NEC FOUND 06 23-24

Multiple Choice reading (Session 2)

Reading practice

Table of Contents

Exercise 1:................................................................................................ 2
Exercise 2:................................................................................................ 4
Exercise 3:................................................................................................ 6
Extra practice:.......................................................................................... 8

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Exercise 1:
You are going to read an extract from a short biography of the author J.R.R. Tolkien.
J.R.R. Tolkien
John Ronald Reuel Tolkien. J.R.R. Tolkien as he is better known, was born into a relatively
comfortable existence in South Africa to an English family, but the family’s means soon
became very limited indeed, once they returned to Britain after Tolkien's father passed away.
In Birmingham, where they set up residence, he was taken under the wing of a local priest.
Father Morgan, who became more and more influential in his life subsequent to the passing of
his mother, when Tolkien was aged just 12. Father Morgan took Tolkien under his
guardianships; in an official capacity thereafter, placing him first in the care of a distant
relative and then in a boarding house for orphans.
It was there at the age of 16 that he met his first love interest, Edith Pratt. Although
Edith became
Tolkien's obsession for a time: their relationship at such a young age was generally frowned
upon, not
least by Father Morgan, who was determined to pry the two apart. However, it ultimately took
a failed
entrance exam for Oxford University to prompt Tolkien to swear off his love. and he resolved
to refocus
his attentions on his studies thereafter, successfully obtaining & scholarship at the second
time of asking.
Clearly, Edith had never been completely vanquished from his thoughts, however,
because he looked her up again whilst still at university, seeking her out to propose marriage.
Her acceptance of his proposal was somewhat complicated by the fact that she had already
said yes to another's. However, her keenness to withdraw from that agreement was such to
suggest that she, too, had failed to ever completely repress thoughts of the two of them
together. They were reunited as quickly as she could unravel herself from the other matter
and got married just two years later.
University was where Tolkien cultivated his love of language, majoring In Philology. He
took great
inspiration from the Icelandic Norse and Gothic myths and legends, and this would heavily
influence
his own later compositions, in which he frequently borrowed place and character names from
his most beloved works of study. War, specifically The Great War as it became known, also had
a profound impact on him and he would permanently surrender many friends to the cause and
pick up an injury of his own on the frontline that would prevent him from taking any
subsequent part in World War One.

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It was during his recuperation, however, that he would begin creating his world of
mythology, His
interest in language had been such that he had already developed several of his awn based
on Finnish
and Welsh, and he delved into the realms of fiction in order to put these to use. What's more,
he dearly lamented his country's dearth of folklore, and this inspired him to envision and
fashion his own as a sort of substitute. He spent much time and went into great detail crafting
this other world before his novels actually began to materialise.
Indeed, success in the ranks of academia would precede that of his fictional work, as he
went on to
accept a professorship at Lees and then Oxford University. During his Oxford tenure, the
manuscript for The Hobbit was completed and he submitted this to Allen and Urwin
publishers. Urwin paid ten shillings for his son's review of the book, which was gushing in its
praise, and this prompted him to take the punt and, of course, The Hobbit went on to become
a huge commercial success.
However, more than a decade would pass before Tolkien submitted the sequel, set in
the same mythical land but with a new and ambitious target readership. It was this rather
than the standard of authorship which gave his publisher cause for concern. However, Urwin’s
son, now employed by his father’s company was again a staunch defender of Tolkien and
personally requested to be allowed to take on the project, a request which Unwin senior
reluctantly relented to.
(1) What does the first paragraph suggest about Tolkien’s childhood?
A his family suffered a radical change of fortune when he was very young
B he spent most of it in the direct care of a priest
C his father and mother passed away after the family moved to another county
D his mother passed him to a priest to care for because she couldn't look after Tolkien herself
(2) Why did Tolkien part ways with his early love, Edith?
A he wanted to concentrate on his studies
B he was forced to by a priest
C it coincided with him entering university
D he was affected by the opinions of wider society
(3) What is said of the time when Tolkien and Edith reunited?
A she agreed to his marriage proposal immediately
B a third party made matters more complex for Edith
C it happened after her then relationship began to unravel
D Edith was initially keen to move on from Tolkien
(4) How did the Great War affect Tolkien?
A he grieved because many of his friends were injured
B it influenced him heavily to an extent reflected in his later literary works

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C he took inspiration from the exploits of Scandinavian soldiers
D he was fortunate that injury prevented him from playing any part in it
(5) Tolkien's motivation for creating an intricate fantasy world stemmed from
A his desire to showcase his multilingualism.
B his long-held ambition to write a series of fantasy novels.
C a desire to find s practical application for Welsh and Finnish,
D sadness at a lack of mythology in his own country’s traditions.
(6) What role did Urwin Junior play in the publication of Tolkien's books?
A he project-managed their publication
B he reviewed the books favourably driving their commercial success
C he convinced the publishing company to have faith in Tolkien
D he influenced Tolkien's choice of target readership
Indeed, success in the ranks of academia would precede that of his fictional work, as he
went on to
accept a professorship at Lees and then Oxford University. During his Oxford tenure, the
manuscript for The Hobbit was completed and he submitted this to Allen and Urwin
publishers. Urwin paid ten shillings for his son's review of the book, which was gushing in its
praise, and this prompted him to take the punt and, of course, The Hobbit went on to become
a huge commercial success.
However, more than a decade would pass before Tolkien submitted the sequel, set in
the same mythical land but with a new and ambitious target readership. It was this rather
than the standard of authorship which gave his publisher cause for concern. However, Urwin’s
son, now employed by his father’s company was again a staunch defender of Tolkien and
personally requested to be allowed to take on the project, a request which Unwin senior
reluctantly relented to.

Exercise 2:
You are going to read an extract from an article.
Unlocking opportunities
James Pennywise describes his experience of becoming a locksmith
For me, becoming a locksmith has been a transformative journey. When I embarked on
this career path, I never anticipated the vast array of challenges and fulfilling experiences that
would await me. Locksmiths are responsible for installing, repairing and maintaining various
types of locks, including those with mechanical and electronic systems. We also help people
who cannot access their homes. Being a locksmith requires precision, attention to detail and a
thorough understanding of all lock mechanisms. Nowadays, however, locksmiths specialise
more and more in automotive locksmithing work, dealing with different types of vehicle locks,
including traditional locks as well as ‘transponder’ and ‘smart’ locks, which are more modern

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types of locks. That work typically involves unlocking vehicles, making new keys and
programming transponders.
My journey began with a burning curiosity for the inner workings of locks. I was always
fascinated by their intricate mechanisms and the mysteries hidden behind their sturdy
exteriors. To pursue my passion, I embarked on an extensive training process that involved
acquiring technical knowledge and practical skills, and obtaining the necessary certifications.
This training process began with my apprenticeship and continued after I had completed it.
Getting a high school diploma or equivalent qualification is typically a good first step.
Although not a mandatory requirement, a solid educational foundation can significantly
enhance one's understanding of the field. After completing my basic education at school, I
pursued specialised locksmithing courses from accredited institutions that covered various
aspects of the trade, including lock installation, repair, picking and key duplication, and skills
such as how to communicate effectively. I learned from locksmiths with whom I am still in
contact today. As a result, I was equipped with the knowledge needed to understand the
different types of locks, their vulnerabilities and the techniques used to manipulate them.
In addition to theoretical knowledge, hands-on experience is invaluable in this trade. I
sought opportunities to work as an apprentice under experienced locksmiths. My
apprenticeship allowed me to observe and learn from seasoned professionals so as to be able
to hone my practical skills and deepen my understanding of real-life scenarios that locksmiths
encounter. I was fortunate enough to learn from several elite locksmiths that I encountered
during my apprenticeship. Many aspiring locksmiths seem to find an apprenticeship through
their personal contacts, further adding to the profession’s mystique and the idea that
knowledge is well-guarded and only revealed to a chosen few. However, I didn’t have that
advantage and so was left no option but to go through the publicly available channels.
As a locksmith, every day is a new adventure filled with diverse challenges. One of the
job's core responsibilities is to be on call and attend emergency ‘lockouts’ when needed. A
significant portion of my work involves assisting individuals who have been locked out of their
homes, cars or businesses. Responding promptly and effectively to these situations requires
problem-solving skills, technical expertise and empathy for those in distress. People are
usually not in the best of moods when I arrive, and to make matters worse they then have to
pay out a hefty sum for the service. I don’t like to feel that I have the right to demand lots of
money, but this part of the job really is where locksmiths earn the majority of their money. To
be honest, I think it’s only fair that we get paid a fair wage, especially as when we are
providing this service we might need to get out of bed in the middle of the night and race
across town. Crafting keys is another essential skill for locksmiths. Whether it's duplicating
keys for customers or creating new keys when the originals are lost, this task demands
precision and the ability to operate key-cutting machines accurately.
An additional aspect of the job that is very important today is security consultation. I
often provide expert advice on state-of-the-art security systems and measures to protect

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homes, businesses or other properties. This involves assessing vulnerabilities, recommending
appropriate locks, alarms and access-control systems, and educating clients on the latest
security trends. Although I do not currently have any apprentices of my own to train, I would
definitely be interested in pursuing that type of role at some point in the future.
Being a locksmith is not just about unlocking doors or duplicating keys; it's about being
a trusted problem solver, a reliable source of security advice and a compassionate helper in
times of crisis. You will often find yourself in situations where your expertise and calm
demeanor can bring immense relief to individuals facing lockouts or security concerns.
1 What does the writer say that locksmiths do more often now than they used to?
A repair specific types of locks
B work on locks for cars
C work carefully and accurately on locks
D help people with problems with technology
2 The writer thinks that staying at school
A is a quicker way to get an apprenticeship as a locksmith.
B helps you to make connections with people who can help you later.
C gives you the communication skills you need to help people that need it.
D makes it easier for you to learn how to be a locksmith.
3 The writer thinks that he owes his skill as a locksmith today to
A the experienced locksmiths who trained him.
B the fact he was chosen by a top locksmith to be his apprentice.
C help from relatives who had contacts in the industry.
D the training programme he took part in that is available to everybody.
4 What does the writer think about how much people have to pay for ‘lockouts’?
A He understands why some people think they are paying too much.
B He sees it as an opportunity to earn a good amount of money quickly.
C He thinks it’s necessary to charge a premium because it's a significant factor in a
locksmith's income.
D He thinks people should pay more due to the compassion with which he helps them.
5 What educational aspect of his job does the writer mention?
A assisting people who have locked themselves out
B training young people who are his apprentices
C showing people the vulnerabilities of the keys he has cut for them
D sharing knowledge of how to protect property
6 The impression given of the writer is that he
A focuses more on the human aspects of his job than on the technical aspects.
B sees his work as more than just a series of mechanical tasks.
C would like to work in more hi-tech areas of locksmithing.
D is never irritated by having to get up in the night to help people.

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Being a locksmith is not just about unlocking doors or duplicating keys; it's about being
a trusted problem solver, a reliable source of security advice and a compassionate helper in
times of crisis. You will often find yourself in situations where your expertise and calm
demeanor can bring immense relief to individuals facing lockouts or security concerns.

Exercise 3: 9h17
You are going to read an extract from an article about the Finnish education system
The Finnish Education System
Finland's education system is head and shoulders above most of the world's, but why?
On one level, it is simple, teachers there are held in the highest esteem and entrusted to
make decisions in the best interests of pupils, which they appear invariably to do. They also
go the extra mile and tailor-make lessons. The respect they are afforded in return, perhaps,
stems from an awareness of the still qualification standards teachers are set: they come from
the top 10% of graduates, educated to Master’s level. Finland, then, attracts some of its best
human capital into teaching, but whether its success can all simply be attributed to the
caliber of staff is open to debate. There is more to this formula than meets the eye.
The size of schools is no minor factor in the education system's success either, for
many are very small, and this allows teachers to devote more attention to pupils. Even the
best teachers. after all, are not magicians, and they cannot wave a magic wand and ensure
that all pupils fulfil their potential. It takes effort and devotion on a micro scale, and this can
only be achieved in a conducive environment. In a world of rising pupil-teacher ratios, that
Finland bucks this trend must surety play a pivotal role in its education system's success.
However, demographics and the country’s unique geography, with many small areas of
habitation dotted across the landscape, predetermine to some extent, class sizes, so for this
the government cannot monopolize credit: it is as much down to circumstance. Nonetheless,
the figures make for impressive reading, with nearly thirty percent of Finnish children
receiving some form of special attention in their educational development before the age of
nine.
The reinvention of education on a more macro scale, though, was very deliberate
indeed, and it began in Finland over four decades ago as a key part of the country’s economic
recovery plan. Success was not by any means instantaneous, though, and educators deserve
much credit for sticking to their principles in the early years of the transformation despite this,
when, so often, programmes conceived with the best of intentions are abandoned
prematurely. Really, it was not until 2000 that confirmation and validation would arrive, but
they did so in eye-raising fashion. This marked the first year of results being issued from the
Programme for International Student Assessment, a standardized test delivered to 15-year-
olds in 40 different countries. Finland's youths came way out on top in terms of literacy.

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Within three years. it also led the maths tables and pupils were excelling in science,
too, and Finland has consistently occupied a high position in all three areas ever since.
without any blips, so it was patently clear for all to see that this was not the endeavour of
fluke. Counterintuitively. Finland's pupils excel in these standardized tests despite not being
mandated to sit any on a regular basis In their own educational system until the very end of
their second-level schooling: nothing official exists prior and other such testing is only carried
out should individual schools undertake to do so of their own volition.
More intriguingly, competition does not form any part of the education philosophy.
Neither are the decision-makers political: although Finnish schools are publicly funded and it is
a state-driven education system, politicians and business people are precluded from
interfering. Nor are schools vying for the best teacher candidates: irrespective of location.
they have an equal shot of getting top graduates. with all drawing from the same pool of
resources in this respect. Furthermore, in the absence of competition, only National goats
count, so there is no elite list of schools parents dream of sending their children to; every
child, whether schooled in a rural or urban environment. is afforded the same standard of
education. This. therefore, arguably, one of the most equitable systems in the world.
This assertion is supported by the fact that refugees in this relatively homogenous
country are not greatly disadvantaged educationally and tend to catch up to their native
peers before long. Indeed, there is evidence on a broader level. too, of this equitability, since
Finland has the lowest gap in the OECD between its weakest and strongest pupils in
performance terms. The stats make for very impressive treading, yet, remarkably, Finland's
expenditure on education as a proportion of its overall budget is much less than places like
the United States, which cannot boast nearly as impressive results.

(1) What does the writer imply when she says ‘There is more to this formula than meets
the eye’?
A that it is not as easy as it sounds to produce top-quality teachers
B that the success of Finland's education system is down to various reasons
C that the quality of teaches in the Finnish education system is not what it seems
D that the Finnish education system is more impressive than it locks
(2) What does the writer say about Finland’s small class sizes?
A Finland has set a trend the rest of the world is trying to copy
B the country’s record is more impressive in relation to young learners
C the country's character lends itself to smaller class sizes
D a government initiative is directly responsible for them
(3) In the third paragraph, we learn that Finland's education system
A was revised during a period of economic strain

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 The reinvention of education on a more macro scale, though, was very deliberate
indeed, and it began in Finland over four decades ago as a key part of the country’s
economic recovery plan
B was first revised after the year 2000
 Really, it was not until 2000 that confirmation and validation would arrive, but they did
so in eye-raising fashion.
C enjoyed rapid success after changes were implemented
D took over forty years to convert into the success it Is today

(4) What is the Finnish education system's approach to standardised testing?

A it regularly takes place in the areas of science, literacy and maths only
B standardised tests are not compulsory but schools are encouraged to use them
C it plays a key role at all levels of schooling
D this evaluation method is only officially used as students exit secondary school
Within three years. it also led the maths tables and pupils were excelling in science,
too, and Finland has consistently occupied a high position in all three areas ever since.
without any blips, so it was patently clear for all to see that this was not the endeavour of
fluke. Counterintuitively. Finland's pupils excel in these standardized tests despite not being
mandated to sit any on a regular basis In their own educational system until the very end of
their second-level schooling: nothing official exists prior and other such testing is only carried
out should individual schools undertake to do so of their own volition.

(5) The Finnish education system

A sets no goals of targets for schools to achieve. = no goals
B generally operates independent of state and commercial interference. = NO state or
commercial interference
C is highly competitive in terms of school’s’ efforts to attract the best teachers and students,
D encourages graduates to take up rural teaching roles with incentives. = incentives for rural
jobs
More intriguingly, competition does not form any part of the education philosophy.
Neither are the decision-makers political: although Finnish schools are publicly funded and it is
a state-driven education system, politicians and business people are precluded from
interfering. Nor are schools vying for the best teacher candidates: irrespective of location.
they have an equal shot of getting top graduates. with all drawing from the same pool of
resources in this respect. Furthermore, in the absence of competition, only National goats
count, so there is no elite list of schools parents dream of sending their children to; every
child, whether schooled in a rural or urban environment. is afforded the same standard of
education. This. therefore, arguably, one of the most equitable systems in the world.

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(6) Why does the writer mention refugees?

A to exemplify how fair the Finnish education system is = fairness in Finnish education
B to highlight the lack of diversity in Finland
C to show that the gap between topmost and lowest performing students is very low = small
performance gap
D to suggest what can be achieved if more money is invested in education
This. therefore, arguably, one of the most equitable systems in the world.
This assertion is supported by the fact that refugees in this relatively homogenous
country are not greatly disadvantaged educationally and tend to catch up to their native
peers before long. Indeed, there is evidence on a broader level. too, of this equitability, since
Finland has the lowest gap in the OECD between its weakest and strongest pupils in
performance terms. The stats make for very impressive treading, yet, remarkably, Finland's
expenditure on education as a proportion of its overall budget is much less than places like
the United States, which cannot boast nearly as impressive results.

Extra practice:
Imagine that you are visiting the United States. The Fourth of July holiday is coming up, and
you know that many people use fireworks around that day. As you browse through the
newspaper, the following article on that very topic catches your attention. Read the article
carefully and answer the questions that follow.
Fireworks
Let common sense and city code guide your use of fireworks this season
It’s just June 15, three weeks before the Fourth of July, and the tranquility of our
community is already being shattered almost nightly by fireworks being set off.
Firework users and First Amendment advocates proclaim that they have the right to
celebrate our nation’s Independence Day in the traditional way. Our local authorities agree;
most types of ground fireworks are approved to be legally discharged within our city limits.
However, anyone doing so right now is actually violating the Pineburg Municipal Code, which
limits the use of fireworks to the week leading up to the Fourth of July. (A)
For several years, the city council has debated completely banning the discharge of all
fireworks within city limits. These actions have been discussed in light of growing noise and
safety concerns flowing in from families of young children and business owners’ complaints of
excessive debris left on their property. After much consideration, last year the council decided
to continue to allow the use of fireworks during the holiday week, but announced a new
campaign on public education and law enforcement in the hopes of curtailing any
interruptive or destructive behavior.
However, due to widespread non-compliance and continued complaints, the city council
just voted yesterday that next year firework use will be limited to the hours of 10:00 a.m. to
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11:30 p.m. on July 4 only (the standard city “quiet hours” of 9:00 p.m. to 9:00 a.m. will be
shortened on that day). On one side of the controversy, some say that restricting the use of
fireworks negatively impacts their quality of life. On the other side of the debate, some say
that the weeks of disruptions caused by the fireworks adversely affect their quality of life. (B)
In the meantime, all Pineburg citizens are asked to keep in mind that our current
fireworks laws are actually quite lenient. Most neighboring townships currently only allow
fireworks on July 3 and 4, and a few have completely banned the use of all fireworks outside
of organized, public displays.
So, if you like fireworks, please use common sense, be considerate of your neighbors
when planning your holiday festivities, and respect the law. (C) If you oppose private use of
fireworks, please remember that as long as your neighbors are only discharging fireworks
during those times designated by city code, they are doing nothing wrong and are simply
celebrating our nation’s independence in the manner they see most fit.
While noise is the most cited issue pertaining to firework use, safety is certainly
another big issue that comes up every year. Remember that only Class C fireworks can be
discharged within Pineburg city limits. Even though fireworks beyond that classification can be
bought elsewhere nearby, such fireworks are considered too dangerous and are not to be
used by Pineburg citizens. According to state law, anyone caught using banned fireworks may
face a fine of up to $2,000 and up to one year in jail. (D)
This is a serious concern, as an inquiry to the state Fire Marshall’s Office has revealed
that, last year, there were 102 fireworks-related fires and 36 fireworks-related injuries
reported in our county alone. Fortunately, there have been no fatalities reported in recent
years. However, these are preventable incidents that can be reduced if everyone agrees to
use some common sense and obey the law.
1. Which word is closest in meaning to the highlighted word curtailing in line 16?
a. discouraging
b. punishing
c. legalizing
d. publicizing
2. Which of the following is NOT one of the reasons why some people oppose the use of
fireworks in town?
a. too much noise
b. too much garbage
c. too many different laws
d. too dangerous
3. When does the current law allow people in Pineburg to use fireworks?
a. the week before July 4
b. the week after July 4
c. only on July 4

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d. the weeks before and after July 4
4. What did the city decide to do for this year in response to complaints about fireworks
violations?
a. focus on enforcing the current laws
b. impose city-wide “quiet hours”
c. implement a new penalty system
d. ban certain classes of fireworks
5. Which word is closest in meaning to the highlighted word lenient in line 26?
a. strict
b. recent
c. universal
d. generous
6. When the author says that people are celebrating the holiday in the manner they see most
fit in line 32, this refers to ____.
a. the socially approved way
b. the most common public practices
c. the individual’s personal preference
d. the most extravagant style
7. For what reason might a person have to pay a $2,000 fine?
a. fireworks-related accidents
b. leaving fireworks debris on others’ property
c. discharging fireworks after 11:30 p.m.
d. using prohibited fireworks
8. Why is firework safety such a concern?
a. There are many families with small children.
b. Many preventable fires and injuries occur each year.
c. People die each year in fireworks-related incidents.
d. State law imposes strict fines and jail time for infractions.
9. Which of the following is the best example of the common sense in line 43 advocated by
the author?
a. celebrating the holiday in the way one chooses
b. using approved fireworks at appropriate times
c. reporting any fires caused by fireworks
d. making sure not to get caught
10. What is the main purpose of this article?
a. to advocate fireworks users’ rights
b. to report on recent city council actions
c. to encourage responsible and thoughtful use of fireworks
d. to inform people about new laws

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11. At which point in the passage would the following sentence best fit?
“Thus, the council hopes to appease everyone by still allowing the discharge of fireworks, but
strengthening restrictions on their use.”
a. (A)
b. (B)
c. (C)
d. (D)

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