General Training Reading 2026-01 Test 3

A. Winter Food and Craft Festival Our ever-popular Winter Food and Craft Festival is back! This year it's going to be bigger and better than ever. The event will host a variety of stalls, selling items ranging from fashion and personal ornaments, including beautiful necklaces or earrings, to handmade gifts. There will also be a large seating area where visitors can enjoy some of the hot and cold ready-to-eat delights on offer. B. Other Voices On 1st and 2nd November, Other Voices makes its way from its home in Dingle on the west coast of Ireland to the town of Cardigan on the west coast of Wales, for a phenomenal weekend which celebrates the longstanding cultural and musical ties between these regions. Over the weekend we will showcase a line-up of over 30 free musical and cultural events, featuring incredible vocal performances. C. Festival of Senses Festival of Senses is an annual free festival in the West Wales town of Llandeilo. It offers craft and fashion stalls, food stalls and more. The Country Market will be open all day on Friday and Saturday. Do visit us for light snacks and to view our wide range of goods, all produced in the area by our cooks, crafters and growers. D. Craft Festival Cardiff Craft Festival Cardiff (formerly Made by Hand Cardiff) moved to City Hall, Cardiff in 2014. There is a range of bookable workshops for all ages. Our workshops are very popular and most sell out quickly. To book you must be over 16 years of age. We also have a range of free workshops for children between the ages of 2 and 18. E. Sparks in the Park Our annual event enables up to 20,000 people to view one of the UK's largest firework displays, accompanied by live presenters from HeartFM radio, a full fun-fair, food and drinks stalls and a carnival atmosphere. Two displays will be taking place again this year: a children's firework display from 6 pm and Wales's largest firework display from 7 pm onwards. All funds raised will be distributed to organisations that help people in need.

Creating a better area to meet the needs of the local community The proposal to develop the part of our city known as Frog Valley has now been passed to the local council for consideration and approval. In case you missed earlier newspaper reports, here briefly are some of the changes and improvements that are being planned for the site. An area of land in the south-east corner of Frog Valley has been allocated to the construction of a new primary school which, if building does go ahead, will accommodate 300 children. The size and location of the school mean that admission will not be limited to families who live in the area. Another feature that will bring people together will be the new shopping mall. Plans are to move all the existing local shops, which are currently located in small groups around the site, into one shopping zone, and this will see the addition of an organic farm shop and a vegan store. A community centre will be central to the development of the site. It will provide a much needed meeting place for clubs and societies that, until now, have had to meet wherever they can find a venue. The pride of the center will be a gym complex with swimming pool - something younger residents have been requesting for some time but that has never been possible, due to cost. For many years now, local businesspeople have been asking for better business premises, and this is now a priority for Frog Valley. Twenty thousand square metres of space will be used to house anything from small startups to large existing local businesses. It will be built to the south-east of the site, with dedicated car parking for office workers, either within each office area or in a single car park. At our public consultation meeting, some residents asked if it would be possible to include services such as dentistry and various types of medical testing facilities within the health center. This would mean adding to the existing building and there are no plans to do this at present. However, it will be possible to see a doctor at weekends and in the evenings, which is a welcome development.

Your Curriculum Vitae (CV) is one of the most important documents you will ever write. This summary of your academic and work history is an essential tool in your job search and is commonly the first form of contact with a potential employer. With so many people in the job market, it is your responsibility to 'sell' yourself, so before you put pen to paper, it is worthwhile taking time to carefully think about your approach. To assist you in this process, we have listed the most common advice for preparing your CV below: A. Your main goal is to demonstrate a match between your accomplishments and the position you are applying for. The job description will outline the qualifications and requisites for the position, so read it carefully. B. Update your CV each time you apply for a job, specifically tailoring it to each position. C. If you are applying for a position in another country, present your academic and work achievements in terms that your future employer will understand and demonstrate your familiarity with the culture and business practices, where possible. D. The format of your CV is always important. A clear, concise presentation will make your application stand out and be easier to read. A summary on page one, outlining your key strengths, will draw attention to your best features. The use of bullet points in the formatting can not only contribute to brevity but also increase the impact of your CV. E. Never send out a CV without a covering letter highlighting the areas of your CV that particularly relate to the job being advertised. F. In their enthusiasm for a particular position, some people may be tempted to exaggerate on their CVs. Employers are aware of this tendency and will check any claims you make concerning your experience, qualifications, or remuneration levels. It pays to be truthful. If you are caught lying, your application will not be considered. G. Grammatical and spelling errors are unacceptable in a CV. However, they are one of the most common problems. Your CV must have no mistakes and be attractively presented. A good strategy is to ask someone to check it for you before it is submitted to make sure it is error-free. H. If you have difficulty writing your CV and feel that it will detract from your job application, there are professional services that will assist you for a reasonable fee.

A CV is usually the initial 15 _________ made with a future boss. Writing a CV requires a well-considered 16 _________ All 17 _________ must show a relationship with the desired position. The requirements of a position are explained in the 18 _________ In addition to a CV, applications must also include a 19 _________ If CV writing is too challenging, consider help from 20 _________

When you finally hear the words 'Congratulations, you've been hired!' from the supervisor of the famous Jakarta Mahal Indian Restaurant, you might wonder 'Now what do I do?' On your first day, you will be assigned to an experienced employee who will act as your adviser for the first week. Your mentor will also take you on a tour of the restaurant to familiarise you with the layout. Once you know where everything is and have met the staff, you will be advised of the daily routine. An important key to success is to memorise this and faithfully adhere to it. Upon arrival at the restaurant, change into your uniform – ensure it is ironed and stain-free. Depending on the time of the day, you may be required to lay the tables and stock the service areas with supplies of coffee, tea, clean tableware and linen. Once those tasks are complete, familiarise yourself with the menu and any alterations made since you were last on duty. Pay particular attention to the daily specials and check the drinks menu and wine list. It may be necessary to consult with the head waiter about the dishes on offer so you can answer queries, which could include describing cooking methods and ingredients. Be on hand to greet the patrons, answer their questions, and escort them to their table. When everyone is seated and has a menu, take their drink orders and inform them of the specials of the day. Be prepared to make recommendations if requested to do so. Take the meal orders when the guests indicate they are ready and check to see if additional beverages are needed. When the meals are ready they should be served quickly and efficiently. A hallmark of an excellent waiter is table maintenance. During the meal ensure that empty glasses, dirty dishes and unused cutlery are removed. Also, be alert for anyone looking around in need of assistance. Be sure to check the bill before presenting it to the guests, making sure it is itemised and that the total and sales tax is correct. After you have collected payment and taken leave of your patrons, it is time to reset the table and begin again.

DAILY ACTIVITIES AT JAKARTA MAHAL Waiters must put on a clean 21 _________ Become aware of any changes to 22 _________ Prepare for questions about the menu by talking to the 23 _________ Tell guests about specials after they have been 24 _________ Once meal orders have been taken, inquire about 25 _________ Write all sales tax on 26 _________ After guests have left, 27 _________

A. A group of excited children are instructing community archaeologist Colin Shepherd when to drop a china mug on the floor so that they can see how it breaks on impact. They will use the results of this experiment to better understand an archaeological find: the broken pieces of an old marmalade jar, last used for breakfast around 100 years ago. The children had recently excavated the jar from woodland as part of an archaeological investigation. B. When schoolchildren are invited to visit archaeological excavations, they rarely have much specific knowledge about the site's history. They are normally given straightforward tasks like washing and sorting finds, which refers to any discoveries that are of archaeological interest. What is less common is to find primary school pupils working as partners with an archaeologist. Our project lets primary school children take a joint role in an archaeological investigation, working actively alongside an expert in the field. C. The children's archaeological investigations were part of a larger project initiated by a community group which works to study and preserve the landscape of the Bennachie hills region in Aberdeenshire, Scotland. The main project was developed with a team from the University of Aberdeen and funded by a Community Heritage Fund and the National Lottery. It focused on the history and archaeology of an abandoned mid-19th-century settlement located on common ground on the lower slopes of the Bennachie hills. Colin Shepherd set up two additional archaeological projects with local primary school children and their teachers. Each project investigated the history of the place in which the pupils lived and go to school. D. At one of the schools, the excavation took place in woodland where pupils usually take part in outdoor learning. Before the archaeology project began, the children viewed the woodland as existing only in the present. Through their work, they became aware of its history and the people who lived and worked on the land near their school in the past. Taking on the role of historians and working with primary source materials, such as maps, census returns and tax payments, the children were able to develop their own lines of enquiry. Their research suggested that there had been a water mill in the area, so the excavations set out to find it. The children, working with the community archaeologist, found evidence for this. They also discovered the remains of a 19th- or 20th-century midden, or rubbish dump, containing many pieces of broken pottery. E. My role as a teacher educator specialising in history education was to work alongside pupils and staff to create an exhibition for their families and the general public. Following a visit to the university to see the museum there, the children produced a timeline of everything they had found to show the period in history to which each item belonged. They went on to invent a 'guess the object' game to engage visitors in their discoveries. The children were given the use of the museum's replica of a 17th-century collection cabinet for their exhibition. During the identification of the pottery pieces, one was identified as coming from the distinctive Seaton Workshop in Aberdeen, so a complete example was borrowed from the museum and included in the cabinet alongside it. Because it used a high-quality display cabinet, the children's exhibition gained a similar status to that of a real museum for the parents and community members who came to see it. F. The project meant the children could lead their own historical investigations and expand their understanding of the places in which they live and the heritage of their families and community. This is a key principle in the Social Studies section of Scotland's Curriculum for Excellence, the national framework for learning for children between the ages of three and 18. Not only did the children learn the history of the place, they learned to understand the process of creating historical knowledge. Through their museum visit, they learned how to select items for display and to think about how to talk to other people about the history they had created. G. Setting up the exhibition and showing it to people aided conversations between children and the community. One of the children discovered that their great-grandfather had once owned the Seaton workshop, so a grandmother of another child recounted her memories of making oatmeal porridge in a small bowl decorated with the same floral design as a pottery piece on display. The archaeological investigations carried out by the children created a real-life context for them to play an active part in learning — educating not just themselves but their community too.

The children's exhibition The writer helped the children to exhibit what they had found. First the children went to look at the exhibits on display at the 37 _________ museum. After that, they placed their discoveries on a timeline to show the age of the objects. Then they created a 38 _________ for visitors to test their knowledge of the items. The children were allowed to use a cabinet that belonged to the museum to display all the things they had found. One piece of pottery was recognised as being made at a particular 39 _________. It was placed next to an unbroken example of the pottery. The quality of the display area raised the 40 _________ of the children's exhibition for everyone who went to see it.