My Time in Japan

Practice for Part 5 of the Reading and Use of English paper by reading this extract from an article about
someone’s experience of living in Japan. They discuss challenges, learning about Japanese traditions
and language, and how it influenced their view of the world.

Read the text and then go through questions 1 – 6 below and choose the correct answer, A, B, C or D
which you thinks fits best according to the text.

Living in Japan for a cultural exchange program showed me a world that was very different from mine.
When I first got to Tokyo, the capital city, I was surprised to see how old traditions and modern ways of
living were combined together so effortlessly. The city was a blend of ancient temples and towering
skyscrapers, each telling a unique story of Japan’s rich history and rapid modernization.

My host family, the Tanakas, were incredibly welcoming. They were eager to share their culture with
me, and I was just as eager to learn. Mrs. Tanaka, in particular, played a big role in my cultural
education. She taught ikebana, which is the traditional Japanese way of arranging flowers. At first, I
thought ikebana was quite complicated, but Mrs. Tanaka helped me understand and appreciate the
deeper meaning behind each flower arrangement. Ikebana wasn’t just about making things look
pretty;it was a way to express harmony and balance, key aspects of Japanese philosophy.

Talking in Japanese was one of my biggest challenges. I knew a bit of the language before I got there,
but I wasn’t ready for how difficult everyday conversations would be. My host family was very patient,
and the kids at school were kind and helped me a lot. This supportive environment helped me improve
my language skills much faster. Besides going to school, I also helped out at a nearby community
centre, helping teach English to kids. This experience was not only rewarding but also a great
opportunity to see firsthand how language can connect people from different backgrounds.

One experience that stands out in my memory is attending a traditional Japanese festival, or matsuri.
The festival was full of bright colours, loud sounds, and a lot of excitement with everyone participating
in dances and celebrations. Being there, I really understood how significant cultural traditions are in
Japan. The feeling of community and shared history was strong and made me value the cultural beliefs
that bring the people in Japan together.

Towards the end of my stay in Japan, I visited Kyoto, the historical heart of Japan. Kyoto was incredibly
beautiful, with old temples, shrines and gardens. Everywhere I went in the city was full of history and
traditions. I remember spending a quiet afternoon in the Ryoan-ji temple garden, admiring the carefully
placed rocks and raked gravel. This peaceful time was so different from my busy life at home. It was
then that I realized how much my perspective on life and culture had expanded during my time in
Japan.
Adjusting to how people behave and what they expect in Japan was sometimes hard. For example,
maintaining ‘wa’ or harmony is a crucial aspect of Japanese culture. This often means avoiding direct
confrontation and finding more appropriate ways to express disagreement. This way of communicating
was very different from what I was used to in my own country. It took patience and an open mind to
adapt to these cultural differences.

Returning home was a mix of emotions. I was excited to reunite with my family and friends, but I was
also really sad to leave Japan, which had started to feel like a second home. The experience taught me
invaluable lessons on how to adapt, understand others better, and see life from different points of view.

My cultural exchange experience in Japan was more than just an overseas adventure. It changed the
way I understand the world. My time in Japan was a major moment in my life, showing me how
important it is to connect with people from different cultures, especially in our world today where
everything is so connected.

1. What was the author’s initial impression upon arriving in Tokyo?

A. They were impressed by the mix of old and new
B. They were surprised by the size of the buildings
C. They were disappointed at the number of modern buildings
D. They were impressed by the amount traditional temples
2. What did the author learn by doing ikebana?
A. How difficult flower arranging was
B. The significance of precision and detail in traditional arts
C. How it can affect other aspects of people’s lives
D. The importance of learning about different cultures
3. What challenge did the author face with the Japanese language?
A. Keeping up with the speed people talk
B. Understanding the other children at school
C. Difficulty in participating in general conversations
D. Lack of interest in learning Japanese
4. What did the author learn from attending a matsuri?
A. The importance of participating in traditional Japanese dance
B. The importance of traditions in Japanese culture
C. The importance of learning about Japanese history
D. The importance of being part of a community
5. How did the author feel about adapting to Japanese social behaviours?
A. They found it mostly easy and straightforward
B. They didn’t like the normal social behaviours in Japan
C. They struggled with the concept of ‘wa’
D. They preferred the way people behave in Japan compared to their country
6. What was the impact of the author’s cultural exchange experience in Japan?
A. It led to a career in teaching English
B. It caused them to feel disconnected from their own culture
C. It made them decide to experience other countries and cultures
D. It changed their perspective on life and culture

(1) A (2) C (3) C (4) B (5) C (6) D

 What is DDT?

Practice for the first part of the Reading and Use of English paper with this sample text about DDT
followed by eight multiple choice questions.

Read the extract below and try to choose the correct answer from the four options given for each
question. An example has been given (0) with the correct answer indicated. You have eight questions to
answer like in your actual exam.

What is DDT?

DDT is a chemical that was (0)…… in the 1940s and (1)…… used to help prevent diseases such as
malaria and typhus. It was also (2)…… in helping protect crops and plants from insects, and it was soon
being used (3)…… in many countries around the world.

As the use of DDT (4)…… increased there began to be increasing amounts of (5)…… of its declining
effectiveness as well as its toxic effects on the environment and human health. (6)…… then, studies
have found a relationship between DDT exposure and reproductive effects in humans and animals. In
(7)……, some animals exposed to DDT in studies developed liver tumors. Although most uses for DDT
are now (8)……, it is still used in some countries to help fight malaria where the benefits are said to
outweigh the negative effects.

Example:

A. started B. introduced C. auctioned D. begun

1. A. finally
B. initially
C. actually
D. currently
2. A. beneficial
B. positive
C. worthwhile
A. hopeful
3. A. specifically
B. locally
C. nationally
D. globally
4. A. rapidly
B. mostly
C. highly
D. largely
5. A. circumstances
B. records
C. evidence
D. products
6. A. by
B. from
C. since
D. until
7. A. comparison
B. total
C. addition
D. calculaton
 8. A. Finished
B. banned
C. ended
D. blocked

(1) B

(2) A

(3) D

(4) A

(5) C

(6) C

(7) C

(8) B
 B!#$dy Kids!

Practice for Part 4 of the Reading and Use of English papers with these questions all related to children,
and how frustrating they can be sometimes!

You must complete the second sentence so it has a similar meaning to the first sentence, using the
word given. You must use BETWEEN TWO AND FIVE WORDS including the word given.

1. Everyone at the kids party behaved well apart from James.

ONE
James was ……………………………. at the kids party who didn’t behave well.
2. I only left the room for five minutes and Thomas was still able to make a mess.
MANAGED
I only left the room for five minutes and Thomas ………………………… to make a mess.
3. None of the children admitted breaking the chair.
RESPONSIBILITY
None of the children ………………………… breaking the chair.
4. Vanesa thought punishing the children was pointless and had no benefit.
POINT
Vanesa ………………………… of punishing the children and thought it had no benefit.
5. They didn’t let James play computer games during the week.
ALLOWED
James …………………………. computer games during the week.
6. “If your behaviour doesn’t improve I will have to call your parents” said the teacher.
FORCED
The teacher said she ………………………… to call his parents if his behaviour didn’t improve.

(1) James was THE ONLY ONE at the kids party who didn’t behave well.

(2) I only left the room for five minutes and Thomas STILL MANAGED to make a mess.

(3) None of the children TOOK RESPONSIBILITY FOR breaking the chair.

(4) Vanesa COULDN’T/DIDN’T SEE THE POINT of punishing the children and thought it had no benefit.

(5) James WASN’T ALLOWED TO PLAY computer games during the week.

(6) The teacher said she WOULD BE FORCED to call his parents if his behaviour didn’t improve.
 The Fat City

Prepare for Part 7 of the Reading and Use of English paper in the B2 First Exam by reading the text
below and answering ten questions.

For questions 1-10 below you need to choose the relevant section (A-D) where the information can be
found. The sections may be chosen more than once.

You can check your answers by clicking on the “Answers” tab at the bottom of the page.

Velveth Monterroso went from a healthy weight to obese during her time living in Oklahoma.

Oklahoma is a city that covers six hundred and twenty square miles, but has a population of just over
half a million. This means that the residents are all spread out across the city making it nearly
impossible to go about your daily life without using a car. As a result, people tend to do very little
exercise, which has contributed to Oklahoma being known as one of the fattest cities in the United
States. Velveth Monterroso was a victim of the city’s reputation after she arrived from her hometown of
Guatemala. She initially weighed a healthy sixty three kilograms, but after ten years her weight went
up by over thirty kilograms.

Velveth noticed the difference from her hometown of Guatemala immediately. She commented that in
Guatemala people would usually eat a diet consisting mainly of vegetables as meat was so expensive.
In Oklahoma, however, it was much more common to eat fast food on a daily basis. She soon found
herself eating the typical diet of the city at the time. She worked long hours, starting at eight in the
morning and not finishing until eleven at night. This made it difficult for her to find the time or energy
to prepare healthy meals. Working all day as a cook, she found herself constantly snacking on burgers,
chips and pizza throughout the day and would usually get a takeaway on the way home after a long day
at work.

Even after stopping work to look after her second child, she was still addicted to the junk food that had
caused her health to decline. She was finding it difficult to make any meaningful changes. By now, the
city knew that there was a serious problem going on, and decided to declare a war on fat which was
started by the Mayor, Mick Cornett. He found out that his own weight increase had made him clinically
obese just as his hometown was identified by a magazine as one of America’s most overweight cities.
One of the changes made in the war on fat was a special programme to reduce obesity that was offered
to people who were overweight. It was thanks to this programme that Velveth managed to change her
life. Now she eats fast food just once a week, cooks more vegetables, has smaller portions and
exercises daily by walking up and down stairs for twenty minutes. Although she is still overweight, in
just four months she has lost nearly ten of the kilograms gained since moving to Oklahoma.
D

All her friends were impressed not only with the weight loss but also with the amount of energy she
now has. Velveth wasn’t the only one who benefited from the city’s remarkable attempt to tackle
obesity. Many more have taken advantage of new plans implemented by the city including the creation
of parks, bike lanes, gyms and various walking trails across the city. Overweight people throughout the
city are being targeted at home and at work to change their lifestyles. Rather than making residents
change their habits by banning sugary snacks and drinks, the campaign is focused on educating people
so they can make the choice to change. This approach appears to result in more people maintaining a
healthy lifestyle instead of just losing a few pounds and then going back to old habits.

In which section does the writer mention:

1. that Velveth found it difficult to give up her unhealthy diet?
2. the negative effects of forcing people to lose weight?
3. that Velveth wasn’t always overweight?
4. that Velveth wouldn’t be able to afford eating the same way where she was from?
5. additional benefits of Velveth’s weight loss?
6. that people usually live very far from each other in Oklahoma?
7. something that happened causing the city to tackle the obesity problem?
8. that Velveth’s job made it easy to eat an unhealthy diet?
9. that the residents were taking responsibility for their own weight loss?
10. that people rarely used to walk anywhere in Oklahoma?

(1) C

(2) D

(3) A

(4) B

(5) D

(6) A

(7) C

(8) B

(9) D

(10) A