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READI NG PASSAGE1

The Life & Work of Marie Curie Marie Curie is probably the most famous woman scientist who has ever lived. Born Maria Sklodowska in Poland in 186! she is famous for her work on radioactivity! and  was twice a winner winner of the "obel "obel # Pri$e. %ith her husband! Pierre Pierre Curie. and &enri 'ae(iierel! she was awarded the 1)*+ "obel Pri$e for Physics! and was then sole winner of the 1)11 "obel Pri$e for Chemistry. She was the hist woman to win a ,"obel Pri$e.

-rom childhood! Marie was remarkable remarkable for her prodiious memory! and at the ae of 16  won a old medal on completion completion of her secondary secondary education. Because Because her father father lost his savins throuh bad investment! she then had to take work as a teacher. -rom her earnins she was able to finance her sister Bronia/s medical studies in Paris! on the understandin understandin  that Bronia would! in turn! later help her to et an education.

ln 18)1 this promise was fulfilled and Marie went to Paris and bean to study at the Sorbonne 0the niversity of Paris2. She often worked far into the niht and lived on little more than bread and butter and tea. She came first in the e3amination in the physical sciences in 18)+! and in 18)4 was placed second in the e3amination in mathematical mathematical sciences 5t was not until the sprin of that year that she was introduced to Pierre Curie.

heir marriae in 18)7 marked the start of a partnership that was soon to achieve results of world sinificance. -ollowin &enri Bec(uere5s discovery in 18)6 of a new phenomenon! phenomeno n! which Marie later called /radioactivity/! Marie Curie decided to rind out if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium.

umin her attention to minerals! she found her interest drawn to pitchblende! a mineral whose radioactivity! radioactivity! superior to that of pure uranium! could be e3plained only  by the presence presence in thc orc of small small (uantities (uantities of an unknown unknown substance substance of very hih activity. Pierre Curie 9oined her in the work that she had undertaken to resolve this problem. and that led to the discovery of the new elements! polonium polonium and radium.  %hile Pierre Curie Curie devoted himself himself chiefly to the physical physical study of the the new radiations! radiations!

Marie Curie struled to obtain pure radium in the metallic state. his was achieved  with the help of the chemist #ndr:;
he births of Marie/s two dauhters! 5rene and >ve! in 18) and 1)*4 failed to internrpt her scientific work. She was appointed lecturer in physics at the >cole "or;male Sup:rieure for irls in Sevres! -rance 01)**2! and introduced a method of teachin  based on e3perimental demonstrations. 5n =ecember 1)*4 she was appointed chief assistant in the laboratory directed by Pierre Curie.

he sudden death of her husband in 1)*6 was a bitter blow to Marie Curie. but was also a turnin point in her career? henceforth she was to devote all her enery to completin alone the scientific work that they had undertaken. @n May 1)! 1)*6! she was appointed to the professorship that had been left vacant on her husband/s death! becomin the first  woman to teach at the Sorbonne. 5n 1)11 she was awarded the "obel Pri$e for Chemistry  for the isolation of a pure form of radium.

=urin %orld %ar 5! Marie Curie! with the help of her dauhter 5rene! devoted herself to the development of the use of Aradioraphy! includin the mobile units which came to  be known as /little Curies/! used for the treatment of wounded soldiers. ln 1)18 the 'adium 5nstitute! whose staff 5rene had 9oined! bean to operate in earnest! and became a centre for nuclear physics and chemistry. Marie Curie! now at the hihest point of her fame and! from 1)! a member of the #cademy of Medicine! researched the chemistry of radioactive substances and their medical applications

ln 1)1! accompanied by her two dauhters! Marie Curie made a triumphant 9ourney to the nited States to raise funds for research on radium. %omen there presented her  with a ram of radium for her campain. Marie also ave lectures in Belium. Bra$il! Spain and C$echoslovakia and! in addition! had the satisfaction of seein the development of the Curie -oundation in Paris. and the inauuration in 1)+ in %arsaw of the 'adium 5nstitute! where her sister Bronia became director.

@ne of Marie Curie/s outstandin achievements was to have understood the need to accumulate intense radioactive sources. not only to treat illness but also to maintain an abundant supply for research. he e3istence in Paris at the 'adium 5nstitute of o stock of rams of radium made a decisive contribution to the success of the e3periments undertaken in the years around 1)+*. his work prepared the way for the discovery of the neutron by Sir Dames Chadwick and! above all! for the discovery in 1)+4 by 5rene and -r:d:ric Doliot; Curie of artificial radioactivity. # few months after this discovery! Marie Curie died as a result of leukaemia caused by e3posure to radiation. She had often carried test tubes containin radioactive isotopes in her pocket! remarkin on the pretty  blue;reen liht they ave off.

&er contribution to physics had been immense! not only in her own work. the importance of which had been demonstrated by her two "obel Pri$es! but because of her influence on subse(uent enerations of nuclear physicists and chemists. Questions 1-6

=o the followin statements aree with the information iven in 'eadin Passae 1E 5n bo3es 1;6 on your answer sheet. write

'> it the statement arees with the information -# if the statement contradicts the information "@ F5G>" if there is no information on this 1.Marie Curie/s husband was a 9oint winner of both Marlas "obel Pri$es. 2.Marie became interested in science when she was a child. 3.Marie was able to attend the Sorbonne because of her sisterHs financial

contribution. 4.Marie stopped doin research for several years when her children were born. 5.Marie took over the teachin position her husband had held.

6.Maries sister Bronia studied the medical uses of radioactivity.

Question 7-13

Complete the notes below  Choose @"> %@'= from the passae for each answer  %rite your answers in bo3es ;1+ on your answer sheet. Marie Curie's research on radioactivity  •

 %hen uranium was discovered to be radioactive. Marie Curie found that the element called  III.. had the same property.

•

Marie and Pierre Curies research into the radioactivity of the mineral known as 8IIIII..led to the discovery of two new elements.

•

5n 1)11! Marie Curie received reconition for her work on the element )........................

•

Marie and 5rene Curie developed A;radioraphy which was used as a medical techni(ue for 1* ...................... .

•

Marie Curie saw the importance of collectin radioactive material both for research and for cases of 11 ...........!.......

•

he radioactive material stocked in Paris contributed to the discoveries in the 1)+*s of the 1 ...... III and of what was known as artificial radioactivity.

•

=urin her research. Marie Curio was e3posed to radiation and as a result she suffered from 1+ .... ..... ...

READI NG PASSAGE2

 Young Children`s Sense of Identity   # # sense of self develops in youn children by derees. he process can usefully be thouht of in terms of the radual emerence of two somewhat separate features? the self as a

sub9ect! and the self as an ob9ect. %illiam Dames introduced the distinction in 18)! and contemporaries of his! such as Charles Cooley! added to the developin debate. >ver since then psycholoists have continued buildin on the theory.

B #ccordin to Dames! a child/s first step on the road to self;understandin can be seen as the reconition that he or she e3ists. his is an aspect of the self that he labeled /self;as; sub9ect/! and he ave it various elements. hese included an awareness of oneHs own aency 0i.e. oneHs power to act2! and an awareness of oneHs distinctiveness from other people. hese features radually emere as infants e3plore their world and interact with careivers. Cooley  01)*2 suested that a of the self;as;sub9ect was primarily concerned with bein able to e3ercise power. &e proposed that the earliest e3amples of this are an infants attempts to control physical ob9ects! such as toys or his or her own limbs. his is followed by attempts to affect the behavior of other people. -or e3ample! infants learn that when they cry or smile someone responds to them.

C #nother powerful source of information for infants about the effects they can have on the  world around them is provided when others mimic them. Many parents spend a lot of time! particularly in the early months! copyin their infant/s vocali$ations and e3pressions in addition! youn children en9oy lookin in mirrors! where the movements they can see are dependent upon their own movements.his is not to say that infants reconi$e the reflection as their own imae 0a later development2. &owever!
= his understandin that children ain of themselves as active aents continues to develop in their attempts to co;operate with others in play. =rum 01)882 points out that it is in such day;to;day relationships and interactions that the child/s understandin of his, or herself emeres. >mpirical investiations of the self;as; sub9ect in youn children are! however! rather scarce because of difficulties of communication? even if youn infants can reflect on their e3perience! they certainly cannot e3press this aspect of the self directly.

> @nce Children have ac(uired a certain level of self;awareness! they bein to place themselves in a whole series of cateories! which toether play such an important part in definin them uni(uely as /themselves/. his second step in the development of a full sense of self is what lames called the /self;as;ob9ect/. his has been seen by many to be the aspect of the self which is most influenced by social elements! since it is made up of social roles 0such as student! brotherJ colleaue2 and characteristics which derive their meanin from comparison or interaction with other people 0such as trust worthiness! shyness! sportin ability2.

- Cooley and other researchers suested a close connection between a personHs own understandin of their identity and other people/s understandin of it. Cooley believed that people build up their sense of identity from the reactions of others to them! and from the  view they believe others have of them &e called the self; as;ob9ect the Hlookin;lass self/! since people come to sec themselves as they are reflected in others. Mead 01)+42 went even further! and saw the self and the social world as ine3tricably bound toether Hhe self is essentially a social structure! and it arises in social e3perience it is impossible to conceive of a self arisin outside of social e3perience./

F
& -inally perhaps the most raphic e3pressions of self;awareness in eneral can be seen in the displays of rae which are most common from 18 months to + years of ae. 5n a lonitudinal study of roups of three or four children! Bronson 01)72 found that the intensity of the frustration and aner in their disareements increased sharply between the aes of 1 and  years. @ften! the children/s disareements involved a strule over a toy that none of them had played with before or after the tu;of;war? the children seemed to be

disputin ownership rather than wantin to play with it. #lthouh it may be less marked in other societies! the link between the sense of Hself/ and of /ownershipH is a notable feature of childhood in %estern societies.

Questions 14-19 'eadin Passae  has eiht pararaphs! #;&.  %hich pararaph contains the followin informationE  %rite the correct letter #;&! in bo3es 14;1) on your answer sheet. "B Kou may use any letter more than once.

14. #n account of the method used by researchers in a particular study  17.he role of imitation in developin a sense of identity  16. he ae at which children can usually 5dentity a static imae of themselves 1. # reason for the limitations of scientific research into self;as sub9ect. 18. 'eference to a possible link between culture and a particular form of behavior 1). >3amples of the wide rane of features that contribute to the sense of self;as;ob9ect/.

Questions 14-19 .

 %rite the correct letter #;>! in bo3es *;+ on your answer sheet.

*. # sense of identity can never be formed without relationships with other people.

1. # childHs awareness of self is related to a sense of mastery over thins and people.

. #t a certain ae! childrenHs sense of identity leads to aressive behavior.

+. @bservin their own reflection contributes to childrens self awareness.

List of Researchers  # Dames B Cooley  C Bronson

Questions 24-26 Complete the summary below  Choose @"> %@'= @"
o! children ac"uire a sense of identity 

-irst! children come to reali$e that they can have an effect on the world around them! for e3ample by handlin ob9ects. or causin the imae to move when they lace a 4 .....!.....!.... . his aspect of self;awareness is difficult to research directly! because of 7.!II... problems. Secondly. children start to become aware of how they are viewed by others. @ne important stae in this process is the visual reconition of themselves which usually occurs when they reach the ae oi two. 5n %estern societies at least! the development of self awareness is often linked to a sense of 6 ...!.................. ! and can lead to disputes.

Quest i ons2130 Co mp l e t et h en ot esbe l o w Wr i t eNO MORETHAN TWO WORDSAND/ ORANUMBER f oreac ha ns wer St udySki l l sTut or i al-Car ol i neBenni ng

Di s s e r t a t i o nt o pi c :t h e2 1. . . . . . . , …………………… St r e ngt hs : •22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . •c o mpu t e rmo de l i ng Weak nes s es :•l ac kofbac k gr oundi nf or mat i on •poor23…. . . . . . . . . . . . . . . . . . . . . .s k i l l s Pos s i bl es t r at egy

Benefi t s

Pr obl ems

pe ergr ou pdi s c us s i on

I nc r ea s es24 …………….

Di s s er t at i on st en dt o c o nt a i nt h es a me 25……………

Uset he26…………

Pr ov i dess t r uc t ur ed

s er v i c es

pr ogr amme

Co ns u l ts t u dys k i l l sb oo k s a r eago ods ou r c eof r e f e r e n c e Re c omme nd at i o ns :•u s eac a r di n de x •r e ada l l n ot e s2 9……. Nex tt ut or i al da t e: 30…………………………J anu ar y

l i mi t ed27…………. .

Canbet oo28……………

Se ct i on4Questions 31-40

Questions 31 and 32 Choose the correct letter A. B or C.

31 The owners of the underground house A had no experience of living in a rural area. B were interested in environmental issues. C wanted a professional project manager. 32 What does the speaer sa! a"out the site of the house# A The land was $uite cheap. B %tone was "eing extracted near"!.

C It was in a completely unspoiled area. Questions 33-40

Co mp l e t et h en ot e sb el o w. Wr i t eONEWORDAND/ ORANUMBERf oreac han s wer TheUnder gr oundHouse Desi gn •Bui l ti nt heear t h,wi t ht wofl oor s •Thes out hf ac i ngs i dewasc ons t r uc t edoft wol ay er sof33. . . . . . . . . . . . . . . . , . . . . . . . . . . .

•Phot ov ol t ai ct i l eswer eat t ac hed •Al ay eroff oam wasus edt oi mpr ov et he34, . . . . . . . . . . , . . . . . . . . .oft hebui l di ng Speci alf eat ur es • T oi nc r eas et hel i ght ,t hebui l di nghasmanyi nt er nal mi nor sand35,. . . . . . . . . , . . . •I nf ut ur e,t hehou s emaypr oduc emor e36………………………. t hani tnee ds •Rec y c l edwoodwasus edf ort he37. . . . . . . . . . . . . . , . . . . . . . . . . . . . , . , . . . .oft hehous e •Thes y s t em f orp r oc es s i ngdomes t i c38. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i sor gani c Envi r onment ali ssues •Theus eofl ar gequant i t i esof39. , .i nc ons t r uc t i onwasenv i r onment al l yhar mf ul •Butt hehous ewi l l hav epai di t s' env i r onment al debt ' wi t hi n40. . . . . . .