The Industrial Revolution in Britain

1 The Industrial Revolution began in Britain in the mid-1700s and by the

1830s and 1840s had spread to many other parts of the world, including the
United States. In Britain, it was a period when a largely rural, agrarian*
society was transformed into an industrialised, urban one. Goods that had
once been crafted by hand started to be produced in mass quantities by
machines in factories, thanks to the invention of steam power and the
introduction of new machines and manufacturing techniques in textiles, iron-
making and other industries.

2 The foundations of the Industrial Revolution date back to the early 1700s,
when the English inventor Thomas Newcomen designed the first modern
steam engine. Called the ‘atmospheric steam engine’, Newcomen’s invention
was originally used to power machines that pumped water out of mines. In
the 1760s, the Scottish engineer James Watt started to adapt one of
Newcomen’s models, and succeeded in making it far more efficient. Watt
later worked with the English manufacturer Matthew Boulton to invent a new
steam engine driven by both the forward and backward strokes of the piston,
while the gear mechanism it was connected to produced rotary motion. It
was a key innovation that would allow steam power to spread across British
industries.

3 The demand for coal, which was a relatively cheap energy source, grew
rapidly during the Industrial Revolution, as it was needed to run not only the
factories used to produce manufactured goods, but also steam-powered
transportation. In the early 1800s, the English engineer Richard Trevithick
built a steam-powered locomotive, and by 1830 goods and passengers were
being transported between the industrial centres of Manchester and
Liverpool. In addition, steam-powered boats and ships were widely used to
carry goods along Britain’s canals as well as across the Atlantic.

4 Britain had produced textiles like wool, linen and cotton, for hundreds of
years, but prior to the Industrial Revolution, the British textile business was a
true ‘cottage industry’, with the work performed in small workshops or even
homes by individual spinners, weavers and dyers. Starting in the mid-1700s,
innovations like the spinning jenny and the power loom made weaving cloth
and spinning yarn and thread much easier. With these machines, relatively
little labour was required to produce cloth, and the new, mechanised textile
factories that opened around the country were quickly able to meet
customer demand for cloth both at home and abroad.

5 The British iron industry also underwent major change as it adopted new
innovations. Chief among the new techniques was the smelting of iron ore
with coke (a material made by heating coal) instead of the traditional
charcoal. This method was cheaper and produced metals that were of a
higher quality, enabling Britain’s iron and steel production to expand in
response to demand created by the Napoleonic Wars (1803-15) and the
expansion of the railways from the 1830s.

6 The latter part of the Industrial Revolution also saw key advances in
communication methods, as people increasingly saw the need to
communicate efficiently over long distances. In 1837, British inventors
William Cooke and Charles Wheatstone patented the first commercial
telegraphy system. In the 1830s and 1840s, Samuel Morse and other
inventors worked on their own versions in the United States. Cooke and
Wheatstone’s system was soon used for railway signalling in the UK. As the
speed of the new locomotives increased, it was essential to have a fast and
effective means of avoiding collisions.

7 The impact of the Industrial Revolution on people’s lives was immense.

Although many people in Britain had begun moving to the cities from rural
areas before the Industrial Revolution, this accelerated dramatically with
industrialisation, as the rise of large factories turned smaller towns into
major cities in just a few decades. This rapid urbanisation brought significant
challenges, as overcrowded cities suffered from pollution and inadequate
sanitation.

8 Although industrialisation increased the country’s economic output overall

and improved the standard of living for the middle and upper classes, many
poor people continued to struggle. Factory workers had to work long hours in
dangerous conditions for extremely low wages. These conditions along with
the rapid pace of change fuelled opposition to industrialisation. A group of
British workers who became known as ‘Luddites’ were British weavers and
textile workers who objected to the increased use of mechanised looms and
knitting frames. Many had spent years learning their craft, and they feared
that unskilled machine operators were robbing them of their livelihood. A few
desperate weavers began breaking into factories and smashing textile
machines. They called themselves Luddites after Ned Ludd, a young
apprentice who was rumoured to have wrecked a textile machine in 1779.

9 The first major instances of machine breaking took place in 1811 in the city
of Nottingham, and the practice soon spread across the country. Machine-
breaking Luddites attacked and burned factories, and in some cases they
even exchanged gunfire with company guards and soldiers. The workers
wanted employers to stop installing new machinery, but the British
government responded to the uprisings by making machine-breaking
punishable by death. The unrest finally reached its peak in April 1812, when
a few Luddites were shot during an attack on a mill near Huddersfield. In the
days that followed, other Luddites were arrested, and dozens were hanged or
transported to Australia. By 1813, the Luddite resistance had all but
vanished.

B. Bài tập

Questions 1-7

Complete the notes below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 1-7 on your answer sheet.

Britain’s Industrial Revolution

Steam power

- Newcomen’s steam engine was used in mines to remove water.

- In Watt and Boulton’s steam engine, the movement of the 1 was linked to a
gear system.
A=A1 Watt and Boulton’s Watt later worked with
steam engine the English
manufacturer Matthew
Boulton to invent a new
steam engine
B=B1 movement both the forward and
backward strokes
C=C1 Linked Driven/ connected
D=D1 a gear system the gear mechanism/

- A greater supply of 2 was required to power steam engines.

A=A1 A greater supply The demand …

grew rapidly
B=B1 required to power used to produce
steam engines manufactured goods,
but also steam-
powered transportation

Textile industry

- Before the Industrial Revolution, spinners and weavers worked at home and
in 3

A=A1 Before the Industrial prior to the Industrial

Revolution Revolution
B=B1 spinners and weavers spinners, weavers and
dyers
C=C1 worked at home or even homes

- Not as much 4 was needed to produce cloth once the spinning jenny and
power loom were invented.

A=A1 Not as much relatively little

B=B1 needed to produce made weaving cloth
cloth and spinning yarn and
thread much/ required
to produce cloth
C=C1 once the spinning jenny innovations like the
and power loom were spinning jenny and the
invented power loom

Iron industry
- Smelting of iron ore with coke resulted in material that was better 5

A=A1 Smelting of iron ore the smelting of iron ore

with coke with coke
B=B1 resulted in This method was
cheaper and produced
C=C1 Material / better metals that were of a
higher

- Demand for iron increased with the growth of the 6

A=A1 Demand for iron enabling Britain’s iron

and steel production to
expand
B=B1 increased with the the expansion of the
growth

Communications

- Cooke and Wheatstone patented the first telegraphy system.

- The telegraphy system was used to prevent locomotives colliding.

Urbanisation

- Small towns turned into cities very quickly.

- The new cities were dirty, crowded and lacked sufficient 7

A=A1 new cities turned smaller towns

into major cities
B=B1 dirty, crowded overcrowded cities,
pollution
C=C1 Lacked sufficient inadequate

Questions 8-13

Do the following statements agree with the claims of the writer in Reading
Passage 1?

In boxes 8-13 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

8. Britain’s canal network grew rapidly so that more goods could be

transported around the country.

A=A1 Britain’s canal network Britain’s canals

B=B1 grew rapidly were widely used
C=C1 that more goods could carry goods along
be transported around Britain’s canals as well
the country as across the Atlantic
D=D1 SO THAT NOT MENTIONED

9. Costs in the iron industry rose when the technique of smelting iron ore
with coke was introduced.

A=A1 Costs in the iron This method was

industry rose cheaper and produced
metals
B=B1 the technique of the smelting of iron ore
smelting iron ore with with coke
coke was introduced

10. Samuel Morse's communication system was more reliable than that
developed by William Cooke and Charles Wheatstone.

A=A1 Samuel Morse's Samuel Morse and

communication system other inventors worked
on their own versions in
the United States
B#B1 more reliable NOT MENTIONED
C=C1 than that developed by , British inventors
William Cooke and William Cooke and
Charles Wheatstone Charles Wheatstone
patented the first
commercial telegraphy
system
11. The economic benefits of industrialisation were limited to certain sectors
of society.

A=A1 The economic benefits industrialisation

of industrialisation increased the country’s
economic output
overall
B=B1 limited to certain improved the standard
sectors of society of living for the middle
and upper classes,
many poor people
continued to struggle

12. Some skilled weavers believed that the introduction of the new textile
machines would lead to job losses.

A=A1 Some skilled weavers Many had spent years

learning their craft, and
they feared that
B=B1 introduction of the new unskilled machine
textile machines operators
C=C1 lead to job losses robbing them of their
livelihood

13. There was some sympathy among local people for the Luddites who were
arrested near Huddersfield.

A#A1 some sympathy NOT MENTIONED

B#B1 among local people NOT MENTIONED
C=C1 for the Luddites who They called themselves
were arrested near Luddites after Ned
Huddersfield Ludd/ Luddites were
arrested,

READING PASSAGE 2

Athletes and stress

A
It isn’t easy being a professional athlete. Not only are the physical demands
greater than most people could handle, athletes also face intense
psychological pressure

during competition. This is something that British tennis player Emma

Raducanu wrote about on social media following her withdrawal from the
2021 Wimbledon

tournament. Though the young player had been doing well in the
tournament, she began having difficulty regulating her breathing and heart
rate during a match,

which she later attributed to ’the accumulation of the excitement and the
buzz’.

For athletes, some level of performance stress is almost unavoidable. But

there are many different factors that dictate just how people’s minds and
bodies respond to stressful events. Typically, stress is the result of an
exchange between two factors: demands and resources. An athlete may feel
stressed about an event if they feel the demands on them are greater than
they can handle. These demands include the high level of physical and
mental effort required to succeed, and also the

athlete’s concerns about the difficulty of the event, their chance of

succeeding, and any potential dangers such as injury. Resources, on the
other hand, are a person’s

ability to cope with these demands. These include factors such as the
competitor’s degree of confidence, how much they believe they can control
the situation’s outcome, and whether they’re looking forward to the event or
not.

C
Each new demand or change in circumstances affects whether a person
responds positively or negatively to stress. Typically, the more resources a
person feels they

have in handling the situation, the more positive their stress response. This
positive stress response is called a challenge state. But should the person
feel there are too many demands placed on them, the more likely they are to
experience a negative stress response -known as a threat state. Research
shows that the challenge

states lead to good performance, while threat states lead to poorer

performance. So, in Emma Raducanu’s case, a much larger audience, higher
expectations and

facing a more skilful opponent, may all have led her to feel there were
greater demands being placed on her at Wimbledon -but she didn’t have the
resources to

tackle them. This led to her experiencing a threat response.

Our challenge and threat responses essentially influence how our body
responds to stressful situations, as both affect the production of adrenaline
and cortisol-

also known as ‘stress hormones’. During a challenge state, adrenaline

increases the amount of blood pumped from the heart and expands the
blood vessels, which

allows more energy to be delivered to the muscles and brain. This increase of
blood and decrease of pressure in the blood vessels has been consistently
related to superior sport performance in everything from cricket batting, to
golf putting and football penalty taking. But during a threat state, cortisol
inhibits the positive effect of adrenaline, resulting in tighter blood vessels,
higher blood pressure, slower psychological responses, and a faster heart
rate. In short, a threat state makes

people more anxious -they make worse decisions and perform more poorly.
In tennis players, cortisol has been associated with more unsuccessful serves
and greater anxiety.
E

That said, anxiety is also a common experience for athletes when they’re
under pressure. Anxiety can increase heart rate and perspiration, cause
heart palpitations,

muscle tremors and shortness of breath, as well as headaches, nausea,

stomach pain, weakness and a desire to escape in more extreme cases.
Anxiety can also

reduce concentration and self-control and cause overthinking. The intensity

with which a person experiences anxiety depends on the demands and
resources they

have. Anxiety may also manifest itself in the form of excitement or

nervousness depending on the stress response. Negative stress responses
can be damaging to

both physical and mental health -and repeated episodes of anxiety coupled
with negative responses can increase risk of heart disease and depression.

But there are many ways athletes can ensure they respond positively under
pressure. Positive stress responses can be promoted through the language
that they and others – such as coaches or parents – use. Psychologists can
also help athletes change how they see their physiological responses – such
as helping them see a higher heart rate as excitement, rather than nerves.
Developing psychological skills, such as visualisation, can also help decrease
physiological responses to threat. Visualisation may involve the athlete
recreating a mental picture of a time when they performed well, or picturing
themselves doing well in the future. This can help create a feeling of control
over the stressful event. Recreating competitive pressure during training can
also help athletes learn how to deal with stress. An example of this might be
scoring athletes against their peers to create a sense of competition. This
would increase the demands which players experience compared to a normal
training session, while still allowing them to practise coping with stress.
B. Bài tập

Questions 14-18

Reading Passage 2 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 14-18 on your answer sheet.

NB You may use any letter more than once.

14. reference to two chemical compounds which impact on performance

A=A1 two chemical the production of

compounds adrenaline and cortisol-
also known as ‘stress
hormones’
B=B1 impact on performance This increase of blood
and decrease of
pressure in the blood
vessels has been
consistently related to
superior sport
performance

15. examples of strategies for minimising the effects of stress

A=A1 examples of strategies Visualisation/

Recreating competitive
pressure during training
B=B1 minimising the effects create a feeling of
of stress control over the
stressful event/ practise
coping with stress
16. how a sportsperson accounted for their own experience of stress

A=A1 a sportsperson the young player

B=B1 accounted for their own wrote about on social
experience of stress media following her
withdrawal

17. study results indicating links between stress responses and performance

A=A1 study results Research

B=B1 indicating links THe challenge
between stress states lead to good
responses and performance
performance

18. mention of people who can influence how athletes perceive their stress
responses

A=A1 people who can Psychologists

influence
B=B1 athletes help athletes
C=C1Q perceive their stress change how they see
responses their physiological
responses

Questions 19-22

Complete the sentences below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 19-22 on your answer sheet.

19. Performance stress involves many demands on the athlete, for example,
coping with the possible risk of ____

A=A1 Performance stress An athlete may feel

stressed about an
event
B=B1 involves many the demands on them
 demands on the athlete are greater than they
can handle
C=C1 coping with the potential dangers
possible risk

20. Cortisol can cause tennis players to produce fewer good ______

A=A1 Cortisol cortisol

B=B1 tennis players tennis players
C=C1 produce fewer good more
unsuccessful

21. Psychologists can help athletes to view their physiological responses as

the effect of a positive feeling such as _____

A=A1 Psychologists Psychologists

B=B1 help athletes to view help athletes change how
their physiological they see their
responses physiological responses
C=C1 the effect of a positive rather than nerves
feeling

22. is an example of a psychological technique which can reduce an

athlete’s stress responses.

A=A1 psychological psychological skills

technique
B=B1 can reduce an athlete’s decrease physiological
stress responses responses to threat

Questions 23 and 24

Choose TWO letters, A-E.

Write the correct letters in boxes 23 and 24 on your answer sheet.

23 -24. Which TWO facts about Emma Raducanu’s withdrawal from the
Wimbledon tournamentare mentioned in the text?
A. the stage at which she dropped out of the tournament

B. symptoms of her performance stress at the tournament

C. measures which she had taken to manage her stress levels

D. aspects of the Wimbledon tournament which increased her stress levels

E. reactions to her social media posts about her experience at Wimbledon

Questions 25 and 26

Choose TWO letters, A-E.

Write the correct letters in boxes 25 and 26 on your answer sheet.

25 -26. Which TWO facts about anxiety are mentioned in Paragraph E of the
text?

A. the factors which determine how severe it may be

B. how long it takes for its effects to become apparent

C. which of its symptoms is most frequently encountered

D. the types of athletes who are most likely to suffer from it

E. the harm that can result if athletes experience it too often

An inquiry into the existence of the gifted child

Let us start by looking at a modern ‘genius’, Maryam Mirzakhani, who died at

the early age of 40. She was the only woman to win the Fields Medal the
mathematical equivalent of a Nobel prize. It would be easy to assume that
someone as special as Mirzakhani must have been one of those ‘gifted’
children, those who have an extraordinary ability in a specific sphere of
activity or knowledge. But look closer and a different story emerges.
Mirzakhani was born in Tehran, Iran. She went to a highly selective girls’
school but maths wasn’t her interest -reading was. She loved novels and
would read anything she could lay her hands on. As for maths, she did rather
poorly at it for the first couple of years in her middle school, but became
interested when her elder brother told her about what he’d learned. He
shared a famous maths problem from a magazine that fascinated her and
she was hooked.

In adult life it is clear that she was curious, excited by what she did and also
resolute in the face of setbacks. One of her comments sums it up. ‘Of course,
the most rewarding part is the “Alia” moment, the excitement of discovery
and enjoyment of understanding something new … But most of the time,
doing mathematics for me is like being on a long hike with no trail and no
end in sight.’ That trail took her to the heights of original research into
mathematics.

Is her background unusual? Apparently not. Most Nobel prize winners were
unexceptional in childhood. Einstein was slow to talk as a baby. Ile failed the
general part of the entry test to Zurich Polytechnic – though they let him in
because of high physics and maths scores. Ile struggled at work initially, but
he kept plugging away and eventually rewrote the laws of Newtonian
mechanics with his theory of relativity.

There has been a considerable amount of research on high performance over

the last century that suggests it goes way beyond tested intelligence. On top
of that, research is clear that brains are flexible, new neural pathways can be
created, and IQ isn’t fixed. For example, just because you can read stories
with hundreds of pages at the age of five doesn’t mean you will still be
ahead of your contemporaries in your teens.

While the jury is out on giftedness being innate and other factors potentially
making the difference, what is certain is that thebehaviours associated with
high levels of performance are replicable and most can be taught even traits
such as curiosity.

According to my colleague Prof Deborah Eyre, with whom I’ve collaborated

on the book Great Minds and How to Crow Them, the latest neuroscience and
psychological research suggests most individuals can reach levels of
performance associated in school with the gifted and talented. However,
they must be taught the right attitudes and approaches to their learning and
develop the attributes of high performers-curiosity, persistence and hard
work, for example an approach Eyre calls ‘high performance learning’.
Critically, they need the right support in developing those approaches at
home as well as at school.

Prof Anders Ericsson, an eminent education psychologist at Florida State

University, US, is the co-author of Peak: Secrets from the New Science of
Expertise. After research going back to 1980 into diverse achievements, from
music to memory to sport, he doesn’t think unique and innate talents are at
the heart of performance. Deliberate practice, that stretches you every step
of the way, and around 10,000 hours of it, is what produces the goods. It’s
not a magic number the highest performers move on to doing a whole lot
more, of course. Ericsson’s memory research is particularly interesting
because random students, trained in memory techniques for the study, went
on to outperform others thought to have innately superior memories those
who you might call gifted.

But it is perhaps the work of Benjamin Bloom, another distinguished

American educationist working in the 1980s, that gives the most pause for
thought. Bloom’s team looked at a group of extraordinarily high achieving
people in disciplines as varied as ballet, swimming, piano, tennis, maths,
sculpture and neurology. He found a pattern of parents encouraging and
supporting their children, often in areas they enjoyed themselves. Bloom’s
outstanding people had worked very hard and consistently at something they
had become hooked on when at a young age, and their parents all emerged
as having strong work ethics themselves.

Eyre says we know how high performers learn. From that she has developed
a high performing learning approach. She is working on this with a group of
schools, both in Britain and abroad. Some spin-off research, which looked in
detail at 24 of the 3,000 children being studied who were succeeding despite
difficult circumstances, found something remarkable. Half were getting free
school meals because of poverty, more than half were living with a single
parent, and four in five were living in disadvantaged areas. Interviews
uncovered strong evidence of an adult or adults in the child’s life who valued
and supported education, either in the immediate or extended family or in
the child’s wider community. Children talked about the need to work hard at
school, to listen in class and keep trying.
Let us end with Einstein, the epitome of a genius. He clearly had curiosity,
character and determination. He struggled against rejection in early life but
was undeterred. Did he think he was a genius or even gifted? He once wrote:
‘It’s not that I’m so smart, it’s just that I stay with problems longer. Most
people say it is the intellect which makes a great scientist. They are wrong: it
is character.’

B. Bài tập

Questions 27-32

Complete the summary using the list of phrases, A-K, below.

Write the correct letter, A-K, in boxes 27-32 on your answer sheet.

Maryam Mirzakhani

Maryam Mirzakhani is regarded as 27 in the field of mathematics because

she was the only female holder of the prestigious Fields Medal a record that
she retained at the time of her death. However, maths held little 28 for her
as a child and in fact her performance was below average until she was 29
by a difficult puzzle that one of her siblings showed her. Later, as a
professional mathematician, she had an inquiring mind and proved herself to
be 30 when things did not go smoothly. She said she got the greatest 31
from making ground-breaking discoveries and in fact she was responsible for
some extremely 32 mathematical studies.

A=A1 Maryam Mirzakhani Maryam Mirzakhani

B=B1 in the field of win the Fields Medal
mathematics the mathematical
C=C1 Unique She was the only
woman

A=A1 maths maths

B=B1 held little wasn’t
C=C1 as a child She went to a highly
selective girls’ school
D=D1 Appeal interest
 A=A1 her performance was she did rather poorly
below average
B=B1 until she was became
C=C1 by a difficult puzzle that when her elder brother
one of her siblings told her about what
showed her he’d learned/ shared a
famous maths problem
D=D1 Intrigued Fascinated, hooked

A=A1 she had an inquiring she was curious

mind
B=B1 and proved herself to in the face of setbacks
be …. when things
did not go smoothly
C=C1 Determined resolute

A=A1 got the greatest 31 the most rewarding

part
B=B1 from making ground- of understanding
breaking discoveries something new

A=A1 she was responsible for That trail took her

B=B1 some extremely 32 research into
mathematical studies mathematics.

C=C1 Innovative the heights of original

A appeal B determined C intrigued

D single E achievement F devoted

G involved H unique I innovative

J satisfaction K intent

Questions 33-37
Do the following statements agree with the claims of the writer in Reading
Passage 3?

In boxes 33-37 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

33. Many people who ended up winning prestigious intellectual prizes only
reached an average standard when young.

A=A1 Many people who Most Nobel

ended up winning prize winners
prestigious intellectual
prizes
B=B1 only reached an unexceptional in
average standard when childhood
young

34 Einstein's failures as a young man were due to his lack of confidence.

A#A1 Einstein's failures as a NOT MENTIONED

young man
B#B1 lack of confidence NOT MENTIONED

35 It is difficult to reach agreement on whether some children are actually

born gifted.

A=A1 Difficult TO reach the jury is out

agreement
B=B1 whether some children on giftedness being
are actually born gifted innate

36 Einstein was upset by the public's view of his life's work.

A=A1 Einstein Einstein

B#B1 upset by the public's NOT MENTIONED
view of his life's work
 37 Einstein put his success down to the speed at which he dealt with
scientific questions.

A=A1 Einstein Einstein

B=B1 put his success down It’s not that I’m so
smart
C><C1 the speed at which he that I stay with
dealt with scientific problems longer
questions

Questions 38-40

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 38-40 on your answer sheet.

33. What does Eyre believe is needed for children to equal ’gifted’
standards?

A=A1 Eyre Eyre

B=B1 needed for children to reach levels of
equal ’gifted’ standards performance associated
in school with the gifted
and talented
C=C1 the development of a they must be taught
spirit of inquiry towards the right attitudes and
their studies approaches to their
learning and develop
the attributes of high
performers-curiosity

A strict discipline from the teaching staff

B assistance from their peers in the classroom

Cthe development of a spirit of inquiry towards their studies

D the determination to surpass everyone else’s achievements

39. What is the result of Ericsson’s research?

A=A1 Being born with a random students,

special gift is not the trained in memory
key factor in becoming techniques for the
expert study, went on to
outperform others
 thought to have
innately superior
memories those who
you might call gifted

A Very gifted students do not need to work on improving memory skills.

B Being born with a special gift is not the key factor in becoming expert.

C Including time for physical exercise is crucial in raising performance.

D 10,000 hours of relevant and demanding work will create a genius.

40. In the penultimate paragraph, it is stated the key to some deprived

children's success is

A a regular and nourishing diet at home.

B the loving support of more than one parent.

C a community which has well-funded facilities for learning.

D the guidance of someone who recognises the benefits of learning.

A=A1 guidance of someone Children talked about

who recognises the the need to work hard
benefits of learning at school, to listen in
class and keep trying