Ms.

Ai Thu-Reading 5

Practice #1
Passage 1
Questions 1 - 3
The reading passage has three paragraphs, A-C.
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-v, as your answer to each question.
List of Headings
 i Characteristics of Palms
 ii Palm tree origins
 iii Extinction of Palm trees
 iv Uses of Palm tree
 v Symbolisms of Palm tree
18. Paragraph A
19. Paragraph B
20. Paragraph C
Palm Trees
A. Palm trees belong to the family of Arecaceae. Mostly, it grows in hot regions.
Trees of this kind are long and the stems are unbranched for the most part.
About flowers, it is white and small. Also its shape is similar to the star. Palm
tree’s fruits contain one seed and are covered with flesh.

B. Palms are useful for many things. There are Palm oil, Sago and its wine is
popular among several countries. Palm oil is used for cosmetic purposes and as
a food ingredient. Coir is taken from the outer shell of the coconut. It is utilised
for doormats, mattresses, ropes, etc., Currently, palm trees are popular in park
and beaches.

C. In Roman times, Palm trees indicated victory. In Christiniaty, the palm is

represented as victory over the soul. In Judaism, it is the sign of plenty and
peace. For Ancient Egyptians, it represented a long life. For Assyrians, the
palm tree is represented as a god ishtar. In the Contemporary world, palm is a
sign of tropical island paradise.

Passage 2
Code-switching
1. Code switching is when people switch, or change, from one language to another
while speaking. They might begin a conversation in one language and then, later in the
conversation, switch to another. They might also begin a sentence in one language but
end it in another. Or they might insert a word or phrase from another language. When
and why people code switch depends on the speakers and the situation.
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2. One reason people code switch is to show social closeness. Imagine that two
women meet at a party in New York. Gabriela is Brazilian, and Pamela is British. In
their conversation, Pamela asks:
Pamela: Where are you from?
Gabriela: Rio.
Pamela: Really? Uma cidade muito bonita [A beautiful city]. I was there last
year.
Gabriela: Oh, do you speak Portuguese?
Pamela: Um pouco [only a little]
Here, Pamela uses a little Portuguese in order to show closeness on friendliness to
Gabriela.

3. On the other hand, people ah code switch to create social distance. Sometimes this
happens in immigrant homes in the United States where the children can speak
English, but the parents understand only the language of their native country. Children
can code switch to keep their parents from understanding everything they say.
Likewise, parents may code switch when tne1 share a language that their children do
not understand.

4. One final reason that people code switch is lack of knowledge about a language or
lack of attention to one’s language. Imagine a teenage girl living in a Latino
community in Los Angeles. Talking with her friends, she says, "Esperate [Wait a
minute]. What did you just say???" It is possible that the teenager was not trying to
show social closeness or distance. Perhaps she didn't know how to express the second
idea in Spanish. Most likely, she may simply have switched to English without paying
much attention to which language she was using.

5. Code switching occurs between people who share more than one common
language; however, it can also occur between people who share a language and a
dialect, or variation, of that language. A person may use one dialect at home and then
switch to another dialect at school or work. One example is the way teenagers use
slang when talking to their friends. For instance, a teen might say to his friend, "Gotta
bounce. Me 'n' the crew’re goin' shoppin' for some mad phat gear." Gotta bounce
means "I have to leave," the crew means "my friends," and mad phat gear means "nice
clothes." Therefore, the teen is saying, "I'm going shopping with friends," but only
speakers of both English and this teen dialect can understand. Teens use their dialect
because it helps them to show that they fit in with their friends. It also shows that they
are separate from their parents.

6. Regardless of the situation, there are two important rules for code switching. First,
the speakers have to know both languages or dialects at least well enough to follow
the changes. More importantly, the switches have to be grammatical. For example, the
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sentence "Tengo que do my homework" follows the subject + verb + object grammar
rules in both Spanish and English.

7. One day you may be riding on a train, listening to the people next to you having a
conversation. If you can understand only 50 percent of what they are saying, perhaps
they are code switching-to show each other closeness- or-perhaps to stop you from
listening in on their conversation!

Question 4-13. Read the passage and CIRCLE the letter A, B, C or D next to the
correct answer for these following questions.
4. What is this passage mainly about?
A) Showing closeness between speakers
(B) Hiding your ideas from other people
(C) Learning a new or foreign language
(D) Switching between languages

5. What does the author use the example of Pamela speaking Portuguese?
(A) To show code switching to create closeness between speakers
(B) To show code switching to create social distance
(C) To show code switching with a dialect of a language
(D) To show code switching by an immigrant to the U.S.

6. The word dialect can best be defined as

(A) a language used by teens.
(B) a variation of a language.
(C) a sentence in two languages.
(D) a foreign language.

7. In paragraph 5, why does the author use the sentence, “Code switching occurs
between people who share more than one common language; however, it can also
occur between people who share a language and a dialect, or variation, of that
language.”?
A) To make a transition
(B) To summarize an idea
(C) To give an example
(D) To start a conclusion

8. According to the passage, what is the function of slang among some teenagers?
(A) To share a common language with their parents
(B) To create social distance from one another
(C} To express closeness with one another
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(D) To show closeness with their parents

9. What rules does a speaker have to follow when code switching? Choose TWO
answers.
(A) Show closeness to the other speaker
(B) Speak directly to the other person
(C) Use languages both speakers know
(D) Follow the grammar of the two languages
(E) Complete a sentence before code switching

10. In paragraph 6, the phrase Regardless of the situation is closest in meaning to

(A) in all cases.
(B) in some conversations.
(C) in some locations.
(D) in all languages.

11. What can the reader infer from paragraphs 5 and 6?

(A) Young people code switch a lot.
(B) Americans code switch a lot.
(C) Multilingual people code switch a lot.
(D) Parents code switch a lot.

12. What adjective best describes the author's tone in paragraph 7?

(A) Hopeful ·
(B) Disappointed
(C) Angry
(D) Humorous

13. Which of the following expresses the essential information in this sentence from
the passage?

Code switching occurs between people who share more than one common
language; however, it can also occur between people who share a language and a
dialect, or variation, of that language.

(A) People can code switch between French and Spanish, but they cannot use a
dialect, such as slang.
(B) Code switching can be done in two ways: either between two languages or
between a language and a variation of it.
(C) Speakers who code switch are treating a dialect, or variation, of two different
languages or types of language.
(D) Code switching happens when two languages or dialects of a language are used by
a single speaker.
Ms. Ai Thu-Reading 5

Passage 3
Dyslexia
Dyslexia, also referred to as “specific reading disability,” predominantly affects a
person’s ability to read and write. Dyslexics have difficulty connecting visual symbols
(i.e., letters) with their corresponding sounds. Many people who suffer from dyslexia
also have trouble with enunciation, organization, and short-term memory. Dyslexia is
the most common learning disability in children. It is not related to intellectual ability,
vision, or access to education. Approximately 5-10 percent of school-age children in
North America suffer from the condition, with each case varying in severity. Children
are generally diagnosed with dyslexia during the elementary school years when they
are learning how to read and spell.
Determining the definite cause of dyslexia is a difficult task since studies of the
morphology of the brain are generally conducted in an autopsy. One hypothesis
suggests that dyslexic children suffer from “strabismus,” the tendency of the eyes to
focus on two different points. When reading, for example, one eye focuses on the
beginning of the word and the other focuses on the end. This theory could explain why
dyslexics have difficulty reading. Many dyslexic children read letters and words
backwards, often mistaking a b for a d or reading was instead of saw. These reversals
are normal for children under the age of six, but indicate a problem if they persist
beyond the early elementary grades. Neurological research points to tiny flaws in the
dyslexic brain called ectopias and microgyria. These flaws alter the structure of the
cortex, the area of the brain that is responsible for connecting visual and audio
processing. Genetic research, often in the form of twins studies, shows that dyslexia
may be passed on in families.
Though most children are not diagnosed with dyslexia until they enter the school
system, there are some early signs of the disability. Toddlers who talk much later than
average, have difficulty learning new words, or do not understand the concept of
rhyming may develop other dyslexic symptoms. As children begin school, teachers
are trained to look for warning signs, such as an inability to recognize letters or spaces
between words on a page or difficulty following instructions given with more than one
command at a time. Properly screening children for dyslexia is important since other
factors can limit reading abilities, including vision or hearing impairment, anxiety, or
other neurological problems.
Dyslexia is a type of learning disorder that can often be compensated for with therapy
and motivational techniques. Phonological training, which involves identifying and
separating sound patterns, is the most common form of therapy used in the school
system. Depending on the severity of the disorder, dyslexic children are pulled from
regular classroom activities in order to work one-on-one with a language specialist.
Studies have shown that activity in the right temporoparietal cortex tends to increase
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after sufficient phonological training. Improvements in visual focus can sometimes be

achieved when students are given an eye patch to wear while they learn to read.
Encouraging children to use many senses while reading also has proven benefits.
Some teachers find that having students listen to a book on tape before reading the
text can help with information processing as well.
Though it is properly classified as a learning disability, dyslexia is commonly
mistaken for a behavioral disorder. Dyslexic children often exhibit behavior that
seems abnormal but is caused by frustration at their own inability to perform at the
same level as their peers. Some studies show that attention deficit disorder co-occurs
with dyslexia in up to 50 percent of cases. In general, behavioral problems decline as
dyslexic students are diagnosed and begin to receive treatment.
Other learning disabilities are neurologically linked to dyslexia, including dyscalculia,
dysgraphia, and dyspraxia. People who suffer from dyscalculia can usually perform
difficult mathematical tasks, but have trouble with formulas or basic addition and
subtraction. Dysgraphia prevents people from writing in an organized manner.
Dyspraxia impedes the performance of routine tasks that involve balance and fine
motor skills.
The earlier children are diagnosed with dyslexia, the more likely they are to overcome
their disabilities and progress to adult reading levels. Many studies show that children
who are diagnosed after grade three have a much lower chance of eliminating the
symptoms of dyslexia. Some dyslexics, especially those who are not diagnosed as
children, naturally develop their own coping mechanisms such as an increased visual
memory. In some instances, dyslexics develop keen spatial and visual abilities that
prepare them for very specialized careers.
Questions 14—20. Do the following statements agree with the information in the
reading passage? On lines 14—20 on your answer sheet write:
Yes if the statement agrees with the information
No if the statement contradicts the information
Not given if there is no information on this in the passage
14 Dyslexia is a disorder related to intelligence.
15 Dyslexia is usually diagnosed during a child’s first years of school.
16 People with dyslexia often read in reverse.
17 There is a tendency for dyslexia between twins.
18 Scientists are looking for a drug treatment for dyslexia.
19 Dyslexia in children is often accompanied by behavioral problems.
20 People with dysgraphia have difficulty with math.
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