READING SET 3 ODTÜ İNGİLİZCE YETERLİK SINAVI OKUMA BÖLÜMÜ
SADECE BİREYSEL KULLANIM İÇİNDİR
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READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
SECTION I: SENTENCE COMPLETION Questions 1-4 Mark the alternative which best completes each sentence or thought. 1.
Innovation has brought great benefits to humanity. However, __________. a) nobody in their right mind would want to return to the times before the Industrial Revolution b) the benefits of technological progress are unevenly distributed, especially in the early stages of each new wave c) new and better ones jobs are created around the world while others are destroyed d) optimism remains the right starting point for workers who suffer from the dislocating effects of technology
2.
For patients, telemedicine (asking for live medical expertise from far away) apps are a cheap and easy alternative to nonemergency consultations. For example, __________. a) telemedicine is becoming increasingly mainstream, thanks to apps like Doctor on Demand and HealthTap b) the new apps help doctors build a public profile and attract new patients c) a 15-minute appointment via Doctor on Demand costs $30 and doesn’t require insurance d) telemedicine apps are not meant to totally replace in-person doctor’s exams, especially for serious health problems
3.
The advantages of modern technology cannot remove the risks from the act of exploration. For this reason, __________. a) b) c) d)
4.
explorers have continued their journey into unknown wilderness explorers of today are in many ways just like the explorers of the past the 21st century explorer can communicate from almost anywhere on Earth leaving the exploration unfinished is unacceptable to most explorers
The reason why habits are so hard to make and break has been a mystery for a long time. Still, ____________. a) there is no evidence to back up the common belief that it takes only 21 days to form a new habit or to get rid of the old one b) the first challenge is to really understand what a habit actually is c) habits are defined as actions performed routinely in certain contexts and situations d) the possibility of mastering our habits is so appealing that there have been plenty of theories about it
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
SECTION II: PARAGRAPH COMPLETION Questions 5-7 Mark the alternative which best completes each paragraph. 5. In the film, The Revenant, Leonardo DiCaprio plays Hugh Glass, a real-life 1820s fur trapper who was attacked by a bear, robbed and abandoned by his companions. He then spent months crawling to safety through the untamed American wilderness. As for what it took to play the part of Glass, it involved a lot of snow, bearskins, and low temperatures. ____________. In such a way that filming had to be repeatedly stopped and restarted. a) The production of the film was very complicated and geographically challenging b) The film crew had to go to far-off locations and move around all over the high altitudes c) It wasn’t until the director got attached to this man’s struggle in nature that the film could be shot d) The story was a simple linear story, but in the director’s hands it became a visual poetry 6. It has long been known that the brain processes swear words differently from more polite vocabulary. __________. That is because even though the cortex, which we depend on for complex and polite speech, may be damaged, lower areas of the brain, where curses originate from, are left unharmed. a) Comparing the effects of different swear words could clarify the link between language and thought b) Researchers think that the power of swear words comes from associations formed at a young age in the mother tongue. c) As people lose aspects of higher cognition because of injury or neurological disease, their ability to produce swear words often remain untouched d) These areas appeared at an earlier point in evolution and across many species they are the center for automatic responses to stress 7. Writing in the 19th century, the eccentric French nobleman, the Marquis d’Hervey de SaintDenys was among the first to seriously examine the strange world of dreams. __________. He could consciously control his night-time encounters and adventures. In other words, he was a lucid dreamer. a) For example, jumping off buildings was one of the tests he could carry out after his head hit the pillow b) Unfortunately, his work lay forgotten for more than a century c) Thus, records of the Marquis’s waking days are less colorful than his dream diary d) Whereas other researchers of his time limited themselves to passive observation, he had a rare trick
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
SECTION III: SUPPORTING IDEAS Questions 8-10 In the following items, three of the alternatives support the main statement or idea and one does not. Mark the alternative that DOES NOT support the given topic statement. 8. The Maya civilization was one of the most sophisticated cultures of the pre-Hispanic Americas. a) Roatan, an island off the north coast of Honduras, was wrongly associated with the Maya. b) The Maya civilization is noted for its art, architecture and mathematical and astronomical systems. c) The Mayan influence can still be detected in Southern Mexico, Guatemala and Belize. d) For about 3000 years, the Maya peoples created many kingdoms, built monumental palaces and developed elaborate writing systems. 9. Lionsgate, a fast-growing independent studio that has produced the “Hunger Games” films, has achieved a level of success no one predicted. a) Other than the six “major” Hollywood studios, it is the only one to have earned more than $1 billion in a year. b) In 2011 Lionsgate had to fight Carl Icahn, an activist investor who had carried out a three-year campaign to overthrow the studio’s leaders c) American box-office figures for 2013 show that the second “Hunger Games” film helped Lionsgate to overtake Paramount and Fox. d) The 2012 takeover of Summit Entertainment brought into Lionsgate the contract for “Twilight”, an extraordinarily profitable film series. 10. A team of researchers who have given up alcohol for five weeks reported significant physical and psychological improvements in themselves. a) b) c) d)
Liver fat fell on average by 15 %, and by almost 20 % in some researchers. The liver plays a role in over 500 processes vital for bodily functions. The blood glucose levels of the abstainers dropped by 23%. Ratings of sleep quality on a scale from 1 to 5 improved from 3.9 to 4.3.
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
SECTION IV: TEXT COMPREHENSION Questions 11-30 On your answer sheet, mark the alternative which best answers the question or completes the statement about the text. Reading 1: Road Crashes in Poor Countries (1) During the past two decades surprising progress has been made in fighting infectious diseases in poor countries. Polio has almost been wiped out; malaria as well as HIV/AIDS is slowly being brought under control. Yet almost unnoticed, another epidemic is raging across the developing world; this one is man-made. Road crashes now kill 1.3m people a year, more than malaria or tuberculosis. On present trends, by 2030 they will have taken more lives than the two together and greater even than HIV/AIDS. The vast majority of victims die in poor and middle-income countries—1.2m in 2011, compared with 99,000 in rich ones. (2) It is tempting to see the bloodshed as the price of development. Building roads is a highly effective way of boosting growth. In the rich world, road deaths and growth went hand-inhand for decades: the first death-by-car was in 1896 and the peak came in the 1970s.However, since then, restraints on drivers and investment in safety have cut road deaths in the rich world by more than half. (3) Governments in poor countries tend to assume that they, too, must see deaths rise before they are rich enough to think about saving lives. Aid donors and development banks may conclude that a dangerous road is better than no road at all. But the experience of rich countries has shown that roads can be made safer cheaply and simply. And far from being an unaffordable luxury, safe roads make better economic sense than dangerous ones. Most crash victims are boys and working-age men. Their death or injury leaves families impoverished and deprives countries of their most economically valuable citizens. In terms of medical bills, care, lost output and vehicle damage, these deaths and injuries cost poor countries as much as 10% of their Gross Domestic Product (GDP). Adapted from: http://www.economist.com 11. In paragraph 1, “the two” refers to _______________. a) polio and malaria b) new epidemic and road crashes c) malaria and tuberculosis d) man-made epidemic and infectious diseases 12. What kind of pattern did road safety follow in the developed countries until the 1970s? a) Investing in road safety in the 20th century contributed to their economic development. b) The rich world succeeded in decreasing road crashes in the early 1900s. c) Measures taken in road safety cut road deaths by more than half. d) Road deaths increased together with the economic growth for several decades.
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
13. The writer suggests that poor countries should follow the example of the rich ones by _______________. a) b) c) d)
finding inexpensive ways of making their roads safer continuing in investing into new roads even if they are dangerous giving financial support to families with crash victims increasing the number of aid donors so that medical bills are covered Reading 2: Fever Therapy
(1) After he lost his first patient to cancer in 1891, William Coley was eager to find an alternative treatment to offer next time, not just surgery or morphine. That desire must have led the US surgeon to the first published explanation of “fever therapy”: treating cancer with pathogenic (capable of producing disease) bacteria. It was an 1868 paper by the German physician Wilhelm Busch, describing how he had intentionally infected a neck sarcoma patient with dangerous bacteria, which inspired him. The infection almost killed her, but her huge tumour softened and shrank. (2) Though William Coley did not invent fever therapy, he was the first to do it in a systematic way. After some of the first people he tested it on died from the infection, he started to use heat-sterilised bacterial extracts, with good results. From 1895 until his death in 1936, Coley and his contemporaries treated hundreds of people with cancer by injecting them with pathogenic extracts. The starting dose was small and increased in the following shots until the patients developed a fever above 39 °C. Though there were failures, he achieved many cures and the technique came to be known as “Coley’s toxins”. (3) Despite this, with the rise of chemotherapy and radiotherapy, the treatment fell out of favour. Recently, there has been renewed interest in using bacteria to treat cancer, but the approach faces a major hurdle. As one might expect, controlling authorities do not easily approve drugs containing unspecified substances and that have no clearly known biological mechanism of action. But this is where a recent work could help: biologists have found that there might be a simple immunological explanation for Coley’s successes and that safer products could be used with similar results. Adapted from: http://www.newscientist.com 14.
William Coley’s first application of fever therapy __________. a) b) c) d)
15.
helped his neck sarcoma patient to be cured did not have any effect on large tumours was based on the work of a German physician came right after his own invention of the therapy
In the use of Coley’s alternative treatment, the critical point was __________. a) the determination of the kind of cancer b) the development of a fever above 39 °C c) the patient’s resistance to infections d) the injection of non-toxic bacteria
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
16. An important obstacle to the widespread use of fever therapy to treat cancer is the __________. a) b) c) d)
necessity to apply chemotherapy and radiotherapy first belief that cancer patients have much weaker immune systems authorities’ unwillingness to approve the contents of drugs dangerous side-effects of the therapy Reading 3: Identity in the Ottoman Army
(1) Of all Ottoman innovations none was perhaps more significant than the creation of a regular army. The enthusiastic bands of early warriors were too undisciplined to fulfill the now growing ambitions of the Ottoman sultans; besieging well-defended cities required patience, methodology, and a particular set of professional skills. Toward the end of the fourteenth century Sultan Murat I established a new military force, consisting of slaves captured from the Balkan states. Christian youths were collected at regular intervals, converted to Islam, and taught Turkish. Removed from their families, these new recruits owed their loyalty only to the sultan. They were his private force: the “slaves of the Gate.” They were organized into infantry units, the Yeni Ceri or Janissaries, and the cavalry, which together comprised the first professional paid army in Europe since the time of the Romans. (2) The army was to play a critical role in the development of the Ottoman state. This was a custom drawn straight out of the Ottomans’ own history: the Turks themselves had been enrolled as military slaves at the frontiers of the Islamic world. It had been their passport to advancement. But to Christians watching this process in the distance, it just meant horror: with their different idea of slavery, they viewed the possibility of turning captured Christian children against Christians as cruel and inhuman. This custom played an important role in the formation of the myth of the Savage Turk. (3) The notion of “the Turk” became widespread quite early in the West. It was largely a European concept, a term matched to Western identities that was hardly used by the Ottomans. They considered it insulting. Instead, they chose titles that were neither ethnic nor territorial. These titles reflected both Ottomans’ nomadic tradition, which was not restricted by fixed territories, and their multi-ethnic composition. Identity was mainly religious; the Ottoman sultans described themselves in increasingly exaggerated terms such as Lords of Islam, their empire as the Refuge of the Faith and their people as either Muslims or Ottomans. The Ottoman composition was a unique grouping of different elements and peoples: Turkish tribalism, Sunni Islam, Persian court practices, Byzantine administration, and a ceremonial court language that combined Turkish structure with Arabic and Persian vocabulary. It had an identity all of its own. Adapted from: Crowley, R (2005) 1453 The Holy War for Constantinople and the Clash of Islam and the West. Hyperion: New York
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
17. Which one of the following formed the new army in the Ottoman state? a) b) c) d)
Newly freed slaves Disorganized warriors Turkish youth in the Balkans Trained Christian children
18. Which military practice in the Ottoman state was particularly shocking to Europeans? a) The use of extreme violence in battles. b) The use of Christian children to fight Christians themselves. c) The custom of selling Turks themselves as slaves to the army. d) The formation of a professional army against Christians. 19. We understand from the text that Ottomans mainly emphasized their __________. a) Turkish heritage b) territorial titles c) religious identity d) ethnic composition Reading 4: The Mystery of Risk (1) Exploration of all sorts is rooted in the notion of taking risks. Risk underlies any journey into the unknown, whether it is a ship captain’s voyage into uncharted seas, a scientist’s research on dangerous diseases, or an entrepreneur’s investment in a new venture. But what exactly pushed Christopher Columbus to embark on a voyage across the Atlantic or Edward Jenner to test his theory for an early smallpox vaccine on a child, or Henry Ford to bet that automobiles could replace horses? (2) Some of the motivations for taking risks are obvious—financial reward, fame, political gain, saving lives. Many people willingly expose themselves to varying degrees of risk in their pursuit of such goals. But as the danger increases, the number of people willing to go forward shrinks, until the only ones who remain are the extreme risk takers, those willing to endanger their reputation, fortune, and life. This is the mystery of risk: What makes some humans willing to jeopardize so much and continue to do so even in the face of terrible consequences? (3) Scientists have begun to open up the neurological black box containing the mechanisms for risk taking and clarify the biological factors that may prompt someone to become an explorer. Their research has centered on neurotransmitters, the chemicals that control communication in the brain. One neurotransmitter that is crucial to the risk-taking equation is dopamine, which helps control motor skills but also helps drive us to look for and learn new things as well as manage emotions such as anxiety and fear. People whose brains don’t Page 7 of 12
EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
produce enough dopamine, such as those who are afflicted with Parkinson’s disease, often struggle with apathy and a lack of motivation. (4) On the opposite end of the spectrum, healthy dopamine production holds one of the keys to understanding risk taking, says Larry Zweifel, a neurobiologist at the University of Washington. “When you’re talking about someone who takes risks to accomplish something—climb a mountain, start a company, run for office—that’s driven by motivation, and motivation is driven by the dopamine system. This is what compels humans to move forward.” (5) This discussion often confuses risk takers with thrill seekers or adrenaline junkies. The hormone adrenaline is also a neurotransmitter, but unlike dopamine, which can push us toward danger in the course of achieving certain goals, adrenaline is designed to help us escape from danger. It works like this: When the brain perceives a threat, it triggers the release of adrenaline into the bloodstream, which in turn stimulates the heart, lungs, muscles, and other parts of the body to help flee or fight in a life-threatening situation. This chemical release generates a feeling of excitement that continues after the threat has passed, as the adrenaline clears the system. For some people that adrenaline explosion can become a reward the brain looks for. They are stimulated to produce it by going to scary movies or engaging in extreme sports or by artificial means such as taking narcotics. (6) But scientists believe that adrenaline isn’t what motivates explorers to take risks. “An arctic explorer who’s hiking through ice for a month isn’t motivated by adrenaline coursing through his veins, “says Zweifel. “It’s the dopamine firing in his brain.” Adapted from: http//www.nationalgeoraphic.com 20. What does the writer mainly emphasize about risk-taking behavior in the first two paragraphs? a) Exploration in the wild requires a different kind of motivation than doing risky scientific research. b) The urge to take risks is what lies behind various dangerous undertakings. c) Entrepreneurs’ investments cannot be considered risky exploration. d) Fame, fortune and political gains are the main motivations that push people to take extreme risks. 21. In paragraph 2, “jeopardize” probably means _____________. a) b) c) d)
put in danger benefit from take pleasure from take offence
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
22. Which of the following develops under the influence of dopamine? a) b) c) d)
Better communication skills A general lack of interest Increased anxiety and fear A desire to learn new things
23. We understand from the text that, as opposed to dopamine, adrenaline _____________. a) b) c) d)
helps us run away from a dangerous situation gives a kind of pleasure that ends as soon as the danger passes can only be produced when faced with real threats energizes us to accomplish risky tasks
24. It is implied in the text that adrenaline _____________. a) b) c) d)
can harm muscles works with dopamine to stimulate the extreme risk takers can cause addiction should be cleared from the body very quickly
Reading 5: International Workers in Dubai (1) Migration for better opportunity is as old as human history, but today it’s likely that more people are living outside their countries of birth than ever before. At every hour of every day masses of people and money are in motion, a global change as complex and shifting as weather. The nations with fewer resources off-load their ambitious working poor and rely on the money that comes back in their place. “Remittances” is what economists call these personto-family transfers, sent home by electronic banking services or hand-delivered by couriers. Tiny in individual increases, total remittances now constitute huge flows of capital into the world’s developing countries. Of the many places from which this money is sent the United States tops the list. (2) No other city on Earth, though, packs 21st-century international workers into one spectacular place quite like Dubai. As soon as you get out of the international airport and get on a taxi, you see the postmodernist skyscrapers outside the windows. All of them built by foreign laborers—South Asian men primarily, from India, Nepal, Pakistan, and Bangladesh. If it’s daylight, empty buses will be parked in the shade beneath the skeletons of the skyscrapers still under construction. They’re waiting to carry men back at sunset to group-housing units, crowded as prison barracks, where most of them are required to live.
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
(3) Difficult living conditions for foreign workers can be found everywhere in the world. But everything about Dubai is exaggerated. The city’s modern history starts just over a half century ago, with the discovery of oil in nearby Abu Dhabi, then a separate and independent sheikhdom. The United Arab Emirates was founded in 1971 as a national federation incorporating six of these sheikhdoms. Since Dubai had comparatively little oil, the city’s royal family used its portion of the country’s new riches to transform the small trading city into a commercial capital to impress the world. Nearly everywhere the visitor looks, things are extravagant and new. (4) And because the men who created contemporary Dubai decided that their amazing city would be put together and serviced by workers from other countries—there were too few Emiratis to do it, and why would a newly wealthy nation expect its adults to wait tables or pour cement in 120-degree-Fahrenheit heat when it could afford to invite outsiders to perform these tasks?—they ended up doing this in exaggerated fashion too. Of the 2.1 million people in Dubai, only about one in ten is Emirati. The rest are the global economy’s loaners, working on temporary contracts with the understanding that they will never be offered Emirati citizenship. (5) The society they live in, like most of the gulf countries now relying on foreign workers, is as rigidly layered as was 19th-century industrial America, and in many of the same ways: by race, gender, class, country of origin, English-language fluency. In Dubai the professionals and managers are largely Europeans, Americans, Australians, New Zealanders, and Canadians—white people who mostly make too much money to be thought of as remittance workers. Their salaries let them bring over their families, drive Range Rovers, and move into elegant high-rises or landscaped villas. It is remittance workers who cook for them, look after their children, clean the streets, staff the shopping malls, fill out the pharmacy prescriptions, and build the skyscrapers in the scorching sun outside. In other words, they make Dubai function, while sending their wages a long way home. Adapted from www.nationalgeographic.com 25. Money transfers from working individuals to their families __________. a) b) c) d)
cause the flow of large amounts of money in the world do not improve poor families’ conditions make the already rich countries even richer do not benefit developing countries with fewer resources
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
(30 points)
26. It is suggested in the text that foreign workers employed at the construction sector in Dubai __________. a) b) c) d)
work more efficiently than in any other city are specially trained to build postmodernist sky scrapers are skilled at using modern technology have very poor housing conditions
27. It is emphasized in the text that the royal family in Dubai __________. a) b) c) d)
had more wealth than any other sheikhdom in the United Arab Emirates became rich thanks to their abundant oil reserves built a luxurious city with their share of the country’s resources fought hard for the city’s independence
28. In paragraph 4, “it” refers to __________. a) b) c) d)
having too few Emiratis expecting its adults to wait tables or pour cement in 120-degree-Fahrenheit heat putting together and servicing their amazing city creating contemporary Dubai
29. In paragraph 5, “rigidly” probably means __________. a) b) c) d)
traditionally completely strictly randomly
30. Which one of the following is an important point made by the writer about Dubai in the last paragraph? a) b) c) d)
Emiratis hold the most important executive jobs. Foreign professionals are not allowed to hire remittance workers. It is the white professionals from developed countries that make the city function. The Western foreigners enjoy very high living standards.
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EPE Practice Materials by Nukte Durhan
READING SET 3
EPE PRACTICE
PART B: READING COMPREHENSION
ANSWER KEY 1. b 2. c 3. b 4. d 5. a 6. d 7. d 8. a 9. b 10. b 11. c 12. d 13. a 14. c 15. b 16. c 17. d 18. b 19. c 20. b 21. a 22. d 23. a 24. c 25. a 26. d 27. c 28. c 29. c 30. d
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EPE Practice Materials by Nukte Durhan
(30 points)