Choose the correct word.

4. After the attack on the city, all of the shops were ________ and almost everything was stolen.

Choose the correct word.

1. It’s ________ late. We should leave soon.

Choose the correct word.

2. My backache ________ every time I lie down.

Choose the correct word.

3. I don’t think I’ll ever ________ to taking the subway.

Choose the correct word.

4. Brian ________ trying to take a video camera into the concert.

Choose the correct word.

5. I’d like ________ a professional to fill in my tax forms.

Listen to five people talking about various historical films. Match the speakers (1–5) to what they say about the films (A–H).

Listen to a talk about how people feel when a relationship breaks up. Complete the sentences using no more than three words.

Choose the correct word.

6. Could you get Adam ________ me a call, please?

Choose the correct word.

1. On the one hand, we need the rain for our garden to grow. On ________ hand, we want to sit in the garden and enjoy the sunshine!

Choose the correct word.

2. Please be on time for the bus. ________ you’ll make everyone late for the concert.

Choose the correct word.

3. ________ you don’t really like your new job.

Choose the correct word.

4. I don’t understand the instructions for getting to the show. ________, I don’t even want to go.

Choose the correct word.

5. Julie is coming for the weekend. ________ she’s leaving her job to start her own business, and she wants your advice.

Choose the correct word.

6.  A  Do you like baseball?

     B  As ________ of fact, I love it.

Choose the correct word.

7. I think you should take the day off tomorrow. ________, your brother doesn’t visit very often.

Choose the correct word.

8. It’s going to rain tomorrow, or ________ that’s what the forecast said.

Choose the correct word.

9. They say a lot of bad things about Jacob, but ________ his work is concerned he’s doing a great job here in the office.

Replace get with another verb so that the sentence has the same meaning.

Replace get with another verb so that the sentence has the same meaning.

Replace get with another verb so that the sentence has the same meaning.

Replace get with another verb so that the sentence has the same meaning.

Replace get with another verb so that the sentence has the same meaning.

Choose the correct word(s).

1. When we went to Spain, Eric spent the whole / much time in our hotel room.

Choose the correct word(s).

2. I hope my cousin can get her act out / together. Right now, she’s got a lot of problems.

Choose the correct word(s).

3. I hate getting told off / on in front of people. It’s so embarrassing.

Choose the correct word(s).

4. I’m afraid you got the wrong end of the stick / fire. We don’t want to buy the house, we want to sell it.

Choose the correct word(s).

5. The best way to get around / back town is by bicycle.

Choose the correct word(s).

6. I hope we can get away / out of going to the meeting next Monday.

Choose the correct word(s).

7. We’re going to be so late, I wish you would get a move out / on!

Choose the correct word(s).

8. Dan missed all his deadlines last year but still got a huge bonus. How does he get away with / out of it?

Complete the words in the sentences.

Complete the words in the sentences.

Complete the words in the sentences.

Complete the words in the sentences.

Complete the words in the sentences.

Complete the words in the sentences.

Choose the correct word.

1. The soldier held his ________ tightly as he ran across the field shooting.

Choose the correct word.

2. The tribe defended their village in the jungle by throwing ________ at the boats of the soldiers as they came up the river.

Choose the correct word.

3. The rebels ________ the bridge to stop the soldiers from getting supplies.

Choose the correct word.

5.   A  I really love war films.

     B  Really? I’m not particularly fond ________ them.

Choose the correct word.

6. The king was very proud ________ his soldiers for winning the battle.

Match the words to the same sound.

1. siege    ________

Match the words to the same sound.

2. loot      ________

Match the words to the same sound.

3. execution ________

Match the words to the same sound.

4. victorious________, ________

Choose the stressed syllable.

1. his|tor|i|an

Choose the stressed syllable.

2. sur|vi|ving

Choose the stressed syllable.

3. ci|vi|lized

Choose the stressed syllable.

4. re|bel|li|on

Choose the stressed syllable.

5. vic|tor|i|ous

Read the article about the uses of history and choose the correct answer.

____________________________________________________________________________________________________________________________________

The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

1. Question:

draws a comparison between history and a process in the natural world. _____

Read the article about the uses of history and choose the correct answer.

____________________________________________________________________________________________________________________________________

The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

2. Question:

explains that the study of history is fundamentally a quest to understand humans. _____

Read the article about the uses of history and choose the correct answer.

____________________________________________________________________________________________________________________________________

The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

3. Question:

gives an example of a person who had strong faith in their own principles. _____

Read the article about the uses of history and choose the correct answer.

____________________________________________________________________________________________________________________________________

The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

4. Question:

explains the popularity of the belief that examining history leads people to come to better conclusions. _____

Read the article about the uses of history and choose the correct answer.

____________________________________________________________________________________________________________________________________

The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

5. Question:

states that communicating an understanding of ourselves is the ultimate aim of education. {}

Read the article about the uses of history and choose the correct answer.

____________________________________________________________________________________________________________________________________

The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

6. Question:

believes the use of an animal metaphor effectively communicates an idea. _____

Read the article about the uses of history and choose the correct answer.

____________________________________________________________________________________________________________________________________

The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

8. Question:

states that humans fundamentally feel lost if we haven’t got a sense of who we really are. _____

Read the article about the uses of history and choose the correct answer.

____________________________________________________________________________________________________________________________________

The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

8. Question:

suggests that the habit of telling each other stories was common even in historic times. _____

Read the article about the uses of history and choose the correct answer.

____________________________________________________________________________________________________________________________________

The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

9. Question:

refers to two contradictory attributes of humans. _____

Read the article about the uses of history and choose the correct answer.

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The uses of history

The popular interest in history reflects a desire to know more about ourselves. This is all well and good, but does history possess sufficient value to warrant an extensive formal programme of history instruction in schools? Four experts give their views. 

Expert A

A historian is interested in the past because he is interested in life. The true historian’s interest in the past answers a deeply felt need to assure the continuity of human life and discover its meaning, even if the goal is never fully realized. However, the most commonly cited practical reason for studying history is that it improves judgment. It offers the opportunity to avail of the experiences of other times and other nations; it qualifies them as judges of the actions and designs of men. History doesn’t tell us the answers to our questions, but it helps to inform us so that we might make better decisions in the future. And this has never been as important as it is nowadays in this era of the World Wide Web and globalism, when knowledge of the larger world is not only desirable, but increasingly important.

Expert B

The use of historical examples is ancient and no doubt predates written language. We can imagine cave dwellers sitting around the evening campfire sharing anecdotes of admired ancestors worthy of emulation. People need models, and historical examples are especially powerful models because they actually existed. Joan of Arc demonstrates the power of individual belief and action. Galileo symbolizes the fight against authority for freedom of thought, while Thomas Becket represents integrity in the face of deadly intimidation. As we know, humans are pattern makers. While many philosophers of history have believed that history is revealed only through its unique events, others have been unable to resist the urge to ascribe pattern to history. One view put forward is that historical cultures, like plants and animals, follow the cycle of growth, flowering and decline. Certainly, history shows us that individuals and empires may rise, but eventually they will fall.

Expert C

Some of history’s greatest historians have seen human self-awareness as the very essence of history. Arnold Toynbee said, ‘History is a search for light on the nature and destiny of man.’ The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettelheim asserted that human self-knowledge is the most important role of formal instruction and that most of all, our schools ought to teach the true nature of man; teach about his troubles with himself, his inner turmoils and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and anti-social tendencies, and how the one can domesticate the other, without destroying the individual’s independence or self-love.

Expert D

The concept of identity is key. Questions of identity are a central concern of psychology, which has found that loss of identity results in loss of significance; without identity there is little meaning and purpose to life. As Beverly Southgate puts it, history – the memories of things past – is of supreme importance in maintaining a sense of identity. In this context, Southgate quotes a character from a Saul Bellow novel who says, ‘Everyone needs his memories. They keep the wolf of insignificance from the door.’ And I think that sums it up rather nicely. Southgate says the need for identity applies to nations as well as to individuals; cultural identity contributes to meaning, purpose and cohesion in society; without it, society would be as rootless and adrift as an individual with amnesia.

10. Question:

mentions the current significance of adding to our understanding of international events.   _____