paragraaf
1 PARTITEL TBVtitel
VALIDE XML
unit 1 critics’ choice
Critics’ Choice
Cambridge blues: Amanda Burton goes back to
college (BBC1, 9.35pm)
Silent Witness (BBC1, 9.35pm)
Forced to shape up by competition from ITV rival
Dr Iain McCallum’s grislier cases and more turbulent private
life, Dr Sam Ryan (Amanda Burton) returns with new blokes
vying for her sexual favours and an old mentor (Anthony
Bate) willing to act as confidant. The latest stiff on her slab
is flirtatious don Annabelle Evans (Katharine Schlesinger),
one of Ryan’s party at the May ball on the night of her
death. In the frame are Evans’s estranged husband and
a Cambridge wannabe who was compelled to work as a
notably short-tempered waiter in the city after she rejected
his application. But the most assured of her students looks a
smart long-odds bet.
Channel 4 Racing (C4, 1.30pm)
‘See More Business’, ‘The Somerset Challenger’, and
Irish-trained ‘Dorans Pride’ lead the field contesting the Tote
Cheltenham Gold Cup Chase (3.15pm), the jump season’s
supreme trophy, while presenter Derek “Tommo” Thompson
finds out whether anybody in racing is still speaking to him
after his recent courtroom humiliation.
European Cup Winners Cup Football Live:
Chelsea vs Real Betis (C5, 7.30pm)
The Blues defend their convincing 2-1 victory in Seville, with
rookie manager Gianluca Vialli still to decide whether to
drop a star player – himself – to make room for Tore Andre
Flo, whose vital away goals earned it.
FILM: Come On George (C4, 12.15am)
A chain of events leads the comedian George Formby, who
sells ice cream from his “stop-me-and-buy-one” tricycle,
to riding a terrifying racehorse called Maneater in a big
race. He is protected by ignorance of his mount’s fearsome
reputation for destroying jockeys, but then finds out at a
crucial moment. The romantic interest is supplied by Pat
Kirkwood. In real life, Formby was a jockey as a lad.
Co-scr/dir: Anthony Kimmins (1939) B/W
4 HAVO • UNIT 1 • EXTRA EXAM TRAINING
Local Heroes (BBC2, 8pm)
In a blatant snub to the Italians, pedalling pedagogue
Adam Hart-Davis travels to southern Italy, only to talk about
Ancient Greek philosophers and scientists, who inexplicably
preferred the sleepy Mezzogiorno to the intellectual buzz
of Athens. The programme that aims to be a TV version of
Sophie’s World, the bestselling philosophy primer, visits Etna
to relate Empedocles’s daring if fatally unsuccessful proof of
his own immortality, and Syracuse to re-create the famous
eureka moment when Archimedes had a brainwave while
taking a rare bath.
Seesaw (ITV, 9pm)
Deborah Moggach’s slow-starting thriller becomes slightly
more thrilling, as stroppy, spotty Hannah turns out to
have voluntarily slept with one of her kidnappers, further
devastating her parents (David Suchet and Geraldine
James), who are still adjusting to life minus £4m and their
former high-powered jobs. Rather too much depends,
however, on imagined viewer empathy with the misery of a
family forced – arguably through its own mishandling of the
ransom demand – to sell a suburban mansion and move to
a Camden pad that much of ITV’s audience would find more
than acceptable.
FILM: The Cincinnati Kid (C4, 2.10am)
It is similar in many respects to The Hustler, except that
here the excitement comes not from pool but poker.
Steve McQueen is the Kid, a cocky, confident player in
New Orleans who takes on the Man (Edward G Robinson),
a pro legend with 30 years’ experience. The nail-biting
confrontation is strangely compelling. Karl Malden is
excellent as the dealer who tries to manipulate the action.
Dir: Norman Jewison (1965)
TV by John Dugdale. Films by George Perry.
1
1 paragraaf titel

Unit 1 critics’ choice

1 Pre-exercise   

A Onder welke categorie zou je de in de tekst genoemde programma’s plaatsen als je alleen op de titels afgaat?

Documentaire Sport Spanning Spel Actualiteiten/ Film

Nieuws

Silent Witness □ □ □ □ □ □

Channel 4 Racing □ □ □ □ □ □

European Cup Winners Cup □ □ □ □ □ □

Football Live: Chelsea vs Real Betis

Local Heroes □ □ □ □ □ □

Seesaw □ □ □ □ □ □

Come On George □ □ □ □ □ □

The Cincinnati Kid □ □ □ □ □ □

B Onderstreep de zinnen/zinsdelen in de tekst waar je de informatie vindt om de volgende vragen goed te

beantwoorden.

BBC1 BBC2 ITV C4 C5

1 Welke zender lijkt het meest bedoeld voor filmliefhebbers? □ □ □ □ □

2 Op welke twee kanalen kun je voor sport terecht? □ □ □ □ □

3 Je bent precies om half tien ’s avonds thuis en wilt toch nog naar □ □ □ □ □
een spannende detective kijken. Welke zender zet je aan?

4 Je houdt van voetballen. Is er ergens een rechtstreekse uitzending? □ □ □ □ □

5 Je kijkt het liefst naar een film waarin iets valt te lachen. □ □ □ □ □

C Lees nu de inhoud van de programma’s 1-7 hieronder. Wat hoort bij welk programma (in de tekst)?
Onderstreep het gedeelte van de tekst waarin je het antwoord hebt gevonden.

Informatie over programma Programmatitels

1 Dit programma spreekt liefhebbers van filosofie wellicht aan.

2 Een jonge professionele kaarter daagt een oude rot uit voor een spel.

3 Uit concurrentieoverwegingen is dit programma enigszins veranderd.

4 Om het losgeld te kunnen betalen moet het huis worden verkocht.

5 Er valt een gouden beker te winnen.

6 Na heel wat gebeurtenissen doet de hoofdfiguur mee aan een race.

7 Maakt deze speler plaats voor een goede medespeler of niet? 

4 HAVO • UNIT 1 • EXTRA EXAM TRAINING 2

Unit 1 critics’ choice

2 exam questions   

Answer the exam questions.

1 (Silent witness) What is said about Dr Sam Ryan and Dr Iain McCallum?

□ A Dr Iain McCallum has lost her job with the BBC because of Dr Sam Ryan.
□ B Both work for the BBC.
□ C Both are trying to get the same viewers for their programmes.

2 (Channel 4 Racing) What is the ‘Tote Cheltenham Gold Cup Chase’?

□ A a boxing match
□ B a horse race
□ C a running race for people

3 (European Cup Winners Cup Football Live) Describe Gianluca Vialli’s feelings.
□ A He is in doubt.
□ B He is disappointed.
□ C He is angry.

4 (Local Heroes) What sort of programme is Local Heroes?

□ A a programme about travelling
□ B a programme about philosophy
□ C a programme about places of interest in Europe

5 (Seesaw) What is the writer’s criticism of this thriller?

□ A It requires the viewer to take pity on the family too much.
□ B It remains boring throughout the film.
□ C It gradually becomes less thrilling.

6 (Come On George) What is said about George?

□ A There is a series of events with George and his horse.
□ B George sells ice cream at a big horse race.
□ C He discovers just in time that his horse intends to kill people like him.

7 (The Cincinnati Kid) What is the writer’s opinion of this film?

□ A It is a pity the film is partly a copy of another film.
□ B The film does not remain exciting.
□ C It is an exciting and sometimes a very exciting film.

4 HAVO • UNIT 1 • EXTRA EXAM TRAINING 3

1 paragraaf titel

unit 2 burden of homework

Burden of homework
IT WAS good to see someone finally
standing up for children (Suzanne
Moore, 22 April).
My own education was filled with
the ethic that you did your learning out
of the classroom.
What would I have done if I had
been from a household where there was
nowhere in the house to read a book in
peace? What if I had been one of the
less fortunate who shared a room with
several siblings? What if I had not had
parents who could aid and advise?
The line that children should
be doing more homework is not only a
cheap fix to the problems the education
service faces, but it is also elitist.
Children should not have to rely on
affluent parents, a quiet household and
a small family to have a good education.
R WHITTLE
London SW1
(letter 1)
I FOUND Suzanne Moore’s article a
breath of fresh air. I play guitar and write
songs in a band, a creative pastime
if ever there was one, but homework
seemingly robs me of my free time and
gives me no chance to play. I am also
interested in politics and philosophy,
but simple things like thinking and
paying attention to the world around
you are nearly impossible with a GCSE
workload.
I don’t want to go out and do
drugs or rob people. I merely want
enough time to be able to be myself.
After a six-hour school day I am already
tired enough, but with two and a half
hours of homework the fatigue floods
my brain. Work, work, work!
Homework! Is this a country or a
company?
DAN McKEE
(aged 16)
Balsall Common, West Midlands
(letter 2)
QUITE APART from it being a shame if
children were not to have time to sit and
stare, that “idle” time is also developing
a vital skill. Learning anything requires
the ability to reflect; it is what
distinguishes learning by rote from true
understanding. Whether your child is
trying to work out the latest twist in a
soap opera plot, deciding if the answer
to everything is really 42 or working
out why cold water is colder than hot
doesn’t really matter. What is important
is that they are thinking, analysing,
developing the skill of reflection and
therefore of learning itself.
MELISSA HAWKER
Fowlmere, Cambridgeshire
(letter 3)

1 Pre-exercise   

In which of the three texts are the following statements made? Tick the correct box.

Letter 1 Letter 2 Letter 3

1 Learning something by heart is not the same as understanding something. □ □ □

2 Homework takes up too much time. □ □ □

3 “Idle” time is needed for true understanding. □ □ □

4 There must be peace and quiet in the house in order to be able to do homework. □ □ □

5 Learning itself has to be learned. □ □ □

6 In my childhood learning was not done at school. □ □ □

7 The exam program is simply too heavy. □ □ □

8 It’s so easy to say that children do not do enough homework. □ □ □

9 Every child has the right to a good education. □ □ □

10 School makes it almost impossible to do something creative. □ □ □

4 HAVO • UNIT 2 • EXTRA EXAM TRAINING 1

Unit 2 burden of homework

2 pre-exercise   

Where in the text do you find the following statements? Write down the first and last words of the sentence/
phrase that has this information.

1 R Whittle had his own room in his parents’ house.

2 Only children of rich people have the chance to do more homework.

3 Dan McKee compares children with employees.

4 There is so much work for the examinations that there is practically no time left for simple pastimes.

5 It is important that children sometimes do nothing.

6 Reflection is the most important aspect of learning.

3 pre-exercise   

Find the words in the text which mean the same as ...

Letter 1

1 supporting

2 moral principles

3 brothers or sisters

4 solution

5 rich

Letter 2

6 hobby

7 apparently

8 tiredness

Letter 3

9 necessary

10 needs

11 makes the difference

12 by heart

13 ability

4 HAVO • UNIT 2 • EXTRA EXAM TRAINING 2

Unit 2
1 burden of homework

4 exam questions 

Answer the exam questions.

1 Welke uitspraak (zie I-VI hieronder) geeft het best de hoofdgedachte van de brief van R. Whittle weer?
Schrijf het Romeinse cijfer van de betreffende uitspraak op.

2 Welke uitspraak geeft het best de hoofdgedachte van de brief van Dan McKee weer?
Schrijf het Romeinse cijfer van de betreffende uitspraak op.

3 Welke uitspraak geeft het best de hoofdgedachte van de brief van Melissa Hawker weer?
Schrijf het Romeinse cijfer van de betreffende uitspraak op.

Uitspraken:
I A child’s success at learning should not depend too much on conditions at home.
II An overload of homework leaves no room to explore other interests.
III Children from the lower classes benefit from the present education system.
IV Children should be allowed to enjoy their freedom while it lasts.
V Not all homework has relevance to things that really matter in life.
VI Time without homework is an essential part of the process of learning.

4 HAVO • UNIT 2 • EXTRA EXAM TRAINING 3

 1 paragraaf titel
unit 3 march of the superbugs
March of the superbugs
1 I YOU can’t see them but there are some very ugly
bugs out there and they are getting stronger and stronger.
They are clever. They are growing more and more resistant
to our drugs. The House of Lords science and technology
5 committee reports that diseases such as tuberculosis and
meningitis are becoming increasingly hard to treat with
common antibiotics.
II Whilst we entirely believe their Lordships, this news
is a bit hard to take. If you were looking for the one single
10 medical breakthrough that has saved more lives than any
other, it would be hard to beat antibiotics. The news that this
light is failing is worrying even to a generation accustomed
to the idea of threatening global economic and nuclear
catastrophes. What is remarkable about this potential
15 disaster is the casual way we walked into it.
III Recent experience has taught us that one of the
first places to find carelessness is the farmyard. The use
of growth-promoting chemicals and the excessive and
unnecessary use of antibiotics has turned our farms into
20 factories for the production of resistant bacteria. We have
to do more than just blame the farmers. It is not their fault.
You cannot argue that a farmer should cut out growth drugs
and antibiotics if that would place him at a competitive
disadvantage. Agriculture is an extremely competitive
25 business. Getting your pig or chicken to grow 5 per cent
faster is no trivial gain. The obvious answer is to phase out
the routine use of these drugs as quickly as possible. This has
to be done by government action on a European scale.
IV But another environment for antibiotic abuse, and
30 one closer to many homes, is the doctor’s surgery. A version
of the “prisoner’s dilemma” operates. Those who have tried
to calm a child with a nasty sore throat or infected ear know
that you want something that will end your child’s suffering
quickly. Through the whimpering you may recall that
35 widespread use of these drugs may be driving civilisation
towards the arrival of incurable superbugs. But in order to
affect things, everyone would have to give up the antibiotic
habit, and not everyone will – a child’s sobbing sounds
louder than any warning.
4 HAVO • UNIT 3 • EXTRA EXAM TRAINING
40 V Many GPs will also want a quiet life and prescribe
medicines where it is the safe thing to do, especially
where there is severe pressure from the patient. Changes
in working habits have greatly increased these demands.
Where mothers go out to work they often cannot easily take
45 time off to look after a sick child; in the USA some day-care
centres (nurseries) even require a certificate that antibiotics
have been taken before a child who has been sick is allowed
to return to the centre. According to the American Society
for Microbiology, the number of American children under six
50 attending day-care has risen to 60 per cent since 1975; over
that period, the amount of antibiotics prescribed has tripled,
and 20 to 25 per cent of antibiotics in the USA are prescribed
for children. Day-care centres are also, of course, an ideal
setting for the spread of infection.
55 VI The only way to cut through this is, again, by
regulation. It requires action by government to roll back
over-prescription. There is a lot that can be done simply by
encouraging best practice and by discouraging the worst
cases of doctors doling out these tablets as they might
60 sweets.
VII But farmyards and pharmacies aren’t the only danger-
spots. Your supermarket is now selling another potential
risk factor – the anti-bacterial chopping board. It will only
be a matter of time before we follow the Americans and
65 see many more domestic articles – other kitchenware, soap,
even children’s toys – which are advertised as containing
anti-bacterials. These may in time become a further serious
threat to normal bacterial ecology. It might be advisable
to have a look at whether this particular technological leap
70 forward is one that we can live without.
VIII Superbug may already be with us. The bacterium
pseudomonas aeruginosa is said to shrug off even the
current “last resort” family of antibiotics. We have lived
through many such scares that never materialised. This
75 time, though, there’s enough to worry about for us to think
a change in habits is needed. We may never meet a smaller
or a more dangerous enemy. We have no time to waste in
fighting back.
1
Unit 3 march of the superbugs

1 Pre-exercise 

1 Which two characteristics do the superbugs have? (paragraph I)

2 Which characteristic of antibiotics is mentioned? (paragraph II)

3 Which causes are given for the production of resistant bacteria? (paragraph III)

4 Who is faced with the ‘prisoner’s dilemma’? (paragraph IV)

5 Give two reasons why patients often demand antibiotics. (paragraph V)

6 Which two things should the government do? (paragraph VI)

7 Mention four articles we should not buy if we want to fight superbugs. (paragraph VII)

8 Which is stronger, pseudomonas aeruginosa or the latest family of antibiotics? Which word(s) tell(s) you? (paragraph VIII)

2 Pre-exercise 

Combine the beginnings and endings of the following sentences. There is one sentence for each paragraph.

1 A special committee from the House of Lords ...

2 Although we have got used to all sorts of disasters ...

3 Farmers could not compete any more, ...

4 Parents with sick children ...

5 The amount of antibiotics prescribed ...

6 The government should make it clear ...

7 When we buy new inventions we must be sure ...

8 Although many dangers do not become real ...

a ... if they stopped using growth drugs and antibiotics.

b ... that antibiotics are not sweets.
c ... published a very disturbing report.
d ... it may well be very serious this time.
e ... that they do not harm normal bacterial ecology.
f ... want a quick cure to stop the crying.
g ... this news is quite disturbing.
h ... is linked with the number of children attending day-care.
©

4 HAVO • UNIT 3 • EXTRA EXAM TRAINING 2

Unit 3
1 march of the superbugs

3 pre-exercise 

Find words in the text that are translations of the Dutch words. The words are in the order in which they appear.
For the sake of convenience the 25 words have been split up in two distinct groups.

1 ziekte a disaster

2 in toenemende mate b surgery

3 terwijl c excessive

4 gewend aan d whimpering

5 ramp e environment

6 achteloos f competitive

7 buitensporig g whilst

8 concurrerend h casual

9 landbouw i operates

10 omgeving j disease

11 spreekkamer k increasingly

12 van kracht zijn l agriculture

13 gejengel m accustomed to

14 voorschrijven n advisable

15 druk o current

16 eisen p domestic

17 hoeveelheid q leap

18 aanmoedigen r contain

19 snijplank s shrug off

20 huishoudelijk t require

21 bevatten u encourage

22 aan te raden v prescribe

23 sprong w amount

24 zich gemakkelijk afmaken van x chopping board

25 huidige ij pressure

4 HAVO • UNIT 3 • EXTRA EXAM TRAINING 3

Unit 3
1 march of the superbugs

4 exam questions 

1 Leg uit welke mogelijke ramp wordt bedoeld met ‘this potential disaster’. (regel 14-15)

2 Welke van de alinea’s III tot en met VIII lichten ‘the casual way’ nader toe? Schrijf de nummers van deze alinea’s op.

3 Which of the following statements about farmers is/are true according to paragraph III?
I Farmers are prepared to control the use of antibiotics and other medicines on their farms.
II Farmers do not succeed in keeping their farms clean and hygienic.
□ A only I
□ B only II
□ C both I and II
□ D neither I nor II

4 “It is not their fault.” (regel 21) Waarom kun je boeren hun praktijken niet kwalijk nemen?

5 What is the ‘prisoner’s dilemma’? (line 31) The choice between ...
□ A giving children antibiotics to ensure speedy recovery or not giving these drugs because of the long-term
harm they might cause.
□ B keeping a child at home and being unable to go out and work or giving the child antibiotics to be able to
send it to a nursery.
□ C sending a child to a nursery to be able to go out and work or not sending it there because these centres are
sources of contageous diseases.

6 Which of the following is true according to paragraph V?

□ A American children are ill more often than European children.
□ B American doctors tend to take children less seriously than parents.
□ C Day-care centres in the US have to meet with ever-stricter requirements of hygiene.
□ D More and more children in the US are treated with antibiotics.

7 “The only way to cut through this is, again, by regulation.” (regels 55-56) Het woord ‘again’ duidt aan dat de schrijver
al eerder een soortgelijk voorstel heeft gedaan. Welke zin uit alinea I tot en met V bevat dit voorstel? Citeer de
eerste twee en de laatste twee woorden van deze zin.

8 How does the writer view the use of anti-bacterials in ‘domestic articles’? (line 65)
□ A As acceptable although it will undoubtedly change our daily lives more than we can predict at this moment.
□ B As acceptable because it is the only way to avoid the danger of germs dominating our lives.
□ C As undesirable although he is convinced it is just one of those trends that cannot be stopped.
□ D As undesirable because it could result in an increase in the number of bugs resistant to antibiotics.

9 What is the main aim of this article?

□ A to condemn the medical profession
□ B to criticise politicians
□ C to discuss the opinions of experts
□ D to make readers aware of a problem

4 HAVO • UNIT 3 • EXTRA EXAM TRAINING 4

1 paragraaf titel
unit 4 spare the rod? maybe
Spare the Rod? Maybe
A study indicates a halt to spanking could decrease
violence in the U.S.; critics are doubtful
BY MICHAEL D. LEMONICK
O
NE OF THE TOUGHEST PARTS
OF parenting is the seemingly
endless series of decisions
you have to make. Breast-feeding or
formula? Cloth or disposable nappies?
Day care or the mommy track? It is not
as though there is an absolute right
answer to any of these questions – yet
parents often feel the wrong choice
could be disastrous. That is especially
true when it comes to spanking. Every
parent has been in a situation where
1 seems like the only right way
to correct little Janie’s or Johnny’s
behaviour. But at least since the 1960s,
the conventional wisdom preached by
parenting gurus has been that hitting
is generally unwise because it sends a
message that violence is an acceptable
way to solve disputes.
Now comes a scientific study that
frames the issue in lager societal
terms. Writing in the journal Archives
of Pediatric and Adolescent Medicine,
University of New Hampshire sociologist
Murray Straus and his colleagues
report that “when parents use corporal
punishment to correct antisocial
behaviour, the long-term effect tends
to be the opposite.” Not only that – the
authors suggest that if you spare the
rod, you will help 2 the overall level
of violence in American society.
Straus’ study, first presented at a
conference in 1994 and now appearing
in formal publication with a more careful
analysis of the data, is 3 . It may
prove something, say critics, but not
what Straus thinks it does.
The problem has to do with who was in
the study. Straus and company got their
information from telephone interviews
conducted by the U.S. Bureau of
4 HAVO • UNIT 4 • EXTRA EXAM TRAINING
Labor Statistics beginning in 1979
with 807 mothers of children aged
6 to 9. They were asked how many
times they had spanked their children
in the past week and what the kids’
behaviour was like – did they lie, cheat,
act up in school? Then the bureau
polled the same group two years later.
Sure enough, the kids who had been
spanked had become increasingly
But when you look a little closer at these
findings, the start to seem a bit less
BAD OLD DAYS? Not necessarily. In certain
situations, say many paediatricians, a whack on
the bottom may be good parenting
© SuperStock/Corbis
straightforward. To begin with, observes
Dr Den Trumbull, a Montgomery
paediatrician, the women interviewed
became mothers between 14 and 21.
That is hardly a representative slice of
American motherhood. 5 , those
who spanked did so on average twice
a week. These factors, says Trumbull,
plus the fact that some of the kids
were as old as nine, “are markers of a
dysfunctional family in my mind, and in
the minds of most psychologists and
paediatricians.”
Trumbull also observes that limiting the
study to 6-to-9 year-olds distorted the
results: by then kids can understand the
consequences of their actions. For them
frequent physical punishment is likely
to be humiliating and traumatic – and
might well lead to worse behaviour
down the line.
According to Trumbull, more
sophisticated studies have consistently
shown that corporal punishment is
effective and not harmful to long-term
development if it is confined to
youngsters between 18 months and
6 years. Straus 6 . He writes, “It
is plausible to argue that corporal
4 .
punishment of toddlers will have a
more damaging effect than it does on
older kids because it occurs at a crucial
developmental stage.”
Trumbull, who is pro-spanking, adds
that he favors corporal punishment only
as a last resort, after putting a child on
time out – a few minutes of inactivity –
then warning him or her that the next
miscue will bring a whack. Still, he says,
punishment should be limited to one
or two mild slaps on the buttocks. His
views are widely shared. According to
recent polls, more than two-thirds of
paediatricians 7 parental spanking in
certain situations.
“The usual example,” says child-abuse
authority Mary Ann Mason, who teaches
a course on Children and the Law at
the University of California, Berkeley,
“is when a kid races across the street in
front of a car. The slap literally imprints
on him the need for safety. 8 would
consider that child abuse.”
It is the legitimate fear of child abuse
that Trumbull believes is largely behind
the anti-spanking movement, which
started in the 1960s with the advent of
more permissive parenting. But in the
past decade or so, 9 in child-abuse
cases has had public-health officials
scrambling for an explanation. Blaming
spanking made sense; the notion that
violence has a certain touchy-feely
logic. Besides, most parents feel terrible
1
Unit 4 spare the rod? maybe

after spanking their kids. What better child abuse is still up. It appears that 10 offers little reason to change that
reason to cut it out? well-meaning professionals have been observation. – Reported by Alice Park/New
Trouble is, while spanking is down, using the wrong whipping boy – and York and Jacqueline Savaiano/Los Angeles

1 Pre-exercise

Orientation means looking at all there is to see on a page: the title of the text, the subtitle(s), the name of the
writer, an illustration, a caption below an illustration, the way a text has been printed, and the mentioning of the
source at the end of the article.

1 Look at the picture. It shows a man beating a boy.

2 Read the caption below the picture. It says that even nowadays

3 Read the title. An English proverb (gezegde) is, “Spare the rod, spoil the child”. In Dutch this means something like

4 Read the subtitle. In your own words, this means that critics of the study don’t believe that

5 In the orientation phase you can find two indications that this is an American article. The first indication is

The second is

2 Pre-exercise 

In the text a number of words have been left out. Below you can find the sentences concerned. By reading them
closely you can reach a conclusion as regards the word that is missing. What Dutch word phrase could be filled in
according to you? If the sentence itself does not give you enough information, read the paragraph in which the
sentence occurs.

1 Every parent has been in a situation where … seems like the only right way to correct little Janie’s or Johnny’s
behaviour. (Draw your conclusion from what you have done in the orientation phase.)
2 The authors suggest that if you spare the rod, you will help … the overall level of violence in American society. (Look
at the subtitle!)
3 Straus’ study, first presented at a conference in 1994 and now appearing in formal publication with a more careful
analysis of the data, is … . It may prove something, say critics, but not what Straus thinks it does. (Obviously a lot of
people do not agree with the writer!)
4 Sure enough, the kids who had been spanked had become increasingly … . (Concluding from what Straus says, the
result of spanking is obvious!)
5 The women interviewed became mothers between 14 and 21. That is hardly a representative slice of American
motherhood … , those who spanked did so on average twice a week. (The writer mentions circumstances that are
not considered normal. Then he adds something, which is not normal either.)
6 Corporal punishment is effective and not harmful to long-term development if it is confined to youngsters between
18 months and 6 years. Straus … . (Judging by the title and the subtitles of the article, what is Straus’ opinion about
this?)
7 According to recent polls, more than two-thirds of pediatricians … parental spanking in certain situations. (It is most
logical that pediatricians do not agree with Straus.)
8 “The usual example is when a kid races in front of a car. The slap literally imprints on him the need for safety. …
would consider that child abuse.” (One of the opponents of Straus is speaking!)

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Unit 4 spare the rod? maybe

9 But in the past decade or so, … in child-abuse cases has had public health scrambling for an explanation. (What
could be the cause of this panic?)
10 It appears that well-meaning professionals have been using the wrong whipping boy – and … offers little reason
to change that observation. (This is the conclusion of the article. So it is logical that it refers to the subject of the
discussion.)

3 pre-exercise 

Fill in the Dutch translation for the words below. Use a dictionary if necessary. One of the three or four
alternatives for each number should be very close to your answers in exercise 2.

1 a a good talking-to 

b a slap on the bottom

c loving attention

d setting an example

2 a highlight

b mask

c raise

d reduce

3 a controversial

b outdated

c perfectly respectable

d strictly confidential

4 a antisocial

b frightened

c indifferent

d well-behaved

5 a consequently

b however

c moreover

6 a adds a new argument to this

b confirms this

c disagrees with this

d puts this in perspective

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Unit 4 spare the rod? maybe

7 a approve of

b are concerned about

c avoid

d underestimate

8 a Many

b No one

c Parents

d Trumbull

9 a academic interest

b a shocking rise

c a steady decrease

10 a Ms Mason’s view

b Straus’ study

c Trumbull’s story

4 exam questions 

Answer the exam questions.

Kies bij iedere open plek in de tekst het juiste antwoord uit de gegeven mogelijkheden.

1 □ A a good talking-to 6 □ A adds a new argument to this

□ B a slap on the bottom □ B confirms this
□ C loving attention □ C disagrees with this
□ D setting an example □ D puts this in perspective

2 □ A highlight 7 □ A approve of
□ B mask □ B are concerned about
□ C raise □ C avoid
□ D reduce □ D underestimate

3 □ A controversial 8 □ A Many
□ B outdated □ B No one
□ C perfectly respectable □ C Parents
□ D strictly confidential □ D Trumbull

4 □ A antisocial 9 □ A academic interest

□ B frightened □ B a shocking rise
□ C indifferent □ C a steady decrease
□ D well-behaved
10 □ A Ms Mason’s view
5 □ A consequently □ B Straus’ study
□ B however □ C Trumbull’s story
□ C moreover

4 HAVO • UNIT 4 • EXTRA EXAM TRAINING 4

 1 paragraaf titel
Unit 5 death and the americans
Death and the Americans
1 I “And if any mischief follow, then thou shalt give life
for life, eye for eye, tooth for tooth.” The Old Testament
words embarrass many late 20th-century Europeans; there is
a Christianity modelled on the forgiving culture of the New
5 Testament, with its gentle advice to “love thy neighbour
as thyself.” Americans are unembarrassed. More than any
other western country, the United States takes religion both
seriously and fundamentally. Is that why it still persists in
putting its murderers to death?
10 II Maybe not. After all, if the polls are right, most
people in most countries support capital punishment. The
difference in America is that its politicians, forever running
for re-election, do too. Bill Clinton, the Oxford and Yale
student, was a convinced opponent of the death penalty;
15 two decades later the same Bill Clinton, as governor of
Arkansas and a presidential candidate, authorised the
execution of Ricky Ray Rector, a brain-damaged black
convict. In his second term, Mr Clinton is no longer running
for office, but why waste political capital by advocating
20 mercy for any murderer, let alone Timothy McVeigh, just
sentenced to death for the bombing of the Oklahoma city
federal building?
III Why indeed? To do so would be to create controversy
where there is none. True, The Washington Post last
25 weekend editorialised against the McVeigh sentence (the
state “should not have the authority to act as a killer has
acted and take f life for a life taken”), but a standpoint of that
sort is rare. For many, a more convincing reason to oppose
the death penalty is its seeming racial bias: blacks make up
30 some 13% of America’s population and half of those who
are executed. The Reverend Jesse Jackson calls this “legal
lynching” – a view which, incidentally, also leads him to
oppose the sentence on Mr McVeigh.
IV Yet most Americans have little time for the critical
35 remarks of the Post or the arguments of Mr Jackson. In
a Harris poll carried out immediately after Mr McVeigh’s
conviction, 75% said they believed in capital punishment.
The support was across all parties and all regions, if not quite
all races (black support for the ultimate penalty ran to 46%).
40 The McVeigh trail seems to have changed no one’s mind.
Gallup reckons that support for capital punishment rose from
42% in 1966 to 79% last year.
4 HAVO • UNIT 5 • EXTRA EXAM TRAINING
V Now add some history to the statistical mix. From the
mid-1930s to the early 1960s, the rate of serious crime in the
45 United Sates barely changed from year to year. Then came
the 1960s, a decade not just of flower-power and free love
but of social upheaval in which serious crimes soared.
VI America is still one of the most violent industrialised
democracies in the world, despite putting more people into
50 prison than its counterparts and despite more than 4,000
executions since 1930 (another 3,200 or so Americans are
on what is chillingly called “death row”). Clearly, a system of
justice including the death penalty has had little deterrent
effect.
55 VII Yet few see that as an argument to change the
system. What matters is not even prevention, although New
York’s “zero tolerance” policing has helped to cut its murder
rate in half, to 80-odd victims a month. Instead, what counts
is retribution. Retribution is about having to account for one’s
60 actions, and so about the fairness the informs the American
view of how a society should be run.
VIII If you work hard, you can and will succeed. This is
the dogma underpinning the American dream. It energises
the immigrant and it helps to explain why the underclass
65 riots only rarely, despite the country’s enormous inequalities
of wealth and opportunity. On the other hand, if you are
lazy, you will fail; and above all, if you do wrong, you will be
punished. Or at least you should be.
IX In other countries, legal flaws and inequities –
70 especially the possibility that a man may be executed for a
crime he did not commit – are enough to doom the death
penalty. Not in America. Instead, death is modified by
ludicrously lengthy appeals (the average stay of execution for
state-imposed sentences is now almost nine years) which put
75 off the day of accounting, but do not remove it altogether.
X Arguably, the present passion for executing
murderers is a passing phase: America has dropped it in the
past, and some dozen states and the District of Columbia
do not have a death penalty. But Mr Jackson and The
80 Washington Post should not bet on the fashion changing
fast. The may do better to remind a nation of believers that
everyone, saint or sinner, must face the judgment of the
Lord – so why anticipate it?
1
Unit 5 death and the americans

1 Pre-exercise 

Read the text. The sentences below all contain mistakes. Quote the sentence or the phrase that contains the
correct information.

1 President Bill Clinton did not receive a university education. (paragraph I - II)

2 In the USA people who are mentally ill do not receive the death penalty. (paragraph II)

3 President Bill Clinton wanted to give Timothy McVeigh a reprieve (gratie). (paragraph II)

4 The editors of The Washington Post also support the death penalty. (paragraph III)

5 About 13% of the people executed are blacks. (paragraph III)

6 Most black people also support the death penalty. (paragraph IV)

7 In the past more people were in favour of capital punishment. (paragraph IV)

8 Since the 1930s more serious crimes have been committed every year. (paragraph V)

2 Pre-exercise 

Find the English word, in the paragraph indicated, which means the same as the Dutch words below.

1 tegenhangers (paragraph VI)

2 afschrikkend (paragraph VI)

3 ruim (paragraph VII)

4 vergelding (paragraph VII)

5 verstevigend (paragraph VIII)

6 ondanks (paragraph VIII)

7 onbillijkheden (paragraph IX)

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Unit 5 death and the americans

8 lachwekkend (paragraph IX)

9 men kan beweren dat (paragraph X)

10 vooruitlopen op (paragraph X)

3 exam questions 

Answer the exam questions.

1 What can be concluded about Europeans and Americans from paragraph I? They differ in ...
□ A the degree of punishment they think offenders deserve.
□ B the extent to which they accept responsibility for their actions.
□ C the openness with which they show their religious enthusiasm.
□ D the solidarity that people feel for one another.

2 What suggestion are the examples in paragraph II meant to support?

□ A American politicians tend to approve of capital punishment because it suits them politically.
□ B Americans are not alone in defending capital punishment, but they are more frank about it than others.
□ C Mr Clinton’s views on capital punishment have always been determined by the spirit of the age.
□ D Older American politicians are inclined to agree with capital punishment.

3 Which of the following quotations from paragraph II is cynical?

□ A “After all (...) punishment.” (lines 10-11)
□ B “Bill Clinton (...) death penalty; ...” (lines 13-17)
□ C “In his (...) for office, ...” (lines 18-19)
□ D “... why waste (...) murderer, ...” (lines 19-22)

4 What does the Reverend Jackson’s term “legal lynching” (lines 31-32) refer to? To the fact that ...
□ A capital punishment is not in accordance with his religious beliefs
□ B so many African-Americans are sentenced to death compared to other Americans
□ C there was not enough evidence to convict Mr McVeigh for the Oklahoma bombing

5 Geef voor elk van de onderstaande uitspraken aan of deze juist of onjuist is volgens alinea IV of V.

1 African-Americans agreed with McVeigh’s sentence more than other Americans.

2 A great majority of present-day Americans appear to approve of capital punishment.

3 The rate of serious crime in the U.S. has been stable since the 1930s.

6 What conclusion does the writer of the article reach in paragraph VI?
□ A Capital punishment hardly lowers the rate of serious crime in the U.S.
□ B Capital punishment is carried out comparatively often in the U.S.
□ C The U.S. has an exceptionally high crime level.
□ D The U.S. pursues a very strict anti-crime policy.

7 Which of the following notions from paragraph VII is central in the Americans’ attitude towards capital punishment?
□ A “prevention” (line 56)
□ B “zero tolerance” (line 57)
□ C “retribution” (line 59)

8 How does paragraph VIII relate to paragraph VII? In paragraph VIII the writer
□ A contradicts the idea put forward in paragraph VII.
□ B expresses agreement with the idea put forward in paragraph VII.
□ C further elaborates the idea put forward in paragraph VII.
□ D mentions the consequences of the idea put forward in paragraph VII.
©

4 HAVO • UNIT 5 • EXTRA EXAM TRAINING 3

Unit 5 death and the americans

9 What is the main reason for the fact that capital punishment does not exist in many countries other than the U.S.,
according to paragraph IX?
□ A the belief that it is less effective than long prison sentences
□ B the inhumanity of convicts’ awaiting their execution for years
□ C the ridiculous delaying tactics used by lawyers
□ D the risk of innocent people being put to death

10 Geef voor elk van de onderstaande aanhalingen aan of deze als argument voor of tegen de doodstraf wordt
gepresenteerd in de tekst.

1 “(the state (...) taken”)” (lines 25-27)

2 “blacks (...) executed.” (lines 29-31)

3 “and (...) should be.” (lines 67-68)

4 “everyone, (...) it?” (lines 81-82) 2

4 HAVO • UNIT 5 • EXTRA EXAM TRAINING 4