EX 1 - Reading and Use of English Part 6

You are going to read an article about what makes a good manager. Seven sentences have been removed from the article. Choose from the
sentences A-H the one which fits each gap (9-15). There is one extra sentence which you do not need to use.

Being a good manager of people requires excellent communication and interpersonal skills. All people are different and in a working environment
there will always be a great mix of personalities and skills. 1_____ Like with everything in life though, experience brings knowledge and in my
many years as both an employee and a manager in various charity organisations I have come to recognise the qualities and skills which make an
efficient manager.

I've worked with lots of different people in the past and I think I have experienced all sorts of different types of manager. There are those who are
very controlling and always telling you what to do while at the other extreme there are others who are nowhere to be seen. 2_____ I think it's
important to let people work on their own and not interfere too much; ideally you want to promote assertiveness and self-confidence in your
workers and if you are always watching over them and checking up on them they will not develop these skills. At the same time it is not helpful to
leave your workers completely alone. The manager is there to oversee things and make sure everything runs smoothly, if employees have a
problem or need help they should always be able to ask for it, and the manager should be able to provide it. A line manager who is not available to
staff when they need them is of no use at all.

To be an effective manager I think it is important to be optimistic and able to instil a positive attitude in the workforce; the worst kind of manager
is one who allows or even encourages a bad feeling in the workplace. 3_____ As a result we all lacked confidence in the whole organisation and
the office became a very negative environment to work in. It's a manager's responsibility to keep workers spirits high and create a pleasant
atmosphere. Having a naturally optimistic and friendly personality helps.

The best types of managers are those who can accept the responsibility they have been given. If something goes wrong a good manager will take
the blame; they are responsible for the team and if the team, or any individual within it, is not performing well then it is ultimately the manager's
fault. 4_____ They must also then do all they can to solve any unsatisfactory situations and deal with dissatisfaction from higher up in the
organisation on the team's behalf.

One thing which managers often do not do enough is give praise. Praise is a very effective management tool and should be exploited as much as
possible. 5_____ Managers who give a lot of praise are also in a much better situation to criticise when work is not of a satisfactory standard. It
is important that employees receive positive as well as negative feedback on their performance; the more feedback there is the more aware
workers will be of what is expected of them and positive feedback helps increase motivation. Connected to this last point is the ability to judge on
merit. Managers must be able to separate their personal feelings for individuals from their assessment of their work. It is really important to see
team members' actions objectively. Any feelings of favouritism or discrimination can be very harmful to the team.

Managers need to be able to recognise the strengths and weaknesses of their employees and use them appropriately. This includes recognising
their own strengths and weaknesses. 6_____ Managers need to be flexible in their approach to assigning work so that tasks are assigned to those
best suited to doing them. I have worked for an organisation where work was given to individuals based on the time of the day they were available
to work rather than their personal expertise; this not only resulted in the jobs not being done well, and therefore reduced efficiency, but also great
dissatisfaction among workers and clients. For example, someone with excellent computer skills but poor public speaking skills should not be
asked to go into schools and universities to give presentations. At the same time it is essential to share knowledge and experience so that the team
as a whole develop existing skills and individuals learn new ones. 7_____ As the manager learns new skills and gains useful information it is
important that they share it with the team. The manager should not be doing tasks which could be done equally well by someone less qualified than
themselves. Where possible managers should delegate and occupy themselves with higher level activities. However, it is also important that in
times of crisis or when the team is exceptionally busy, the manager should not feel themselves too important to join in and do whatever job is
necessary to help the situation.

Finally, empathy is an enormously important quality when working as a manager of people. The basic rule of 'treat others as you would expect
others to treat you' is fundamental. It's important to try to put yourself in your colleagues' situation and try and appreciate how they are feeling and
then act accordingly.

A This includes the manager passing on what they know.

B They should never promise anything that is not possible as this will lead to disappointment and undermine confidence in the company.
C Now that I work as a manager myself I try to be neither too controlling nor too distant.
D Efficiently managing a team of people is no easy task and there will be many challenging moments.
E In the past I have worked in an office where my line manager was constantly complaining about and criticising the directors of the company.
F Managers should look for examples of good work and congratulate workers accordingly.
G Managers choose and develop their team and so must accept responsibility for the bad as well as the good results of their efforts.
H An efficient team makes the most of all the skills different individuals bring to it.

1D 2C 3E 4G 5F 6H 7A
EX 2 - Use the word given in capitals at the end of some of the lines to form a word that fits the gap in the same line. There is an example at the
beginning (0).
Many people would like to know how to improve their (0) ___. There are INTELLIGENT __intelligence_________
several (1) ___ things you can do in order to achieve this. Try to eat more PRACTICE _____________________
fish, especially oily fish such as sardines. Scientists believe that this will help you
to remember things more (2) ___ . Some people also believe that eating EASY _____________________
vegetables will keep your brain cells (3) ___. It's important to make HEALTH _____________________
sure you get enough exercise, and enough sleep. You could also take up something
(4) ___, such as painting or drawing, as things like this develop the ART _____________________
(5) ___ power of your brain. No matter what your age, it's important to CREATE _____________________
keep on using your brain, and to look for (6) ___ which will stimulate it. ACT _____________________
If you're not sure how to do this, you could give some (7) ___ to joining THINK _____________________
an evening class. You could learn how to improve your computer skills, or learn a
new language. If you do decide to do this, try to use new and (8) ___ ways USUAL _____________________
of recording the vocabulary from your lessons, to help you to (9) ___ the MEMORY _____________________
new words and expressions that you meet, so that you can remember them without
any (10) ___ when you need them. DIFFICULT _____________________

EX 3 - You are going to read an article about different kinds of amnesia. For questions 1-15, choose from the people A-D. The people may
be chosen more than once.
Which person
may have reacted to stress at work?
1
had had medical treatment that caused the memory problem?
2
seemed to be suffering from another medical condition?
3
had had an accident? 4
has only forgotten the events of one day? 5
enjoyed doing something which was also beneficial? 6
cannot remember relatives or past experiences? 7
must have confronted considerable danger? 8
will never get better? 9
is now thinking about many important issues? 10
did something no one had expected? 11
had been exercising just before the problem started? 12
could not offer an explanation of what happened? 13
has had to make a completely new start? 14
was found in the water? 15

Amnesia is the subject of many books and films and fascinates us all but stories of real-life amnesiacs are also stories of suffering.
A Hannah Upp - One August morning, a twenty-three-year-old schoolteacher went jogging. That is the last thing that Hannah Upp says she remembers
before she was rescued from New York Harbor almost three weeks later. She disappeared the day before the start of term, leaving behind her wallet and her
mobile phone. Was she running away from an overly demanding job? Escaping from a city that can overwhelm many people? What did she eat? Where did
she sleep? How on earth did she survive for so long without money or any identification in one of the world's biggest cities? Miss Upp is as much in the
dark about all this as anyone else. While she was recovering after her rescue she was told that she was suffering from 'disassociative fugue', a rare form of
amnesia that causes people to forget their identity. The condition can last from a few hours to years. It happens suddenly and, without warning, can end just
as suddenly and has no physical cause. 'It has all been very weird,' Miss Upp said. 'It's definitely made me reconsider everything. Who was I before? Who
was I then? Who am I now?'
B Scott Bolzan - The videos show scenes from a full and prosperous life: a couple getting married, bringing up their children and going on family
holidays. They're precious memories. But the man who lived them cannot remember any of them. In fact, Scott Bolzan has no memory of any part of his
life story. He has an extreme case of what is known as 'severe retrograde amnesia'. He slipped and hit his head on the hard flooring of a bathroom and can
remember nothing that happened before that. Over the past sixteen months, he has had to re-meet family and friends, re-learn his life story and rebuild a
sense of identity. Doctors could find no physical explanation for his rare condition at first. 'Then they worked out that I have no blood flow going to the
right temporal lobe of my brain,' said Bolzan. This is where all long-term memory is stored. Sadly, he'll never recover. But he continues one day at a time,
to create memories that will, hopefully, last a lifetime.
C Ralph Gilbert - Susan Gilbert thought her husband Ralph had had a stroke. What else could cause a healthy person suddenly to become disorientated
and confused? More than eight hours after the onset of his symptoms Ralph was diagnosed with 'transient global amnesia', a temporary condition that
affects a small percentage of people every year. There was no warning. He had been lifting weights to fill in time before going out to lunch with Susan's
parents. The amnesia came only moments after he finished his workout. He couldn't remember where he and Susan were going and had dressed himself in
clothes he claimed he had never seen before. In hospital, although he remembered who Susan was and his own name, he didn't remember being taken
there. Ralph was allowed to go home that same evening by which time his memory had, for the most part returned, except for the previous eight hours.
That has forever been erased.
D Henry Gustav Molaison - Henry Gustav Molaison became the most studied patient in the history of brain science after an operation in 1953 left him
unable to form new memories. Mr Molaison performed memory tests, filled in questionnaires and sat for brain scans each time as if for the first time. In
between it all he did puzzles, hundreds and hundreds of them. In one experiment crosswords were used to test Mr Molaison's capacity to learn new facts.
The researchers found that he was just as good at solving puzzles as healthy people his own age if he could draw on what he'd learned in the years before
the operation. Mr Molaison stunned researchers over the years by learning some new facts. In particular, he seemed to be able to update pre-1953
memories. 'One thing I found out is that I fool around a lot with crossword puzzles,' he said. 'And it helps me, in a way.' 'It helps you remember?' his doctor
asked. It did, he said. And, he added, 'You have fun while doing it too.'

KEYS ex 2: PRACTICAL EASILY HEALTHY ARTISTIC CREATIVE ACTIONS THOUGHT UNUSUAL MEMORIZE DIFFICULTY
KEYS ex 3: 1 A 2 D 3 C 4 B 5 C 6 D 7 B 8 A 9 B 10 A 11 D 12 C 13 A 14 B 15 A
EX 4 - For questions 1-8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the
gap in the same line. There is an example at the beginning (0).

It's often said that no two people are exactly (0) ___ , but according LIKE ___alike______________
to one (1) ___ theory, we all share one of 16 distinct personality PSYCHOLOGY _____________________
types, which are formed by several (2) ___ of personality traits. COMBINE _____________________
(3) ___ can be made between personality and left- or right COMPARE _____________________
handedness. Most people are born with a (4) ___ for one hand, and PREFER _____________________
all of us are born with a personality type. Experts say that we (5) ___ TYPICAL _____________________
develop our personality type through the course of our lives in (6) ___ RESPOND _____________________
to our (7) ___ and experiences - school or work, for example. SURROUND _____________________
However, it should be emphasised that personality type doesn't explain
everything about us and that the (8) ___ of people with the same BEHAVE _____________________
personality type can differ hugely.

EX 5 - You are going to read a magazine article in which four university students talk about becoming interested in particular subjects
when they were at school. For questions 1-15, choose from the students (A-D). The students may be chosen more than once. When more
than one answer is required, these may be given in any order.

Which student
had previously doubted their own ability in that subject? 1
was surprised how quickly the time seemed to pass? 2
became interested in a mysterious event? 3
enjoyed being somewhere that few people visited? 4
later went on to specialise in that subject? 5
found a particular lesson at school very interesting? 6
7
mentions the respect they have for a particular teacher?
8
I did not mind bad weather while they were studying? 9
had difficulty making a decision? 10
tried unsuccessfully to persuade someone to participate in something? 11
regretted not taking any food to the place they went? 12
found one particular book useful? 13
always made notes of what they saw? 14 15
had to do some background research?

A Saskia Werner - I was just 14 and my English teacher had asked me to write an essay about my home, so I decided to go down to the library to
find out more about the big old house we were living in. I found several references to it, including a story in the press, a century ago, about a rich
man who lived there but one day suddenly disappeared, never to be seen again. Excited by this discovery, I asked my elder brother whether he
wanted to help me find out more, but he said he was too busy. So I carried on alone, and soon I found myself fascinated by what was happening
locally at that time. Following that I gradually became more interested in history generally, and I'm actually doing a degree in it now. That's
something which might surprise the history teacher I had in third year, who gave me low marks for just about every piece of work I did.
B Chen Liang - I'd never really made much effort in biology, usually doing just enough to get over half marks in tests and exams, and I was happy
enough with that. But that suddenly began to change in fifth year, when I started on a project that involved studying the wildlife of a local pond
over a three-month period. I was amazed by the variety of plants and small creatures there, and I would spend hours just sitting watching the
changes taking place as winter turned to spring, writing up everything as it happened. I hardly ever saw anyone else there, which was fine by me
and in fact it was part of the appeal of the place, and I was as unconcerned by rain or snow as the ducks seemed to be. Sometimes I would suddenly
realise it was getting late, that I'd been there for hours without noticing it, and I'd wish I had some sandwiches with me instead of having to go
home for dinner. It was my own special place, and it was very important to me at that age.
C Malik Iqbal - I didn't like physics much at that age so I wasn't very interested when I heard we were going to study mechanical energy. But one
day the teacher came into the classroom and said we would be studying motor vehicles. I suddenly started to pay attention, because there was an
old motorbike on my uncle's farm and I knew he'd let me use it off the road if it could be repaired. Before then I wasn't completely sure how
engines worked, but by the time the bell went I felt I had enough confidence to have a go at fixing it. In the end, with the constant help of a
technical manual, I managed it, and I had great fun riding around the fields there. My new-found interest in a branch of physics meant that a few
years later I had to think long and hard before choosing which science to do at university, though in the end I went for chemistry.
D Soledad Vega - We were on a field trip up in the mountains and I was getting pretty fed up with being wet and cold, so it was a relief when we
entered a cave system which formed a natural shelter from the wind and rain outside. For homework, our teacher had told us to read up as much as
we could about the formation and structure of these caves, but nothing could have prepared me for the amazing shapes and colours when we
actually went underground, or the incredible scale of everything there. I realise now she must have chosen that place as somewhere that would
really impress teenagers, perhaps awaken our interest in that branch of geography, and she deserves great credit for that. Going there made me
think about things like the rain wearing down the rock and shaping the landscape over millions of years, and before long I was taking a real interest
in geography, which until then I'd always assumed I was no good at.
Keys ex 4: PSYCHOLOGICAL COMBINATIONS COMPARISONS PREFERENCE TYPICALLY RESPONSE SURROUNDING BEHAVIOUR
Keys ex 5: 1 D 2 B 3 A 4 B 5 A 6 C 7 D 8 B 9 C 10 A 11 B 12 C 13 B 14 A 15 C
EX 6 - You’re going to read a magazine article about intelligence. Eight sentences have been removed from the article. Choose from the
sentences A – I the one which fits each gap (1 – 7). There is one extra sentence which you do not need to use. There is an example at the
beginning.

The days when all you needed to make a living was sufficient physical strength to bring in the harvest are long gone. To survive today you need to
be educated to rocket scientist level just to program a video recorder, make sense of a public transport timetable, or follow a complicated plot on
TV.
0 - I
But what exactly is intelligence? Are there ways of getting smarter, or are you stuck with what you were born with? There aren't any easy answers.
Despite the progress that has been made in genetics and psychology, human intelligence has remained one of the most controversial areas of
modern science.
1-
Robert Plomin of the Institute of Psychiatry in London and his colleagues in the US have been looking into genetic make-up.
From their research, they have established that a slightly different gene is more common in those with a high IQ. Plomin analysed DNA from two
groups of 51 children aged between six and 15. What he found was that the first group had an IQ of 136, putting them in the top 5% of the
population, while the other group had an average IQ of 103. An analysis of their genes revealed that 32% of children in the higher group had the
gene in question, while only 16% in the second group did.
2-
He suggests that there are probably many genes that contribute to intelligence, rather than just one.
If you were born with a full set of intelligence-enhancing genes, then you'd expect to be very clever indeed. But just how important are genes in
intelligence? Most of the early research depended on measuring the IQs of identical twins who had grown up separately. The argument was that if
intelligence was 100% inherited, both twins would have the same IQ, no matter how different their backgrounds.
3-
Since it is difficult to find many who have been separated at birth, recent studies have concentrated on adopted children instead. One does suggest
that adopted children become increasingly like their biological parents as they get older. In the past, the idea that intelligence is mainly inherited
became an excuse for prejudice and discrimination. The concept of IQ itself was first developed a century ago by French psychologist Alfred
Binet.
4-
IQ measures something called general intelligence, testing word and number skills, as well as spatial ability.
Several studies have shown a strong link between IQ and career success, although some psychologists remain unconvinced about this.
5-
'The people with the highest IQs are not usually the ones who do best in their careers, but there's a big business out there with occupational
psychologists offering all kinds of selection tests for companies. They won't go away because there's a lot of money to be made. But intelligence
is not like temperature, and you cannot measure it in the same way. It's much more complicated than that.'
Many psychologists now believe that when it comes to intelligence, IQ isn't everything. Many alternative views have been put forward recently.
6-
This offers a much broader view than the IQ theory, including creativity and communication skills as relevant factors in intelligence. Tony Buzan,
brain expert and author of Master your Memory, is enthusiastic about this belief, arguing that true geniuses do indeed appear to combine high
levels of each type of intelligence.
7-
At the same time, Buzan believes that everyone can develop their intelligence, if only they take the trouble to exercise their brain. Perhaps there's
hope for us all!

A This may seem remote from everyday concerns, but does illustrate what the human brain is capable of.
B One example is the idea of 'multiple intelligences', which was developed in the 1980s by Harvard psychologist Howard Gardner.
C The tests were meant to select bright but socially-disadvantaged children, to ensure that they got a good education.
D Until now, that is, for the discovery of a gene linked to intelligence has made the experts think again.
E He lists Alexander the Great, Pablo Picasso and Albert Einstein as examples.
F Professor Michael Rowe, who has written a book called Genius Explained, is one of these.
G However, there is a lot more research to be done, and Plomin himself is cautious at this early stage.
H On the other hand, if differences in their IQs were found, this would point to background or environmental factors.
I In short, what you have in your head has never been more important.

KEYS Ex 6: 1 D 2 G 3 H 4 C 5 F 6 B 7 E
EX 7. Match the most suitable heading ill the list A-I to the corresponding paragraph (1-8). There is an extra heading.

A. What cognitive changes take place with age?
B. The vulnerability of memory
C. Changes in attentional abilities
D. Processing speed
E. What physical changes happen to the brain?
F. The brain changes with age.
G. The brain is a dynamic, not a static, system.
H. Lost connections
I. Categories of intelligence

1. - The brain is a complex organ that is both adaptable and modifiable. Most people notice subtle changes in their cognitive abilities as they get
older. It may take longer to think through a problem or make a calculation. Memory also may be affected. Older adults often report having
increasing difficulty with short-term memory, such as forgetting where they left the car keys. They also may falter as they try to recall someone's
name or a familiar word that is "on the tip of the tongue." There are also physical changes that occur in the brain. The brain shrinks in size, and
brain cells (neurons) in certain areas atrophy or become faulty. These age-related changes are most likely responsible for some of the declines in
cognitive abilities.

2. - Cognition refers to mental processes used for perceiving, remembering, and thinking. Most studies show that, in general, cognitive abilities
are the greatest when people are in their 30s and 40s. Cognitive abilities stay about the same until the late 50s or early 60s, at which point they
begin to decline, but to only a small degree. The effects of cognitive changes are usually not noticed until the 70s and beyond.

3. - One measure of cognitive ability is intelligence. A commonly used system of categorizing intelligence is into "fluid" and "crystallized"
intelligence. Fluid intelligence (also called "native mental ability") is the information processing system. It refers to the ability to think and reason.
It includes the speed with which information can be analysed, and also includes attention and memory capacity. Crystallized intelligence is
accumulated information and vocabulary acquired from school and everyday life. It also includes the application of skills and knowledge to
solving problems. Fluid intelligence is more likely to decline with age than crystallized intelligence. In fact, crystallized intelligence may continue
to improve with age. Many people continue to gain expertise and skills in particular areas throughout life.

4. - Mental processing and reaction time become slower with age. This slowing of information processing speed actually begins in young
adulthood (the late 20s), although imperceptibly at first. By the time people are past 60 or older, they will generally take longer to perform mental
tasks than younger people. In addition to cognitive decline, slowed processing speed has also been linked to a decline in motor function. Older
adults may have less dexterity and coordination than when they were younger. They may walk slower and take a longer time to react.

5. - One popular method for categorizing memory divides it into "implicit" memory and "explicit" memory. Implicit memory is the retention of
skills and reflexes that have been acquired, such as the procedures for driving a car. Implicit memory generally remains intact throughout life.
Explicit memory is the conscious memory of facts and events. These memories are more vulnerable to age-related decline.

6. - Throughout adulthood, there is a gradual reduction in the weight and volume of the brain. This decline is about 2% per decade. While the
brain does shrink in size, it does not do so uniformly. Certain structures are more prone to shrinkage. For example, the hippocampus and the
frontal lobes, two structures involved in memory, often become smaller. This is primarily due to the atrophy of some neurons.

7. - The complexity of the brain is due in part to the intricate system of interconnections between neurons in the different parts of the brain.
Neurons communicate with one another via specialized chemicals called neurotransmitters, of which there are several. Some of the connections
may be lost with age. In addition, levels of two neurotransmitters (acetylcholine and dopamine) are thought to decline with age.

8. - The brain has a great capacity for adaptation, modification, and repair throughout life. The term plasticity refers to the ability of the brain to
modify its structure and function. If one network of neurons is damaged or dies, another network can take over the function. The death of neurons
can also be compensated for by surrounding neurons sprouting new connections to take the place of the lost ones.

Keys ex 7: 1 F 2 A 3 I 4 D 5 B 6 E 7 H 8 G
EX 8 - You are going to read a magazine article on mind mapping, which is a study technique. For questions 1-8, choose the answer (A, B,
C or D) which you think fits best according to the text.

Education is the passport to a good job but unbelievably, more and more young people are leaving school without a good standard of literacy or
numeracy and many are also unable to hold a basic conversation in a foreign language. This is a tough problem that many governments are trying
to solve: in today's world, what you know determines what kind of job you can get and the more you know, the more you earn. The same is true for
English - English is the language of business, the Internet, and travel and without having a reasonable linguistic level, it might be more difficult to
get an international job. But how do you go about learning the language in an effective way? One way you can help yourself learn that tricky
vocabulary is to use a technique called mind mapping.
Mind maps have been used for centuries in learning, memory, brainstorming, visual thinking, and problem solving. The idea of representing ideas
or thoughts diagrammatically is not a new one. As early as the third century, Porphyry of Tyros, a philosopher, produced map-like images to
explain Aristotle's philosophical concepts. In recent times, some of the earliest examples of mind maps were developed by Tony Buzan, a British
psychologist, who claims to have pioneered modern mind mapping. He argues that while traditional pages force readers to scan from left to right,
people actually tend to scan a page in a non-linear fashion. While traditional learning such as taking notes uses very few of the brain's resources,
mind maps use all the skills, combining logic, words, colour and images.
A mind map is often created around a single word and you add associated ideas, concepts, or words. To build a mind map, you first start with a
blank piece of paper on which you draw a picture of the topic or write the topic word you are trying to learn about. You can then draw up to nine
lines representing words or themes connected with the topic, radiating out from the centre. You can add another series of lines, representing
different associated ideas or themes, to the original lines if you wish. You can also use colours, symbols, or arrows to link ideas, depending on how
complex your original topic is.
After years of being regarded with scepticism by educators, mind mapping is currently helping dyslexics write and achieve high marks at school
and university. Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language-related skills. lt may result
in difficulties with reading, time management, sequencing, organising thoughts clearly, and spelling. Yet dyslexics are often innovative, lateral
thinkers, creative, good troubleshooters, and great problem solvers. Mind mapping can help people with dyslexia as it can consist solely of
images.
Philip Chambers, a world mind mapping champion, says that the secret to his success lies in combining Tony Buzan's techniques with what he has
recently learnt about memory. To make sure something you have learnt is retained in your longterm memory, he says it needs to be revised five
times a day after you first learnt it, then a week later, a month later, and then three months later. He says that, 'Less and less do scientists believe
the mind is organised into left- and right-hand sides of the brain,' contrary to what many experts have been saying for years. 'Rather, the brain is
now seen as a black box and there are various skills that are present in that box.'
However, not everyone is a fan of mind mapping and some researchers have found that it has a limited impact on memory. Yet others have found
that learners prefer to use more conventional methods such as taking notes and resist using mind mapping because it is an unfamiliar technique.
Although the scientific community remains divided, mind mapping has proved to be helpful for some students - so why not try it and see if it helps
you to remember what can appear to be illogical collocations.

1 How does the writer feel about teenagers leaving school with few skills?
A critical B indifferent C surprised D sad
2 The writer uses the word 'tricky' (1st paragraph) to show that he thinks learning new vocabulary is
A easy. B difficult. C impossible. D funny.
3 According to the writer, Tony Buzan is
A the inventor of mind mapping. B a writer of books on psychology.
C a user of mind maps. D a person who says he created mind maps.
4 Mind maps use
A the left-hand side of the brain. B the right-hand side of the brain.
C a few of the brain's resources. D a lot of the brain's resources.
5 According to the writer, building a mind map often involves
A using complicated equipment. B using good artistic skills.
C drawing lines from a central circle. D drawing lines between unrelated topics.
6 Teachers think that mind mapping
A can help people who have difficulty spelling. B is a waste of time for most people.
C can help learners draw. D can get students into university.
7 In Philip Chamber's opinion, mind mapping
A made him into a champion. B helps him remember things.
C made him successful in a number of skills. D is the only method that has improved his memory.
8 The writer suggests that mind mapping
A will probably not help you learn new vocabulary. B may be a method to help you learn new vocabulary.
C is the only way to learn new vocabulary. D will definitely help you learn new vocabulary.

Keys ex 8: 1 C 2 B 3 D 4 D 5 C 6 A 7 B 8 B