reading comprehension tasks

The word "drastically" in line 21 is closest in meaning to……… Question 9.. The word "evidenced" in line 22 is closest in meaning to……… A.. are found mainly in temperate climates Question

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READING COMPREHENSION

TASK 1

A number of factors related to the voice reveal the personality of the speaker

The first is the broad area of communication, which includes imparting information by use of language, communicating with a group or an individual and specialized communication through performance A person conveys thoughts and ideas through choice of words, by a tone of voice that is pleasant or unpleasant, gentle or harsh, by the rhythm that is inherent within the language itself, and by speech rhythms that are flowing and regular or uneven and hesitant, and finally, by the pitch and melody of the utterance When speaking before a group, a person's tone may indicate uncertainty or fright, confidence or calm At interpersonal levels, the tone may reflect ideas and

feelings over and above the words chosen, or may belie them Here the participant’s tone can consciously or unconsciously reflect intuitive sympathy or antipathy, lack of concern or interest, fatigue, anxiety, enthusiasm or excitement, all of which are usually discernible by the acute listener Public performance is a manner of communication that

is highly specialized with its own techniques for obtaining effects by voice and /or

gesture The motivation derived from the text, and in the case of singing, the music, in

combination with the performer's skills, personality, and ability to create empathy will determine the success of artistic, political, or pedagogic communication

Second, the voice gives psychological clues to a person's self-image, perception of others, and emotional health Self-image can be indicated by a tone of voice that is confident, pretentious, shy, aggressive, outgoing, or exuberant, to name only a few personality traits Also the sound may give a clue to the facade or mask of that person, for example, a shy person hiding behind an overconfident front How a speaker perceives the listener's receptiveness, interest, or sympathy in any given conversation

can drastically alter the tone of presentation, by encouraging or discouraging the speaker Emotional health is evidenced in the voice by free and melodic sounds of the

happy, by constricted and harsh sound of the angry, and by dull and lethargic qualities

of the depressed

Question 1 What does the passage mainly discuss?

A The function of the voice in performance

C The connection between voice and personality

B Communication styles

D The production of speech

Question 2 What does the author mean by staring that, "At interpersonal levels, tone

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may reflect ideas and feelings over and above the words chosen" in lines 8- 9?

A Feelings are expressed with different words than ideas are

B The tone of voice can carry information beyond the meaning of words

C A high tone of voice reflects an emotional communication

D Feelings are more difficult to express than ideas

Question 3 The word "Here" in line 9 refers to………

A interpersonal interactions B the tone C ideas and

feelings

D words chosen

Question 4 The word "derived" in line 13 is closest in meaning to………

A discussed B prepared C registered D obtained

Question 5 Why does the author mention "artistic, political, or pedagogic

communication" in line 14-15?

A As examples of public performance

B As examples of basic styles of communication

C To contrast them to singing

D To introduce the idea of self-image

Question 6 According to the passage, an exuberant tone of voice may be an indication

Question 7 According to the passage, an overconfident front may hide…………

A hostility B shyness C friendliness D strength

Question 8 The word "drastically" in line 21 is closest in meaning to………

Question 9 The word "evidenced" in line 22 is closest in meaning to………

A questioned B repeated C indicated D exaggerated

Question 10 According to the passage, what does a constricted and harsh voice

indicate?

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TASK 2

Butterflies are among the most extensively studied insects—an estimated 90 percent

of the world's species have scientific names As a consequence, they are perhaps the

best group of insects for examining patterns of terrestrial biotic diversity and distribution Butterflies also have a favorable image with the general public Hence, they are an excellent group for communicating information on science and conservation issues such

as diversity

Perhaps the aspect of butterfly diversity that has received the most attention over the

past century is the striking difference in species richness between tropical and

temperate regions

For example, in 1875 one biologist pointed out the diversity of butterflies in the Amazon when he mentioned that about 700 species were found within an hour's walk,

whereas the total number found on the British islands did not exceed 66, and the whole

of Europe supported only 321 This early comparison of tropical and temperate butterfly richness has been well confirmed

A general theory of diversity would have to predict not only this difference between temperate and tropical zones, but also patterns within each region, and how these patterns vary among different animal and plant groups However, for butterflies, variation of species richness within temperate or tropical regions, rather man between them, is poorly understood Indeed, comparisons of numbers of species among the

Amazon basin, tropical Asia, and Africa are still mostly "personal communication"

citations, even for vertebrates, In other words, unlike comparison between temperate and tropical areas, these patterns are still in the documentation phase

In documenting geographical variation in butterfly diversity, some arbitrary, practical decisions are made Diversity, number of species, and species richness are used synonymously; little is known about the evenness of butterfly distribution The New World butterflies make up the preponderance of examples because they are the most

familiar species It is hoped that by focusing on them, the errors generated by imperfect

and incomplete taxonomy will be minimized

Question 1: Butterflies are a good example for communicating information about

conservation issues because they………

A are simple in structure

C are viewed positively by people

B have been given scientific names

D are found mainly in temperate climates

Question 2: The word "consequence" in line 2 is closest in meaning to………

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Question 3: The word "striking" in line 7 is closest in meaning to………

A physical B confusing C noticeable D successful

Question 4: Which aspect of butterflies does the passage mainly discuss?

A Their physical characteristics

C Their names

B Their adaptation to different habitats

D Their variety

Question 5: All of the followings are mentioned as being important parts of a general

theory of diversity EXCEPT………

A differences between temperate and tropical zones

B patterns of distribution of species in each region

C migration among temperate and tropical zones

D variation of patterns of distribution of species among different animals and plants

Question 6: The word “exceed” in line 10 is closest in meaning to………

Question 7: The word "generated" in line 24 is closest in meaning to………

Question 8: The author mentions tropical Asia in lines 16-17 as an example of a

location where……

A butterfly behavior varies with climate

B a general theory of butterfly diversity has not yet been firmly established

C butterflies are affected by human populations

D documenting plant species is more difficult than documenting butterfly species

Question 9: Which of the following is NOT well understood by biologists?

A European butterfly habitats

B Differences in species richness between temperate and tropical regions

C Differences in species richness within a temperate or a tropical region

D Comparisons of behavior patterns of butterflies and certain animal groups

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TASK 3

Feminism, collective term for systems of belief and theories that pay special (1) to women’s rights and women’s position in culture and society The term tends to be used for the women’s rights movement, which began in the late 18th century and continues to campaign for complete political, social, and economic equality between women and men This article (2) _ specifically with the development of the ideas behind that movement and their (3) _ and impact

Feminists are united by the idea that women’s position in society is unequal to (4) _ of men, and that society is structured in such a way as to benefit men to the political, social, and economic (5) _ of women However, feminists have used different theories to explain these (6) _ and have advocated different ways

of redressing inequalities, and there are marked geographic and historical variations in the nature of feminism

Historically, feminist thought and activity can be divided into two waves The first wave, which began in about 1800 and (7) until the 1930s, was largely concerned with gaining equal rights between women and men The second wave, which began in the late 1960s, has continued to fight for (8) but has also developed a (9) of theories and approaches that stress the difference between women and men and that draw attention to the (10) _ needs of women

Question 1: A notice B attention C benefit D equality

Question 2: A deals B tends C develops D initiates

Question 3: A pressure B problem C variation D influence

Question 4: A most B those C that D which

Question 5: A detriment B benifit C position D advocate

Question 6: A difference B attention C equalities D inequalities

Question 7: A widened B spent C lasted D lengthened

Question 8: A freedom B independence C tradition D equality

Question 9: A kind B sort C range D type

Question 10: A definite B specific C vague D general

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TASK 4

The biologist's role in society as well as his moral and ethical responsibility in the discovery and development of new ideas has led to a reassessment of his social and scientific value systems A scientist can no longer ignore the consequences of his discoveries; he is as concerned with the possible misuses of his findings as he is with the basic research in which

he is involved This emerging social and political role of the biologist and all other scientists requires a weighing of values that cannot be done with the accuracy or the objectivity of a laboratory balance As a member of society, it is necessary for a biologist now to redefine his social obligations and his functions, particularly in the realm of making judgments about such ethical problems as man's control of his environment or his manipulation of genes to direct further evolutionary development

As a result of recent discoveries concerning hereditary mechanisms, genetic engineering, by which human traits are made to order, may soon be a reality As

desirable as it may seem to be, such an accomplishment would entail many value

judgments Who would decide, for example, which traits should be selected for change?

In cases of genetic deficiencies and disease, the desirability of the change is obvious, but

the possibilities for social misuse are so numerous that they may far outweigh the benefits

Probably the greatest biological problem of the future, as it is of the present, will be to find ways to curb environmental pollution without interfering with man's constant effort to

improve the quality of his life Many scientists believe that underlying the spectre of

pollution is the problem of surplus human population A rise in population necessitates an

increase in the operations of modern industry, the waste products of which increase the

pollution of air, water, and soil The question of how many people the resources of the Earth can support is one of critical importance

Although the solutions to these and many other problems are yet to be found, they do indicate the need for biologists to work with social scientists and other members of society in order to determine the requirements necessary for maintaining a healthy and productive planet For although many of man's present and future problems may seem

to be essentially social, political, or economic in nature, they have biological ramifications

that could affect the very existence of life itself

Question 1: According to the passage, a modern scientist should be more concerned about

A his basic research B the development of new ideas

C his manipulation of genes D the consequences of his discoveries

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Question 2: The pronoun "it" in paragraph 2 refers to

A a reality B an accomplishment

C genetic engineering D hereditary mechanism

Question 3: It is implied in the passage that genetic engineering

A may do us more harm than good B is no longer desirable

C is the most desirable for life D will change all human traits

Question 4: The pronoun "they" in paragraph 2 refers to

A discoveries concerning hereditary mechanisms B effects of genetic engineering misuse

C cases of genetic deficiencies D possibilities for genetic deficiencies

Question 5: What is probably the most important biological problem mentioned in the

passage?

A social and economic deficiencies B manipulation of genes

C genetic engineering misuse D environmental pollution

Question 6: The word "which" in paragraph 3 refers to

A activities of an overpopulated society's industry

B the waste products dumped into our environment

C activities of surplus human population

D serious environmental pollution

Question 7: The word "underlying" in paragraph 3 could best be replaced by " "

A noticing B causing C finding D depriving

Question 8: According to the passage, to save our planet, biologists should work

A harder and harder B accurately and objectively

C on social and political purposes D with other social scientists

Question 9: Which of the following is closest in meaning to the word "ramifications" in

paragraph 4?

A useful experiments B effective techniques

C harmful consequences D latest developments

Question 10: What is the author's purpose in this passage?

A To conduct a survey of the biologist's role in society

B To urge biologists to solve the problem of surplus human population

C To emphasize the biologist's role in solving the world's problems

D To advise biologists to carry out extensive research into genetic engineering

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TASK 5

In early civilizations, citizens were educated informally, usually within the family unit

Education meant simply learning to live As civilizations became more complex, however, education became more formal, structured, and comprehensive Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males The post-Babylonian Jews and Plato were exceptions to this pattern Plato was apparently the first significant advocate of the equality of the sexes Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of

a liberal education for men only, which had been espoused by Aristotle, prevailed

In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged classes prevailed through the Reformation period Gradually, however, education for women on a separate but equal basis to that provided for men was becoming a clear responsibility of society Martin Luther appealed for civil support of schools for all children At the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school

In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions

A number of studies have indicated that girls seem to perform better overall and in science

in particular in single-sex classes: during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons In

Britain, academic league tables point to high standards achieved in girls' schools Some educationalists therefore suggest segregation of the sexes as a good thing, particularly in

certain areas, and a number of schools are experimenting with the idea

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Question 1: Ancient education generally focused its efforts on

A on male learners B both sexes C female learners D young people only

Question 2: Education in early times was mostly aimed at

A teaching skills B learning to live

C learning new lifestyles D imparting survival skills

Question 3: The first to support the equality of the sexes was

A the Chinese B the Greek C Plato D the Jews

Question 4: The word "informally" in this context mostly refers to an education

occurring

A in classrooms B outside the school C in a department D ability

Question 5: When education first reached women, they were

A locked up in a place with men B isolated from normal life

C deprived of opportunities D separated from men

Question 6: When the concept of universal primary education was introduced,

education

A was given free to all B.was intended for all the sexes

C focused on imparting skills D was intended to leave out female learners

Question 7: The word "espouse" is contextually closest in meaning to " "

A to introduce B to put off C to give D to induce

Question 8: Co-ed was negatively responded to in

A Japan B the Scandinavian countries

C South American countries D conservative countries

Question 9: The word "tables" is closest in meaning to " ".

A shapes B meeting tables C personalities D figures

Question 10: The word "segregation" may be understood as " "

A grouping B mixture C separation D extraction

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TASK 6

What is meant by the term economic resources? In general, these are all the natural, man-made, and human resources that go into the (1) _of goods and services Economic resources can be broken down into (2) _ general categories: property resource – land and capital, and human resources – labor and entrepreneurial skills

What do economists mean (3) land? Much more than the non-economist, land refers to all the natural resources (4) are usable in the production process: arable land, forests, mineral and oil deposits, and (5) on What about capital? Capital goods are all the man-made aids to producing, storing, transporting, and distributing goods and (6) Capital goods differ from consumer goods in that (7) satisfy wants directly, while the former do so indirectly by facilitating the production of consumer goods It should be noted that capital as defined here does not (8) _ to money Money, as such, produces nothing

The term labor refers to the physical and mental talents of humans used to produce goods and services (with the exception of a certain set of human talents, entrepreneurial skills, which will be considered separately because of their special significance) Thus the services of a factory worker or an office worker, a ballet (9) _ or an astronaut all fall (10) the general heading of labor

Question 1: A production B plant C using D doing

Question 2: A many B six C two D some

Question 3: A by B using C calling D with

Question 4: A these B they C what D that

Question 5: A so B come C such D go

Question 6: A money B machines C crops D services Question 7: A later B lately C the latter D the latest Question 8: A come B go C speak D refer

Question 9: A performance B director C writer D dancer

Question 10: A into B from C under D to

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TASK 7

Quite different from storm surges are the giant sea waves called tsunamis, which derive their name from the Japanese expression for “high water in a harbor.” These waves are also referred to by the general public as tidal waves, although they have relatively little to do with tides Scientists often referred to them as seismic sea waves, far more appropriate in that they do result from undersea seismic activity

Tsunamis are caused when the sea bottom suddenly moves, during an underwater earthquake or volcano for example, and the water above the moving earth is suddenly

displaced This sudden shift of water sets off a series of waves These waves can

travel great distances at speeds close to 700 kilometers per hour In the open ocean, tsunamis have little noticeable amplitude, often no more than one or two meters It is

when they hit the shallow waters near the coast that they increase in height, possibly

up to 40 meters

Tsunamis often occur in the Pacific because the Pacific is an area of heavy seismic activity Two areas of the Pacific well accustomed to the threat of tsunamis are Japan and Hawaii Because the seismic activity that causes tsunamis in Japan often occurs on the ocean bottom quite close to the islands, the tsunamis that hit Japan often come with little warning and can, therefore, prove disastrous Most of the tsunamis that hit the Hawaiian Islands, however, originate thousands of miles away near the coast of Alaska,

so these tsunamis have a much greater distance to travel and the inhabitants of Hawaii

generally have time for warning of their imminent arrival

Tsunamis are certainly not limited to Japan and Hawaii In 1755, Europe experienced

a calamitous tsunami, when movement along the fault lines near the Azores caused a

massive tsunami to sweep onto the Portuguese coast and flood the heavily populated

area around Lisbon The greatest tsunami on record occurred on the other side of the

world in 1883 when the Krakatoa volcano underwent a massive explosion, sending waves more than 30 meters high onto nearby Indonesian islands; the tsunami from this volcano actually traveled around the world and was witnessed as far away as the English Channel

Question 1: The paragraph preceding this passage most probably discusses

A underwater earthquakes B storm surges

C tides D tidal waves

Question 2: According to the passage, all of the following are true about tidal waves

EXCEPT that

A they are caused by sudden changes in high and low tides

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B this terminology is not used by the scientific community

C they are the same as tsunamis

D they refer to the same phenomenon as seismic sea waves

Question 3: The word “displaced” in line 7 is closest in meaning to

A moved B filtered C located D not pleased Question 4: It can be inferred from the passage that tsunamis

A cause severe damage in the middle of the ocean

B generally reach heights greater than 40 meters

C are far more dangerous on the coast than in the open ocean

D are often identified by ships on the ocean

Question 5: In line 10, water that is “shallow” is NOT

A deep B clear C coastal D tidal

Question 6: A main difference between tsunamis in Japan and in Hawaii is that

tsunamis in Japan are more likely to

A come from greater distances B originate in Alaska

C arrive without warning D be less of a problem

Question 7: The possessive “their” in line 18 refers to

A the Hawaiian Islands B thousands of miles

C these tsunamis D the inhabitants of Hawaii

Question 8: A “calamitous” tsunami, in line 20, is one that is

A at fault B disastrous C extremely calm D expected Question 9: From the expression “on record” in line 22, it can be inferred that the tsunami that accompanied the Krakatoa volcano

A was not as strong as the tsunami in Lisbon

B might not be the greatest tsunami ever

C was filmed as it was happening

D occurred before efficient records were kept

Question 10: The passage suggests that the tsunami resulting from the Krakatoa

volcano

A was far more destructive close to the source than far away

B resulted in little damage

C was unobserved outside of the Indonesian islands

D caused volcanic explosions in the English Channel

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TASK 8

Esperanto is what is called a planned, or artificial, language It was created more than

a century ago by Polish eye doctor Ludwik Lazar Zamenhof Zamenhof believed that a common language would help to alleviate some of the misunderstandings among cultures

In Zamenhof’s first attempt at a universal language, he tried to create a language that was as uncomplicated as possible This first language included words such as ab, ac,

ba, eb, be, and ce This did not result in a workable language in that these monosyllabic words, though short, were not easy to understand or to retain

Next, Zamenhof tried a different way of constructing a simplified language He made the words in his language sound like words that people already knew, but he simplified the grammar tremendously One example of how he simplified the language can be seen in the suffixes: all nouns in this language end in o, as in the noun amiko, which means “friend”, and all adjectives end in -a, as in the adjective bela, which means

“pretty” Another example of the simplified language can be seen in the prefix mal-, which makes a word opposite in meaning; the word malamiko therefore means

“enemy”, and the word malbela therefore means “ugly” in Zamenhof’s language

In 1887, Zamenhof wrote a description of this language and published it He used a pen name, Dr Esperanto, when signing the book He selected the name Esperanto because this word means “a person who hopes” in his language Esperanto clubs

began popping up throughout Europe, and by 1950, Esperanto had spread from

Europe to America and Asia

In 1905, the First World Congress of Esperanto took place in France, with approximately700 attendees from 20 different countries Congresses were held annually for nine years, and 4,000 attendees were registered for the Tenth World Esperanto Congress scheduled for 1914, when World War I erupted and forced its cancellation

Esperanto has had its ups and downs in the period since World War I Today, years

after it was introduced, it is estimated that perhaps a quarter of a million people are fluent in it This may seem like a large number, but it is really quite small when compared with the billion English speakers and billion Mandarin Chinese speakers in today’s world Current advocates would like to see its use grow considerably and are taking steps to try to make this happen

Question 1: The topic of this passage is

A one man’s efforts to create a universal language

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B how language can be improve

C using language to communicate internationally

D a language developed in the last few years

Question 2: According to the passage, Zamenhof wanted to create a universal

language

A to build a name for himself B to provide a more complex language

C to resolve cultural differences D to create one world culture

Question 3: It can be inferred from the passage that the Esperanto word malespera

means

A B B hope C hopelessness D hopeful

Question 4: The expression “popping up” in line 17 could best be replaced by

A shouting B opening C hiding D leaping

Question 5: It can be inferred from the passage that the Third World Congress of

Esperanto took place

A in 1905 B in 1909 C in 1907 D in 1913

Question 6: According to the passage, what happened to the Tenth World Esperanto

Congress?

A It had attendees from20 countries B It never took place

C It had 4,000 attendees D It was scheduled for 1915

Question 7: The expression “ups and downs” in line 23 is closest in meaning to

A tops and bottoms B floors and ceilings

C takeoffs and landings D highs and lows

Question 8: Which paragraph describes the predecessor to Esperanto?

A The first paragraph B The second paragraph

C The third paragraph D The fourth paragraph

Question 9: The passage would most likely be assigned reading in a course on

A European history

B English grammar

C world government

D applied linguistics

Question 10: The paragraph following the passage most likely discusses

A how current supporters of Esperanto are encouraging its growth

B another of Zamenhof’s accomplishments

C the disadvantages of using an artificial language

D attempts to reconvene the World Congress of Esperanto in the 1920s

Of course, skill in expression is not enough (5) itself You must have something

to say in the first place The effectiveness of your job depends (6) your ability to make other people understand your work as they do on the quality of the work itself Expressing one's thoughts is one skill that the school can (7) teach The foundations for skill in expression have to be (8) early: an interest in and an ear (9) language; experience in organizing ideas and data, in brushing aside the irrelevant, and above all the habit of verbal expression If you do not lay these foundations (10) your school years, you may never have an opportunity again

Question 1: A lots B large C far D great Question 2: A learn B with learning C learning D to learn Question 3: A give out B present C interpret D transfer Question 4: A as well B either C not D both Question 5: A in B on C for D by

Question 6: A much on B most on C on most D on much Question 7: A hardly B quite C truly D really Question 8: A lay B laid C lain D lied Question 9: A if B in C for D by

Question 10: A when B of C during D for

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TASK 10

Colors are one of the most exciting experiences in life I love them, and they are just

as important to me as emotions are Have you ever wondered how the two are so

intimately related?

Color directly affects your emotions Color both reflects the current state of your emotions, and is something that you can use to improve or change your emotions The color that you choose to wear either refects your current state of being, or reflects the color or emotion that you need

The colors that you wear affect you much more than they affect the people around

you Of course they also affect anyone who comes in contract with you, but you are the

one saturated with the color all day ! I even choose items around me based on their

color In the morning, I choose my clothes based on the color or emotion that I need for the day So you can consciously use color to control the emotions that you are exposed

to, which can help you to feel better

Color, sound, and emotions are all vibrations Emotions are literally energy in motion; they are meant to move and flow This is the reason that real feelings are the fastest way to get your energy in motion Also, flowing energy is exactly what creates healthy cells in your body So, the fastest way to be healthy is to be open to your real feelings Alternately, the fastest way to create disease is to inhibit your emotions

Question 1: What is the main idea of the passage?

A Colors can help you become healthy

B Colorful clothes can change your mood

C Emotions and colors are closely related to each other

D Colors are one of the most exciting

Question 2: Which of the following can be affected by color?

A Your need for thrills

B Your appetite

C Your friend's feelings D Your mood

Question 3: Who is more influenced by colors you wear?

A Anyone

B Your family

C The people around you are more influenced

D You are more influenced

Question 4: According to the passage, what do color, sound, and emotion all have in

common?

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A They are all forms of motion B None is correct

C They all affect the cells of the body D They are all related to health Question 5: According to this passage, what creates disease?

A Wearing the color black

B Ignoring your emotions

C Being open to your emotions

D Exposing yourself to bright colors

Question 6: The term "intimately" in paragraph 1 is closest in meaning to

A simply B clearly C closely D obviously Question 7: The term "they" in paragraph 3 refers to

A none of these B colors C people D emotions Question 8: Why does the author mention that color and emotions are both vibrations?

A Because vibrations make you healthy

B Because they both affect how we feel

C To prove the relationship between emotions and color

D To show how color can affect energy levels in the body

Question 9: The phrase "saturated with" in paragraph 3 is closest in meaning to

A covered with B lacking in C bored with D in need of Question 10: What is the purpose of the passage?

A to give an objective account of how colors affect emotions

B to persuade the reader that colors can influence emotions and give a person more

energy

C to show that colors are important for a healthy life

D to prove the relationship between color and emotion

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TASK 11

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when

it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods

The second era was initiated in the early decades of the twentieth century and might

be called "the vitamin period " Vitamins came to be recognized in foods, and deficiency syndromes were described As vitamins became recognized as essential food

constituents necessary for health, it became tempting to suggest that every disease

and condition for which there had been no previous effective treatment might be responsive to vitamin therapy At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences Much of the focus of this education was on the recognition of deficiency symptoms Herein lay the beginning of what ultimately turned from ignorance to denial

of the value of nutritional therapies in medicine Reckless claims were made for effects

of vitamins that went far beyond what could actually be achieved from the use of them

In the third era of nutritional history in the early 1950's to mid-1960's, vitamin therapy

began to fall into disrepute Concomitant with this, nutrition education in medical

schools also became less popular It was just a decade before this that many drug

companies had found their vitamin sales skyrocketing and were quick to supply

practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions Expectations as to the success of vitamins in disease control were exaggerated As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems

Question 1: What does the passage mainly discuss?

A The stages of development of clinical nutrition as a field of study

B The history of food preferences from the nineteenth century to the present

C The effects of vitamins on the human body

D Nutritional practices of the nineteenth century