There are numerous reason behind the choice of clothing we make, ranging from the practice to the bizarre, but in all likelihood humans began wearing clothes in order to shield themselves of the elements.
‘The Iceman’, found mummifying in the ice of a glacier on the Italian-Austrian border in 1991, was still clad with remarkably well-preserved garments which would obviously have protected him from the rain and cold five thousand years ago.
The clothing worn by people living in warmer climates further illustrates this basic function of clothing. In hot, dry desert regions, people tend to wear cool, flowing materials which cover much of the body, including the head. This helps keep them cool during the heat of the day and helps to keep the wearer warm at night when temperatures increase dramatically. On the other hand, many peoples living in tropical regions, with their constant high temperatures and humidity, are sparse clothed.
Not all clothing is functional, moreover, and at different times throughout history people, especially women, have worn clothes which are impractical – restricting the wearer’s movements and in some cases cause physical discomfort. Examples of such restrictive clothing can be seen in the hooped and corseted gowns worn by wealthy women in the 18th century, and in the opulent, heavy robes traditionally worn by royalties. Such customs send a clear message that the wearer does not need to work but occupies a position in society that others can be commanded to work for them.
5. plummet /drop/fall
D. WRITING (30 points) I. (5 points) 1. It came as no surprise to me that Harry had failed his driving test.
2. She wasn’t so deaf/hard of hearing that she couln’t hear the phone.
3. According to the salesman my new car would/will be delivered next Wednesday.
4. It is not (very) likely (that) they will succeed.
5. This affair is no concern/business of yours.
II. (5 points) 1. My cat has gone/is OFF its food.
2. Gerald was (always) SHORT of money until/before he married that rich businesswoman.
3. One never KNOWS how he is going to/will/may/might react.
4. There are several categories of people who are EXEMPT from (paying) the new tax.
5. Our company has got (the/a) MONOPOLY of/on/over the importation of these chemicals.
III. (20 points) 1. Content: (35% of total mark) a. Providing all main ideas and details as required
b. Communicating intentions sufficiently and effectively
2. Organization & Presentation: (30% of total mark) a. Ideas are well organized and presented with coherence, cohesion, and clarity
b. The essay is well-structured
3. Language: (30% of total mark) a. Demonstration of a variety of vocabulary and structures appropriate to the level
of English language gifted upper-secondary school students
b. Good use and control of grammatical structures
4. Handwriting, punctuation, and spelling (5% of total mark) a. Intelligible handwriting
b. Good punctuation and no spelling mistakes
Markers should discuss the suggested answers and the marking scale thoroughly before marking the paper. THE END