APPENDIX 1 READING COMPREHENSION PASSAGESshodhganga.inflibnet.ac.in/bitstream/10603/26473/11/11_appendix.pdf · invisible water vapor in the air condenses into a collection ... These

197

APPENDIX 1

READING COMPREHENSION PASSAGES

Name: Branch:

Roll No: Starting Time:

Ending Time:

Instructions: Read the passage given below and answer the questions that

follow such as Q1 - Identifying the topic sentence, Q2 – Multiple Choice

Questions, Q3 – Inserting the sentence, Q4 – Matching the sentence, and Q5 –

Identifying True or False statements

Passage No.1 - CLOUD FORMATION (Gallagher 2007a)

Water vapor is an invisible gas, but its condensation and

deposition products – water droplets and ice crystals – are visible to us as

clouds. A cloud is an aggregate of tiny water droplets or ice crystals

suspended in the atmosphere above the earth’s surface, the visible indication

of condensation and deposition of water vapor within the atmosphere.

Q.1.1. Topic Sentence:

____________________________________________________________________________________________________________________________.

Laboratory studies have demonstrated that in clean air -- air free of

dust and other particles -- condensation or deposition of water vapor requires

supersaturated conditions, that is, a relative humidity greater than 100 per

cent. When humid air is cooled, usually by convection, unequal heating of

198

the ground surface creates rising air currents. As the air ascends, it expands

and cools. Eventually it reaches its dew point, the temperature at which the

invisible water vapor in the air condenses into a collection of water droplets.

From the ground, we see these tiny particles as a cloud. If the droplets

continue to acquire moisture and grow large enough, they fall from the cloud

as rain.

Q.1.2.Topic Sentence:

______________________________________________________________

______________________________________________________________.

Clouds occur in a wide variety of forms because they are shaped by

many processes operating in the atmosphere. In fact, monitoring changes in

clouds and cloud cover often will provide clues about future weather. British

naturalist Luke Howard was among the first to devise a system for grouping

clouds. Formulated in 1803, the essentials of Howard’s classification

scheme are still in use today. Contemporary weather forecasters still divide

clouds into two main groups: heaped clouds, resulting from rising unstable air

currents; any layered clouds, resulting from stable air.


______________________________________________________________

______________________________________________________________.

Clouds are also classified according to their appearance, their

altitude, and by whether or not they produce precipitation. Based on

appearance, the simplest distinction is among cumulus, stratus, and cirrus

clouds. Cumulus clouds occur as heaps or puffs, stratus clouds are layered,

and cirrus clouds look like threads. Based on altitude, the most common

clouds in the troposphere are grouped in to four families: low clouds, middle

clouds, high clouds and clouds exhibiting vertical development. Low and

199

middle, and high clouds are produced by gentle uplift of air over broad areas.

Those with vertical development generally cover smaller areas and are

associated with much more vigorous uplift.


______________________________________________________________

______________________________________________________________.

Cumulus clouds are dense, white, heaped clouds capped with a

cauliflower – like dome created by convection. Low – level cumulus clouds

are detached from one another and generally have well- defined bases. Their

outlines are sharp, and they often develop vertically in the form of rising

puffs, mounds, domes, or towers. The sunlit parts are brilliant white; the base

is relatively dark and roughly horizontal.


____________________________________________________________________________________________________________________________.

Stratus, or layered clouds grow from top to bottom in wide sheets,

or strata, with minimal vertical and extended horizontal dimensions. These

clouds spread laterally to form layers that sometimes cover the entire sky, to

the horizon and beyond, like a formless blanket. The air is stable, with little

or no convection present.


______________________________________________________________

______________________________________________________________.

While cumulus and stratus clouds generally form at low or middle

altitudes, a third type of cloud forms at high altitudes. Cirrus clouds are

detached clouds that take the form of delicate white filaments, strands, or

hooks. These clouds can be seen at close hand from the window of a jet plane

flying above 25,000 feet. When viewed from the ground, bands of threadlike

200

cirrus clouds often seem to emerge from a single point on the western horizon

and spread across the entire sky. Cirrus clouds are composed almost

exclusively of ice crystals. Their fibrous appearance results from the wind

“stretching” streamers of falling ice particles into feathery strands called

“mares’ tails”. Snow crystals may fall from thicker, darker cirrus clouds, but

they usually evaporate in the drier air below the cloud.


____________________________________________________________________________________________________________________________.

Glossary: Condensation: the changing of a gas to a liquid

Deposition: the act of laying, placing, or depositing

Aggregate: total of many parts; mixture

Convection: the transfer of heat in a gas or a liquid by the

movement of air Currents

Q.2. Multiple Choice Questions

1. The word ‘suspended’ in paragraph 1 is closest in meaning to

a. hanging b. freezing c. dripping d. hiding

2. Which sentence below best expresses the essential information in the

highlighted sentence in paragraph 2? Incorrect choices change the

meaning in important ways or leave out essential information

a. Scientists have been able to stimulate the formation of clouds in the

laboratory with a success rate of 100 per cent.

b. If the air contains no dust particles, water vapor will condense and

create extremely humid weather conditions

c. Research shows that the formation of clouds in clean air depends

on a relative humidity of over 100 percent.

201

d. A relative humidity of more than 100 percent can occur only when

the air is clean and dust- free.

3. What happens at the dew point?

a. Cool air starts to fall

b. The ground becomes warmer

c. Rain change to snow

d. Water vapor condenses

4. Why does the author mention Luke Howard in paragraph 3?

a. To identify the inventor of our system for classifying clouds

b. To give an example of an idea that was not accepted at first

c. To name the first scientist who could predict the weather

d. To describe the biography of a famous British naturalist

5. The word “Those” in paragraph 4 refers to

a. Threads b. Clouds c. Families d. Areas

6. Cumulus clouds are characterized by all of the following EXCEPT

a. Horizontal base b. Dome-like top c. Stable air d. Low altitude

7. The word ‘Sharp’ in paragraph 5 is closest in meaning to

a. distinct b. frozen c. invisible d. straight

8. It can be inferred from the passage that stratus clouds

a. are sometimes very difficult to identify

b. are likely to produce precipitation

c. from layers above other clouds in the sky

d. differ from cumulus clouds in appearance

9. The word ‘fibrous’ in paragraph 7 is closest in meaning to

a. Dust b. Layered c. Threadlike d. Changing

202

Q3. Inserting the sentence given below:

Look at the four squares, which indicate where the following sentence

could be added to the passage. Where would the sentence best fit?

These strands often warn of the approach of a warm front signaling the

advance of a storm system.

While cumulus and stratus clouds generally form at low or middle

altitudes, a third type of cloud forms at high altitudes. Cirrus clouds are

detached clouds that take the form of delicate white filaments, strands, or

hooks. These clouds can be seen at close hand from the window of a jet plane

flying above 25,000 feet. When viewed from the ground, bands of

threadlike cirrus clouds often seem to emerge from a single point on the

western horizon and spread across the entire sky. Cirrus clouds are composed

almost exclusively of ice crystals. Their fibrous appearance results from

the wind “stretching” steamers of falling ice particles into feathery strands

called “mares’ tails”. Snow crystals may fall from thicker, darker clouds,

but they usually evaporate in the drier air below the cloud.

Q4. Select the appropriate sentences from the answer choices and

match them to the type of clouds that they describe. TWO of the

answer choices will NOT be used.

Answer Choices T Types of Clouds

a. These clouds form when the air is stable

and no convection occurs - Heaped Clouds

b. They form when water droplets acquire

moisture and grow very large -

203

c. They often develop vertically in the shape of

domes, mounds, or towers -

d. This type of cloud forms at altitudes at least

25,000 feet above the earth -

e. Rising, unstable air currents lead to the

formation of this type of cloud - Layered Clouds

f. They can spread out like a blanket covering

the whole sky -

g. These clouds have a fluffy white top and a

flatter, darker bottom -

Q5. Say whether the following statements are TRUE, FALSE or NOT

GIVEN

1. Water droplets and ice crystals are products of condensation and

deposition of water vapour.

2. Condensation water vapour does not need humidity.

3. Droplets require moisture to grow large

4. Formation of the clouds depend on the atmospheric changes

5. British astronomers were the first to introduce a system for grouping

clouds

6. Clouds are referred to as cumulus, stratus and cirrus clouds based on

altitude

7. Rising air currents, when ascend, expand and cool.

8. Unstable air currents produce heaped clouds

9. Cirrus clouds are dense, white and heaped clouds

10. Snow crystals evaporate in the drier air above the cloud.

204

Name: Branch:


Ending Time:




Identifying True or False or Not Given statements

Reading Passage 2 - NOISE POLLUTION (Rogers 2007a)

The word noise is derived from the Latin word nausea, meaning

“seasickness”. Noise is among the most pervasive pollutants today. Noise

pollution can broadly be defined as unwanted or offensive sounds that

unreasonably intrude into our daily activities. Noises from traffic, jet engines,

barking dogs, garbage trucks, construction equipment, factories, lawn

mowers, leaf blowers, televisions, boom boxes, and car radios, to name a few,

are among the audible litter that is routinely broadcast into the air.

Q 1.1.TopicSentence:

______________________________________________________________

______________________________________________________________

One measure of pollution is the danger it poses to health. Noise

negatively affects human health and well-being. Problems related to noise

include hearing loss, stress, high blood pressure, sleeplessness, fright,

distraction, and lost productivity. Noise pollution also contributes to a

general reduction in the quality of life and eliminates opportunities for

tranquility.

205


______________________________________________________________

______________________________________________________________

A number of factors contribute to problems of growing noise

levels. One is increasing population, particularly when it leads to increasing

urbanization and urban consolidation, because activities associated with urban

living generally lead to increased noise levels. Another is the increasing

volume of road, rail, and air traffic. Some people would add to this list a

diminishing sense of civility and a growing disrespect for the rights of others.


______________________________________________________________

______________________________________________________________

We experience noise in a number of ways. On some occasions, we

can be both the cause and the victim of noise, such as when we are operating

noisy appliances or equipment. There are also instances when we experience

secondhand smoke. In both instances, noise is equally damaging physically.

Secondhand noise is generally more troubling, however, because it is put into

the environment by others, without our consent.


______________________________________________________________

______________________________________________________________

The air into which secondhand noise is emitted and on which it

travels is “a commons”. It belongs not to an individual person or a group, but

to everyone. People, businesses, and organizations, therefore, do not have

unlimited rights to broadcast noise as they please, as if the effects of noise

were limited only to their private property. Those that disregard the

obligation to not interfere with others’ use and enjoyment of the commons by

206

producing noise pollution are, in many ways, acting like a bully in a school

yard. Although they may do so unknowingly, they disregard the rights of

others and claim for themselves rights that are not theirs.


______________________________________________________________

______________________________________________________________

Noise pollution differs from other forms of pollution in a number of

ways. Noise is transient; once the pollution stops, the environment is free of

it. This is not the case with air pollution, for example. We can measure the

amount of chemicals and other pollutants introduced into the air. Scientists

can estimate how much material can be introduced into the air before harm is

done. The same is true of water pollution and soil pollution. Though we can

measure individual sounds that may actually damage human hearing, it is

difficult to monitor cumulative exposure to noise or to determine just how

much noise is too much. The definition of noise pollution itself is highly

subjective. To some people the roar of an engine is satisfying or thrilling; to

others it is an annoyance. Loud music may be a pleasure or a torment,

depending on the listener and the circumstances.


____________________________________________________________

______________________________________________________________

The actual loudness of a sound is only one component of the

negative effect. Noise pollution has on human beings. Other factors that

have to be considered are the time and place, the duration, the source of the

sound, and even the mood of the affected person. Most people would not be

bothered by the sound of a 21-gun salute on a special occasion. On the other

hand, the thump-thump of music coming from the apartment downstairs at 2

a.m., even if barely audible, might be major source of stress. The sound of a

207

neighbour’s lawn mower may be unobjectionable on a summer afternoon, but

if someone is hoping to sleep late on a Saturday afternoon, but if someone is

hoping to sleep late on a Saturday morning, the sound of a lawn mower

starting up just after sunrise is an irritant.


______________________________________________________________

______________________________________________________________

Glossary

Boom boxes: portable (but still large) radios or CD players

Second hand smokes: smoke that comes from someone else’s cigarette

Q.2. Answer the Multiple - Choice questions given below:

1. The word routinely in the passage is closest in meaning to

a. regularity b. accidentally c. recently d. unfortunately

2. The phrase this list in the passage refers to a list of

a. types of noise pollution

b. factors that explain why noise pollution is getting worse

c. activities that are associated with life in the city

d. methods of transportation

3. In paragraph 4, the author implies that secondhand noise pollution

a. is not as damaging physically as noise that one generates oneself

b. damages a person’s health as much as secondhand smoke

c. makes people both the cause and the victim of noise pollution

d. is usually more annoying because it is out of one’s control

208

4. Which of the following is NOT an example of a “commons” as its is

defined by the author in paragraph 5?

a. a national park b. a factory

c. the air over a city d. the water supply for a city

5. In paragraph 5, the author explains the concept of interfering with

others’ use and enjoyment of a commons by

a. comparing it to another common negative experience

b. pointing out ways in which people, businesses, and organizations

some times interfere with the rights of others

c. explaining that sometimes this interference is intentional and

sometimes unintentional

d. giving examples of various forms of commons and of ways people

interfere with them.

6. The word ‘Transient’ in the passage is closest in meaning to

a. irritating b. persistent c. temporary d. immeasurable

7. Which of the following sentences best expresses the essential

information to the sentence below? (Incorrect answer choices omit

important information or change the meaning of the original sentence in

an important way.)

Though we can measure individual sounds that may actually

damage human hearing, it is difficult to monitor cumulative

exposure to noise or to determine just how much noise is too much.

a. It is hard to monitor cumulative exposure to sound because it is

difficult to measure individual sounds.

b. The louder the sound, the more difficult it is to measure.

209

c. Individual sounds can be measured, but not the effects of long-

term exposure to noise, and it’s hard to say what level of sound is

safe.

d. Individual sounds are not usually very damaging to human hearing,

but multiple sounds that occur at the same time can be very

harmful.

8. The word ‘Thrilling’ in the passage is closest in meaning to

a. unusual b. exciting c. irritating d. unexpected

9. Which of the following is NOT one of the components of the negative

effects that noise pollution has on people?

a. The volume of the sound b. The time when the sound is heard

c. The source of the sound d. The combination of one sound and

another

10. In paragraph 7, the author mentions a 21-gun salute as an example of

a. a particularly irritating form of noise pollution

b. a type of noise pollution that can cause physical damage and fright

c. a loud noise that most people tolerate on special occasions

d. a noise that is much more annoying than soft music

Q.3. Look at the four squares that indicate where the following

sentence could be added to the passage:

On the contrary, they have an obligation to use the commons in

ways that are compatible with or do not direct from other uses

The air into which secondhand noise is emitted and on which it

travels is “a commons”. It belongs not to an individual person or a group,

but to everyone.

210

People, businesses, and organizations, therefore, do not have unlimited

rights to broadcast noise as they please, as if the effects of noise were limited

only to their private property. Those that disregard the obligation to not

interfere with others’ use and enjoyment of the commons by producing noise

pollution are, in many ways, acting like a bully in a schoolyard.

Although they may do so unknowingly, they disregard the rights of others and

claim for themselves rights that are not theirs.

Circle the square ( ) that indicates the best place to add the sentence

Q.4. Directions: Select phrases from the answer choices and match them

to the category to which they relate. One answer will not be used.

Answer Choices

A. After this form of pollution has

stopped being created, the

environment is no longer

damaged by it

B. It is simple to determine at what

level it becomes dangerous

C. Its definition changes from

person to person

D. It is similar to water pollution in

that the level at which it

becomes dangerous is known

E. It can be reduced in a number of

ways that are proposed in the

passage by the author

F. Its effects on a person may vary

depending on what kind of mood

that person is in

Noise Pollution

------------------

------------------

------------------

Air Pollution

-----------------

------------------

211

Q.5. Say whether the following statements are TRUE, FALSE or NOT

GIVEN

a. Noise pollution is closely associated with seasickness

b. The phrase ‘audible litter’ refers to the unwanted sounds that

interfere with our activities

c. Pollution growth leads to urbanization which result in increase in

noise levels

d. Secondhand noise, similar to secondhand smoke, is quite damaging

e. The pollution created by noise like air pollution is temporary

f. The impact of noise pollution depends on how the individual

perceives it

g. One of the factors contributing to the problem of noise pollution is

the loss of certain human values

Name: Branch:


Ending Time:





Reading Passage 3 - IN A NEW LIGHT: LEDs (Rogers 2007b)

At the end of 1800’s, Thomas Edison introduced the incandescent

light bulb and changed the world. Remarkably, the incandescent bulb used

212

today has changed little in over a hundred years. An incandescent light

consists of a glass bulb filled with an inert gas such as argon. Inside the bulb,

electricity passes through a metal filament. Because of resistance, the

filament becomes so hot that it glows. Given that 20% of the world’s

electricity is used to power lights, this represents an enormous amount of

wasted energy.

Q1.1.Topic Sentence:

______________________________________________________________

______________________________________________________________

In the 1940’s a new, more efficient form of lighting, the fluorescent

bulb, was introduced. Fluorescents work by passing electrical current through

gas in a tube, producing invisible ultraviolet light. A phosphor coating on the

inside of the tube then converts the ultraviolet to visible light. Little heat is

wasted. Fluorescents have proved popular in offices, factories, and stores, but

they never took over the residential lighting market. The harsh color isn’t as

pleasing as the warmer glow of incandescent lamps. Besides, they have a

tendency to flicker on and off and to produce an annoying buzz.


______________________________________________________________

______________________________________________________________

Now, lighting engineers are developing a new form of lighting that

is both pleasing to the eyes and energy efficient. This is the light – emitting

diode, or LED. LEDs are made up of layers of electron-charged substances.

When an electrical current passes through the layers, electrons jump from one

layer to another and give off light without producing heat. Different types of

materials result in light of different colours. Red, green, and orange LEDs

have been used for decades in devices such as digital clocks, calculators, and

electric toys. In the future, however, white-light emitting diodes (WLED)

213

may be used to light homes. Engineers, say that they are significantly more

efficient than either incandescent or fluorescent lights.


______________________________________________________________

______________________________________________________________

Arrays of coloured LEDs are beginning to be used in traffic lights

and automotive lights. Today, coloured light such as a red brake light is

created by shining a white incandescent light through a coloured plastic filter.

This is incredibly inefficient because only the red light passes through the

filter is used. The rest is wasted. Because LEDs actually produce red light,

no filter is needed and light is wasted. LEDs have other practical applications

as well. For example, they can be used to light heat-sensitive materials like

food or important documents.


______________________________________________________________

______________________________________________________________

The next challenge for researchers is to develop an efficient, bright,

inexpensive WLED. A few years ago, a Japanese scientist name Shuji

Nakamura discovered that, by using layers of gallium nitride, he could create

a powerful blue LED. Later, engineers devised two ways to use this blue

LED to create a WLED. Red, green, and blue LEDs can be combined,

creating a pleasant white light. Another way is to use a chemical coating

similar to that inside a fluorescent bulb that converts the blue light to white.

Nevertheless, it will still be some time before WLEDs are commonly used in

homes. WLEDs are currently once twice as energy efficient as incandescent.

They are also very expensive. But researchers believe that they can create

WLEDs that are ten times as efficient and one thousand times as long-lasting

as incandescent lights, making them cost effective.

214


______________________________________________________________

______________________________________________________________

LEDs may someday have an ever greater impact on developing

countries than in the developed world. Worldwide, an estimated 2 billion

people lack access to electricity. Lighting is usually provided by Kerosene

lamps. Kerosene is expensive, creates indoor pollution, does not provide very

bright light and worst of all, caused many fires. In India alone, 2.5 million

people are killed or injured annually in fires caused by overturned kerosene

lamps. A low-energy (1- watt) WLED can provide enough light for a person

to read by – more light, in fact, than most kerosene lamps. An entire rural

village could be lighted with less energy than that used by single conventional

100-Watt light bulb. Energy to light these efficient LEDs can be provided by

batteries that are charged by pedal – driven generators, by hydroelectricity

from rivers or streams, by wind-powered generators, or by solar – energy.

LEDs could revolutionize lighting to the same extent that the cell phone has

revolutionized communication in places where land telephone lines are

unavailable.


______________________________________________________________

______________________________________________________________

Glossary

Kerosene: a type of fuel made from petroleum that is often used in lamps or Heaters

215


1. The word ‘Remarkably’ in the passage is closest in meaning to

a. logically b. generally c. amazingly d. naturally

2. In paragraph 2, which of the following is NOT mentioned as one of the

problems with fluorescent lights?

a. the need to replace them often

b. an annoying sound

c. the harsh quality of the light they produce

d. their tendency to flicker

3. According to the passage, a red LED is different from a green LED

because it

a. is made from different materials

b. uses a different amount of energy

c. uses a red plastic filter, not a green one

d. produces less heat

4. The word ‘they’ in the passage refers to

a. white-light – emitting diodes

b. digital clocks, calculators, toys and similar devices

c. engineers

d. red, orange, and green LEDs

216

5. In paragraph 5, what achievement of Shuji Nakamura does the author

mention?

a. He discovered the chemical compound gallium nitride

b. He invented the first WLED

c. He found a way to combine blue, green and yellow LED light

d. He developed a bright blue LED

6. It can be inferred from the passage that the most recently developed type

of LED is powerful

a. red LED b. white LED c. blue LED d. green LED

7. In paragraph 5, the author compares one type of WLED with fluorescent

light because they both

a. use ultraviolet light b. are filled with gas

c. employ a chemical coating d. are energy efficient

8. From the information in paragraph 5, it is clear that WLEDs could be

used in homes today if they were

a. not so expensive

b. easier to install

c. twice as efficient as incandescent lights

d. available in various colours

9. The author gives details about the use of kerosene lights in paragraph 6

in order to

a. explain why people in developing countries prefer kerosene to

electrical light

217

b. show the problems and dangers associated with this form of lighting

c. give an example of a type of lighting that is not as important as it

once was

d. demonstrate that kerosene is brighter and easier to use than WLEDs

10. According to the information in paragraph 6, the electricity to power

WLEDs in rural villages would come directly from

a. the energy of the sun b. batteries

c. water power d. a human – powered generator

11. The word ‘conventional’ in passage is closest in meaning to

a. inexpensive b. powerful c. standard d. experimental

12. What opinion about cell phones in the developing world does the author

express in paragraph 6?

a. They are an important form of communication, but are still too

expensive for many people

b. They are a much more important technological development than

LEDs

c. They are not as useful as phones that use landlines

d. They have changed communication in the way LEDs may change

lighting

Q3. Look at the four squares that indicate where the following sentence

could be added to the passage.

But 95% of the energy goes to produce heat and is basically wasted.

At the end of the 1800’s, Thomas Edison introduced the

incandescent light bulb and changed the world. Remarkably, the

218

incandescent bulb used today has changed little in over a hundred years.

A glass bulb is filled with an inert gas such as argon. Inside the bulb,

electricity passes through a metal filament. Given that 20% of the world’s

electricity is used to power lights, this is an enormous amount of wasted

energy

Circle the square ( ) that indicates the best place to add the sentence.

III. Directions: Below is an introductory sentence for a brief summary of the

passage. Complete the summary by writing the letters of three of the answer

choices that express the most important ideas of the passage. Some of the

answer choices are incorrect because they express ideas that are not given in

the passage or because they express only details from the passage.

Incandescent lights and fluorescent lights are two common types of

lighting, but incandescents are wasteful and fluorescents are not popular

for home use.

-----------------------------------

-----------------------------------

-----------------------------------

Answer Choices

A. There are two ways to create WLEDs, but neither type is commonly

used in homes at present.

B. An entire rural village can be lit with LEDs using no more energy than a

100-Watt Bulb.

219

C. Colour LEDs are in use today, and white LEDs may be used to light

homes in the near future.

D. LEDs are much more efficient than incandescent lights but not as

efficient as fluorescent lights.

E. The greatest impact of LEDs will probably be in rural areas of the

developing country.

F. LEDs, a relatively new form of lighting, are efficient and produce a

pleasant light.

Q5. Write whether the following sentences are TRUE or FALSE or NOT

GIVEN

1. Incandescent light bulbs needed a replacement as it produced

excessive heat.

2. The harsh colour, the tendency to flicker on and off, and an

annoying buzz are some of the advantages of the fluorescent bulbs

over the incandescent ones.

3. LED is developed to overcome the defects of the earlier inventions.

4. Combinations of colours such as Red, Green and Orange will cease

WLED

5. LEDs like cellphones could bring in spectacular changes in

lightning the rural areas where there is no access to electricity.

6. Shuji Nakamura, a Japanese scientist, used a powerful blue LED to

create a WLED.

7. Engineers believe that WLEDs are certainly more efficient than the

other lights.

8. Research is still in progress in developing efficient, bright and cost

effective bulbs.

220

Name: Branch:


Ending Time:





Reading Passage 4 - CLOTHING AND COSTUME (Gallagher 2007 b)

The ancient Greeks and the Chinese believed that we first clothed

our bodies for some physical reason, such as protecting ourselves from the

elements. Ethnologists and psychologists have invoked psychological

reasons: modesty, taboo, magical influence, or the desire to please.

Anthropological research indicates that the function of the earliest clothing

was to carry objects. Our hunting-gathering ancestors had to travel great

distances to obtain food. For the male hunters, carrying was much easier if

they were wearing simple belts or animal skins from which they could hang

weapons and tools. For the female gatherers, more elaborate carrying devices

were necessary. Women had to transport collected food back to the

settlement and also had to carry babies, so they required bags or slings.


_____________________________________________________________

______________________________________________________________

Another function of early clothing – providing comfort and

protection- probably developed at the same time as utility. As human beings

multiplied and spread out from the warm lands in which they evolved, they

covered their bodies more and more to maintain body warmth. Today, we

still dress to maintain warmth and to carry objects in our clothes. And like

221

our hunting- gathering ancestors, most men still carry things on their person,

as if they still needed to keep their arms free for hunting, while women tend

to have a separate bag for carrying, as if they were still food – gatherers. But

these two functions of clothing are only two of many uses to which we put the

garments that we wear today.


______________________________________________________________

______________________________________________________________

There is a clear distinction between attire that constitutes “clothing”

and attire that is more apply termed “costume”. We might say that clothing

has to do with covering the body, and costume concerns the choice of a

particular form of garment for a particular purpose. Clothing depends

primarily on such physical conditions as climate, health, and textile, while

costume reflects social factors such as personal status, religious beliefs,

aesthetics, and the wish to be distinguished from or to emulate others.


______________________________________________________________

______________________________________________________________

Even in early human history, costume fulfilled a function beyond

that of simple utility. Costume helped to impose authority or inspire fear. A

chieftain’s costume embodied attributes expressing his power, while a

warrior’s costume enhanced his physical superiority and suggested he was

superhuman. Costume often had a magical significance such as investing

humans with animals, gods, or heroes. In more recent times, professional or

administrative costume is designed to distinguish the wearer and to express

personal or delegated authority. Costume communicates the status of the

wearer, and with very few exceptions, the aim is to display as high a status as

possible. Costume denotes power, and since power is often equated with

wealth, costume has come to be an expression of social class and material

prosperity.

222


______________________________________________________________

______________________________________________________________

A uniform is a type of costume that serves the important function

of displaying membership in a group: school, sports team, occupation, or

armed force. Military uniform denotes rank and is intended to express group

membership but also to protect the body and to intimidate. A soldier’s

uniform says, “I am part of a powerful machine, and when you deal with me,

you deal with my whole organization.” Uniforms are immediate beacons of

power and authority. If a person needs to display power – a police officer, for

example – then the body can be virtually transformed. Height can be

exaggerated with protective headgear, thick clothing can make the body look

broader and stronger, and boots can enhance the power of the legs. Uniforms

also convey low social status; at the bottom of the scale, the uniform of the

prisoner denotes membership in the society of convicted criminals.


______________________________________________________________

______________________________________________________________

Religious costume signifies spiritual or superhuman authority and

possesses a significance that identifies the wearer with a belief or god. A

successful clergy has always displayed impressive vestments of one kind or

another that clearly demonstrate the religious leader’s dominant status.


______________________________________________________________

______________________________________________________________

223


1. According the passage, psychological reasons for wearing clothing include

a. protection from cold weather

b. the availability of materials

c. prevention of illness

d. the wish to give pleasure

2. According to the passage, what aspect of humanity’s hunting-gathering

past is reflected in the clothing of today?

a. people cover their bodies because of modesty

b. most men still carry objects on their person

c. women like clothes that are beautiful and practical

d. men wear pants, but women wear skirts or pants

3. The phrase ‘these two functions’ in paragraph 2 refers to

a. hunting and gathering food

b. transporting food and carrying babies

c. maintaining warmth and carrying objects

d. displaying power and social status



meaning in important ways or leave out essential information

a. Clothing serves a physical purpose, white costume has a personal,

social, or psychological function

b. We like clothing to fit our body well, but different costumes fit

differently depending on the purpose.

224

c. Both clothing and costume are types of attire, but it is often

difficult to distinguish between them.

d. People spend more time in choosing special costumes than they do

in selecting everyday clothing.

5. The word ‘ornaments’ in paragraph 4 is closest in meaning to

a. layers b. words c. feathers d. decorations

6. It can be inferred from paragraph 4 that the author more likely believes

which of the following about costume?

a. We can learn about a society’s social structure by studying costume

b. Costume used to serve a simple function, but now it is very complex

c. The main purpose of costume is to force people to obey their leaders.

d. Costume is rarely a reliable indicator of a person’s material wealth.

7. The word ‘ beacons’ in paragraph 5 is closest in meaning to

a. signals b. lights c. inventions d. reversals

8. Why does the author discuss the police officer’s uniform in paragraph 5?

a. To describe the aesthetic aspects of costume

b. To identify the wearer with a hero

c. To suggest that police are superhuman

d. To show how costume conveys authority

9. All of the following are likely to be indicated by a person’s costume

EXCEPT

a. playing on a football team b. being a prisoner

c. having a heart condition d. leading a religious ceremony

225

Q3. Look at the four squares, which indicate where the following

sentence to be added to the passage. Where would the sentence best

fit?

Such power is seen clearly in the judge’s robes and the police officer’s

uniform

Even in human history, costume fulfilled a function beyond that of

simple utility. Costume helped to impose authority or inspire fear. A

chieftain’s costume embodied attributes expressing his power, while a

warrior’s costume enhanced his physical superiority and suggested he was

superhuman. Costume often had a magical significance such as investing

humans with the attributes of other creatures through the addition of

ornaments to identify the wearer with animals, gods, or heroes. In more

recent times, professional or administrative costume is designed to distinguish

the wearer and to express personal or delegated authority. Costume

communicates the status of the wearer, and with very few exceptions, the aim

is to display as high a status as possible. Costume denotes power, and since

power is often equated with wealth, costume has come to be an expression of

social class and material prosperity.

Q.4. Select the appropriate phrases from the answer choices and match

them to the type of attire that they describe. TWO of the answer

choices will NOT be used.

Answer Choices T Type of Attire

A. Reflects social factors such as personal

Status or material prosperity Clothing

B. Makes it legal for people to perform

Dangerous work -----------------

226

C. Provides comfort, warmth, and protection

from the weather -----------------

D. Shows that a person is a member of a

Particular group -----------------

E. Depends on physical conditions such as

Climate and health Costume

F. Conveys personal, administrative, or

Superhuman authority -----------------

G. Enabled early humans to carry the objects

Needed to obtain food -----------------

H. Serves as a symbol that unites all people on

the earth -----------------

I. Indicates the dominant status of religious leaders ------------------

Q5. Say whether the following statements are TRUE, FALSE, or NOT

GIVEN according to the passage

1. A study conducted by psychologists reveals that the purpose of the

earliest clothing was to carry objects

2. The basic reason for clothing is to protect ourselves from the natural

elements

3. The two terms Clothing and Costume refer to the same

4. Women gatherers of early days had elaborate clothing as they had to

carry a number of things.

5. Today, in the modern age, each type of costume signifies some function.

6. These days, distinct function of costume is to reveal the status of the

wearer.

7. Uniforms denote the membership of a group.

227

8. Choice of clothing depends on certain physical conditions, while

costume reveals social factors.

9. The fact that costume helped reflect power and authority is a belief

developed recently.

10. Religious costume certainly reflects the wearer’s faith in god.

Name: Branch:


Ending Time:


follow such as Q1 – Identifying the topic sentence, Q2 – Multiple Choice

Questions, Q3 – Inserting the sentence, Q4 – Matching the sentence, and

Q5 – Identifying True or False or Not Given statements

Reading Passage 5 – THE DEVELOPMENT OF REFRIGERATION

(Gallagher 2007 c)

Cold storage, or refrigeration, is keeping food at temperatures

between 32 and 45 degrees F in order to delay the growth of microorganisms

– bacteria, molds, and yeast – that cause food to spoil. Refrigeration produces

few changes in food, so meats, fish, eggs, milk, fruits, and vegetables keep

their original flavour, colour, and nutrition. Before artificial refrigeration was

invented, people stored perishable food with ice or snow to lengthen its

storage time. Preserving food by keeping it in an ice – filled pit is a 4,000 –

year- old art. Cold storage areas were built in basements, cellars, or caves,

lined with wood or straw, and packed with ice. The ice was transported from

mountains, or harvested from local lakes or rivers, and delivered in large

blocks to homes and businesses.

228

Q1.1. Topic Sentence:

______________________________________________________________

______________________________________________________________

Artificial refrigeration is the process of removing heat from a

substance, container or enclosed area, to lower its temperature. The heat is

moved from the inside of the container to the outside. A refrigerator uses the

evaporation of a volatile liquid, or refrigerant, to absorb heat. In most of the

refrigerators, the refrigerant is compressed, pumped through a pipe, and

allowed to vapourize. As the liquid turns to vapour, it loses heat and gets

colder because the molecules of vapour use energy to leave the liquid. The

molecules left behind have less energy and so the liquid becomes colder.

Thus, the air inside the refrigerator is chilled.


______________________________________________________________

______________________________________________________________

Scientists and inventors from around the world developed artificial

refrigeration during the eighteenth and nineteenth centuries. William Cullen

demonstrated artificial refrigeration in Scotland in 1748, when he let ethyl

ether boil into a partial vaccum. In 1805, American inventor Oliver Evans

designed the first refrigeration machine that used vapour instead of liquid. In

1842, physician John Gorrie used Evans’s design to create an air-cooling

apparatus to treat yellow-fever patients in a Florida hospital. Gorrie later left

his medical practice and experimental with ice making, and in 1851 he was

granted the first U.S. patent for mechanical refrigeration. In the same year,

an Australian printer, James Harrison, built an ether refrigerator after noticing

that when he cleaned his type with ether it became very cold as the ether

evaporated. Five years later, Harrison introduced vapor – compression

refrigeration to the brewing and meat packing industries.

229


______________________________________________________________

______________________________________________________________

Brewing was the first industry in the United States to use

mechanical refrigeration extensively, and in the 1870s, commercial

refrigeration was primarily directed at breweries. German – born Adolphus

Busch was the first to use artificial refrigeration at his brewery in St. Louis.

Before refrigeration, brewers stored their beer in caves, and production was

constrained by the amount of available cave space. Brewing was strictly a

local business, since beer was highly perishable and shipping it any distance

would result in spoilage. Busch solved the storage problem with the

commercial vapor-compression refrigerator. He solved the shipping problem

with the newly invented refrigerated rail car, which was insulated with ice

bunkers in each end. Air came in on the top, passed through the bunkers, and

circulated through the car by gravity. In solving Busch’s spoilage and storage

problems, refrigeration also revolutionized an entire industry. By 1891,

nearly every brewery was equipped with mechanical refrigerating machines.


______________________________________________________________

______________________________________________________________

The refrigerators of today rely on the same basic principle of

cooling caused by the rapid evaporation and expansion of gases. Until 1929,

refrigerators used toxic gases – ammonia, methyl chloride, and sulfur dioxide

– as refrigerants. After those gases accidentally killed several people,

chlorofluorocarbons (CFCs) became the standard refrigerant. However, they

were found to be harmful to the earth’s ozone layer, so refrigerators now use

a refrigerant called HFC 134a, which is very harmful to the ozone.

230


______________________________________________________________

______________________________________________________________

Q.2. Answer the Multiple – Choice questions given below:

1. What is the main reason that people developed methods of

refrigeration?

a. They wanted to improve the flavour and nutrional value of food

b. They needed to slow the natural processes that cause food to spoil

c. They needed a use for the ice that formed on lakes and rivers

d. They wanted to expand the production of certain industries

2. The word ‘perishable’ in para 1 is closest in meaning to

a. capable of spoiling b. uncooked

c. of animal origin d. highly nutritious

3. What can be inferred from paragraph 1 about cold storage before the

invention of artificial refrigeration?

a. It kept food cold for only about a week

b. It was dependent on a source of ice or snow

c. It required a container made of metal or wood

d. It was not a safe method of preserving meat

4. Artificial refrigeration involves all of the following processes EXCEPT

a. the pumping of water vapour through a pipe

b. the rapid expansion of certain gases

c. the evaporation of a volatile liquid

d. the transfer of heat from one place to another

231



meaning in important ways or leave out essential information.

a. It takes a lot of energy to transform a liquid into a vopour,

especially when the vapour loses heat

b. some gases expand rapidly and give off energy when they

encounter a very cold liquid

c. when kinetic energy is changed to heat energy, liquid molecules

turn into vapour molecules.

d. during evaporation, the vapour molecules use energy, and the liquid

becomes colder

6. According to the passage, who was the first person to use artificial

refrigeration for a practical purpose?

a. William Cullen b. Oliver Evans

c. John Gorrie d. Adolphus Busch

7. The word ‘it’ in paragraph 3 refers to

a. printer b. refrigerator c. Type d. Ether

8. Why does the author discuss the brewing industry in paragraph 4?

a. to compare cave storage with mechanical refrigeration

b. to describe the unique problems that brewers faced

c. to praise the accomplishments of a prominent brewer

d. to show how refrigeration changed a whole industry

9. The word ‘constrained’ in paragraph 4 is closest in meaning to

a. restricted b. spoiled c.improved d. alternated

232

10. According to the passage, the first refrigerated railcar used what

material as a cooling agent?

a. Ether b. Ice c. Ammonia d. CFCs

11. The word ‘toxic’ in paragraph 5 is closest in meaning to

a. dense b. poisonous c. rare d. expensive

Q3. Look at the four squares, which indicate where the following

sentence could be added to the passage. Where would the sentence

best fit?

Gorrie’s basic principle of compressing a gas, and then sending it through

radiating coils to cool it, is the one most often used in refrigerators today.

Scientists and inventors from around the world developed artificial

refrigeration during the eighteenth and nineteenth centuries. William

Cullen demonstrated artificial refrigeration in Scotland in 1748, when he let

ethyl ether boil into a partial vaccum. In 1805, American inventor Oliver

Evans designed the first refrigeration machine that used vapour instead of

liquid. In 2842, physician John Gorrie used Evans’s design to create an

air – cooling apparatus to treat yellow-fever patients in a Florida Hospital.

Gorrie later left his medical practice and experimented with ice making,

and in 1851 he was granted the first U.S. patent for mechanical refrigeration.

In the same year, an Australian printer, James Harrison, built an ether

refrigerator after noticing that when he cleaned his type with ether it became

very cold as the ether evaporated. Five years later, Harrison introduced

vapor- compression refrigeration to the brewing and meat packing industries.

233

Q4. An introductory sentence for a brief summary of the passage is provided

below.

Complete the summary by selecting the THREE answer choices

that express the most important ideas in the passage. Some sentences do not

belong in the summary because they express ideas that are not presented in

the passage or are minor ideas in the passage.

Methods of refrigeration have changed throughout history

Answer choices

a. A refrigerator has an evaporator that makes the inside of the

refrigerator cold

b. people used to preserve food by packing it with ice or snow in cold

storage areas

c. artificial refrigeration was made possible by the compression and

evaporation of a volatile substance

d. William Cullen developed a method of artificial refrigeration in

1748

e. practical uses of vapor-compression refrigeration were introduced

in the nineteenth century

f. CFCs have not been used as refrigerants since they were found to

damage the earth’s ozone layer.

234

Q5. Write whether the following statements are TRUE or FALSE or

NOT GIVEN:

1. The concept of preserving food by keeping it in cold storage is

4000 years old.

2. The air inside the refrigerator is chilled when the refrigerant turns

to vapour.

3. Storing food at lower temperatures delays the growth of

microorganisms resulting in food preservation.

4. An air-cooling apparatus designed by Oliver Evans was used to

treat yellow-fever patients in Florida.

5. The first US patent for mechanical refrigeration was granted to

John Gorrie.

6. Mechanical refrigeration found its extensive use in Brewing

industries.

7. Commercial vapour – compression refrigerator solved the problems

of shipping beer without any spoilage to distant places.

8. The refrigerators of today are based on the principles of cooling

caused by the rapid evaporation and expansion of gases.

9. CFCs, the standard refrigerant which replaced his earlier harmful

ones, were dangerous to the Earth’s Ozone layer.

10. Brewing was a local business until Adolphus Busch found a

solution for spoilage and storage problems.

11. The first artificial refrigeration was identified when William Cullen

allowed ethyl ether boil into a partial vacuum.

235

APPENDIX 2

READING STRATEGY USE QUESTIONNAIRE

Purpose:

This Questionnaire (Wei-Tsung Hsu 2008) aims to understand what

you do and how you tackle the reading comprehension test. This is not an

exam; therefore there are no “right” or “wrong” answers. The result of the

questionnaire is irrelevant to your academic records. However, you are still

expected to fill in the questionnaire carefully as well as honestly, and your

contribution will be appreciated. The information you provide will be treated

as strictly confidential. Contact me if you have any questions. Thank you

very much for your help.

Direction:

Recall what you did and how you did it as you were taking the

reading comprehension test. Read the following statement and see how far

these statements match your strategy use. Circle 5 (Strongly agree), 4

(agree), 3 (partly agree), 2 (partly disagree), 1 (disagree), and 0 (strongly

disagree). After you have finished this questionnaire, please check it again to

make sure that you respond to each statement. You have 30 minutes to

respond to this questionnaire.

236

Strongly

Agee Agree

Partly

Agree

Partly

DisagreeDisagree

Strongly

Disagree

1 When I took the test, I tried to read the passage

roughly for a general

understanding

5 4 3 2 1 0

2 When I took the test, I

tried to use clues from

test questionnaire to

decide whether to read a particular part of the

passage

5 4 3 2 1 0

3 When I took the test, I tried to read the passage

quickly for particular

information

5 4 3 2 1 0

4 During the reading process, I was aware that

I did not understand the

meaning of a word

5 4 3 2 1 0

5 When I encountered an unknown word, I tried to

mark it

5 4 3 2 1 0

6 When I encountered anunknown word, I tried to

guess its meaning by

breaking it into parts

5 4 3 2 1 0


guess its meaning by

using context clues

5 4 3 2 1 0


infer its meaning by using

the clues from test questions

5 4 3 2 1 0

9 During the reading

process, I tried to infer

the meaning of an unknown word from the

immediate sentence

5 4 3 2 1 0

10 During the reading process, I tried to identify

key words in the sentence

5 4 3 2 1 0


process, I tried to substitute a word in the

sentence to help me

understand the meaning of the sentence

5 4 3 2 1 0

237

Strongly

Agee Agree

Partly

Agree

Partly

DisagreeDisagree

Strongly

Disagree

12 During the reading process, I tried to make

an inference about the

sentence I read

5 4 3 2 1 0


process, I tried to

question myself whether I

understood the meaning of the sentence I read

5 4 3 2 1 0


process, I tried to identify the importance of the

sentence I read

5 4 3 2 1 0

15 When I did not understand the meaning

of a sentence, I tried to

reread it

5 4 3 2 1 0

16 When I read the passage, I tried to mark the

sentence that I did not

understand

5 4 3 2 1 0

17 During the reading process, I was aware that

I roughly understood the

meaning of the sentence although there was a

word I did not understand

5 4 3 2 1 0

18 During the test-taking

process, I read the relevant information

about a test question and

immediately answered it

5 4 3 2 1 0

19 When I read the passage,

I tried to predict what I

was going to read

5 4 3 2 1 0

20 When I read the passage, I tried to check if my

inference was correct

5 4 3 2 1 0


I tried to summarize what I read

5 4 3 2 1 0

22 When I read a paragraph,

I tried to refer to the previous paragraph to better

understand what I read

5 4 3 2 1 0


I tried to integrate the information from

different parts of the

passage

5 4 3 2 1 0

238

Strongly

Agee Agree

Partly

Agree

Partly

DisagreeDisagree

Strongly

Disagree

24 When I read the passage, I tried to use what I

already knew to help me

understand the passage

5 4 3 2 1 0

25 When I did not

understand a part of the

passage, I tried to get

clues from test questions to help me understand it

5 4 3 2 1 0


I tried to identify the important and the less

important parts of the

passage

5 4 3 2 1 0

27 When I read the passage, I tried to mark key points

in the passage

5 4 3 2 1 0


I tried to remember where key points were in the

passage

5 4 3 2 1 0

29 When I read the passage, I had test questions in my

mind

5 4 3 2 1 0


I tried to predict that some key points would

become test questions

5 4 3 2 1 0


process, I knew that I did not concentrate

5 4 3 2 1 0


I was aware of the difficulty of the passage

5 4 3 2 1 0

33 When I did not

understand what I read, I

tried to read it slowly

5 4 3 2 1 0

34 When I did not

understand the paragraph,

I tried to reread it

5 4 3 2 1 0

35 During the test – taking process, I was aware of

which strategy was used

in answering different types of test questions

5 4 3 2 1 0

36 When I answered test

questions, I tried to recall

a part of the passage

5 4 3 2 1 0

239

Strongly

Agee Agree

Partly

Agree

Partly

DisagreeDisagree

Strongly

Disagree

37 During the question –answering process, I tried

to understand the

meanings of test questions appropriately

5 4 3 2 1 0


questions, I tried to

answer them in different orders based on their

difficulty

5 4 3 2 1 0

39 When I did not get an answer to a test question,

I tried to skip it and return

to it later

5 4 3 2 1 0


questions, I tried to find a related paragraph by

using clues from test

questions

5 4 3 2 1 0

41 When I answered test questions, I tried to get

my answers based on my

understanding of the passage

5 4 3 2 1 0

42 During the test – taking

process, I got my answers

even though I roughly understood the passage

5 4 3 2 1 0


questions, I selected an option through reasoning

5 4 3 2 1 0


questions, I tried to match

options with a part of the passage

5 4 3 2 1 0


questions, I tried to mark

the differences among options

5 4 3 2 1 0


questions, I selected an option because the others

seemed unreasonable

5 4 3 2 1 0

47 During the test – taking

process, I was aware that I did not understand options

5 4 3 2 1 0


questions, I had

confidence in the answer I chose

5 4 3 2 1 0

240

Strongly

Agee Agree

Partly

Agree

Partly

DisagreeDisagree

Strongly

Disagree

49 When I answered test questions, I tried to spend

more time on difficult test

questions

5 4 3 2 1 0


questions, I was ready to

change an answer if

necessary

5 4 3 2 1 0

51 I noticed how much time

I still had when I took the

test

5 4 3 2 1 0

52 I tried to finish the test as soon as possible during

the test – taking process

5 4 3 2 1 0

53 During the test – takingprocess, I tried to double

- check the answers

5 4 3 2 1 0

54 Content familiarity helps

better understanding

5 4 3 2 1 0

55 I take pride when my

score is very high in a

reading test

5 4 3 2 1 0

56 A high score in a reading test builds confidence in

me in learning the

language further

5 4 3 2 1 0

57 A reading task when done in pair or group work

helps me acquire

language easily

5 4 3 2 1 0

58 Task-based instruction

results in collaborative

learning

5 4 3 2 1 0

59 Cooperative learning leads to better long -

term retention

5 4 3 2 1 0

60 Achievement of tasks

effectively makes me feel self-reliant

5 4 3 2 1 0

61 Task-based instruction

provides scope for active participation in the

learning process

5 4 3 2 1 0

62 I feel a sense of

accomplishment when my outcome is good

5 4 3 2 1 0

63 Each individual student

develops a clear goal

while dealing with a reading task

5 4 3 2 1 0

241

Strongly

Agee Agree

Partly

Agree

Partly

DisagreeDisagree

Strongly

Disagree

64 Focusing on meaning enables me to acquire

more of the language

5 4 3 2 1 0

65 Classroom language learning is linked with

real world language use

5 4 3 2 1 0

Personal Data Sheet

1. Name:

2. Roll No. / Register No.:

3. Branch:

4. Institution:

5. Gender: A. Male B. Female

6. How many years have you learnt English?

A. Under five years B. Five to ten years

C. Above ten years

7. Have you ever read the passage in the test before?

Yes No

7.1 If “Yes”, which reading passage have you read before?

I II III IV V

8. Were you familiar with the topic of the reading passage?

Yes No

8.1 If “Yes”, which reading passage were you familiar with?

I II III IV V

242

9. In terms of enhancing your English reading comprehension test

performance, please rate the importance of the following items:

Very

important

Important Partly

important

Less

important

Least

important

9.1 Having enough vocabulary

knowledge

5 4 3 2 1

9.2 Having enough grammatical

knowledge

5 4 3 2 1

9.3 Being aware of some reading

strategies

5 4 3 2 1

9.4 Being aware of how to use

reading strategies

appropriately

5 4 3 2 1

9.5 Being aware of some test –

taking strategies

5 4 3 2 1

9.6 Being aware of how to use

test – taking strategies

appropriately

5 4 3 2 1

Thank you for your cooperation!

Documents

APPENDIX 1 READING COMPREHENSION PASSAGESshodhganga.inflibnet.ac.in/bitstream/10603/26473/11/11_appendix.pdf · invisible water vapor in the air condenses into a collection ... These