MULTIPLE CHOICE QUESTIONS - TEST 1

Kimbolton School

I went to school in a large village called Kimbolton in the county of Cambridgeshire. In recent years
I have been reminded of my time there by, strangely enough, the Harry Potter books by J.K. Rowling.
The first and most obvious reason is that Kimbolton is a castle school; just as Hogwarts is the castle school
for Harry and his friends. Hogwarts is of course filled with ghosts, such as Sir Nicholas de Mimsy
Porpington — better known as Nearly Headless Nick: But Kimbolton also has a reputation for being
haunted and in fact lays claim to a very famous ghost. This is Katherine of Aragon — the first wife of
Henry VIII. She was sent there in April 1534 after refusing to accept the legality of Henry’s divorce
proceedings. When I arrived there as a first year in September 1971, I was told that her ghost was often
seen — but only from the knees upwards. This, I was told, was because she walked on the original rather
than the later modern floors. I am ashamed to confess that at times we set up “ ghostly” tricks to scare our
friends. These usually involved almost invisible fishing lines being used to “mysteriously” open and close
cupboards or move chairs.
There are other comparisons to be made however. In Harry Potter’s Hogwarts School there are four
“houses” ; Gryfinndor, Hufflepuff, Ravenclaw and the dark house, Slytherin. The four houses being named
after famous headmasters of Hogwarts’ past. At Kimbolton we also had four houses named for the same
reason. They were called Ingram’s, Bailey’s, Dawson’s and Gibbard’ s. As I recall there were no sinister
connotations with any house although probably the Slytherin equivalent was Gibbard’ s. At the time
Gibbard’s was the house for “day boys” who lived at home and travelled to school each day. The other
houses were for the “borders” that lived in the castle. The dayboys were nicknamed “day bugs” and the
residents were called “border bugs”. I was a day bug.
There were common rooms and detentions which I suppose all schools still have. But few schools,
like Kimbolton, have narrow, long corridors lined with portraits whose eyes seem to follow you round!
Mind you — none of our paintings spoke to us as they sometimes do at Hogwarts! Kimbolton also has a
fantastic staircase in the castle and huge murals by the Italian Rococo painter Pellegrini.
Apart from the castle, ghosts and houses there were other comparisons to Hogwarts. The teachers
(who were called masters) also wore black gowns and addressed us only by our surnames. We pupils had
to wear suits and ties to school and actually were not allowed to take our jackets off unless the day was
exceptionally hot.
But there were some fairly important differences too. Firstly Kimbolton, at the time I was there, was
a school only for boys. It has changed since, but then we had no Hermione Grangers to fight against evil
with. We played football and cricket rather than Quidditch and took ‘O’ Levels rather than OWLS. That is
“Ordinary” Level exams rather than “Ordinary Wizarding Levels” . But still, looking back on it all, I have
to say that I, at least, thought the place was rather magical.

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Q1. The first similarity between the narrator’s school and Hogwarts is that both schools are situated
A) not far from London.
B) in an unusual school building.
C) near a village.
D) far from pupils’ homes.

Q2. Students in Kimbolton School believed that

A) Katherine of Aragon became a ghost as Henry VIII murdered her.
B) the ghost could be scared by moving furniture with a fishing line.
C) the ghost regularly appeared in the castle at midnight.
D) the ghost could be seen partially, if at all.

Q3. Kimbolton School had four houses that

A) had the same names as houses at Hogwarts.
B) got their names as in Hogwarts.
C) selected students similarly to Hogwarts.
D) had different reputation as at Hogwarts.

Q4. The house the narrator belonged to

A) was the privileged one.
B) had an evil reputation.
C) was similar to other houses.
D) had one particular difference.

Q5. The narrator thinks Kimbolton was not like other schools as it had
A) common rooms.
B) a special system of punishments.
C) several houses.
D) a very special kind of decor.

Q6. Both teachers and students in the narrator’ s school

A) had to follow a certain dress code.
B) were dressed in school uniform.
C) were addressed by their surnames.
D) could be compared to the ones in Hogwarts.

Q7. According to the narrator, Kimbolton was unlike Hogwarts because it

A) used to be a school for boys.
B) had recently become a school for boys.
C) had a different exam system.
D) had a different kind of magic.

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 MULTIPLE CHOICE QUESTIONS - TEST 2
How It Was

Every school holiday we worked on the farms. Often it was pea picking but we also harvested
runner beans, potatoes, black currents and strawberries — each in their season. Sometimes we travelled
quite a distance to work. The incredible thing, looking back on it, was that our parents never seemed to
worry about us. Sure enough there were occasional tales of terrible accidents or of children being attacked
or kidnapped - but no one thought about such things then.
We would disappear early, on our bikes, and not return until dark. Just the thought of letting my
own kids do the same today gives me kittens. But back then, that’s how it was. All the harvesting was paid
for by the bag or the box. The faster you worked, the more you earned. In one 5 week season I earned
about J400. That was seriously good money in the 1970s — probably the same as my Dad earned. And we
knew how to spend. We were always treating ourselves to something. But usually the aim was to pay for a
holiday before school started again. Of course we often had family holidays when we were younger. But
we kids also took our own holidays. Usually it was camping but my focus was beach holidays. Wales was
my favourite locations. Again I still can’t imagine how our parents were brave enough to let us go. I can
only assume they were not worried: That and the fact that as children they had their own adventures. Both
my parents were small children during the war and were evacuated from London to be safe from Hitler’s
bombs. They went in the clothes they were wearing plus a small suitcase — sent to unknown (in advance)
villages and to the care of strangers. My teenage beach holidays probably seemed a stroll in the park to
them and they took our safety for granted. Nowadays there seems to be a climate of fear around my
generation, concerning the safety of our children. Has the world really changed so much? May be i t ’s just
that the media makes us think more about the horrible things that do happen? Mind you — there was one
close shave when I was a kid. It was on one of our Welsh camping holidays. We would have been 15 at the
time.
I fell asleep on a floating lilo and got swept out to sea. I was only asleep for second and at first was
not worried. I began to swim steadily pushing the lilo back to the beach — but after 10 minutes, to my
horror, I was no closer to shore. In a panic I jettisoned the lilo so I could swim properly and then swam
with all my strength. After another 10 minutes still I made no progress. Then completely irrationally I
started worrying about sharks. I knew that there are no dangerous sharks there but just the thought
paralyzed me. I told myself not to panic. The sea was really calm and I knew that the tide had to change at
some point. I also knew my friends on the beach would call the coastguard.
The shore seemed miles away, exhaustion was kicking in and I realized also that I was cold. Shark
fins began to circle in my imagination. I was in despair. You hear about accidents and drowning at sea but
never imagine that i t ’s going to be you. My rescue was sharp and sudden. Hands on my wrists and ankles
and I was swung into the boat. I was absolutely fine when I got back to shore. I am ashamed to say I lied
about my age to prevent my parents finding out about it all.

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Q1. The parents didn’t seem to worry about the narrator and his/her friends as
A) farm work was part of a regular school summer camp.
B) the farm was not far from where the children lived.
C) there were no obvious cases of child abuse in the region.
D) some parents worked on the same farm.

Q2. The expression “gives me kittens” in the second paragraph means

A) amuses me.
B) scares me.
C) fascinates me.
D) captivates me.

Q3. The payment for the farm work the children got depended on
A) the type of seasonal harvest.
B) the number of hours spent on the farm.
C) the speed at which they moved.
D) the amount of harvested berries or vegetables.

Q4. The children earned money mainly to

A) provide for their independent holidays.
B) afford tasty treats for themselves and friends.
C) help the family budget.
D) buy camping equipment.

Q5. The narrator thought his parents’ evacuation

A) helped them to be calm about safety issues.
B) helped them to deal with strangers.
C) was like a stroll in the park.
D) was a source of serious stress.

Q6. The narrator thinks his generation is probably more fearful because
A) they didn’t experience the war.
B) there are more unstable people around.
C) the media deliberately highlights awful stories.
D) their childhood was too safe and trouble free.

Q7. The narrator has additional problems during his accident in the sea because
A) he wasn’t a good swimmer.
B) the tide was so strong.
C) the thought of sharks terrified him.
D) there was no coast guard around.

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 MULTIPLE CHOICE QUESTIONS - TEST 3
By Process of Elimination

“Thank you for agreeing to meet with me here” was all he said for the first few moments. His
European accent paused between each word before disappearing into silence. As for the 11 dancers sat
around the lounge, there was a clear atmosphere of resentment. Regardless of how famous this detective
most undoubtedly was, they all felt this was a matter for the police But there were no police on board and
the ship captain’s had requested the detective to conduct an initial investigation.
“I have to tell you” he continued “that I have discovered who the murderer is and can further inform
you that the murderer is sat here, amongst us, in this room”. Again there was silence. It had always been
unlikely that any of the liner’s other guests had motive or opportunity. From the start it had always been
probable that one of the dancers was a murderer.
“I have to admit” he continued “that this case has been more than usually hard on the little grey
cells” he tapped his head as he always did when referring to his deductive powers. “Everybody in this
room had a reason to kill poor Phoebe” he continued. There was no disagreement around the room.
Nobody denied that they had hated Phoebe Miller. One way or another Phoebe had made life really
difficult for all of them.
The detective began a long and perhaps over detailed summary of all the things he had discovered
and soon everybody was quite bored. Some of them began to feel quite sleepy as he went on and on.
However their attention was caught by the following words. “Ladies and gentlemen. Apart from Constance
Miller, who was not on stage at the time, the rest of the dancers were performing on stage at the time of the
murder. We therefore know that 10 of you are absolutely innocent. I know this because there was no trace
of poison in the bottle from which the glass of wine was poured. This means that someone added the
poison after the glass had been poured and that glass was poured ...during...the performance.” He paused
enjoying the dramatic effect of his words and continued “By process of elimination you might assume that
I am about to accuse the sister — Constance Miller”. “I did not do it” screamed Constance instantly, “I
swear I did not do it. I hated her but I am innocent”.
“I do know, Constance, that you are not guilty of this crime” he continued but was drowned out by
all the dancers’ exclamations of confusion and bewilderment. He held up his hand and continued slowly
but forcefully “but I can assure you dear lady that the murderer is in this room and is seated directly behind
you”. There was a gasp as everyone turned to stare at the middle-aged waitress sat at the back of the room
next to the other staff. “Probably none of you know even her name but I have discovered this. She is not
Sally Watkins as she is known to the crew of this ship — but Sally Miller — the wife of George Miller
who was the uncle of Constance and Phoebe. Sally I can assure you had the opportunity to handle that
glass but most of all, as I will now demonstrate to you, she had the motive: Revenge!”

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Q1. The eleven dancers were resentful because
A) they had not been allowed to perform for three days.
B) their colleague had been murdered.
C) they would have preferred a police investigation.
D) they didn’t like the ship’s captain.

Q2. The famous detective was conducting the case because

A) they would soon be in Southampton.
B) four ships’ officers were available to make an arrest.
C) the ship was still at sea.
D) the captain had asked him to.

Q3. No one disagreed when they heard the murderer was in the room because
A) they all had been jealous of Phoebe.
B) all of them had hated Phoebe.
C) the murder must have been committed by somebody on board.
D) the case had been unusually difficult to solve.

Q4. Ten of the dancers were proved innocent because

A) they were performing at that time.
B) the glass of wine was poured during the performance.
C) Constance Miller was not on stage at the time.
D) there was poison in the bottle.

Q5. Constance screamed out her innocence because she

A) knew she was guilty.
B) could prove it.
C) believed the detective was about to accuse her.
D) hated Phoebe.

Q6. The detective knew Constance was not guilty because

A) he had discovered who the real murderer was.
B) of the confusion amongst the other dancers.
C) she was not on stage when the murder took place.
D) she hated Phoebe.

Q7. Sally Miller killed Phoebe Miller because

A) George was Phoebe’s uncle.
B) her real name was not Sally Watkins.
C) she had the opportunity.
D) she wanted revenge.

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 MULTIPLE CHOICE QUESTIONS - TEST 4
Family Meal Times

The family meal time is one of the most valuable routines to establish in the life of a family.
Research has proved that children who eat at least one meal a week with their families benefit greatly in
terms of social skills and acceptance of shared responsibilities. They learn simply and directly through their
own experience, the importance of family interaction and the value of close friendship, support and loyalty.
In theory and with practice, a shared meal can be the setting for peaceful conversation and allow each
family member the opportunity to talk about his/her day, and possibly to discuss any problems or issues.
Successful family meal times are primarily about talking and communication. In the modern age of 24 hour
TV, computer games and computer social networking sites — the fact is that it is often easier to eat alone
rather than together.
Furthermore, if parents fail to establish these routines whilst their children are young it is very hard
to implement them when the kids become teenagers. But it is not impossible. There are various strategies
available for promoting shared family meals.
It is of first importance that every family member should be made to understand the possible
benefits; namely that our lives really can be better in general if we make the effort to communicate more
effectively. Next step - a weekly meal together can be set as a realistic first goal. The meal should be quite
a tasty and popular one as an inducement to keep the kids away from computers and TV sets!
It is important that shared meals should not be the setting for trying to deal with family disputes.
There will always be arguments from time to time — even in the happiest and closest families. But these
should be kept away from the dinner table if possible. Parents are encouraged to set the tone by example.
Light hearted banter, stories about the day and a joke or two can help set the tone. They can also help by
being attentive listeners and appropriate responders. Successes should be marked by congratulation and
bad news supported with commiseration. Quieter family members should be encouraged by asking what
their opinion is on something, rather than about what they did or failed to do. It makes them feel more
important and valued. Sometimes a good start can help a simple family meal go on to be a really enjoyable
or even memorable experience.
The next stage in building this routine is to introduce more days. In our experience the best place to
start is Sunday lunch. The second might be to establish Wednesday nights as family meal time. Of course
flexibility and a bit of effort are required to set up helpful routines but the pay back can be immense for a
family. Dinnertime family routines, especially if established early on, have all kinds of other potential
benefits. For example, children can be encouraged to prepare one course (possibly on an agreed rota): They
might even be encouraged to compete to produce maybe an exceptional soup or a truly sensational desert!
This can be good fun. Once established, family meal routines are also great for developing good table
manners and “work” habits. Children can learn to set the table, help with clearing up and generally build
good patterns of co-operation with their parents, friends and the people they meet with in daily life.

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Q1. We know that children who eat with their parents benefit because
A) they have greater intelligence.
B) of the results of research.
C) they learn through experience.
D) they develop friendship and loyalty.

Q2. Establishing a routine family meal is

A) impossible because of computer games, TV, etc..
B) possible provided it begins when the children are young.
C) impossible as it is easier to eat alone rather than together.
D) possible with a strategic approach.

Q3. The most important thing in creating a new routine is to

A) achieve the first goal of one shared meal per week.
B) make sure everyone understands the benefits.
C) tempt everyone with a popular meal.
D) keep the kids away from computers and TV sets.

Q4. Shared family meals should

A) accept that even happy families sometimes argue.
B) involve telling lots of jokes.
C) be the setting for trying to deal with family disputes.
D) never be used to deal with family disputes.

Q5. Quiet family members should be encouraged by

A) asking their opinions.
B) inviting them to discuss problems.
C) asking what they have done.
D) congratulating them from time to time.

Q6. The next stage in building a meal sharing routine is to

A) introduce more days.
B) add Wednesday night to the schedule.
C) introduce cookery competitions.
D) be more flexible and try harder.

Q7. Once established, family meals also help

A) get the table cleared after a meal.
B) families to stick together.
C) develop good table manners and “work” habits.
D) to make the children more independent.

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 MULTIPLE CHOICE QUESTIONS - TEST 5
A New Train Service

The 76-mile journey between Kettering and London might take the average motorist one hour and
48 minutes if the roads were averagely busy. A fit cyclist should manage the journey in about 6 hours. On
foot, jogging along at around 6mph, it might be a 13-hour journey. But in the age of superfast trains and
rampant technological progress, how long do you imagine the train journey might take?
Incredibly, the answer is 18 hours! This is not a one-off commuter’s nightmare journey beset by bad
weather and broken trains. This is was the advertised service for the May Bank holiday weekend: An 18
hour journey provided there was no bad weather to spoil the timing. It is all because of engineering works
being carried out from Saturday 23 May. East Midlands Trains, which operates services between Kettering
and London, is advertising a “service” which will involve the passenger in an epic 18-hour odyssey,
requiring them to execute seven changes and endure five bus replacement services as they are taken on a
295-mile mystery tour. Those braving the journey will travel via Derby, Blythe Bridge, Crewe, Stafford
and Rugby - virtually a tour of middle England. To cap it all the committed travelers will have the
≪pleasure≫ of a six-hour wait overnight in that 8th Wonder of the World — Milton Keynes Bus Station!
After this ≪treat≫ they can board the final connection, and barring delays arrive in London in time for
breakfast after an 18-hour journey.
The price of this trip, considering its extraordinary duration, seems suddenly quite reasonable when
calculated at an hourly rate, beginning at J40.50 or a little over J2 per hour. But given that one can fly to
Australia in the same amount of time seem to give the journey a poor efficiency rating. The journey is
among a number of alternatives currently being advertised on the National Rail Enquiries website and on
its telephone service.
The Kettering Rail Users’ Group spokesman said: “Engineering work must be carried out but
unfortunately what seems to be happening more is that train providers are more concerned to look after
their own arrangements rather than those of their customers.” One rail user, Danny Coles, 34, of Kettering,
said: “This is completely crazy: Would they honestly expect people to stay overnight at a bus stop?”
A spokeswoman for East Midlands Trains said that travel on this particular itinerary was not
especially recommended by the company but it was an option. She stated that in reality there were a
number of alternative routes for travel to London that weekend which could get you to the capital in less
than three hours. She added that a new timetable offering the “full range” of options was expected to be
uploaded by the end of next week.
In the most recent National Passenger Survey, East Midlands Trains scored a satisfaction rating of
81 per cent. Whilst details of how this survey was conducted are not to hand, it still seems a promising vote
of confidence in the train company. Passenger groups also agreed the company was meeting its
commitments to its customers by offering other travel arrangements.
Mr Ashwin Kumar, Passenger Focus director, said: “Passengers understand that engineering works
need to happen to ensure a reliable and safe railway.” Probably it could only happen in Britain: The mother
country of national rail travel and the supporter of “services” that no other country in the world would ever
accept.

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Q1. The average car journey from Kettering to London is
A) more than 17 hours.
B) 6 hours.
C) less than two hours.
D) between 12 and 14 hours.

Q2. The Bank holiday service was 18 hours

A) unless there were engineering works.
B) regardless of engineering work or weather.
C) if the weather was very bad.
D) unless a train broke down.

Q3. The worst thing about the 18-hour journey was

A) having to change train 7 times.
B) the detour around middle England.
C) visiting Milton Keynes.
D) spending the night in a bus station.

Q4. The price of the journey was quite reasonable when

A) measured as an hourly rate.
B) compared to flying to Australia.
C) efficiency was taken into account.
D) compared to other journeys.

Q5. According to rail users the real problem was

A) the Kettering Rail Users' Group.
B) that no one wanted to spend a night in a bus station.
C) that train providers placed their needs above travelers.
D) that engineering works are sometimes necessary.

Q6. The train company believed there was no real problem because
A) the new time table was not yet uploaded.
B) there were plenty of convenient alternative services.
C) they recommended the new service.
D) the price was so reasonable.

Q7. In the Passenger Survey, the train company

A) showed that passengers approved of engineering work.
B) proved that other travel arrangements were unnecessary.
C) scored a satisfaction rating of 81%.
D) met its commitments to customers.

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 MULTIPLE CHOICE QUESTIONS - TEST 6
Letter Collecting

I have become a collector of letters. I collect two types: letters that are (to me at least) historically
interesting and letters from or to famous people. I began shortly after a day in which I received almost 200
emails. The messages — for that is what they were, certainly not letters — were mostly very short. I was
easily able to reply, save or delete all of them in one sitting. It struck me that particular day that the whole
procedure was vaguely miraculous. But it is a miracle that comes with a big price tag. With the invention
of email we have gained so much and lost so much when the great age of letter writing ended. So what did
we lose? The texture and colours of paper, the fading inks, the uniqueness of a signature, the anticipation
of envelopes covered with jewelled stamps — falling softly though a letter box. What did we gain? Click,
send, delete and low cost communication with unimaginable speed! But sometimes I think the loss is
greater. What we lost most of all was time: time for thinking and composing, time for choosing an exact
word to convey an emotion, time and space to craft and create unique objects.
I bought my first letters on an internet auction two days later. That was two years ago. Now I have
100 letters in my collection which I keep in beautiful folders to protect them. To begin with I went for
quantity rather than quality. You need to buy from the right people to avoid fakes and forgeries. I generally
buy on the internet - but from trusted companies. What surprises many people (who are not collectors) is
that some letters from famous names and even from royalty can be bought for a low price. If there are
plenty for sale in the auctions the price will be quite low and vice versa if the letters are rare. For example,
I have signed cards from 3 out of 4 members of the Beatles, but I could not afford a letter from their
manager Brian Epstein. Epstein died young and letters from him are quite rare.
In my collection I have singers, artists, film stars and even a famous gangster! Most of these I paid
just ￡30 - ￡80 each for. I also have letters that are interesting in terms of social history. I have a letter
from a coal mine owner complaining about strikers and others from governesses, policeman, gentlemen,
farmers etc. taking about daily life over 100 years ago. I like them because they are old, and smudged and
alive with history! Best of all, they somehow connect me to the past.
Recently however I have been paying more for each letter. The strategy has changed to aim for
quality rather than quantity. For example I now own a letter from Winston Churchill. I also have a letter
from Charles Dickens that he wrote in 1844 whilst he was visiting America. I am spending more money of
course and several of my best letters cost between J350 and J450. But the way I look at it is to see them as
an investment. If I buy good quality letters, insure them and look after them well — then there is a chance
that they will go up in value. It is a risk of course but if I have an urgent need of money 10 or 20 years
from now, I might be able to sell them for a good profit. In this sense it is a bit like investing in a company.
But at least I get to really enjoy and appreciate my collection rather than owning shares in some business in
which I have no emotional interest.

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Q1. The writer became a collector of letters because
A) emails are so cheap.
B) the age of letter writing was over.
C) he was interested in famous people.
D) he could answer 200 emails a day.

Q2. The narrator thought the greatest loss from letter writing was the
A) envelopes and postage stamps.
B) texture of paper and fading inks.
C) time for composition.
D) unique signatures.

Q3. As a new collector the priority was to buy

A) a lot of letters.
B) only letters of high quality.
C) on the internet.
D) famous name or royal letters.

Q4. The narrator does not own a Brian Epstein letter because
A) he was not interested in the Beatles’ manager.
B) they are so expensive.
C) he owned signed cards from all four Beatles.
D) Epstein died quite young.

Q5. The narrator especially likes letters from ordinary people because
A) their lives were more important to him.
B) their lives were more interesting.
C) the letters were so old.
D) he feels they connect him to history.

Q6. His more recent buying strategy is to buy

A) fewer, higher quality letters.
B) mostly politicians’ and writers’ letters.
C) nothing for less than ￡350.
D) letters in greater numbers.

Q7. The narrator likes collecting as an investment because

A) the value of rare letters will increase over time.
B) normal investments cannot guarantee a profit.
C) he finds an emotional interest in
D) he can enjoy his investment.

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 MULTIPLE CHOICE QUESTIONS - TEST 7
Keeping busy

The public school in town served a number of purposes. Education, of course, was one. It offered a
curriculum in general education, manual education, and preparatory education for college. Its music and
sports programs provided entertainment to the school and its patrons. And the school served as an agency
of social cohesion, bringing the community together in a common effort in which everyone took pride.
The sports program was the center of gravity of extra-curricular activities. The school fielded junior
and senior varsity teams in football, basketball and track. Any young man with enough coordination to
walk and chew gum at the same time could find a place on one of those teams. In addition, sports generated
a need for pep rallies, cheerleaders, a band, homecoming activities, parades and floats, a homecoming
queen and maids of honor, and a sports banquet. It also mobilized parents to support the activities with
time and money.
There were any number of clubs a student might join. Some were related to academics, like the
Latin Club, the Spanish Club, and the Science Club. Others brought together students interested in a
profession, like the Future Farmers of America, the Future Homemakers of America, the Future Teachers
of America, and the Pre-Med Club. Still others were focused on service. The Intra-Mural Council, made up
of girls (who had been neglected in the regular sports program), organized tournaments in a variety of
sports for girls. The Library Club worked to improve library holdings and equipment. The Pep Club
organized homecoming activities, parades and athletic banquets.
The Student Council, including representatives from each class, was elected by the student
body after a heated political campaign with banners and speeches. It represented student interests to the
administration and the school board. It approved student clubs that were formed, helped resolve discipline
problems, and played a role in setting codes of conduct and dress. For the most part, it was a docile body
that approved the policies of the administration.
The Journalism Club published a monthly newspaper of school news and opinion. It was financed
by selling ads to business men in the community. Another group planned and published the school
Yearbook, which was a pictorial record of the student body, the year’s activities, sports, and achievements.
The Yearbook staff sponsored a beauty contest, pictured outstanding students selected by the faculty, and a
Who’s Who of popular and talented students selected by the student body.
Churches in town, of which there were many, sponsored their own activities for youth; and the
community sponsored a recreation center, called Teen Town, for chaperoned Saturday night dances each
week. Community and school leaders seemed determined to keep the youth of the town busy and out of
trouble. In a small Southern town in the Bible Belt where very few students had access to a car, which had
been voted dry and in which no alcohol was sold, they succeeded marvelously well.

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Q1. The first paragraph implies that the public school
A) was more than just an educational institution.
B) offered the best educational curriculum.
C) had developed close ties with a college.
D) preferred students talented in sports and music.

Q2. Which of the following is true about the school’s sports programme?
A) Ability to chew gum while walking was required of all participants.
B) The sportsmen were supposed to join the school band.
C) It was run on the money collected from parents.
D) It played the most important role outside the curriculum.

Q3. The word ‘others’, in paragraph 3, refers to...

A) academics.
B) school clubs.
C) students.
D) professionals.

Q4. Which of the following is NOT the function of the Student Council?
A) Representation of students’ interests.
B) Helping administration in discipline issues.
C) Formation of school clubs.
D) Participation in conduct code setting.

Q5. The money for the advertisements from local businessmen was used to pay for
A) the Journalism Club.
B) the publication of a monthly newspaper.
C) the publication of the school Yearbook.
D) financing the beauty contest.

Q6. Saturday night dances were sponsored by

A) the recreation center.
B) churches.
C) the school.
D) the community.

Q7. Who does the title ‘Keeping Busy’ refer to?

A) young people
B) school council
C) town churches
D) community

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 MULTIPLE CHOICE QUESTIONS - TEST 8
Lucky Break

For the first ten years of my life my father was in the RAF (Royal Air Force). This meant that he
was frequently posted to different air bases around the UK and I, as frequently, changed schools. One year
we moved no fewer than three times and each time I tried, in vain, to settle and make friends. For a young
child this frequency of change can only have a detrimental effect and I still have school reports stating that
I was “lazy” and a “dreamer”.
When I reached ten, my worried parents decided I needed a personal tutor. She turned out to be a
kindly and patient old lady who presented me with a large, black book of tests. She made me complete it as
a home task and I scored about 20 out of 100. At out next meeting, on a Saturday morning, she went
through it with me item by item, until I completely understood each task. She then made me retake the test
and of course I got almost every question correct. Then we again moved house!
In our new town I took and failed the 11 plus exam (my excuse was that I was still only ten!) and
my prospects looked dim. I was destined to go to the local comprehensive which had a reputation for being
quite rough. But also nearby was an ancient public school, set in a castle. This was a place for rich kids
only — apart from every year they gave 2 free places to the highest performing local boys (it was a boys
only school) in their entrance exam.
My crazy parents decided I should enter the exam. I had as much chance of succeeding as going to
the moon - or so I thought. But when I sat down to take the test, a rather familiar black book of 100 tests
was placed on the desk! I did the test and kept quiet and the next term, as a terror struck 11-year-old in an
ill-fitting suit, I arrived for my first day at “the castle”.
Clearly I was going to have problems in this new, intensely academic environment and I did. There
were 31 boys in my class and in every subject, despite my best efforts, I finished in the bottom 5 in every
test, exam and report.
We were then streamed into “sets” for each subject and I ended up being taught with boys closer to
my own ability. I worked really hard and at the end of my third year there, I won my first form prize. I was
top of the bottom class! But I was really motivated and in time got “promoted” to higher “sets”. I worked
really hard and won prizes every year until I left after A Levels. My grades were all A ’s — the highest you
can get — and I was offered a place to study at a prestigious university.
So when a certain old Lady presented me with a large black book full of tests, you could say it was
my lucky break. Although I would argue that if you work really hard and keep your wits about you — then
you begin to make your own luck.

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Q1. Because of the father’s job the boy had to
A) visit UK air bases.
B) often change schools.
C) change home three times a year.
D) behave as a dreamer.

Q2. With his personal tutor the boy

A) read a big book.
B) did test items.
C) answered her questions.
D) learned how understand the tasks.

Q3. Failing the 11 plus exam meant that the boy

A) had to wait another year to retry.
B) was to enter a comprehensive.
C) was to study with rich kids.
D) became a highest performing local boy.

Q4. What helped the boy to enter the public school?

A) familiarity with the tests
B) his parents
C) his knowledge
D) keeping quiet

Q5. In all the school subjects the boy

A) demonstrated his academic gifts.
B) managed to solve any problems.
C) was the best in efforts made.
D) was worse than twenty of his classmates.

Q6. By the end of the school the boy

A) was awarded his first form prize.
B) was among the best school students.
C) had to work harder and harder.
D) still couldn’t get the high grades.

Q7. According to the boy the ‘Lucky Break’ refers to

A) moving to a right place.
B) entering a good school.
C) getting a big test book.
D) meeting the lady tutor.

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 MULTIPLE CHOICE QUESTIONS - TEST 9
A lesson with the Master

Joseph Knecht must have been twelve or thirteen years old at the time. For quite a while he had been
a scholarship pupil in the Latin school of Berolfingen. His teachers at the school, and especially his music
teacher, had already recommended him two or three times to the highest Board for admission into the elite
schools....His music teacher, from whom he was learning violin and the lute, told him that the Music
Master would shortly be coming to Berolfingen to inspect music instruction at the school. Therefore Joseph
must practice like a good boy and not embarrass his teacher.
“What would you like to play?” — the Master asked. The boy could not say a word. Hesitantly, he
picked up his exercise book and held it out to the Master. “No,” the Master said, “I want you to play from
memory and not an exercise, something easy that you know by heart.” Knecht was confused and unable to
answer. The Master did not insist. With one finger, he struck the first notes of a melody, and looked
questioningly at the boy. Joseph nodded and at once played the melody with pleasure.
Once more, the Master said. Knecht repeated the melody, and the old man now played a second
voice to go with it. Once more. Knecht played, and the Master played the second part, and a third part also.
Once more. And the Master played three voices along with the melody. The boy and the old man ceased to
think of anything else; they surrendered themselves to the lovely, congenial lines and figurations they
formed as their parts crisscrossed. Caught in the network their music was creating, they swayed gently
along with it, obeying an unseen conductor...
“Do you happen to know what a fugue is?” — the Master now asked. Knecht looked dubious. “Very
well,” the Master said, “then I’ll show you. You’ll grasp it quicker if we make a fugue ourselves. Now the
first thing you need in a fugue is a theme, and we don t have to look far for the theme. We’ll take it from
our song”. He played a brief phrase, a fragment of the song’s melody. He played the theme once more, and
this time he went to the first entrance and then to the second entrance. He changed the interval, then the
third entrance repeated the first one again an octave higher, as did the fourth with the second. The
exposition concluded with a cadence in the key of the dominant.
The boy looked at the player’s clever white fingers.... His ear drank in the fugue; it seemed to him
that he was hearing music for the first time in his life. Behind the music being created in his presence he
sensed the world of Mind, the joy-giving harmony of law and freedom, of service and rule. He surrendered
himself, and vowed to serve that world. In those few minutes he saw himself and his life, saw the whole
cosmos guided, ordered, and interpreted by the spirit of music.
He had experienced his vocation, which may surely be spoken of as a sacrament. The ideal world
had suddenly taken on visible lineaments for him. Its gates had opened invitingly....And through this
venerable messenger — the Music Master—an admonition and a call had come from that world even to
him, the insignificant Latin school pupil.

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Q1. School that Joseph Knecht studied at was
A) a private school with grant-maintenance.
B) an elite church music school.
C) a specialized school for poor kids.
D) a secondary state school.

Q2. Joseph Knecht was

A) an average student with a social scholarship.
B) particularly good at playing violin and lute.
C) a bright music student, mainly keen on arts.
D) academically advanced in all the subjects.

Q3. Joseph could not do what the Master first asked him to do as he was
A) not able to play music from memory.
B) not articulate enough to answer the question.
C) too nervous, aware of his responsibility for the class.
D) too self-conscious, uncertain in his technical skills.

Q4. The Master started playing the melody with the boy because he wanted to
A) check the boy’s ability for improvisation.
B) demonstrate his technical superiority.
C) show him the correct way to play it.
D) warm the boy up and reduce his tension.

Q5. Explaining to Knecht what a fugue was, the Master

A) spontaneously created the needed piece on a well-known simple melody.
B) improvised a fugue on the melody of the exercise they have just played.
C) created a fugue, inviting the boy to participate in the improvisation.
D) played a well-known fugue of Bach, based on the melody of the song.

Q6. The world of Mind that Joseph suddenly discovered for himself and vowed to serve was
the world
A) where music alone reigned supreme.
B) of sacred service and self - sacrifice.
C) created by improvisation and free will of a Master.
D) based on the interdependence of regularities and freedoms.

Q7. The short lesson with the Master helped the boy to
A) understand his strong points and weaknesses.
B) widen his academic horizons.
C) mature and get ready for a real life.
D) choose a profession.

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 MULTIPLE CHOICE QUESTIONS - TEST 10
Book Review

There can be few countries (if any) that achieved as much as the Soviet Union did in relation to
scientific discovery. Whether the advances were driven by a need to prove the superiority of communism
or were simply by-products of the defence industry during the cold war has been much debated. But of
immense value to students of political economy and even greater value to those interested in the history
and development of science is Loren Graham’s book “Science in Russia and the Soviet Union” priced ￡
21.99 and published by Cambridge University Press.
An expert on the history of science in Russia, Graham has written several books which are all easily
accessible and readable. But “Science in Russia and the Soviet Union” is the real masterpiece for many
readers. It is a splendid work, a breathtaking synthesis that is stimulating to both — the academic and the
ordinary reader. It fascinates with every page and is genuinely a pleasure to read.
Professor Graham explains why science developed so well in the Soviet state, bringing to his task
not only immense learning but a solid appreciation of the powerful social and political factors that shaped
the Russian scientific community. However, while Graham’s book gives particular attention to the Soviet
period, it in fact acts as an encyclopaedia of Russia’s contribution to world science throughout the ages. All
the great names are there — from Lomonosov and Peter the Great to Korolyov: but there are also some
names recorded (either of Russians or scientists working in Russia) which perhaps not everybody will have
heard of.
For example, we can read about the contribution of Leonhard Euler (1707-83) a Swiss scientist who
spent much of his career at the Academy in St. Petersburg. He is revered by both the Swiss and the
Russians for the mathematical discoveries he made while working there. Then there were Daniel and
Nicolaus Bernouilli, Dutch brothers and mathematicians, who spent a portion of their professional career at
the Academy in St. Petersburg and would inspire Russian scholars for decades. They are noted for their
development of an economic principle known as the St. Petersburg Paradox.
Graham also tells us about Sofia Kovalevskaya (1850-91) who was the first major Russian female
mathematician: part of a generation of women benefiting from the reforms of Alexander II and the
opportunity to obtain a higher education, she was also the first woman to be appointed a full professorship
in Europe. Graham’s history takes us through to the 1980s, by which time the Russian scientific
establishment had become the largest in the world. It is a remarkable history and one that shaped not only
Russia but played a huge part in the making of the modern, technological age. But it is a little known
history and one which for many years was shrouded in secrecy because of the political requirements of
those times. But now the story has been told and “Science and Philosophy in the Soviet Union”, has been
nominated for the National Book Award for history. Graham is Professor of the History of Science at the
Massachusetts Institute of Technology and Visiting Professor of the History of Science at Harvard
University.

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Q1. In the first paragraph the author claims that the Soviet Union
A) proved the advantages of communism.
B) was the world leader in science.
C) practically won the cold war.
D) had the biggest defense industry.

Q2. The reviewed book is supposed to be most valuable to the people interested in
A) economics.
B) politics.
C) history of science.
D) developmental issues.

Q3. An important feature of Loren Graham’s books according to the reviewer is their
A) accessibility.
B) academism.
C) ordinariness.
D) entertaining character.

Q4. “Which” in the last sentence of paragraph 3 refers to...

A) Loren Graham’s books.
B) political factors.
C) the achievements of Russian scientists.
D) the names of Russian scientists.

Q5. The St. Petersburg Paradox is related to the work of

A) Leonhard Euler.
B) Bernouilli brothers.
C) Graham.
D) Sofia Kovalevskaya.

Q6. Sofia Kovalevskaya’s achievements became possible due to the

A) European professorship.
B) Alexander II reforms.
C) women liberation movement.
D) compulsory higher education.

Q7. According to the reviewer the history of the Soviet science was little known because
A) it was done in secrecy.
B) it was not a part of modern technology.
C) of certain political requirements.
D) of lack of publications.

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 MULTIPLE CHOICE QUESTIONS - TEST 11
Russky Dom

The Science Museum in Vancouver has had many different names over the years. Its present form
however dates back to the 1986 World Fair (Expo 86). That year the theme for the World Fair was
“Transport” and a special, modernistic exhibition space and dome was built as the centre piece. Called a
geodesic dome; its style was influenced by the great American architect — Richard Buckminster Fuller.
After the Fair closed, the people of Vancouver (private individuals, businesses, government offices) began
a massive fund raising project to save the Dome and make it home to the city’s science museum. Two
years later, $19 million dollars had been raised and the first stages of construction completed. In the first 12
weeks alone 310,000 visitors came to visit what was then called “Science World”.
Since that time the museum’s name changed a few times. The aluminium company, Alcan Inc, acted
as sponsor so that one of the buildings would be named after them. Then Telus, the Canadian
telecommunications giant donated $9 million dollars and the venue became “The Telus World of Science”:
However, the new name proved almost universally unpopular among the people of Vancouver.
But during the 2010 Vancouver Winter Olympics, the museum was once again transformed and for
a short while became — the Russky Dom! This involved two weeks of spectacular events in February
2010. Every day the people of Vancouver and international visitors to the Winter Games were treated to
Russian folk songs, dancers and music sessions. Russian athletes came in to meet the public and sign
autographs. There were quizzes and comedy shows and an opportunity for the world to get a taste of what
they might expect when the Winter Games come to Sochi in 2014. The centre piece was a huge electronic
clock counting down the days, hours, minutes and seconds until the start of the Sochi games.
Today the museum is still very much in business attracting huge numbers of visitors. A $35-million
-dollar development program was recently announced. There are thousands of brilliant exhibits that teach
children and adults all about the world. Many are “hands-on” so that people can perform simple
experiments themselves. There is a fabulous and entertaining educational program. You can even go to the
link for a taster! If you plan to visit the museum there are a few exhibits you simply must not miss — “Our
World” in particular. It is about sustainable electricity. There are kinetic wheels, wind tunnels and solar
panels. You are even given the chance to generate electricity using your own hands. The largest and
brightest gallery in the museum is called “Eureka”. Here you can explore and learn about water, air, light,
sound and motion.
You can go in to “Contraption Corner”, check out an “inventor box” and construct one of several
whirling, buzzing and spinning gadgets. You also get to try and find solutions to practical (and in some
cases not so practical) problems — such as how to lift a hippopotamus! But the wrangle over the name
continues. Some people insist it is called “Telus World of Science” and others say it is called “Science
World”. But there are more than a few citizens of Vancouver who still remember a great party in February
2010. For them — the name Russky Dom is the one they prefer to use!

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Q1. The “Science World” originally was
A) a geodesic sight.
B) a part of World Fair.
C) Richard Buckminster Fuller’s home.
D) transport exhibition.

Q2. The Museum changed its name due to the

A) will of people of Vancouver.
B) popularity of local companies.
C) development of telecommunications.
D) wish of the main sponsor.

Q3. Which of the following is NOT TRUE about the Russky Dom?
A) Athletes met public there.
B) Russian musicians performed there.
C) It was decided there to set the next 2014 Olympics in Sochi.
D) The clock there showed the time remaining till Sochi Olympiad.

Q4. “Hands-on” in paragraph 4 refers to...

A) exhibits.
B) visitors.
C) experiments.
D) educational programs.

Q5. The text particularly recommends to

A) visit electricity exhibits.
B) generate electricity with one’s hands.
C) pay attention to solar panels.
D) enjoy a walk in a “Eureka” gallery.

Q6. In the “Contraption Corner” one can

A) try to lift a hippo.
B) solve any practical problem.
C) see all familiar gadgets.
D) try oneself as an inventor.

Q7. Which of the following officially won the name competition?

A) Telus World of Science.
B) Science World.
C) Russky Dom.
D) None.

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 MULTIPLE CHOICE QUESTIONS - TEST 12
Five Years

Five years already. Today was his fifth “birthday” though he very much doubted anyone would
remember. There would be no cake, no watch and no letter of appreciation. And for him it was a record!
He had not managed to survive five years in any other job: five years in the insurance industry, five years
on the train — back and forth between Haywards Heath and London, five years of urban....existence.
Stalin had five year plans — he mused. It is a good unit of time for planning — possibly 10% of a
long working life? Before he started writing insurance — did he have a plan even? He wasn’t sure. Five
years ago he was still in his “early” twenties — a mere youth! He smiled at the foolishness of his own
thought. Still — at the end of the year after next he would be 30. Is that when middle age begins?
7.15am. It was already sunny and warm as he stepped off the bus and made his way into the station.
“It’s going to be hot” said the man who always caught the same train as him. They always waited at the
exact same spot half way along the platform — for 5 years. They didn’t even know each other’s names.
Sometime later he stared out of the window. He always did on this section of the journey as the train
passed through some gorgeous English countryside — south of Gatwick Airport. There were meadows,
proper trees (oaks he imagined) and his favourite place was when they passed — a mysterious pond, ringed
with water lilies.
Afterwards he reflected that it was the moment the train passed this lake that five years came to an
end. Half an hour later as he crossed Victoria Station to catch the tube — the thought had really taken hold.
During the day he struggled to concentrate on his work and the supervisor asked him if there was a
problem. He didn’t answer.
But that afternoon he handwrote a letter of resignation — it was all a bit sad. In five years he never
made any real friends there. They were friendly but it was like they ceased to exist after office hours: They
simply re-materialized, like in a science fiction film, the following morning. This was urban life, urban
routine...and it was slowly killing him.
On a practical note he was not married or in any way tied down. He’d been with Tina (co-
incidentally also for five years) but the relationship ended peacefully, without rancour. He’d been single
over a year now.
He decided to keep his house and rent it out via an agency. The house would still be there when he
came back, if he came back — because now there was no new five-year plan; just an urgent need to get
away — a need for a simpler life, surrounded by people who were real. He also wanted trees and if he
could find one, a beautiful pond nearby.
He knew exactly where he was going: 11,682 miles to New Zealand. He would start by helping out
at his brother’s farm and vineyard. Two old school friends also lived there and had also offered to help him
get started. He’d visited them before. They lived in small towns — real communities. He was a bit sad to
be leaving England. It was not a five-year plan — simply an urgent need to start being truly alive and to
leave the dead routines of the urban landscape well and truly behind.

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Q1. The 5th birthday in the first paragraph refers to 5 years of the story’s hero as
A) a regular commuter.
B) a person with a challenging job.
C) a person having a different lifestyle.
D) a founder of insurance industry.

Q2. How old is the story’s hero (“he”)?

A) In his early twenties.
B) In his mid-twenties.
C) About 30.
D) Much more than 30.

Q3. “His” favourite place on the way to London is

A) a pond.
B) Gatwick airport.
C) a meadow.
D) the spot with old oaks.

Q4. That afternoon “he” decided to

A) make friends with his colleagues.
B) quit this job.
C) ignore his supervisor.
D) leave Tina.

Q5. “He” felt the urgent necessity to

A) keep his house at last.
B) to find the pond he liked.
C) to move from the city life.
D) to plan his life differently.

Q6. “He” was going to New Zealand because

A) it was very far from England.
B) his brother and school friends asked him for help.
C) he had already been there before.
D) he knew what he’d do there.

Q7. “It” in the last sentence refers to

A) his decision to go to New Zealand.
B) his sadness of leaving England.
C) routine of urban life.
D) plan for his future.

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 MULTIPLE CHOICE QUESTIONS - TEST 13
Crash Landing

At that time the people of Britain would have been shocked to know that women were flying their
most famous war plane. But the fact is that the ATA (Air Transport Auxiliary) had over 100 women pilots
who delivered more than 300,000 air craft during the war. We had to fly the Spitfires from the factories and
deliver them to airfields dotted around the south of England. Normally we would be flying in daylight with
good visibility conditions. That is why we were never given instrument training as our instructors told us
that with all the restrictions of war time, there was no time or money to spare for this luxury.
Occasionally we had to fly other aircraft — without any kind of additional training at all. Probably
some high ranking, non-flying military official somewhere said that all aircraft were exactly the same to
fly. Well — I can assure you that this is not true. With unfamiliar aircraft we had ten minutes to read an
instruction booklet called the “Ferry Pilot Notes”: And that was it. We had to climb in, fire up, taxi and
then take off in completely unknown flying machines. That particular day, the day I came so close to death,
was my twenty first birthday. I had no cake or candles that day and my two friends and myself shared some
chocolate— the only luxury available in those days. We drank apple juice, and ate apples and cheese. We
entertained ourselves with silly stories. But at one solemn moment we also made a toast to absent friends
and remembered the girls who had died delivering aircraft.
In the morning we were driven to the factory and my worst fears were realised. Instead of a lovely
new and familiar Spitfire I had a bulky Torpedo bomber. We all hated these as several had crashed without
any clear reason why. I was able to take the Ferry Pilot Notes into the canteen and studied them over
breakfast. I had a very uneasy feeling in my stomach which had nothing to do with the breakfast I was
consuming. I had birthday kisses from the other girls but it only made me feel worse.
At about 111 was given my flight plan and it was time to go. I looked at the sky. There was a
strange quality to the light that I didn’t like and I was worried. With no instrument training, fog or mist
made flying incredibly dangerous and absolutely terrifying. With a heavy heart I fired up the engine.
Within 20 minutes I was approaching the river Forth. But I couldn’t see the river as clouds thickened up
around me. I took the aircraft lower and lower looking for a glimpse of the ground.
At one point I was sure that I was virtually at ground level but I couldn’t see a thing. It was too
dangerous to continue. I could hear my heart beating even over the roar of the engine. When it happened —
it happened really quickly. The plane hit water. I didn’t see anything. I was thrown against my straps —
and then a flood of cold seawater in my eyes and mouth. I was a mile out to sea!
I was certain I was going to die. Funnily enough- I was perfectly calm. I even thought that my ATA
insurance payment would really be a big help to my Mother. But then survival instinct
kicked in. I was still alive — and close to shore. I had no life jacket or any survival gear but I
was a good swimmer. I was certain there were no bones broken and I didn’t have to swim far. I
was picked up by a fishing boat that I had narrowly missed in the fog. And in the end I got a
real birthday drink after all — a cup of spiced, dark rum.

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Q1. Women pilots from АТА had no instrument training because
A) it was an auxiliary air force.
B) they were not supposed to fly in low visibility.
C) their main job was to deliver Spitfires to airdromes.
D) there was no money for this during the war.

Q2. The Ferry Pilot notes were instruction booklets written to

A) help women pilots.
B) explain how to fly the plane.
C) ensure further training.
D) explain how to fly a plane.

Q3. The narrator and her friends had no cake because

A) it was still the day before her birthday.
B) they preferred apples and cheese.
C) it was hard to obtain one in wartime.
D) it was a tradition to eat it in the pilot canteen.

Q4. The narrator was unhappy to take a Torpedo bomber because

A) it was a bulky aircraft.
B) she preferred to fly Spitfires.
C) she didn’t know how to fly it.
D) the plane was notorious.

Q5. The narrator flew with a heavy heart because she

A) didn’t feel healthy.
B) found her flying plan incredibly dangerous.
C) was worried there might be poor visibility.
D) was in a blue mood.

Q6. The narrator’s words ‘It was too dangerous to continue’ refer to her decision to
A) keep on flying lower.
B) make an emergency landing on the water.
C) continue the flight.
D) ignore her heart problems.

Q7. The moment the plane crash landed the narrator

A) was sure she could swim to shore.
B) prepared to die.
C) wished she had a life jacket.
D) worried about her mother.

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 MULTIPLE CHOICE QUESTIONS - TEST 14
The Birthday Party

My aunt and uncle, May and Jim, were the first to arrive with their three young children Alf, Bill
and Clare. My mum always jokes that their children’s names follow the alphabet and they’d have three
more called Dave, Ernest and Freddie! Within minutes the house was full of whoops and shouts as the kids
rushed round asking for party games.
Yes, it’s my birthday but we’re having a party for the whole family. I’m 16 today — and as my Dad
says “you don’t look a day over 15!” The door bell rang again. It was my friends Jim and Patrick. They’d
arrived early to help put up the big marquee tent in the garden. About 60 guests were expected so there
wasn’t enough room in the house. We went outside. It was windy — possibly rain on the way. Dad studied
the instructions for assembling the marquee whilst Jim and Patrick pulled out the huge tent, poles and
ropes. It was a tricky job with the wind blowing but after half an hour or so the marquee was up. Just in
time — rain started falling heavily.
Meanwhile my elder brother John arrived. He is twelve years older than me, married to Jane and his
two girls, Anne and Beth, were soon rushing around with the other kids. I wonder if they are going for an
“alphabet family” as well!
Soon both the marquee and the house were full. Aunts, uncles, nephews and nieces and loads of my
friends were milling around. Mum announced the first party game and I helped Dad set up the barbecue.
The problem was that the wind had now really picked up and the rain was hammering down on the tent
roof. A typical summer afternoon in England!
All was going well but what we didn’t realise is that we hadn’t put up the marquee correctly. There
was a dip in the roof and it was rapidly filling with rain water — directly above the barbecue. Just as the
sausages and burgers were almost ready — the weight of the water proved too much. Some pegs came
loose, the pole buckled and a sheet of water came crashing down over the cooking food. A huge gust of
wind at the same moment sent spray flying all over our guests.
Of course everybody started laughing. Eventually we had to abandon the marquee and we all
squashed in to our small house. Dad got out his guitar and started his very dodgy Elvis impersonation
whilst Mum shot out to MacDonald’s to buy meals to replace the soaking Barbie food.
But it has been a great day. Grandad also sang some dreadful songs — trying (and failing) to
impersonate Frank Sinatra. John and Jane danced a passable tango (in the kitchen — whilst all the kids
squealed with laughter.
The house is again back to normal and we’ve more or less finished tidying up. Incredibly the rain
has stopped and it’s a beautiful sunny evening. I think I ’ll go for a walk. I am 16! Old enough to marry
and not old enough to vote. Happily, I have no interest in either! But I am glad to be 16 and feel my future
stretching out before me. I still don’t know what I’ll do when I’m grown up. I haven’t even decided what
I’ll study when I go to university. But right now the sun is shining and it just feels great to be alive. This
has been a birthday party I’ll never forget.

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Q1. Mum joked that the kids followed the alphabet because
A) their names were Dave, Ernest and Freddie.
B) their names began with the letters A,В and C.
C) the kids loved party games.
D) they were the first to arrive.

Q2. Jim and Patrick arrived early because

A) it was probably going to rain.
B) they had to help get ready for the party.
C) there wasn’t enough room in the house.
D) they planned to help put up the marquee tent.

Q3. It was difficult putting up the marquee because

A) it was probably going to rain.
B) it was windy.
C) the assembly instructions were difficult.
D) other guests continued to arrive.

Q4. The speakers’ brother might have an “alphabet family” because

A) John and Jane were the next to arrive.
B) Anne and Beth ran round with the other kids.
C) The place was full of aunts, uncles, nephews and nieces.
D) His children’s names began with A and B.

Q5. The barbecue food was spoiled

A) by rain water.
B) because it wasn’t quite ready.
C) by the wind blast.
D) because no one paid attention to cooking.

Q6. Because the food was spoiled

A) the speakers’ Dad impersonated Elvis
B) John and Jane did a Tango.
C) they squashed into the small house.
D) Mum went to MacDonald’s.

Q7. Concerning the future, the speaker thinks that

A) nothing matters if the sun is shining
B) nothing is known and i t ’s a worry
C) nothing is known but he is happy about it.
D) he’ll never get married.

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 MULTIPLE CHOICE QUESTIONS - TEST 15
The School Council

In the Lower Sixth form (year 12) my school announced the formation of a School Council. This
was a type of parliament comprising teachers, school governors and elected pupils representing each of the
four school houses. Little did I believe when I got elected to represent the kids in my house that I would get
into the deepest trouble of my whole school life: trouble, I believe, that affected the course of my whole
life!
On the whole I didn’t get into very much trouble at school. I wasn’t exactly a “goody two shoes” but
on the other hand I managed to successfully avoid getting caught for most of my misdemeanors. When I
did get caught — the punishment was either detention or “units”. Detention involved staying behind after
school to write a punishment essay of utter meaninglessness. For example, “in no less than 1000 words,
describe the inside of a table tennis ball”. “Units” were blocks of 30 times hand written “Junior members
of this school ought always to be seen and not heard”. But my brief appearance before the School Council
was to bring much worse punishment — and I suppose it was my fault. Here’s what happened so you
can decide.
The school houses traditionally took part in fund raising activities with the money going to charity
— famine relief and the like. The Council voted on a suggestion that in the future all money raised would
go towards building a new classroom needed by the school. Encouraged by my voters and supporters, and
with all the grace of a bull in a china shop, I said that this decision was an “utter disgrace”. I banged on
about social justice and the uncaring nature of the privileged classes. In my debut speech (actually my
ONLY speech — I was promptly sacked) instead of politely offering an opinion, I managed to insult
everyone in the room. This included the chair of the governors and the Head Master!
The next day I was called to the Head’s office and given a thorough dressing down. I was, he told
me, rude, arrogant, a disgrace and disloyal to the school. He also told me that he was writing my school
reference for University applications and dismissed me — my ears red with shame.
Sometime later I applied to university. I wanted to go to study in London. I did two interviews (with
charm and aplomb I thought), completed their entrance exam and offered my A Level results: 3 A ’s — the
highest possible. But I was turned down! I couldn’t understand it so I reapplied and was turned down
again. Why? It didn’t make sense. I was (so I thought) a perfect applicant. And then I remembered.
The result was I didn’t go to London as I had hoped and dreamed but ended up studying on the
south coast — in Brighton! I had no proof (the references were confidential) but I had my suspicions. I still
do. But I can honestly say I am so glad it turned out the way it did. I loved university and have lived in
Brighton ever since. In Brighton I met my wife and brought up my family and I can honestly say there is
no other place I ’d rather live. Thank God — for The School Council.

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Q1. Who was to be elected to the School Council?
A) teachers
B) students
C) school governors
D) parliamentarians

Q2. According to the author when he was at school he was

A) a real troublemaker.
B) an obedient student.
C) neither too naughty nor perfect.
D) notorious for getting into trouble.

Q3. The author’s speech at the School Council was promoted by

A) his classmates.
B) his sense of justice.
C) his hatred to the privileged.
D) the chair of the governors.

Q4. The author’s speech was against

A) the Head Master.
B) the School Council.
C) a Council’s decision.
D) fund raising activities.

Q5. A “thorough dressing down” in paragraph 4 means

A) a physical punishment.
B) an angry speech.
C) an instruction.
D) a warning.

Q6. What, according to the author, could have been the reason of his admittance failure in London?
A) His A level grades.
B) His interviews.
C) The result of the entrance exam.
D) The Head Master’s reference letter.

Q7. The author thinks that because of the School Council

A) he never got the education he wanted.
B) he found the place where he is happy.
C) he became suspicious of the Head Master.
D) his reputation was ruined.

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 MULTIPLE CHOICE QUESTIONS - TEST 16
Dmitry

1847. It was his toughest year and they had all been tough. As a 13-year-old living in Verhnie
Aremzyani he did not know, for example, that a lady had just published a book called “Jane Eyre” or that
she’d used a false name, Currer Bell, to disguise her gender. Nor would he have known that 6000 miles
away a town called Yerba Buena was being formally re-named. Dmitry hardly knew what was happening
in Tobolsk, let alone Moscow. He had far more pressing problems. At an age when for other children
happy childhood might have been giving way to purposeful adulthood — Dmitry knew only despair. His
father Ivan Pavlovich was dead. His mother’s livelihood in a nearby factory had been destroyed in a cruel
fire. Dmitry may not have known about Charlotte Bronte or San Francisco (as Yerba Buena had been re-
christened) but he certainly knew hard times lay ahead.
Dmitry was the youngest of 14 brothers and sisters. Being the youngest had its advantages in terms
of maternal and sisterly affection. It possibly also helped in his educational development. For two years he
attended the Gymnasium in Tobolsk and did fairly well. But the family was now really poor. At the age of
15 they all relocated to St Petersburg — hoping for a better life. Dmitry entered the Main Pedagogical
Institute and successfully graduated. Things seemed to be looking up — when disaster struck in the form of
tuberculosis or ТВ.
ТВ is a dreadful disease. Usually the victim suffers from chronic, disabling fits of coughing. Fever,
night sweats and dramatic loss of weight follow. We may suppose Dmitry suffered all of these because he
made the sudden decision to travel to Crimea where, it was supposed, the warm southern climate would
provide a better cure than any medicines. And so it proved. Dmitry became a science teacher at Simferopol
Gymnasium No 1. When he returned to St. Petersburg in 1857 — his health was fully restored, his career
as a scientist could properly begin.
In late August 1861 his first book (on the spectroscope) was published. In 1862, after an
engagement lasting just 23 days, he married Feozva Nikitichna — a marriage that was to sadly end
disastrously and cause serious damage to his career. The following year, aged 29, he became Professor of
Chemistry at the St. Petersburg Technological Institute.
On March 6th, 1869 Dmitry made a formal presentation to the Russian Chemical Society. A lot of
other things were happening in 1869 and without doubt Dmitry was aware of most of them. Certainly he
would have read that Ulysses S Grant had been elected 18th President of the USA and that the Suez Canal
was complete. Probably he didn’t then know that a new synthetic material called plastic had just been
patented or that a ship called The Cutty Sark was on its maiden voyage. But in a sense, none of these things
were as important as the paper delivered that evening by a certain Mr. Dmitry Ivanovich Mendeleev.
As a result of that presentation, Dmitry was credited as being the creator of the first
version of the periodic table of elements. Fantastically, using his table, he was able to predict
the properties of elements yet to be discovered. From tough beginnings, Dmitry rose to be one of
the greatest scientists the world has ever known. Next time you are on the metro, line No9, passing south
from Savelovskaya towards Moscow City Centre, spare a moment to remember Dmitry — the boy from
Verhnie Aremzyani.

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Q1. Mentioning “Jane Eyre” and San Francisco in paragraph 1 the author probably wants to
A) show how much young Mendeleev knew about the world around him.
B) demonstrate how obscure Mendeleev’s childhood was.
C) point our attention to the times in which Mendeleev’s childhood ended.
D) stress the point that Mendeleev grew up being very ignorant.

Q2. We learn from paragraph 2 about Mendeleev’s family that

A) Dmitry suffered from lack of family love.
B) Dmitry had 13 elder brothers and sisters.
C) it had always been extremely poor.
D) they helped him to study at the Tobolsk gymnasium.

Q3. What, according to the author, helped Mendeleev to win over ТВ.
A) becoming a science teacher.
B) traveling around Crimea.
C) getting better medicine.
D) change of climate.

Q4. What does the author say about Mendeleev’s marriage to Feoza?
A) It helped him to get a professor’s position.
B) It had bad influence on his career.
C) It lasted only a few days.
D) It happened when he was too young.

Q5. According to the author in 1869 Mendeleev was sure to know about
A) election of president Grant.
B) invention of plastic.
C) the Cutty Sark voyage.
D) new patents on synthetic materials.

Q6. Of all the important events in 1869 Mendeleev’s presentation was special as
A) Dmitry was credited as the creator of the periodic table of elements.
B) it was proved that tough beginnings may have glorious endings.
C) it showed the possibility to predict properties of undiscovered elements.
D) Dmitry became one of the greatest scientists of the world.

Q7. The last paragraph probably implies that

A) everyone should visit metro line # 9 in Moscow.
B) there is a metro station named after Mendeleev.
C) Savelovskaya station is related to the life of Mendeleev.
D) when in Moscow metro, remember Mendeleev’s discoveries.

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 MULTIPLE CHOICE QUESTIONS - TEST 17
Winston Churchill’s Escape

On the afternoon of December 12th, 1899, I learned that there was little chance of me being
released. War was now officially declared and since the previous conflict with the Boers had dragged on
for months, I therefore made up my mind to escape from the prison at Pretoria at the first opportunity.
Remarkably, train services were still in operation between the conflicting territories and so this seemed the
best option for reaching the British lines at Delogoa. I managed this the very same night by carefully
watching the patrolling sentries. I counted how long they walked in each direction before turning. After
some twenty minutes of watching, at the same moment that their backs were turned, I found myself rapidly
climbing the outer wall.
Walking normally and without hurry through the streets of the town it seems to me remarkable that
no one should notice or challenge me. It was not long before I was looking down at the railway tracks and
planning my next move. Soon I chanced upon a suitable location. It was a short distance from a small
station giving me opportunity to scramble aboard a train before it gathered too much speed. A coal train
from Pretoria came and moments later I was aboard, hiding under sacks of coal. In this manner I spent a
sleepless and uncomfortable night.
Before dawn as the train passed through a small wood I jumped down and spent the whole day
sheltering with only a huge vulture for company. The vulture clearly thought I was a wounded animal who
would die shortly and provide him with a meal. Of course in the end he was disappointed but it was a
nuisance for me. I couldn’t go to sleep without risking him taking a big bite!
As darkness fell, I set off again following the line of the railway tracks. Sometimes it was necessary
to make wide detours to avoid bridges, stations and huts. The pace of my journey became very slow indeed
and the last of my food — a bar of chocolate — was soon consumed. I became depressed. The lack of
food, drink and shelter wore me down. Blisters on my feet added to the discomfort making every step
painful. The lack of proper sleep after four or five days was equally a serious problem. But I had no
intention of giving myself up. Every night was spent walking under cover of darkness. Every day was
spent hiding. I soon realised however that I was becoming increasingly tired and weak.
It soon became clear to me that not only had my escape been detected but that a description of me
had been telegraphed to every station. I later learned that four people were arrested at this time after being
mistaken for me.
On the 6th day I managed to board a train beyond Middleburg, from where there was a direct
service to Delagoa. Even better news was that I managed to secure for myself a good supply of fresh,
drinkable water. I remained hidden this way for many hours — my chief problems now being hunger and
boredom. But there was always the chance that I would be discovered. In fact the Boers did search the train
at Komatipoort. They climbed aboard my car and began to move the sacks but they did not search deep
enough.
A few hours later I was back in friendly territory. A decent meal, a bath and clean clothes have gone
a long way to reviving me. I am still very weak but I am free. I have lost many pounds of weight but I am
light of heart. I shall carry on with this war until our eventual victory.

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Q1. Churchill escaped from the prison in Pretoria by
A) watching the guards.
B) walking normally through the town.
C) climbing the wall.
D) making a disguise.

Q2. He chose a location to board a train that was suitable because

A) no one would recognise him there.
B) there were lots of trains passing.
C) the next train started from Pretoria.
D) the train would be travelling slowly.

Q3. The vulture was a nuisance because

A) it prevented Churchill from sleeping.
B) it tried to bite him.
C) it thought Churchill was a dead animal.
D) Churchill would’ve preferred human company.

Q4. He found it difficult to walk because he

A) had to make wide detours.
B) was depressed.
C) ate only chocolate.
D) had blisters on his feet.

Q5. Four people were arrested because

A) Churchill’s description was telegraphed to every station.
B) guards were looking for him everywhere.
C) they were mistaken for Churchill.
D) his escape, by then, was common knowledge.

Q6. On the sixth day he boarded a train to Middleburg because

A) it gave him a good place to hide.
B) there was a direct service from there to Delagoa.
C) there was fresh drinking water on the train.
D) of hunger and boredom.

Q7. Churchill was not found at Komatipoort because

A) the Boers didn’t search properly.
B) he was back in friendly territory.
C) he had lost so much weight.
D) of his disguise.

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 MULTIPLE CHOICE QUESTIONS - TEST 18
A Change of Plan

Sarah stood in the cold scanning the large display board at Victoria station. Nearly all the trains
were delayed. She wanted to get to Portsmouth. The plan was to spend the weekend with her sister Clare
before going to Southampton on Monday morning for her interview.
It looked bad. A few trains were scheduled in the next hour or so for Brighton and Eastbourne but
there were no connecting trains posted for Portsmouth. As a minimum she could probably get as far as
Haywards Heath and if there were no more trains from there she might get a bus or even a taxi. Then again,
the roads might be flooded and she could get stuck.
The problem was heavy rain — the heaviest rain there had been in Southern England for 20 years.
Some of the routes had serious problems with flooding. Even her journey on the underground had been
affected. There were almost no trains running on the Northern Line. She had been diverted all the way
round the Circle Line to eventually reach Victoria.
Since no trains were expected to run for at least 30 minutes Sarah went into WH Smiths to buy an
evening newspaper and then up the escalator to a small gallery of shops and eateries where she bought a
coffee.
Then followed an amazing coincidence. She was hoping to study mathematics at Southampton
University the following September and she had already been to an “open day” and a first interview.
Sitting at the next table to hers’, also drinking coffee and reading a newspaper was Tom — a boy she’d met
at both the open day and when she went for the interview. Tom also planned to study at Southampton.
“Tom? It is Tom isn’t it? I’m Sarah — we met at Southampton” “My goodness! Sarah! Well hello — what
a complete surprise! But wait a minute — you are not heading for the second interview are you?” “I am but
I don’t know if I am going to make it because of all this flooding. I’m planning to spend the weekend at my
sister’s place but there are no trains at the moment. For a while they chatted about their impressions of the
University and how they both wanted to study there. Then Tom went quiet for a moment then left the table
to make a phone call. A moment later he returned.
“Sarah — this might seem a bit improper but” he looked a little embarrassed but continued. “I am
planning to spend the weekend in Brighton with my uncle’s family. I just called him and told him about
you. He said that if you can’t make it to Portsmouth you’d be welcome to stay with us. He actually works
in Southampton and provided the roads are clear — he can give us a lift by car on Monday morning”
It took her two seconds to decide — she thought Tom was a nice guy as well as being seriously good
looking! After wandering off to check the trains and call her sister, she sat down again. “Tom it is very
kind of you to help me — not least because I am almost a stranger. But because we might well be studying
together next year, I’d love to accept your...I mean your Uncle’s invitation. I just checked the display board
again. There are still no trains to Portsmouth but one leaves for Brighton in about ten minutes. Finish your
coffee and let’s go”.

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Q1. Sarah had been planning to spend the weekend in
A) Southampton.
B) Eastbourne.
C) Portsmouth.
D) Brighton.

Q2. Sarah had reached Victoria by

A) Bus.
B) the London Underground.
C) intercity train.
D) taxi.

Q3. Sarah went for a coffee because

A) she wanted to sit down with a newspaper.
B) it was still raining.
C) wanted to meet Tom.
D) no trains expected to leave for 30 minutes.

Q4. The amazing coincidence was

A) that she sat down next to Tom.
B) she was going to study at Southampton.
C) that Tom was drinking coffee and reading a paper.
D) Sarah and Tom both studied maths.

Q5. Sarah thought she might not get to her sisters because
A) train timetables are so unreliable.
B) Brighton seemed a better option.
C) of all the flooding.
D) of engineering works on the line.

Q6. Tom’s uncle would take them to Southampton because

A) he owned a car.
B) he worked there.
C) it would be better than going by train.
D) he was a kind man.

Q7. Sarah decided to accept the invitation since

A) a train was leaving for Brighton soon.
B) her sister agreed with the change of plan,
C) she might be studying with Tom next year.
D) it was the uncle’s invitation and not Tom’s.

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 MULTIPLE CHOICE QUESTIONS - TEST 19
Starting a new school

Moira and Molly have finally parked illegally across from St. Agnes — the church and the parish
school. “It looks smaller than it did. Can it really be twenty years since Tim and I both went to school
here? Dear Lord!” Molly thought. ‘It’s sort of scary.’ Moira clutched at Molly’s hand and moved closer. ‘I
wish my dad could of come.’ ‘Could have come’, corrected her Molly. ‘Oh, you should have seen how
scared I was when my mother brought me here. But Tim — your father—was already enrolled, so — ‘,
Molly began to be interrupted by the girl — ‘And so you were both the nicest students in the school?’
Molly almost choked. ‘Eh — yes, of course.’ she lied heartily. ‘We — were the very model of outstanding
students. Yes, your father and I — well!’
Sister Alice was standing at the open door. ‘I’m sure you don’t remember me,’ Molly started to say;
when the nun waved them both into her office. ‘Molly Patterson. I was looking out of the window when
you got out of your car, and the moment I saw that hair I knew it had to be Molly Patterson. Well, little
Molly, all grown up, and bringing your daughter to us?’ ‘Eh — not exactly. I don’t suppose you remember
Timmy Holland? ‘‘Of course I do. The Terrible Duo. How could I forget?’
‘Oh, you knew my Dad?’ Moira’s reserve was overcome by the magic word—dad. The old nun
smiled gently. ‘So — Tim Holland’s girl. Why, of course I knew your Dad and — ‘Aunt Molly,’ the child
prompted. ‘Aunt Molly, is it? Always in trouble, that pair. Your father was the ringleader, but he never
realized that any time there was a commotion Molly’s head of red-gold hair could be seen, standing out in
the crowd like a lighthouse. We always knew right away who the culprits were!’ ‘Trouble?’ Moira looked
astonished. ‘Molly said they was—were perfect students!’ Sister Alice rang a little hand-bell on her desk
and smiled amiably. ‘Yes, of course. Perfect students — your father and your aunt. Yes, I recall that now’.
A senior girl student came in. ‘Ann,’ the Principle said gently, ‘this is Moira Holland, who is considering
entering our school. Would you show her around the building while her Aunt and I have a talk?’ ‘Now,’
Sister Alice said briskly, when the door closed behind the girls, ‘to business. You said on the telephone that
she was a special interest child?’ ‘She has a hearing problem,’ said Molly. ‘One ear is totally deaf; in the
other she requires a hearing aid, about which she’s very sensitive. It’s a degenerative hereditary disease,
and I’m afraid there is no cure.’ ‘Does she know?’ ‘Yes, she knows and seems so light-hearted about it all
that I suspect she’s all bundled up inside.’ ‘And may break down or out at any time,’ added the Principle.
‘She might,’ Molly sighed, ‘but before it all happens, she needs to mix with others, to build up a large
vocabulary, to become adjusted to her peers. And I intend to teach her sign language! Besides, there are
more problems. They’ve been living in France and there are no school records, so I guess she has
been educated haphazardly, by private tutors. I have no idea what grade she would fit in.’ ‘No problem,
we’ll test her today and then make an assignment. But you know — apart from school fees, we require
parents to participate in the school’s activities. You are the best Special Needs teacher in Massachusetts.
Unfortunately, we can’t afford to pay you, but it would be wonderful if you might teach a class in sign
language once a week. No, we don’t have many physically handicapped kids, although we have our share,
but this is not what I have in mind. We need to sensitize our non-handicapped children to the needs of
others, and learning a sign language would be the ideal way.’

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Q1. The perspective to get enrolled to school
A) left the child indifferent.
B) was rejected as unwanted.
C) made the girl feel nervous and vulnerable.
D) made the little girl feel happily excited.

Q2. When Molly and Tim were pupils in the school they were
A) notorious for their behavior.
B) famous for their diligence.
C) academically gifted.
D) average kids.

Q3. The principle ran the hand-bell because

A) she wanted to distract the g ir l’s attention from her obvious lie.
B) she was confused and didn’t know what to do or to say.
C) she felt ready for a confidential talk with Molly.
D) it was part of her religious ritual.
`
Q4. Moira was a special needs child because
A) she had never been enrolled to school before.
B) English was her second language.
C) she was very sensitive.
D) she was almost deaf.

Q5. Moira’s obvious light hearted attitude to her problem made the two ladies feel
A) proud of the girl’s courage.
B) ashamed of their inability to change things.
C) sorry for her amateurish effort to hide fear.
D) worried of possible consequences of this visible indifference.

Q6. The school was a

A) typical public school.
B) private church school.
C) special interest school.
D) charity school for the poor.

Q7. The Principle wanted Molly to teach sign language at her school because
A) Molly was supposed to do it for free.
B) it was required by educational authorities of the state.
C) it was in high demand among parents and students.
D) it was an important part of inclusive education.

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 MULTIPLE CHOICE QUESTIONS - TEST 20
Arkhip

Arkhip Kuinji was born in 1842 in Mariupol on the Azov Sea. His family originally came from
Greece as refugees during the reign of Catherine II. His father made a living making and repairing
shoes but tragically both he and Arkhip’s mother died when the boy was just six years old. Incredible
though may seem to us — this meant that Arkhip had to start work for pay. He had no opportunity
whatsoever to receive any formal education. Instead he divided his time between labouring, farm work and
being an assistant at the corn merchant’s shop. But this unfortunate child had a special talent: He could
paint and draw exceptionally well.
Aged 18 he moved to the Port of Taganrog in 1860; at more or less the same time that Anton
Chekov was born — in the very same town! For five years he worked in a studio retouching photographs.
He even tried, unsuccessfully to open his own photography studio. This was at more or less the same time
a Mendeleev gave the world his periodic table! But eventually Arkhip headed north to the city of St.
Petersburg hoping, no doubt, to do something with his natural artistic ability.
Once there, he evidently was allowed to attend classes at the St. Petersburg Academy of Arts and he
also benefited from some training in the workshop of the famous marine painter Ivan Aivazovsky. For the
next few years he studied, painted and exhibited whenever he could. In 1873, he travelled around Europe
and thoroughly studied the works of great masters. On his return, however, he began to develop his own
unique style.
In his early landscape paintings he often sought to capture seasonal moods. But after 1874 he
became increasingly interested in painting “light”. He obtained striking effects by using vivid colours,
chiaroscuro contrasts and simple but cleverly conceived designs. He began to make spectacular paintings
that greatly moved contemporary viewers. Possibly his most famous painting, “Ukrainian Night” (1876),
opened a new romantic stage in his work. He achieved such astonishing results, that people, who saw the
picture for the first time at an exhibition, tried to check its back, to see if there was any special source of
light.
Exhibited at the Paris World Fair in 1878, “Ukrainian Night” won praise from the most eminent
French critics. Through years of experimentation, Arkhip developed his own highly original techniques,
which he applied increasingly to the treatment of subjects such as snow-covered mountains and moonlight.
It is sad for us today that some of his experiments with paint led to problems of deterioration and many of
his luminous canvases soon darkened.
In 1894, he accepted an invitation to become a professor of the Academy. He was very fond of
teaching and his students admired him. Unfortunately his career of a professor did not last long (he was
dismissed for supporting students in their protests against authorities) but he continued to teach his students
privately. Later he presented the Academy with a big sum of money, the interest from which was to be
used for awards to young painters. In 1909, the year before he died at the age of 68, he founded The Kuinji
Society, an independent association of painters, to which he left all his pictures and property. Starting from
such a disadvantaged background, few have achieved as much or given so much pleasure to so many
people as young Arkhip from Mariupol.

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Q1. Which of the following is TRUE about Arkhip Kuinji’s family.
A) They served at the court of Catherine II.
B) They came from Greece to make money.
C) Arkhip’s parents died when he was very young.
D) They made a living selling shoes.

Q2. We learn from the text about Arkhip’s stay in Taganrog that he
A) met Anton Chekhov there.
B) tried to work as a photographer.
C) opened his first art studio there.
D) could have met Mendeleev there.

Q3. When Kuinji got to St. Petersburg he

A) had developed a style of his own.
B) began to attend classes in the Academy of Arts.
C) got interested in marine painting.
D) visited all art exhibitions.

Q4. After 1874 Kuinji

A) invented a new paint.
B) started to paint only in light colours.
C) began to make pictures showing light.
D) used technical effects to impress the viewers.

Q5. We learn about Kuinji’s “Ukranian Night” that

A) there was a hidden source of light behind it.
B) it won a special award at the Paris World Fair.
C) a famous art critic claimed it started a new stage in painting.
D) it became one of his most famous paintings.

Q6. Some of Kuinji’s experiments were not a success because

A) his style was too complicated to visualise.
B) hard as he tried, he failed to capture the moonlight.
C) a few of his paintings lost their original colour.
D) he used canvases of poor quality.

Q7. His professor’s career was not a success because

A) of political reasons.
B) he wanted to be an independent artist.
C) his students complained that he gave private lessons
D) the authorities were against his fund meant to support students.

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 ANSWER KEYS
TEST TEST TEST TEST TEST TEST TEST TEST TEST TEST
1 2 3 4 5 6 7 8 9 10
Q1. B Q1. C Q1. C Q1. B Q1. C Q1. B Q1. A Q1. B Q1. A Q1. B
Q2. D Q2. B Q2. D Q2. D Q2. B Q2. C Q2. D Q2. B Q2. D Q2. C
Q3. B Q3. D Q3. B Q3. B Q3. D Q3. A Q3. B Q3. B Q3. C Q3. A
Q4. D Q4. A Q4. A Q4. D Q4. A Q4. B Q4. C Q4. A Q4. D Q4. D
Q5. D Q5. A Q5. C Q5. A Q5. C Q5. D Q5. B Q5. D Q5. A Q5. B
Q6. A Q6. C Q6. A Q6. A Q6. B Q6. A Q6. D Q6. B Q6. D Q6. B
Q7. A Q7. C Q7. D Q7. C Q7. C Q7. D Q7. A Q7. C Q7. C Q7. C
TEST TEST TEST TEST TEST TEST TEST TEST TEST TEST
11 12 13 14 15 16 17 18 19 20
Q1. B Q1. C Q1. D Q1. B Q1. B Q1. C Q1. C Q1. C Q1. C Q1. C
Q2. D Q2. B Q2. B Q2. D Q2. C Q2. B Q2. D Q2. B Q2. A Q2. B
Q3. C Q3. A Q3. C Q3. B Q3. A Q3. D Q3. A Q3. D Q3. C Q3. B
Q4. A Q4. B Q4. D Q4. D Q4. C Q4. B Q4. D Q4. A Q4. D Q4. C
Q5. A Q5. C Q5. C Q5. A Q5. B Q5. A Q5. C Q5. C Q5. D Q5. D
Q6. D Q6. D Q6. A Q6. D Q6. D Q6. C Q6. B Q6. B Q6. B Q6. C
Q7. D Q7. A Q7. B Q7. C Q7. B Q7. B Q7. A Q7. C Q7. D Q7. A

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