Professional Documents
Culture Documents
Part 1: You will hear an interview with the presenter of a popular radio series about
food and cooking. For questions 1-5, choose the answer (A, B, C or D) which fits best
according to what you hear. The recording will be played TWICE. (10 pts) ·
I 1. 12. , 3. , 4. 15
Part 2: You will hear a lecture on the importance oflaughter. For questions 6-11, complete
the notes below. Write NO MORE THAN THREE WORDS for each answer: The recording
will be played TWICE. (12 pts)
LAUGHTER
* The nature of laughter
- Laughter is a (6) _ _ _ _ _ _ process- involves movement and sound.
- It is controlled by our (7) _ _ _ _ __
* Reasons for laughter
- Only 10 % oflaughter is caused by jokes/ funny stories.
- May have begun as sign of (8) _ _ _ _ _ _ after a dangerous situation.
·- Nowadays, may help to develop (9) _ _ _ _ _ _ within a group.
- Connected to (IO) _ _ _ _ _ _ (e.g. use of humor by politicians or bosses)
- May be related to male/ female differences (e.g.women laugh more at male speakers)
- May be used in a ( 11) _ _ _ _ _ _ way to keep someone out of a _group.
Your answers:
1
6. - -- - - ---- 9. - - -- - - - - - -
7. - -- - - - - - - 10. _ _ _ _ _ _ _ __
8. - - - - - - - - - 11. _ __ _ _ _ _ _ __
Part 3. Listen to the lecture and decide if the follow ing statem
ents are Tor F. The recording
will be played TWICE. (10 pts)
12. The lectures aim to raise students' awareness of psychological featur
es in learning process.
13. Theory of multiple intelligence appeared before Gardner's theor
y.
14. A person with kinaesthetic intelligence is good at bodily motion.
15. Being ·sensitive to others' feelings is known as interpersonal intell
igence.
16. Visually intelligent learners like learning through diagrams.
Your answers:
\ 12. \B. 1
14.
1
15. \ 16.
2
Part 1. Choose the best answer A, B, c, or D to complete the following sentences. Write your
answers in the corresponding numbered boxes. (20 pts)
1. The picking of the fruit, _ _ _, takes about a week.
A. whose work they receive no money. B. as they receive no money for that work
C. for which work they receive no money D. they receive no money for it
2. I'm afraid that the herring we had for dinner has given me _ __
A. sickness B. indisposition C. infection D. 'in4igestion
3. Architectural pressure groups fought unsuccessfully to save a terrace of eighteenth century
houses from___ , ·
A. disruption B. abolition C. demolition D. dismantling
4.The manager's future _ _ _ whether the team wins or loses this one game.
A. stems from B. rests on C. derives·from D. counts on
5. Never buy anything second-hand. I bought a second-hand fridge a month and it was
11. \ 5. \ 6. \ 9. I10.
111. 112. 115. \ 16. \ 19. 20.
Part 2. Give the correct form of each bracketed word in the following passages. Write your
answers in the corresponding numbered boxes. (10 pts)
Passage 1. In a class ofyour own
Like any form of education, the (1. TEACH) ____ course has its advantages as
well as its drawbacks. On the o~ hand, you are (2. AUTONOMY) ____; no classroom,
no timetable and so no risk of getting a bad attendance record. You are able to study at your
own pace; at home, in the car or wherever your Walkman takes you. On the other hand, can
you really trust yourself to be (3. SUFFICE) ____ motivated without some form of
external stimulus?
I procrastinated dreadfully before beginning my first Spanish course. I made coffee, did
domestic chores that were anything but (4. PRESS) ____ ; I even watched daytime
television. But, once I got started, I found the course surprisingly engaging. The multimedia
formats, colourful textbooks and imaginative teaching methods all drew me into the
excitement of learning a new language.
Of course, if your aim is (5. EXPERT) ____ in the language, nothing can beat
actually going to the country concerned. Round-the-clock immersion is clearly always going to
be more effective than the odd half hour with a set tapes. But that odd half hour wi!l give you
an invaluable hea,d start when you step out onto the streets.
Passage 2
Complaining can be used constructively, for example to draw attention to inefficiency
but all too often in western society it consists of (6. SOCIAL) ____ moaning and
groaning which leads to mistrust and unnecessary arguments within relationships. So it is
refreshing to liv~ in a society where people do not complain. By western standards, the
islanders, diet is plain and monotonous but thanks to plentiful fish, none of the islanders suffer
from (7. NUTRIENT ) ____. Feasts are popular social occasions, but if the fish is (8. DO)
_____ or the rice proven to be (9. EAT) _ _ _ _, nobody complains. Similarly; in
restaurants, if the waiter brings the wrong dish or the bill is (10. CALCULAT E) ____, the
error is pointed out with a calm smile, not a surly frown.
Your answesr:
1. - - - - - - - - - - - 6. - - - -
-------
2. - - - - - - - - - - - 7. _____ ______
3. - - - - - - - - - - - 8. - - - - - - - - - - -
4. _ _ _ _ _ _ _ _ _ __
9. - - - - - - - - - - -
5. - - - - - - - - - - - 10. - - - - - - - - - - -
4
Part 3. Identify 10 errors in the following passage and correct them, (0) has been done as an
example. Write your answers in the correspondinf! numbered boxes. (10 pts).
Line
0 The role of the traditional zoo, inheriting from the 19th century, has undergone a
1 dramatic shift. A growing recognition that zoos ought to be in the vanguard of the fight
2 for the devastation of our natural world has begun a zoologic revolution. The change
3 occurred in the 1960s, when the Jersey zoo was set up to breed endangered species. As
4 a result, the breeding of animals in captive has become a complex science, with zoos
5 around the world co-ordinate their efforts to avoid the genetic dangers of in-breeding
6 small populations. ;
7 The answer for the question of whether zoos can have much impact on the
8 preservation of endangered species is probab!y minimal. Zoos do not focus their
9 education efforts on those people in the strongest positions to affect _the future of the
10 wildlife being exhibited. For the most part, conservation education is targeted at
11 children and other non-decision makers in a process too slow or too far away to address
12 the extinction crisis which exists now. Furthermore, the efforts of zoos to inform
13 lawmakers and government authorities are usually low-key or un-existent. Campaigns
14 are more likely to be for an animal exhibit other than for the existence of the animal
15 itself.
16 Nevertheless , it does not do to address the future from a foundation of pessimism. A
17 vision of the future is embraced in which the human population has leveled off at about
18 8.8 billion and wherein human effects upon the environment have been tethered and
19 considerable wildlife remain. It certainly will not be as rich or abundant as today's
20 wildlife, but with substantially diversity, numbers of more or less wild ecosystems, and
21 the zoos' work, this vision can become reality.
Your answers:
Line Mistakes Corrections
0 inheriting inherited
' .
Your answers:
I 4. I5.
I~: \ 9. 110.
Part 2. For queslions 1-8, read the extract below and decide which answer (A, B, C or D)
best fits each gap. (8 pts)
GREENHOUSE GAS ALERT
Friday 10 May 2013 was a climate (1) ___ inhuman history. It was the day when
data released by the carbon dioxide (2) ___ stations at Mauna Loa revealed that the
greenhouse gas h~d reached its highest level for more than three million years. The 400 ppm
barrier which was last broken during the Pliocene era, is regarded as an indication that the
increase in global average temperature is approaching the (3) ___ of no return.
Although the catastrophic consequences of climate change do not appear to be just
round the :(4) _ _ _, various regions across the world are already feeling the effects of rising
temperatures. Wet and cold spells during European summers, for example, have been (5)
- - - to changes in the .high-level jet stream winds caused by melting sea ice in the Arctic,
which has now ( 6) _ _ _ to its wwest level.
Despite views to the (7) ___, the rising carbon dioxide levels are cause for concern.
If this warning sign goes unheeded, we are in danger of (8) _ _ _ the climate clock to a time
when humans did not roam this planet.
1. How does the writer explain why young people could face some problems when they use
social media?
A. They spend more time than they should on social media sites.
B. They cannot control their use of social media sites well enough.
C. Th_ey are unaware of the ways in which others use social media sites.
D. Their use of social media sites and mobile phones has increased
2. The writer suggests that there is a problem between parents and their children because
parents ___ ._,
A. do not understand the technology behind social media sites
B. take little interest in their children's online behaviour
C. feel excluded from their children's online lives
D. do not understand the relationship between children's online and offline lives
3. The writer suggests it may be dangerous for young people to access online health
information because - - -
A. they can get information without saying who they are
B. the information they find may not be correct
C. they may refuse to share the information they find with their parents
D. they may not be able to find the information they need
4. In the sixth paragraph, the writer suggests that young social media users who feel socially
excluded may _ __
A. ,give away more personal information than they should
B. be at risk of becoming seriously depressed
C. loek for advice and support on unreliable wedsites
D. tell lies about themselves and other people
5. The writer uses the term 'digital footprint' to refer to _ __
A. a permanent account of someone's contributions to a social media site
B. a list of places someone has visited
C. the information that someone wishes to keep private
Part 4. You are going to read an introduction to a book. Seven paragraphs have been
removed from the extract. Choose from the paragraphs A-H the one which fits each gap (1-
7). There is one extra paragraph which you do not need to use. (7 pts)
If you work for an advertising agency, the early years of the 1990s may well have been the
toughest of your professional life. The recession in business was bad enough. It was longer,
deeper and more severe than anticipated by even the most pessimistic, hitting industrialised
nations as h~d as anything else for thirty years.
8
1.
---
Eve~ single business in the country was affected, some the vehicle and building trades -
findmg themselves 30 per cent down. A lot of people - a lot of companies in a lot of countries
s~ffered. Of course, advertising people are scarcely unique in losing their jobs in such difficult
times, but of all those still in employment, they often feel particularly under pressure.
2. _ __
And yet, alongside these psychological and fmancial imperatives lies an almost paradoxical
ri~e in the perceived importance of the marketing process. The notion that companies should
be making sure they are producing services and goods that their customers want, as opposed to
merely what it is convenient for them to provide, is not a new one. Still, it's scarcely unfair to
say that it has been only over the past ten or fifteen years that many companies seem to have
put the idea intentionally, rather than fortuitously, into practice. .
3. ---
All these things have pleasingly increased the status of marketing people, while simultaneously
adding to their burden. Marketing is increasingly regarded as that which it is not: a universal
panacea. With approximately half of most marketing budgets being spent on advertising,
there's some truth in saying that the buck then stops with the ad-people. It is certainly true that
if the 80s was the decade in which advertising never had it so good, the start of the 90s saw the
industry enduring its worst. downturn for a generation. This was, of course, partly a direct
consequence of the economic climate at the time.
4. _ __
And, generally, in the absence of concrete, convincing and quantitative evidence to the
contrary, they had to conclude that the benefits of advertising might be questionable. At a time
"'.hen enthusiasm to account for every dollar spent was naturally high, it was simply not clear
enough to many client companies exactly what they were getting for the large sums of money
they were spending, exactly what return they were seeing on their investment. Advertising -
ever a business to excite the suspicions of the sceptic - wa_s, as a consequence, more than ever
before on trial.
5. _ __
Now, while none of this should elicit sympathy for a thoroughly tough business, it does mean
that many of those advertising people still in work continue to face precisely the same
problems as their clients: how to do more with less. If this is, in itself, sufficiently trying, a
number of other factors have made the production of effective advertising particularly difficult.
.
6. - - -
These inclade, for example, the dramatic demographic changes facing much of the West; the
burgeoning power of the retailer; the changing needs and desires of consumers; the rise of
sponsorship; the increasingly onerous legal restrictions on advertising. And, of course, for
some companies there is the new challenge of advertising abroad. Together with the economic
situation, it is these matters which have forced many of those responsible for advertising to
revisit Lord Leverhulme's commonplace that: 'Only half my advertising works. The trouble is I
don't know which half. Because now more than ever before, the pressure is on to increase the
proportion of advertising that works.
7. - - -
9
This means that while conferences and seminars may provide some useful information, the
books currently available on advertising, and how to do it, really don't. Those that are available
tend to treat the process of producing advertising with too much respect. To give the
impression that the work advertising agencies produce is invariably of the highest quality,
deeply considered and remarkable value for money, is neither true nor likely to help those
employees of the client company who are ultimately responsible.
Missing paragraphs
A. Thus, client companies almost everywhere took the view of one of their leaders quoted in
the British trade 'magazine Campaign: "We want better strategies, better targeting, better
creativity, better media placement, better thinking. We aim to ensure we get advertising
agencies' best people on our business and then ensure they are motivated to work their fingers
to the bone, producing outstanding work for us.
B. The consequ~nces have been that marketing activities have at last begun to be given the
attention they deserve by management, that these people have acquired a little learning about
the subject, and that a few brands have actually begun to be genuinely marketed.
C. Ultimately, the poverty of the current advertising scene is due to the nature of the
relationship between agencies and their clients. The best way of getting better advertising lles
partly in improving this, and partly in adopting a more empirical approach to the whole
advertising process.
D. However, there was also evidence of more deep seated change which would not simply be
waved away as, and when, economic prospects brightened. The fact was that while this
recession naturally caused potential clients to review, reconsider and often cut their budgets at
the time, it also made them examine more closely than ever before the economics of
advertising.
E. It is not terribly surprising that, at the moment, help for those who want or need to do just
that is far from freely available. ·Generally, companies and the advertising agencies they use
have been far too busy simply coping with these circumstances to wish to talk or write about
them, while th(?se that have succeeded in keeping their heads above water are often
understandably anxious to keep the secrets of their success to themselves.
F. Seen, as they are, to spearhead efforts to support the bottom line, they suppose themselves
to be under close enough scrutiny from their colleagues, let alone their bosses. Moreover, they
are also faced with the very considerable problem of increasingly being asked to do their ever
more difficult jobs with smaller and smaller budgets. They have been told that less must be
more.
G. Some of these are a direct consequence of the recession discussed earlier: the controversy
over production costs, and the disinclination to take the sort of risks that are ironically often
the essence of good advertising. Other events would have happened irrespective of local or
global economic conditions.
H. In Britain, it meant in 1991 alone that while gross domestic product (GDP) declined,
.
interest rates remained punitively high, consumer spending on almost everything other than
10
staples fell, more than half a million people lost their jobs, and some 75,000 homes were
repossessed.
Your answers:
Our brains are busier than ever before. We're assaulted with facts, pseudo facts, jibber-jabber,
and rumour, all posing as information. Trying to figure out what you need to know and what
you can ignore is exhausting. At the same time, we are all doing more. Thirty years ago, travel
agents made our airline reservations and salespeople helped us find what we needed in shops.
Now we do most things ourselves. We're doing a broad spectrum of tasks while still trying to
keep up with our lives, our families, our hobbies and our favourite TV shows, and helping us
do all this is our smartphones. They play a pivotal role - part of the 21st-century mania for
cramming everything we do into every single spare moment of downtime. ·
But there's a fly in the ointment. Although we think we're multitasking - doing several things at
once-and making a good job of it, this is a powerful illusion. Now new research shows that the
mind can easily deal with two separate tasks at the same time, because it can channel them into
the two separate parts of the front of the brain. However, when a third activity was introduced
the mind became overloaded. Earl Miller, a neuroscientist at MIT and wo!ld expert on divided
attention, says that our brains are 'not wired to multitask well... When · people think they're
multitasking, they're actually just switching from one task to another very rapidly. And every
time they do, there's a cognitive cost in doing so'. So we're not actually keeping a lot of balls in
the air like expert jugglers; we're more like amateur plate spinners, frantically switching from
one task to another, ignoring the one that's not right in. front of us but worried it'll come
crashing down any minute. Even though we think we're getting a lot done, ironically,
multitasking makes us demonstrably less efficient.
Multitasking has been found to increase the production of the stress hormone cortisol as well
as the fight-or flight hormone adrenaline, which can overstimulate your brain and cause mental
fog or scrambled thinking. Multitasking creates a dopamine-addiction feedback loop,
effectively rewarding the brain for losing focus and for constantly searching for external
stimulation. To make matters worse, the area of the brain known as the prefrontal cortex has a
novelty bias, meaning that its attention can be easily hijacked by something new - the
proverbial shiny objects that we use to entice infants, for example. The irony here for those of
us who are trying to focus amid competing activities is clear, the very brain region we need to
rely on for staying on task is easily distracted.
'
Just having the opportunity to multitask is detrimental to cognitive performance. Glenn
Wilson, former visiting. professor of psychology at Gresham College, London, calls it info-
mania. His research found that being in situations where you're making a concerted effort to
concentrate on a task as an email sits unread in your inbox reduces your effective Intelligence
11
Quotient (IQ) by almost 1O points. Wilson showed that the cognitive losses from multitasking
are even greater than the cognitive losses from taking certain drugs.
Russ Poldrack, a neuroscientist at Stanford, found that learning information while multitasking
causes the new information to go to the wrong part of the brain. If students do their homework
and watch TV at the same time, for instance, the information from their schoolwork goes into
the striatum, a region specialised for storing new procedures and skills, as opposed to facts and
ideas. Without the distraction of TV, the information goes into the hippocampus, where it's
organised and categorised in a variety of ways, making it easier to retrieve.
To make matters worse, lots of multitasking requires decision-making: Do I answer this text
message or ignore it? How do I respond to this? It turns out that decision-making is also very
hard on our neural resources and that little decisions appear to take up. as much energy as big
ones. One of the first things we ·1ose is impulse control. This rapidly spirals into a depleted
state in which, after making lots of insignificant decisions, we can end up making truly bad
decisions about something important.
In discussing information overload with Fortune 500 leaders, top scientists, writers, students
and business owners, email comes up again and again as a problem. It's not a philosophical
objection to email itself, but rather the mind-numbing number of communications that come
in. When the 10-year-old son of my neuroscience colleague Jeff Mogil at McGill University
was asked what his father does for a living. he responded, 'He answers emails'. Jeff admitted
after some thought that it's not so far from the truth. Workers in government, the arts, and
industry report that the sheer volume of email they receive is overwhelming. taking a huge bite
out of their day hot only in terms of answering them, but also prioritising which ones to
answer. We feel obliged to reply our emails, but it seems impossible to do so and get anything
else done.
Questions 1-4
.
Do the following statements reflect the claims of the writer in the reading passage?
1. People are making greater demands on their time than ever before.
2. The smartphone has become an indispensible device for our careers.
3. People have incorrect beliefs regarding their ability to multitask well.
4. The maximum number of tasks the mind can deal with successfully at a given time to
achieve a desired outcome is three.
I~: I~:
Part 6. You are going to read about the experiences and opinions offive educators online
courses and learning. For questions 1-10, match the information with a suitable section (A-
E). The sections may be chosen more than once. (10 pts)
ONLINE STUDY
A. Educators have known for 30 years that students perform better when given one-on-one
tutoring and mastery learning - working on a subject until it is masteres, not just until a test is
scheduled. Success also requires motivation, whether from an inner drive or from parents,
mentors or peers. For years my colleagues and I have given srtificial-intelligence courses: we
lectured, assigned homework and gave everyone the same exam at the same time. Each
semester just 5 to 10 per cent of students regularly engaged in deep discussion; the rest were
more passive. We felt there had to be a better way, so we created a free online course, which
was completed by only 23,000 participants of an initial 'intake' of 100,000. Our second
scheme was more successful as we made learning happen actively. This helped us increase
motivation and keep attention from wavering, both of which led us to a: much lower dropout
rate. For our class. Teachers analyzed the data generated by student participation, but an
artificial-intelligence system could perform this function and then make recommendations for
what a student could try next to improve.
13
. lectur. es.
r--
f B. Today stud en.t s• m
Despite there being 20
• mos c
to
t
300
las sro
stu
om
den
s
ts
sit
in
, list
the
en
roo
and take no
m,
. tes
. wh ile a pro fes sor
_there 1s _httle or no hu ma n mt
eract10n.
students
firs t opp ort uni ty to get rea l mformat10n ~n ho w we~J the
Exams often offer the s a Jack of understandmg _o~ a bas
te concep~, the
dge . If the exa m ide nti fie
digested the knowle
anc ed con cep t. Vir tua l too ls are prov1dmg an opportumty to
adv
class still moves on to a more ble onl ine , cla ss time can be freed for discus
sion,
lec tur e is ava ila
rethink this methodology. If a lec tur e is rem ov ed from class time and
~e ~a ve
-le d exp lor atio n. If a
peer-tutoring or professor we can ent er the realm of 'blend~d
lea rm ng . In
exe rci ses and dia gno stic ,
on-demand adaptive m. Rath~r tha n
ng rea lity , the pro fes sor 's role is mo ved up the value cha
the blended lerani
ing , wr itin g exa ms and gra din g them, th~y can mt era ct
lec tur
spending the bulk of their time sit- and -lis ten passivity, teachers will me nto
r and
n enf orc ing a
with their students. Rather tha rat e of lea rning- the mo st valuable skill of
all.
tak e con tro l of the ir
challenge their students to
. . A ne w m? del
ies hav e the pot ent ial to tra nsform Indian hig her education
C. Digital technolog all y and com bm ed
ve ope n onl ine cou rse s (M OOCs) that are dev elo ped loc
built around ma ssi
siti es abr oad cou ld del ive r hig her edu cat ion on a scale and at
with those provided by top univer me nte d wit h online cla sse s before, bu t
the ir
. Ind ia has exp eri
a quality not po,ssible before cou ntr y began usi ng the int ern et to
distribute
l. A dec ade ago , the
impact has been J,nargina nt- funded initiative, the Na tio nal
Pro gra m on
cou rse s und er a gov ern me
video and Web-based created ov er 900 courses, foc
used ma inl y on
ced Le arn ing . De vel ope rs
Technology Enhan lim ite d int era cti vit y
eri ng wit h abo ut 40 hou rs of introduction each. With
science and eng ine
s fai led to attr act a lar ge bo dy of students. No w, tho ug h,
rse
and uneven quality, these cou sen se of ho w a lecture cou ld be res tru ctu red
int o
dem ics a bet ter
MOOCs have given Indian aca era cti vity to eng age stu den ts mo re
eff ect ive ly.
me nts wit h hig her int
short, self-contained seg , but , wh at is really nee ded is the rig
ht mo del to
p in the rig ht dir ect ion
This appears to be a ste ade of experience in this spa
ce and a vib ran t
Ind ian con tex t. Wi th a dec
use MO OC s in an n.
technology ecosystem, Ind ia wi
ll mo st likely find its wa y very soo
mo de s
ital res our ces lik e vid eo, int eractive mu ltim edi a and ne w
D. The rapid evolution of dig we can and sho uld do wh en we are fac
e-t o-f ace
us to rei ma gin e wh at
of assessment challenges rse s on cellular me tab oli sm , for
ins tan ce, I
I dev elo p onl ine cou
with ou r students. As and appropriate em bed ded ass ess
me nts wi ll
ble nd of ani ma tio n
hypothesise that the t pro tio n of my
int ric aci es of ele ctr on tra nsfer mo re effectively tha n tha e
communicate the
ng cla ss ass ign me nts to inc lude bo th rea din g and on lin
nci
traditional lecture. Af ter rebala wo rkl oad , I no net hel ess gai n tim e wi th my
the sam e ove ral l
materials, while -maintaining all y ana lys e -the me tab oli c con seq uen ces
of
dis cus s and cri tic
students in the classroom to der lyi ng this pro gre ss is the aw are nes
s tha t
ctr on tra nsf er. Un
experimentally disrupting ele yet kn ow ho w bes t to har nes s the eno
rm ou s
and tha t we do no t
experimentation is the key -ca mp us learning. Th is is wh y eve ry cou
rse or
ine rev olu tio n for on
positive potential of the onl nen t wh ere stu den t pro gre ss is me
asu red .
oci ate d res ear ch com po
module should hav e a ass
to gra de
in? edu cat io~ for the wo rse and on e of its du bio us use s is
E. Technol_ogy i_s !ransform sof tw are to sco re wr itte n tes t ans we rs as
ma chi nes
pan ies are usm g
essays. Ma jor tes tm g com t eva lua te the im agi nat ive use
of lan gu age .
can work faster ~a n tea che rs. !f ow eve r,_ the y can no
nd s to bes t at
rn to wr ite acc ord mg to the formula tha t the ma chi ne res po
Thus, students w1I1 lea agination. Worse ' the tea che
r wi ll ab an d on th e
acc ura cy, cre ati vit y and im
the expense bof f ct·mg what the students write and will be less inf on ne d abo ut h th
som e use of technolog:wis ~~
. . rea
im po rta nt JO o
lity of edu cat ion . A mo re wo rri
think. Tha_t is a loss for the qua Wh o nee ds all th. pe rso na1
ula t10 n and sto rag e of per s6n al, confidential dat a an a cloud. 1s
accum · · b · the go al is to cre ate bet ter pro du cts
d h g sha red ? Ad vo cat es say tha t
• .j:'_ •
m1ormat10n an w y 1s 1t em
14
for individual students. Critics believe that the infonnation will be given or sold to vendors,
who will use it to market products to children and their parents.
the reason why more data is required to make the best use of computer-based
learning 2.
!
digital resources leading to the standardisation of student learning 3.
.. .. . . .. .. . . . . . . . .. . ............................................................................................ .
~
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . .
.
.. . . . .. . .. .. . . . .. .. .. . . . .. .. . .. . .. . ... . . . . .. . . ... . . .. . . .. . .. . .. . . . . . .. . . . . . . . . . .... .. .. . . . . . . . . . . . .. . . . . . . . . . . . . . .
............................................................
' ......................................................
. . .. . . . . .. . . . . . . . . . .. . . . .. . .. .. . . . . . . .. . .. .. ... . . . . . .. . .. . .. . . . ... . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .. . .. . . . . .. .. .. .. . . . . . . . . .. . . . . . . .. . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .. . .
. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . .. . .. .. . . .. . . . . . . . .. . . . . . .. . . . . . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .
.
. . . . . . . . . . . . . . . .. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . ... .. . .. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .. . ... . .. . . . . .. . . . . . . . . . . . . . . . . .. .. . . . . .. . . . . . . . . . . .. . . . . .. . . . . .. . .. . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .. . . . . . . .. . . . . . . . . . . . . . . . . . .. . . .. . . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .. . . . . . . . . . . . . . .. .. . . . . .
Part 2. The table below gives tht: information about wheat exports in three different countries
from 2010 to 2015. Summarize the information by selecting and reporting the main features,
and make comparisons where relevant. Write at least 150 words. (20 points)
- 16
WHEA T EXPO RTS 2010 - 2015 (in millions of tons)
30
25
20
15 ◄-France
~Can ada
10 r - - - - - - - - - - - - - ----= =~+--- ;;;;;;;; ;;;;;;;: .;=--
- - - -_.,_E uropea n Community
0
2010 2011 2012 2013 2014 2015
························································································································..........................................
.......................................................................
················································································································ ························································
·································································
17
.......................... .................................................... ............................................................. .......,.................................................. .
.........................................................................................................................................................................................................................................
············································································································•·1.• •········
............................................................................. .................................................................
. ......................... ................................................................................................................................... .
. . ............................................................................ ......................... .
18