A. prevailing B. banal C. widespread D. popular

being Friday 13th. I’m not a bit (43)……………..and wouldn’t change any of my plans just because Friday 13th is supposed to be unlucky, I don’t usually take, any (44) …………….. of that sort of thing but I will now. I think I’ll stay in bed.”

The accident (45)…………….. at the junction with Westwood Road at about 6.30pm as Sarah was making her (46)……………..home to the Harley Estate.

The Volvo pulled out of Westwood onto Henley Road in front of the teen ager's bicycle. “He could at (47)…………….. have helped her up. I don 't see why he should get away with it,” said her father, Derek, “Sarah was lucky. I don’t know why the driver didn’t see her. He can’t have been (48)…………….. attention. It is unfortunate that nobody took down the number.” Though still too (49)…………….. to ride a bike, Sarah was able to go back to (50)……………..in Marlow on Monday. 41. A. damaged B. harmed C. devastated D. crashed 42. A. noting B. presenting C. leaving D. suggesting 43. A. irrational B. superstitious C. unreasonable D. prejudices 44. A. notice B. consideration C. note D. care 45. A. came about B. turned up C. finished up D. took place 46. A. route B. way C. course D. path 47. A. once B. most C. least D. best 48. A. giving B. paying C. attracting D. providing 49. A. discouraged B. confused C. overcome D. shaken 50. A. work B. job C. post D. employment

VI. GUIDED CLOZE 2 (5PTS): Read the text below and decide which answer best fits each space. THE TRUTH BEHIND A SMILE

People smile a great deal, and we seem to know instinctively that some smiles are more genuine than others. But is there any scientific (51)…………. for this? Recent research suggests that a mechanism in the brain can help us (52)…………. whether a smile is really heartfelt - or whether it is just being (53)……… on for show. (54)………….to various long-held traditions, a genuine smile involves the eyes as well as the mouth. In the nineteenth century, a French anatomist (55) ………….to prove this. He used electrodes to stimulate the facial muscles of volunteers, (56)…………. creating false smiles. He found that real smiles were always (57)………….with the contraction of muscle around the eye, but that his artificially induced ones were not.

During more recent research, volunteers were shown a variety of human facial expressions and the reactions to these were monitored. When they were shown a happy face, 35% of the volunteers immediately started looking at the eye area, checking for tell-tale crinkles that would (58)…………. that the smile was genuine, but when shown a sad or neutral face, they did not. So why did the human brain evolve to (59) ………….between real and false smiles? It could be that this ability to (60)…………. a quick assessment of a smile has an important role to play in successful communication. A genuine smile serves as a gesture of conciliation in conflict, and it’s important to know whether we are really being offered a truce or not. 51. A. sign B. basis C. root D. fact 52. A. recollect B. accept C. admit D. recognise 53. A. put B. brought C. created D. stuck 54. A. Providing B. Considering C. Relating D. According 55. A. got down B. set out C. went off D. carried out 56. A. despite B. thereby C. however D. nonetheless 57. A. associated B. mixed C. joined D. accompanied 58. A. assure B. confirm C. justify D. approve 59. A. decide B. tell C. distinguish D. reckon

127 VII. READING PASSAGE 1 (5PTS): Read the text below and choose the best answer to each question. Excerpted from What Video Games Have to Teach us about Learning and Literacy by James Paul Gee

When people learn to play video games, they are learning a new literacy. Of course, this is not the way the word "literacy" is normally used. Traditionally, people think of literacy as the ability to read and write. Why, then, should we think of literacy more broadly, in regard to video games or anything else, for that matter? There are two reasons.

First, in the modern world, language is not the only important communicational system. Today images, symbols, graphs, diagrams, artifacts, and many other visual symbols are particularly significant. Thus, the idea of different types of "visual literacy" would seem to be an important one. For example, being able to "read" the images in advertising is one type of visual literacy. And, of course, there are different ways to read such images, ways that are more or less aligned with the intentions and interests of the advertisers. Knowing how to read interior designs in homes, modernist art in museums, and videos on MTV are other forms of visual literacy.

Furthermore, very often today words and images of various sorts are juxtaposed and integrated in a variety of ways. In newspaper and magazines as well as in textbooks, images take up more and more of the space alongside words. In fact, in many modern high school and college textbooks in the sciences images not only take up more space, they now carry meanings that are independent of the words in the text. If you can't read these images, you will not be able to recover their meanings from the words in the text as was more usual in the past. In such multimodal texts (texts that mix words and images), the images often communicate different things from the words. And the combination of the two modes communicates things that neither of the modes does separately. Thus, the idea of different sorts of multimodal literacy seems an important one. Both modes and multimodality go far beyond images and words to include sounds, music, movement, bodily sensations, and smells.

None of this news today, of course. We very obviously live in a world awash with images. It is our first answer to the question why we should think of literacy more broadly. The second answer is this: Even though reading and writing seem so central to what literacy means traditionally, reading and writing are not such general and obvious matters as they might at first seem. After all, we never just read or write; rather, we always read or write something in some way.

So there are different ways to read different types of texts. Literacy is multiple, then, in the sense that the legal literacy needed for reading law books is not the same as the literacy needed for reading physics texts or superhero comic books. And we should not be too quick to dismiss the latter form of literacy. Many a superhero comic is replete with post-Freudian irony of a soil that would make a modern literary critic's heart beat fast and confuse any otherwise normal adult. Literacy, then, even as traditionally conceived to involve only print, is not a unitary thing but a multiple matter. There are, even in regard to printed texts and even leaving aside images and multimodal texts, different "literacies."

Once we see this multiplicity of literacy (literacies), we realize that when we think about reading and writing, we have to think beyond print. Reading and writing in any domain, whether it is law, rap songs, academic essays, superhero comics, or whatever, are not just ways of decoding print, they are also caught up with and in social practices... Video games are a new form of art. They will not replace books; they will sit beside them, interact with them, and change them and their role in society in various ways, as, indeed, they are already doing strongly with movies. (Today many movies are based on video games and many more are influenced by them.) We have no idea yet how people "read" video games, what meanings they make from them. Still less do we know how they will "read" them in the future. 61. According to the first paragraph, the broadest definition of “literacy” is

A. The ability to analyze literature

B. The ability to comprehend basic cultural cues