Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

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Lesson objectives ~ Educational paths in Singapore, Vocabulary Building, English is
a funny language, vocabulary practise and acquisition strategies overview~ 

Let students from JCs, polys, ITE interact to aid understanding ~ Kwan Jin Yao
Diverse assortment unprecedented discrimination assume albeit
I REFER to recent reports on the education system, and the wonderful letter by Mr
Aloysius Teo, 'Lessons from school of life' (Jan 29).
The education landscape in Singapore is (4) and unique, particularly in recent years.
With the implementation of new policies and opening of various institutions, students can
choose from an (2) of curricula and programmes. From the International
Baccalaureate (IB) to the Integrated Programme, from junior colleges (JCs) to
polytechnics, this diversity is (6) , and young people can pursue their passions
instead of following the traditional academic route.
However, it seems there still exists a series of misconceptions about the various
institutions. As Mr Teo pointed out, there is still intellectual (3) against the Institute
of Technical Education, even though it has introduced comprehensive courses and
produced outstanding students.
Many also (1) that clever students head to JCs, while others enrol in polytechnics for
technical education, even though both have hugely improved their standards, (5) in
different directions.
These generalisations and misunderstandings stem from a lack of interaction between students
from these institutions. Individuals simply do not understand the dynamics in the other schools.
Coming from a JC, I was curious about lessons and learning styles in a polytechnic and a school
offering the IB programme. Specific immersion activities should be offered to students and
exchange programmes organised across different institutions.

What are your options after “O” Levels 

What is the IB (International Baccalaureate) Programme

Everything that is new or uncommon raises a pleasure in the imagination, 1

because it fills the soul with an agreeable surprise, gratifies its curiosity, and
gives it an idea of which it was not before possessed. Joseph Addison
Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

The IB Diploma Programme (IBDP) was described as "a rigorous, off-the-shelf

curriculum recognized by universities around the world” when it was featured in the
December 18, 2006, edition of Time titled How to bring our schools out of the 20th
Century. The IBDP was also featured in the summer 2002 edition of American
Educator, where Robert Rothman described it as "a good example of an effective,
instructionally sound, exam-based system." Howard Gardner, a professor of
educational psychology at Harvard University, said that the IBDP curriculum is "less
parochial (narrow-minded - concerned only with narrow local concerns without any
regard for more general or wider issues) than most American efforts" and helps
students "think critically, synthesize knowledge, reflect on their own thought processes
and get their feet wet in interdisciplinary thinking."
In the United Kingdom, the IB Diploma is "regarded as more
academically challenging and broader than three or four A-levels." In
2006, government ministers provided funding so that "every local
authority in England could have at least one centre offering sixth-
formers the chance to do the IB." In 2008, due to the devaluing of the
A-Levels and an increase in the number of students taking the IB
exams, Children's Secretary Ed Balls abandoned a "flagship Tony
Blair pledge to allow children in all areas to study IB." Fears of a "two-
tier" education system further dividing education between the rich and
the poor emerged as the growth in IB is driven by private schools and
sixth-form colleges.
IBDP curriculum:

 Group 1: Language A1 (native language)

 Group 2: Second language (3rd Langauge)
 Group 3: Individuals and societies (Business and management, Economics,
Geography, History, Information technology in a global society (ITGS), Islamic history,
Philosophy, Psychology, and Social and cultural anthropology)
 Group 4: Experimental sciences (Chemistry, Biology, Physics, and Design
Technology, and Environmental Systems)
 Group 5: Mathematics and computer science
Everything that is new or uncommon raises a pleasure in the imagination, 2
because it fills the soul with an agreeable surprise, gratifies its curiosity, and
gives it an idea of which it was not before possessed. Joseph Addison
Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

 Group 6: The arts (Music, Theatre, Visual Arts and Film)

 Extended essay (EE) (The extended essay (EE) is a mandatory core component
and is a research paper of up to 4,000 words giving students an opportunity to conduct
independent research or investigation on a topic that interests them)
 Theory of knowledge (TOK) (TOK is a mandatory core component and "flagship
element" and is the only course besides the students' native language that all students take.
It is epistemology course for students with the objective to promote critical thinking
 Creativity, action, service (The CAS is to allow IB schools the opportunity to "give
students the means to learn through experience and how to take actions in the service of
others."

Epistemology or theory of knowledge is the branch of philosophy

concerned with the nature and scope (limitations) of knowledge. It
addresses the questions:

 What is knowledge?
 How is knowledge acquired?
 What do people know?
 How do we know what we know?

Much of the debate in this field has focused on analyzing the nature of knowledge
and how it relates to similar notions such as truth, belief, and justification. It
also deals with the means of production of knowledge, as well as skepticism about
different knowledge claims. The term was introduced into English by the Scottish
philosopher James Frederick Ferrier (1808–1864).

Everything that is new or uncommon raises a pleasure in the imagination, 3

because it fills the soul with an agreeable surprise, gratifies its curiosity, and
gives it an idea of which it was not before possessed. Joseph Addison
 Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

Vocabulary Test
1. soldier SAT Vocabulary Test (20 Questions)
6. n. increase of amount, size, scope, or the like
devilry
v. atoperson
n. deny oneself
engaged in military service
1. conjugation
n. to
v. malicious
n.rouse to mischief
A smallactivity
cavern.or to quickened action
v. atosettled
n. n.make moreofsharp,
The course
egg severe,
aorlouse
manner ofor virulent
progress
or some other insect.
n. the
n. having, holding,
The state or detention
or condition of joined
of being property in one's power or command
together.
2. commitment
adj. Affected with a whirling or swimming sensation in the head.
7. adj. intermeddling with what is not one's concern
mileage
n. an
n. a distance in miles
unprincipled politician
2. recover
adj.
v. having
tov.
bring six angles
together
To regain. or give fixed shape to
v. the
n. tov.introduce,
act
Toor as a fluid,
process
unite. by injection
of entrusting or consigning for safe-keeping
3. volatile
v. ton.surpass
A disturbance or violent agitation.
v. to regain adj toilsome
adj. Harsh.
8. adj.
prowess
changeable v. to blend
n. the whole range or sequence
4. qualify
3. pique
adj.
v. low-priced
toadj.
endow or furnish
Created with by
or formed requisite ability, character, knowledge, skill, or possessions
the imagination.
n. astrength,
n. title skill,with
v. Toofassail
Jesus and arguments,
intrepidity in battle
insinuations, or accusations.
adj.
n. heedless
a quack
n. Sudden invasion.
n. passion for getting
v. To excite anddegree
a slight keeping
of riches
anger in.
9. assassinate
5. transition
v. passage
n. to kill, as by surprise or secret assault, especially the killing of some eminent person
4. sapid from one place, condition, or action to another
v. atoperson
n. inoculate
adj. That withorvaccine
of desires
rank or virus
craves or virus of cowpox
immoderately
importance or unappeasably
n. to
v. permanence
adj. Affecting
remove the sense from
the inhabitants of taste
n. a spiritual
n. General
n. angry advisor
officer
or violent who commands
difference a brigade, ranking between a colonel and a major-general.
of opinion
v. To withdraw from ENGLISH IS A especially
union or association, FUNNYfromLANGUAGE
a political or religious body.
10. generalize
n. a person
Let's face to whom
it -- a donation
English is made
is a crazy language. There is no egg in eggplant nor ham in
5. Granulate
hamburger; neither apple nor pine in pineapple. English muffins weren't
v. ton.draw general
A name inferences
wrongly or mistakenly
invented applied.
in England or French fries in France.
n. ease
adj. Characteristic of dwelling in the country.
We take English for granted. But if we explore its paradoxes, we find that
n.quicksand
a v.
meeting of
To form spirituals
can work
into for
or consulting
grainsslowly,
smallboxingspirits
rings are square and a guinea pig is neither
particles.
from Guinea nor is it a pig. And why is it that writers write but fingers don't fing,
adj. Characteristic of an erudite
grocers don't person.
groce and hammers don't ham?

If the plural of tooth is teeth, why isn't the plural of booth, beeth? One goose, 2
6. Voracious geese. So one moose, 2 meese???
n. A prophet.
Doesn't it seem crazy that you can make amends but not one amend, that you
comb thru annals
Everything that is of
new history but notraises
or uncommon a single annal?in
a pleasure Ifthe
you have a bunch of4odds
imagination,
and ends
because and
it fills theget
soulrid of an
with all agreeable
but one of them, what
surprise, do its
gratifies you call it?and
curiosity, If teachers
taught,
gives itwhy didn't
an idea preachers
of which it waspraught?
not beforeIf a vegetarian
possessed. eats
Joseph vegetables, what
Addison
does a humanitarian eat?

Sometimes I think all the English speakers speak in tongues 

Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

n. A coming between.
n. Holiness.
adj. Eating with greediness or in very large quantities.

7. Specialize
v. To assume an individual or specific character, or adopt a singular or special course.
v. To overwhelm with a flood of water.
v. To protect.
v. To drive out or away.

8. Excretion
adj. Capable of being thrust out.
n. A sorcerer.
adj. Measureless.
n. The getting rid of waste matter.

9. Plutocracy
n. Fitness to meet the requirements of a particular case.
n. A wealthy class in a political community who control the government by means of
their money.
adj. At variance with any commonly accepted doctrine or opinion.
n. The power to produce an intended effect as shown in the production of it.

10. wantonness
n. The feudal system.
adj. Farthest from the front.
n. An artificial trance-sleep.
n. Recklessness.

11. prurient
n. Sudden invasion.
adj. Inclined to lascivious thoughts and desires.
n. The sharp striking of one body against another.
v. To draw into entanglement, literally or figuratively.

12. illuminate
Everything that is new or uncommon raises a pleasure in the imagination, 5
because it fills the soul with an agreeable surprise, gratifies its curiosity, and
gives it an idea of which it was not before possessed. Joseph Addison
Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

v. To supply with light.

adj. Different.
v. To keep oneself back (from doing or using something).
v. To last longer than.

13. awry
ad. Out of the proper form, direction, or position.
n. A labyrinth.
adj. Impartial.
n. Rational self-esteem.

14. counter-claim
n. A cross-demand alleged by a defendant in his favor against the plaintiff.
n. That which nourishes.
v. To study plant-life.
v. To reveal in trust or confidence.

15. peter
v. To fail or lose power, efficiency, or value.
adj. Ingenuous.
adj. That may be allowed.
adv. Without intention.
16. ambulance
n. A vehicle fitted for conveying the sick and wounded.
v. To abandon without regard to the welfare of the abandoned
n. Any unsound or delusive mode of reasoning, or anything based on such reasoning.
v. To make stale or trite by repetition.

17. inundation
adj. Characterized by intelligence.
n. A doctrine of creation or of the origin of the universe.
n. Inadequacy.
n. Flood.

18. imminence

Everything that is new or uncommon raises a pleasure in the imagination, 6

because it fills the soul with an agreeable surprise, gratifies its curiosity, and
gives it an idea of which it was not before possessed. Joseph Addison
 Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

adj. Unreasonable.
n. Miscellaneous articles of equipment or adornment.
v. To behave ill.
n. Impending evil or danger.

19. lough
n. The body of men constituting the official advisors of the executive head of a nation.
n. A lake or loch
n. The formation of opinions by relying upon reason alone, independently of
authority.
adj. Yielding to the desires or humor of oneself or those under one's care

20. discolor
v. To give a wrong impression.
v. To stain.
adj. Formed after one's father's name.
n. A representative of one sovereign state at the capital or court of another.
Passage analysis ~ read the following passages and answer
the MCQ questions that follow 
Orangutans -"People of the Forest"
I never imagined in those first months that during the next four years Rod and I would spend more
than 5000 hours observing wild orangutans. We studied not-so-wild subjects too, for we became a
"halfway house" through which young orangutans, accustomed to captivity, were returned to their
natural life in the forest.

In social behavior the orangutan has always been considered very different not only from man but
also from all other monkeys and apes, including its African cousins, the gorilla and chimpanzee.
Primates have been characterized as social animals par excellence, but the wild orangutans Rod
and I saw in those early months were almost invariably solitary: lone males, or adult females
accompanied only by their dependent young. Yet I knew that orangutans must meet and interact --
if only to breed -- and I longed to know the full extent of such relationships.

My earliest observations were of orangutans feeding, moving through the trees, and nesting.
Generally, they made a new tree nest each night out of branches and leaves; sometimes they built
nests during the day too, for naps and to sit out rainstorms. Also, unlike the other great apes,
orangutans made overhead platforms or covered themselves with branches as protection against
downpours.

Orangutans seemed to prefer fruit, but they ate considerable quantities of young leaves and the soft
material on the inside of bark as well. The orangutans would also spend endless hours crushing
Everything that is new or uncommon raises a pleasure in the imagination, 7
because it fills the soul with an agreeable surprise, gratifies its curiosity, and
gives it an idea of which it was not before possessed. Joseph Addison
 Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

hard nuts with their teeth. Juveniles and infants, lacking the enormous jaws of their mothers, could
not usually open nuts, so instead took bits and pieces from their mothers' mouths. Sometimes a
mother would refuse to share, causing the youngster to throw a violent tantrum.

Perhaps my most vivid memory, though, is of that scorching day I came face to face with a large
adult male on the ground. He was just ambling along, head down, oblivious to my presence. Then
he stopped dead in his tracks less than twelve feet (3.6 m) away. For long seconds he stared and
stared. Strangely, I felt no fear. I simply marvelled at how magnificent he looked with his coat
blazing orange in the full sunlight. Abruptly, he whirled around and was gone. My confrontation
with this big male seemed to bear out a traditional belief that the wild orangutan is mild and
retiring.

Rarest of the apes, wild orangutans are restricted to diminishing ranges on the islands of Borneo
and Sumatra. It has long been illegal in Indonesia and Malaysia to own, kill, or export them, but
until recently the laws were not strictly enforced. The threat of extinction still hangs over the
orangutan because of the slaughter of mothers by poachers trying to capture their infants and the
wholesale destruction of their habitat by logging and agricultural land-clearing operations. For
years captive orangutans have been bought at high prices for zoos and laboratories around the
world, though lately conservation groups have reduced the illegal trafficking.

But what do you do with "repossessed" young orangutans ? Without expert guidance these
unfortunate animals usually die from disease, malnutrition and neglect. Rod and I hoped to teach
them the ways of the forest, and how to become "wild" again.
1. The "not-so-wild subjects" refer to
(A)orangutans in the zoos.
(B)captured orangutans.
young orangutans accustomed to captivity.
(C)
(D) completely tame orangutans
2. In social behaviour the orangutan is different from other primates in that

(A)it is sociable.
(B)it is aggressive in company.
(C)it seeks the company of younger orangutans.
(D)it is very often seen alone.
3. The writer was quite convinced that orangutans
(A)are always solitary creatures.
(B)have close family relationships.
(C)must of necessity socialize at times.
(D)only live in pairs.

4. In their nesting habits orangutans seem to be

(A)constant nest builders.

(B)occasional nest builders.
(C)builders of rain shelters only.
Everything that is new or uncommon raises a pleasure in the imagination, 8
because it fills the soul with an agreeable surprise, gratifies its curiosity, and
gives it an idea of which it was not before possessed. Joseph Addison
Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

(D)lovers of overhead platforms.

5. In their eating habits orangutans are

(A)only leaf and fruit eaters.

(B)only nut and bark eaters.
(C)vegetarians.
(D)fussy eaters.
When on one occasion the writer came face to face with a large male orangutan, the
6.
predominant feeling she had was one of

(A)fear
(B)curiosity
(C)wonder.
(D)strangeness.
On this occasion the behavior of the orangutan seemed to confirm the belief that
7.
members of the species are
(A)gentle and shy.
(B)poor sighted.
(C)cowardly.
(D)stupid.

8. Wild orangutans are described as "rarest of the apes" because

(A)they fetch high prices.

(B)they are found only in Borneo and Sumatra.
(C)it is illegal to own, kill or export them.
they are diminishing in numbers.
(D)

9. "repossessed" orangutans are those animals that have been

(A)taken away from illegal captivity.
(B)returned to their rightful owners.
(C)declared safe and tame.
(D)made "wild' again.

10
We can infer from the passage that the writer's attitude towards orangutans is one of
.
(A)utter indifference.
(B)interested concern.
(C)apprehension.
(D)wonder and curiosity.

English language did you knows ~

Everything that is new or uncommon raises a pleasure in the imagination, 9

because it fills the soul with an agreeable surprise, gratifies its curiosity, and
gives it an idea of which it was not before possessed. Joseph Addison
Jiang Education Centre Secondary tHr3E Reinforcement Course Sem 1/Wk 2

http://www.did-you-knows.com/did-you-know-facts/english-language.php
Did you know no words in the English language rhyme with the words angel,
angst, breadth, bulb, depth, eighth, month, ninth, orange, purple, scalp or twelfth
Did you know the least used letter in the alphabet is Q
Did you know 'I am.' is the shortest complete sentence
Did you know skiing is the only word with double i
Did you know dreamt is the only word that ends in mt
Did you know the first letters of the months July through to November spell
JASON
Did you know there are only 4 words in the English language which end in 'dous'
(they are: hazardous, horrendous, stupendous and tremendous)
Did you know the oldest word in the English language is 'town'
Did you know 'Bookkeeper' and 'bookkeeping' are the only 2 words in the English
language with three consecutive double letters
Did you know the word 'Strengths' is the longest word in the English language
with just one vowel

Everything that is new or uncommon raises a pleasure in the imagination, 10

because it fills the soul with an agreeable surprise, gratifies its curiosity, and
gives it an idea of which it was not before possessed. Joseph Addison
 English is a Funny Language!

Egyptology parisology pogonotrophy hors d'oeuvre

derivation

Words aren't always what they appear to be. Some are easy to figure
out by context or its constituent parts e.g. (7) . Even if you
have never seen this word, you would guess that it has something to
do with Egypt and you'd be right because it means the study of
Egyptian antiquities. What about the word (133) ? Would you
have guessed that it means the use of equivocal or ambiguous
language? How about (51) ? Did you know that it refers to the
growing of a beard?

What about your favorite (33) ? (pronounced ohr DERV). We all

know that this is an extra little dish outside of and smaller than the
main course. It is usually served first. We also know that it is of French
origin but did you know that when translated to English it means
outside of (hors) job or work (oeuvre)?

The word (851) has little to do with potatoes and sextet has
nothing to do with sex. That's what the English language does -- often
leading us on, only to make things limpid in the end. Hopefully, you
already know that limpid means clear or transparent. (potatory adj. Of,
relating to, or given to drinking) and A sextet is a formation containing exactly six
members. It is commonly associated with vocal or musical instrument groups)

Not long ago, I went into a store in Toronto and came across a shelf
with fondue sets. The first set was labelled, "Cheese Fondue." I figured
out that one quite quickly. It was for making fondue dipped in cheese.
Fondue ~ a dish eaten by dipping small pieces of food into the contents
of a pot, usually melted

The second one was, "Chocolate Fondue." That's easy too! One does
not have to be a rocket scientist to figure out that it was for making
fondue dipped in chocolate. The third one however was a bit more
challenging. It was "Stainless Steel Fondue!" Would you have fondue
dipped in stainless steel?

Similarly, I recently received a questionnaire from my church asking

parishioners to indicate which events should be included in the social
calendar. Two of the choices were "Lobster Dinner" and "Pastor's
Dinner."

The (960) of some words remains intact when one or more

letters are added to the original word. A few examples include small
and smaller or big and bigger. However, there are other words that
completely lose their meaning and even their pronunciation with the
addition of only one (170) . One such example is iron and irony. The
irony here is that iron has nothing to do with irony.

Letter word mores positive contagious

quarantine absurd commonsense

In grade school we learn that many words change into their plural form
when we add the letter "s" to the end e.g. pen become pens and book
become books. Did you know that the same action would totally
change meaning of some words? Well, "more," the comparative of
much or many become "130) " which means "the customs of and
conventions embodying the fundamental values of a group or society."

Did you know that negative could be (197) ? What do I mean?

What kind of results would you like to get if you did a blood test for a
(145) disease? A negative one of course! Right! A negative result
would be good (or positive).

Here's another example. If I say, "We all live on both sides of the
street." You will probably say, "That's (NR7) !" Maybe so, but if
you are traveling north on my street, my house is on the east side and
if you are travelling south, my house is on the west side. So, I live on
the east or west side of the street depending on the direction you are
traveling. Still absurd?

What do you think of this statement which came up during a

conversation about flying in an airplane? "Falling fifty feet during flight
is the kind of experience that you must actually experience before you
could gain experience with that kind of experience." Does this not
make perfect sense to you?

SBS 2, 7, 12, 32, 33, 51, 56, 63, 130, 133, 145, 197
SMRT 61, 851, 960, 980, NR7

Same word, different meaning ...

Many English words have the same spelling but different

meanings. Some words can be used as verbs in the past or
present tense and the same word could also be a noun. Consider
these ...
I saw you saw that plastic toy saw with an electric saw.
The soldier decided to desert his dessert in the desert.
Since there is no time like the present, he thought it was time to
present the present.

I had to put down my foot when you asked him to foot

the bill again.
The bandage was wound around the wound.
The farm was used to produce produce.
The dump was so full that it had to refuse more refuse.
We must polish the Polish furniture.
I wore my red coat to apply the first coat of red paint.
When shot at, the dove dove into the bushes.
I did not object to the object.
The insurance was invalid for the invalid.
There was a row among the oarsmen about how to row.
They were too close to the door to close it.
The buck does funny things when the does are present.
A seamstress and a sewer fell down into a sewer line.
To help with planting, the farmer taught his sow to sow.
The wind was too strong to wind the sail.
Upon seeing the tear in the painting I shed a tear.
I had to subject the subject to a series of tests.
How can I intimate this to my most intimate friend?
The word "good" has many meanings. For example, if a man
were to shoot his wife or mother in law (or both) at a range of
 five hundred yards, I should call him a good shot, but not
necessarily a good man.~G.K. Chesterton

English is a very peculiar language that I will grant

There is no egg in the eggplant,
No ham in the hamburger
And neither pine nor apple in the pineapple.
English muffins were not invented in England,
French fries were not invented in France.

We sometimes take English for granted, but if we examine its

paradoxes we find that:
Quicksand takes you down slowly,
Boxing rings are square,
And a guinea pig is neither from Guinea nor is it a pig.

If writers write, how come fingers don't fing?

If the plural of tooth is teeth,
Shouldn't the plural of phone booth be phone beeth?
If the teacher taught,
Why hasn't the preacher praught?

Why do people recite at a play,

Yet play at a recital?
Park on driveways and
Drive on parkways?
How can the weather be as hot as hell on one day
And as cold as hell on another?

You have to marvel at the unique lunacy of a language where a house can burn
up as it burns down,
And in which you fill in a form, by filling it out
And a bell is only heard once it goes!

English was invented by people, not computers,

And it reflects the creativity of the human race
(Which of course isn't a race at all.)

That is why:
When the stars are out they are visible,
But when the lights are out they are invisible.
And why it is that when I wind up my watch It starts,
But when I wind up this poem
It ends.

 HOMEFUN 
Dreams
Now and again I have had horrible dreams, but not enough of them to make me lose my delight
in dreams. To begin with, I like the idea of dreaming, of going to bed and lying still and then,
by some queer magic, wandering into another kind of existence. As a child I could never
understand why grown-ups took dreaming so calmly when they could make such a fuss about
any holiday. This still puzzles me. I am mystified by people who say they never dream and
appear to have no interest in the subject. It is much more astonishing than if they said they
never went out for a walk. Most people -- or at least most Western Europeans -- do not seem to
accept dreaming as part of their lives. They appear to see it as an irritating little habit, like
sneezing or yawning. I have never understood this. My dream life does not seem as important
as my waking life, if only because there is far less of it, but to me it is important. As if there
were at least two extra continents added to the world, and lightning excursions running to them
at any moment between midnight and breakfast. Then again, the dream life, though queer and
bewildering and unsatisfactory in many respects, has its own advantages. The dead are there,
smiling and talking. The past is there, sometimes all broken and confused but occasionally as
fresh as a daisy. And perhaps, as Mr. Dunne tells us, the future is there too, winking at us. This
dream life is often overshadowed by huge mysterious anxieties, with luggage that cannot be
packed and trains that refuse to be caught: and both persons and scenes there are not as
dependable and solid as they are in waking life, so that Brown and Smith merge into one
person while Robinson splits into two. and there are thick woods outside the bathroom door
and the dining room is somehow part of a theatre balcony: and there are moments of desolation
or terror in the dream world that are worse than anything we have known under the sun. Yet
this other life has its interests, its gaieties, its satisfactions, and, at certain rare intervals, a
serene glow or a sudden ecstasy, like glimpses of another form of existence altogether, that we
cannot match with open eyes. Daft or wise, terrible or exquisite, it is a further helping of
experience, a bonus after dark. another slice of life cut differently, for which, it seems to me,
we are never sufficiently grateful. Only a dream ! Why only ? It was there, and you had it. "If
there were dreams to sell," Beddoes inquires, "what would you buy ?" I cannot say offhand, but
certainly rather more than I could afford.

1. The writer's bad dreams

(A)occur frequently.
(B)occur occasionally.
(C)spoil his delight in dreams.
(D)puzzle him.

2. What is the writer's attitude to dreams ?

(A)He dislikes them.
(B)He likes them.
(C)He finds them irritating.
(D)He considers them unimportant.

3. What does the writer feel about people who say they do not dream ?
(A)He believes them without feeling strongly about it.
(B)He disbelieves them with no strong feelings about it.
(C)He is puzzled by what they claim.
(D)He is amazed that such people exist.
4. According to the writer, most Western Europeans
(A)do not dream.
(B)prefer sneezing or yawning to dreaming.
(C)seem to regard dreaming as an irritating habit.
(D)accept dreams as an essential part of life.

5. To the writer dreaming

(A)is unimportant.
(B)is like sneezing and yawning, but more pleasurable.
(C)opens up a whole new world of experience for him.
(D)overshadows his waking life.

6. The "lightning excursions" refer to the writer's

(A)travels to other continents. (C) holiday trips
(B)short trips into dreamland. (D) catnaps

7. According to the writer, an ecstatic dream occurs

(A)often. (C) at rare intervals
(B)once in a lifetime. (D) every time one dreams

We may have a dream experience "that we cannot match with open eyes". This means that
8.
the dream experience
(A)is an unbelievable one.
(B)cannot be seen.
(C)is not like any experience in real life.
(D)cannot be understood when we are awake.

9. The writer's answer to the question at the end of the extract shows that he
(A)would love to be able to dream more.
(B)would like to have fewer dreams.
(C)cannot afford to dream any more.
(D)does not mind whether he dreams more often or less.

10
Which statement about dreams is not made by the writer ?
.
(A)Dreams can be bewildering at times.
(B)Dreams can bring us back into the past.
(C)Dreams can reveal mysterious anxieties.
(D)Dreams are more important than our waking life.