Preface
Language testers are often asked what is ‘the best testing technique’ or ‘the best test’.
A. Hughes in his book “Testing for Languages Teachers” writes
“In fact there is no best test or best technique. A test which proves ideal for one purpose may
be quite useless for another; a technique which may work very well in one situation can be
entirely inappropriate in another.” (p.6)
We can assume that each testing situation is unique and presents particular problems. It is the
testing team’s job to find the best solution to those problems. The two aims of this book are to
inform the reader about different techniques that exist in the world of testing and provide the
reader a chance to practice different techniques which will help the reader achieve better results
in testing.
TTC Unit 1: Testing Reading/Multiple Choice
4
Acknowledgements
The first unit Testing Reading of the textbook Testing Techniques Course was developed,
formatted, and edited by Ausrele Pranculiene, Armed Forces of the Republic of Lithuania,
Training and Doctrine Command.
The author wishes to thank the instructors Barbara Peterson and Michele Miller for their
assistance and support in developing this material.
8th August, 2002
TTC Unit 1: Testing Reading / Multiple Choice
Ausrele Pranculiene
2
Some Test Taking Tips
If you practice all the samples of questions presented in this book, you will do some of the
best preparation possible to maximize your performance on the STANAG 6001 test. You will get
familiar with test instructions and sample questions. Also, you will be able to evaluate how well
you can perform on different level test tasks.
Dean Papjohn in his book Toward Speaking Excellenc highlights that, “Health, stress,
environment, and other factors can have an effect on your final test performance as well.
’’(p.111) He also lists some general guidelines for taking tests. Some of these suggestions come
from his book, the others from the different Internet sites. You might find them useful as well.
Before the test
1. Get a good night’s sleep.
2. Arrive early instead of barely on time. If you don’t know where the test site is, locate it
prior to the test date.
3. Be positive about the test. Visualize yourself competently answering each question and
push negative thoughts aside.
4. Ask the test proctor any questions you have before the test actually begins.
5. Prepare for the test well in advance. Avoid cramming the night before the test.
During the test
6. Give your complete attention to each question. Don’t become distracted by noise or other
examinees.
7. Listen to and read instructions carefully.
8. If you can’t answer a question, leave it for a while and return to it later.
9. Plan how you will use your time during the exam.
10. Don’t leave any questions unanswered. In many questions if you don’t know the answer, at
least you have a chance of guessing.
11. If you have any time left over, edit, check, and proofread your answers. Use all the time
available to eliminate careless errors and to improve your answers as much as possible.
12. Be careful not to give any impression of cheating.
13. Do not be disturbed about other students finishing before you do. Take your time, don’t
panic, and you will do much better on the test.
After the test
14. Don’t discuss the details of the test; this may produce more anxiety for you.
15. Reward yourself by doing something you enjoy.
16. Remember, test scores do not place a value on your individual human worth!
TTC Unit 1: Testing Reading / Multiple Choice
3
Design Plan
1. Needs Analysis
The need for developing the Testing Techniques Course (TTC) dates back to 1999 when the
first officers, NCOs and civilians working for the Lithuanian MoD had to be tested according to
STANAG 6001 in four skills of the English language - listening, speaking, reading and writing.
The authentic material and exercises in this self-study course will help students to get oriented in
the maze of different testing techniques. Moreover, this course will afford students a greater
possibility to improve their listening, speaking, reading and writing skills. The idea of this
project came from informal interviews with the instructors and oral feedback from officers,
students and soldiers from the Lithuanian Army and MoD.
Lithuanian officers and NCOs increasingly take part in international operations and NATO/PfP
military exercises. Lithuania is aspiring to become a member of NATO. Naturally, a lot of
military people are being tested to know what level of English they have and whether they will
be able to cope with tasks they will face on missions. In Lithuania we test military personnel
according to STANAG 6001. Testing reading and listening involves different techniques, not
only multiple choice items. First of all, familiarization with testing techniques will add
confidence to the testees. Secondly, not all people who take the tests come immediately after an
English course, so this book will be a great help to review one's knowledge of English. Lastly, it
will lessen the stress and, hopefully, help students to perform better on the test and overcome test
anxiety.
TTC Unit 1: Testing Reading / Multiple Choice
4
2. Student Profile
The TTC is designed for officers, NCOs and civilians working for the Lithuanian MoD who
need to be tested in STANAG 6001. Their ages range from 18 to 55. It is a self-study multilevel
course, so the duration of it is variable. There are no restrictions as far as the level of students'
language proficiency or academic experience is concerned. However, it is strongly recommended
that the users of the course have mastered some basic skills in English.
3. Terminal Objectives
After finishing the course the students will
 be acquainted with different techniques of testing listening, speaking, reading and writing
 be able to understand test instructions
 have developed confidence in test-taking strategy and overcome test anxiety
 have improved their listening, speaking, reading and writing skills
 have expanded their vocabulary and grammar knowledge
 pass the STANAG 6001 test with flying colors
4. Description of Design
TTC Unit 1: Testing Reading / Multiple Choice
5
The course is a self-study one. It consists of four units, each one comprising a different skill of
the English Language - listening, speaking, reading or writing. Students will get acquainted with
different techniques of testing, and, at the same time, they will improve their listening, speaking,
reading and writing skills through the use of authentic materials and samples of different testing
techniques.
The TTC will put emphasis on
 familiarization with testing techniques
 improving the knowledge of the language
 overcoming test anxiety
Course Outline
Unit
Title
Topic
Unit 1
Testing Reading
Samples of test tasks practicing
different techniques of testing
reading
Unit 2
Testing Listening
Samples of test tasks practicing
different techniques of testing
listening
Unit 3
Testing Writing
Samples of test tasks practicing
different techniques of testing
writing
Unit 4
Testing Speaking
Samples of test tasks practicing
different techniques of testing
speaking
TTC Unit 1: Testing Reading / Multiple Choice
6
5. Rationale for Design
This course is meant to help future testees to get oriented in a great variety of testing techniques.
Being familiar with what one has to do during the test helps one to get a better score, develops
self-confidence and adds to the test's face validity.
Not all testees who take the test have taken an English language course or are familiar with
testing techniques. Some testees acquired their knowledge of English while studying at their high
school or university, and this course will be a great help for them to remember and review all
possible ways they might be tested. What is more, hopefully, this course will help the testees to
build self-confidence, overcome test anxiety and achieve a higher score at the test.
6. Training Support Materials
Requirements are
 A Course Book. Students will be able to practice different samples of testing techniques
given in the course book.
 Audiovisual Support. Participants will have access to video and audio tapes in order to
improve their listening skills and be exposed to realistic testing situations.
TTC Unit 1: Testing Reading / Multiple Choice
7
7. Staffing
Two course writers will be required to continue work on this course.
8. Printing Requirements
The Course Book Testing Techniques will be printed as needed by the MoD of Lithuania for
internal use by future testees who need to take the STANAG 6001 test.
TTC Unit 1: Testing Reading / Multiple Choice
8
Testing Reading
Unit One
Objectives
In this unit you will:
1.
2.
3.
4.
learn general reading test preparation strategies
become familiar with typical techniques for testing reading
see samples of how different test items should be answered
practice responding to sample reading questions on your own
Resources
For this unit you will need your notebook, pen or pencil, and your dictionary.
TTC Unit 1: Testing Reading / Multiple Choice
9
Unit 1 Contents
Multiple Choice…………………………. 3
Answer Key ……………………………………………….49
True/False/Not Given…………………… 13
Answer Key…………………………………………………50
Matching………………………………….. 19
Answer Key…………………………………………………51
Short Answer Questions………………. 31
Answer Key…………………………………………………52
Guided Short Answer Questions…….. 37
Answer Key………………………………………………...52
Cloze………………………………………. 41
Answer Key……………………………………………..….53
TTC Unit 1: Testing Reading / Multiple Choice
10
Multiple Choice



In a multiple choice item you have to choose the best answer from four possibilities.
Your task is to identify the correct or most appropriate one.
Only one option is correct. The others are distracters.
Now look at the example.
Example:
Read the passage and choose the best answer.
Only one answer is correct.
Write letter A, B, C or D on the Answer Sheet.
Al,
DeDe called today at 12:15. She said you have a piece of certified mail to pick up.
The mail room closes at 3 o'clock today.
Thank you
N.F.
This note tells Al to
A.
B.
C.
D.
close the mail room at three.
come and get some mail.
mail a letter for DeDe.
pick up DeDe at the mail room.
Answer B. is correct because to come and get some mail means the same as you have a piece of
certified mail to pick up.
A, C and D are the distracters
A. is not correct because she doesn’t ask Al to close the mail room
C. is not correct because she doesn’t ask Al to mail the letter
D. is not correct because nobody asks to pick up DeDe
Now look at some reading passages and practice them.
TTC Unit 1: Testing Reading / Multiple Choice
3

The following reading passages are taken from the Bureau for International Language
Coordination (BILC) Conference, Netherlands, 1999, Sharing Package. BILC was
established within the NATO Training Group/Joint Services Subgroup. BILC is a
consultative and advisory body for language training matters in NATO.
Read the passages and choose the best answer.
Only one answer is correct.
Write letter A, B, C or D on the Answer Sheet (p.12).
1. Reading Passage ( Level 1)
(An announcement in a local paper)
YOU CAN GET FREE BLOOD PRESSURE
CHECKS AT HANDY DANDY
SUPERMARKETS
FROM 10:00 A.M. TILL 2:00 P.M.
MARCH 2-7; 5000 BLAND ROAD
MARCH 9-14 HAZEL VALLEY
This notice says you can
A. check your health at no cost.
B. cash your checks from 10-2 o'clock.
C. win some free groceries.
D. get paid for giving blood.
2. Reading Passage (Level 1)
(From a tourist pamphlet)
Gizdeh Ranch
Pick your own strawberries, ollaberries, raspberries and apples.
Pies, fresh juice and jam are also available.
Open daily 8:00a.m. – 5:00p.m. Open weekends 9:00 a.m. – 5:00 p.m.
At this ranch you can
A. gather fruits yourself.
B. learn to make fruit pies.
C. taste fresh apple juice.
D. watch berry pickers at work.
TTC Unit 1: Testing Reading / Multiple Choice
4
3. Reading Passage ( Level 2)
(From an article on military tradition)
The origin of the salute goes back to the long-established custom of removing headgear in the
presence of superiors. As late as the American Revolution, the British Army soldier saluted by
taking off his hat. With the wearing of larger, more cumbersome headgear, removing one's hat
completely degenerated into the easy act of just touching the hat's visor. This act then evolved
into the conventional hand salute.
One factor that influenced the tradition of saluting was
A. simple convenience.
B. military security.
C. personal expenses.
D. health concerns.
4. Reading Passage (Level 2)
(From an article in a local newspaper)
In Texas, U.S. Customs agents seized more than $5.6 million in suspected drug money hidden in the false ceiling of
a truck's trailer. The money was found Wednesday when agents searched the truck, which was headed for the USMexico border. Authorities were trying to determine the money's source.
A customs agent said he suspects it is related to drugs, considering the amount and the effort
taken to hide it. The truck driver, who was not identified, was not retained.
Possession of cash - even in large amounts - is not a crime. U.S. law requires border crossers to
declare if they are taking more than $10,000 out of the country, but authorities usually cannot
detain people if they unknowingly moved cash.
The officials are trying to learn
A. where the money was hidden.
B. where the money came from.
C. who was operating the truck.
D. who was detaining the driver.
TTC Unit 1: Testing Reading / Multiple Choice
5
5. Reading Passage (Level 3)
(From a writer’s commentary)
Among the most difficult adjustments for Americans traveling abroad are the locked doors
midday, deserted shops on holidays, and the need to wait for gas or cash. Our own definition of a
world in order is one in which all goods and services are always immediately available. This is
the paradisiacal aspect of the mall, and it is our version of eternity: seasonless, ever-present,
abundant. And yet while we feel anxiety when what we crave is not available, the twenty-four
hour availability of that which we crave does not ever really content us.
What mistaken belief among contemporary Americans is the author pointing out?
A. Shopping will make them feel better.
B. Traveling abroad is too expensive for them.
C. Convenience will provide them with happiness.
D. Everything in the world is available to them.
6. Reading Passage (Level 3)
Early in my career as a prosecutor, when I first began selecting juries, a colleague advised me to find people who
were stable and rooted with a stake in the system. As I came to realize, most of this advice belonged in the realm of
the witch doctor. In conducting the voir dire – the pretrial questioning of the potential jurors – I found it difficult to
size up the candidates with any precision. So when it came time for me to exercise my limited number of
preemptory challenges – that is, to eliminate certain jurors without giving a reason – I did what most lawyers do: I
mastered the stereotypes, and then went with my gut feelings and hoped for the best.
What did this lawyer discover about this aspect of his career?
A.
B.
C.
D.
It made him realize the importance of juries.
It was much more complicated than it sounded.
It needed to be practiced to be perfected.
It made him question the role of the prosecutor.
Reprinted from BILC Conference Notes
TTC Unit 1: Testing Reading / Multiple Choice
6
The following reading passages are taken from different Cambridge ESL/EFL Examinations. The
University of Cambridge Local Examinations Syndicate (UCLES) offers the Main Suit of Exams
which includes:
KET-Key English Test
PET – Preliminary English Test
KET offers basic qualifications in English
(ESL/EFL) and represents a first step for those
students progressing towards PET.
Proof of English language competence at a basic
level, sufficient to survive in everyday situations.
CAE– Certificate in Advanced English
Competence in English at an Intermediate level is
internationally recognized in commerce, industry,
and educational institutions in Britain.
Proof of high level English language competence
for those wishing to use English at work.
CPE – Certificate of Proficiency in
English
Proof of high level English language competence
near that of an educated speaker in English.
FCE – First Certificate in English
7. Reading Passage (Level 1)
Where could you find the following notices?
For questions 7-11, mark A, B or C on the Answer Sheet.
7.
8.
NO FISHING
A. in a restaurant
March - August
B. by a lake
C. at a market
SLOW DOWN
CHILDREN
CROSSING
B. at a theatre
C. outside a school
9.
TO THE TRAINS

10.
Water weekly and
put in a sunny place.
11.
A. in a church
A. at a bus station
B. on a motorway
C. at an underground
station
A. in a cafe
B. in a swimming pool
C. on a plant
Prices per night:
$10 a tent
$5 a person
A. at a cinema
B. in a hotel
C. on a camp-site
TTC Unit 1: Testing Reading / Multiple Choice
7
Reprinted from Cambridge KET
8. Reading Passage (Level 2)
Read the article about a British Airways manager and then answer the questions.
For questions 12 – 18, mark A, B or C on the Answer Sheet.
Working for an Airline
Nicola Peet left school at eighteen, went to college and then worked at a local airport. After nine
months, she went to work for Saudi Arabian Airlines and then she joined British Airways as an
air-hostess. Four years later, she got her present job as a manager.
This is what she told us about her job:
“My office is as Heathrow Airport, but I spend 60% of my time in the air. I teach air-hostesses
and help them with any problems. I also go to lots of meetings.
My hours are usually from 8 a.m. to 4 p.m., but sometimes I work from 1 p.m. to 9 p.m. At work,
the first thing I do is check plane times on my computer and then I speak with some of the airhostesses.
Sometimes I go on long flights to check how the air-hostesses are doing. That’s my favourite
part of the job, but I like office work too. Traveling can be hard work. When I get back from a
long journey, all I can do is eat something and then go to bed! I don’t earn much money, but I’m
happy with British Airways and want to stay here and continue to travel.”
TTC Unit 1: Testing Reading / Multiple Choice
8
Questions 12-18
12. When Nicola first started working
for British Airways, she was
A. a manager.
B. an air-hostess.
C. a pilot.
13. Nicola does most of her work
A. in the office.
B. in aeroplanes.
C. in meetings.
14. Most days, Nicola starts work at
A. 8 a.m.
B. 1 p.m.
C. 4 p.m.
15. At the beginning of each day, Nicola
A. goes to a meeting.
B. talks to air-hostesses.
C. works with her computer.
16. What does Nicola like best?
A. flying.
B. working in the office.
C. helping people.
17. The first thing Nicola does after a
long journey is
A. go to bed.
B. have a meal.
C. go to the office.
18. Nicola would like to
A. stay in the same job.
B. stop travelling.
C. earn more money.
Reprinted from Cambridge KET
TTC Unit 1: Testing Reading / Multiple Choice
9
9. Reading Passage (Level 3)
Your are going to read a magazine article about a radio presenter. For questions 19 – 25,
choose the best answer (A, B, C or D) according to the information in the text.
Mark your answers on the separate Answer Sheet.
A New Voice on the Radio
Margherita Taylor talks to Sarah Edhill about what it’s like being at Capitol Radio.
Margherita Taylor is the only female presenter at
Capital Radio, one of London’s top music radio
stations. She got into radio while she was a
student in Birmingham. Along with hundreds of
other hopefuls, she and a friend queued for hours
in the rain to take part in a ‘Search Star’
competition held by a local radio station, BRMB.
‘I had to read a travel script and a weather script
talk about myself for a minute, then introduce a
record. After that, they sent me back out into the
rain,’ she says. But within days the phone call
came to say that her voice had earned her a
regular show on BRMB. Truly the stuff dreams
are made of. After working there for eighteen
months, she was offered a job with Capital.
Margherita is a London girl and arriving
at Capital was like coming home. ‘I grew up
listening to Capital Radio,’ she says. ‘People say,
“Wasn’t it frightening, joining such well-known
presenters?” But everyone here is so down to
earth. It would be off-putting if the others had
people doing their make-up, or star signs on their
office doors. But there’s none of that- Mick
Brown, for instance, finishes his show and
wanders off to get the bus home with everyone
else.’
Margherita claims never to get nervous
before a show – nerves are for the weak. ‘You
can’t get nervous because then you make
mistakes,’ she says. Of course, there has been the
odd disaster. ‘For instance, when I did my first
live concert show at BRMB, I’d only done one
programme. In front of a crowd of 50,000, I went
on stage to introduce a certain well-known
singer. I said: “Please welcome our next
performer. You know her best for hits like…”
Then I just went blank. There was this silence
from the crowd, and for the life of me I couldn’t
think what she’d sung. That’s one occasion that
will stay with me forever.’
Margherita says that her own musical
tastes are varied. But she doesn’t pick her own
TTC Unit 1: Testing Reading / Multiple Choice
music for her shows. The Capital computer
selects the records in advance from a list
approved by the station managers. ‘The station
has a certain sound, and if we all picked our own
music, it wouldn’t sound like Capital,’ she says.
‘But for someone who likes music, this is a
dream job. I get to go to concerts and meet bands
you can hear on my show. It’s great to hear the
“behind the scenes” gossip.’
Most people would expect that a
presenter’s most important qualities are a nice
voice and huge amounts of confidence, but
Margherita says that basic maths is handy as
well. ‘You have to make sure that you’ve got an
eye on everything that’s going on in the studio,
but you’ve got to be able to add and subtract and
think in minutes and seconds,’ she says. You’re
dealing with timed records, and with
announcements and commercials that are also
timed precisely, and you have to be ready to
switch to the news at exactly the right second. If
you’re going over to a live event, you need to be
ready for that on time, not a second earlier or
later.’
This isn’t the sort of girl to let the rock’n’ roll
lifestyle go to her head. Even if she did, her
family would bring her down to earth. ‘When I
started at Capital the only thing my brothers
asked was whether they’d get free records,’ she
remembers. ‘And my mum couldn’t even find
the station on her radio.’
Margherita Taylor is very nice and very
easy-going, but very much in control. She is so
much a ‘Capitol Radio girl’ that you might think
she is just doing a good job for the station’s
publicity department, although you know what
she’s saying really comes from the heart. She
smiles a lot, laughs a lot and is generally a great
advert for Capital.
10
19. What do we learn about Margherita in the first paragraph?
A.
B.
C.
D.
She became a radio presenter by chance.
She expected to win the competition.
She was keen to become a radio presenter.
She practised before the competition.
20. What does ‘that’ in line 23 refer to?
A.
B.
C.
D.
the fame of the other presenters.
Margherita’s fear of the other staff.
self-important behaviour by the other presenters.
bad treatment of Margherita by the other staff.
21. What do we learn about Margherita’s first live concert show?
A.
B.
C.
D.
It is the only time she has made a serious mistake.
Being nervous was not the cause of the problem.
People often remind her of what happened then.
She had not expected to have the problem she had.
22. One point Margherita makes about her job is that she
A.
B.
C.
D.
has changed her attitude to music.
is unhappy that the records she plays are chosen for her.
likes most of the music that she plays on her show.
enjoys talking to the people whose records she plays.
23. What does Margherita say about presenting a show?
A.
B.
C.
D.
It is essential to keep in mind what is going to happen next.
It is more complicated than she had previously thought.
The ability to add and subtract is the most important requirement.
The content of a show is sometimes changed suddenly.
24. How have Margherita’s family reacted to her success?
A.
B.
C.
D.
with caution
with interest
with surprise
without excitement
25. In the final paragraph, the writer says that Margherita
A.
B.
C.
D.
was different from what she had expected.
genuinely believes that Capital is a good radio station.
feels it necessary to talk about Capital Radio all the time.
has already changed her job at Capital Radio.
Reprinted from Cambridge FCE
TTC Unit 1: Testing Reading / Multiple Choice
11
Answer Sheet (Multiple Choice)
#
Your answer
Example
B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
TTC Unit 1: Testing Reading / Multiple Choice
12
True/False/Not Given


In a True/False/ Not Given (T/F/NG) item you have to decide if the sentence is:
1. True
The sentence is correct if it states the same idea or fact as in the text. All parts of
the statement must be true. If not, the sentence is false.
2. False
The sentence is false if it differs from the fact or idea given in the text.
3. Not Given
The sentence is not mentioned in the text; you will not find the facts or ideas in
the text.
You can make only one choice.
Now look at the example.
Example:
Read the passage and decide which is the best answer: True/False/Not Given
is correct.
Only one answer
Write T, F or NG for the correct answer.
Pool Tournaments
Every Saturday at 7 p.m. and Sunday at 2 p.m.
The Skylark Community Center is hosting pool
tournaments this weekend. Saturday’s tournament is $2
per person. Sunday’s tournament is free. For more
information call 671-2021.
1. If you have questions about the Pool Tournament phone 6712021.
2. The entrance to the Pool Tournament is $2 per person.
T
F
3. The Skylark Community members can take part in the
tournament for free.
NG
Sentence 1 is True because if you have questions means the same as for more
information, and phone means the same as call.
Sentence 2 is False because the entrance to the Pool Tournament is $2 per person only
on Saturday; on Sunday you don’t have to pay.
Sentence 3 is Not Given because we don’t have any information about the members of
the Skylark Community Center in the text.
Now look at some reading passages and practice them.
TTC Unit 1: Testing Reading / True/False/Not Given
13
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TTC Unit 1: Testing Reading / Matching
20
10. Reading Passage (Level 1)
Read the ad and decide if the sentences below it are True, False or Not Given
(T/F/NG).
Write your answers on the Answer Sheet (p.18).
An example is given.
Join the Military
The Military Offers You:
1. The opportunity to serve your country and see the
world. With military bases in every state, you will
have a variety of assignments.
2. Many opportunities to further your training and
education.
3. Promotion opportunities. The military wants you to be
all you can.
4. A medical plan to cover all military personnel and
their families.
5. A chance for an early retirement. You may be a person
who can enjoy a second career.
Call the Armed Forces at (555) 555 - 0000.
#
Sentences
Example
T
F
The military offers many opportunities.
1. When you're in the military, you're serving your
country.
2. In the military, people live in one place only.
3. The military offers to train you.
4. The military also offers you to go fishing a lot.
5. In the military, you will not have a chance to be
promoted.
6. The people in the military have a good medical plan.
7. No one in the military has a chance to retire early.
Reprinted from the American Language Course, DLI
Book 14, 1991
TTC Unit 1: Testing Reading / Matching
21
NG
11. Reading Passage (Level 2)
Read the text and decide if the sentences below the text are True, False or Not Given
(T/F/NG).
Write your answers on the Answer Sheet.
Operation Mountain Lion Patrols, Weapons Seizure Continue
By Sgt. 1st Class Kathleen T. Rhem, USA
American Forces Press Service
WASHINGTON. June 17, 2002 - U.S. and coalition forces continued Operation Lion
patrols in Afghanistan and have reaped "hundreds of thousands" of munitions in recent
weeks, Joint Chiefs Chairman Air Force Gen. Richard Myers said today.
Myers and Defense Secretary Donald Rumsfeld spoke to Pentagon reporters this
morning. Myers said several large caches of confiscated weapons have included large
numbers of rocket-propelled grenades and launchers, small arms and small-arms rounds,
grenades and mortars.
The chairman also noted the first battalion of the Afghan National Army, being trained
by U.S. and other coalition forces, is nearing the mid-point of its training cycle and that a
second battalion is now beginning training.
Rumsfeld briefly described his overseas tour last week through Europe, the Middle East and South Asia.
"Clearly there is broad understanding of the terrorist threats," he said of the countries he visited. "Many of
those countries have experienced those threats."
Just days after his visit to Pakistan, Rumsfeld praised Pakistani President Pervez
Musharraf for his willingness to root out al Qaeda terrorists from his country. Rumsfeld
noted that Pakistan had moved two more companies troops to its border with
Afghanistan.
American Forces Information Service
NEWS ARTICLES
Defense LINK
U.S. DEPARTMENT OF DEFENSE
TTC Unit 1: Testing Reading / Matching
22
Sentences 8-15
#
Sentence
T
F
NG
8. The main goal of the operation "Mountain Lion
Patrol" is the seizure of weapons.
9. Gen. Richard Myers is the US Defense Secretary
and Joint Chiefs Chairman of the Air Force.
10. Myers and Rumsfeld spoke to CNN news
reporters about large caches of confiscated
weapons.
11. US troops are training the Afghan National
Army.
12. Rumsfeld says that India / Pakistani tensions
appear to be lessening.
13. The US Army lost many people in the war with
Afghanistan.
14. Pakistan is taking steps to fight terrorism in its
country.
15. The Defense Secretary gave a briefing on his last
week's visit to several countries.
TTC Unit 1: Testing Reading / Matching
23
Answer Sheet (True/False/Not Given)
#
Your answer
Example
T
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
TTC Unit 1: Testing Reading / Matching
24
Matching

There are different matching techniques in testing reading. For example, you can
match:
 a word to its synonym/antonym
 a word to its definition
 a sentence to a sentence
 a sentence to a phrase
 a sentence to a picture
 a sentence to a part of the text
 a sentence summarizing the paragraph to the paragraph
 a paragraph to a gap in the text, etc.
In the following pages you will get acquainted with matching techniques mostly used in
testing reading.
Because of the variety of matching techniques we don’t give an example here. An
example will be given before every task.
These are some tips for answering matching questions:
 There are usually two lists that need to be matched. Take a look at both
lists to get a feel for the relationships and build your confidence.
 Use one list as a starting point and go through the second list to find a
match. This process organizes your thinking. It will also increase your
answering speed as you become familiar with the second list.
 Move through the entire list before selecting a match. If you make a match
with the first likely answer, you may make an error because an answer later in
the list may be more correct.
 Do not guess until all possible matches have been made. If you guess early
in the process, you will likely eliminate an answer that could be used
correctly for a later choice.
Now look at some reading passages and practice them.
TTC Unit 1: Testing Reading / Matching
25
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TTC Unit 1: Testing Reading / Matching
26
12. Reading Passage (Level 1)
Which notice (A-H) says this (1-5)?
For questions 1-5, mark the correct letter A-H on the Answer Sheet (p.30).
An example is given.
Example:
Answer
You can sleep here.
F
1. You must not play football here.
A.
Bridge closed to traffic
because of high wind.
B.
2. You may be late.
C.
3. You should no leave your car
here.
D.
4. You can study here soon.
E.
DELA
YS
OLYMPIC
POSSIBLE
SPORTS
DO
NOT
CENTRE
- use your student card here.
PARK IN
CAR
PARK
FRONT
OF GARAGE
$2.00 for 2 hours
5. You cannot drive here today.
F.
GUEST HOUSE
G.
NO
BALL
Computer
course starts on Monday.
GAMES
H.
ON GRASS
Reprinted from Cambridge KET
TTC Unit 1: Testing Reading / Matching
27
13. Reading Passage (Level 2)
News Photo / Exercises – Air Mobility Command Rodeo 2000 (Level 2)
Match the sentences A-F to the photos 6-10.
There are more sentences than photos. You will not need one sentence.
Write your answers on the Answer Sheet.
An example is given.
Example:
Capt. Allen hoists the first place trophy for the Special Tactics Parachute
Air Mobility Rodeo 2000.
Employment competition of
A. Staff Sgt. Donnely and Senior Airman Taboada, Chew and Owens run out of their C- 17 Globemaster
III.
B. Soldiers of the U.S. Army’s 82nd Airborn Division relax at Pope prior to loading
into aircraft for an airdrop.
C. 1st Lt. Kenny Hamilton recovers his parachute after jumping from a C-130
Hercules onto the Sicily drop zone at Fort Bragg.
D. Senior Airman Kling crawls under razor wire on the Special Tactics Endurance
Course during Rodeo 2000.
E. A C-5 Galaxy is directed to a parking spot on the ramp as it arrives at Pope Air
Force Base for Air Mobility Rodeo 2000.
F. Soldiers of the 82nd Airborne Division parachute from a C-130 Hercules during
the opening ceremonies of Air Mobility Rodeo 2000.
TTC Unit 1: Testing Reading / Matching
28
Photos 6-10
Example:
6.
7.
10.
8.
9.
TTC Unit 1: Testing Reading / Matching
29
14. Reading Passage (Level 3)
You are going to read a newspaper article about sailing in single-handed boats known as
'Oppies'.
Choose from the list A-I the sentence which best summarises each part 11-17 of the
article.
There is one extra sentence which you do not need to use.
There is an example at the beginning (0).
Mark your answers on the separate Answer Sheet.
A.
Sailing tends to run in families.
B.
There's no hiding these sailors' ambitions.
C.
Sailors are used to waiting around.
D.
Overcoming problems is part of the challenge of
sailing.
E.
Enthusiasm about sailing was infectious.
F.
There's always more you can learn about sailing.
G.
Some basics about sailing were explained.
H.
These sailors have other talents.
I.
The sailing conditions weren't as good as I thought.
TTC Unit 1: Testing Reading / Matching
30
Rock the Boat
0.
I
It was windy when I arrived in Largs. Not
much sun but perfect for sailing, I
thought. As I fought the gale to shut my
car door, I noticed there were lots of
people around but no sailing boats in the
choppy grey water. It was race day, so
what was going on?
11.
The boats, or ‘Oppies’ as they are
affectionately called, were lying bottomup on the beach, their sails tightly
wrapped beside them. ‘There’s been a
delay,’ the race organiser said, pointing at
two flags waving in the breeze. He said
the red-and-white-striped one meant that
there was a delay, while the red, white
and blue one meant it would be for three
hours.
12.
Noone looks disappointed, probably
because they are accustomed to being
ruled by the weather. Competitors –
casually dressed in baggy shorts, T-shirts,
deck shoes and an assortment of anoraks
and baseball caps – played on bikes or
skateboards or just chatted to kill the
time. Spectators sat in groups in the
clubhouse, eating rolls and drinking tea.
13.
I suddenly felt very pale and ‘indoorsy’ as
I sat down with some of the tanned, blond
champs. Nicky Barnes, 15, Elliot Willis,
14, Eddie Huntley, 13, and Paul
Campbell-Jones, 14, have been sailing for
years, and certainly have the sea in their
blood. Paul’s dad sailed in the Olympics
and Nicky started sailing because her dad
dragged her along. ‘I was terrified at
first,’ she confesses. Recently they
successfully competed at the world
championships.
14.
Varying degrees of hard work go into
their preparation, but Nicky does the
most. She trains in winter and says it is
hard, ‘especially when all your friends are
out partying’. Then she practises
techniques, boat handling and wind
strategy. Meanwhile, Elliot had learned
how the shape of clouds and hills affects
the wind. Eddie is more relaxed and a bit
more confident about it: ‘I don’t like
training. I’ve got better things to do.’
15.
They all get on well, joking and teasing
each other, but out on the water,
competition is fierce. Paul doesn’t hesitate
to say the best thing about sailing is
winning. They’ve all had nasty moments,
but noone will admit to falling in. The
boys happily told me of Nicky’s fear of
fish, and Elliot tells a good tale about his
boat being hit by a shark.
16.
Other sports, they stressed, tend to take
second place: Elliot could play cricket for
his area but doesn’t, and Nicky plays
hockey, ‘but I’m not allowed to do it
before big events’. The comments of their
non-sailing friends about their boatie
lifestyles ranged from ‘a bit weird’ to
‘really cool’. Elliot thinks that only people
who are jealous want to make fun of
them.
17.
With the three-hour delay nearly up, the
excitement was building. People struggled
into their wetsuits and started preparing
their boats. The wind was still strong and
the black clouds racing, but they couldn’t
wait to get out. It might just have been the
weather, but I had to agree that the Oppie
sailing scene was ‘really cool’.
Reprinted from Cambridge FCE
TTC Unit 1: Testing Reading / Matching
31
15. Reading Passage (Level 3)
You are going to read a newspaper article in which people talk about where they played as children.
For questions 18-23, choose from the people A-G, and for questions 24-32, choose
which person’s play area is referred to. The people and play areas may be chosen
more than once. When more than one answer is required, these may be given in any
order.
There is an example at the beginning (0).
Mark your answers on the separate Answer Sheet.
Which person
0.
developed sporting skills?
B
mentions not going straight home from school?
18.
still retains a sense of wonder at something seen in childhood?
19.
enjoyed a game that could only be played with a specially shaped
object?
20.
enjoyed both being alone and with friends?
21.
played with a family member?
22.
now realizes how lucky they were?
23.
Whose play area(s)
were neglected?
24.
is no longer the same?
26.
seemed similar to a jail?
27.
25.
28.
29.
were made to substitute for something else?
30.
31.
was in a forbidden area?
32.
are described
environment?
as
a
contrast
TTC Unit 1: Testing Reading / Matching
to
the
home
26
A Place to Play
We asked various people to tell us about where they played as children and here’s what
they said…
A. Simon
The playground was quite small. The floor
was covered with flat bricks and there were
may that were cracked or broken or missing,
and a few weeds struggled through. It was
totally enclosed on one side by the school
and on the other by high brick walls. It was
more like a prison yard – on top of the walls
was a layer of cement into which pieces of
broken glass had been stuck. After school
was finished my friends and I would climb a
lamppost outside the school and sit on top of
the wall, slowly breaking off the bits of
glass. We never thought of ourselves as
vandals.
B. Peter
My favourite childhood play area was the
back garden. Back in the days when I was
growing up on a large housing estate, the
‘goals’ would be a pair of garage doors or
two jackets laid out in the garden. I would
spend hours kicking a ball about with my
dad, learning how to control, dribble or kick
it.
stood for every woodland, every jungle and
even the surface of other planets.
E. Patricia
One of my earliest playground memories is
of the failed playground in front of the
school I attended. Our favourite game was
hopscotch, which was played by marking
out a rectangle divided into squares and
kicking a flat, rounded stone from square to
square. It was important to find a stone of
precisely the right size and weight. Our
playground at weekends was more exciting:
the banks and paths which surrounded
Ludlow Castle and the water meadows that
stretched down to the river. I doubt whether
I fully appreciated how fortunate we were.
F. Nick
I was strictly banned from the obvious playground, a long,
overgrown ditch running though waste ground, mainly built
to take away the rain. It was irresistible to us local
schoolchildren. Its charm, compared with the surrounding
tennis courts, football pitches and farmland, was purely
because it was out of bounds. That area was truly where I
grew up, more than in the rest of the little town’s correct and
neat suburbia, where my house was.
C. Alan
I come from an area of terraced houses,
pavements and streets. There were no
gardens. My first school was Prince’s Street
Primary and the room in which I received
my first lessons had large, folding glass
doors that opened onto a small playground
that had grass, bushes and flowers. My
amazement at seeing these items, which are
normal to most of the world, has stayed with
me all my life.
D. Nigel
G. Julie
Until I was twelve I was brought up on
airforce camps and each camp had a small
playground in the middle of the houses. It
was always a great meeting place and I
remember sitting with my friend on the
swings many evenings until dark. You
would often go out and swing for hours until
someone else came out. I always liked
swinging.
Reprinted from Cambridge FCE
My favourite play area was – it still is –
called Roundhead Wood, although it has
fewer trees and more barbed wire now. Here
four or five of us roared around, building
camps, climbing trees and riding bikes
around the little chalk pit in the middle. It
TTC Unit 1: Testing Reading / Matching
27
16. Reading Passage (Level 3)
You are going to read an extract from a book about a man’s experiences of climbing in Wales.
Seven paragraphs have been removed from the extract. Choose from the paragraphs A-H the one
which fits each gap 33-38. There is one extra paragraph which you do not need to use. There is
an example at the beginning (0).
Mark your answers on the separate Answer Sheet.
Welsh Mountains
‘Taking in!’ The words floated down
from on high to be swiftly followed by
the tightening of the climbing rope by my
feet. I shouted automatically, ‘That’s
me!’
0.
H
It all seemed very familiar, but for many
years my climbing rope had hung
frustratingly at the foot of my stairs, and
I was now sixty. John, my old climbing
partner on so many climbs, had
suggested that we might climb again
together.
33.
John and I had shared so many
memorable climbs. My mind went back
to the last long climb that we had
enjoyed together, which was on Lilwedd
Mountain during a June heatwave. The
streams had dried up and all the grasses
were burnt yellow by the sun. As we
neared the cliff and stopped for a rest,
John suddenly disappeared to return
some considerable time later clutching a
small plastic bag filled with the coolest,
clearest water that you could imagine.
34.
We climbed in the shadow of a great
cliff. We finally arrived at the top of the
climb on the west summit. To our
amazement, we saw that storm clouds
TTC Unit 1: Testing Reading / Matching
were tumbling over the Nantile hills like
a huge waterfall, their progress slow, but
threatening.
35.
We collected the rope and hurried down
to our camp, racing against nature. John
cooked our dinner as the first rumbles of
distant thunder sent us hurrying into the
tent.
36.
We no longer needed a plastic bag to
catch the water. The rain came down in
sheets, drumming on the tent, but we
were dry in our man-made cavern,
fascinated by the power and the majesty
of the storm around us.
37.
Then suddenly I felt a gentle tug on the
rope, followed by a more urgent one,
suggesting that I make a move.
‘Climbing!’ I shouted, and started up the
steep slab above. When I neared the top,
I could see John’s feet dangling in space.
He had obviously found somewhere
comfortable to sit and look at the view.
38.
I can still share the wild hills with the
wind and the rain. They are my
mountains of longing: when I am not
there my only wish is to return, for they
have been my friends for so long.
28
Paragraphs A-H
A.
E.
Finally, it died away like the outgoing
tide and, in the deepening silence, sleep
drifted into the tent. The next day would
bring another adventure.
A storm in the hills is an experience not
to be missed. We completed our meal,
and crept into our sleeping bags.
Thunder echoed around the hills and
lightning lit the landscape. Sleep would
not come and we lay there marvelling at
the power of nature.
B.
I took no persuading, and so here I was.
The legs didn’t bend so easily now, but
the spirit was more than willing. The
thrill of climbing was still the same, and
conquering the next few feet of rock was
just as exciting as always.
F.
I needn’t have worried: he was up in no
time and it was all that I could do to take
the rope in fast enough. We set off down
the mountains as fast as we dared in the
conditions.
C.
As I got closer, he peered down,
grinning
from
ear
to
ear.
‘Daydreaming?’ he enquired. Nothing
had changed. Time had marched on and
my limbs were a little stiffer, but the
hills were the same.
D.
It was heaven. I had wondered what was
taking so long: he had found some
trickling over mosses and with great
patience had captured half a cupful in
the plastic bag. We took it in turns to
have a sip until it had gone and then
plodded across the hillside to our chosen
route.
G.
We ignored their presence and relaxed in
the evening sunlight, watching their
relentless progress out of the corner of
our eyes for some considerable time,
until the truth suddenly dawned upon us:
our heatwave was coming to a sudden
end.
H.
What was I saying and what was I
doing standing on a thick rock ledge,
tied to a spike of rock with space below
my feet and the mountains of
Snowdonia spread out before me?
Reprinted from Cambridge FCE
TTC Unit 1: Testing Reading / Matching
29
Answer Sheet (Matching)
#
Your answer
Example
1.
2.
3.
4.
5.
Example
6.
7.
8.
9.
10.
Example
11.
12.
13.
14.
15.
16.
17.
Example
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Example
33.
34.
35.
36.
37.
38.
TTC Unit 1: Testing Reading / Matching
F
0
I
B
H
30
Short Answer Questions

A Short Answer Question (SAQ) technique is widely used in teaching reading
comprehension. However, we may come across reading tests which use this technique
for assessing different levels of reading comprehension.

In a SAQ technique you are asked to give an answer to a question. This might be a
single word or number or a slightly longer phrase.

Answers may vary. You can answer correctly in several ways. Your answers will be
scored for the accuracy of content, not your writing ability. Your responses will be
scored for how well you reflect comprehension of the passage.
Now look at the example.
Example:
Lt. Murray, a young cadet, spoke in public for the first time today. In preparation for his speech, he first
researched his topic, “Communication Satellites.” Once his research was completed, he organized the
data into a speech.
Question:
How did Lt. Murray get the information for his speech?
Possible answers:
He did research on his topic.
or
He compiled material from different sources.
Etc.
Now look at some reading passages and practice them.
TTC Unit 1: Testing Reading / Short Answer Questions
32
17. Reading Passage (Level 1)
Read the paragraph and answer the questions about it.
Write your answers on the Answer Sheet (p.35).
An example is given.
Lt. Rios will get his captain bars soon
Right now, Lt. Rios is assigned to DLI. He has to learn English, so he can go to his
follow-on training in Chicago. He will take an advanced course in electronics. Before he
left his country, he was stationed in the north. His duty station was at the military
academy. One of his duties was teaching electronics. Lt. Rios was up for promotion just
before he came to the U.S. Yesterday, he received a letter that said he would get his
captain bars next month. He was so excited he kept on saying, “I’m a captain. They
promoted me to captain! I’m a captain!”
Example:
Where’s Lt. Rios assigned?
Answer:
He is assigned to DLI.
1. Why does he need to learn English?
2. What is he going to study in Chicago?
3. Where was he stationed before he left his country?
4. Where was his duty station?
5. What was one of his duties?
6. What was Lt. Rios up for before he came to the United States?
7. When will he get his captain bars?
8. What did he keep on saying?
Reprinted from the American Language Course
Book 14, DLI, 1991
TTC Unit 1: Testing Reading / Short Answer Questions
33
18. Reading Passage (Level 2)
Read the semi-technical passage and answer the questions about it.
Write your answers on the Answer Sheet.
Explosives
There are three major types of explosives. The first type is mechanical. Cardox is an
example of a mechanical explosive. In this kind of explosive a metal tube is filled with
liquid carbon dioxide and sealed. The tube is heated. As the heat changes the liquid to
gas, the gas expands and explodes the tube. Cardox and other such mechanical explosives
are used to break rocks in mines. They are slow, low-powered explosives.
The second type of explosive is the chemical explosive. This type is further divided into
high explosives and low explosives. High chemical explosives involve heat and gas in an
extremely fast chemical reaction. This reaction may be started by a smaller explosion in a
"detonator". A detonator is a device that reacts quickly to heat or to impact and sets off a
larger, more powerful explosive charge. The low chemical explosive does not require a
detonator but requires a fire or spark to cause it to react. In this type of chemical
explosive, the explosive material must be enclosed in a strong container because waves of
pressure, or shock waves, are produced inside the container. This pressure is what pushes
a bullet out the barrel of a gun. A high chemical explosive cannot be used for this because
the strong sudden reaction would blow the gun apart.
The third kind of explosive is the nuclear explosive. This type depends on a tremendous
amount of heat that is produced by atomic fission or fusion. Nuclear explosives are the
most powerful of the three types.
9. What are the three major types of explosives?
10. What kind of explosive is Cardox?
11. What are the subdivisions of chemical explosives?
12. What kind of explosive uses a detonator?
13. What type of explosive is involved in firing a gun?
14. What processes are involved in the nuclear type of explosion?
15. Which is the most powerful type of explosive?
Reprinted from the American Language Course
Book 27, DLI, 1991
TTC Unit 1: Testing Reading / Short Answer Questions
34
19. Reading Passage (Level 3)
Read the text and answer questions about it.
Write your answers on the Answer Sheet.
Unmanned Aerial Vehicles proving their worth over Afghanistan
By Jim Garamone
American Forces Press Service
WASHINGTON, April 16, 2002 -- For years,
military thinkers have tried to harness the power
of unmanned aerial vehicles. Changes in
technology mean that members of today's
military are able to put that promise to work.
Defense Secretary Donald Rumsfeld and the
services' leadership have long recognized the
"transformational" capabilities inherent in
UAVs. The accomplishments of the Air Force
Predator and Global Hawk unmanned aircraft in
Afghanistan demonstrate these systems' abilities
and point the way to the future. Rumsfeld added
over $1 billion to UAV programs in the fiscal
2003 defense budget request to spur progress in
these critical capabilities.
Unmanned aerial vehicles have many attractions
for the military. They can generally be smaller
and lighter than manned aircraft because, among
other things, they don't need equipment to
support a crew. The air vehicle portion of the
overall system is also generally cheaper. Today's
Predator, for instance, costs about $5 million.
Planners are using UAVs for missions too
dangerous for manned aircraft. For example,
UAVs can be sent to locate surface-to-air missile
sites without putting crew members in harm's
way.
Right now the ability to "park" a UAV over a
trouble spot is one of the systems' greatest
advantages, Dyke Weatherington, deputy of the
UAV Planning Task Force in the Office of the
Secretary of Defense, said in a recent interview.
"UAV" really applies to any airborne system that
has no operator or pilot aboard. This runs the
gamut from small systems literally launched by a
rubber band, like the Marine Corps' Dragon Eye,
to the jet-powered Global Hawk.
There are two general classes of UAVs. The
Predator is an example of one type. Groundbound pilots in a control van use a yoke, stick
and rudder to fly the aircraft, Weatherington
said.
The Global Hawk is an example of an
autonomous UAV, the second type. Specialists
program an onboard computer that controls the
aircraft flight from point-to-point. The Global
Hawk takes off and lands itself. While humans
oversee the programming and tell the UAV
where to go, it's the onboard computer that
actually controls the air vehicle in flight.
The military has about 200 UAVs of all types
today. Weatherington said the number is
projected to rise dramatically in the next five
years to around 500. One exciting new capability
that may enter the force is the unmanned combat
aerial vehicle.
The UCAV, as it is called, is the first UAV
designed from the start to carry weapons.
Weatherington said the vehicle will have stealth
capabilities and will be designed to go into
dangerous areas and destroy targets. Both the
Navy and Air Force are working this program
from slightly different approaches. The Air
Force's cost goal is to bring the UCAV in at
about one-third the price of the Joint Strike
Fighter, he said.
The Air Force demonstrated the UCAV's
viability by arming a Predator with Hellfire antiarmor missiles. Weatherington said the Air Force
is also looking at other weapons to place on
other UAV aircraft including the bigger, followon Predator B. The Air Force envisions using
Predators and Predator Bs as hunter-killer teams.
Most Defense Department and service officials
believe UAVs are truly transformational. The
systems help other manned systems and give
operators more capabilities at a reduced cost.
The systems, Weatherington said, represent
significant opportunities for the U.S. military to
improve the way it conducts operations around
the world. Service members would be freed to
make critical decisions while letting UAVs do
many of both the dull and dangerous missions.
Parking UAVs over bad guys for days or weeks
and never giving them a chance to do something
unseen is truly transformational, he said.
"The other aspect is that we are doing that
without putting service members at risk," he
concluded. "Those capabilities really argue that
it's appropriate to invest in this technology."
Reprinted from Defense LINK U.S. DD
16. What does UAV stand for?
TTC Unit 1: Testing Reading / Short Answer Questions
35
17. What are the main advantages of UAVs?
18. What controls the second type of UAV while in flight?
19. According to Dyke Weatherington what might future UAVs be equipped with?
20. Why is it advantageous for UAVs to conduct surveillance missions?
Answer Sheet (Short Answer Questions)
#
Your answer
Example
He is assigned to DLI.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
TTC Unit 1: Testing Reading / Cloze
42
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TTC Unit 1: Testing Reading / Cloze
43
Guided Short Answer Questions

A Guided Short Answer Question (GSAQ) technique does not allow a great
variety of answers. This is its main difference from the SAQ technique. In a
GSAQ your answers are limited to one or a few versions.

In a GSAQ you have to read a short passage and complete a sentence on the
given information. The sentence may be in an affirmative, negative or question
form. You are asked to write a number, a word or several words to complete
the sentence. In some cases several answers are correct.
Now look at the example.
Example:
Anyone interested in the sea angling (beach or boat) is asked to contact
SSgt Mark Quilliam on Chatham Mil (766)2360 or 01634 822360.
Question:
If you are keen on fishing, ______________________________ .
Two answers are correct:
If you are keen on fishing, contact SSgt Mark Quilliam.
or
If you are keen on fishing, call Chatham Mil (766)2360 or 01634 822360.
Now look at some reading passages and practice them.
TTC Unit 1: Testing Reading / Cloze
44
Read short passages and complete sentences on the given information.
Write your answers on the Answer Sheet (p.40).
20. Reading Passage (Level 1)
Contents
Basic Data
Business in Vilnius
Where to Stay
Where to Go
Vilnius by Night
What to See
Page
7
10
14
28
44
60
Question
If you want to book a room for a night you should turn to page ___________ .
21. Reading Passage (Level 1)
These are the years in which women won the right to vote in an election:
France
1944
Germany
1919
Liechtenstein
1984
UK
1928
Venezuela
1947
Poland
1918
Question
____________________ was the last country to let women vote in an election.
22. Reading Passage (Level 2)
A helicopter dusting crops crashed and burned on Saturday, but the pilot walked
away. No one else was on board.
Downed power lines in the area may have played a role, and the Federal Aviation
Administration will investigate, Solano County Sheriff’s spokesman Gary Faulkner
said.
Question
The reason of helicopter crash most probably was ______________________ .
TTC Unit 1: Testing Reading / Cloze
45
23. Reading Passage (Level 2)
Mr. Hoon told MPs: “It would be ridiculous to suggest that every piece of equipment
that we have is absolutely perfect. The SA80 rifle, for example, is a highly accurate
weapon. It has some reliability problems, especially in extreme conditions, and steps
are being taken to ensure that those are put right quickly.”
Question
The SA80 rifle’s reliability problems in extreme conditions are presently____
______________________________________________________________ .
24. Reading Passage (Level 3)
The US Department of Defence (DoD) has taken action on the funding of army
peacekeeping operations in Kosovo, after warning Congress for several months, that
it would have to raid readiness funding if supplemental resources are not provided. “I
have had to shift over $200 million from the navy and air force to army units in
Europe. But the transfer is essential to postpone major deterioration of army
readiness,” Defence Secretary William Cohen said in a letter to Congress. Congress is
now expected to take action before the end of the month.
Question
DoD seeks Kosovo _____________________________________________ .
25. Reading Passage (Level 3)
Briefly summarized, all submissions for modifications and deletion in the current
UHF data base must be on white ABNFS. Submissions for the new assignment plan
must use the colored ABNFS which were distributed with the new assignment plan
printouts. Submissions for both assignment plans should consist of one white and one
colored ABNF, submitted together.
Question
A colored ABNF indicates that the submission is for the _______________ .
TTC Unit 1: Testing Reading / Cloze
46
Answer Sheet (Guided Short Answer Questions)
#
Example
Your answer
contact Sgt Mark Quilliam or call Chatham Mil (766)2360 or
01634 822360
20.
21.
22.
23.
24.
25.
TTC Unit 1: Testing Reading / Cloze
47
Cloze

In a Cloze technique you are presented with a text from which a number of words (or letters,
clauses, sentences) have been deleted. Your task is to fill in the missing parts.

In some tests you are required to read a text and then complete a summary of it by inserting the
deleted words.

In a Limited Cloze technique word choices (one per blank) are provided all together in a word
bank at the top or bottom of the page.

To score a cloze, all words that are semantically and syntactically correct or contextually
appropriate are counted. Spelling is not counted.

Examples for each of these techniques will be provided at the beginning of each Cloze exercise.
Now look at some reading passages and practice them.
TTC Unit 1: Testing Reading / Cloze
48
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TTC Unit 1: Testing Reading / Cloze
42
Read the passages. Fill in the blank spaces with the right word.
An example is given at the beginning (0).
Write your answers on the Answer Sheet (p.48).
26. Reading Passage (Level 1)
San Antonio is a military (0)
city.
It has six (1) ___________ bases. There is only one Army Post (2)
___________ San Antonio. That’s Ft. Sam Houston. But (3) ___________
are five Air Force bases in the city. (4) ___________ are Lackland, Kelly, Brooks, Randolph, and Medina
Air Force Bases.
27. Reading Passage (Level 1)
Getting In Shape
Choose a gym near your home. Try to exercise three (5) ___________ a week. Start SLOWLY! The first
day work out for only five (6) ___________ eight minutes. The next day you can (7) ___________ for a
longer time. Exercise with (8) ___________ friend. Exercise is more fun together. Select an exercise (9)
___________ like. You don’t have to run (10) ___________ do push-ups or sit-ups. You can (11)
___________ tennis, volleyball or basketball. Try not to have more (12) ___________ three days between
workouts, or you (13) ___________ get out of shape. Don’t forget to (14) ___________ a good time!
TTC Unit 1: Testing Reading / Cloze
43
In the following passages word choices are given in a word bank at the top of the page.
There is one word per blank. Use every word one time only.
An example is given at the beginning (0).
Write your answers on the Answer Sheet.
28. Reading Passage (Level 2)
National Heroes
Missing words
shipwrecked
rest
still
memorial
although
made
where
heroes
called
surprising
statue
by
Sailors are special in English history, and many are remembered as national (0) heroes.
If you visit London you can see a large square in Central London (15) ___________
Trafalgar Square. There is a large (16) ___________ of Lord Nelson, an English sailor
who was killed in a battle with the French navy at Trafalgar. (17) ___________ he was
killed in this battle, the British navy was stronger than the French, and so (18)
___________ sure that the French army of Napoleon Bonaparte could not invade
England. So (19) ___________ today the statue of Lord Nelson, one of England’s
greatest sailors, stand at the center of London’s most popular and famous square.
It is not (20) ___________ that the first Englishman to visit Japan was also a sailor. His
name was Will Adams, and he was the pilot (navigator) of a Dutch trading ship which
was (21) ___________ off the coast of Japan in he year 1598. Adams remained in Japan
for the (22) ___________ of his life, and became a successful businessman. He was
employed (23) ___________ the Shogun Ieyasu as an adviser on foreign and shipbuilding
affairs, and was known by the title “Anjin-san.” He was buried in Hemi, (24) _________
His tomb can still be seen today. There is also a (25) ___________ to Will Adams in his
town of Gillingham, England.
TTC Unit 1: Testing Reading /Cloze
44
29. Reading Passage (Level 2)
The Spanish Armada
Missing words
all
beyond
total
for
known
appointed
so
able
famous
course
wherever
In 1588, the Spanish sent a great navy, (26) ___________ as the “Armada,” to attack
England. There were 130 ships in the Armada, with a (27) ___________ of 30,693
people aboard, including 19,000 soldiers that sailed to invade England. The English had
197 ships that fought the Armada, and Francis Drake, England’s most (28) ___________
and popular sailor and national hero, was (29) ___________ the Vice-Admiral in charge
of the expedition aboard the ship “Revenge.” The battle off the English coast lasted (30)
___________ 5 days, and only 67 of the original 130 Spanish ships returned to Spain.
After that, Spain was never (31) ___________ again to challenge the English sailors who
dominated the sea traffic in the Atlantic, and continued to attack Spanish ships (32)
___________ they could. Many English expeditions were sent to the Caribbean to attack
the Spanish colonies and English sailors traveled (33) ___________ over the world
seeking new places to trade and make money. In doing (34) ___________, they made
possible the spread of the English language to places (35) ___________ Britain, and of
(36) ___________ the colonization of North America by English speaking settlers.
TTC Unit 1: Testing Reading / Cloze
45
Read the following text and the summary. Your task is to fill in the blank spaces in the
summary with appropriate words taken or inferenced from the text.
An example is given at the beginning (0).
Write your answers on the Answer Sheet.
30. Reading Passage (Level 3)
The All-Americans
Story by SGT R.Waltman
“When you talk about contingency operations
and responding to the world’s emergencies
quickly with overwhelming combat power on
the ground, you’re talking about the 82nd
Abn.Div.,” said GEN. Thomas A. Schwartz,
commander of U.S. Army Forces Command.
“We have the strategic ability and
deployability to establish a foothold
anywhere in the world, anywhere the national
command authority asks us to,” said COL
Karl P. Horst, commander of the 504th
Infantry Regiment.
Anywhere in the world
Although the division’s mission is similar to
that of other units within the Army, the 82 nd
is unique among infantry divisions because
of its global orientation and speed of
deployment.
Most divisions, including the three of the
Marine Corps, are limited to the distance they
can deploy large forces without the prestaging of equipment, supported by ground or
sea transportation.
“Many of the other forces with forced-entry
capabilities must have additional time to get
into position,” McNeill said.
Additionally, most divisions focus their
training around operations within specific
geographical regions.
“We have established that we can go
anywhere in the world,” said McNeill. “The
82nd can do it cold-start from the United
States. We are trained to do that and to fight
the minute we get there.”
In September 1997, the 82nd conducted a
monumental training exercise demonstrating
the long arm of a parachute assault force.
More than 5000 division soldiers boarded six
C-17 Globemaster transports at Pope Air
Force Base, N.C., for the farthest-reaching
airborne operation in history.
During the 19-hour flight, which required
three in-flight refuelings, paratroopers
performed an in-flight rig-up to ready for
jump. After more than 8,000 miles, soldiers
wearing the “AA” shoulder patch jumped
into the skies above Shymkent, Kazakhstan.
SOLDIERS, May 1999
A Force of Persuasion
The ability of the 82nd to respond anywhere
in the world, quickly and with a significant
amount of firepower, has also proved to be an
effective national tool.
Such was the case in 1994, when it seemed
all peaceful avenues were exhausted to
restore democracy to Haiti. The 82nd was
alerted and was quickly in the air with a
brigade-size task force. However, they were
called back before reaching their destination.
The 82nd’s eminent arrival influenced Haitian
governmental leaders to agree to a peaceful
resolution.
TTC Unit 1: Testing Reading / Cloze
Responding to National Crisis
The division’s unique abilities, especially the
ability to respond quickly, have on occasion
been put to use in noncombatant roles as
well.
When Hurricane Andrew blasted through
southern Florida in August, 1992,
paratroopers were some of the first disaster
relief workers to arrive on the scene. They
brought with them the generators, field
kitchens, and water purification and
engineering equipment needed to make a
difference. “Although disaster-relief missions
normally fall under the domain of the Army
National Guard, the 82nd was sent because it
could get there fast,” said Horst. “We had the
ability to go quickly, with equipment, people
and the resources to make a difference.”
46
Summary
Readiness has always been the one constant throughout the history of the 82 nd. The
paratroopers’ training regimen, physical fitness level and the way they live their daily
lives revolve around one thing: being ready to (0) deploy with little or no notice.
The 82nd division is unique because of its readiness to deploy (37) ___________in the
world and speed of deployment.
In September 1997, the 82nd showed its ability by executing the parachuting mission over
Kazakhstan to establish its (38) ____________ anywhere in the world. It demonstrated a
perfect training exercise showing the division’s (39) ___________ in training, endurance
and readiness for war operations.
When all peaceful (40) ___________ of restoring democracy in Haiti proved to be of no
use, the readiness of the 82nd to take over this task influenced the Haitian government to
agree to a peaceful resolution.
The division’s unique abilities are used in (41) ___________ situations in peaceful times
as well; for example, when Hurricane Andrew blasted through southern Florida in
August, 1992. The paratroopers of the 82nd were sent there because of their ability to
arrive quickly with equipment, people and resources to help the (42) ___________ area.
TTC Unit 1: Testing Reading / Cloze
48
Answer Sheet (Answer Sheet)
#
Example
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Example
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
Example
37.
38.
39.
40.
41.
42.
Your answer
city
heroes
deploy
TTC Unit 1: Testing Reading / Cloze
49
Answer Key / MULTIPLE CHOICE / Reading Passages 1-9
#
Your answer
Example
B
1.
A
2.
A
3.
A
4.
B
5.
C
6.
B
7.
B
8.
C
9.
C
10.
C
11.
C
12.
B
13.
B
14.
A
15.
C
16.
A
17.
B
18.
A
19.
C
20.
C
21.
D
22.
D
23.
A
24.
25.
D
B
TTC Unit 1: Testing Reading / Cloze
50
Answer Key / TRUE/FALSE/NOT GIVEN / Reading Passages 10-11
#
Your answer
Example
T
1.
T
2.
F
3.
T
4.
NG
5.
F
6.
T
7.
F
8.
T
9.
F
10.
F
11.
T
12.
NG
13.
NG
14.
T
15.
T
TTC Unit 1: Testing Reading / Cloze
51
Answer Key
#
/ MATCHING / Reading Passages 12-16
Your answer
Example
1.
2.
3.
4.
5.
Example
6.
7.
8.
9.
10.
Example
11.
12.
13.
14.
15.
16.
17.
Example
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Example
33.
34.
35.
36.
37.
38.
F
G
B
D
H
A
0
B
F
C
A
D
I
G
C
A
F
B
H
E
B
A
C
E
G
B
E
A/F
A/F
D
A
C/F
C/F
B/D
B/D
F
H
B
D
G
E
A
C
TTC Unit 1: Testing Reading / Cloze
52
Answer Key / SHORT ANSWER QUESTIONS/ Reading Passages 17-19
#
Your answer
Example
He is assigned to DLI.
1.
To go to his follow on training.
2.
Advanced course in electronics.
3.
In the north.
4.
At the Military Academy.
5.
Teaching electronics.
6.
He was up for promotion.
7.
Next month.
8.
I’m a captain!
9.
Mechanical, chemical, nuclear.
10.
Mechanical.
11.
High and low.
12.
A high chemical explosive.
13.
A low chemical explosive.
14.
Atomic fission and fusion.
15.
The nuclear explosive.
16.
Unmanned Aerial Vehicle.
17.
Smaller, lighter, cheaper, parking, saving human life.
18.
Onboard computer.
19.
Weapons.
20.
Parking UAVs over bad guys and doing that without putting service members at risk.
Answer Key / GUIDED SHORT ANSWER QUESTIONS/ Reading Passages 20-25
#
Your answer
Example contact SSgt Mark Quilliam or call Chatham Mil (766)2360or01634822360
20.
14
21.
Liechtenstein
22.
downed power lines
23.
being solved, tackled, dealt(with the aim to put right)
24.
funding
25. new assignment plan
Answer Key/ CLOZE / Reading Passages 26-30
#
Example
1.
2.
3.
4.
5.
Your answer
city
military
in
there
they
days / times
TTC Unit 1: Testing Reading / Cloze
53
6.
7.
8.
9.
10.
11.
12.
13.
14.
Example
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
Example
37.
38.
39.
40.
41.
42.
to
work out / exercise
a / your
you
or
play
than
will
have
heroes
called
statue
although
made
still
surprising
shipwrecked
rest
by
where
memorial
known
total
famous
appointed
for
able
wherever
all
so
beyond
course
deploy
anywhere
foothold
skill
means
emergency / noncombatant
disaster-struck / disaster-hit / disaster-effected
TTC Unit 1: Testing Reading / Cloze
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TTC Unit 1: Testing Reading / Cloze
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References
Hughes, A. 1989. Testing for Language Teachers. Cambridge University Press.
Papajohn, D. 1988. Toward Speaking Excellence. The University of Michigan Press.
TTC Unit 1: Testing Reading / Cloze
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