ENT403

READING ASSIGNMENT

READING TEXT 1
Read this passage carefully and answer the questions that follow.
The Facebook party that became a riot
It began as a plan for a very normal 16th birthday party. Merthe Weusthuis wanted a
quiet celebration with a small group of friends in her family home in the small Dutch
town of Haren. Like many teenagers, she decided to send out invitations via a social
network site. But Merthe made one big mistake: she used open-access settings on
Facebook, so it wasn’t just her friends who could see details of the event, lots of
strangers could too.
The number of invitation acceptances quickly snowballed into an avalanche. Not
marking the event as ‘private’ meant the electronic invitation was eventually seen by
240,000 people, of whom 30,000 confirmed online that they planned to attend. To make
matters worse, an unauthorised campaign was launched to promote the party by means
of a dedicated website and Twitter account, which received hundreds of thousands of
hits. The party became known as ‘Project X Haren’ after the 2012 American film Project
X in which three high school students throw a birthday party that spins out of control.
Video trailers for Merthe’s party were produced, with scenes from Project X edited in,
and they were posted on YouTube. T-shirts featuring Merthe’s face were also made, all
without her knowledge or consent.
Even after Merthe’s parents had cancelled the party, the publicity didn’t stop. Local
media reported on the forthcoming event and teenagers turned up to have their pictures
taken outside the Weusthuis family home. On the evening the party was to have taken
place, about 5,000 teenagers began gathering in Haren, many outside the Weusthuis
house. When it became clear that there was nothing to gatecrash, violence broke out and
500 riot police equipped with helmets, shields and batons were brought in to control the
crowd. Shops in the centre of Haren were vandalised and looted, journalists were
attacked, cars were set on fire or overturned and street signs and lamp posts were
damaged.
However, Facebook was also involved in the clean-up effort in the days after the riot. A
group called ‘Project Clean-X Haren’ was set up to gather and organise volunteers.
Another group named ‘Suspect-X Haren’ was created to help police identify and arrest
the rioters by sharing photos and videos of the event.
A number of other 'Facebook parties’ have spiralled out of control, including the 16th
birthday party of British teenager Bradley McAnulty in April 2012. Bradley had not
posted details of the event on the internet, and had been careful to ask his friends not to,
but somehow the news leaked out and appeared on Blackberry Messenger as well as
Facebook. More than 400 gatecrashers invaded his family home in Poole, Dorset,
causing extensive damage.

1 Merthe Weusthuis made the mistake of ___.

a. using Facebook to organise her birthday celebration
b. letting her friends invite their friends to her party
c. inviting people she did not really like to her party
d. not checking who could see her online invitation

2 The number of confirmed the guests ___.

a. did not reflect the reality
b. got out of control almost immediately
c. was manageable until the Twitter campaign
d. suddenly shot up when people started watching the YouTube video
trailers

3 'Project X Haren' was named after ___.

a. another party in the same area
b. the group who promoted the party online
c. a party video on YouTube
d. a film

4 Local journalists ___.

a. gave the event publicity
b. tried to discourage people from attending
c. gathered outside the house
d. started the violence

5 Violence broke out when ___.

a. teenagers arrived in large numbers
b. people realized there was no party
c. rival gangs turned up
d. gatecrashers saw the riot police

6 After the riot, Facebook was used to ___.

a. plan another party in Haren
b. send messages of support to Merthe and her family
c. help rioters get in contact with each other
d. help the town recover from the violence
7 Bradley McAnulty ___.
a. made the same mistake as Merthe Weusthuis
b. sent invites via Blackberry Messenger
c. had taken steps to prevent problems
d. posted details of the event online

8 In Bradley McAnulty's case, ___.

a. only a small number of people arrived
b. the gatecrashers were well behaved
c. the gatecrashers caused a lot of damage to his home
d. the gatecrashers caused a lot of damage to his town

READING TEXT 2
Read this passage carefully and answer the questions that follow.
I am interested in this job because I am currently looking for an opportunity to use the
skills I learnt in my college. I have recently completed a 16-week part-time accounting
course (AAT Level 2 Certificate). The course covered book-keeping, recording income
and receipts and basic costing. We used a wide range of computer packages, and I
picked up the accounting skills easily. I was able to work alone with very little extra
help. I passed the course with merit. I believe my success was due to my thorough work,
my numeracy skills and my attention to detail. During the course, I had experience of
working to deadlines and working under pressure. Although this was sometimes
stressful, I always completed my work on time.
Unfortunately, the course did not include a work placement, so I have not practiced my
skills in a business setting, and I am now looking for an opportunity to do so. I am
particularly looking for a job in a small company such as yours, as I believe I will be
able to interact with a wider range of people, and as a result, learn more skills. I would
like to progress within a company and gain more responsibilities over the years.
Although I do not have work experience in finance, I have experience in working in an
office environment. Before starting the accounting course, I worked for 6 months in a
recruitment office as a receptionist. My duties involved meeting and greeting clients and
visitors, taking phone calls, audio and copy typing and checking stock. I also had to
keep the petty cash and mail records. Through this work, I developed my verbal and
written communication skills. I had to speak confidently to strangers and deliver clear
messages. I enjoyed working in a team environment. I believe the office appreciated
my friendly manner and efficient work.

1 The candidate has a qualification in accounting.

a. True
b. False
c. Not in text
2 The candidate has worked as an accountant before.
a. True
b. False
c. Not in text

3 The candidate worked with an accounting firm as a receptionist.

a. True
b. False
c. Not in text

4 The candidate has worked as part of a team in an office environment.

a. True
b. False
c. Not in text

5 The candidate has experience of record-keeping.

a. True
b. False
c. Not in text

6 The candidate wants to learn on the job.

a. True
b. False
c. Not in text

7 The candidate has a math qualification.

a. True
b. False
c. Not in text

8 The candidate intends to study a further accounting course.

a. True
b. False
c. Not in text

READING TEXT 3

Read the text below and choose the correct answer.

A few years ago, I worked as an elf at a holiday resort in Lapland, in the north of Sweden.
The resort was in a forest. Visitors and workers stayed in small wooden cabins all around the
forest. There was one large cabin where people ate meals. I started work there in mid-
November and stayed until just after Christmas.
Tourists used to stay at the resort for four days. On the first day, they arrived at the airport and
travelled to the resort by coach. I didn’t have to work until the evening. Sometimes I went
skiing. Then, while the guests had their evening meal, I worked behind the desk in reception.
I helped people find their cabins, told them about the itinerary and sold tickets for extra tours.
I didn’t dress as an elf at that time; I wore the hotel uniform.
On day 2, I and three other elves got up at about eight o’clock. Of course, it was still dark at
that time. In Lapland it gets light at about half past ten during the winter, and it gets dark
again soon after two o’clock. We dressed in our elf costumes and drove across the snow on
skidoos to a cabin in the forest. Inside the cabin, there were huge presents and huge tools.
We had to wrap the presents and pretend to make toys with the tools. There were mirrors in
the cabin windows. These made us look very small. When tourists looked through the
windows, they saw tiny elves using normal-sized tools!
On the third day, we went to a different cabin – Santa’s cabin! This was the day when the
children finally met Father Christmas. The children would meet Santa and get a toy. Then
they came into the elves’ workshop to meet us. This room was full of toys and beautifully
decorated with a Christmas tree. I and the other elves pretended to make toys and chatted to
the children in our own elf language.
The next day, the tourists went home and the next group arrived. I worked on reception
again.
Working as an elf was great fun, and a magical way to spend Christmas!

1 How long did she work at the resort?

a. about 2 weeks
b. about 6 weeks
c. about 10 weeks

2 How many nights did tourists stay at the resort?

a. 3
b. 4
c. 5

3 How did she spend day 1 of the tour?

a. Collecting tourists from the airport
b. Giving skiing lessons
c. Having free time

4 On which days did she wear her elf costume?

a. Days 1, 2 and 3
b. Days 2 and 3
c. Day 2 only
5 At 8 o’clock in the morning it was...outside.
a. very dark.
b. just getting light.
c. light.

6 The mirrors in the cabin...

a. made the elves looked smaller.
b. made the cabins looked bigger.
c. allowed the elves to get ready.

7 On Day 2,...
a. tourists only saw the elves through the cabin window.
b. the elves played with the visitors’ children inside a cabin.
c. the elves had to wrap the children’s gifts.

8 On Day 3,...
a. children met Santa and the elves in the same room.
b. children met Santa and then met the elves.
c. children met the elves and then met Santa.

READING TEXT 4
Read the passage below and choose the correct answer.
INDIANA UNIVERSITY
Intensive English Program
The University Indiana University was founded in 1820 and is one of the oldest and
largest state-sponsored universities in the United States. It is internationally known for
the excellence and variety of its programs. The University has over 100 academic
departments and a fulltime faculty of over 1,500, including members of many academic
societies.
It is located in Bloomington, the cultural and recreational center of southern Indiana in
the mid-western US. Bloomington, a dynamic, safe and culturally-sophisticated town,
has a population of 65,000 (not including university students). It is surrounded by hiUs,
green woodlands and lovely lakes that make this area famous for vacationing.
IEP
The goal of the Indiana University Intensive English Program (IEP) is to increase the
English language skills of non-native English speakers to the level needed for study at a
college or university in the United States. We encourage students to reach this goal as
quickly as possible. Teachers in the IEP are qualified to teach English as a second
language and have taught in the United States and abroad.
Requirements for Admission: All students admitted to the program must have earned a
high school diploma and must show that they or their sponsors are able to pay for their
living expenses and tuition while in the United States. Our application materials will tell
you how much money is needed for each session.
Curriculum
There are seven levels in the IEP. All levels meet for 20-24 classroom hours each week.
Levels One through Five use audio-visual materials, as well as campus computer and
language laboratory resources. These levels concentrate on listening, speaking, writing,
and grammar.
Level Six is a high intermediate academic reading and writing class, which focuses
mainly on writing. After completing Level Six, most students are ready to begin
academic work at a college or university. However, some additional English may be
recommended to help them adjust to their new environment. In Level Seven students
focus on written analysis of authentic texts. This gives them a clear idea of the kind of
work which is required by American universities. At levels Six and Seven, students also
select from a variety of courses in advanced grammar, advanced pronunciation,
business, computer skills, commutation, film, literature, test preparation and the World
Wide Web to their particular needs and interests.
College and University Placement
Graduates of the Center for English Language Training have gone on to pursue careers
in such areas as physics, art, music, chemistry, business, education, and even teaching
English as a foreign language offer careers guidance to qualified students who want to
apply either to Indiana University or to other colleges or universities in the United
States. Admission, however, to the Intensive English Program does not guarantee
admission to specific academic programs at Indiana University.
Housing
There is a wide variety of housing available in Bloomington for both married and single
students on-campus housing is arranged through the IU Halls of Residence. After
receiving your application form, we will send you a campus housing application.
Campus apartments are within walking distance of classes and are on the University
routes. Many off-campus apartments are located near campus or near city bus routes.
Off-campus housing is best arranged after your arrival in Bloomington, but you can
begin your search by browsing the electronic classified ads in the Bloomington Herald
Times.
Extracurricular Activities
Bloomington and Indiana University offer a large variety of recreational activities and
social events. To begin with, soccer, swimming, boating, tennis, racquetball, skiing, and
many other forms of exercise and relaxation are readily available. The internationally-
known Indiana University School of Music presents operas, concerts and ballets on a
regular basis. Concerts on campus range from symphony orchestras to the latest popular
music groups. There are also theater presentations, which include Broadway musicals
and individual performances by famous artists from around the world. We have also
combined education and enjoyment with trips to nearby zoos, museums and nature
centers. At Indiana University, there is never a night without some form of
entertainment!

1 What is said about Indiana University?

a. It is the oldest university in the US.
b. It is the largest university in the mid-western US.
c. It has more than 65,000 students.
d. It is situated in a beautiful spot.

2 Apparently, in order to get on-campus accommodation.....

a. students must fill out a campus housing application form.
b. students must be married.
c. students should come to Bloomington first.
d. students must share a room with other students.

3 Students interested in on-campus accommodation .....

a. can start looking in newspapers.
b. can start looking for apartments on the Internet.
c. can contact the IU Halls of Residence.
d. must arrive in the US first.

4 According to the passage, students staying on campus ......

a. can also take the bus to class.
b. can only walk to class.
c. needn’t go through the IU Halls of Residence.
d. have better rooms than those staying off campus.

5 What does the writer say about the university’s teaching staff?
a. They are non-native English speakers.
b. They have only taught in non-English speaking countries.
c. They encourage non-native English speakers to attend the program.
d. They help students improve their English.

6 What is true about Indiana University?

a. It is located in mid-western Bloomington.
b. Campus concerts cater for different musical tastes.
c. Extra-curricular activities are rather limited.
d. It is attended by foreigners only.

7 Apparently, the IEP is meant for somebody who.....

a. speaks English fluently.
b. is already studying at an American university.
c. comes from a non-English speaking country.
d. plans to live in the US permanently.

8 Students on the IEP .......

a. have to study at least 24 hours per week.
b. have access to lots of entertainment.
c. move on to do a course at Indiana University.
d. usually stay up late at night.

READING TEXT 5
Gabriela worked for a multinational company as a successful project manager in
Brazil and was transferred to manage a team in Sweden. She was excited about her
new role but soon realised that managing her new team would be a challenge.
Despite their friendliness, Gabriela didn't feel respected as a leader. Her new staff
would question her proposals openly in meetings, and when she gave them
instructions on how to carry out a task, they would often go about it in their own
way without checking with her. When she announced her decisions on the project,
they would continue giving their opinions as if it was still up for discussion.
After weeks of frustration, Gabriela emailed her Swedish manager about the issues
she was facing with her team. Her manager simply asked her if she felt her team
was still performing, and what she thought would help her better collaborate with
her team members. Gabriela found her manager vague and didn't feel as if he was
managing the situation satisfactorily.
What Gabriela was experiencing was a cultural clash in expectations. She was
used to a more hierarchical framework where the team leader and manager took
control and gave specific instructions on how things were to be done. This more
directive management style worked well for her and her team in Brazil but did not
transfer well to her new team in Sweden, who were more used to a flatter
hierarchy where decision making was more democratic. When Gabriela took the
issue to her Swedish manager, rather than stepping in with directions about what
to do, her manager took on the role of coach and focused on getting her to come
up with her own solutions instead.
Dutch social psychologist Geert Hofstede uses the concept of 'power distance' to
describe how power is distributed and how hierarchy is perceived in different
cultures. In her previous work environment, Gabriela was used to a high power
distance culture where power and authority are respected and everyone has their
rightful place. In such a culture, leaders make the big decisions and are not often
challenged. Her Swedish team, however, were used to working in a low power
distance culture where subordinates often work together with their bosses to find
solutions and make decisions. Here, leaders act as coaches or mentors who
encourage independent thought and expect to be challenged.
When Gabriela became aware of the cultural differences between her and her
team, she took the initiative to have an open conversation with them about their
feelings about her leadership. Pleased to be asked for their thoughts, Gabriela's
team openly expressed that they were not used to being told what to do. They
enjoyed having more room for initiative and creative freedom. When she told her
team exactly what she needed them to do, they felt that she didn't trust them to do
their job well. They realised that Gabriela was taking it personally when they tried
to challenge or make changes to her decisions, and were able to explain that it was
how they'd always worked.
With a better understanding of the underlying reasons behind each other's
behaviour, Gabriela and her team were able to adapt their way of working.
Gabriela was then able to make adjustments to her management style so as to
better fit the expectations of her team and more effectively motivate her team to
achieve their goals.

1. Gabriela's management style worked well with her team in Brazil but not with
her team in Sweden.
A. True
B. False

2. Gabriela's team questioned her proposals and her decisions because they didn't
trust or respect her.
A. True
B. False

3. Gabriela was satisfied with her Swedish manager's way of dealing with her
problem.
A. True
B. False

4. Gabriela found it helpful to talk openly with her team about the differences in
their expectations.
A. True
B. False
5. Gabriela faced a problem with her Swedish team because her management style
was old-fashioned and wrong for the modern world.
A. True
B. False

6. The author believes that people from high power distance cultures and low
power distance cultures should never work together.
A. True
B. False

READING TEXT 6

Are celebrities bad for you?

Celebrities are everywhere nowadays: on TV, in magazines, online. Is this

preoccupation with famous people harmless fun or is it bad for us? How many
people are truly obsessed with modern media idols? And on the other side of the
coin, can fame be harmful to the celebrities?
Studies suggest that the vast majority of teenagers do not really worship
celebrities. Researchers have identified three kinds of fans. About 15% of young
people have an ‘entertainment-social’ interest. They love chatting about their
favourite celebrities with friends and this does not appear to do any harm.
Another 5% feel that they have an ‘intense-personal’ relationship with a
celebrity. Sometimes they see them as their soulmate and find that they are often
thinking about them, even when they don’t want to. These people are more at risk
from depression and anxiety. If girls in this group idolise a female star with a body
they consider to be perfect, they are more likely to be unhappy with their own
bodies.
That leaves 2% of young people with a ‘borderline-pathological’ interest. They
might say, for example, they would spend several thousand pounds on a paper
plate the celebrity had used, or that they would do something illegal if the celebrity
asked them to. These people are in most danger of being seriously disturbed.
What about the celebrities themselves? A study in the USA tried to measure
narcissism or extreme self-centredness, when feelings of worthlessness and
invisibility are compensated for by turning into the opposite: excessive showing
off. Researchers looked at 200 celebrities, 200 young adults with Masters in
Business Administration (a group known for being narcissistic) and a nationally
representative sample using the same questionnaire. As was expected, the
celebrities were significantly more narcissistic than the MBAs and both groups
were a lot more narcissistic than the general population.
Four kinds of celebrity were included in the sample. The most narcissistic were the
ones who had become famous through reality TV shows – they scored highest on
vanity and willingness to exploit other people. Next came comedians, who scored
highest on exhibitionism and feelings of superiority. Then came actors, and the
least narcissistic were musicians. One interesting result was that there was no
connection between narcissism and the length of time the celebrity had been
famous. This means that becoming famous probably did not make the celebrities
narcissistic – they already were beforehand.
So, what can we learn from this? People who are very successful or famous tend to
be narcissists and are liable to be ruthless, self-seeking workaholics. As we can see
from celebrity magazines, they are also often desperate and lonely. They make
disastrous role models.

1. The article is about whether celebrity culture is harmful, for either the public or

the celebrities themselves.

A. True

A. False

2. 15% of teenagers have an interest in celebrities that probably isn't a cause for

concern.
A. True

A. False

3. Young people who feel they have an 'intense-personal' relationship with a

celebrity do not experience any negative consequences related to it.

A. True

A. False

4. A study found that celebrities were more self-centred than business

administration masters students.

A. True

A. False
5. Celebrities from reality TV were found to be the most vain and exploitative.
A. True

A. False

6. Actors were the least self-obsessed group of celebrities.

A. True

A. False

7. The research concluded that the experience of being a celebrity made people

more narcissistic than they were previously.

A. True

A. False

8. The author says that celebrities tend to exhibit negative qualities and are

therefore not good role models.

A. True

A. False

READING TEXT 7

The end of life on Earth?

It weighed about 10,000 tons, entered the atmosphere at a speed of 64,000km/h

and exploded over a city with a blast of 500 kilotons. But on 15 February 2013, we
were lucky. The meteorite that showered pieces of rock over Chelyabinsk, Russia,
was relatively small, at only about 17 metres wide. Although many people were
injured by falling glass, the damage was nothing compared to what had happened
in Siberia nearly one hundred years ago. Another relatively small object
(approximately 50 metres in diameter) exploded in mid-air over a forest region,
flattening about 80 million trees. If it had exploded over a city such as Moscow or
London, millions of people would have been killed.
By a strange coincidence, the same day that the meteorite terrified the people of
Chelyabinsk, another 50m-wide asteroid passed relatively close to Earth.
 Scientists were expecting that visit and know that the asteroid will return to fly
close by us in 2046, but the Russian meteorite earlier in the day had been too small
for anyone to spot.
Most scientists agree that comets and asteroids pose the biggest natural threat to
human existence. It was probably a large asteroid or comet colliding with Earth
which wiped out the dinosaurs about 65 million years ago. An enormous object,
10 to 16km in diameter, struck the Yucatan region of Mexico with the force of 100
megatons. That is the equivalent of one Hiroshima bomb for every person alive on
Earth today.
Many scientists, including the late Stephen Hawking, say that any comet or
asteroid greater than 20km in diameter that hits Earth will result in the complete
destruction of complex life, including all animals and most plants. As we have
seen, even a much smaller asteroid can cause great damage.
The Earth has been kept fairly safe for the last 65 million years by good fortune
and the massive gravitational field of the planet Jupiter. Our cosmic guardian, with
its stable circular orbit far from the sun, sweeps up and scatters away most of the
dangerous comets and asteroids which might cross Earth’s orbit. After the
Chelyabinsk meteorite, scientists are now monitoring potential hazards even more
carefully but, as far as they know, there is no danger in the foreseeable future.

Types of space rocks

 Comet – a ball of rock and ice that sends out a tail of gas and dust behind it. Bright
comets only appear in our visible night sky about once every ten years.
 Asteroid – a rock a few feet to several kms in diameter. Unlike comets, asteroids
have no tail. Most are too small to cause any damage and burn up in the
atmosphere. They appear to us as ‘shooting stars’.
 Meteoroid – part of an asteroid or comet.
 Meteorite – what a meteoroid is called when it hits Earth.

1.The damage caused by the Russian meteorite ___.

A. could have been much worse
B. was huge
C. was greatly reduced by the early warning system
D. was much worse than the one in Siberia one hundred years ago
2.The Siberian meteorite ___.
A. hit a forest
B. hit a big city
C. caused glass to shower over people
D. damaged trees when it exploded
3. On the same day as the meteorite exploded over Chelyabinsk, ___.
 A. there was another, related, asteroid event
B. there was another, unrelated, asteroid event
C. scientists realised that an even bigger asteroid could hit Earth
D. scientists issued a warning for 2046
4. The Russian meteorite ___.
A. had been predicted by scientists
A. came as a surprise
B. was too small to worry about
C. will come close to Earth again in the future
5. Experts say that comets and asteroids could ___.
A. wipe out all animal life, leaving only plants
A. kill a significant proportion of the Earth's human population
B. put an end to all plant and animal life on Earth
C. cause as much damage as the Hiroshima bomb
6. A small asteroid ___.
A. can still cause a lot of damage
B. is not a problem if it is spotted early
C. cannot cause any significant harm
D. is actually more dangerous than a larger one
7. Earth has been relatively safe thanks to ___.
A. pure luck
B. luck and the protective force of another planet from our solar system
C. early warning systems set up by NASA
D. luck and our position in relation to the sun
8. Scientists say ___.
A. it is impossible to monitor all the potential hazards
B. we are not in any danger for the moment
C. a meteorite is likely to hit Earth sooner or later
D. their early warning systems will protect us

READING TEXT 8

Your digital footprint

Every time you go online you leave a trail. This is just like a real footprint. It
reveals where you’ve been, how long you stayed and what you’ve been doing
there. Every time you register for an online service, send an email, download a
video or upload a photo, the information can be accessed and your digital footprint
can be revealed. This shouldn’t necessarily be worrying but it is advisable to be
aware of your digital footprint and to be cautious and sensible when you are
online.
 Six top tips for taking care of your digital footprint

1. Don’t forget to log off when you leave a website, especially if you are using a
shared computer. If you don’t, someone can easily pretend to be you!
2. Don’t tell anyone your passwords and don’t write them down in an obvious place.
Make them more complex by using a combination of letters, numbers and
punctuation marks.
3. Tell an adult if you come across anything online that makes you upset, anxious or
concerned. There are ways to report inappropriate or abusive content and in most
cases web managers respond rapidly.
4. Remember your favourite websites by using the history button and the bookmark
function on your computer or mobile device. This is a way that your digital
footprint can work in your favour, but remember to clear your browser history
regularly.
5. If you want to post comments online, you don’t have to use your own name.
Invent a nickname to use instead. You can also use a picture instead of a real
photo.
6. Protect your identity online. Be careful about who you share personal information
with and always think twice before sharing details like your email, home address,
school or phone number with someone.

Think about the future

All kinds of people are interested in your digital footprint. It's now quite common
for colleges, universities and employers to check out the online profiles of possible
candidates as part of their application process. There are cases of people having
missed out on jobs and places in college because their digital footprint didn’t
impress the recruiters. So, remember: keep safe, don’t put too much personal
information online and always think carefully before you post something. Ask
yourself, ‘Would I be happy for absolutely everyone to see this?’
1. When you go online, you ...
A. can choose what information is recorded about you.
A. leave a trail showing where you've been and what you've been doing.
B. send information to recruiters.
2. If people search for information about you, they can find your ...
A. bookmarked websites.
B. passwords.
C. digital footprint.
3. Someone could pretend to be you if you don't log off when ...
A. abandoning a site.
B. posting a comment.
C. sharing a photo.
4. You should make your passwords difficult to guess by …
A. using all capital letters.
B. making them complex.
C. including a symbol.
5.If a user reports inappropriate content, ...
A. web managers usually react immediately.
B. recruiters often respond.
C. other users want to read what they have said.
6. You should report abusive remarks on the internet ...
A. if you think they are really serious.
A. in all cases.
B. if you can find the contact and have time.
7. To remember your favourite websites, you can use the ...
A. browser.
A. bookmark function.
B. mobile device.
8.Think carefully before ...
A. sharing your favourite website online.
B. sharing your comments online.
C. sharing personal information online.

READING TEXT 9

FOMO

Everybody knows how important it is for students to get a good night’s sleep
every night. You aren’t able to do your best and keep up with all of your
responsibilities unless you sleep well. I’m sure you already know that you
should go to bed at a reasonable hour. Most experts agree that the optimum
number of hours is eight, and this has been accepted as common sense for as
long as I can remember. However, I was young once and I know that most of
you get much less sleep than that – and in some cases it will be affecting your
schoolwork.

I read an interesting article in a teachers’ magazine recently. They did a study

of 848 students in Wales. Worryingly, the results showed that teenagers are
facing a new problem. They may go to bed and get up at appropriate times but
a growing number are waking up in the middle of the night, not to use the
bathroom or have a snack but because of a new phenomenon: FOMO – fear of
missing out!
According to the article, schoolchildren are suffering because of a growing
trend to wake up during the night to check social media. Afraid of missing a
comment or opportunity to take part in a chat, teenagers are waking at all times
of the night, going online and getting involved. All this when they should be
sound asleep.

Experts are worried about this growing trend and the report reveals some
worrying statistics that I’d like to share with you:

23% of 12 to 15-year-olds wake up nearly every night to use social media.

Another 15% wake up at night once a week for the same reason.
One in three students are constantly tired and unable to function to their full
capacity.
Students who use social media during the night are more likely to suffer from
depression and anxiety.
So, I’d like to ask you to be responsible when it comes to social media. Be
brave! Switch off your devices at night. The world won’t end and your social
media will be waiting to greet you in the morning! I give you my word that you
won't have missed anything important.

1.Students won't be able to perform well at school ...

A. if they have phones in class.
B. unless they use common sense.
C. if they don't sleep well.
2. The writer is worried by ...
A. what he has read in the press.
B. what other teachers have told him.
C. what he is seeing with his pupils.
3. Research shows that schoolchildren are tired because they ...
A. are going to bed very late.
B. are waking up in the middle of the night.
C. are getting up too early in the morning.
4.Fear Of Missing Out is ...
A. anxiety about not having the latest technology.
B. an irrational need to go out all the time.
C. a fear of missing opportunities for interaction on social media.
5.Nearly a quarter of 12 to 15-year-olds wake up to use social media ...
A. once a night, on average.
B. almost every night.
C. once a week.
6.Students who use social media during the night ...
A. have weaker immune systems.
B. do worse in exams.
 C. have a higher incidence of depression and anxiety.

READING TEXT 10

The history of graffiti

The first drawings on walls appeared in caves thousands of years ago. Later
the Ancient Romans and Greeks wrote their names and protest poems on
buildings. Modern graffiti seems to have appeared in Philadelphia in the
early 1960s, and by the late sixties it had reached New York. The new art
form really took off in the 1970s, when people began writing their names,
or ‘tags’, on buildings all over the city. In the mid-seventies it was
sometimes hard to see out of a subway car window, because the trains were
completely covered in spray paintings known as ‘masterpieces’.

In the early days, the ‘taggers’ were part of street gangs who were
concerned with marking their territory. They worked in groups called
‘crews’, and called what they did ‘writing’ – the term ‘graffiti’ was first
used by The New York Times and the novelist Norman Mailer. Art
galleries in New York began buying graffiti in the early seventies. But at
the same time that it began to be regarded as an art form, John Lindsay, the
then mayor of New York, declared the first war on graffiti. By the 1980s it
became much harder to write on subway trains without being caught, and
instead many of the more established graffiti artists began using roofs of
buildings or canvases.

The debate over whether graffiti is art or vandalism is still going on. Peter
Vallone, a New York city councillor, thinks that graffiti done with
permission can be art, but if it is on someone else’s property it becomes a
crime. ‘I have a message for the graffiti vandals out there,’ he said recently.
‘Your freedom of expression ends where my property begins.’ On the other
hand, Felix, a member of the Berlin-based group Reclaim Your City, says
that artists are reclaiming cities for the public from advertisers, and that
graffiti represents freedom and makes cities more vibrant.

For decades graffiti has been a springboard to international fame for a few.
Jean-Michel Basquiat began spraying on the street in the 1970s before
becoming a respected artist in the ’80s. The Frenchman Blek le Rat and the
British artist Banksy have achieved international fame by producing
complex works with stencils, often making political or humorous points.
Works by Banksy have been sold for over £100,000. Graffiti is now
sometimes big business.

1.Why was the seventies an important decade in the history of graffiti?

 A. That was when modern graffiti first appeared.
B. That was when modern graffiti first became really popular.
C. That was when graffiti first reached New York.
2.What is a 'masterpiece' in graffiti?
A. A really high-quality piece of graffiti.
B. A work of graffiti showing the artist's name.
C. A full piece of graffiti, like those seen on subway trains.
3. What was the main motivation for the first taggers?
A. Showing which streets belonged to which gangs.
B. Creating a strong visual identity for their 'crew'.
C. Sending coded messages to other gangs.
4. Who coined the phrase 'graffiti'?
A. New York gangs who had a lot of Italian immigrant members.
B. A newspaper and an author.
C. The man who was the mayor of New York in the late seventies.
5.How did things change after the first war on graffiti?
A. It was considered a more serious crime.
B. Graffiti artists had to find different places to paint.
C. New York looked a lot cleaner.
6.What does New York city councillor Peter Vallone say about graffiti?
A. Graffiti can be good for cities as long as it is tasteful and conveys
positive messages.
B. Graffiti can be beautiful if it is done by a skilled artist.
C. Graffiti is a crime if the artist does not have permission.