General Reading Test 8



  • There are 40 questions on this question paper.
  • Each question carries one mark.
  • Dedicate no more than 20 minutes to each section
  • The answers are to be written in lowercase
  • The test duration is 60 minutes
  • Complete answering questions from all 3 Sections before clicking on the Submit button

    Supported Devices
  • are fully supported.
  • Mobiles are partially supported (landscape mode only), for best exam taking experience please consider using a PC or a laptop.

Section 1 - Passage A


2017 Class Descriptions

A. Pre-Ballet/Creative Movement (ages 3 – 5) -  Dance, twirl, and spin to the music while learning ballet basics, creative movement, and rhythmic games. Dancers will participate in creative games and movement activities to introduce them to the world of dance in a fun and nurturing environment!Ballet (Ages 6 -7, Ages 8-11, Ages 12+) – Explore the beauty of ballet while learning ballet foundations or advancing their skills through a traditional ballet class format and classical variations.

B. Beginning Pointe/Pointe IA (Ages 10+) – Dancers levels Ballet I and higher are recommended to begin taking pre-pointe class with specific exercises to strengthen their feet and core in preparation for pointe dancing. Dancers will begin in soft shoe if they have previously not been on point shoes. Approval for pointe shoes is required by the instructor.

 C. Intermediate/Adv-Pointe II/III (approval required) – Intermediate/Advanced dancers that are approved for pointe class will work on developing or enhancing their pointe skills while strengthening and lengthening their muscles to learn the proper technique of pointe dancing. (approval required).

D. Jazz (Ages 8 – 11, Ages 12+) – Just Dance! Explore the rhythms and beats in this fun and energetic class. Dancers will explore a variety of techniques and styles of jazz dance while moving and grooving to the beat. 

E. Hip Hop Bop (Ages 6-8) – Does your dancers like to move and groove? Boys and Girls are both welcome to get in the groove (Session I ONLY)

 F. Hip Hop I/II (Ages 9-12) – Learn the techniques of hip hop in this fun an high energy class (Session I ONLY)

 Hip Hop III (Ages 13+) – Dance to some of the latest songs in this high energy funky class as you focus on conditioning exercises for hip hop and learn weekly routines. (Session I ONLY)

 Support the Art of Dance!

 G. North Dakota Ballet Company is supported by ticket sales, individual donors, corporate sponsorships, in-kind donations, grants, the North Dakota Ballet Company, and the efforts of numerous volunteers. Truly, it takes a village to run a ballet, and we welcome your involvement in any of these areas to help us continue to present top quality productions that enrich our community.

H. Because North Dakota Ballet Company is non-profit organization, donations are tax deductible as allowed by law. Corporate Sponsorships There are several levels of corporate sponsorship, with corresponding benefits that may include company logos on all promotional materials and programs, verbal acknowledgements at performances, invitations to receptions, free parking at events, and performance tickets.Volunteering for North Dakota Ballet Company is fun! We frequently need volunteers for marketing, fundraising, costume shop, dressing rooms, makeup, prop construction, and receptions/special events.


1. Match the following information with the Paragraph it appears in. 

2. The reading passage has paragraphs labelled as A, B, C, D and so on, choose the correct matching option using the dropdown

Q.1 Jazz

Q.2 Pre-ballet

Q.3 Hip-hop Bop

Q.4 Beginning Pointe


Hip-hop I / II

Q.6 Intermediate Pointe

Q.7 Hip Hop III

Section 1 - Passage B


How to Properly Use a Steam Iron

Use a steam iron for tough creases.

If all those clothes you packed up for your move are emerging from their boxes with deep wrinkles, a dry iron might not be enough to restore them to their usual smoothness. Steam irons can handle tough creases in most types of fabric, and they aren't much harder to use than dry irons. Although most steam irons have the same basic operation, read the instructions that come with your iron carefully, as each model has its own features and specifications.


Fill the water tank according to the product's instructions. Some models have a removable tank that you can fill separately, while others require you to take the iron itself to the sink. The iron should be unplugged and cold. Don't fill the tank any higher than its "max" line.


Clip the tank back into the iron according to the product's instructions if you have a removable tank. Plug in the iron.


Check the label on the garment to determine the right fabric setting. Set the iron's temperature level accordingly, and wait for the soleplate to heat up. Some models have a light that turns on as the iron heats and turns off when it reaches the desired temperature. Turn on the steam feature when the iron is hot.


Spread the garment on an ironing board and iron as you usually would, moving the iron with the grain of the fabric. The iron will release steam automatically as you work. Point the iron away from yourself to avoid burning yourself with the steam.


Iron a section of fabric only long enough to smooth it, not long enough to dry it. The fabric should be slightly damp when you finish ironing. If you're ironing a piled fabric, such as velvet, hold the iron slightly above the garment instead of pressing down on the material.


Spray particularly deep wrinkles with the iron's spray function if water won't damage the fabric. Iron over the damp section to relax the wrinkles. Some materials spot when sprayed, so check the garment's label before using this function.


Set the iron on its heel whenever you want to put it down. When you're finished, unplug the iron. Empty the water carefully while the iron is hot. Rest the iron on its heel until it's fully cool, then wrap the cord loosely around it and put it away.

Things You Will Need

  • Water
  • Ironing board


  • Use only clean water to fill your tank. Scented water or water containing fabric softener can stain the fabric.
  • If the garment is dark colored, iron the wrong side of the fabric to protect the color.
  • Turn the iron off before unplugging it.


  • Keep hot irons and their cords out of the reach of children.
  • Don't iron directly over buttons because the heat from the iron can melt them.
  • Don't iron over zippers or other metal details because they can scratch the iron's sole-plate.


1. Answer the following set of questions. 

2. Make sure you write NO MORE THAN THREE WORDS to answer these questions. 

3. All answers need to given in small case using general rules of punctuation. 

4. DO NOT USE Capital letters to write entire words or sentences.


Which irons might not be able to smoothen deep creases?


What is used as an indicator on the water tank of a steam iron?


Which part of the Iron heats up?


How to hold the iron while ironing fabrics like velvet?


What must you check before using the spray function?


How to rest the iron while ironing a garment?


Which part of the Iron may get damaged if used on metal hooks?

Section 2 - Passage A


Different modes of commuting

Researchers Stéphane Brutus, Roshan Javadian and Alexandra Panaccio compared how different modes of commuting -- cycling, driving a car and taking public transport -- affected stress and mood at work. The study was published in the International Journal of Workplace Health Management.

Its results indicate that cycling to work is a good way to have a good day, says Brutus, the lead author. "Employees who cycled to work showed significantly lower levels of stress within the first 45 minutes of work than those who travelled by car," he says.The study did not, however, find any difference in the effect on mood.

The research team collected data from 123 employees at Autodesk, an information technology company in Old Montreal, using a web-based survey. Respondents replied to questions about their mood, perceived commuting stress and mode of travel.

The survey differentiated between perceived stress and mood, a more transient state affected by personality traits and emotions.The study only assessed answers from respondents who had completed the questionnaire within 45 minutes of arriving at work. This was done to get a more 'in-the-moment' assessment of employees' stress and mood.

Brutus notes that this time specification was the study's major innovation.

"Recent research has shown that early morning stress and mood are strong predictors of their effect later in the day," he explains. "They can shape how subsequent events are perceived, interpreted and acted upon for the rest of the day."He adds that the time specification ensured a more precise picture of stress upon arrival at work. Retrospective assessments can be coloured by stressors that occur later in the workday.

The advantages of cycling

"There are relatively few studies that compare the affective experiences of cyclists with those of car and public transport users," says Brutus, an avid cyclist himself. "Our study was an attempt to address that gap."

At the same time, the team confirmed previous research that found that cyclists perceived their commute as being less stressful than those who travelled by car.

Cycling has been shown to be a relatively inexpensive mode of transportation and a good form of physical activity. A 2015 study from the Institute for Transportation and Development Policy found that cycling could help reduce CO2 emissions from urban passenger transportation by 11 per cent by 2050. It could also save society US$24 trillion globally between 2015 and 2050.

Brutus points out that 6 per cent of Canadians cycled to work in 2011 and the number is only growing. However, Canada still lags behind many European countries.

There is potential for public policy makers to seize on this, he adds.

"With growing concerns about traffic congestion and pollution, governments are increasingly promoting non-motorized alternative modes of transport, such as walking and cycling. I can only hope that further studies will follow our lead and develop more precise and deliberate research into this phenomenon."


Do the following statements agree with the information given in the passage? Chosose:

TRUE - if the statement agrees with the information 

FALSE - if the statement contradicts the information 

NOT GIVEN - if there is no information on this

Q.15 Travelling by car might leave you more stressed out than cycling to work


There have been many studies and surveys done on the effects of different modes of transport on stress & mood at work.

Q.17 The commuting stress ultimately affected the mood of the employees

Q.18 Public transport is the most stressful mode of travel

Q.19 European countries have most of the employees cycling to work.

Q.20 The survey was conducted by volunteers at the office.

Q.21 Time was a major factor in gathering information from the employees.

Section 2 - Passage B


The Action Plan for Teens Wanting a Summer Job

The first step you need to do is decide on the summer job you want or need — in terms of the type of job, the location, the hours, the pay. You may not be able to find a job that meets all your needs, but given the current employment situation you should strive to find one that meets as many as possible. The second step you need to do is complete a self-analysis. What do you have to offer an employer? What kind of skills do you have? What kind of other work have you done — paid or volunteer? What have you learned at school that might be useful in your ideal summer job?The third step you need to do is develop a resume. You will put forth a very professional image if you present a professional-looking resume to potential employers. The fourth step you need to do is use all your available resources to land that ideal summer job. Talk with your parents and older family members, your friends’ parents, your teachers, and any other adults you know and ask them if they have any contacts at your ideal job’s company. Give them copies of your resume. We call this step networking, and it will give you the highest chances of landing your ideal job.The fifth step is hitting the pavement, reading the newspaper want ads, and/or surfing the Web. If you don’t get any job leads from the fourth step, you have to take action! The sixth step is applying for the jobs that interest you. This step is where you again use your resume. Make sure you are familiar with job applications and have all the information you need to complete them. The seventh step is interviewing for the jobs. Make sure you know something about the company; develop answers to common interview questions; think of a few questions you could ask; practice, practice, practice with a family member of friend; dress conservatively for the interview.

Where Teens Can Find Summer Jobs

There are any number of places where you can look for a good summer job:

  • Local merchants: local stores often need good help — and not just in the summer.
  • Small businesses: most towns have a number of small business offices — and your family or friends probably know several owners or office managers.
  • Corporate offices: many have established summer jobs and internship programs, but often these are the most competitive.
  • Stores at the mall: have a favorite store you like to shop at in the mall? Maybe now is the time to get a job there — just be careful not to spend all your earnings buying their products.
  • Hotels and resorts: summer is the busy season for most hotels and resorts.
  • Tourist attractions: even if you don’t live in Florida or California, most states have tourist attractions that especially need help during the busy tourism season.
  • Grocery stores: maybe not the most exciting jobs, but probably the most convenient — and not just for summer.
  • Fast food and restaurants: local restaurants always need good help — and while not the most glamorous, it’s still a job.
  • Parks and recreation departments: city, state, and national parks and recreation departments often develop special summer programs, and thus have job opportunities.
  • Local government summer job programs: often various government agencies sponsor different kinds of summer youth work programs.
  • Summer camps: okay, you went to camp as a kid — now you can go back as a counselor and get paid while being at camp.


1. Fill in the blanks to answer the following set of questions.

2. Make sure you write NO MORE THAN THREE WORDS to answer these questions.

3. All answers need to given in small case using general rules of punctuation.

4. DO NOT USE Capital letters to write entire words or sentences.


.......... helps you understand your talents and skills.


A ......... helps you present yourself professionally.


Using contacts to land a suitable job is called........


It might be difficult to get a summer job in.......


You must choose a ....... outfit for the interview


Florida needs help during the ...........


Teens can be a ...... at summer camps

Section 3


These ‘at-risk’ preschoolers beat expectations

Dual-language learners in Head Start show significant growth in cognitive and academic areas, report researchers. Once they gained basic English proficiency, the dual-language learners eventually outperformed students who only spoke English.

Not all dual-language learners (DLLs) are at risk academically, but as a group, they are often labeled that way.

As reported in Early Childhood Research Quarterly, researchers analyzed data measuring inhibitory control (the ability to pay attention and control natural, but unnecessary thoughts or behaviors) and math achievement for low-income students in Head Start through kindergarten.The data, collected through the Head Start Family and Child Experiences Survey (FACES) 2009, included 825 children—whose home language was English or Spanish—at 59 Head Start programs across the country.

Instead of treating DLLs as a homogenous group, researchers created two categories—Spanish-English bilinguals, who can function in both languages; and DLLs with limited English skills—based on their ability entering Head Start.

The findings identified stark differences between the DLL groups and English-only students over the course of the study. Entering Head Start, bilingual students had higher inhibitory control, but lower math scores, than English-only students did. DLLs with limited English skills lagged behind both groups.“When these students do not have age-appropriate English skills they are more at risk, but once they achieve those skills they actually excel.”

However, over the course of 18 months, bilingual students outperformed English-only students with higher scores in math and inhibitory control, despite having lower baseline scores for math at the beginning of the study.DLLs with limited English skills—students considered at risk when they entered Head Start—also made significant progress. These students outpaced bilingual and English-only students in the rate of gains for inhibitory control skills.

While their scores had not caught up with the other two groups by the midpoint of kindergarten (the final point of analysis for the study), researchers expect with more time DLLs with limited English skills would eventually match or even outperform English-only peers as they learn more English and become bilingual.

“Recognizing that dual-language learners can do better than we expected has huge implications. When these students do not have age-appropriate English skills they are more at risk, but once they achieve those skills they actually excel,” says Ji-Young Choi, an assistant professor of human development and family studies at Iowa State University. “This study also confirms that there is a cognitive benefit for bilingual students.”Do bilingual homes raise better communicators?

Bilingual children’s faster growth rate in inhibitory control over time helped explain the significant difference in kindergarten math skills between bilingual children and English-only students. Based on the FACES data, they could not provide a definitive explanation for the faster growth rate in inhibitory control.

However the results lend support to the theory that bilingual students develop stronger inhibitory control skills because of their daily practice toggling between languages to fit the conversation, and inhibiting one language while speaking another.

Inhibitory control encompasses everything from a child’s ability to suppress the impulse to grab a toy away from a friend to inhibiting the impulse to pronounce a “t” sound at the beginning of the, says Christine Lippard, an assistant professor of human development and family studies. It is an important foundational skill for academic growth as well as behavior.Bilingual babies know when the rules don’t apply

Recognizing skill-level differences is important given that DLLs are in more than 70 percent of Head Start classrooms. All early childhood educators need to understand the developmental strengths of DLLs, and recognize there is no one-size-fits-all approach for teaching these students.

The study makes the case for instructional support to help DLLs become proficient in English while learning or maintaining their home language. One way to achieve that is by giving students the opportunity to engage with linguistically diverse teachers, Lippard says.

“Preschool programs are so full of academic expectations that adding a Spanish lesson time may not be helpful or developmentally appropriate. Learning Spanish by interacting with a native Spanish speaker and experiencing typical preschool activities like singing songs or reading stories in Spanish holds potential benefits for all of the children in the classroom.”


1. Match the following information with the Paragraph it appears in. 

2. Choose the correct matching option using the dropdown

Q.29 Most dual language learners

Q.30 Bilingual students have better

Q.31 In the research the DLL

Q.32 Bilingual students have to

Q.33 Inhibitory control is an important

Q.34 The kindergarten teachers might need to use

Q.35 Students who spoke English only had better

Q.36 Young students can learn a new language


The students studied in the research


1. Fill in the blanks to answer the following set of questions. 

2. Make sure you write NO MORE THAN THREE WORDS to answer these questions. 

3. All answers need to given in small case using general rules of punctuation. 

4. DO NOT USE Capital letters to write entire words or sentences.

Q.38 It is proved that bilingual students have better ....... as they have to restrain the use of one language while speaking another


....... teachers have better ability to teach DLLs


DLLs excel when they learn........ English skills