READING PASSAGE 1: You should spend about 20 minutes on Questions 1 – 14 which
are based on Reading Passage below.
Development of Adolescence
A.The American Academy of Pediatrics recognizes three stages of adolescence. These are early,
middle and late adolescence, and each has its own developmental tasks. Teenagers move
through these tasks at their own speed depending on their physical development and hormone
levels. Although these stages are common to all teenagers, each child will go through them in
his or her own highly individual ways.
B. During the early years (CÂU 2) young people make the first attempts to leave the dependent,
secure role of a child and to establish themselves as unique individuals, independent of their
parents. Early adolescence is marked by rapid physical growth and maturation. The focus of
adolescents’ self-concepts is thus often on their physical self and their evaluation of their
physical acceptability. (CÂU 3) Early adolescence is also a period of intense conformity to
peers. ‘Getting along,’ not being different, and being accepted seem somehow pressing to the
early adolescent. The worst possibility, from the view of the early adolescent, is to be seen by
peers as ‘different’.
C. Middle adolescence is marked by the emergence of new thinking skills. (CÂU 6) The
intellectual world of the young person is suddenly greatly expanded. (CÂU 1) Their
concerns about peers are more directed toward their opposite sexed peers. It is also during this
period that the move to establish psychological independence from one’s parents accelerates.
(CÂU 4) Delinquency behavior may emerge
since parental views are no longer seen as absolutely correct by adolescents. Despite some
delinquent behavior, middle adolescence is a period during which young people are oriented
toward what is right and proper. They are developing a sense of behavioral maturity and learning
to control their impulsiveness.
D.Late adolescence is marked by the final preparations for adult roles. The developmental
demands of late adolescence often extend into the period that we think of as young adulthood.
Late adolescents attempt to crystallize their vocational goals and to establish a sense of
personal identity. (CÂU 5) Their needs for peer approval are diminished and they are largely
psychologically independent from their parents. The shift to adulthood is nearly complete.
E. Some years ago, Professor Robert Havighurst of the University of Chicago proposed that
stages in human development can best be thought of in terms of the developmental tasks that
are part of the normal transition. He identified eleven developmental tasks associated with the
adolescent transition. One developmental task an adolescent needs to achieve is to adjust to a
new physical sense of self. At no other time since birth does an individual undergo such rapid
and profound physical changes as during early adolescence. Puberty is marked by sudden
rapid growth in height and weight. Also, the young person experiences the emergence and
accentuation of those physical traits that make him or her a boy or girl. (CÂU 7) The effect of
this rapid change is that a young adolescent often becomes focused on his or her body.
F. Before adolescence, children’s thinking is dominated by a need to have a concrete example
for
any problem that they solve. Their thinking is constrained to what is real and physical. (CÂU 11)
During adolescence, young people begin to recognize and understand abstractions. The
adolescent must adjust to increased cognitive demands at school. Adults see high school in part
as a place where adolescents prepare for adult roles and responsibilities and in part as
preparatory for further education. School curricula are frequently dominated by the inclusion of
more abstract, demanding material, regardless of whether the adolescents have achieved formal
thought. (CÂU 10) Since not all adolescents make the intellectual transition at the same rate,
demands for abstract thinking prior to achievement of that ability may be frustrating.
G.During adolescence, as teens develop increasingly complex knowledge systems and a sense of
self, they also adopt an integrated set of values and morals. (CÂU 9) During the early stages
of moral development, parents provide their child with a structured set of rules of what is
right and wrong, what is acceptable and unacceptable. Eventually, the adolescent must assess
the parents’ values
as they come into conflict with values expressed by peers and other segments of society. To
reconcile differences, the adolescent restructures those beliefs into a personal ideology.
H.The adolescent must develop expanded verbal skills. As adolescents mature intellectually, as
they face increased school demands, and as they prepare for adult roles, (CÂU 8) they must
develop new verbal skills to accommodate more complex concepts and tasks. (CÂU 12) Their
limited language of childhood is no longer adequate. Adolescents may appear less competent
because of their inability to express themselves meaningfully.
I. The adolescent must establish emotional and psychological independence from his or her
parents. Childhood is marked by a strong dependence on one’s parents. Adolescents may
yearn to keep that safe, secure, supportive, dependent relationship. Yet, to be an adult implies
a sense of independence, of autonomy, of being one’s own person (CÂU 13). Adolescents
may vacillate between
their desire for dependence and their need to be independent. In an attempt to assert their need
for independence and individuality, adolescents may respond with what appears to be hostility
and lack of cooperation.
J. Adolescents do not progress through these multiple developmental tasks separately. At any
given time, adolescents may be dealing with several. Further, the centrality of specific
developmental tasks varies with early, middle, and late periods of the transition.
Match the following characteristics with the correct stages of the adolescent.
A. early adolescence
B. middle adolescence
C. later adolescence
1. interested in the opposite sex
2. exposure to danger
3. the same as others
4. beginning to form individual thinking without family context
5. less need the approval of friends
6. intellectual booming
● Complete each sentence with the correct ending, A-F, below. ●
Write the correct letters, A-F, in boxes 7-10 on your answer sheet.
7. One of Havighurst’s research
8. High School Courses
9. Adolescence is a time when young people
10. The developmental speed of thinking patterns
List of the statements
A. form personal identity with a set of morals and values
B. develops a table and productive peer relationships
C. are designed to be more challenging than some can accept
D. varies from people to people
E. focuses on creating a self-image
F. become an extension of their parents
Do the following statements agree with the information given in Reading
● TRUE If the statement is true
● FALSE If the statement is false
● NOT GIVEN If the information is not given in the passage
11. The adolescent lacks the ability to think abstractly.
12. Adolescents may have a deficit in their language ability.
13. The adolescent experiences a transition from reliance on his parents to independence.
READING PASSAGE 2: You should spend about 20 minutes on Questions 15-26 which
are based on Reading Passage on the following pages.
Intelligence and Giftedness
A. In 1904 the French minister of education, facing limited resources for schooling, sought a
way to separate the unable from the merely lazy. Alfred Binet got the job of devising
selection principles and his brilliant solution put a stamp on the study of intelligence and was
the forerunner of intelligence tests still used today, he developed a thirty-problem test in
1905, which tapped several abilities related to intellect, such as judgment and reasoning, the
test determined a given child’s mental age’. The test previously established a norm for
children of a given physical
age. (for example, a five-year-old on average gets ten items correct), therefore, a child with a
mental age of five should score 10, which would mean that he or she was functioning pretty
much as others of that age. The child’s mental age was then compared to his physical age.
B. A large disparity in the wrong direction (e.g., a child of nine with a mental age of four) might
suggest inability rather than laziness and mean he or she was earmarked for special schooling,
Binet, however, denied that the test was measuring intelligence, its purpose was simply
diagnostic, for selection only. This message was however lost and caused many problems and
misunderstanding later.
C. Although Binet’s test was popular, it was a bit inconvenient to deal with a variety of physical
and mental ages. So in 1912, Wilhelm Stern suggested simplifying this by reducing the two to a
single number, he divided the mental age by the physical age and multiplied the result by 100.
An average child, irrespective of age, would score 100. A number much lower than 100 would
suggest the need for help, and one much higher would suggest a child well ahead of his peers.
D. This measurement is what is now termed the IQ (for intelligence quotient) score and it has
evolved to be used to show how a person, adult or child, performed in relation to others. (the
term IQ was coined by Lewis M. Terman, professor of psychology and education of Stanford
University, in 1916. He had constructed an enormously influential revision of Binet’s test,
called the Stanford-Binet test, versions of which are still given extensively).
E. The field studying intelligence and developing tests eventually coalesced into a sub-field of
psychology called psychometrics (psycho for ‘mind’ and metrics for ‘measurements’). The
practical side of psychometrics (the development and use of tests) became widespread quite
early, by 1917, when Einstein published his grand theory of relativity, mass-scale testing was
already in use. Germany’s unrestricted submarine warfare (which led to the sinking of the
Lusitania in 1915) provoked the United States to finally enter the First World War in the same
year. The military had to build up an army very quickly; it had two million inductees to sort out.
Who would become officers and who enlisted men? Psychometricians developed two
intelligence tests that help sort all these people out, at least to some extent, this was the first
major use of testing to decide who lived and who died, as officers were a lot safer on the
battlefield, the tests themselves were given under horrendously bad conditions, and the
examiners seemed to lack commonsense, a lot of recruits simply had no idea what to do and in
several sessions most inductees scored zero! The examiners also came up with the quite
astounding conclusion from the testing that the average American adult’s intelligence was equal
to that of a thirteen-year-old!
F. Intelligence testing enforced political and social prejudice, their results were used to argue
that
Jews ought to be kept out of the united states because they were so intelligently inferior that they
would pollute the racial mix, and blacks ought not to be allowed to breed at all. And so abuse
and test bias controversies continued to plaque psychometrics.
G. Measurement is fundamental to science and technology, science often advances in leaps and
bounds when measurement devices improve, psychometrics has long tried to develop ways to
gauge psychological qualities such as intelligence and more specific abilities, anxiety,
extroversion, emotional stability, compatibility, with a marriage partner, and so on. Their
scores are often given enormous weight, a single IQ measurement can take on a life of its
own if teachers and parents see it as definitive, it became a major issue in the 70s, when court
cases were launched to stop anyone from making important decisions based on IQ test scores,
the main criticism was and still is that current tests don’t really measure intelligence, whether
intelligence can be measured at all is still controversial, some say it cannot others say that IQ
tests are psychology’s greatest accomplishments.
● The Reading Passage has seven paragraphs A-G.
● Which paragraph contains the following information of questions 14-17?
14. IQ is just one single factor of human characteristics.
15. Discussion of the methodology behind Professor Stern’s test.
16. Inadequacy of IQ test from Binet.
17. The definition of IQ was created by a professor. ● Choose the correct answer A, B, C or D.
● Write your answers in boxes 18-21 on your answer sheet.
18. Professor Binet devises the test to ……………………
A. find those who do not perform satisfied.
B. choose the best one.
C. measure the intelligence.
D. establish the standard of intelligence.
19. The test is designed according to ……………………
A. math.
B. age.
C. reading skill.
D. gender.
20. U.S. Army used Intelligence tests to select………………………
A. Officers.
B. Normal Soldiers.
C. Examiners.
D. Submarine drivers.
21. The purpose of the text is to……………………
A. give credit to the contribution of Binet in IQ test.
B. prove someone’s theory is feasible.
C. discuss the validity and limitation of the test.
D. outline the history of the test.
Do the following statements agree with the information given in Reading
Passage 2? Write for questions 22-26:
● YES If the statement is true
● NO If the statement is false
● NOT GIVEN If the information is not given in the passage
22. Part of the intention in designing the test by professor Binet has been misunderstood.
23. Age as a factor is completely overlooked in the simplified tests by Wilhelm Stern
24. Einstein was a counter-example of the IQ test conclusion.
25. IQ test may probably lead to racial discrimination as a negative effect.
26. The author regards measuring intelligence tests as a goal hardly meaningful.
READING PASSAGE 3: You should spend about 20 minutes on Questions 28-40 which
are based on Reading Passage 3 on the following pages
Communicating Styles and Conflict
Knowing your communication style and having a mix of styles on your team can provide a
positive force for resolving conflict.
A. As far back as Hippocrates’s time (460-370 B.C.), people have tried to understand other
people by characterizing them according to personality type or temperament. Hippocrates
believed there were four different body fluids that influenced four basic types of temperament.
His work was further developed 500 years later by Galen. These days there is any number of
self-assessment tools that relate to the basic descriptions developed by Galen, although we no
longer believe the source to be the types of body fluid that dominate our systems.
B. The values in self-assessments that help determine personality style. Learning styles,
communication styles, conflict-handling styles, or other aspects of individuals is that they help
depersonalize conflict in interpersonal relationships. The depersonalization occurs when you
realize that others aren’t trying to be difficult, but they need different or more information than
you do. They’re not intending to be rude: they are so focused on the task they forget about
greeting people. They would like to work faster but not at the risk of damaging the relationships
needed to get the job done. They understand there is a job to do. But it can only be done right
with the appropriate information, which takes time to collect. When used appropriately,
understanding communication styles can help resolve conflict on teams. Very rarely are conflicts
true personality issues. Usually, they are issues of style, information needs, or focus.
C. Hippocrates and later Galen determined there were four basic temperaments: sanguine,
phlegmatic, melancholic and choleric. These descriptions were developed centuries ago and are
still somewhat apt, although you could update the wording. In today’s world, they translate into
the four fairly common communication styles described below:
D. The sanguine person would be the expressive or spirited style of communication. These
people speak in pictures. They invest a lot of emotion and energy in their communication and
often speak quickly. Putting their whole body into it. They are easily sidetracked onto a story
that may or may not illustrate the point they are trying to make. Because of their enthusiasm,
they are great team motivators. They are concerned about people and relationships. Their high
levels of energy can come on strong at times and their focus is usually on the bigger picture,
which means they sometimes miss the details or the proper order of things. These people find
conflict or differences of opinion invigorating and love to engage in a spirited discussion. They
love change and are constantly looking for new and exciting adventures.
E. Tile phlegmatic person – cool and persevering – translates into the technical or
systematic communication style. This style of communication is focused on facts and technical
details. Phlegmatic people have an orderly methodical way of approaching tasks, and their focus
is very much on the task, not on the people, emotions, or concerns that the task may evoke. The
focus is also more on the details necessary to accomplish a task. Sometimes the details
overwhelm the big picture and focus needs to be brought back to the context of the task. People
with this style think the facts should speak for themselves, and they are not as comfortable with
conflict. They need time to adapt to change and need to understand both the logic of it and the
steps involved.
F. Tile melancholic person who is softhearted and oriented toward doing things for others
translates into the considerate or sympathetic communication style. A person with this
communication style is focused on people and relationships. They are good listeners and do
things for other people – sometimes to the detriment of getting things done for themselves. They
want to solicit everyone’s opinion and make sure everyone is comfortable with whatever is
required to get the job done. At times this focus on others can distract from the task at hand.
Because they are so concerned with the needs of others and smoothing over issues, they do not
like conflict. They believe that change threatens the status quo and tends to make people feel
uneasy, so people with this communication style, like phlegmatic people, need time to consider
the changes in order to adapt to them.
G. The choleric temperament translates into the bold or direct style of communication.
People with this style are brief in their communication – the fewer words the better. They are
big-picture thinkers and love to be involved in many things at once. They are focused on tasks
and outcomes and often forget that the people involved in carrying out the tasks have needs.
They don’t do
detail work easily and as a result, can often underestimate how much time it takes to achieve the
task. Because they are so direct, they often seem forceful and can be very intimidating to others.
They usually would welcome someone challenging them. But most other styles are afraid to do
so. They also thrive on change, the more the better.
H. A well-functioning team should have all of these communications styles for true
effectiveness. All teams need to focus on the task, and they need to take care of relationships in
order to achieve those tasks. They need the big picture perspective or the context of their work,
and they need the details to be identified and taken care of for success. We all have aspects of
each style within us. Some of us can easily move from one style to another and adapt our style
to the needs of the situation at hand-whether the focus is on tasks or relationships. For others, a
dominant style is very evident, and it is more challenging to see the situation from the
perspective of another style. The work environment can influence communication styles either
by the type of work that is required or by the predominance of one style reflected in that
environment. Some people use one style at work and another at home. The good news about
communication styles is that we have the ability to develop flexibility in our styles. The greater
the flexibility we have, the more skilled we usually are at handling possible and actual conflicts.
Usually, it has to be relevant to us to do so, either because we think it is important or because
there are incentives in our environment to encourage it. The key is that we have to want to
become flexible with our communication style. As Henry Ford said, “Whether you think you
can or you can’t, you’re right!"
● Choose the correct heading for each section from the list of headings below.
● Write the correct number i-x in boxes 27-34 on your answer sheet.
List of Headings
I. Different personality types mentioned
II. recommendation of combined styles for group
III. Historical explanation of understanding personality
IV. A lively and positive attitude person depicted
V. A personality likes a challenge and direct communication different characters illustrated
VI. Functions of understanding communication styles
VII. Cautious and considerable person cited
VIII. Calm and Factual personality illustrated
IX. Self-assessment determines one’s temperament
27. Paragraph A 32. Paragraph F
28. Paragraph B 33. Paragraph G
29. Paragraph C 34. Paragraph H
30. Paragraph D
31. Paragraph E
Do the following statements agree with the information given in Reading
Passage 3? In boxes 35-39 on your answer sheet, write
● TRUE if the statement is true
● FALSE if the statement is false
● NOT GIVEN if the information is not given in the passage
35. It is believed that sanguine people do not like variety
36. Melancholic and phlegmatic people have similar characteristics
37. It is the sanguine personality that is needed most in the workplace.
38. It is possible for someone to change a type of personality.
39. Work surroundings can affect which communication style is the most effective.
● Choose the correct answer A, B, C or D.
● Write your answers in box 40 on your answer sheet.
40. The author thinks self-assessment tools can be able to A.
assist to develop one’s personality in a certain scenario.
B. help to understand colleagues and resolve problems.
C. improve the relationship with the boss of the company.
D. change others behavior and personality.
