, and Nicky plays
skateboards or just chatted to kill the hockey, ‘but I’m not allowed to do it
time. Spectators sat in groups in the before big events’. The comments of their
clubhouse, eating rolls and drinking tea. non-sailing friends about their boatie
lifestyles ranged from ‘a bit weird’ to
13. ‘really cool’. Elliot thinks that only people
I suddenly felt very pale and ‘indoorsy’ as who are jealous want to make fun of
I sat down with some of the tanned, blond them.
champs. Nicky Barnes, 15, Elliot Willis,
14, Eddie Huntley, 13, and Paul 17.
Campbell-Jones, 14, have been sailing for With the three-hour delay nearly up, the
years, and certainly have the sea in their excitement was building. People struggled
blood. Paul’s dad sailed in the Olympics into their wetsuits and started preparing
and Nicky started sailing because her dad their boats. The wind was still strong and
dragged her along. ‘I was terrified at the black clouds racing, but they couldn’t
first,’ she confesses. Recently they wait to get out. It might just have been
successfully competed at the world the weather, but I had to agree that the
championships. Oppie sailing scene was ‘really cool’.

Reprinted from Cambridge FCE

TTC Unit 1: Testing Reading / Matching 31

15. Reading Passage (Level 3)

You are going to read a newspaper article in which people talk about where they played as children.

For questions 18-23, choose from the people A-G, and for questions 24-32, choose
which person’s play area is referred to. The people and play areas may be chosen
more than once. When more than one answer is required, these may be given in any
order.
There is an example at the beginning (0).
Mark your answers on the separate Answer Sheet.

Which person

developed sporting skills? 0.

B

mentions not going straight home from school? 18.

still retains a sense of wonder at something seen in childhood? 19.

enjoyed a game that could only be played with a specially shaped 20.
object?

enjoyed both being alone and with friends? 21.

played with a family member? 22.

now realizes how lucky they were? 23.

Whose play area(s)

were neglected? 24. 25.

is no longer the same? 26.

seemed similar to a jail? 27.

are described as a contrast to the home 28. 29.

environment?

were made to substitute for something else? 30. 31.

was in a forbidden area? 32.

TTC Unit 1: Testing Reading / Matching 32

 A Place to Play
We asked various people to tell us about where they played as children and here’s what
they said…

A. Simon
The playground was quite small. The floor around the little chalk pit in the middle. It
was covered with flat bricks and there were stood for every woodland, every jungle and
may that were cracked or broken or missing, even the surface of other planets.
and a few weeds struggled through. It was
totally enclosed on one side by the school
E. Patricia
and on the other by high brick walls. It was One of my earliest playground memories is
more like a prison yard – on top of the walls of the failed playground in front of the
was a layer of cement into which pieces of school I attended. Our favourite game was
broken glass had been stuck. After school hopscotch, which was played by marking
was finished my friends and I would climb a out a rectangle divided into squares and
lamppost outside the school and sit on top of kicking a flat, rounded stone from square to
the wall, slowly breaking off the bits of square. It was important to find a stone of
glass. We never thought of ourselves as precisely the right size and weight. Our
vandals. playground at weekends was more exciting:
the banks and paths which surrounded
B. Peter Ludlow Castle and the water meadows that
My favourite childhood play area was the stretched down to the river. I doubt whether
back garden. Back in the days when I was I fully appreciated how fortunate we were.
growing up on a large housing estate, the
‘goals’ would be a pair of garage doors or
F. Nick
I was strictly banned from the obvious playground, a long,
two jackets laid out in the garden. I would overgrown ditch running though waste ground, mainly built
spend hours kicking a ball about with my to take away the rain. It was irresistible to us local
dad, learning how to control, dribble or kick schoolchildren. Its charm, compared with the surrounding
tennis courts, football pitches and farmland, was purely
it. because it was out of bounds. That area was truly where I
grew up, more than in the rest of the little town’s correct and
C. Alan neat suburbia, where my house was.

I come from an area of terraced houses,

pavements and streets. There were no G. Julie
gardens. My first school was Prince’s Street Until I was twelve I was brought up on
Primary and the room in which I received airforce camps and each camp had a small
my first lessons had large, folding glass playground in the middle of the houses. It
doors that opened onto a small playground was always a great meeting place and I
that had grass, bushes and flowers. My remember sitting with my friend on the
amazement at seeing these items, which are swings many evenings until dark. You
normal to most of the world, has stayed with would often go out and swing for hours until
me all my life. someone else came out. I always liked
swinging.
D. Nigel
Reprinted from Cambridge FCE
My favourite play area was – it still is –
called Roundhead Wood, although it has
fewer trees and more barbed wire now. Here
four or five of us roared around, building
camps, climbing trees and riding bikes

TTC Unit 1: Testing Reading / Matching 33

16. Reading Passage (Level 3)
You are going to read an extract from a book about a man’s experiences of climbing in
Wales. Seven paragraphs have been removed from the extract. Choose from the
paragraphs A-H the one which fits each gap 33-38. There is one extra paragraph which
you do not need to use. There is an example at the beginning (0).
Mark your answers on the separate Answer Sheet.

Welsh Mountains

TTC Unit 1: Testing Reading / Matching 34

‘Taking in!’ The words floated down We no longer needed a plastic bag to
from on high to be swiftly followed by catch the water. The rain came down in
the tightening of the climbing rope by sheets, drumming on the tent, but we
my feet. I shouted automatically, ‘That’s were dry in our man-made cavern,
me!’ fascinated by the power and the majesty
of the storm around us.
0.
H 37.
It all seemed very familiar, but for many Then suddenly I felt a gentle tug on the
years my climbing rope had hung rope, followed by a more urgent one,
frustratingly at the foot of my stairs, and suggesting that I make a move.
I was now sixty. John, my old climbing ‘Climbing!’ I shouted, and started up the
partner on so many climbs, had steep slab above. When I neared the top,
suggested that we might climb again I could see John’s feet dangling in space.
together. He had obviously found somewhere
comfortable to sit and look at the view.
33.
John and I had shared so many 38.
memorable climbs. My mind went back I can still share the wild hills with the
to the last long climb that we had wind and the rain. They are my
enjoyed together, which was on Lilwedd mountains of longing: when I am not
Mountain during a June heatwave. The there my only wish is to return, for they
streams had dried up and all the grasses have been my friends for so long.
were burnt yellow by the sun. As we
neared the cliff and stopped for a rest,
John suddenly disappeared to return
some considerable time later clutching a
small plastic bag filled with the coolest,
clearest water that you could imagine.

34.
We climbed in the shadow of a great
cliff. We finally arrived at the top of the
climb on the west summit. To our
amazement, we saw that storm clouds
were tumbling over the Nantile hills like
a huge waterfall, their progress slow, but
threatening.

35.
We collected the rope and hurried down
to our camp, racing against nature. John
cooked our dinner as the first rumbles of
distant thunder sent us hurrying into the
tent.

36.
Paragraphs A-H
A. E.
Finally, it died away like the outgoing A storm in the hills is an experience not
tide and, in the deepening silence, sleep to be missed. We completed our meal,
drifted into the tent. The next day would and crept into our sleeping bags.
bring another adventure. Thunder echoed around the hills and
lightning lit the landscape. Sleep would
not come and we lay there marvelling at
B. the power of nature.
I took no persuading, and so here I was.
The legs didn’t bend so easily now, but
the spirit was more than willing. The F.
thrill of climbing was still the same, and I needn’t have worried: he was up in no
conquering the next few feet of rock was time and it was all that I could do to take
just as exciting as always. the rope in fast enough. We set off down
the mountains as fast as we dared in the
conditions.
C.
As I got closer, he peered down,
grinning from ear to ear. G.
‘Daydreaming?’ he enquired. Nothing We ignored their presence and relaxed in
had changed. Time had marched on and the evening sunlight, watching their
my limbs were a little stiffer, but the relentless progress out of the corner of
hills were the same. our eyes for some considerable time,
until the truth suddenly dawned upon us:
our heatwave was coming to a sudden
D. end.
It was heaven. I had wondered what was
taking so long: he had found some
trickling over mosses and with great H.
patience had captured half a cupful in What was I saying and what was I
the plastic bag. We took it in turns to doing standing on a thick rock ledge,
have a sip until it had gone and then tied to a spike of rock with space below
plodded across the hillside to our chosen my feet and the mountains of
route. Snowdonia spread out before me?
Reprinted from Cambridge FCE
 Answer Sheet (Matching)

# Your answer
Example F
1.
2.
3.
4.
5.
Example 0
6.
7.
8.
9.
10.
Example I
11.
12.
13.
14.
15.
16.
17.
Example B
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Example H
33.
34.
35.
36.
37.

TTC Unit 1: Testing Reading / Short Answer Questions 31

 38.

TTC Unit 1: Testing Reading / Short Answer Questions 32

 Short Answer Questions
 A Short Answer Question (SAQ) technique is widely used in teaching reading
comprehension. However, we may come across reading tests which use this technique
for assessing different levels of reading comprehension.

 In a SAQ technique you are asked to give an answer to a question. This might be a
single word or number or a slightly longer phrase.

 Answers may vary. You can answer correctly in several ways. Your answers will be
scored for the accuracy of content, not your writing ability. Your responses will be
scored for how well you reflect comprehension of the passage.

Now look at the example.

Example:

Lt. Murray, a young cadet, spoke in public for the first time today. In preparation for his speech, he first
researched his topic, “Communication Satellites.” Once his research was completed, he organized the
data into a speech.

Question:
How did Lt. Murray get the information for his speech?

Possible answers:
He did research on his topic.

or
He compiled material from different sources.
Etc.

Now look at some reading passages and practice them.

TTC Unit 1: Testing Reading / Short Answer Questions 33

17. Reading Passage (Level 1)

Read the paragraph and answer the questions about it.

Write your answers on the Answer Sheet (p.35).

An example is given.

Lt. Rios will get his captain bars soon

Right now, Lt. Rios is assigned to DLI. He has to learn English, so he can go to his

follow-on training in Chicago. He will take an advanced course in electronics. Before he

left his country, he was stationed in the north. His duty station was at the military

academy. One of his duties was teaching electronics. Lt. Rios was up for promotion just

before he came to the U.S. Yesterday, he received a letter that said he would get his

captain bars next month. He was so excited he kept on saying, “I’m a captain. They

promoted me to captain! I’m a captain!”

Example:
Where’s Lt. Rios assigned?
Answer:
He is assigned to DLI.
1. Why does he need to learn English?
2. What is he going to study in Chicago?
3. Where was he stationed before he left his country?
4. Where was his duty station?
5. What was one of his duties?
6. What was Lt. Rios up for before he came to the United States?
7. When will he get his captain bars?
8. What did he keep on saying?

Reprinted from the American Language Course

Book 14, DLI, 1991

TTC Unit 1: Testing Reading / Short Answer Questions 34

18. Reading Passage (Level 2)

Read the semi-technical passage and answer the questions about it.
Write your answers on the Answer Sheet.

Explosives

There are three major types of explosives. The first type is mechanical. Cardox is an
example of a mechanical explosive. In this kind of explosive a metal tube is filled with
liquid carbon dioxide and sealed. The tube is heated. As the heat changes the liquid to
gas, the gas expands and explodes the tube. Cardox and other such mechanical explosives
are used to break rocks in mines. They are slow, low-powered explosives.

The second type of explosive is the chemical explosive. This type is further divided into
high explosives and low explosives. High chemical explosives involve heat and gas in an
extremely fast chemical reaction. This reaction may be started by a smaller explosion in a
"detonator". A detonator is a device that reacts quickly to heat or to impact and sets off a
larger, more powerful explosive charge. The low chemical explosive does not require a
detonator but requires a fire or spark to cause it to react. In this type of chemical
explosive, the explosive material must be enclosed in a strong container because waves of
pressure, or shock waves, are produced inside the container. This pressure is what pushes
a bullet out the barrel of a gun. A high chemical explosive cannot be used for this because
the strong sudden reaction would blow the gun apart.

The third kind of explosive is the nuclear explosive. This type depends on a tremendous
amount of heat that is produced by atomic fission or fusion. Nuclear explosives are the
most powerful of the three types.

9. What are the three major types of explosives?

10. What kind of explosive is Cardox?
11. What are the subdivisions of chemical explosives?
12. What kind of explosive uses a detonator?
13. What type of explosive is involved in firing a gun?
14. What processes are involved in the nuclear type of explosion?
15. Which is the most powerful type of explosive?

Reprinted from the American Language Course

Book 27, DLI, 1991

TTC Unit 1: Testing Reading / Short Answer Questions 35

19. Reading Passage (Level 3)
Read the text and answer questions about it.
Write your answers on the Answer Sheet.
Unmanned Aerial Vehicles proving their worth over Afghanistan
By Jim Garamone
American Forces Press Service
WASHINGTON, April 16, 2002 -- For years, Hawk takes off and lands itself. While humans
military thinkers have tried to harness the power oversee the programming and tell the UAV
of unmanned aerial vehicles. Changes in where to go, it's the onboard computer that
technology mean that members of today's actually controls the air vehicle in flight.
military are able to put that promise to work. The military has about 200 UAVs of all types
Defense Secretary Donald Rumsfeld and the today. Weatherington said the number is
services' leadership have long recognized the projected to rise dramatically in the next five
"transformational" capabilities inherent in years to around 500. One exciting new capability
UAVs. The accomplishments of the Air Force that may enter the force is the unmanned combat
Predator and Global Hawk unmanned aircraft in aerial vehicle.
Afghanistan demonstrate these systems' abilities The UCAV, as it is called, is the first UAV
and point the way to the future. Rumsfeld added designed from the start to carry weapons.
over $1 billion to UAV programs in the fiscal Weatherington said the vehicle will have stealth
2003 defense budget request to spur progress in capabilities and will be designed to go into
these critical capabilities. dangerous areas and destroy targets. Both the
Unmanned aerial vehicles have many attractions Navy and Air Force are working this program
for the military. They can generally be smaller from slightly different approaches. The Air
and lighter than manned aircraft because, among Force's cost goal is to bring the UCAV in at
other things, they don't need equipment to about one-third the price of the Joint Strike
support a crew. The air vehicle portion of the Fighter, he said.
overall system is also generally cheaper. Today's The Air Force demonstrated the UCAV's
Predator, for instance, costs about $5 million. viability by arming a Predator with Hellfire anti-
Planners are using UAVs for missions too armor missiles. Weatherington said the Air Force
dangerous for manned aircraft. For example, is also looking at other weapons to place on
UAVs can be sent to locate surface-to-air missile other UAV aircraft including the bigger, follow-
sites without putting crew members in harm's on Predator B. The Air Force envisions using
way. Predators and Predator Bs as hunter-killer teams.
Right now the ability to "park" a UAV over a Most Defense Department and service officials
trouble spot is one of the systems' greatest believe UAVs are truly transformational. The
advantages, Dyke Weatherington, deputy of the systems help other manned systems and give
UAV Planning Task Force in the Office of the operators more capabilities at a reduced cost.
Secretary of Defense, said in a recent interview. The systems, Weatherington said, represent
"UAV" really applies to any airborne system that significant opportunities for the U.S. military to
has no operator or pilot aboard. This runs the improve the way it conducts operations around
gamut from small systems literally launched by a the world. Service members would be freed to
rubber band, like the Marine Corps' Dragon Eye, make critical decisions while letting UAVs do
to the jet-powered Global Hawk. many of both the dull and dangerous missions.
There are two general classes of UAVs. The Parking UAVs over bad guys for days or weeks
Predator is an example of one type. Ground- and never giving them a chance to do something
bound pilots in a control van use a yoke, stick unseen is truly transformational, he said.
and rudder to fly the aircraft, Weatherington "The other aspect is that we are doing that
said. without putting service members at risk," he
concluded. "Those capabilities really argue that
The Global Hawk is an example of an
it's appropriate to invest in this technology."
autonomous UAV, the second type. Specialists
program an onboard computer that controls the
Reprinted from Defense LINK U.S. DD
aircraft flight from point-to-point. The Global
16. What does UAV stand for?

TTC Unit 1: Testing Reading / Short Answer Questions 36

17. What are the main advantages of UAVs?

18. What controls the second type of UAV while in flight?

19. According to Dyke Weatherington what might future UAVs be equipped with?

20. Why is it advantageous for UAVs to conduct surveillance missions?

Answer Sheet (Short Answer Questions)

# Your answer
Example He is assigned to DLI.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

TTC Unit 1: Testing Reading / Short Answer Questions 37

 This page is left intentionally blank.

TTC Unit 1: Testing Reading / Cloze 41

 Guided Short Answer Questions
 A Guided Short Answer Question (GSAQ) technique does not allow a great
variety of answers. This is its main difference from the SAQ technique. In a
GSAQ your answers are limited to one or a few versions.

 In a GSAQ you have to read a short passage and complete a sentence on the
given information. The sentence may be in an affirmative, negative or question
form. You are asked to write a number, a word or several words to complete
the sentence. In some cases several answers are correct.

Now look at the example.

Example:

Anyone interested in the sea angling (beach or boat) is asked to contact

SSgt Mark Quilliam on Chatham Mil (766)2360 or 01634 822360.

Question:

If you are keen on fishing, ______________________________ .

Two answers are correct:

If you are keen on fishing, contact SSgt Mark Quilliam.

or

If you are keen on fishing, call Chatham Mil (766)2360 or 01634

822360.

Now look at some reading passages and practice them.

TTC Unit 1: Testing Reading / Cloze 42

 Read short passages and complete sentences on the given information.
Write your answers on the Answer Sheet (p.40).

20. Reading Passage (Level 1)

Contents Page

Basic Data 7
Business in Vilnius 10
Where to Stay 14
Where to Go 28
Vilnius by Night 44
What to See 60

Question
If you want to book a room for a night you should turn to page ___________ .

21. Reading Passage (Level 1)

These are the years in which women won the right to vote in an election:
France 1944
Germany 1919
Liechtenstein 1984
UK 1928
Venezuela 1947
Poland 1918

Question
____________________ was the last country to let women vote in an election.

22. Reading Passage (Level 2)

A helicopter dusting crops crashed and burned on Saturday, but the pilot walked
away. No one else was on board.
Downed power lines in the area may have played a role, and the Federal Aviation
Administration will investigate, Solano County Sheriff’s spokesman Gary Faulkner
said.

Question
The reason of helicopter crash most probably was ______________________ .

TTC Unit 1: Testing Reading / Cloze 43

 23. Reading Passage (Level 2)

Mr. Hoon told MPs: “It would be ridiculous to suggest that every piece of equipment
that we have is absolutely perfect. The SA80 rifle, for example, is a highly accurate
weapon. It has some reliability problems, especially in extreme conditions, and steps
are being taken to ensure that those are put right quickly.”

Question
The SA80 rifle’s reliability problems in extreme conditions are presently____

______________________________________________________________ .

24. Reading Passage (Level 3)

The US Department of Defence (DoD) has taken action on the funding of army
peacekeeping operations in Kosovo, after warning Congress for several months, that
it would have to raid readiness funding if supplemental resources are not provided. “I
have had to shift over $200 million from the navy and air force to army units in
Europe. But the transfer is essential to postpone major deterioration of army
readiness,” Defence Secretary William Cohen said in a letter to Congress. Congress is
now expected to take action before the end of the month.

Question
DoD seeks Kosovo _____________________________________________ .

25. Reading Passage (Level 3)

Briefly summarized, all submissions for modifications and deletion in the current
UHF data base must be on white ABNFS. Submissions for the new assignment plan
must use the colored ABNFS which were distributed with the new assignment plan
printouts. Submissions for both assignment plans should consist of one white and one
colored ABNF, submitted together.

Question
A colored ABNF indicates that the submission is for the _______________ .

TTC Unit 1: Testing Reading / Cloze 44

 Answer Sheet (Guided Short Answer Questions)

# Your answer
Example contact Sgt Mark Quilliam or call Chatham Mil (766)2360 or
01634 822360
20.

21.

22.

23.

24.

25.

TTC Unit 1: Testing Reading / Cloze 45

 Cloze

 In a Cloze technique you are presented with a text from which a number of words (or letters,
clauses, sentences) have been deleted. Your task is to fill in the missing parts.

 In some tests you are required to read a text and then complete a summary of it by inserting the
deleted words.

 In a Limited Cloze technique word choices (one per blank) are provided all together in a word
bank at the top or bottom of the page.

 To score a cloze, all words that are semantically and syntactically correct or contextually
appropriate are counted. Spelling is not counted.

 Examples for each of these techniques will be provided at the beginning of each Cloze exercise.

Now look at some reading passages and practice them.

TTC Unit 1: Testing Reading / Cloze 46

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TTC Unit 1: Testing Reading / Cloze 41

Read the passages. Fill in the blank spaces with the right word.
An example is given at the beginning (0).
Write your answers on the Answer Sheet (p.48).

26. Reading Passage (Level 1)

San Antonio is a military (0) city. It has six (1) ___________ bases. There is only one Army Post (2)

___________ San Antonio. That’s Ft. Sam Houston. But (3) ___________

are five Air Force bases in the city. (4) ___________ are Lackland, Kelly, Brooks, Randolph, and Medina

Air Force Bases.

27. Reading Passage (Level 1)

Getting In Shape
Choose a gym near your home. Try to exercise three (5) ___________ a week. Start SLOWLY! The first

day work out for only five (6) ___________ eight minutes. The next day you can (7) ___________ for a

longer time. Exercise with (8) ___________ friend. Exercise is more fun together. Select an exercise (9)

___________ like. You don’t have to run (10) ___________ do push-ups or sit-ups. You can (11)

___________ tennis, volleyball or basketball. Try not to have more (12) ___________ three days between

workouts, or you (13) ___________ get out of shape. Don’t forget to (14) ___________ a good time!

TTC Unit 1: Testing Reading / Cloze 42

In the following passages word choices are given in a word bank at the top of the page.
There is one word per blank. Use every word one time only.
An example is given at the beginning (0).
Write your answers on the Answer Sheet.

28. Reading Passage (Level 2)

National Heroes
Missing words
shipwrecked rest still memorial although made

where heroes called surprising statue by

Sailors are special in English history, and many are remembered as national (0) heroes.
If you visit London you can see a large square in Central London (15) ___________
Trafalgar Square. There is a large (16) ___________ of Lord Nelson, an English sailor
who was killed in a battle with the French navy at Trafalgar. (17) ___________ he was
killed in this battle, the British navy was stronger than the French, and so (18)
___________ sure that the French army of Napoleon Bonaparte could not invade
England. So (19) ___________ today the statue of Lord Nelson, one of England’s
greatest sailors, stand at the center of London’s most popular and famous square.

It is not (20) ___________ that the first Englishman to visit Japan was also a sailor. His
name was Will Adams, and he was the pilot (navigator) of a Dutch trading ship which
was (21) ___________ off the coast of Japan in he year 1598. Adams remained in Japan
for the (22) ___________ of his life, and became a successful businessman. He was
employed (23) ___________ the Shogun Ieyasu as an adviser on foreign and shipbuilding
affairs, and was known by the title “Anjin-san.” He was buried in Hemi, (24) _________
His tomb can still be seen today. There is also a (25) ___________ to Will Adams in his
town of Gillingham, England.

TTC Unit 1: Testing Reading /Cloze 44

TTC Unit 1: Testing Reading / Cloze 44
29. Reading Passage (Level 2)

The Spanish Armada

Missing words
all beyond total for known wherever

appointed so able famous course

In 1588, the Spanish sent a great navy, (26) ___________ as the “Armada,” to attack
England. There were 130 ships in the Armada, with a (27) ___________ of 30,693
people aboard, including 19,000 soldiers that sailed to invade England. The English had
197 ships that fought the Armada, and Francis Drake, England’s most (28) ___________
and popular sailor and national hero, was (29) ___________ the Vice-Admiral in charge
of the expedition aboard the ship “Revenge.” The battle off the English coast lasted (30)
___________ 5 days, and only 67 of the original 130 Spanish ships returned to Spain.

After that, Spain was never (31) ___________ again to challenge the English sailors who
dominated the sea traffic in the Atlantic, and continued to attack Spanish ships (32)
___________ they could. Many English expeditions were sent to the Caribbean to attack
the Spanish colonies and English sailors traveled (33) ___________ over the world
seeking new places to trade and make money. In doing (34) ___________, they made
possible the spread of the English language to places (35) ___________ Britain, and of
(36) ___________ the colonization of North America by English speaking settlers.

TTC Unit 1: Testing Reading / Cloze 45

Read the following text and the summary. Your task is to fill in the blank spaces in the
summary with appropriate words taken or inferenced from the text.
An example is given at the beginning (0).
Write your answers on the Answer Sheet.
30. Reading Passage (Level 3)
The All-Americans
Story by SGT R.Waltman

TTC Unit 1: Testing Reading / Cloze 46

“When you talk about contingency operations “We have the strategic ability and
and responding to the world’s emergencies deployability to establish a foothold
quickly with overwhelming combat power on anywhere in the world, anywhere the national
the ground, you’re talking about the 82nd command authority asks us to,” said COL
Abn.Div.,” said GEN. Thomas A. Schwartz, Karl P. Horst, commander of the 504 th
commander of U.S. Army Forces Command. Infantry Regiment.

Anywhere in the world A Force of Persuasion

Although the division’s mission is similar to The ability of the 82nd to respond anywhere in
that of other units within the Army, the 82 nd the world, quickly and with a significant
is unique among infantry divisions because amount of firepower, has also proved to be an
of its global orientation and speed of effective national tool.
deployment. Such was the case in 1994, when it seemed
Most divisions, including the three of the all peaceful avenues were exhausted to
Marine Corps, are limited to the distance they restore democracy to Haiti. The 82nd was
can deploy large forces without the pre- alerted and was quickly in the air with a
staging of equipment, supported by ground or brigade-size task force. However, they were
sea transportation. called back before reaching their destination.
“Many of the other forces with forced-entry The 82nd’s eminent arrival influenced Haitian
capabilities must have additional time to get governmental leaders to agree to a peaceful
into position,” McNeill said. resolution.
Additionally, most divisions focus their
training around operations within specific Responding to National Crisis
geographical regions. The division’s unique abilities, especially the
“We have established that we can go ability to respond quickly, have on occasion
anywhere in the world,” said McNeill. “The been put to use in noncombatant roles as
82nd can do it cold-start from the United well.
States. We are trained to do that and to fight When Hurricane Andrew blasted through
the minute we get there.” southern Florida in August, 1992,
In September 1997, the 82nd conducted a paratroopers were some of the first disaster
monumental training exercise demonstrating relief workers to arrive on the scene. They
the long arm of a parachute assault force. brought with them the generators, field
More than 5000 division soldiers boarded six kitchens, and water purification and
C-17 Globemaster transports at Pope Air engineering equipment needed to make a
Force Base, N.C., for the farthest-reaching difference. “Although disaster-relief missions
airborne operation in history. normally fall under the domain of the Army
During the 19-hour flight, which required National Guard, the 82nd was sent because it
three in-flight refuelings, paratroopers could get there fast,” said Horst. “We had the
performed an in-flight rig-up to ready for ability to go quickly, with equipment, people
jump. After more than 8,000 miles, soldiers and the resources to make a difference.”
wearing the “AA” shoulder patch jumped
into the skies above Shymkent, Kazakhstan.

TTC Unit 1: Testing Reading / Cloze 47

SOLDIERS, May 1999

TTC Unit 1: Testing Reading / Cloze 48

Summary

Readiness has always been the one constant throughout the history of the 82 nd. The

paratroopers’ training regimen, physical fitness level and the way they live their daily

lives revolve around one thing: being ready to (0) deploy with little or no notice.

The 82nd division is unique because of its readiness to deploy (37) ___________in the

world and speed of deployment.

In September 1997, the 82nd showed its ability by executing the parachuting mission over

Kazakhstan to establish its (38) ____________ anywhere in the world. It demonstrated a

perfect training exercise showing the division’s (39) ___________ in training, endurance

and readiness for war operations.

When all peaceful (40) ___________ of restoring democracy in Haiti proved to be of no

use, the readiness of the 82nd to take over this task influenced the Haitian government to

agree to a peaceful resolution.

The division’s unique abilities are used in (41) ___________ situations in peaceful times

as well; for example, when Hurricane Andrew blasted through southern Florida in

August, 1992. The paratroopers of the 82 nd were sent there because of their ability to

arrive quickly with equipment, people and resources to help the (42) ___________ area.

TTC Unit 1: Testing Reading / Cloze 49

 Answer Sheet (Answer Sheet)

# Your answer
Example city
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Example heroes
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
Example deploy
37.
38.
39.
40.
41.
42.

TTC Unit 1: Testing Reading / Cloze 50

Answer Key / MULTIPLE CHOICE / Reading Passages 1-9

# Your answer
Example B
1. A
2. A
3. A
4. B
5. C
6. B
7. B
8. C
9. C
10. C
11. C
12. B
13. B
14. A
15. C
16. A
17. B
18. A
19. C
20. C
21. D
22. D
23. A
24. D
25. B

TTC Unit 1: Testing Reading / Cloze 51

Answer Key / TRUE/FALSE/NOT GIVEN / Reading Passages 10-11

# Your answer
Example T
1. T
2. F
3. T
4. NG
5. F
6. T
7. F
8. T
9. F
10. F
11. T
12. NG
13. NG
14. T
15. T

TTC Unit 1: Testing Reading / Cloze 52

Answer Key / MATCHING / Reading Passages 12-16
# Your answer
Example F
1. G
2. B
3. D
4. H
5. A
Example 0
6. B
7. F
8. C
9. A
10. D
Example I
11. G
12. C
13. A
14. F
15. B
16. H
17. E
Example B
18. A
19. C
20. E
21. G
22. B
23. E
24. A/F
25. A/F
26. D
27. A
28. C/F
29. C/F
30. B/D
31. B/D
32. F
Example H
33. B
34. D
35. G
36. E
37. A
38. C

TTC Unit 1: Testing Reading / Cloze 53

Answer Key / SHORT ANSWER QUESTIONS/ Reading Passages 17-19

# Your answer
Example He is assigned to DLI.
1. To go to his follow on training.
2. Advanced course in electronics.
3. In the north.
4. At the Military Academy.
5. Teaching electronics.
6. He was up for promotion.
7. Next month.
8. I’m a captain!
9. Mechanical, chemical, nuclear.
10. Mechanical.
11. High and low.
12. A high chemical explosive.
13. A low chemical explosive.
14. Atomic fission and fusion.
15. The nuclear explosive.
16. Unmanned Aerial Vehicle.
17. Smaller, lighter, cheaper, parking, saving human life.
18. Onboard computer.
19. Weapons.
20. Parking UAVs over bad guys and doing that without putting service members at risk.

Answer Key / GUIDED SHORT ANSWER QUESTIONS/ Reading Passages 20-25

# Your answer
Example contact SSgt Mark Quilliam or call Chatham Mil (766)2360or01634822360
20. 14
21. Liechtenstein
22. downed power lines
23. being solved, tackled, dealt(with the aim to put right)
24. funding
25. new assignment plan
Answer Key/ CLOZE / Reading Passages 26-30

# Your answer
Example city
1. military
2. in
3. there
4. they
5. days / times
6. to
7. work out / exercise
8. a / your

TTC Unit 1: Testing Reading / Cloze 54

 9. you
10. or
11. play
12. than
13. will
14. have
Example heroes
15. called
16. statue
17. although
18. made
19. still
20. surprising
21. shipwrecked
22. rest
23. by
24. where
25. memorial
26. known
27. total
28. famous
29. appointed
30. for
31. able
32. wherever
33. all
34. so
35. beyond
36. course
Example deploy
37. anywhere
38. foothold
39. skill
40. means
41. emergency / noncombatant
42. disaster-struck / disaster-hit / disaster-effected

TTC Unit 1: Testing Reading / Cloze 55

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TTC Unit 1: Testing Reading / Cloze 56

 References
Hughes, A. 1989. Testing for Language Teachers. Cambridge University Press.

Papajohn, D. 1988. Toward Speaking Excellence. The University of Michigan Press.

TTC Unit 1: Testing Reading / Cloze 57