READING PASSAGE 1
You should spend about trăng tròn minutes on Questions 1-13 which are based on Reading Passage 1 below.
THE IMPORTANCE OF CHILDREN’S PLAY
Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. Although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and ví it will have important repercussions in her adult life.
Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his ‘teacher’, she’s practising how to tướng regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she’s learning about the need to tướng follow rules and take turns with a partner.
‘Play in all its rich variety is one of the highest achievements of the human species,’ says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. ‘It underpins how we develop as intellectual, problem-solving adults and is crucial to tướng our success as a highly adaptable species.’
Recognizing the importance of play is not new: over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.
But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. ‘The opportunities for không tính tiền play, which I experienced almost every day of my childhood, are becoming increasingly scarce,’ he says. Outdoor play is curtailed by perceptions of risk to tướng vì thế with traffic, as well as parents’ increased wish to tướng protect their children from being the victims of crime, and by the emphasis on ‘earlier is better’ which is leading to tướng greater competition in academic learning and schools.
International bodies lượt thích the United Nations and the European Union have begun to tướng develop policies concerned with children’s right to tướng play, and to tướng consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to tướng base policies on.
‘The type of play we are interested in is child-initiated, spontaneous and unpredictable – but, as soon as you ask a five-year-old “to play”, then you as the researcher have intervened,’ explains Dr Sara Baker. ‘And we want to tướng know what the long-term impact of play is. It’s a real challenge.’
Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child’s later life.
Now, thanks to tướng the university’s new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to tướng provide evidence on the role played by play in how a child develops.
‘A strong possibility is that play supports the early development of children’s self-control,’ explains Baker. ‘This is our ability to tướng develop awareness of our own thinking progresses – it influences how effectively we go about undertaking challenging activities.’
In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. ‘This sort of evidence makes up think that giving children the chance to tướng play will make them more successful problem-solvers in the long run rẩy.’
If playful experiences vì thế facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to tướng self-regulate has been shown to tướng be a key predictor of academic performance.
Gibson adds: ‘Playful behavior is also an important indicator of healthy social and emotional development. In my previous research, I investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders lượt thích autism.’
Whitebread’s recent research has involved developing a play-based approach to tướng supporting children’s writing. ‘Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective phàn nàn an instructional one.’ Children wrote longer and better-structured stories when they first played with dolls representing characters in the story. In the latest study, children first created their story with Lego*, with similar results. ‘Many teachers commented that they had always previously had children saying they didn’t know what to tướng write about. With the Lego building, however, not a single child said this through the whole year of the project.’
Whitebread, who directs PEDAL, trained as a primary school teacher in the early 1970s, when, as he describes, ‘the teaching of young children was largely a quiet backwater, untroubled by any serious intellectual debate or controversy.’ Now, the landscape is very different, with hotly debated topics such as school starting age.
‘Somehow the importance of play has been lost in recent decades. It’s regarded as something trivial, or even as something negative that contrasts with “work”. Let’s not lose sight of its benefits, and the fundamental contributions it makes to tướng human achievements in the arts, sciences and technology. Let’s make sure children have a rich diet of play experiences.’
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* Lego: coloured plastic building blocks and other pieces that can be joined together
Questions 1-8
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 1-8 on your answer sheet.
Children’s play
Uses of children’s play
• building a ‘magical kingdom’ may help develop 1…………………………………
• board games involve 2 ……………………………. and turn-taking
Recent changes affecting children’s play
• population of 3 ………………………… have grown
• opportunities for không tính tiền play are limited due to
– fear of 4 ………………………………
– fear of 5 ………………………………
– increased 6 …………………………… in schools
International policies on children’s play
• it is difficult to tướng find 7 …………………………… to tướng tư vấn new policies
• research needs to tướng study the impact of play on the rest of the child’s 8 ……………………………..
Questions 9-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 9-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
9 Children with good self-control are known to tướng be likely to tướng vì thế well at school later on.
10 The way a child plays may provide information about possible medical problems.
11 Playing with dolls was found to tướng benefit girls’ writing more phàn nàn boys’ writing.
12 Children had problems thinking up ideas when they first created the story with Lego.
13 People nowadays regard children’s play as less significant phàn nàn they did in the past.
READING PASSAGE 2
You should spend about trăng tròn minutes on Questions 14-26 which are based on Reading Passage 2 below.
The growth of bike-sharing schemes around the world
How Dutch engineer Luud Schimmelpennink helped to tướng devise urban bike-sharing schemes
A
The original idea for an urban bike-sharing scheme dates back to tướng a summer’s day in Amsterdam in 1965. Provo, the organization that came up with the idea, was a group of Dutch activists who wanted to tướng change society. They believed the scheme, which was known as the Witte Fietsenplan, was an answer to tướng the perceived threats of air pollution and consumerism. In the centre of Amsterdam, they painted a small number of used bikes white. They also distributed leaflets describing the dangers of cars and inviting people to tướng use the white bikes. The bikes were then left unlocked at various locations around the đô thị, to tướng be used by anyone in need of transport.
B
Luud Schimmelpennink, a Dutch industrial engineer who still lives and cycles in Amsterdam, was heavily involved in the original scheme. He recalls how the scheme succeeded in attracting a great khuyễn mãi giảm giá of attention – particularly when it came to tướng publicising Provo’s aims – but struggled to tướng get off the ground. The police were opposed to tướng Provo’s initiatives and almost as soon as the white bikes were distributed around the đô thị, they removed them. However, for Schimmelpennink and for bike-sharing schemes in general, this was just the beginning. ‘The first Witte Fietsenplan was just a symbolic thing,’ he says. ‘We painted a few bikes white, that was all. Things got more serious when I became a thành viên of the Amsterdam đô thị council two years later.’
C
Schimmelpennink seized this opportunity to tướng present a more elaborate Witte Fietsenplan to tướng the đô thị council. ‘My idea was that the municipality of Amsterdam would distribute 10,000 white bikes over the đô thị, for everyone to tướng use,’ he explains. ‘I made serious calculations. It turned out that a white bicycle – per person, per kilometer – would cost the municipality only 10% of what it contributed to tướng public transport per person per kilometer.’ Nevertheless, the council unanimously rejected the plan. ‘They said that the bicycle belongs to tướng the past. They saw a glorious future for the siêu xe,’ says Schimmelpennink. But he was not in the least discouraged.
D
Schimmelpennink never stopped believing in bike-sharing, and in the mid-90s, two Danes asked for his help to tướng phối up a system in Copenhagen. The result was the world’s first large-scale bike-share programme. It worked on a deposit: ‘You dropped a coin in the xe đạp and when you returned it, you got your money back.’ After setting up the Danish system, Schimmelpennink decided to tướng try his luck again in the Netherlands – and this time he succeeded in arousing the interest of the Dutch Ministry of Transport. ‘Times had changed,’ he recalls. ‘People had become more environmentally conscious, and the Danish experiment had proved that bike-sharing was a real possibility.’ A new Witte Fietsenplan was launched in 1999 in Amsterdam. However, riding a white xe đạp was no longer free; it cost one guilder per trip and payment was made with a chip thẻ developed by the Dutch ngân hàng Postbank. Schimmelpennink designed conspicuous, sturdy white bikes locked in special racks which could be opened with the chip thẻ – the plan started with 250 bikes, distributed over five stations.
E
Theo Molenaar, who was a system designer for the project, worked alongside Schimmelpennink. ‘I remember when we were testing the xe đạp racks, he announced that he had already designed better ones. But of course, we had to tướng go through with the ones we had.’ The system, however, was prone to tướng vandalism and theft. ‘After every weekend there would always be a couple of bikes missing,’ Molenaar says. ‘I really have no idea what people did with them, because they could instantly be recognised as white bikes.’ But the biggest blow came when Postbank decided to tướng abolish the chip thẻ, because it wasn’t profitable. ‘That chip thẻ was pivotal to tướng the system,’ Molenaar says. ‘To continue the project we would have needed to tướng phối up another system, but the business partner had lost interest.’
F
Schimmelpennink was disappointed, but – characteristically – not for long. In 2002 he got a đường dây nóng from the French advertising corporation JC Decaux, who wanted to tướng phối up his bike-sharing scheme in Vienna. ‘That went really well. After Vienna, they phối up a system in Lyon. Then in 2007, Paris followed. That was a decisive moment in the history of bike-sharing.’ The huge and unexpected success of the Parisian bike-sharing programme, which now boasts more phàn nàn trăng tròn,000 bicycles, inspired cities all over the world to tướng phối up their own schemes, all modelled on Schimmelpennink’s. ‘It’s wonderful that this happened,’ he says. ‘But financially I didn’t really benefit from it, because I never filed for a patent.’
G
In Amsterdam today, 38% of all trips are made by xe đạp and, along with Copenhagen, it is regarded as one of the two most cycle-friendly capitals in the world – but the đô thị never got another Witte Fietsenplan. Molenaar believes this may be because everybody in Amsterdam already has a xe đạp. Schimmelpennink, however, cannot see that this changes Amsterdam’s need for a bike-sharing scheme. ‘People who travel on the underground don’t carry their bikes around. But often they need additional transport to tướng reach their final destination.’ Although he thinks it is strange that a đô thị lượt thích Amsterdam does not have a successful bike-sharing scheme, he is optimistic about the future. ‘In the ‘60s we didn’t stand a chance because people were prepared to tướng give their lives to tướng keep cars in the đô thị. But that mentality has totally changed. Today everybody longs for cities that are not dominated by cars.’
Questions 14-18
Reading Passage 2 has seven paragraphs, A-G.
Which paragraph contains the following information?
Write the correct letter, A-G, in boxes 14-18 on your answer sheet.
NB You may use any letter more phàn nàn once.
14 a mô tả tìm kiếm of how people misused a bike-sharing scheme
15 an explanation of why a proposed bike-sharing scheme was turned down
16 a reference to tướng a person being unable to tướng profit their work
17 an explanation of the potential savings a bike-sharing scheme would bring
18 a reference to tướng the problems a bike-sharing scheme was intended to tướng solve
Questions 19-20
Choose TWO letters, A-E
Write the correct letters in boxes 19 and 20 on your answer sheet.
Which TWO of the following statements are made in the text about the Amsterdam bike-sharing scheme of 1999?
A It was initially opposed by a government department.
B It failed when a partner in the scheme withdrew tư vấn.
C It aimed to tướng be more successful phàn nàn the Copenhagen scheme.
D It was made possible by a change in people’s attitudes.
E It attracted interest from a range of xe đạp designers.
Questions 21-22
Choose TWO letters, A-E
Write the correct letters in boxes 21 and 22 on your answer sheet.
Which TWO of the following statements are made in the text about Amsterdam today?
A The majority of residents would lượt thích to tướng prevent all cars from entering the đô thị.
B There is little likelihood of the đô thị having another bike-sharing scheme.
C More trips in the đô thị are made by xe đạp phàn nàn by any other size of transport.
D A bike-sharing scheme would benefit residents who use public transport.
E The đô thị has a reputation as a place that welcomes cyclists.
Questions 23-26
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 23-26 on your answer sheet.
The first urban bike-sharing scheme
The first bike-sharing scheme was the idea of the Dutch group Provo. The people who belonged to tướng this group were 23……………………….. They were concerned about damage to tướng the environment and about 24 ………………………….., and believed that the bike-sharing scheme would draw attention to tướng these issues. As well as painting some bikes white, they handed out 25 …………………….. that condemned the use of cars.
However, the scheme was not a great success: almost as quickly as Provo left the bikes around the đô thị, the 26 ………………………. Took them away. According to tướng Schimmelpennink, the scheme was intended to tướng be symbolic. The idea was to tướng get people thinking about the issues.