PHẦN 3: ĐỀ ÔN LUYỆN THI PRACTICE TEST 8

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

Give the correct form of the words in brackets to complete the following passage. SLEEP LESS AND LIVE LONGER

According to a (41. RECENT)………….published study, people who only get

six or seven hours of sleep have longer life (42. EXPECT)………….than those who

sleep eight or more hours. “The idea that we need eight hours of sleep is completely (43. SCIENCE)………….,” said Professor Daniel Kripke, who led the study.

The methods used, however, have been (44. CRITIC) ………….. Investigators

relied on people’s own accounts of how long they slept, which could be rather (45. PRECISE)…………., as no one really knows when they fall asleep. Contrary to

Professor Kripke’s findings, most experts believe that getting (46. SUFFICE)………….

sleep is a serious problem. Lack of sleep can be dangerous – for example, the risk of accidents is (47. GREAT)………….affected by a person’s level of alertness.

What all scientists agree on is that more research is needed to discover exactly what the (48. CONNECT)………….is between sleep and longevity. This research is essential because with all the (49. DISTRACT)………….of modern life, such as cable TV and the Internet, it seems that a good night’s rest is becoming (50. INCREASE)………….rare.

(Mastermind Use of English)

• Lấy đáp án câu hỏi

PART C. READING (25 POINTS)

Read the following passage and fill in each blank with ONE suitable word.

PLANETS BEYOND OUR SOLAR SYSTEM

Throughout history we have wondered about the possibility (51)………….life

beyond the Earth. It is only in recent years, however, that advances in technology (52)…………. revealed the existence of extrasolar planets (or “exoplanets”); (53)………….is to say, planets which orbit not our own Sun, but other stars in the universe. So (54)…………., astronomers have identified a few thousand exoplanets, but believe that billions more exist.

Although many astronomers believe that a large (55)………….of planets in the universe are capable of supporting (56)…………. kinds of living organism, whether or not life has developed on any of them (57)………….not yet known. An essential requirement for life is liquid water. (58)………….a planet is to have liquid water on its surface, its temperature must be (59)………….too hot nor too cold. However, (60)………….a planet, other than the Earth, has yet to be discovered.

(CAE Grammar and Vocabulary for Advanced)

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PART C. READING (25 POINTS)

Read the following passage and fill in each blank with ONE suitable word.

PLANETS BEYOND OUR SOLAR SYSTEM

Throughout history we have wondered about the possibility (51)………….life

beyond the Earth. It is only in recent years, however, that advances in technology (52)…………. revealed the existence of extrasolar planets (or “exoplanets”); (53)………….is to say, planets which orbit not our own Sun, but other stars in the universe. So (54)…………., astronomers have identified a few thousand exoplanets, but believe that billions more exist.

Although many astronomers believe that a large (55)………….of planets in the universe are capable of supporting (56)…………. kinds of living organism, whether or not life has developed on any of them (57)………….not yet known. An essential requirement for life is liquid water. (58)………….a planet is to have liquid water on its surface, its temperature must be (59)………….too hot nor too cold. However, (60)………….a planet, other than the Earth, has yet to be discovered.

(CAE Grammar and Vocabulary for Advanced)

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PART C. READING (25 POINTS)

Read the following passage and fill in each blank with ONE suitable word.

PLANETS BEYOND OUR SOLAR SYSTEM

Throughout history we have wondered about the possibility (51)………….life

beyond the Earth. It is only in recent years, however, that advances in technology (52)…………. revealed the existence of extrasolar planets (or “exoplanets”); (53)………….is to say, planets which orbit not our own Sun, but other stars in the universe. So (54)…………., astronomers have identified a few thousand exoplanets, but believe that billions more exist.

Although many astronomers believe that a large (55)………….of planets in the universe are capable of supporting (56)…………. kinds of living organism, whether or not life has developed on any of them (57)………….not yet known. An essential requirement for life is liquid water. (58)………….a planet is to have liquid water on its surface, its temperature must be (59)………….too hot nor too cold. However, (60)………….a planet, other than the Earth, has yet to be discovered.

(CAE Grammar and Vocabulary for Advanced)

• Lấy đáp án câu hỏi

PART C. READING (25 POINTS)

Read the following passage and fill in each blank with ONE suitable word.

PLANETS BEYOND OUR SOLAR SYSTEM

Throughout history we have wondered about the possibility (51)………….life

beyond the Earth. It is only in recent years, however, that advances in technology (52)…………. revealed the existence of extrasolar planets (or “exoplanets”); (53)………….is to say, planets which orbit not our own Sun, but other stars in the universe. So (54)…………., astronomers have identified a few thousand exoplanets, but believe that billions more exist.

Although many astronomers believe that a large (55)………….of planets in the universe are capable of supporting (56)…………. kinds of living organism, whether or not life has developed on any of them (57)………….not yet known. An essential requirement for life is liquid water. (58)………….a planet is to have liquid water on its surface, its temperature must be (59)………….too hot nor too cold. However, (60)………….a planet, other than the Earth, has yet to be discovered.

(CAE Grammar and Vocabulary for Advanced)

• Lấy đáp án câu hỏi

PART C. READING (25 POINTS)

Read the following passage and fill in each blank with ONE suitable word.

PLANETS BEYOND OUR SOLAR SYSTEM

Throughout history we have wondered about the possibility (51)………….life

beyond the Earth. It is only in recent years, however, that advances in technology (52)…………. revealed the existence of extrasolar planets (or “exoplanets”); (53)………….is to say, planets which orbit not our own Sun, but other stars in the universe. So (54)…………., astronomers have identified a few thousand exoplanets, but believe that billions more exist.

Although many astronomers believe that a large (55)………….of planets in the universe are capable of supporting (56)…………. kinds of living organism, whether or not life has developed on any of them (57)………….not yet known. An essential requirement for life is liquid water. (58)………….a planet is to have liquid water on its surface, its temperature must be (59)………….too hot nor too cold. However, (60)………….a planet, other than the Earth, has yet to be discovered.

(CAE Grammar and Vocabulary for Advanced)

• Lấy đáp án câu hỏi

PART C. READING (25 POINTS)

Read the following passage and fill in each blank with ONE suitable word.

PLANETS BEYOND OUR SOLAR SYSTEM

Throughout history we have wondered about the possibility (51)………….life

beyond the Earth. It is only in recent years, however, that advances in technology (52)…………. revealed the existence of extrasolar planets (or “exoplanets”); (53)………….is to say, planets which orbit not our own Sun, but other stars in the universe. So (54)…………., astronomers have identified a few thousand exoplanets, but believe that billions more exist.

Although many astronomers believe that a large (55)………….of planets in the universe are capable of supporting (56)…………. kinds of living organism, whether or not life has developed on any of them (57)………….not yet known. An essential requirement for life is liquid water. (58)………….a planet is to have liquid water on its surface, its temperature must be (59)………….too hot nor too cold. However, (60)………….a planet, other than the Earth, has yet to be discovered.

(CAE Grammar and Vocabulary for Advanced)

• Lấy đáp án câu hỏi

PART C. READING (25 POINTS)

Read the following passage and fill in each blank with ONE suitable word.

PLANETS BEYOND OUR SOLAR SYSTEM

Throughout history we have wondered about the possibility (51)………….life

beyond the Earth. It is only in recent years, however, that advances in technology (52)…………. revealed the existence of extrasolar planets (or “exoplanets”); (53)………….is to say, planets which orbit not our own Sun, but other stars in the universe. So (54)…………., astronomers have identified a few thousand exoplanets, but believe that billions more exist.

Although many astronomers believe that a large (55)………….of planets in the universe are capable of supporting (56)…………. kinds of living organism, whether or not life has developed on any of them (57)………….not yet known. An essential requirement for life is liquid water. (58)………….a planet is to have liquid water on its surface, its temperature must be (59)………….too hot nor too cold. However, (60)………….a planet, other than the Earth, has yet to be discovered.

(CAE Grammar and Vocabulary for Advanced)

• Lấy đáp án câu hỏi

PART C. READING (25 POINTS)

Read the following passage and fill in each blank with ONE suitable word.

PLANETS BEYOND OUR SOLAR SYSTEM

Throughout history we have wondered about the possibility (51)………….life

beyond the Earth. It is only in recent years, however, that advances in technology (52)…………. revealed the existence of extrasolar planets (or “exoplanets”); (53)………….is to say, planets which orbit not our own Sun, but other stars in the universe. So (54)…………., astronomers have identified a few thousand exoplanets, but believe that billions more exist.

Although many astronomers believe that a large (55)………….of planets in the universe are capable of supporting (56)…………. kinds of living organism, whether or not life has developed on any of them (57)………….not yet known. An essential requirement for life is liquid water. (58)………….a planet is to have liquid water on its surface, its temperature must be (59)………….too hot nor too cold. However, (60)………….a planet, other than the Earth, has yet to be discovered.

(CAE Grammar and Vocabulary for Advanced)

• Lấy đáp án câu hỏi

PART C. READING (25 POINTS)

Read the following passage and fill in each blank with ONE suitable word.

PLANETS BEYOND OUR SOLAR SYSTEM

Throughout history we have wondered about the possibility (51)………….life

beyond the Earth. It is only in recent years, however, that advances in technology (52)…………. revealed the existence of extrasolar planets (or “exoplanets”); (53)………….is to say, planets which orbit not our own Sun, but other stars in the universe. So (54)…………., astronomers have identified a few thousand exoplanets, but believe that billions more exist.

Although many astronomers believe that a large (55)………….of planets in the universe are capable of supporting (56)…………. kinds of living organism, whether or not life has developed on any of them (57)………….not yet known. An essential requirement for life is liquid water. (58)………….a planet is to have liquid water on its surface, its temperature must be (59)………….too hot nor too cold. However, (60)………….a planet, other than the Earth, has yet to be discovered.

(CAE Grammar and Vocabulary for Advanced)

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Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures

Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures

Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures

Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures

Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures

Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures

Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures

Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures

Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures

Read the following passage and choose the best answer to each of the following questions.

ETIQUETTE

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich, and in England there has never been any shortage of books on etiquette for teaching them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements: basic moral duties; practical rules which promote efficiency; and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are consideration for the weak and respect for age. Among the ancient Egyptians the young always stood in the presence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents’ presence without asking permission.

Practical rules are helpful in such ordinary occurrences of social life as making proper introductions at parties or other functions so that people can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible; before the handkerchief came into common use, etiquette suggested that, after spitting, a person should rub the spit inconspicuously underfoot.

Extremely refined behaviour, however, cultivated as an art of gracious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall of Rome, the first European society to regulate behaviour in private life in accordance with a complicated code of etiquette was twelfth­century Provence, in France.

Provence had become wealthy. The lords had returned to their castles from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in simple popular songs and cheap novels today.

In Renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behaviour of fashionable society had little influence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consideration for the old and weak and the avoidance of harming or giving unnecessary offence to others is a feature of all societies everywhere and at all levels from the highest to the lowest. You can easily think of dozens of examples of customs and habits in your own daily life which come under this heading.

(Practical Faster Reading)

• A. tried to destroy the lower and middle classes using etiquette
• B. discriminated against the lower classes using etiquette
• C. tried to teach etiquette to the lower and middle-classes
• D. put the middle and working classes into fenced enclosures