Time allocated: 2h 30 m

14.06.2022

ISTANBUL AYDIN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES
ENGLISH PREPARATORY PROGRAM 2021-2022 ACADEMIC YEAR
TRACK 4 DEGREE A1 ELAT
SET A

Name & Surname :

Student Number :
Classroom :
Department :
Student’s Signature :

There are 36 multiple choice questions in this exam. Please mark your answers for the multiple part both on
the exam paper and on the optic form.

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PARTP PART ONE: READING Total: 16 pts.

Passage 1: Read the text and choose the best option. (1 point each, total 8 pts)

THEORIES OF EXPERIENCE AND EDUCATION

1 Two American philosophers, William James and John Dewey developed very influential theories about
how we think and learn. Both believed that the truth of any idea is a function of its usefulness and that
experience is central to learning.
2 William James (1842-1910) was a philosopher and psychologist who believed that truth is not absolute
and unchangeable, rather, it is made in actual, real-life events. In a person’s life, there are experiences that have
meaning and truth for that person. Truth cannot be separated from experience, and in order to understand the
truth, we have to study the experience itself. Thus, for James, human experience should be the primary subject
of the study, and he called upon thinkers to concentrate on experience instead of essence, abstractions, or
universal laws.
3 James focused on what he called “stream” of experience, the sequential course of events in our lives. He
believed that human consciousness is a stream of thoughts and feelings, and that this stream of consciousness is
always going on, whether we are awake or asleep. The stream consists of very complex waves of bodily
sensations, desires and aversions*, memories of past experiences, and determinations of the will. One wave
dissolves into another gradually, like the ripples* of water in a river.
4 In James’s theory, thought and experience are connected. Incoming waves of thought flow in next to
outgoing waves of previous experience and thus become associated with each other. An incoming thought is
“workable” only if it is meaningful and can be associated with something already in the person’s mind. James ‘s
theory supports later theories of associative learning, which assert that new learning involves activating previous
learning to find “hooks” on which to hang new information.
5 The theories of John Dewey (1859-1952), philosopher and educator, have had a tremendous impact on
generations of thinkers. Dewey viewed life as a continuously reconstructive process, with experience and
knowledge building each other. He believed that learning is more than the amassing* and retention of
information; learning is learning how to think. Thinking is not something abstract; it is a living process that starts
when old habits meet new situation.
6 For Dewey, experience cannot be separated from nature because all experience is rooted in nature.
Nature is what we experience: air, stones, plants, diseases, pleasure, and suffering. Dewey believed that
experience is an interaction between what a person already knows and the person’s present situation. Previous
knowledge for nature interacts with the present environment, and together they lead to new knowledge that in
turn will influence future experience.
7 Dewey asserted that experience is central to education; however, experience cannot be equated with
education because all experiences are not necessarily educative. Experience is educative only when it contributes
to the growth of the individual. It can be miseducative if it distorts the growth of further experience. It is the
quality of experience that matters. Thus, productive experience is both the means and the goal of education.
8 Dewey felt that education should be problem-centered and interdisciplinary rather than subject-centered
and fragmented. The methods and curricula of education must make the child’s growth the central concern.
Furthermore, truly progressive education must involve the participation of the learner in directing the learning
experience.
Glossary:
Aversion: a strong dislike or disinclination.
Amassing: gather together or accumulate (a large amount or number of material or things) over a period of time.
Ripples: a small wave or series of waves on the surface of water, especially as caused by a slight breeze or an
object dropping into it.

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1. According to paragraph 1, what did the two philosophers agree on?
a. If something is not useful, the idea is true. b. Learning is more important than experience.
c. You can learn without experience. d. In order to learn, you need experience.

2. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 2?
Incorrect choices change the meaning in important ways or leave out essential information.
Truth cannot be separated from experience, and in order to understand the truth, we have to study the
experience itself.
a. We can comprehend what truth is only if we separate truth from experience and study each individually.
b. The truth of my experience cannot be understood unless it is compared with past experiences.
c. It is more important to learn from personal experience than to study philosophy to understand truth.
d. We must study experience to know the meaning of truth because the two are necessarily connected.

3. The word sequential in paragraph 3 is closest in meaning to ________________.

a. continuous b. apparent c. conscious d. interesting

4. Why does the author mention a river in paragraph 3?

a. To describe how thoughts and feelings flow into each other.
b. To compare the processes of falling asleep and waking up.
c. To emphasize the complexity of bodily sensations.
d. To show that truth is not absolute and unchangeable.

5. The word it in paragraph 4 refers to__________________.

a. James’s theory b. previous experience c. incoming thought d. the person’s mind

6. All of the following ideas are part of Dewey’s theory of experience and education EXCEPT __________.
a. Knowledge and experience interact.
b. Present experience affects future experience.
c. Every experience is educative.
d. Experience should develop the individual.

7. It can be inferred from the passage that William James and John Dewey would probably agree on which of
the following statements?
a. The truth of an idea is something that all people can agree on.
b. Our life experience are a very important part of our education.
c. To be truly educated, we must have our own theory of experience.
d. The quantity of experience is more important than the quality.

8. Look at the four squares A, B, C, and D, which indicate where the following sentence could be added to the
passage. Where would the sentence best fit?
The incoming thoughts will come to resemble the outgoing thoughts, even though the two have never been
experienced together before.
In James’s theory, thought and experience are connected. A Incoming waves of thought flow in next to outgoing
waves of previous experience and thus become associated with each other. B An incoming thought is “workable”
only if it is meaningful and can be associated with something already in the person’s mind. C James’s theory
supports later theories of associative learning, which assert that new learning involves activating previous
learning to find “hook” on which to hang new information. D
a. A b. B c. C d. D

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Passage 2: Read the text and choose the best option. (1 point each, total 8 pts)
The Victorian Style of Design
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Victorian style is a broad term that refers to the characteristics of design from the latter period of
Queen Victoria's rule, from 1837 until her death in 1901. At the time, the style was used as a signal of
affluence among the upper class of British society due to its ornate, showy interiors. Today, it is still
popular across the globe; particularly in Asia, where it is used to create opulent* spaces that convey a
high position in society.
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One of the principles of Victorian design is that unused space in a room is a sign of poor taste
and lower economic status. With that in mind, European designers sought to fill every space. Victorian
design has sometimes been viewed as indulging in a grand excess of ornament. Every room was
decorated with objects that reflected the owner's influences and preferences. Extravagant decorations,
lace tablecloths, stained glass, vases, busts, framed paintings or prints, multi-layered window
treatments, richly patterned fabrics, and accessories were used throughout the house. The Victorian
Hotel in Vancouver, British Columbia, exemplifies the classic Victorian Style. Chandeliers hang from the
ceiling, vases with fresh flowers dot every table, and the dining room features elaborately carved
furniture and decorative teapots made of China. It is elegantly appointed, true to the Victorian style.
This hotel often hosts the royal family when they visit Canada.
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The use of vibrant, brightly colored fabrics is another convention of Victorian design. Complex
patterns covered every surface of the Victorian home. Oriental rugs and heavy draperies were thought
of as the height of good taste. Windows were rarely left uncovered; rather, on them hung thick,
decorative drapes.The lack of light that could enter rooms through these heavy draperies was
compensated for with eye-catching appointments of velvet, silk, and satin. These materials made an
otherwise dark room appear brighter.
Linen patterns ranged from flowers and animals to geometric shapes, stripes, and woven Arabic
symbols: squares and circles, typically repeated, overlapped and interlaced to form intricate patterns.
Victorians loved these patterns and used them liberally.
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The decoration of walls and ceilings was yet another element of Victorian design. Ceilings were
covered in embossed* paper or painted a light color so as not to detract from the wall decorations.
Wallpaper became enormously popular and is an enduring feature of Victorian design. At first, this was
because of the development of mass production as well as the repeal* of the 1712 Wallpaper Tax.
Wallpaper was decorated with beautiful flowers in primary colors of red, blue, and yellow, printed on
beige paper. This was followed by the latter half of the Victorian era when wallpaper was inspired by
Gothic art of earth tones and stylized leaf and floral patterns. William Morris was one of the most
renowned designers of wallpaper and fabrics during this period. He was influenced by medieval art,
which he saw as the noblest art form, and used Gothic tapestries from that era in his work.

Glossary:
Opulent: costly and luxurious
Embossed: decorated with a design that stands out in relief
Repeal: cancellation-cancel

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9. The word affluence in paragraph 1 is closest in meaning to ________________.

a. influence b. impact c. wealth d. interest

10. The word it in paragraph 1 refers to ______________.

a. style b. globe c. Asia d. British society

11. According to Paragraph 2, why did Europeans fill up every space?

a. To show visitors their collections of objects b. To prove that they appreciated Victorian
design
c. To interest guests in their family history d. To show that they had wealth and
sophisticated
taste
12. In Paragraph 2, why does the author mention the objects found in a Victorian style home?
a. To illustrate the objects that could be purchased only by the rich
b. To point out that Victorians indulged in many objects that were not practical
c. To give examples of the items that were popular in the Victorian era
d. To suggest that design has changed a great deal since Victorian times

13. What is the purpose of paragraph 3?

a. To describe another feature of Victorian style c. To describe the symbols used in Victorian
design
b. To explain why Arabic symbols were popular d. To illustrate a disadvantage of covering
windows with heavy draperies during the Victorian era

14. All of the following are patterns that could probably be seen in Victorian linens EXCEPT ________.
a. roses and lilies b. bows and arrows c. squares and circles d. horses and sheep

15. According to Paragraph 4, why did wallpaper first become popular?

a. It became more widely available and more affordable. b. It was a way to cover up plain walls and
make them more interesting.
c. It was a reflection of how popular the Gothic style d. It was not as heavily taxed by the
government as paint. had become.

16. Which of the sentences below best expresses the essential information in the highlighted
sentence in paragraph 4? Incorrect answer choices change the meaning in important ways or leave
out essential information.
He was influenced by medieval art, which he saw as the noblest art form, and used Gothic tapestries
from that era in his work.
a. William Morris studied tapestries that were made during the medieval period, and used them in his
work.
b. Because Gothic art was so popular in medieval times, William Morris decided it should be used in his
designs.
c. As William Morris admired medieval art, he used it in his own work.

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 d. William Morris used Gothic designs to improve artwork that he had created.

PART T PART TWO: VOCABULARY Tot Total: ___/19 pts.

A: Choose the right words below to complete the following sentences. (1 point each, total 9 points)

17. I _________ to earn enough so that I’d pay for my father’s surgery, but I couldn’t. It was too expensive.

a. achieved b. overcame c. strived d. attributed

18. Sam really wants to become an engineer. His persistence and all his hard work will definitely __________.
a. pay back b. pay off c. give up d. call off

19. When I was young, I _________ to be a famous actress. My dream came true after 20 years.
a. discovered b. accepted c. aspired d. convince

20. My brother is a vegetarian and I can't __________ him that he needs to eat meat.
a. convince b. overcome c. accept d. blame

21. My teacher __________ my explanation for being late and she didn’t mark me absent.
a. accepted b. rejected c. protested d. determined

22. I know it is so difficult to work and study, but I’m sure you will ____________it if you try harder.
a. publish b. achieve c. suffer d. outcome

23. Mrs. Wardwell’s future career as prime minister depends on the __________of the elections. If she
succeeds, she will be a strong candidate for the upcoming elections.
a. diligence b. outcome c. overcome d. aspire

24. She is really ____________ to do her Master’s degree abroad. She says nothing can make her change her
mind.
a. hopeless b. objective c. harsh d. determined

25. She has a(n) _________ for learning English. She learns new words and idioms very quickly.
a. obstacle b. anxious c. patient d. aptitude

B. Complete the sentences with the words in the box. There are TWO extra words. (2 points each, total 10 points)
utter accomplishment status quo devise vibrant tranquil inspiring utter

1. She was a(n) _inspiring___________ teacher and a gifted scientist. Her great ideas encouraged her students
to learn how to be an independent and autonomous learner.
2. People in power don’t want young people to vote because young people generally vote against the status
quo.
3. For a long time, he could not _utter_______ a word, so that the Rhetor had to repeat his question.

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 4.
PART PART THREE: GRAMMAR Total: ___/30 pts.

We were the only ones on the beach, so we enjoyed a(n) ___tranquil__________________ day.
5. Our professor started to teach at a university when she was only 24. Her parents are proud of her academic
__accomplishment___________.

A. Complete the dialogue using the verbs given in the brackets in FUTURE PERFECT OR FUTURE
CONTINUOUS TENSE (2 points each, total 10 points)

A: This time tomorrow Stacey (1) __will be flying________________________ (fly) over the Atlantic Ocean.
B: That’s right. What time will her plane arrive?
A: At 5.30 in the evening.
B: I (2) _____will have finished____________________ (finish) work by then, so I can pick her up.
A: Good. I (3) ___will be preparing____________________ (prepare) the most delicious meals this time
tomorrow.
B: That’s a good idea. Just make it earlier than usual. She (4) _will have travelled__ (travel) for 10 hours by the
time we come home.
A: Don’t worry. I (5) __will have cooked____________________________ (cook) dinner by the time you
both get home.

B. Circle the correct answer. (1 point each, total 10 points)

1. The man who / whose / whom wife had an accident lives next door.
2. She must / could /can’t have gone to the market by car. Her car keys are still here.
3. After Fred spends / have spent / had spent his holiday in Italy he wanted to learn Italian.
4. “Be nice to your brother," he said. He asked me to be /not to be /being nice to my brother.
5. Don't worry, it's a simple program to use. You are used to / will get used to / used to it in no time, I'm sure.
6. He would have been /would be / will be on time for the interview yesterday if he had left the house at nine.
7. I wish I didn’t spent / hadn’t spent /don’t spend so much money last month. I have to borrow some money
from my sister.
8. Mary will have her homework to prepare / prepare / prepared because she doesn’t know anything about it.
9. We hope to visit / visiting / visit Amsterdam next month.
10. Your room will clean / will be clean / will be cleaned while you are out.

C. Rewrite the sentences by using the words in parentheses. (2 points each, total 10 points)

1. They are building a new library near the train station. (BUILT)
A new library is being built near the train station.
2. I’m sure I locked the door when I was leaving, but it’s open now. (HAVE)
Someone ________must have _entered the house.
3. He didn’t study much last night because he had lots of guests over. (WOULD)
If ___he hadn’t had lots of quests over he would have studied____.
4. This is a very good website. You can find any information you need about economy there. (WHERE)
This is a very good website where you can find any information you need about economy.

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 5. It's not really easy to find a job in this mega city. (FINDING)
Finding a job is not really easy________________in this mega city is not easy.

PART PART FOUR: LISTENING Total: ___/15 pts.

LISTENING I. Listen to a conversation between a student and a university employee and take notes
below. (2 points each, total 4 points)

TAKE YOUR NOTES HERE:

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LISTENING II. Listen to the lecture and take notes below.

TAKE YOUR NOTES HERE:

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PART PART FIVE: WRITING Total: ___/20 pts.
INTEGRATED WRITING

Instruction: Please read the passage, listen to part of a lecture and write your response. Your response
should include information from both the reading and the lecture.

You have 3 minutes to read the passage before the listening starts.

SLEEP LOSS

Scientists agree that sleep loss is bad for the brain. Many people, though, don’t know what happens in the
brain when you don’t get enough sleep. The brain’s ability to learn new things suffers and becomes bad. So, lack
of sleep can make it harder to learn simple things. There are two ways that this happens.

First, sleep loss can make it harder to remember directions. Scientists call this spatial learning, or the
ability to learn how to get to certain places. Sleep loss makes it harder to remember how to get to a new place. In
a study, participants were asked to solve a way-finding task. It was found that participants with poor sleep quality
were slower and made more mistakes while finding their ways. So, even moving around in the world is hard if you
don’t get enough sleep.

In addition, sleep loss makes the brain unable to rest. Even the brain needs to rest and recover, and when
the brain can’t rest, it isn’t able to learn new things effectively. Therefore, sleep loss keeps the brain from learning
as well as it should. Besides, lack of sleep interferes with brain function. A study by scientists found that lack of
sleep restricts the ability of some brain cells to function and communicate with one another. As a result, our
mental performance slows down.

 Now, listen to a lecture about the text you have just read and take notes below.

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 Task: Summarize the main points made in the lecture and explain how they support the main points in the
reading passage.
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AP APPROPRIATE
MAIN I MAIN IDEA OF GRAM GRAMMAR USE OF
MAJOR DETAILS U USE OF APPROPRIATE
ORG ORGANIZATION
READR READING AND
OF READING VOCABULARY
PUNCTUATION, TRANSTION PARAPHRASING TOTAL
LISTENING SPELLING WORDS
& LISTENING
2 3 6 2 2 2 3 20

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