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INTO EUROPE Prepare for Modern English Exams Reading and Use Of INTO EUROPE Prepare for Modern English Exams Reading and Use of English INTO EUROPE Series editor: J. Charles Alderson Other volumes in this series: The Speaking Handbook The Writing Handbook Listening Into Europe Prepare for Modern English Exams Reading and Use of English J. Charles Alderson Mária Cseresznyés CONTENTS Acknowledgements 7 PART ONE Introduction 11 Chapter 1 To the Teacher 13 Chapter 2 Reading and Use of English 19 PART TWO Reading 29 Chapter 3 Short-answer questions 31 Chapter 4 Matching headings and questions to text 45 Chapter 5 Matching sentences to gaps in text 77 Chapter 6 Matching clauses to gaps in text 101 Chapter 7 Putting parts of a text in the correct order 135 PART THREE Use of English 153 Chapter 8 Open gap-filling 155 Chapter 9 Banked gap-filling 191 Chapter 10 Multiple choice 229 Chapter 11 Spot the error 249 Chapter 12 Word formation 263 PART FOUR Answer Keys 279 APPENDIX Guidelines for Writers of Reading and Use of English Tests 297 Acknowledgements First and foremost, our heartfelt thanks must go to the inspiration behind this book, and the Project itself, Edit Nagy. Edit is the Project Manager, working in the British Council, but she is also the originator of the British Council's support to Examination Reform in Hungary, its most ardent advocate, its most tireless supporter, its most passionate believer in the importance of quality, quality, quality, and its least recognised architect. Without Edit the Project would never have started, would never have achieved what it has, and without her, this book would not have been conceived, let alone produced. Without Edit, and her devotion to examination reform, from her days in OKSZI and OKI, her contribution to the Hungarian - Dutch exam project and her management of the British Council Project, nothing, but nothing, would have been achieved. Thank you, Edit. Of course, a Project Manager needs a team to manage, and without numerous – almost countless – dedicated individual team members, there could have been no project, no tests, no training courses, no books. Below we list all those individuals who have written items, attended training courses, taken part in Editing Committee meetings, designed teacher-support materials and courses, benchmarked and standard set, and all the other multifarious tasks in examination construction. To you all, we owe a great debt of thanks, and especially to your families and loved ones who have put up with absences on training events when you could have been on holiday, late-night working and accumulated stress for years: thank you all. We are very happy to acknowledge the support of KÁOKSZI, currently responsible for exam reform and its implementation, its former Director, Sarolta Igaz and most especially of Krisztina Szollás, who promoted the cause of quality exam reform when we seemed to have more opponents than friends. We are also extremely grateful to the British Council for its unfaltering support over the years, especially the support of Directors Paul Dick and John Richards, and their able Assistant Directors Ian Marvin, Peter Brown and Nigel Bellingham. We have counted on and benefitted enormously from your support in good times and in bad. We also acknowledge gratefully the support of our consultants, listed below, without whose enormous expertise, experience and encouragement, we would not have got as far as we have. 8 INTO EUROPE Reading and Use of English Without the enthusiastic participation of countless secondary school teachers and their principals and students, we would not have been able to pilot and improve these test tasks: to you, we owe a great deal. And finally to our layout editor Rita Révész, our editors Béla Antal and Gábor Hingyi, and our publishers, thank you for your input, support and encouragement. Without a committed publisher, a book cannot appear. We are privileged to have had the support of the Teleki Foundation, its manager Béla Barabás, and his assistant Viktória Csóra. We hope you are happy with the results. And to you, the reader, thank you for using this book and we hope you enjoy and benefit from the results. PPEOPLE AND INSTITUTIONS British Council Project Manager Nagy Edit KÁOKSZI Project Manager Szollás Krisztina Editing and layout Révész Rita Item writers (whose tasks are in this volume) Gróf Szilvia, Grezsu Katalin, Schultheisz Olga, Cseresznyés Mária, Sándor Ernőné, Dr Fehérváryné Horváth Katalin, Bukta Katalin, Weltler Csilla, Csolákné Bognár Judit, Csépes Ildikó, Hegyközi Zsuzsanna, Nikolov Marianne, Hardiené Molnár Erika, Horváth József, Nyirő Zsuzsanna, Gál Ildikó, Szabó Gábor, Magyar Miklósné, Margittay Lívia, Pércsich Richárd, Ábrahám Károlyné, Dr Kiss Istvánné 9 Other item writers, who took part in the item production, standard setting or made invaluable comments Együd J. Györgyi, Sulyok Andrea, Szabó Kinga, Martsa Sándorné, Lomniczi Ágnes, Barta Éva, Tankó Gyula, Dóczi Brigitta, Nábrádi Katalin, Némethné Hock Ildikó, Lusztig Ágnes, Himmer Éva, Weisz György, Cser Roxane, Tóth Ildikó, Sándor Éva, Berke Ildikó, Czeglédi Csaba, Bojana Petric, Torda Márta, Böhm József, Blasszauer János Editing Committee Philip Glover, Kissné Gulyás Judit, Szollás Krisztina, Cseresznyés Mária, Gróf Szilvia, Nikolov Marianne, Csépes Ildikó, Nyirő Zsuzsanna, Dávid Gergely, Fekete Hajnal OKI English Team leaders Vándor Judit, 1996-1999 Öveges Enikő, 1999-2000 Project consultants Richard West (University of Manchester) Jane Andrews (University of Manchester) John McGovern (Lancaster University) Dianne Wall (Lancaster University) Jayanti Banerjee (Lancaster University) Caroline Clapham (Lancaster University) Nick Saville (Cambridge ESOL) Nick Kenny (Cambridge ESOL) Lucrecia Luque (Cambridge ESOL) Annette Capel (Cambridge ESOL) Hugh Gordon (The Scottish Qualifications Authority) John Francis (The Associated Examining Board) Vita Kalnberzina (Latvia) Ülle Türk (Estonia) Zita Mazuoliene (Lithuania) Stase Skapiene (Lithuania) SCHOOLS TAKING PART IN THE PILOTING OF TASKS Ady Endre Gimnázium, Debrecen; Apáczai Csere János Gimnázium és Szakközépiskola, Pécs; Babits Mihály Gimnázium, Budapest; Batthyányi Lajos Gimnázium, Nagykanizsa; Bencés Gimnázium, Pannonhalma; Berze Nagy János Gimnázium, Gyöngyös; Berzsenyi Dániel Gimnázium, Budapest; Bethlen 10 INTO EUROPE Reading and Use of English Gábor Református Gimnázium, Hódmezővásárhely; Bocskai István Gimnázium és Közgazdasági Szakközépiskola, Szerencs; Boronkay György Műszaki Szakis- kola és Gimnázium, Vác; Bolyai János Gimnázium, Salgótarján; Ciszterci Rend Nagy Lajos Gimnáziuma, Pécs; Deák Ferenc Kéttannyelvű Gimnázium, Szeged; Debreceni Egyetem Kossuth Lajos Gyakorló Gimnáziuma, Debrecen; Dobó István Gimnázium, Eger; Dobó Katalin Gimnázium, Esztergom; ELTE Radnóti Miklós Gyakorló Gimnáziuma, Budapest; ELTE Trefort Ágoston Gyakorló Gim- náziuma, Budapest; Eötvös József Gimnázium, Tata; Fazekas Mihály Fővárosi Gyakorló Gimnázium, Budapest; Gábor Áron Gimnázium, Karcag; Gábor Dénes Gimnázium, Műszaki Szakközépiskola és Kollégium, Szeged; Gárdonyi Géza Gimnázium, Eger; Herman Ottó Gimnázium, Miskolc; Hunfalvy János Gyakorló Kéttannyelvű Közgazdasági és Külkereskedelmi Szakközépiskola, Budapest; I. István Kereskedelmi és Közgazdasági Szakközépiskola, Székesfehérvár; Janus Pannonius Gimnázium, Pécs; JATE Ságvári Endre Gyakorló Gimnázium, Szeged; Karinthy Frigyes Kéttannyelvű Gimnázium, Budapest; Kazinczy Ferenc Gimnázium, Győr; Kereskedelmi és Vendéglátóipari Szakközépiskola, Eger; Kölcsey Ferenc Gimnázium, Zalaegerszeg; Kossuth Lajos Gimnázium, Budapest; Krúdy Gyula Gimnázium, Győr; Krúdy Gyula Gimnázium, Nyíregyháza; Krúdy Gyula Kereskedelmi, Vendéglátóipari Szakközépiskola és Szakiskola, Szeged; Lauder Javne Zsidó Közösségi Iskola, Budapest; Lengyel Gyula Kereskedelmi Szakközépiskola, Budapest; Leőwey Klára Gimnázium, Pécs; Madách Imre Gimnázium, Vác; Mecsekaljai Oktatási és Sportközpont, Pécs; Mikszáth Kálmán Gimnázium, Pásztó; Móricz Zsigmond Gimnázium, Budapest; Németh László Gimnázium, Budapest; Neumann János Közgazda- sági Szakközépiskola és Gimnázium, Eger; Neumann János Informatikai Szak- középiskola, Budapest; Óbudai Gimnázium, Budapest; Pásztorvölgyi Gimnázi- um, Eger; Pesti Barnabás Élelmiszeripari Szakközépiskola, Szakmunkásképző és Gimnázium, Budapest; Petrik Lajos Vegyipari Szakközépiskola, Budapest; Pécsi Művészeti Szakközépiskola, Pécs; Premontrei Szent Norbert Gimnázium, Gödöllő; PTE Babits Mihály Gyakorló Gimnázium, Pécs; Radnóti Miklós Kísérleti Gimázium, Szeged; Révai Miklós Gimnázium, Győr; Sancta Maria Leánygimnázium, Eger; Sipkay Barna Kereskedelmi és Vendéglátóipari Szakkö- zépiskola, Nyíregyháza; Sport és Angoltagozatos Gimnázium, Budapest; Szent István Gimnázium, Budapest; Szilády Áron Gimnázium, Kiskunhalas; Szilágyi Erzsébet Gimnázium, Eger; Talentum Gimnázium, Tata; Táncsics Mihály Gim- názium, Kaposvár; Táncsics Mihály Közgazdasági Szakközépiskola, Salgótarján; Teleki Blanka Gimnázium, Székesfehérvár; Terézvárosi Kereske- delmi Szakközépiskola, Budapest; Toldy Ferenc Gimnázium, Nyíregyháza; Városmajori Gimnázium, Budapest; Vásárhelyi Pál Kereskedelmi Szakközép- iskola, Budapest; Veres Péter Gimnázium, Budapest; Vörösmarty Mihály Gim- názium, Érd; 408.sz. Szakmunkásképző, Zalaszentgrót; Wigner Jenő Műszaki Szakközépiskola, Eger PART ONE Introduction Modern Europe encourages mobility of labour and of students across the frontiers of the European Union and beyond. In order to be able to take up study places or work opportunities, knowledge of a foreign language is essential. In the modern Europe, it is increasingly important
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