READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.
The Last True Know-It-AU
Thomas Young (1773-1829) contributed 63 articles to the Encyclopedia Britannica, including 46 biographical entries (mostly on scientists and classicists) and substantial essays on “Bridge,” “Chromatics,” “Egypt,” “Languages” and “Tides”. Was someone who could write authoritatively about so many subjects a polymath, a genius or a dilettante? In an ambitious new biography, Andrew Robinson argues that Young is a good contender for the epitaph “the last man who knew everything.” Young has competition, however: The phrase, which Robinson takes for his title, also serves as the subtitle of two other recent biographies: Leonard Warren’s 1998 life of paleontologist Joseph Leidy (1823-1891) and Paula Findlen’s 2004 book on Athanasius Kircher (1602-1680), another polymath.
Young, of course, did more than write encyclopedia entries. He presented his first paper to the Royal Society of London at the age of 20 and was elected a Fellow a week after his 21st birthday. In the paper, Young explained the process of accommodation in the human eye —on how the eye focuses properly on objects at varying distances. Young hypothesized that this was achieved by changes in the shape of the lens. Young also theorized that light traveled in waves and ho believed that, to account for the ability to see in color, there must be three receptors in the eye corresponding to the three “principal colors” to which the retina could respond: red, green, violet. All these hypotheses Were subsequently proved to be correct.
Later in his life, when he was in his forties, Young was instrumental in cracking the code that unlocked the unknown script on the Rosetta Stone, a tablet that was “found” in Egypt by the Napoleonic army in 1799. The stone contains text in three alphabets: Greek, something unrecognizable and Egyptian hieroglyphs. The unrecognizable script is now known as demotic and, as Young deduced, is related directly to hieroglyphic. His initial work on this appeared in his Britannica entry on Egypt. In another entry, he coined the term Indo-European to describe the family of languages spoken throughout most of Europe and northern India. These are the landmark achievements of a man who was a child prodigy and who, unlike many remarkable children, did not disappear into oblivion as an adult.
Born in 1773 in Somerset in England, Young lived from an early age with his maternal grandfather, eventually leaving to attend boarding school. He had devoured books from the age of two, and through his own initiative, he excelled at Latin, Greek, mathematics and natural philosophy. After leaving school, he was greatly encouraged by his mother’s uncle, Richard Brocklesby, a physician and Fellow of the Royal Society. Following Brocklesby’s lead, Young decided to pursue a career in medicine. He studied in London, following the medical circuit, and then moved on to more formal education in Edinburgh, Gottingen and Cambridge. After completing his medical training at the University of Cambridge in 1808, Young set up practice as a physician in London. He soon became a Fellow of the Royal College of Physicians and a few years later was appointed physician at St. George’s Hospital.
Young’s skill as a physician, however, did not equal his skill as a scholar of natural philosophy or linguistics. Earlier, in 1801, he had been appointed to a professorship of natural philosophy at the Royal Institution, where he delivered as many as 60 lectures in a year. These were published in two volumes in 1807. In 1804 Young had become secretary to the Royal Society, a post he would hold until his death. His opinions were sought on civic and national matters, such as the introduction of gas lighting to London and methods of ship construction. From 1819 he was superintendent of the Nautical Almanac and secretary to the Board of Longitude. From 1824 to 1829 he was physician to and inspector of calculations for the Palladian Insurance Company. Between 1816 and 1825 he contributed his many and various entries to the Encyclopedia Britannica, and throughout his career, he authored numerous books, essays and papers.
Young is a perfect subject for a biography — perfect, but daunting. Few men contributed so much to so many technical fields. Robinson’s aim is to introduce non-scientists to Young’s work and life. He succeeds, providing clear expositions of the technical material (especially that on optics and Egyptian hieroglyphs). Some readers of this book will, like Robinson, find Young’s accomplishments impressive; others will see him as some historians have —as a dilettante. Yet despite the rich material presented in this book, readers will not end up knowing Young personally. We catch glimpses of a playful Young, doodling Greek and Latin phrases in his notes on medical lectures and translating the verses that a young lady had written on the walls of a summerhouse into Greek elegiacs. Young was introduced into elite society, attended the theatre and learned to dance and play the flute. In addition, he was an accomplished horseman. However, his personal life looks pale next to his vibrant career and studies.
Young married Eliza Maxwell in 1804, and according to Robinson, “their marriage was a happy one and she appreciated his work,” Almost all we know about her is that she sustained her husband through some rancorous disputes about optics and that she worried about money when his medical career was slow to take off. Very little evidence survives about the complexities of Young’s relationships with his mother and father. Robinson does not credit them, or anyone else, with shaping Young’s extraordinary mind. Despite the lack of details concerning Young’s relationships, however, anyone interested in what it means to be a genius should read this book.
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-7 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN If there is no information on this
1 ‘The last man who knew everything’ has also been claimed to other people.
2 All Young’s articles were published in Encyclopedia Britannica.
3 Like others, Young wasn’t so brilliant when growing up.
4 Young’s talent as a doctor surpassed his other skills.
5 Young’s advice was sought by people responsible for local and national issues.
6 Young took part in various social pastimes.
7 Young suffered from a disease in his later years.
Answer the questions below.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.
8 How many life stories did Young write for the Encyclopedia Britannica?
9 What aspect of scientific research did Young focus on in his first academic paper?
10 What name did Young introduce to refer to a group of languages?
11 Who inspired Young to start his medical studies?
12 Where did Young get a teaching position?
13 What contribution did Young make to London?
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.
Can Scientists tell us:
What happiness is?
Economists accept that if people describe themselves as happy, then they are happy. However, psychologists differentiate between levels of happiness. The most immediate type involves a feeling; pleasure or joy. But sometimes happiness is a judgment that life is satisfying, and does not imply an emotional state. Esteemed psychologist Martin Seligman has spearheaded an effort to study the science of happiness. The bad news is that we’re not wired to be happy. The good news is that we can do something about it. Since its origins in a Leipzig laboratory 130 years ago, psychology has had little to say about goodness and contentment. Mostly psychologists have concerned themselves with weakness and misery. There are libraries full of theories about why we get sad, worried, and angry. It hasn’t been respectable science to study what happens when lives go well. Positive experiences, such as joy, kindness, altruism and heroism, have mainly been ignored. For every 100 psychology papers dealing with anxiety or depression, only one concerns a positive trait.
A few pioneers in experimental psychology bucked the trend. Professor Alice Isen of Cornell University and colleagues have demonstrated how positive emotions make people think faster and more creatively. Showing how easy it is to give people an intellectual boost, Isen divided doctors making a tricky diagnosis into three groups: one received candy, one read humanistic statements about medicine, one was a control group. The doctors who had candy displayed the most creative thinking and worked more efficiently. Inspired by Isen and others, Seligman got stuck in. He raised millions of dollars of research money and funded 50 research groups involving 150 scientists across the world. Four positive psychology centres opened, decorated in cheerful colours and furnished with sofas and baby-sitters. There were get-togethers on Mexican beaches where psychologists would snorkel and eat fajitas, then form “pods” to discuss subjects such as wonder and awe. A thousand therapists were coached in the new science.
But critics are demanding answers to big questions. What is the point of defining levels of haziness and classifying the virtues? Aren’t these concepts vague and impossible to pin down? Can you justify spending funds to research positive states when there are problems such as famine, flood and epidemic depression to be solved? Seligman knows his work can be belittled alongside trite notions such as “the power of positive thinking”. His plan to stop the new science floating “on the waves of self- improvement fashion” is to make sure it is anchored to positive philosophy above, and to positive biology below.
And this takes us back to our evolutionary past Homo sapiens evolved during the Pleistocene era (1.8 m to 10,000 years ago), a time of hardship and turmoil. It was the Ice Age, and our ancestors endured long freezes as glaciers formed, then ferocious floods as the ice masses melted. We shared the planet with terrifying creatures such as mammoths, elephant-sized ground sloths and sabre-toothed cats. But by the end of the Pleistocene, all these animals were extinct. Humans, on the other hand, had evolved large brains and used their intelligence to make fire and sophisticated tools, to develop talk and social rituals. Survival in a time of adversity forged our brains into a persistent mould. Professor Seligman says: “Because our brain evolved during a time of ice, flood and famine, we have a catastrophic brain. The way the brain works is looking for what’s wrong. The problem is, that worked in the Pleistocene era. It favoured you, but it doesn’t work in the modem world”.
Although most people rate themselves as happy, there is a wealth of evidence to show that negative thinking is deeply ingrained in the human psyche. Experiments show that we remember failures more vividly than success. We dwell on what went badly, not what went well. Of the six universal emotions, four anger, fear, disgust and sadness are negative and only one, joy, is positive. (The sixth, surprise, is neutral). According to the psychologist Daniel Nettle, author of Happiness, and one of the Royal Institution lectures, the negative emotion each tells us “something bad has happened” and suggest a different course of action.
What is it about the structure of the brain that underlies our bias towards negative thinking? And is there a biology of joy? At Iowa University, neuroscientist studied what happens when people are shown pleasant and unpleasant pictures. When subjects see landscapes or dolphins playing, part of the frontal lobe of the brain becomes active. But when they are shown unpleasant images a bird covered in oil, or a dead soldier with part of his face missing the response comes from more primitive parts of the brain. The ability to feel negative emotions derives from an ancient danger-recognition system formed early in the brain’s evolution. The pre-frontal cortex, which registers happiness, is the part used for higher thinking, an area that evolved later in human history.
Our difficulty, according to Daniel Nettle, is that the brain systems for liking and wanting are separate. Wanting involves two ancient regions the amygdala and the nucleus accumbens that communicate using the chemical dopamine to form the brain’s reward system. They are involved in anticipating the pleasure of eating and in addiction to drugs. A rat will press a bar repeatedly， ignoring sexually available partners, to receive electrical stimulation of the “wanting” parts of the brain. But having received brain stimulation, the rat eats more but shows no sign of enjoying the food it craved. In humans, a drug like nicotine produces much craving but little pleasure.
In essence, what the biology lesson tells us is that negative emotions are fundamental to the human condition and it’s no wonder they are difficult to eradicate. At the same time, by a trick of nature, our brains are designed to crave but never really achieve lasting happiness.
The reading Passage has seven paragraphs A-H.
Which paragraph contains the following information?
Write the correct letter A-H, in boxes 14-20 on your answer sheet.
14 An experiment involving dividing several groups one of which received positive icon
15 Review of a poorly researched psychology area
16 Contrast being made about the brains’ action as response to positive or negative stimulus
17 The skeptical attitude toward the research seemed to be a waste of fund
18 a substance that produces much wanting instead of much liking
19 a conclusion that lasting happiness is hardly obtained because of the nature of brains
20 One description that listed the human emotional categories.
Complete the following summary of the paragraphs of Reading Passage
Using NO MORE THAN FOUR WORDS from the Reading Passage for each answer.
Write your answers in boxes 21-25 on your answer sheet.
A few pioneers in experimental psychology study what happens when lives go well. Professor Alice divided doctors, making a tricky experiment, into three groups: besides the one control group, the other two either are asked to read humanistic statements about drugs or received 21……………………… The latter displayed the most creative thinking and worked more efficiently. Since critics are questioning the significance of the 22……………………… for both levels of happiness and classification for the virtues. Professor Seligman countered in an evolutional theory: survival in a time of adversity forged our brains into the way of thinking for what’s wrong because we have a 23………………………….
There is bountiful of evidence to show that negative thinking is deeply built in the human psyche. Later, at Iowa University, neuroscientists studied the active parts in brains to contrast when people are shown pleasant and unpleasant pictures. When positive images like 24………………………… are shown, part of the frontal lobe of the brain becomes active. But when they are shown unpleasant image, the response comes from 25………………………… of the brain.
Choose the correct letter, A, B, C or D.
Write your answers in boxes 26 on your answer sheet.
According to Daniel Nettle in the last two paragraphs, what is true as the scientists can tell us about happiness
A Brain systems always mix liking and wanting together.
B Negative emotions can be easily rid of if we think positively.
C Happiness is like nicotine we are craving for but get little pleasure.
D The inner mechanism of human brains does not assist us to achieve durable happiness
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.
Grimm’s Fairy Tales
The Brothers Grimm, Jacob and Wilhelm, named their story collection Children’s and Household Tales and published the first of its seven editions in Germany in 1812. The table of contents reads like an A-list of fairy-tale celebrities: Cinderella, Sleeping Beauty, Snow White, Little Red Riding Hood, Rapunzel, Rumpelstiltskin, Hansel and Gretel, the Frog King. Drawn mostly from oral narratives, the 210 stories in die Grimm’s’ collection represent an anthology of fairy tales, animal fables, rustic farces, and religious allegories that remain unrivalled to this day.
Such lasting fame would have shocked the humble Grimms. During their lifetimes the collection sold modestly in Germany, at first only a few hundred copies a year. The early editions were not even aimed at children. The brothers initially refused to consider illustrations, and scholarly footnotes took up almost as much space as the tales themselves. Jacob and Wilhelm viewed themselves as patriotic folklorists, not as entertainers of children. They began their work at a time when Germany had been overrun by the French under Napoleon, who was intent on suppressing local culture. As young, workaholic scholars, single and sharing a cramped flat, the Brothers Grimm undertook the fairy-tale collection with the goal of serving the endangered oral tradition of Germany.
For much of the 19th century teachers, parents, and religious figures, particularly in the United States, deplored the Grimms’ collection for its raw, uncivilized content. Offended adults objected to the gruesome punishments inflicted on the stories’ villains. In the original “Snow White” the evil stepmother is forced to dance in red-hot iron shoes until she falls down dead. Even today some protective parents shy from the Grimms’ tales because of their reputation for violence.
Despite its sometimes rocky reception, Children’s and Household Tales gradually took root with the public. The brothers had not foreseen that the appearance of their work would coincide with a great flowering of children’s literature in Europe. English publishers led the way, issuing high-quality picture books such as Jack and the Beanstalk and handsome folktale collections, all to satisfy a newly literate audience seeking virtuous material for the nursery. Once the Brothers Grimm sighted this new public, they set about refining and softening their tales, which had originated centuries earlier as earthy peasant fare. In the Grimms’ hands, cruel mothers became nasty stepmothers, unmarried lovers were made chaste, and the incestuous father was recast as the devil.
In the 20th century the Grimms’ fairy tales have come to rule the bookshelves of children’s bedrooms. The stories read like dreams come true: handsome lads and beautiful damsels, armed with magic, triumph over giants and witches and wild beasts. They outwit mean, selfish adults. Inevitably the boy and girl fall in love and live happily ever after. And parents keep reading because they approve of the finger-wagging lessons inserted into the stories: keep your promises, don’t talk to strangers, work hard, obey your parents. According to the Grimms, the collection served as “a manual of manners”.
Altogether some 40 persons delivered tales to the Grimms. Many of the storytellers came to the Grimms’ house in Kassel. The brothers particularly welcomed the visits of Dorothea Viehmann, a widow who walked to town to sell produce from her garden. An innkeeper daughter, Viehmann had grown up listening to stories from travellers on the road to Frankfurt. Among her treasure was “Aschenputtel” -Cinderella. Marie Hassenpflug was a 20-year-old friend of their sister, Charlotte, from a well-bred, French-speaking family. Marie’s wonderful stories blended motifs from the oral tradition and from Perrault’s influential 1697 book, Tales of My Mother Goose, which contained elaborate versions of “Little Red Riding Hood”, “Snow White”, and “Sleeping Beauty”, among others. Many of these had been adapted from earlier Italian tales.
Given that the origins of many of the Grimm fairy tales reach throughout Europe and into the Middle East and Orient, the question must be asked: How German are the Grimm tales? Very, says scholar Heinz Rolleke. Love of the underdog, rustic simplicity, creative energy—these are Teutonic traits. The coarse texture of life during medieval times in Germany, when many of the tales entered the oral tradition, also coloured the narratives. Throughout Europe, children were often neglected and abandoned, like Hansel and Gretel. Accused witches were burned at the stake, like the evil mother-in-law in “The Six Swans”. “The cruelty in the stories was not the Grimm’s fantasy”, Rolleke points out” It reflected the law-and-order system of the old times”.
The editorial fingerprints left by the Grimms betray the specific values of 19th-century Christian, bourgeois German society. But that has not stopped the tales from being embraced by almost every culture and nationality in the world. What accounts for this widespread, enduring popularity? Bernhard Lauer points to the “universal style” of the writing, you have no concrete descriptions of the land, or the clothes, or the forest, or the castles. It makes the stories timeless and placeless,” The tales allow us to express ‘our utopian longings’,” says Jack Zipes of the University of Minnesota, whose 1987 translation of the complete fairy tales captures the rustic vigour of the original text. They show a striving for happiness that none of us knows but that we sense is possible. We can identify with the heroes of the tales and become in our mind the masters and mistresses of our own destinies.”
Fairy tales provide a workout for the unconscious, psychoanalysts maintain. Bruno Bettelheim famously promoted the therapeutic of the Grimms’ stories, calling fairy tales the “great comforters. By confronting fears and phobias, symbolized by witches, heartless stepmothers, and hungry wolves, children find they can master their anxieties. Bettelheim’s theory continues to be hotly debated. But most young readers aren’t interested in exercising their unconsciousness. The Grimm tales, in fact, please in an infinite number of ways, something about them seems to mirror whatever moods or interests we bring to our reading of them. The flexibility of interpretation suits them for almost any time and any culture.
Do the following statements agree with the information given in Reading Passage 1?
In boxes 27-32 on your answer sheet, write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
27 The Grimm brothers believed they would achieve international fame.
28 The Grimm brothers were forced to work in secret.
29 Some parents today still think Grimm fairy tales are not suitable for children.
30 The first edition of Grimm’s fairy tales sold more widely in England than in Germany.
31 Adults like reading Grimm’s fairy tales for reasons different from those of children.
32 The Grimm brothers based the story “Cinderella” on the life of Dorothea Viehmann
Choose the correct letter, A, B, C or D.
Write your answers in boxes 33-35 on your answer sheet.
33 In paragraph 4, what changes happened at that time in Europe?
A Literacy levels of the population increased.
B The development of printing technology made it easier to publish.
C Schools were open to children.
D People were fond of collecting superb picture books.
34 What changes did the Grimm Brothers make in later editions?
A They made the stories shorter.
B They used more oral language.
C The content of the tales became less violent.
D They found other origins of the tales.
35 What did Marie Hassenpflug contribute to the Grimm’s Fairy tales?
A She wrote stories.
B She discussed the stories with them.
C She translated a popular book for the brothers using her talent for languages.
D She told the oral stories that were based on traditional Italian stories.
Complete the following summary of the paragraphs of Reading Passage
Using NO MORE THAN TWO WORDS from the Reading Passage for each answer.
Write your answers in boxes 36-40 on your answer sheet.
36 Heinz Rolleke said the Grimm’s tales are “German” because the tales
37 Heinz Rolleke said the abandoned children in tales
38 Bernhard Lauer said the writing style of the Grimm brothers is universal because they
39 Jack Zipes said the pursuit of happiness in the tales means they
40 Bruno Bettelheim said the therapeutic value of the tales means that the fairy tales
A reflect what life was like at that time
B help children deal with their problems
C demonstrate the outdated system
D tell of the simplicity of life in the German countryside
E encourage people to believe that they can do anything
F recognize the heroes in the real life
G contribute to the belief in nature power
H avoid details about characters’ social settings.
4. NOT GIVEN
7. NOT GIVEN
9. humaneye/ human eye accommodation
11. Richard Brocklesby
12. Royal Institution
13. gas lighting
23. a catastrophic brain
24. landscapes or dolphins playing
25. (more) primitive parts
28. NOT GIVEN
30. NOT GIVEN
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