Mock Test – Reading Practice Test 09

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.

What the Managers Really Do?

When students graduate and first enter the workforce, the most common choice is to find an entry-level position. This can be a job such as an unpaid internship, an assistant, a secretary, or a junior partner position. Traditionally, we start with simpler jobs and work our way up. Young professionals start out with a plan to become senior partners, associates, or even managers of a workplace. However, these promotions can be few and far between, leaving many young professionals unfamiliar with management experience. An important step is understanding the role and responsibilities of a person in a managing position. Managers are organisational members who are responsible for the work performance of other organisational members. Managers have formal authority to use organisational resources and to make decisions. Managers at different levels of the organisation engage in different amounts of time on the four managerial functions of planning, organising, leading, and controlling.

However, as many professionals already know, managing styles can be very different depending on where you work. Some managing styles are strictly hierarchical. Other managing styles can be more casual and relaxed, where the manager may act more like a team member rather than a strict boss. Many researchers have created a more scientific approach in studying these different approaches to managing. In the 1960s, researcher Henry Mintzberg created a seminal organisational model using three categories. These categories represent three major functional approaches, which are designated as interpersonal, informational and decisional.

Introduced Category 1: INTERPERSONAL ROLES. Interpersonal roles require managers to direct and supervise employees and the organisation. The figurehead is typically a top of middle manager. This manager may communicate future organisational goals or ethical guidelines to employees at company meetings. They also attend ribbon-cutting ceremonies, host receptions, presentations and other activities associated with the figurehead role. A leader acts as an example for other employees to follow, gives commands and directions to subordinates, makes decisions, and mobilises employee support. They are also responsible for the selection and training of employees. Managers must be leaders at all levels of the organisation; often lower-level managers look to top management for this leadership example. In the role of liaison, a manager must coordinate the work of others in different work units, establish alliances between others, and work to share resources. This role is particularly critical for middle managers, who must often compete with other managers for important resources, yet must maintain successful working relationships with them for long time periods.

Introduced Category 2: INFORMATIONAL ROLES. Informational roles are those in which managers obtain and transmit information. These roles have changed dramatically as technology has improved. The monitor evaluates the performance of others and takes corrective action to improve

that performance. Monitors also watch for changes in the environment and within the company that may affect individual and organisational performance. Monitoring occurs at all levels of management. The role of disseminator requires that managers inform employees of changes that affect them and the organisation. They also communicate the company’s vision and purpose.

Introduced Category 3: DECISIONAL ROLES. Decisional roles require managers to plan strategy and utilise resources. There are four specific roles that are decisional. The entrepreneur role requires the manager to assign resources to develop innovative goods and services, or to expand a business. The disturbance handler corrects unanticipated problems facing the organisation from the internal or external environment. The third decisional role, that of resource allocator, involves determining which work units will get which resources. Top managers are likely to make large, overall budget decisions, while middle managers may make more specific allocations. Finally, the negotiator works with others, such as suppliers, distributors, or labor unions, to reach agreements regarding products and services.

Although Mintzberg’s initial research in 1960s helped categorise manager approaches, Mintzberg was still concerned about research involving other roles in the workplace. Minstzberg considered expanding his research to other roles, such as the role of disseminator, figurehead, liaison and spokesperson. Each role would have different special characteristics, and a new categorisation system would have to be made for each role to understand it properly.

While Mintzberg’s initial research was helpful in starting the conversation, there has since been criticism of his methods from other researchers. Some criticisms of the work were that even though there were multiple categories, the role of manager is still more complex. There are still many manager roles that are not as traditional and are not captured in Mintzberg’s original three categories. In addition, sometimes, Mintzberg’s research was not always effective. The research, when applied to real-life situations, did not always improve the management process in real-life practice.

These two criticisms against Mintzberg’s research method raised some questions about whether or not the research was useful to how we understand “managers” in today’s world. However, even if the criticisms against Mintzberg’s work are true, it does not mean that the original research from the 1960s is completely useless. Those researchers did not say Mintzberg’s research is invalid. His research has two positive functions to the further research.

The first positive function is Mintzberg provided a useful functional approach to analyse management. And he used this approach to provide a clear concept of the role of manager to the researcher. When researching human behavior, it is important to be concise about the subject of the research. Mintzberg’s research has helped other researchers clearly define what a “manager” is, because in real-life situations, the “manager” is not always the same position title. Mintzberg’s definitions added clarity and precision to future research on the topic.

The second positive function is Mintzberg’s research could be regarded as a good beginning to give a new insight to further research on this field in the future. Scientific research is always a gradual process. Just because Mintzberg’s initial research had certain flaws, does not mean it is useless to other researchers. Researchers who are interested in studying the workplace in a systematic way have older research to look back on. A researcher doesn’t have to start from the very beginning— older research like Mintzberg’s have shown what methods work well and what methods are not as appropriate for workplace dynamics. As more young professionals enter the job market, this research will continue to study and change the way we think about the modern workplace.

Questions 1-6

Look at the following descriptions or deeds (Questions 1-6) and the list of categories below.
Match each description or deed with the correct category, A, B or C.
Write the correct letter, A, B, or C, in boxes 1-6 on your answer sheet.

NB You may use any letter more than once.

List of Categories

A          INTERPERSONAL ROLES
B          INFORMATIONAL ROLES
C          DECISIONAL ROLES

1   the development of business scheme

2   presiding at formal events

3   using employees and funds

4   getting and passing message on to related persons

5   relating the information to employees and organisation

6   recruiting the staff

Questions 7-8

Choose TWO letters, A-E.
Write the correct letters in boxes 7-8 on your answer sheet.

Which TWO positive functions about Mintzberg’s research are mentioned in the last two paragraphs? 

A  offers waterproof categories of managers

B  provides a clear concept to define the role of a manager

C  helps new graduates to design their career

D  suggests ways for managers to do their job better

E  makes a fresh way for further research

Questions 9-13

Do the following statements agree with the information given in Reading Passage 1?
In boxes 9-13 on you 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

9     Young professionals can easily know management experience in the workplace.

10   Mintzberg’s theory broke well-established notions about managing styles.

11   Mintzberg got a large amount of research funds for his contribution.

12   All managers do the same work.

13   Mintzberg’s theory is valuable for future studies.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below. 

Keep the Water Away

A

Last winter’s floods on the rivers of central Europe were among the worst since the Middle Ages, and as winter storms return, the spectre of floods is returning too. Just weeks ago, the river Rhone in south-east France burst its banks, driving 15,000 people from their homes, and worse could be on the way. Traditionally, river engineers have gone for Plan A: get rid of the water fast, draining it off the land and down to the sea in tall-sided rivers re-engineered as high-performance drains. But however big they dug city drains, however wide and straight they made the rivers, and however high they built the banks, the floods kept coming back to taunt them, from the Mississippi to the Danube. Arid when the floods came, they seemed to be worse than ever. No wonder engineers are turning to Plan B: sap the water’s destructive strength by dispersing it into fields, forgotten lakes, flood plains and aquifers.

B

Back in the days when rivers took a more tortuous path to the sea, flood waters lost impetus and volume while meandering across flood plains and idling through wetlands and inland deltas. But today the water tends to have an unimpeded journey to the sea. And this means that when it rains in the uplands, the water comes down all at once. Worse, whenever we close off more flood plains, the river’s flow farther downstream becomes more violent and uncontrollable. Dykes are only as good as their weakest link—-and the water will unerringly find it. By trying to turn the complex hydrology of rivers into the simple mechanics of a water pipe, engineers have often created danger where they promised safety, and intensified the floods they meant to end. Take the Rhine, Europe’s most engineered river. For two centuries, German engineers have erased its backwaters and cut it off from its flood plain.

C

Today, the river has lost 7 percent of its original length and runs up to a third faster. When it rains hard in the Alps, the peak flows from several tributaries coincide in the main river, where once they arrived separately. And with four-fifths of the lower Rhine’s flood plain barricaded off, the waters rise ever higher. The result is more frequent flooding that does ever-greater damage to the homes, offices and roads that sit on the flood plain. Much the same has happened in the US on the mighty Mississippi, which drains the world’s second largest river catchment into the Gulf of Mexico.

D

The European Union is trying to improve rain forecasts and more accurately model how intense rains swell rivers. That may help cities prepare, but it won’t stop the floods. To do that, say hydrologists, you need a new approach to engineering not just rivers, but the whole landscape. The UK’s Environment Agency -which has been granted an extra £150 million a year to spend in the wake of floods in 2000 that cost the country £1 billion- puts it like this: “The focus is now on working with the forces of nature. Towering concrete walks are out, and new wetlands : are in.” To help keep London’s feet dry, the agency is breaking the Thames’s banks upstream and reflooding 10 square kilometres of ancient flood plain at Otmoor outside Oxford. Nearer to London it has spent £100 million creating new wetlands and a relief channel across 16 kilometres of flood plain to protect the town of Maidenhead, as well as the ancient playing fields of Eton College. And near the south coast, the agency is digging out channels to reconnect old meanders on the river Cuckmere in East Sussex that were cut off by flood banks 150 years ago.

E

The same is taking place on a much grander scale in Austria, in one of Europe’s largest river restorations to date. Engineers are regenerating flood plains along 60 kilometres of the river Drava as it exits the Alps. They are also widening the river bed and channelling it back into abandoned meanders, oxbow lakes and backwaters overhung with willows. The engineers calculate that the restored flood plain can now store up to 10 million cubic metres of flood waters and slow storm surges coming out of the Alps by more than an hour, protecting towns as far downstream as Slovenia and Croatia.

F

“Rivers have to be allowed to take more space. They have to be turned from flood-chutes into flood-foilers,” says Nienhuis. And the Dutch, for whom preventing floods is a matter of survival, have gone furthest. A nation built largely on drained marshes and seabed had the fright of its life in 1993 when the Rhine almost overwhelmed it. The same happened again in 1995, when a quarter of a million people were evacuated from the Netherlands. But a new breed of “soft engineers” wants our cities to become porous, and Berlin is their shining example. Since reunification, the city’s massive redevelopment has been governed by tough new rules to prevent its drains becoming overloaded after heavy rains. Harald Kraft, an architect working in the city, says: “We now see rainwater as a resource to be kept rather than got rid of at great cost.” A good illustration is the giant Potsdamer Platz, a huge new commercial redevelopment by Daimler Chrysler in the heart of the city.

G

Los Angeles has spent billions of dollars digging huge drains and concreting river beds to carry away the water from occasional intense storms. The latest plan is to spend a cool $280 million raising the concrete walls on the Los Angeles river by another 2 metres. Yet many communities still flood regularly. Meanwhile this desert city is shipping in water from hundreds of kilometres away in northern California and from the Colorado river in Arizona to fill its taps and swimming pools, and irrigate its green spaces. It all sounds like bad planning. “In LA we receive half the water we need in rainfall, and we throw it away. Then we spend hundreds of millions to import water,” says Andy Lipkis, an LA environmentalist, along with citizen groups like Friends of the Los Angeles River and Unpaved LA, want to beat the urban flood hazard and fill the taps by holding onto the city’s flood water. And it’s not just a pipe dream. The authorities this year launched a $100 million scheme to road-test the porous city in one flood-hit community in Sun Valley. The plan is to catch the rain that falls on thousands of driveways, parking lots and rooftops in the valley. Trees will soak up water from parking lots. Homes and public buildings will capture roof water to irrigate gardens and parks. And road drains will empty into old gravel pits and other leaky places that should recharge the city’s underground water reserves. Result: less flooding and more water for the city. Plan B says every city should be porous, every river should have room to flood naturally and every coastline should be left to build its own defences. It sounds expensive and utopian, until you realise how much we spend trying to drain cities and protect our watery margins -and how bad we are at it.

Questions 14-19

Reading Passage 2 has seven paragraphs, A-G.
Which paragraph contains the following information?

Write the correct letter, A-G, in boxes 14-19 on your answer sheet.

14   a new approach carried out in the UK

15   the reason why twisty path and dykes failed

16   illustration of an alternative plan in LA which seems much unrealistic

17   traditional way of tackling flood

18   efforts made in Netherlands and Germany

19   one project on a river that benefits three nations

Questions 20-23

Do the following statements agree with the information given in Reading Passage 2?
In boxes 20-23 on you 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

20   In the ancient times, the people in Europe made their efforts to improve the river banks, so the flood was becoming less severe than before.

21   Flood makes river shorter than it used to be, which means faster speed and more damage to the constructions on flood plain.

22   The new approach in the UK is better than that in Austria.

23   At least 300,000 people left from Netherlands in 1995.

Questions 24-26

Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 24-26 on your answer sheet.

24   UK’s Environment Agency carried out one innovative approach: a wetland is generated not far from the city of ……………………… to protect it from flooding.

25   ………………………. suggested that cities should be porous, and Berlin set a good example.

26   Another city devastated by heavy storms casually is ………………………….., though government pours billions of dollars each year in order to solve the problem.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.

The future of the World’s Language

Of the world’s 6,500 living languages, around half are expected to the out by the end of this century, according to UNESCO. Just 11 are spoken by more than half of the earth’s population, so it is little wonder that those used by only a few are being left behind as we become a more homogenous, global society. In short, 95 percent of the world’s languages are spoken by only five percent of its population—a remarkable level of linguistic diversity stored in tiny pockets of speakers around the world. Mark Turin, a university professor, has launched WOLP (World Oral Language Project) to prevent the language from the brink of extinction.

He is trying to encourage indigenous communities to collaborate with anthropologists around the world to record what he calls “oral literature” through video cameras, voice recorders and other multimedia tools by awarding grants from a £30,000 pot that the project has secured this year. The idea is to collate this literature in a digital archive that can be accessed on demand and will make the nuts and bolts of lost cultures readily available.

For many of these communities, the oral tradition is at the heart of their culture. The stories they tell are creative as well as communicative. Unlike the languages with celebrated written traditions, such as Sanskrit, Hebrew and Ancient Greek, few indigenous communities have recorded their own languages or ever had them recorded until now.

The project suggested itself when Turin was teaching in Nepal. He wanted to study for a PhD in endangered languages and, while discussing it with his professor at Leiden University in the Netherlands, was drawn to a map on his tutor’s wall. The map was full of pins of a variety of colours which represented all the world’s languages that were completely undocumented. At random, Turin chose a “pin” to document. It happened to belong to the Thangmi tribe, an indigenous community in the hills east of Kathmandu, the capital of Nepal. “Many of the choices anthropologists and linguists who work on these traditional field-work projects are quite random,” he admits.

Continuing his work with the Thangmi community in the 1990s, Turin began to record the language he was hearing, realising that not only was this language and its culture entirely undocumented, it was known to few outside the tiny community. He set about trying to record their language and myth of origins. “I wrote 1,000 pages of grammar in English that nobody could use—but I realised that wasn’t enough. It wasn’t enough for me, it wasn’t enough for them. It simply wasn’t going to work as something for the community. So then I produced this trilingual word list in Thangmi, Nepali and English.”

In short, it was the first ever publication of that language. That small dictionary is still sold in local schools for a modest 20 rupees, and used as part of a wider cultural regeneration process to educate children about their heritage and language. The task is no small undertaking: Nepal itself is a country of massive ethnic and linguistic diversity, home to 100 languages from four different language families. What’s more, even fewer ethnic Thangmi speak the Thangmi language. Many of the community members have taken to speaking Nepali, the national language taught in schools and spread through the media, and community elders are dying without passing on their knowledge.

Despite Turin’s enthusiasm for his subject, he is baffled by many linguists’ refusal to engage in the issue he is working on. “Of the 6,500 languages spoken on Earth, many do not have written traditions and many of these spoken forms are endangered,” he says. “There are more linguists in universities around the world than there are spoken languages—but most of them aren’t working on this issue. To me it’s amazing that in this day and age, we still have an entirely incomplete image of the world’s linguistic diversity. People do PhDs on the apostrophe in French, yet we still don’t know how many languages are spoken.”

“When a language becomes endangered, so too does a cultural world view. We want to engage with indigenous people to document their myths and folklore, which can be harder to find funding for if you are based outside Western universities.”

Yet, despite the struggles facing initiatives such as the World Oral Literature Project, there are historical examples that point to the possibility that language restoration is no mere academic pipe dream. The revival of a modern form of Hebrew in the 19th century is often cited as one of the best proofs that languages long dead, belonging to small communities, can be resurrected and embraced by a large number of people. By the 20th century, Hebrew was well on its way to becoming the main language of the Jewish population of both Ottoman and British Palestine. It is now spoken by more than seven million people in Israel.

Yet, despite the difficulties these communities face in saving their languages, Dr Turin believes that the fate of the world’s endangered languages is not sealed, and globalisation is not necessarily the nefarious perpetrator of evil it is often presented to be. “I call it the globalisation paradox: on the one hand globalisation and rapid socio-economic change are the things that are eroding and challenging diversity But on the other, globalisation is providing us with new and very exciting tools and facilities to get to places to document those things that globalisation is eroding. Also, the communities at the coal-face of change are excited by what globalisation has to offer.”

In the meantime, the race is on to collect and protect as many of the languages as possible, so that the Rai Shaman in eastern Nepal and those in the generations that follow him can continue their traditions and have a sense of identity. And it certainly is a race: Turin knows his project’s limits and believes it inevitable that a large number of those languages will disappear. “We have to be wholly realistic. A project like ours is in no position, and was not designed, to keep languages alive. The only people who can help languages survive are the people in those communities themselves. They need to be reminded that it’s good to speak their own language and I think we can help them do that—becoming modem doesn’t mean you have to lose your language.”

Questions 27-31

Complete the summary using the list of words, A-J, below.
Write the correct letter, A-J, in boxes 27-31 on your answer sheet.

Of the world’s 6,500 living languages, about half of them are expected to be extinct. Most of the world’s languages are spoken by a 27…………………. of people. However, Professor Turin set up a project WOLP to prevent 28…………………… of the languages. The project provides the community with 29……………………. to enable people to record their endangered languages. The oral tradition has great cultural 30…………………….. An important 31…………………… between languages spoken by few people and languages with celebrated written documents existed in many communities.

A          similarity
B          significance
C          funding
D          minority
E          education
F          difference
G         education
H         diversity
I           majority
J           disappearance

Questions 32-35

Do the following statements agree with the information given in Reading Passage 3?
In boxes 32-35 on you 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

32   Turin argued that anthropologists and linguists usually think carefully before selecting an area to research.

33   Turin concluded that the Thangmi language had few similarities with other languages.

34   Turin has written that 1000-page document was inappropriate for Thangmi community;

35   Some Nepalese schools lack resources to devote to language teaching.

Questions 36-40

Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 36-40 on your answer sheet.

36   Why does Turin say people do PhDs on the apostrophe in French?

A  He believes that researchers have limited role in the research of languages.

B  He compares the methods of research into languages.

C  He thinks research should result in a diverse cultural outlook.

D  He holds that research into French should focus on more general aspects.

37   What is discussed in the ninth paragraph?

A  Forces driving people to believe endangered languages can survive.

B  The community where people distrust language revival.

C  The methods of research that have improved language restoration.

D  Initiatives the World Oral Literature Project is bringing to Israel.

38   How is the WOLP’s prospect?

A  It would not raise enough funds to achieve its aims.

B  It will help keep languages alive.

C  It will be embraced by a large number of people.

D  It has chance to succeed to protect the engendered languages.

39   What is Turin’s main point of globalisation?

A  Globalisation is the main reason for endangered language.

B  Globalisation has both advantages and disadvantages.

C  We should have a more critical view of globalisation.

D  We should foremost protect our identity in face of globalisation.

40   What does Turin suggest that community people should do?

A  Learn other languages.

B  Only have a sense of identity.

C  Keep up with the modem society without losing their language.

D  Join the race to protect as many languages as possible but be realistic.

Answer Reading Test 09