Category: IELTS Reading

Section 1
Read the text below and answer questions 1-7.

Passport Application

You will need to fill in an application for a passport in the following circumstances: if you are applying for a passport for the first time, if you wish to replace your current passport, if your passport has expired, or if it has been lost or stolen. Your application form must be completed in your own handwriting.

As proof of your citizenship and identity, you must enclose either your passport or your birth certificate. All documents must be originals; these will be returned with your passport.

The standard time to process an application is up to 10 working days. The processing begins from when we have received the completed application form. Applicants should expect delays if the Passport Office receives a form with missing information. Extra time should be allowed for delivery to and from the Passport Office.

Please provide two identical passport photos of yourself. Both photos must be the same in all respects and must be less than 12 months old.

Ask someone who can identify you to fill in the ‘Proof of Identity’ information and identify one of your photos. This person will be called your witness and needs to meet the following requirements: a witness must be aged 1 6 years or over, be contactable by phone during normal office hours and be the holder of a valid passport. A witness should fill in the ‘Proof of Identity’ page in their own handwriting. A witness must also write the full name of the person applying for the passport on the back of one of the photos, sign their own name and date the back of the same photo. Photos with this identifying information written in the applicant’s own handwriting will not be accepted.

Questions 1-7
Do the following statements agree with the information given in the text above? In boxes 1-7, write

TRUE                      if the statement agrees with the information
FALSE                    if the statement contradicts the information
NOT GIVEN        if there is no information on this

1. A husband can fill in an application form for his wife.
2. Photocopies of documents are acceptable in some circumstances.
3. An incomplete application will affect processing time.
4. The passport photos included with your application must be in colour.
5. A witness can be a relative of the applicant.
6. Anyone acting as a witness must have a passport.
7. The passport applicant must sign their name on the back of both photos.

Read the text below and answer questions 8-14.

Auckland International Airport Services

A The second floor of the international terminal offers a view of the airfield and all incoming and outgoing flights. There is a cafe situated here as well as a restaurant, which is available for all airport visitors to use.

B We are open for all international flights and provide a comprehensive service for visitors to the city. Brochures on a range of attractions are available, and we also offer a booking service for accommodation and transport. Shuttle buses into the city centre are provided at a competitive price.

C Passengers who require urgent medical attention should dial 9877 on any public telephone in the terminal. The airport pharmacy is located on the ground floor near the departure lounge, and stocks a comprehensive range of products.

D Departing passengers can completely seal their luggage or packages in recyclable polythene to protect them from damage. Luggage storage, charged at $10 per hour, is available on the first floor. Transit passengers have free access to storage facilities.

E Every international passenger, with the exception of children under 12 years of age and transit passengers in Auckland for less than 24 hours, is required to make a payment of $25 when leaving the country. This can be arranged at the National Bank on the ground floor.

F As Auckland International Airport has adopted the ‘quiet airport’ concept, there are usually no announcements made over the public address system. Details of all arrivals and departures are displayed on the monitors located in the terminal halls and lounge areas.

G The airport caters for the needs of business travellers and has several rooms available for seminars or business gatherings. These are located adjacent to the airport medical centre on the first floor. For information and bookings please contact the Airport Business Manager on extension 3294.

Questions 8-14
The reading passage “Auckland International Airport Services” has seven sections, A-G. Choose the correct heading for each section from the list of headings below.

8. Section A
9. Section B
10. Section C
11. Section D
12. Section E
13. Section F
14. Section G

List of Headings
i Departure procedures
ii Observation area
iii Baggage services
iv Meeting facilities
v Healthcare services
vi Flight information
vii Currency exchange
viii Health and safety advice
ix Departure fees
x Tourist travel centre

Section 2
Read the text below and answer the questions 15-20.

Planning a gap year

The best reason to take a gap year between school and work or higher education is to improve your CV with experience overseas. This is why some school leavers in Britain now consider a year out to be essential. Many want to travel, with Sydney the favourite destination. Shooting Star is an organisation that helps school leavers by offering training followed by appropriate employment.

We at Shooting Star offer much more than a trip abroad. At Shooting Star you acquire skills that lead to interesting jobs both for your gap year and future holidays. Magazines are full of ‘Wanted’ adverts for washing up in a restaurant. Well, we don’t do that it’s not our idea of excitement. We offer school leavers the chance for outdoor adventure, to teach things like sailing and snowboarding. No choice, really! In your year out you train, travel and work; you can combine work with pleasure and reap the rewards. You could become an experienced yacht skipper or instructor and many people go on to spend their future holidays being paid to enjoy their favourite sport.

Australians and New Zealanders travel to Europe and North America in large numbers to gain overseas experience. Those who qualify with Shooting Star are very soon using their skills in jobs they could only dream about before, working outdoors and seeing more of the world. Wherever you come from, a gap year with Shooting Star means professional training and international adventure.

Top tips for a successful gap year:
• Design your gap year in outline before applying for a permanent job or a college place. Human Resources officers or Admissions tutors will be impressed by a thought-out plan.
• What’s more important to you – travel or work experience? You can be flexible with travel plans but you must research job opportunities in advance. Go to our website and click on Recruitment for ideas.
• Who do you know who has taken a gap year before? Shooting Star can put you in touch with someone who has just completed one.
• Sort out the admin in plenty of time – air tickets, visas, insurance and medical matters such as vaccinations for some destinations. These are your responsibility.
• Who is in charge of your affairs while you are away? There will be forms to fill and letters to answer.
• Allow plenty of time to settle back home on your return – and don’t be surprised if it takes some time to readjust to everyday life!

Questions 15-20
Do the following statements agree with the information given in the text above? In boxes 15-20, write

TRUE                     if the statement agrees with the information
FALSE                   if the statement contradicts the information
NOT GIVEN        if there is no information on this

15. For some young British people, the purpose of a gap year is to improve their academic qualifications.
16. Shooting Star finds employment for young people in the catering industry.
17. Training with Shooting Star can be expensive.
18. New trainees find it easy to get the sort of work they want.
19. New trainees who want work experience should check out vacancies before they depart.
20. Shooting Star helps with travel arrangements.

Read the text below and answer questions 21-27.

Succeeding at Interviews

A Getting invited to an interview means you have passed the first hurdle- your application must have made a good impression. Now you need to prepare yourself for the interview to make sure you make the most of this opportunity. There are a number of things you can do.

B Firstly you can do some research. Find out about the employer and the job, ask for an information pack or speak to people you know who work for the company. Try to plan for the interview by asking who will be interviewing you and whether there will be a test to take.

C Prepare for questions you might be asked. Some common ones are the reason why you want the job, whether you have done this kind of work before, what your strengths and weaknesses are, and which leisure pursuits you enjoy.

D Another important point is never to run the risk of arriving late. For example, consider making a ‘dummy run’ in advance to see how long the journey will take. Check out public transport or, if you are going by car, the nearest parking. Aim to arrive about 10 minutes before the interview is due to start.

E It is also crucial to give plenty of thought to what you are going to wear. This will depend on the job you are going for. There is no need to buy a new outfit, but aim to look neat and tidy. Remember, if you look good it will help you feel good.

F You need to make a good impression. Interviews can vary from a relatively informal ‘one-to-one’ chat to a very formal panel situation. Whatever the circumstances, you will give yourself an advantage by being friendly and polite, by making eye contact with the interviewer and by selling yourself by focusing on your strengths.

G There are also things you should avoid doing at your interview. First of all, don’t exaggerate. For example, if you don’t have the exact experience the employer is looking for, say so and explain you are willing to learn. Don’t simply give ‘yes’ and ‘no’ answers, but answer questions as fully as you can. And lastly, don’t forget to ask questions as well as answering them.

H One final thing to remember: it is important to show good team spirit that you possess good people skills and that you are friendly and approachable. Finally, remember to be enthusiastic and show that you can be flexible.

Questions 21-27
Which section mentions the following? The text has eight sections, A-H. Write the correct letter, A-H, in boxes 21 – 27. NB You may use any letter more than once.

21. The importance of good manners.
22. Using your contacts
23. Giving adequate responses
24. Getting on well with colleagues
25. The information you may need to provide
26. Being honest with the interviewer
27. Being punctual

Section 3

The History of Cinema

The history of the cinema in its first thirty years is one of major and, to this day, unparalleled expansion and growth. Beginning as something unusual in a handful of big cities – New York, London, Paris and Berlin the new medium quickly found its way across the world, attracting larger and larger audiences wherever it was shown and replacing other forms of entertainment as it did so. As audiences grew, so did the places where films were shown, finishing up with the ‘great picture palaces’ of the 1920s, which rivalled, and occasionally superseded, theatres and opera-houses in terms of opulence and splendour. Meanwhile, films themselves developed from being short ‘attractions only a couple of minutes long. to the full-length feature that has dominated the world’s screens up to the present day.

Although French, German, American and British pioneers have all been credited with the invention of cinema, the British and the Germans played a relatively small role in its worldwide exploitation. It was above all the French, followed closely by the Americans, who were the most passionate exporters of the new invention, helping to start cinema in China, Japan, Latin America and Russia. In terms of artistic development it was again the French and the Americans who took the lead, though in the years before the First World War, Italy, Denmark and Russia also played a part.

In the end, it was the United States that was to become, and remain, the largest single market for films. By protecting their own market and pursuing a vigorous export policy, the Americans achieved a dominant position in the world market by the start of the First World War. The centre of film-making had moved westwards, to Hollywood, and it was films from these new Hollywood studios that flooded onto the world’s film markets in the years after the First World War, and have done so ever since. Faced with total Hollywood domination, few film industries proved competitive. The Italian industry, which had pioneered the feature film with spectacular films like Quo vadis (1913) and “Cabiria” (1914), almost collapsed.

In Scandinavia, the Swedish cinema had a brief period of glory, notably with powerful epic films and comedies. Even the French cinema found itself in a difficult position. In Europe, only Germany proved industrially capable, while in the new Soviet Union and in Japan, the development of the cinema took place in conditions of commercial isolation.

Hollywood took the lead artistically as well as industrially. Hollywood films appealed because they had better-constructed narratives, their special effects were more impressive, and the star system added a new dimension to the screen acting. If Hollywood did not have enough of its own resources, it had a great deal of money to buy up artists and technical innovations from Europe to ensure its continued dominance over present or future competition.

From early cinema, it was only American slapstick comedy that Successfully developed in both short and feature format. However, during this Silent Filmiera, animation, comedy, serials and dramatic features continued to thrive, along with factual films or documentaries, which acquired an increasing distinctiveness as the period progressed. It was also at this time that the avant-grade film first achieved commercial success, this time thanks almost exclusively to the French and the occasional German film.

Of the countries which developed and maintained distinctive national cinemas in the silent period, the most important were France, Germany and the Soviet Union. Of these, the French displayed the most continuity, in spite of the war and post-war economic uncertainties. The German cinema, relatively insignificant in the pre-war years, exploded onto the world scene after 1919. Yet even they were both overshadowed by the Soviets after the 1917 Revolution. They turned their back on the past, leaving the style of the pre-war Russian cinema to the emigres who fled westwards to escape the Revolution.

The other countries whose cinemas changed dramatically are: Britain, which had an interesting but undistinguished history in the silent period; Italy, which had a brief moment of international fame just before the war; the Scandinavian countries, particularly Denmark, which played a role in the development of silent cinema quite out of proportion to their small population, and Japan, where a cinema developed based primarily on traditional theatrical and, to a lesser extent, other art forms and only gradually adapted to western influence.

Questions 28 – 30
Which THREE possible reasons for American dominance of the film industry are given in the text ‘The history of cinema’? Write answers A-F in boxes 28-30.

A plenty of capital to purchase what it didn’t have
B making films dealing with serious issues
C being first to produce a feature film
D well-written narratives
E the effect of the First World War
F excellent special effects

(28) …………
(29) …………
(30) …………

Questions 31 – 33
Answer the questions below using NO MORE THAN THREE WORDS from the above reading passage for each answer. Write your answers in boxes 31-33.

31. Which TWO types of films were not generally made in major studios?
32. Which type of film did America develop in both short and feature films?
33. Which type of film started to become profitable in the ‘silent period?

Questions 34 – 40
Look at the following statements (Questions 34-40) and the list of countries below. Match each statement with the correct country. Write the correct letter A-J in boxes 34-40. NB You may use any letter more than once.

34. It helped other countries develop their own film industry.
35. It was the biggest producer of films.
36. It was first to develop the ‘feature’ film.
37. It was responsible for creating stars.
38. It made the most money from ‘avant-garde’ films.
39. It made movies based more on its own culture than outside influences.
40. It had a great influence on silent movies, despite its size.

List of countries
A France
B Germany
C USA
D Denmark
E Sweden
F Japan
G Soviet Union
H Italy
I Britain
J China

Section 1
Read the text below and answer questions 1-7.

Smoke Alarms in the Home

Smoke alarms are now a standard feature in Australian homes and are required by the National Building Code in any recently built properties. They are installed to detect the presence of smoke and emit a clear sound to alert you in the event of fire to give you time to escape.

There are two principal types of smoke alarms. Ionization alarms are the cheapest and most readily available smoke alarms. They are also very sensitive to ‘flaming fires’ – fires that burn fiercely – and will detect them before the smoke gets too thick. However, photoelectric alarms are more effective at detecting slow-burning fires. They are less likely to go off accidentally and so are best for homes with one floor. For the best protection, you should install one of each.

Most battery-powered smoke alarms can be installed by the home owner and do not require professional installation. For the installation of hard-wired smoke alarms, powered from the mains electricity supply, however, you will need the services of a licensed professional. Smoke alarms are usually most effective when located on the ceiling, near or in the middle of the room or hall.

Photoelectric smoke alarms in any quantity may be disposed of in domestic waste. If you have fewer than ten ionization alarms to get rid of, you may put them in your domestic waste. If you have more than ten to dispose of, you should contact your local council.

Your battery-powered smoke alarm will produce a short beep every 60 second to alert you when the battery is running out and needs replacing. Nevertheless, it should be tested every month to ensure that the battery and the alarm sounder are working. Note that the sensitivity in all smoke alarms will reduce over time.

Questions 1-7
Do the following statements agree with the information given in the text? In boxes 1-7 on your answer sheet, write

TRUE                      if the statement agrees with the information
FALSE                    if the statement contradicts the information
NOT GIVEN        if there is no information on this

1. All new houses in Australia must have smoke alarms.
2. Photoelectric smoke alarms cost less than ionization smoke alarms.
3. It takes a short time to fit most smoke alarms.
4. Any hard-wired smoke alarm must be fitted by a specialist technician.
5. You should get in touch with your local council before placing any ionisation smoke alarms in household rubbish.
6. Smoke alarms give a warning sound to indicate that battery power is low.
7. Old smoke alarms need to be checked more than once a month.

Read the text below and answer questions 8-14.

Sydney Opera House Tours

A The Essential Tour brings to life the story behind the design and construction of one of the world’s most famous landmarks. Using interactive audio-visual technology, your guide will take you on a memorable journey inside the youngest building ever to be World Heritage listed.

B Afterwards, why not stay around and eat at the Studio Cafe, with its modern Australian menu? Not only can you enjoy the best views in Sydney, you can claim a 20% reduction on the total cost of your meal. (Don’t forget to show your ticket in order to claim your discount.)

C Languages: English, French, German
Takes place: Daily between 9am and 5pm
Prices: Adults $35 / Online $29.75
Concessions: Australian seniors and pensioners; students and children of 16 and under $24.50.
Prior bookings are not essential.

D The Backstage Tour gives you backstage access to the Sydney Opera House. It is a unique opportunity to experience the real-life dramas behind the stage! You might even get to stand on the concert hall stage, take up a conductor’s baton in the orchestra pit and imagine you are leading the performance. You will also get to see inside the stars’ dressing rooms. The tour concludes with a complimentary breakfast in the Green Room, the private dining area of performers past and present.

E Takes place: Daily at 7am
Prices: $155-No concessions.
To purchase: Bookings are essential.
Limited to 8 people per tour.
Online sales expire at 4.30pm two days prior.

Notes:
The tour includes up to 300 steps.
Flat, rubber-soled shoes must be worn.
For safety reasons, children of 12 years old and under are not permitted.

F Opera High Tea consists of a tour where you will walk in the footsteps of world- class singers, dancers and musicians, followed by fine food and music in the spectacular surroundings of the Bennelong Dining Room. What could be better than a treat of delicious light snacks and soft drinks followed by a live recital by a leading Australian singer? An unforgettable treat for young and old!

G Takes place: Every second Wednesday, 2pm
Duration: 1.5 hours
Prices: $145 per person
Book online or visit the Guided Tours Desk.

Questions 8-14.
The text has seven sections A-G. Which section mentions the following? Write the correct letter A-G in boxes 8-14 on your answer sheet. NB You may use any letter more than once.

8. discounts available to younger visitors
9. the need for suitable footwear
10. the opportunity to pretend you are taking part in a concert
11. a restriction on the number of participants
12. a reduction that applies to purchases using the internet
13. the need to book your ticket in advance
14. the length of one of the tours

Section 2
Read the text below and answer Questions 15-21.

USING DIRECT MAIL TO SELL YOUR PRODUCT

When you have set up your own business, you must, of course, start selling your goods or services. One way is by using direct mail – in other words, sending a sales letter (or email) directly to companies that might want to do business with you.

One important factor is your mailing list – that is, who you contact. You can build this up from your own market research, existing clients and advertising responses, or you can contact list brokers and rent or buy a compiled list. If you are contacting a business, it is important to address the letter to the decision maker, ideally by name or at least by job title.

While the desirability and price of the product on offer will obviously influence sales, you also need to gain the maximum impact from your sales letter. To achieve that, bear the following points in mind:
• You have no more than two seconds from when the reader starts the letter to convince them to continue. If you fail, they will throw it away. The opening is crucial to attract their attention. And so that they don’t lose interest, avoid having too much text.
• Try to send each mailing in a white envelope. It might be cheaper to use a brown envelope but it doesn’t make for such good presentation.
• Include a brochure. Depending on the volume and on whether you can afford the cost, try to use at least two-colour printing for this. If practicable, it may be worth enclosing a free sample – this is a much greater incentive than photographs.
• However interested your potential clients are in buying, they will only do so if it can be done easily. So, include an order form (and of course details of how to return it) with your letter.
• When you receive your replies, assess your response rate and monitor the sales.
If necessary, the sales letter can then be amended to attract other clients on subsequent mail shots; make sure each different letter is coded so that monitoring is easy and effective.
• Ensure that each reply is dealt with quickly and professionally. If further details are requested, these must be sent out promptly. There is no point in encouraging potential customers to contact you if your service is slow or non-existent.

Questions 15-21
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the text for each answer. Write your answers in boxes 15-21 on your answer sheet.

15. Sales letters should be sent to the…………………in a company.
16. Your letter should make as much……………………as possible.
17. The reader’s attention needs to be caught by the……………….of your letter.
18. Letters should be sent in a…………………
19. It is best to print the…………………..in two or more colours.
20. Consider sending a…………………as this is more effective than a picture.
21. You should calculate the………………….to your letter.

Read the text below and answer Questions 22-27.

IFCES, the International Federation of Chemical Engineering Societies
Job Specification: Communications Manager

Contract: Permanent (with 3-month probationary period)
Reports to: Chief Executive
Hours: 9:15am – 5:30pm with 1 hour for lunch
Holidays: 23 days per annum + statutory public holidays

Job Summary
To raise the international profile of IFCES. To communicate our objectives, programmes and services to members, the chemical engineering community, the media and the wider public.

Key Responsibilities
• Develop and implement a programme of communications to member associations, the chemical engineering industry, sponsors and the media
• Plan and implement marketing strategies for all IFCES programmes including the World Chemical Engineering Congress
• Write and edit copy for publications intended for internal and external use including Chemical Engineer Monthly
• Work with design agencies, web developers and other external contractors to produce high quality corporate and marketing materials
• Research, write and distribute news releases as required, often at short notice and under pressure
• Deal with media enquiries and interview requests. Ensure that good relationships with both mainstream and chemical engineering media are developed and maintained
• Assist in the production of presentations and speeches for board members
• Ensure website content is up to date and consistent
• Develop a consistent corporate identity and ensure its application by all member associations and partner organisations
• Carry out specific duties and projects as directed from time to time

Employee Specification
Essential
• Degree (any discipline)
• Minimum 4 years’ experience in a communications role
• Excellent copy writing skills with strong attention to detail, a keen sense of audience and an ability to tailor writing to its particular purpose
• Demonstrable track record of producing high quality corporate publications and marketing materials
• Excellent interpersonal and organisational skills
• Sound IT skills, including working knowledge of Microsoft Office applications
• Willingness to travel internationally

Desirable
• Recognised post-graduate qualification in public relations / journalism / marketing communications
• Knowledge of the global chemical engineering industry and the production of new materials in particular
• Understanding of the concerns surrounding sustainability in chemical engineering
• Ability to speak a foreign language

Questions 22-27
Complete the notes below. Choose NO MORE THAN TWO WORDS from the text for each answer. Write your answers in boxes 22-27 on your answer sheet.

Position: Communications Manager
Summary of role: to improve IFCES’s (22)………………..around the world

Responsibilities include:
• writing for a number of (23)……………….., produced for both IFCES and a wider readership
• producing news releases quickly when necessary
• making sure the (24)………………….contains current information.

Employee specification (essential) includes:
• high level skill in writing appropriately
– for the (25)………………..to read
– to achieve a specific (26)………………….
• good IT skills.

Employee specification (desirable) includes:
• relevant qualification at a (27)……………….level
• awareness of issues of sustainability in relation to the industry
• knowledge of a foreign language.

Section 3
Read the text below and answer questions 28-40.

KAURI GUM – a piece of New Zealand’s history

A The kauri tree is a massive forest tree native to New Zealand. Kauri once formed vast forests over much of the north of the country. Whereas now it is the wood of the kauri which is an important natural resource, in the past it was the tree’s sap (the thick liquid which flows inside a tree) which, when hardened into gum, played an important role in New Zealand’s early history.

After running from rips or tears in the bark of trees, the sap hardens to form the lumps of gum which eventually fall to the ground and are buried under layers of forest litter. The bark often splits where branches fork from the trunk, and gum accumulates there also.

The early European settlers in New Zealand collected and sold the gum. the tree was soft and of low value but most of the gum which was harvested had been buried for thousands of years. This gum came in a bewildering variety of colours, degree of transparency and hardness, depending on the length and location of burial, as well as the health of the original tree and the area of the bleeding. Highest quality gum was hard and bright and was usually found at shallow depth on the hills. Lowest quality gum was soft, black or chalky and sugary and was usually found buried in swamps, where it had been in contact with water for a long time. Long periods in the sun or bush fires could transform dull, cloudy lumps into higher quality transparent gum.

B Virtually all kauri gum was found in the regions of New Zealand where kauri forests grow today – from the middle of the North Island northwards. In Maori and early European times up until 1850, most gum collected was simply picked up from the ground, but, after that, the majority was recovered by digging.

C The original inhabitants of New Zealand, the Maori, had experimented with kauri gum well before Europeans arrived at the beginning of the nineteenth century. They called it kapia, and found it of considerable use. Fresh gum from trees was prized for its chewing quality, as was buried gum when softened in water and mixed with the juice of a local plant. A piece of gum was often passed around from mouth to mouth when people gathered together until it was all gone, or when they tired of chewing, it was laid aside for future use. Kauri gum burns readily and was used by Maori people to light fires. Sometimes it was bound in grass, ignited and used as a torch by night fishermen to attract fish.

D The first kauri gum to be exported from New Zealand was part of a cargo taken back to Australia and England by two early expeditions in 1814 and 1815. By the 1860s, kauri gum’s reputation was well established in the overseas markets and European immigrants were joining the Maoris in collecting gum on the hills of northern New Zealand. As the surface gum became more scarce, spades were used to dig up the buried ‘treasure! The increasing number of diggers resulted in rapid growth of the kauri gum exports from 1,000 tons in 1860 to a maximum of over 10,000 tons in 1900.

For fifty years from about 1870 to 1920, the kauri gum industry was a major source of income for settlers in northern New Zealand. As these would-be farmers struggled to break in the land, many turned to gum-digging to earn enough money to support their families and pay for improvements to their farms until better times arrived. By the 1890s, there were 20,000 people engaged in gum-digging. Although many of these, such as farmers, women and children, were only part-time diggers, nearly 7,000 were full-timers. During times of economic difficulty, gum-digging was the only job available where the unemployed from many walks of life could earn a living, if they were prepared to work.

E The first major commercial use of kauri gum was in the manufacture of high-grade furniture varnish, a kind of clear paint used to treat wood. The best and purest gum that was exported prior to 1910 was used in this way. Kauri gum was used in 70% of the oil varnishes being manufactured in England in the 1890s. It was favoured ahead of other gums because it was easier to process at lower temperatures. The cooler the process could be kept the better, as it meant a paler varnish could be produced. About 1910, kauri gum was found to be a very suitable ingredient in the production of some kinds of floor coverings such as linoleum. In this way, a use was found for the vast quantities of poorer quality and less pure gum, that had up till then been discarded as waste. Kauri gum’s importance in the manufacture of varnish and linoleum was displaced by synthetic alternatives in the 1930s.

F Fossil kauri gum is rather soft and can be carved easily with a knife or polished with fine sandpaper. In the time of Queen Victoria of England (1837-1901), some pieces were made into fashionable amber beads that women wore around their necks. The occasional lump that contained preserved insects was prized for use in necklaces and bracelets. Many of the gum-diggers enjoyed the occasional spell of carving and produced a wide variety of small sculptured pieces. Many of these carvings can be seen today in local museums. Over the years, kauri gum has also been used in a number of minor products, such as an ingredient in marine glue and candles. In the last decades it has had a very limited use in the manufacture of extremely high-grade varnish for violins, but the gum of the magnificent kauri tree remains an important part of New Zealand’s history.

Questions 28-33
The text has six sections, A-F. Which section contains the following information? Write the correct letter, A-F, in boxes 28-33 on your answer sheet. NB You may use any letter more than once.

28. an example of a domestic product made of high-quality gum
29. factors affecting gum quality
30. how kauri gum is formed
31. how gum was gathered
32. the main industrial uses of the gum
33. recent uses of kauri gum

Questions 34-39
Look at the following events in the history of kauri gum in New Zealand (Questions 34-39) and the list of time periods below. Match each event with the correct time period, A-l.

34. Kauri gum was first used in New Zealand.
35. The amount of kauri gum sent overseas peaked.
36. The collection of kauri gum supplemented farmers’ incomes.
37. Kauri gum was made into jewellery.
38. Kauri gum was used in the production of string instruments.
39. Most of the kauri gum was found underground.

List of Time Periods
A before the 1800s
B in 1900
C in 1910
D between the late 1800s and the early 1900s
E between the 1830s and 1900
F in 1814 and 1815
G after 1850
H in the 1930s
I in recent times

Question 40
Choose the correct letter, A, B, C or D.

40. What was most likely to reduce the quality of kauri gum?
A how long it was buried
B exposure to water
C how deep it was buried
D exposure to heat

The Megafires of California

Wildfires are becoming an increasing menace in the western United States, with Southern California being the hardest hit area. There’s a reason fire squads battling more frequent blazes in Southern California are having such difficulty containing the flames, despite better preparedness than ever and decades of experience fighting fires fanned by the ‘Santa Ana Winds’. The wildfires themselves, experts say, are generally hotter, faster, and spread more erratically than in the past.

Megafires, also called ‘siege fires’, are the increasingly frequent blazes that burn 500,000 acres or more – 10 times the size of the average forest fire of 20 years ago. Some recent wildfires are among the biggest ever in California in terms of acreage burned, according to state figures and news reports.

One explanation for the trend to more superhot fires is that the region, which usually has dry summers, has had significantly below normal precipitation in many recent years. Another reason, experts say, is related to the century- long policy of the US Forest Service to stop wildfires as quickly as possible. The unintentional consequence has been to halt the natural eradication of underbrush, now the primary fuel for megafires.

Three other factors contribute to the trend, they add. First is climate change, marked by a 1-degree Fahrenheit rise in average yearly temperature across the western states. Second is fire seasons that on average are 78 days longer than they were 20 years ago. Third is increased construction of homes in wooded areas.

‘We are increasingly building our homes in fire-prone ecosystems,’ says Dominik Kulakowski, adjunct professor of biology at Clark University Graduate School of Geography in Worcester, Massachusetts. ‘Doing that in many of the forests of the western US is like building homes on the side of an active volcano.’

In California, where population growth has averaged more than 600,000 a year for at least a decade, more residential housing is being built. ‘What once was open space is now residential homes providing fuel to make fires burn with greater intensity,’ says Terry McHale of the California Department of Forestry firefighters’ union. ‘With so much dryness, so many communities to catch fire, so many fronts to fight, it becomes an almost incredible job.’

That said, many experts give California high marks for making progress on preparedness in recent years, after some of the largest fires in state history scorched thousands of acres, burned thousands of homes, and killed numerous people. Stung in the past by criticism of bungling that allowed fires to spread when they might have been contained, personnel are meeting the peculiar challenges of neighborhood – and canyon- hopping fires better than previously, observers say.

State promises to provide more up-to-date engines, planes, and helicopters to fight fires have been fulfilled. Firefighters’ unions that in the past complained of dilapidated equipment, old fire engines, and insufficient blueprints for fire safety are now praising the state’s commitment, noting that funding for firefighting has increased, despite huge cuts in many other programs. ‘We are pleased that the current state administration has been very proactive in its support of us, and [has] come through with budgetary support of the infrastructure needs we have long sought,’ says Mr. McHale of the firefighters’ union.

Besides providing money to upgrade the fire engines that must traverse the mammoth state and wind along serpentine canyon roads, the state has invested in better command-and-control facilities as well as in the strategies to run them. ‘In the fire sieges of earlier years, we found that other jurisdictions and states were willing to offer mutual-aid help, but we were not able to communicate adequately with them,’ says Kim Zagaris, chief of the state’s Office of Emergency Services Fire and Rescue Branch.

After a commission examined and revamped communications procedures, the statewide response ‘has become far more professional and responsive,’ he says. There is a sense among both government officials and residents that the speed, dedication, and coordination of firefighters from several states and jurisdictions are resulting in greater efficiency than in past ‘siege fire’ situations.

In recent years, the Southern California region has improved building codes, evacuation procedures, and procurement of new technology. ‘I am extraordinarily impressed by the improvements we have witnessed,’ says Randy Jacobs, a Southern California- based lawyer who has had to evacuate both his home and business to escape wildfires. ‘Notwithstanding all the damage that will continue to be caused by wildfires, we will no longer suffer the loss of life endured in the past because of the fire prevention and firefighting measures that have been put in place,’ he says.

Questions 1-6
Complete the notes below. Choose ONE WORD OR A NUMBER from the passage.

Wildfires
Characteristics of wildfires and wildfire conditions today compared to the past:
• Occurrence: more frequent
• Temperature: hotter
• Speed: faster
• Movement: (1)……………………more unpredictably
• Size of fires: (2)……………………….greater on average than two decades ago
Reasons wildfires cause more damage today compared to the past:
• Rainfall: (3)…………………..average
• More brush to act as (4)…………………..
• Increase in yearly temperature
• Extended fire (5)…………………..
• More building of (6)……………………….in vulnerable places

Questions 7-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 7-13 on your answer sheet, write

TRUE                           if the statement agrees with the information
FALSE                         if the statement contradicts the information
NOT GIVEN              if there is no information on this

7 The amount of open space in California has diminished over the last ten years.
8 Many experts believe California has made little progress in readying itself to fight fires.
9 Personnel in the past have been criticised for mishandling fire containment.
10 California has replaced a range of firefighting tools.
11 More firefighters have been hired to improve fire-fighting capacity.
12 Citizens and government groups disapprove of the efforts of different states and agencies working together.
13 Randy Jacobs believes that loss of life from fires will continue at the same levels, despite changes made.

Second Nature

A Psychologists have long held that a person’s character cannot undergo a transformation in any meaningful way and that the key traits of personality are determined at a very young age. However, researchers have begun looking more closely at ways we can change. Positive psychologists have identified 24 qualities we admire, such as loyalty and kindness, and are studying them to find out why they come so naturally to some people. What they’re discovering is that many of these qualities amount to habitual behaviour that determines the way we respond to the world. The good news is that all this can be learned.

Some qualities are less challenging to develop than others, optimism being one of them. However, developing qualities requires mastering a range of skills which are diverse and sometimes surprising. For example, to bring more joy and passion into your life, you must be open to experiencing negative emotions. Cultivating such qualities will help you realise your full potential.

B ‘The evidence is good that most personality traits can be altered,’ says Christopher Peterson, professor of psychology at the University of Michigan, who cites himself as an example. Inherently introverted, he realised early on that as an academic, his reticence would prove disastrous in the lecture hall. So he learned to be more outgoing and to entertain his classes. ‘Now my extroverted behaviour is spontaneous,’ he says.

C David Fajgenbaum had to make a similar transition. He was preparing for university, when he had an accident that put an end to his sports career. On campus, he quickly found that beyond ordinary counselling, the university had no services for students who were undergoing physical rehabilitation and suffering from depression like him. He therefore launched a support group to help others in similar situations. He took action despite his own pain – a typical response of an optimist.

D Suzanne Segerstrom, professor of psychology at the University of Kentucky, believes that the key to increasing optimism is through cultivating optimistic behaviour, rather than positive thinking. She recommends you train yourself to pay attention to good fortune by writing down three positive things that come about each day. This will help you convince yourself that favourable outcomes actually happen all the time, making it easier to begin taking action.

E You can recognise a person who is passionate about a pursuit by the way they are so strongly involved in it. Tanya Streeter’s passion is freediving – the sport of plunging deep into the water without tanks or other breathing equipment. Beginning in 1998, she set nine world records and can hold her breath for six minutes. The physical stamina required for this sport is intense but the psychological demands are even more overwhelming. Streeter learned to untangle her fears from her judgment of what her body and mind could do. ‘In my career as a competitive freediver, there was a limit to what I could do – but it wasn’t anywhere near what I thought it was,’ she says.

F Finding a pursuit that excites you can improve anyone’s life. The secret about consuming passions, though, according to psychologist Paul Silvia of the University of North Carolina, is that ‘they require discipline, hard work and ability, which is why they are so rewarding.’ Psychologist Todd Kashdan has this advice for those people taking up a new passion: ‘As a newcomer, you also have to tolerate and laugh at your own ignorance. You must be willing to accept the negative feelings that come your way,’ he says.

G In 2004, physician-scientist Mauro Zappaterra began his PhD research at Harvard Medical School. Unfortunately, he was miserable as his research wasn’t compatible with his curiosity about healing. He finally took a break and during eight months in Santa Fe, Zappaterra learned about alternative healing techniques not taught at Harvard. When he got back, he switched labs to study how cerebrospinal fluid nourishes the developing nervous system. He also vowed to look for the joy in everything, including failure, as this could help him learn about his research and himself.

One thing that can hold joy back is a person’s concentration on avoiding failure rather than their looking forward to doing something well. ‘Focusing on being safe might get in the way of your reaching your goals,’ explains Kashdan. For example, are you hoping to get through a business lunch without embarrassing yourself, or are you thinking about how fascinating the conversation might be?

H Usually, we think of courage in physical terms but ordinary life demands something else. For marketing executive Kenneth Pedeleose, it meant speaking out against something he thought was ethically wrong. The new manager was intimidating staff so Pedeleose carefully recorded each instance of bullying and eventually took the evidence to a senior director, knowing his own job security would be threatened. Eventually the manager was the one to go. According to Cynthia Pury, a psychologist at Clemson University, Pedeleose’s story proves the point that courage is not motivated by fearlessness, but by moral obligation. Pury also believes that people can acquire courage. Many of her students said that faced with a risky situation, they first tried to calm themselves down, then looked for a way to mitigate the danger, just as Pedeleose did by documenting his allegations. Over the long term, picking up a new character trait may help you move toward being the person you want to be. And in the short term, the effort itself could be surprisingly rewarding, a kind of internal adventure.

Questions 14-18
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage.

Psychologists have traditionally believed that a personality (14)………………………. was impossible and that by a (15)………………………., a person’s character tends to be fixed. This is not true according to positive psychologists, who say that our personal qualities can be seen as habitual behaviour. One of the easiest qualities to acquire is (16)…………………… However, regardless of the quality, it is necessary to learn a wide variety of different (17)…………………… in order for a new quality to develop; for example, a person must understand and feel some (18)…………………………… in order to increase their happiness.

Questions 19-22
Look at the following statements (Questions 19-22) and the list of people below.
Match each statement with the correct person, A-G.

19 People must accept that they do not know much when first trying something new.
20 It is important for people to actively notice when good things happen.
21 Courage can be learned once its origins in a sense of responsibility are understood.
22 It is possible to overcome shyness when faced with the need to speak in public.

List of People
A Christopher Peterson
B David Fajgenbaum
C Suzanne Segerstrom
D Tanya Streeter
E Todd Kashdan
F Kenneth Pedeleose
G Cynthia Pury

Questions 23-26
Reading Passage 2 has eight sections, A-H.

Which section contains the following information?

23 a mention of how rational thinking enabled someone to achieve physical goals
24 an account of how someone overcame a sad experience
25 a description of how someone decided to rethink their academic career path
26 an example of how someone risked his career out of a sense of duty

When Evolution Runs Backwards

The description of any animal as an ‘evolutionary throwback’ is controversial. For the better part of a century, most biologists have been reluctant to use those words, mindful of a principle of evolution that says ‘evolution cannot run backwards’. But as more and more examples come to light and modern genetics enters the scene, that principle is having to be rewritten. Not only are evolutionary throwbacks possible, they sometimes play an important role in the forward march of evolution.

The technical term for an evolutionary throwback is an ‘atavism’, from the Latin atavus, meaning forefather. The word has ugly connotations thanks largely to Cesare Lombroso, a 19th-century Italian medic who argued that criminals were born not made and could be identified by certain physical features that were throwbacks to a primitive, sub-human state.

While Lombroso was measuring criminals, a Belgian palaeontologist called Louis Dollo was studying fossil records and coming to the opposite conclusion. In 1890 he proposed that evolution was irreversible: that ‘an organism is unable to return, even partially, to a previous stage already realised in the ranks of its ancestors’. Early 20th-century biologists came to similar conclusion, though they qualified it in terms of probability, stating that there is no reason why evolution cannot run backwards – it is just very unlikely. And so the idea of irreversibility in evolution stuck and came to be known as ‘Dollo’s law’.

If Dollo’s law is right, atavisms should occur only very rarely, if at all. Yet almost since the idea took root, exceptions have been cropping up. In 1919, for example, a humpback whale with a pair of leg-like appendages over a metre long, complete with a full set of limb bones, was caught off Vancouver Island in Canada. Explorer Roy Chapman Andrews argued at the time that the whale must be a throwback to a land-living ancestor. ‘I can see no other explanation,’ he wrote in 1921.

Since then, so many other examples have been discovered that it no longer makes sense to say that evolution is as good as irreversible. And this poses a puzzle: how can characteristics that disappeared millions of years ago suddenly reappear? In 1994, Rudolf Raff and colleagues at Indiana University in the USA decided to use genetics to put a number on the probability of evolution going into reverse. They reasoned that while some evolutionary changes involve the loss of genes and are therefore irreversible, others may be the result of genes being switched off. If these silent genes are somehow switched back on, they argued, long-lost traits could reappear.

Raff’s team went on to calculate the likelihood of it happening. Silent genes accumulate random mutations, they reasoned, eventually rendering them useless. So how long can a gene survive in a species if it is no longer used? The team calculated that there is a good chance of silent genes surviving for up to 6 million years in at least a few individuals in a population, and that some might survive as long as 10 million years. In other words, throwbacks are possible, but only to the relatively recent evolutionary past.

As a possible example, the team pointed to the mole salamanders of Mexico and California. Like most amphibians these begin life in a juvenile ‘tadpole’ state, then metamorphose into the adult form – except for one species, the axolotl, which famously lives its entire life as a juvenile. The simplest explanation for this is that the axolotl lineage alone lost the ability to metamorphose, while others retained it. From a detailed analysis of the salamanders’ family tree, however, it is clear that the other lineages evolved from an ancestor that itself had lost the ability to metamorphose. In other words, metamorphosis in mole salamanders is an atavism. The salamander example fits with Raff’s 10-million-year time frame.

More recently, however, examples have been reported that break the time limit, suggesting that silent genes may not be the whole story. In a paper published last year, biologist Gunter Wagner of Yale University reported some work on the evolutionary history of a group of South American lizards called Bachia. Many of these have minuscule limbs; some look more like snakes than lizards and a few have completely lost the toes on their hind limbs. Other species, however, sport up to four toes on their hind legs. The simplest explanation is that the toed lineages never lost their toes, but Wagner begs to differ. According to his analysis of the Bachia family tree, the toed species re-evolved toes from toeless ancestors and, what is more, digit loss and gain has occurred on more than one occasion over tens of millions of years.

So what’s going on? One possibility is that these traits are lost and then simply reappear, in much the same way that similar structures can independently arise in unrelated species, such as the dorsal fins of sharks and killer whales. Another more intriguing possibility is that the genetic information needed to make toes somehow survived for tens or perhaps hundreds of millions of years in the lizards and was reactivated. These atavistic traits provided an advantage and spread through the population, effectively reversing evolution.

But if silent genes degrade within 6 to 10 million years, how can long-lost traits be reactivated over longer timescales? The answer may lie in the womb. Early embryos of many species develop ancestral features. Snake embryos, for example, sprout hind limb buds. Later in development these features disappear thanks to developmental programs that say ‘lose the leg’. If for any reason this does not happen, the ancestral feature may not disappear, leading to an atavism.

Questions 27-31
Choose the correct letter, A, B, C or D.

27 When discussing the theory developed by Louis Dollo, the writer says that
A it was immediately referred to as Dollo’s law
B it supported the possibility of evolutionary throwbacks
C it was modified by biologists in the early twentieth century
D it was based on many years of research

28 The humpback whale caught off Vancouver Island is mentioned because of
A the exceptional size of its body
B the way it exemplifies Dollo’s law
C the amount of local controversy it caused
D the reason given for its unusual features

29 What is said about ‘silent genes’?
A Their numbers vary according to species
B Raff disagreed with the use of the term
C They could lead to the re-emergence of certain characteristics
D They can have an unlimited life span

30 The writer mentions the mole salamander because
A it exemplifies what happens in the development of most amphibians
B it suggests that Raff’s theory is correct
C it has lost and regained more than one ability
D its ancestors have become the subject of extensive research

31 Which of the following does Wagner claim?
A Members of the Bachia lizard family have lost and regained certain features several times
B Evidence shows that the evolution of the Bachia lizard is due to the environment
C His research into South American lizards supports Raff’s assertions
D His findings will apply to other species of South American lizards

Questions 32-36
Complete each sentence with the correct ending, A-G, below.

32 For a long time biologists rejected
33 Opposing views on evolutionary throwbacks are represented by
34 Examples of evolutionary throwbacks have led to
35 The shark and killer whale are mentioned to exemplify
36 One explanation for the findings of Wagner’s research is

A the question of how certain long-lost traits could reappear.
B the occurrence of a particular feature in different species.
C parallels drawn between behaviour and appearance.
D the continued existence of certain genetic information.
E the doubts felt about evolutionary throwbacks.
F the possibility of evolution being reversible.
G Dollo’s findings and the convictions held by Lombroso.

Questions 37-40
Do the following statements agree with the claims of the writer in Reading Passage 3?

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

37 Wagner was the first person to do research on South American lizards.
38 Wagner believes that Bachia lizards with toes had toeless ancestors.
39 The temporary occurrence of long-lost traits in embryos is rare.
40 Evolutionary throwbacks might be caused by developmental problems in the womb.

The context, meaning and scope of tourism

A Travel has existed since the beginning of time, when primitive man set out, often traversing great distances in search of game, which provided the food and clothing necessary for his survival. Throughout the course of history, people have travelled for purposes of trade, religious conviction, economic gain, war, migration and other equally compelling motivations. In the Roman era, wealthy aristocrats and high government officials also travelled for pleasure. Seaside resorts located at Pompeii and Herculaneum afforded citizens the opportunity to escape to their vacation villas in order to avoid the summer heat of Rome. Travel, except during the Dark Ages, has continued to grow and, throughout recorded history, has played a vital role in the development of civilisations and their economies.

B Tourism in the mass form as we know it today is a distinctly twentieth-century phenomenon. Historians suggest that the advent of mass tourism began in England during the industrial revolution with the rise of the middle class and the availability of relatively inexpensive transportation. The creation of the commercial airline industry following the Second World War and the subsequent development of the jet aircraft in the 1950s signalled the rapid growth and expansion of international travel. This growth led to the development of a major new industry: tourism. In turn, international tourism became the concern of a number of world governments since it not only provided new employment opportunities but also produced a means of earning foreign exchange.

C Tourism today has grown significantly in both economic and social importance. In most industrialised countries over the past few years the fastest growth has been seen in the area of services. One of the largest segments of the service industry, although largely unrecognised as an entity in some of these countries, is travel and tourism. According to the World Travel and Tourism Council (1992), ‘Travel and tourism is the largest industry in the world on virtually any economic measure including value-added capital investment, employment and tax contributions’. In 1992, the industry’s gross output was estimated to be $3.5 trillion, over 12 per cent of all consumer spending. The travel and tourism industry is the world’s largest employer with almost 130 million jobs, or almost 7 per cent of all employees. This industry is the world’s leading industrial contributor, producing over 6 per cent of the world’s gross national product and accounting for capital investment in excess of $422 billion in direct, indirect and personal taxes each year. Thus, tourism has a profound impact both on the world economy and, because of the educative effect of travel and the effects on employment, on society itself.

D However, the major problems of the travel and tourism industry that have hidden, or obscured, its economic impact are the diversity and fragmentation of the industry itself. The travel industry includes: hotels, motels and other types of accommodation; restaurants and other food services; transportation services and facilities; amusements, attractions and other leisure facilities; gift shops and a large number of other enterprises. Since many of these businesses also serve local residents, the impact of spending by visitors can easily be overlooked or underestimated. In addition, Meis (1992) points out that the tourism industry involves concepts that have remained amorphous to both analysts and decision makers. Moreover, in all nations this problem has made it difficult for the industry to develop any type of reliable or credible tourism information base in order to estimate the contribution it makes to regional, national and global economies. However, the nature of this very diversity makes travel and tourism ideal vehicles for economic development in a wide variety of countries, regions or communities.

E Once the exclusive province of the wealthy, travel and tourism have become an institutionalised way of life for most of the population. In fact, McIntosh and Goeldner (1990) suggest that tourism has become the largest commodity in international trade for many nations and, for a significant number of other countries, it ranks second or third. For example, tourism is the major source of income in Bermuda, Greece, Italy, Spain, Switzerland and most Caribbean countries. In addition, Hawkins and Ritchie, quoting from data published by the American Express Company, suggest that the travel and tourism industry is the number one ranked employer in the Bahamas, Brazil, Canada, France, (the former) West Germany, Hong Kong, Italy, Jamaica, Japan, Singapore, the United Kingdom and the United States. However, because of problems of definition, which directly affect statistical measurement, it is not possible with any degree of certainty to provide precise, valid or reliable data about the extent of world-wide tourism participation or its economic impact. In many cases, similar difficulties arise when attempts are made to measure domestic tourism.

Questions 1-4
Reading passage 1 has five paragraphs A-E. Choose the correct heading for paragraphs B-E from the list of heading below.

List of headings
i Economic and social significance of tourism
ii The development of mass tourism
iii Travel for the wealthy
iv Earning foreign exchange through tourism
v Difficulty in recognising the economic effects of tourism
vi The contribution of air travel to tourism
vii The world impact of tourism
viii The history of travel

Example Paragraph A            viii

1 Paragraph B
2 Paragraph C
3 Paragraph D
4 Paragraph E

Questions 5-10
Do the following statements agree with the information given in Reading Passage 1?
In boxes 5-10 on your answer sheet, write

TRUE                         if the statement agrees with the information
FALSE                       if the statement contradicts the information
NOT GIVEN            if there is no information on this

5 The largest employment figures in the world are found in the travel and tourism industry.
6 Tourism contributes over six per cent of the Australian gross national product.
7 Tourism has a social impact because it promotes recreation.
8 Two main features of the travel and tourism industry make its economic significance difficult to ascertain.
9 Visitor spending is always greater than the spending of residents in tourist areas.
10 It is easy to show statistically how tourism affects individual economies.

Questions 11-13
Complete the sentences below. Choose NO MORE THAN THREE WORDS from the passage.

11 In Greece, tourism is the most important…….
12 The travel and tourism industry in Jamaica is the major……….
13 The problems associated with measuring international tourism are often reflected in the measurement of………

Autumn Leaves

A One of the most captivating natural events of the year in many areas throughout North America is the turning of the leaves in the fall. The colours are magnificent, but the question of exactly why some trees turn yellow or orange, and others red or purple, is something which has long puzzled scientists.

B Summer leaves are green because they are full of chlorophyll, the molecule that captures sunlight and converts that energy into new building materials for the tree. As fall approaches in the northern hemisphere, the amount of solar energy available declines considerably. For many trees – evergreen conifers being an exception – the best strategy is to abandon photosynthesis until the spring. So rather than maintaining the now redundant leaves throughout the winter, the tree saves its precious resources and discards them. But before letting its leaves go, the tree dismantles their chlorophyll molecules and ships their valuable nitrogen back into the twigs. As chlorophyll is depleted, other colours that have been dominated by it throughout the summer begin to be revealed. This unmasking explains the autumn colours of yellow and orange, but not the brilliant reds and purples of trees such as the maple or sumac.

C The source of the red is widely known: it is created by anthocyanins, water-soluble plant pigments reflecting the red to blue range of the visible spectrum. They belong to a class of sugar-based chemical compounds also known as flavonoids. What’s puzzling is that anthocyanins are actually newly minted, made in the leaves at the same time as the tree is preparing to drop them. But it is hard to make sense of the manufacture of anthocyanins – why should a tree bother making new chemicals in its leaves when it’s already scrambling to withdraw and preserve the ones already there?

D Some theories about anthocyanins have argued that they might act as a chemical defence against attacks by insects or fungi, or that they might attract fruit-eating birds or increase a leaf’s tolerance to freezing. However there are problems with each of these theories, including the fact that leaves are red for such a relatively short period that the expense of energy needed to manufacture the anthocyanins would outweigh any anti-fungal or anti-herbivore activity achieved.

E It has also been proposed that trees may produce vivid red colours to convince herbivorous insects that they are healthy and robust and would be easily able to mount chemical defences against infestation. If insects paid attention to such advertisements, they might be prompted to lay their eggs on a duller, and presumably less resistant host. The flaw in this theory lies in the lack of proof to support it. No one has as yet ascertained whether more robust trees sport the brightest leaves, or whether insects make choices according to colour intensity.

F Perhaps the most plausible suggestion as to why leaves would go to the trouble of making anthocyanins when they’re busy packing up for the winter is the theory known as the ‘light screen’ hypothesis. It sounds paradoxical, because the idea behind this hypothesis is that the red pigment is made in autumn leaves to protect chlorophyll, the light-absorbing chemical, from too much light. Why does chlorophyll need protection when it is the natural world’s supreme light absorber? Why protect chlorophyll at a time when the tree is breaking it down to salvage as much of it as possible?

G Chlorophyll, although exquisitely evolved to capture the energy of sunlight, can sometimes be overwhelmed by it, especially in situations of drought, low temperatures, or nutrient deficiency. Moreover, the problem of oversensitivity to light is even more acute in the fall, when the leaf is busy preparing for winter by dismantling its internal machinery. The energy absorbed by the chlorophyll molecules of the unstable autumn leaf is not immediately channelled into useful products and processes, as it would be in an intact summer leaf. The weakened fall leaf then becomes vulnerable to the highly destructive effects of the oxygen created by the excited chlorophyll molecules.

H Even if you had never suspected that this is what was going on when leaves turn red, there are clues out there. One is straightforward: on many trees, the leaves that are the reddest are those on the side of the tree which gets most sun. Not only that, but the red is brighter on the upper side of the leaf. It has also been recognised for decades that the best conditions for intense red colours are dry, sunny days and cool nights, conditions that nicely match those that make leaves susceptible to excess light. And finally, trees such as maples usually get much redder the more north you travel in the northern hemisphere. It’s colder there, they’re more stressed, their chlorophyll is more sensitive and it needs more sunblock.

I What is still not fully understood, however, is why some trees resort to producing red pigments while others don’t bother, and simply reveal their orange or yellow hues. Do these trees have other means at their disposal to prevent overexposure to light in autumn? Their story, though not as spectacular to the eye, will surely turn out to be as subtle and as complex.

Questions 14-18
Reading Passage 2 has nine paragraphs, A-l. Which paragraph contains the following information?
Write the correct letter, A-l, in boxes 14-18 on your answer sheet. NB You may use any letter more than once.

14 a description of the substance responsible for the red colouration of leaves
15 the reason why trees drop their leaves in autumn
16 some evidence to confirm a theory about the purpose of the red leaves
17 an explanation of the function of chlorophyll
18 a suggestion that the red colouration in leaves could serve as a warning signal

Questions 19-22
Complete the notes below. Choose ONE WORD ONLY from the passage.

Why believe the ‘light screen’ hypothesis?
• The most vividly coloured red leaves are found on the side of the tree facing the (19)…………..
• The (20)…………………..surfaces of leaves contain the most red pigment.
• Red leaves are most abundant when daytime weather conditions are (21)………………and sunny.
• The intensity of the red colour of leaves increases as you go further (22)………………

Questions 23-25
Do the following statements agree with the information given in the passage? In boxes 23-25 write

TRUE                       if the statement agrees with the information
FALSE                     if the statement contradicts the information
NOT GIVEN          if there is no information on this

23 It is likely that the red pigments help to protect the leaf from freezing temperatures.
24 The ‘light screen’ hypothesis would initially seem to contradict what is known about chlorophyll.
25 Leaves which turn colours other than red are more likely to be damaged by sunlight.

Question 26
Choose the correct letter A, B, C or D.

For which of the following questions does the writer offer an explanation?
A why conifers remain green in winter
B how leaves turn orange and yellow in autumn
C how herbivorous insects choose which trees to lay their eggs in
D why anthocyanins are restricted to certain trees

Beyond the blue horizon

An important archaeological discovery on the island of Efate in the Pacific archipelago of Vanuatu has revealed traces of an ancient seafaring people, the distant ancestors of today’s Polynesians. The site came to light only by chance. An agricultural worker, digging in the grounds of a derelict plantation, scraped open a grave — the first of dozens in a burial ground some 3,000 years old. It is the oldest cemetery ever found in the Pacific islands, and it harbors the remains of an ancient people archaeologists call the Lapita.

They were daring blue-water adventurers who used basic canoes to rove across the ocean. But they were not just explorers. They were also pioneers who carried with them everything they would need to build new lives – their livestock, taro seedlings and stone tools. Within the span of several centuries, the Lapita stretched the boundaries of their world from the jungle-clad volcanoes of Papua New Guinea to the loneliest coral outliers of Tonga.

The Lapita left precious few clues about themselves, but Efate expands the volume of data available to researchers dramatically. The remains of 62 individuals have been uncovered so far, and archaeologists were also thrilled to find six complete Lapita pots. Other items included a Lapita burial urn with modeled birds arranged on the rim as though peering down at the human remains sealed inside. ‘It’s an important discovery,’ says Matthew Spriggs, professor of archaeology at the Australian National University and head of the international team digging up the site, for it conclusively identifies the remains at Lapita.

DNA teased from these human remains may help answer one of the most puzzling questions in Pacific anthropology: did all Pacific islanders spring from one source or many? Was there only one outward migration from a single point in Asia, or several from different points? ‘This represents the best opportunity we’ve had yet,’ says Spriggs, ‘to find out who the Lapita actually were, where they came from, and who their closest descendants are today.’

There is one stubborn question for which archaeology has yet to provide any answers: how did the Lapita accomplish the ancient equivalent of a moon landing, many times over? No-one has found one of their canoes or any rigging, which could reveal how the canoes were sailed. Nor do the oral histories and traditions of later Polynesians offer any insights, for they turn into myths long before they reach as far back in time as the Lapita.

All we can say for certain is that the Lapita had canoes that were capable of ocean voyages, and they had the ability to sail them,’ says Geoff Irwin a professor of archaeology at the University of Auckland. Those sailing skills, he says, were developed and passed down over thousands of years by earlier mariners who worked their way through the archipelagoes of the western Pacific, making short crossings to nearby islands. The real adventure didn’t begin, however, until their Lapita descendants sailed out of sight of land, with empty horizons on every side. This must have been as difficult for them as landing on the moon is for us today. Certainly it distinguished them from their ancestors, but what gave them the courage to launch out on such risky voyages?

The Lapita’s thrust into the Pacific was eastward, against the prevailing trade winds, Irwin notes. Those nagging headwinds, he argues, may have been the key to their success. ‘They could sail out for days into the unknown and assess the area, secure in the knowledge that if they didn’t find anything, they could turn about and catch a swift ride back on the trade winds. This is what would have made the whole thing work.’ Once out there, skilled seafarers would have detected abundant leads to follow to land: seabirds, coconuts and twigs carried out to sea by the tides, and the afternoon pile-up of clouds on the horizon which often indicates an island in the distance.

For returning explorers, successful or not, the geography of their own archipelagoes would have provided a safety net. Without this to go by, overshooting their home ports, getting lost and sailing off into eternity would have been all too easy. Vanuaru, for example, stretches more than 500 miles in a northwest-southeast trend, its scores of intervisible islands forming a backstop for mariners riding the trade winds home.

All this presupposes one essential detail, says Atholl Anderson, professor of prehistory at the Australian National University: the Lapita had mastered the advanced art of sailing against the wind. ‘And there’s no proof they could do any such thing,’ Anderson says, ‘There has been this assumption they did, and people have built canoes to re-create those early voyages based on that assumption. But nobody has any idea what their canoes looked like or how they were rigged.’

Rather than give all the credit to human skill, Anderson invokes the winds of chance. El Nino, the same climate disruption that affects the Pacific today, may have helped scatter the Lapita, Anderson suggests. He points out that climate data obtained from slow-growing corals around the Pacific indicated a series of unusually frequent El Ninos around the time of the Lapita expansion. By reversing the regular east-to-west flow of the trade winds for weeks at a time, these ‘super El Ninos’ might have taken the Lapita on long unplanned voyages.

However they did it, the Lapita spread themselves a third of the way across the Pacific, then called it quits for reasons known only to them. Ahead lay the vast emptiness of the central Pacific and perhaps they were too thinly stretched to venture farther. ‘They probably never numbered more than a few thousand in total, and in their rapid migration eastward they encountered hundreds of islands – more than 300 in Fiji alone.

Questions 27-31

Complete the summary using the list of words and phrases, A-J, below.

The Éfaté burial site

A 3,000-year-old burial ground of a seafaring people called the Lapita has been found on an abandoned (27)……………….on the Pacific island of Éfaté. The cemetery, which is a significant (28)……………….., was uncovered accidentally by an agricultural worker.

The Lapita explored and colonized many Pacific islands over several centuries. They took many things with them on their voyages including (29)……………..and tools.

The burial ground increases the amount of information about the Lapita available to scientists. A team of researchers, led by Matthew Spriggs from the Australian National University, are helping with the excavation of the site. Spriggs believes the (30)……………….which was found at the site is very important since it confirms that the (31)……………. found inside are Lapita.

A proof
B plantation
C harbor
D bones

E data
F archaeological discovery
G burial urn
H source
I animals
J maps

Questions 32-35
Choose the correct letter, A, B, C or D.

32 According to the writer, there are difficulties explaining how the Lapita accomplished their journeys because
A the canoes that have been discovered offer relatively few clues.
B archeologists have shown limited interest in this area of research.
C little information relating to this period can be relied upon for accuracy.
D technological advances have altered the way such achievements are viewed.

33 According to the sixth paragraph, what was extraordinary about the Lapita?
A They sailed beyond the point where land was visible.
B They cultural heritage discouraged the expression of fear.
C They were able to build canoes that withstood ocean voyages.
D Their navigational skills were passed on from one generation to the next.

34 What does ‘This’ refer to in the seventh paragraph?
A the Lapita’s seafaring talent
B the Lapita’s ability to detect signs of land
C the Lapita’s extensive knowledge of the region
D the Lapita’s belief they would be able to return home

35 According to the eighth paragraph, how was the geography of the region significant?
A It played an important role in Lapita culture
B It meant there were relatively few storms at sea
C It provided a navigational aid for the Lapita
D It made a large number of islands habitable

Questions 36-40
Do the following statements agree with the views of the writer in Reading Passage 3? In boxes 36-40 on your answer sheet, write

YES                           if the statement agrees with the views of the writer
NO                             if the statement contradicts the views of the writer
NOT GIVEN          if it is impossible to say what the writer thinks about this

36 It is now clear that the Lapita could sail into a prevailing wind.
37 Extreme climate conditions may have played a role in Lapita migration.
38 The Lapita learnt to predict the duration of El Ninos.
39 It remains unclear why the Lapita halted their expansion across the Pacific.
40 It is likely that the majority of Lapita settled on Fiji.

Tea and the Industrial Revolution

A Alan Macfarlane, professor of anthropological science at King’s College, Cambridge, has, like other historians, spent decades wrestling with the enigma of the Industrial Revolution. Why did this particular Big Bang – the world-changing birth of industry – happen in Britain? And why did it strike at the end of the 18th century?

B Macfarlane compares the puzzle to a combination lock. ‘There are about 20 different factors and all of them need to be present before the revolution can happen,’ he says. For industry to take off, there needs to be the technology and power to drive factories, large urban populations to provide cheap labour, easy transport to move goods around, an affluent middle-class willing to buy mass-produced objects, a market-driven economy and a political system that allows this to happen. While this was the case for England, other ‘ nations, such as Japan, the Netherlands and France also met some of these criteria but were not industrialising. All these factors must have been necessary but not sufficient to cause the revolution,’ says Macfarlane. After all, Holland had everything except coal, while China also had many of these factors. Most historians are convinced there are one or two missing factors that you need to open the lock.’

C The missing factors, he proposes, are to be found in almost every kitchen cupboard. Tea and beer, two of the nation’s favourite drinks, fuelled the revolution. The antiseptic properties of tannin, the active ingredient in tea, and of hops in beer – plus the fact that both are made with boiled water – allowed urban communities to flourish at close quarters without succumbing to water-borne diseases such as dysentery. The theory sounds eccentric but once he starts to explain the detective work that went into his deduction, the scepticism gives way to wary admiration. Macfarlane’s case has been strengthened by support from notable quarters — Roy Porter, the distinguished medical historian, recently wrote a favourable appraisal of his research.

D Macfarlane had wondered for a long time how the Industrial Revolution came about. Historians had alighted on one interesting factor around the mid-18th century that required explanation. Between about 1650 and 1740, the population in Britain was static. But then there was a burst in population growth. Macfarlane says: ‘The infant mortality rate halved in the space of 20 years, and this happened in both rural areas and cities, and across all classes. People suggested four possible causes. Was there a sudden change in the viruses and bacteria around? Unlikely. Was there a revolution in medical science? But this was a century before Lister’s revolution . Was there a change in environmental conditions? There were improvements in agriculture that wiped out malaria, but these were small gains. Sanitation did not become widespread until the 19th century. The only option left is food. But the height and weight statistics show a decline. So the food must have got worse. Efforts to explain this sudden reduction in child deaths appeared to draw a blank.’

E This population burst seemed to happen at just the right time to provide labour for the Industrial Revolution. ‘When you start moving towards an industrial revolution, it is economically efficient to have people living close together/ says Macfarlane. ‘But then you get disease, particularly from human waste.’ Some digging around in historical records revealed that there was a change in the incidence of water-borne disease at that time, especially dysentery. Macfarlane deduced that whatever the British were drinking must have been important in regulating disease. He says, ‘We drank beer. For a long time, the English were protected by the strong antibacterial agent in hops, which were added to help preserve the beer. But in the late 17th century a tax was introduced on malt, the basic ingredient of beer. The poor turned to water and gin and in the 1720s the mortality rate began to rise again. 7ben it suddenly dropped again. What caused this?’

F Macfarlane looked to Japan, which was also developing large cities about the same time, and also had no sanitation. Water-borne diseases had a much looser grip on the Japanese population than those in Britain. Could it be the prevalence of tea in their culture? Macfarlane then noted that the history of tea in Britain provided an extraordinary coincidence of dates. Tea was relatively expensive until Britain started a direct clipper trade with China in the early 18th century. By the 1740s, about the time that infant mortality was dipping, the drink was common. Macfarlane guessed that the fact that water had to be boiled, together with the stomach-purifying properties of tea meant that the breast milk provided by mothers was healthier than it had ever been. No other European nation sipped tea like the British, which, by Macfarlane’s logic, pushed these other countries out of contention for the revolution.

G But, if tea is a factor in the combination lock, why didn’t Japan forge ahead in a tea-soaked industrial revolution of its own? Macfarlane notes that even though 17th-century Japan had large cities, high literacy rates, even a futures market, it had turned its back on the essence of any work-based revolution by giving up labour-saving devices such as animals, afraid that they would put people out of work. So, the nation that we now think of as one of the most technologically advanced entered the 19th century having ‘abandoned the wheel’.

Questions 1-7
Reading passage 1 has 7 paragraphs A-G. Choose the correct heading for each paragraph from the list of headings below.

List of headings

i The search for the reasons for an increase in population
ii Industrialisation and the fear of unemployment
iii The development of cities in Japan
iv The time and place of the Industrial Revolution
v The cases of Holland, France and China
vi Changes in drinking habits in Britain
vii Two keys to Britain’s industrial revolution
viii Conditions required for industrialization
ix Comparisons with Japan lead to the answer

1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph F
7 Paragraph G

Questions 8-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13 on your answer sheet, write

TRUE                        if the statement agrees with the information
FALSE                      if the statement contradicts the information
NOT GIVEN           if there is no information on this

8 China’s transport system was not suitable for industry in the 18th century.
9 Tea and beer both helped to prevent dysentery in Britain.
10 Roy Porter disagrees with Professor Macfarlane’s findings.
11 After 1740, there was a reduction in population in Britain.
12 People in Britain used to make beer at home.
13 The tax on malt indirectly caused a rise in the death rate.

Gifted Children and Learning

A Internationally, ‘giftedness’ is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010). The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.

B Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition – and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning – metacognition – which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.

C High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly:
‘If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice’. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.

D Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teacher risks loss of autonomy and motivation to discover. However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. There are quite a number of new methods which can help, such as child- initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.

E But scientific progress is not all theoretical, knowledge is also vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).

F To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. In Boekaerts’ (1991) review of emotion in the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency, and increase their own learning resources.

Questions 14-17
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information? NB You may use any letter more than once.

14 a reference to the influence of the domestic background on the gifted child
15 reference to what can be lost if learners are given too much guidance
16 a reference to the damaging effects of anxiety
17 examples of classroom techniques which favour socially-disadvantaged children

Questions 18-22
Look at the following statements (Questions 18-22) and the list of people below.
Match each statement with the correct person or people, A-E.

18 Less time can be spent on exercises with gifted pupils who produce accurate work.
19 Self-reliance is a valuable tool that helps gifted students reach their goals.
20 Gifted children know how to channel their feelings to assist their learning.
21 The very gifted child benefits from appropriate support from close relatives.
22 Really successful students have learnt a considerable amount about their subject.

List of people
A Freeman
B Shore and Kanevsky
C Elshout
D Simonton
E Boekaerts

Questions 23-26
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

23. One study found a strong connection between children’s IQ and the availability of………………………….. and……………………..………at home.
24. Children of average ability seem to need more direction from teachers because they do not have………………..
25. Metacognition involves children understanding their own learning strategies, as well as developing………………
26. Teachers who rely on what is known as…………………..often produce sets of impressive grades in class tests.

Museum of Fine Art and their Public

One of the most famous works of art in the world is Leonardo da Vinci’s Mona Lisa. Nearly everyone who goes to see the original will already be familiar with it from reproductions, but they accept that fine art is more rewardingly viewed in its original form.

However, if Mona Lisa was a famous novel, few people would bother to go to a museum to read the writer’s actual manuscript rather than a printed reproduction. This might be explained by the fact that the novel has evolved precisely because of technological developments that made it possible to print out huge numbers of texts, whereas oil paintings have always been produced as unique objects. In addition, it could be argued that the practice of interpreting or ‘reading’ each medium follows different conventions. With novels, the reader attends mainly to the meaning of words rather than the way they are printed on the page, whereas the ‘reader’ of a painting must attend just as closely to the material form of marks and shapes in the picture as to any ideas they may signify.

Yet it has always been possible to make very accurate facsimiles of pretty well any fine art work. The seven surviving versions of Mona Lisa bear witness to the fact that in the 16th century, artists seemed content to assign the reproduction of their creations to their workshop apprentices as regular ‘bread and butter’ work. And today the task of reproducing pictures is incomparably more simple and reliable, with reprographic techniques that allow the production of high-quality prints made exactly to the original scale, with faithful colour values, and even with duplication of the surface relief of the painting.

But despite an implicit recognition that the spread of good reproductions can be culturally valuable, museums continue to promote the special status of original work.

Unfortunately, this seems to place severe limitations on the kind of experience offered to visitors.

One limitation is related to the way the museum presents its exhibits. As repositories of unique historical objects, art museums are often called ‘treasure houses’. We are reminded of this even before we view a collection by the presence of security guards, attendants, ropes and display cases to keep us away from the exhibits. In many cases, the architectural style of the building further reinforces that notion. In addition, a major collection like that of London’s National Gallery is housed in numerous rooms, each with dozens of works, any one of which is likely to be worth more than all the average visitor possesses. In a society that judges the personal status of the individual so much by their material worth, it is therefore difficult not to be impressed by one’s own relative ‘worthlessness’ in such an environment.

Furthermore, consideration of the ‘value’ of the original work in its treasure house setting impresses upon the viewer that, since these works were originally produced, they have been assigned a huge monetary value by some person or institution more powerful than themselves. Evidently, nothing the viewer thinks about the work is going to alter that value, and so today’s viewer is deterred from trying to extend that spontaneous, immediate, self-reliant kind of reading which would originally have met the work.

The visitor may then be struck by the strangeness of seeing such diverse paintings, drawings and sculptures brought together in an environment for which they were not originally created. This ‘displacement effect’ is further heightened by the sheer volume of exhibits. In the case of a major collection, there are probably more works on display than we could realistically view in weeks or even months.

This is particularly distressing because time seems to be a vital factor in the appreciation of all art forms. A fundamental difference between paintings and other art forms is that there is no prescribed time over which a painting is viewed. By contrast, the audience encounters an opera or a play over a specific time, which is the duration of the performance. Similarly, novels and poems are read in a prescribed temporal sequence, whereas a picture has no clear place at which to start viewing, or at which to finish. Thus art works themselves encourage us to view them superficially, without appreciating the richness of detail and labour that is involved.

Consequently, the dominant critical approach becomes that of the art historian, a specialised academic approach devoted to ‘discovering the meaning’ of art within the cultural context of its time. This is in perfect harmony with the museum’s function, since the approach is dedicated to seeking out and conserving ‘authentic’, ‘original’ readings of the exhibits. Again, this seems to put paid to that spontaneous, participatory criticism which can be found in abundance in criticism of classic works of literature, but is absent from most art history.

The displays of art museums serve as a warning of what critical practices can emerge when spontaneous criticism is suppressed. The museum public, like any other audience, experience art more rewardingly when given the confidence to express their views. If appropriate works of fine art could be rendered permanently accessible to the public by means of high-fidelity reproductions, as literature and music already are, the public may feel somewhat less in awe of them. Unfortunately, that may be too much to ask from those who seek to maintain and control the art establishment.

Questions 27-31
Complete the summary using the list of words, A-L, below.

The value attached to original works of art
People go to art museums because they accept the value of seeing an original work of art. But they do not go to museums to read original manuscripts of novels, perhaps because the availability of novels has depended on (27)……………………….for so long, and also because with novels, the (28)…………………….are the most important thing. However, in historical times artists such as Leonardo were happy to instruct (29)………………….to produce copies of their work and these days new methods of reproduction allow excellent replication of surface relief features as well as colour and (30)…………………………. It is regrettable that museums still promote the superiority of original works of art, since this may not be in the interests of the (31)………………….

A institution
B mass production
C mechanical processes
D public
E paints
F artist
G size
H underlying ideas
I basic technology
J readers
K picture frames
L assistants

Questions 32-35
Choose the correct letter, A, B, C or D.

32 The writer mentions London’s National Gallery to illustrate
A the undesirable cost to a nation of maintaining a huge collection of art
B the conflict that may arise in society between financial and artistic values
C the negative effect a museum can have on visitors’ opinions of themselves
D the need to put individual well-being above large-scale artistic schemes.

33 The writer says that today, viewers may be unwilling to criticise a work because
A they lack the knowledge needed to support an opinion
B they fear it may have financial implications
C they have no real concept of the work’s value
D they feel their personal reaction is of no significance

34 According to the writer, the ‘displacement effect’ on the visitor is caused by
A the variety of works on display and the way they are arranged
B the impossibility of viewing particular works of art over a long period
C the similar nature of the paintings and the lack of great works
D the inappropriate nature of the individual works selected for exhibition

35 The writer says that unlike other forms of art, a painting does not
A involve direct contact with an audience
B require a specific location for a performance
C need the involvement of other professionals
D have a specific beginning or end

Questions 36-40
Do the following statements agree with the views of the writer in Reading Passage 3? In boxes 36-40 on your answer sheet, write

YES                                if the statement agrees with the views of the writer
NO                                  if the statement contradicts the views of the writer
NOT GIVEN               if it is impossible to say what the writer thinks about this

36. Art history should focus on discovering the meaning of art using a range of media.
37. The approach of art historians conflicts with that of art museums.
38. People should be encouraged to give their opinions openly on works of art.
39. Reproductions of fine art should only be sold to the public if they are of high quality.
40. In the future, those with power are likely to encourage more people to enjoy art.

Stepwells

During the sixth and seventh centuries, the inhabitants of the modern-day states of Gujarat and Rajasthan in north-western India developed a method of gaining access to clean, fresh groundwater during the dry season for drinking, bathing, watering animals and irrigation. However, the significance of this invention – the stepwell – goes beyond its utilitarian application.

Unique to this region, stepwells are often architecturally complex and vary widely in size and shape. During their heyday, they were places of gathering, of leisure and relaxation and of worship for villagers of all but the lowest classes. Most stepwells are found dotted round the desert areas of Gujarat (where they are called vav) and Rajasthan (where they are called baori), while a few also survive in Delhi. Some were located in or near villages as public spaces for the community; others were positioned beside roads as resting places for travellers.

As their name suggests, stepwells comprise a series of stone steps descending from ground level to the water source (normally an underground aquifer) as it recedes following the rains. When the water level was high, the user needed only to descend a few steps to reach it; when it was low, several levels would have to be negotiated.

Some wells are vast, open craters with hundreds of steps paving each sloping side, often in tiers. Others are more elaborate, with long stepped passages leading to the water via several storeys. Built from stone and supported by pillars, they also included pavilions that sheltered visitors from the relentless heat. But perhaps the most impressive features are the intricate decorative sculptures that embellish many stepwells, showing activities from fighting and dancing to everyday acts such as women combing their hair or churning butter.

Down the centuries, thousands of wells were constructed throughout northwestern India, but the majority have now fallen into disuse; many are derelict and dry, as groundwater has been diverted for industrial use and the wells no longer reach the water table. Their condition hasn’t been helped by recent dry spells: southern Rajasthan suffered an eight-year drought between 1996 and 2004.

However, some important sites in Gujarat have recently undergone major restoration, and the state government announced in June last year that it plans to restore the stepwells throughout the state.

In Patan, the state’s ancient capital, the stepwell of Rani Ki Vav (Queen’s Stepwell) is perhaps the finest current example. It was built by Queen Udayamati during the late 11th century, but became silted up following a flood during the 13th century. But the Archaeological Survey of India began restoring it in the 1960s, and today it is in pristine condition. At 65 metres long, 20 metres wide and 27 metres deep, Rani Ki Vav features 500 sculptures carved into niches throughout the monument. Incredibly, in January 2001, this ancient structure survived an earthquake that measured 7.6 on the Richter scale.

Another example is the Surya Kund in Modhera, northern Gujarat, next to the Sun Temple, built by King Bhima I in 1026 to honour the sun god Surya. It actually resembles a tank (kund means reservoir or pond) rather than a well, but displays the hallmarks of stepwell architecture, including four sides of steps that descend to the bottom in a stunning geometrical formation. The terraces house 108 small, intricately carved shrines between the sets of steps.

Rajasthan also has a wealth of wells. The ancient city of Bundi, 200 kilometres south of Jaipur, is renowned for its architecture, including its stepwells. One of the larger examples is Raniji Ki Baori, which was built by the queen of the region, Nathavatji, in 1699. At 46 metres deep, 20 metres wide and 40 metres long, the intricately carved monument is one of 21 baoris commissioned in the Bundi area by Nathavatji.

In the old ruined town of Abhaneri, about 95 kilometres east of Jaipur, is Chand Baori, one of India’s oldest and deepest wells; aesthetically it’s perhaps one of the most dramatic. Built in around 850 AD next to the temple of Harshat Mata, the baori comprises hundreds of zigzagging steps that run along three of its sides, steeply descending 11 storeys, resulting in a striking pattern when seen from afar. On the fourth side, verandas which are supported by ornate pillars to overlook the steps.

Still in public use is Neemrana Ki Baori, located just off the Jaipur-Delhi highway. Constructed in around 1700, it is nine storeys deep, with the last two being underwater. At ground level, there are 86 colonnaded openings from where the visitor descends 170 steps to the deepest water source.

Today, following years of neglect, many of these monuments to medieval engineering have been saved by the Archaeological Survey of India, which has recognised the importance of preserving them as part of the country’s rich history. Tourists flock to wells in far-flung corners of northwestern India to gaze in wonder at these architectural marvels from hundreds of years ago, which serve as a reminder of both the ingenuity and artistry of ancient civilisations and of the value of water to human existence.

Questions 1-5
Do the following statements agree with the information given in Reading Passage 1? In boxes 1-5 write:

TRUE                               if the statement agrees with the information
FALSE                             if the statement contradicts the information
NOT GIVEN                  if there is no information on this

1 Examples of ancient stepwells can be found all over the world.
2 Stepwells had a range of functions, in addition to those related to water collection.
3 The few existing stepwells in Delhi are more attractive than those found elsewhere.
4 It took workers many years to build the stone steps characteristic of stepwells.
5 The number of steps above the water level in a stepwell altered during the course of a year.

Questions 6-8
Answer the questions below. Choose ONE WORD ONLY from the passage.

6 Which part of some stepwells provided shade for people?
7 What type of serious climatic event, which took part in southern Rajasthan is mentioned in the article?
8 Who are frequent visitors to stepwells nowadays?

Questions 9-13
Complete the table below. Choose ONE WORD OR A NUMBER from the passage.

Stepwell	Date	Features	Other notes
Rani ki vav	late 11th century	as many as 500 sculpture decorate the monument	restored in the 1960s, excellent condition despite the (9)………………….of 2001
Surya kund	1026	steps on the (10)…………….produce a geometrical pattern	looks more like a (11)………………….than a well
Rani ki baori	1699	intricately carved monument	one of 21 baoris in the area commissioned by Queen Nathavatji
Chand baori	850 AD	steps taken you down 11 storeys to the bottom	old deep and very dramatic, has (12)……………which provide a view of the steps
Neemrana ki baori	1700	has two (13)……………..levels	used by public today

European Transport Systems 1990-2010

A It is difficult to conceive of vigorous economic growth without an efficient transport system. Although modern information technologies can reduce the demand for physical transport by facilitating teleworking and teleservices, the requirement for transport continues to increase. There are two key factors behind this trend. For passenger transport, the determining factor is the spectacular growth in car use. The number of cars on European Union (EU] roads saw an increase of three million cars each year from 1990 to 2010, and in the next decade the EU will see a further substantial increase in its fleet.

B As far as goods transport is concerned, growth is due to a large extent to changes in the European economy and its system of production. In the last 20 years, as internal frontiers have been abolished, the EU has moved from a ‘stock’ economy to a ‘flow’ economy. This phenomenon has been emphasised by the relocation of some industries, particularly those which are labour intensive, to reduce production costs, even though the production site is hundreds or even thousands of kilometres away from the final assembly plant or away from users.

C The strong economic growth expected in countries which are candidates for entry to the EU will also increase transport flows, in particular road haulage traffic. In 1998, some of these countries already exported more than twice their 1990 volumes and imported more than five times their 1990 volumes. And although many candidate countries inherited a transport system which encourages rail, the distribution between modes has tipped sharply in favour of road transport since the 1990s. Between 1990 and 1998, road haulage increased by 19.4%, while during the same period rail haulage decreased by 43.5%, although – and this could benefit the enlarged EU – it is still on average at a much higher level than in existing member states.

D However, a new imperative – sustainable development – offers an opportunity for adapting the EU’s common transport policy. This objective, agreed by the Gothenburg European Council, has to be achieved by integrating environmental considerations into Community policies, and shifting the balance between modes of transport lies at the heart of its strategy. The ambitious objective can only be fully achieved by 2020, but proposed measures are nonetheless a first essential step towards a sustainable transport system which will ideally be in place in 30 years’ time, that is by 2040.

E In 1998, energy consumption in the transport sector was to blame for 28% of emissions of C02, the leading greenhouse gas. According to the latest estimates, if nothing is done to reverse the traffic growth trend, CO2 emissions from transport can be expected to increase by around 50% to 1,113 billion tonnes by 2020, compared with the 739 billion tonnes recorded in 1990. Once again, road transport is the main culprit since it alone accounts for 84% of the CO2 emissions attributable to transport. Using alternative fuels and improving energy efficiency is thus both an ecological necessity and a technological challenge.

F At the same time greater efforts must be made to achieve a modal shift. Such a change cannot be achieved overnight, all the less so after over half a century of constant deterioration in favour of road. This has reached such a pitch that today rail freight services are facing marginalisation, with just 8% of market share, and with international goods trains struggling along at an average speed of 18km/h. Three possible options have emerged.

G The first approach would consist of focusing on road transport solely through pricing. This option would not be accompanied by complementary measures in the other modes of transport. In the short term it might curb the growth in road transport through the better loading ratio of goods vehicles and occupancy rates of passenger vehicles expected as a result of the increase in the price of transport. However, the lack of measures available to revitalise other modes of transport would make it impossible for more sustainable modes of transport to take up the baton.

H The second approach also concentrates on road transport pricing but is accompanied by measures to increase the efficiency of the other modes [better quality of services, logistics, technology). However, this approach does not include investment in new infrastructure, nor does it guarantee better regional cohesion, It could help to achieve greater uncoupling than the first approach, but road transport would keep the lion’s share of the market and continue to concentrate on saturated arteries, despite being the most polluting of the modes. It is therefore not enough to guarantee the necessary shift of the balance.

I The third approach, which is not new, comprises a series of measures ranging from pricing to revitalising alternative modes of transport and targeting investment in the trans-European network. This integrated approach would allow the market shares of the other modes to return to their 1998 levels and thus make a shift of balance. It is far more ambitious than it looks, bearing in mind the historical imbalance in favour of roads for the last fifty years, but would achieve a marked break in the link between road transport growth and economic growth, without placing restrictions on the mobility of people and goods.

Questions 14-21
Reading Passage 2 has nine paragraphs A-I. Choose the correct heading for paragraphs A-E and G-I from the list of headings below.

List of headings

i A fresh and important long-term goal
ii Charging for roads and improving other transport methods
iii Changes affecting the distances goods may be transported
iv Taking all the steps necessary to change transport patterns
v The environmental costs of road transport
vi The escalating cost of rail transport
vii The need to achieve transport rebalance
viii The rapid growth of private transport
ix Plans to develop major road networks
x Restricting road use through charging policies alone
xi Transport trends in countries awaiting EU admission

Example: Paragraph F            vii

14 Paragraph A
15 Paragraph B
16 Paragraph C
17 Paragraph D
18 Paragraph E
19 Paragraph G
20 Paragraph H
21 Paragraph I

Questions 22-26
Do the following statements agree with the information given in Reading Passage 2?
In boxes 22-26 on your answer sheet, write

TRUE                        if the statement agrees with the information
FALSE                      if the statement contradicts the information
NOT GIVEN           if there is no information on this

22 The need for transport is growing, despite technological developments.
23 To reduce production costs, some industries have been moved closer to their relevant consumers.
24 Cars are prohibitively expensive in some EU candidate countries.
25 The Gothenburg European Council was set up 30 years ago.
26 By the end of this decade, CO2 emissions from transport are predicted to reach 739 billion tonnes.

The Psychology Of Innovation

Innovation is key to business survival, and companies put substantial resources into inspiring employees to develop new ideas. There are, nevertheless, people working in luxurious, state-of-the-art centres designed to stimulate innovation who find that their environment doesn’t make them feel at all creative. And there are those who don’t have a budget, or much space, but who innovate successfully.

For Robert B. Cialdini, Professor of Psychology at Arizona State University, one reason that companies don’t succeed as often as they should is that innovation starts with recruitment. Research shows that the fit between an employee’s values and a company’s values makes a difference to what contribution they make and whether, two years after they join, they’re still at the company. Studies at Harvard Business School show that, although some individuals may be more creative than others, almost every individual can be creative in the right circumstances.

One of the most famous photographs in the story of rock’n’roll emphasises Cialdini’s views. The 1956 picture of singers Elvis Presley, Carl Perkins, Johnny Cash and Jerry Lee Lewis jamming at a piano in Sun Studios in Memphis tells a hidden story. Sun’s ‘million-dollar quartet’ could have been a quintet. Missing from the picture is Roy Orbison, a greater natural singer than Lewis, Perkins or Cash. Sam Phillips, who owned Sun, wanted to revolutionise popular music with songs that fused black and white music, and country and blues. Presley, Cash, Perkins and Lewis instinctively understood Phillips’s ambition and believed in it. Orbison wasn’t inspired by the goal, and only ever achieved one hit with the Sun label.

The value fit matters, says Cialdini, because innovation is, in part, a process of change, and under that pressure we, as a species, behave differently, ‘When things change, we are hard-wired to play it safe.’ Managers should therefore adopt an approach that appears counterintuitive – they should explain what stands to be lost if the company fails to seize a particular opportunity. Studies show that we invariably take more gambles when threatened with a loss than when offered a reward.

Managing innovation is a delicate art. It’s easy for a company to be pulled in conflicting directions as the marketing, product development, and finance departments each get different feedback from different sets of people. And without a system which ensures collaborative exchanges within the company, it’s also easy for small ‘pockets of innovation’ to disappear. Innovation is a contact sport. You can’t brief people just by saying, ‘We’re going in this direction and I’m going to take you with me.’

Cialdini believes that this ‘follow-the- leader syndrome’ is dangerous, not least because it encourages bosses to go it alone. ‘It’s been scientifically proven that three people will be better than one at solving problems, even if that one person is the smartest person in the field.’ To prove his point, Cialdini cites an interview with molecular biologist James Watson. Watson, together with Francis Crick, discovered the structure of DNA, the genetic information carrier of all living organisms. ‘When asked how they had cracked the code ahead of an array of highly accomplished rival investigators, he said something that stunned me. He said he and Crick had succeeded because they were aware that they weren’t the most intelligent of the scientists pursuing the answer. The smartest scientist was called Rosalind Franklin who, Watson said, “was so intelligent she rarely sought advice”.’

Teamwork taps into one of the basic drivers of human behaviour. ‘The principle of social proof is so pervasive that we don’t even recognise it,’ says Cialdini. ‘If your project is being resisted, for example, by a group of veteran employees, ask another old-timer to speak up for it.’ Cialdini is not alone in advocating this strategy. Research shows that peer power, used horizontally not vertically, is much more powerful than any boss’s speech.

Writing, visualising and prototyping can stimulate the flow of new ideas. Cialdini cites scores of research papers and historical events that prove that even something as simple as writing deepens every individual’s engagement in the project. It is, he says, the reason why all those competitions on breakfast cereal packets encouraged us to write in saying, in no more than 10 words: ‘I like Kellogg’s Corn Flakes because….’ The very act of writing makes us more likely to believe it.

Authority doesn’t have to inhibit innovation but it often does. The wrong kind of leadership will lead to what Cialdini calls ‘captainitis, the regrettable tendency of team members to opt out of team responsibilities that are properly theirs’. He calls it captainitis because, he says, ‘crew members of multipilot aircraft exhibit a sometimes deadly passivity when the flight captain makes a clearly wrong-headed decision’. This behaviour is not, he says, unique to air travel, but can happen in any workplace where the leader is overbearing.

At the other end of the scale is the 1980s Memphis design collective, a group of young designers for whom ‘the only rule was that there were no rules’. This environment encouraged a free interchange of ideas, which led to more creativity with form, function, colour and materials that revolutionised attitudes to furniture design.

Many theorists believe the ideal boss should lead from behind, taking pride in collective accomplishment and giving credit where it is due. Cialdini says:
‘Leaders should encourage everyone to contribute and simultaneously assure all concerned that every recommendation is important to making the right decision and will be given full attention.’ The frustrating thing about innovation is that there are many approaches, but no magic formula. However, a manager who wants to create a truly innovative culture can make their job a lot easier by recognising these psychological realities.

Questions 27-30
Choose the correct letter, A, B, C or D.

27 The example of the ‘million-dollar quartet’ underlines the writer’s point about
A recognising talent
B working as a team
C having a shared objective
D being an effective leader

28 James Watson suggests that he and Francis Crick won the race to discover the DNA code because they
A were conscious of their own limitations
B brought complementary skills to their partnership
C were determined to outperform their brighter rivals
D encouraged each other to realise their joint ambition

29 The writer mentions competitions on breakfast cereal packets as an example of how to
A inspire creative thinking
B generate concise writing
C promote loyalty to a group
D strengthen commitment to an idea

30 In the last paragraph, the writer suggests that it is important for employees to
A be aware of their company’s goals
B feel that their contributions are valued
C have respect for their co-workers’ achievements
D understand why certain management decisions are made

Questions 31-35
Complete each sentence with the correct ending A-G below.

31 Employees whose values match those of their employers are more likely to
32 At times of change, people tend to
33 If people are aware of what they might lose, they will often
34 People working under a dominant boss are liable to
35 Employees working in organisations with few rules are more likely to

A take chances
B share their ideas
C become competitive
D get promotion
E avoid risk
F ignore their duties
G remain in their jobs

Questions 36-40
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 36-40 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

36 The physical surroundings in which a person works play a key role in determining their creativity.
37 Most people have the potential to be creative.
38 Teams work best when their members are of equally matched intelligence.
39 It is easier for smaller companies to be innovative.
40 A manager’s approval of an idea is more persuasive than that of a colleague.

SECTION 1
Read the text below and answer Questions 1-7.

Visitor attractions in southern England

A Blackthorn Castle
This famous, historically accurate, reconstructed castle and village enables visitors to travel back in time. Explore the grounds and experience the atmosphere of an ancient lifestyle. In the fields you can see the type of sheep that the original inhabitants of the castle probably kept. Homemade snacks are on sale.

B Withney Wetland Centre
Visitors will enjoy a visit to Withney whatever the season. In winter, for example, they can watch from the centrally heated observatory as thousands of swans feed on the water. Trained wardens give informative talks or lead guided walks round the site. The visitors’ centre may also be hired for private or corporate events.

C Headley Hall
Headley Hall is a large seventeenth-century country house, preserved as it was when it was built. Take time to admire the various works of art displayed, and visit the huge kitchen complete with period equipment – demonstrations are given at weekends. In the park there is space for the younger visitors to run around, and picnic tables are available.

D Lewis House
Lewis House is the birthplace of Frank Lewis, a renowned painter of the eighteenth century. More of his works are on display here than anywhere else in the world. Visitors can see Lewis’s studio and some of the articles he used on a daily basis.

E Canford Wildlife Centre
At Canford we have a new walk-through exhibit called Island Magic. Here visitors can observe many species from the tropical island of Madagascar and read about some of the urgent conservation projects that are taking place there to save endangered species from extinction

F Oakwell Museum
This is an ideal venue for families. They can visit the childhood gallery with its large playroom, and listen to stories told by actors dressed in the costumes of a hundred years ago. They can also enjoy the popular games and wooden animals of that period

Questions 1-7
Look at the six visitor attractions in southern England, A—F, in above passage
For which visitor attraction am the following statements true?
Write the correct letter, A—F, in boxes 1-7 on your answer sheet.
NB You may use any letter more than once.

1. Visitors can look at animals from another part of the world.
2. People can hold a business conference in this place.
3. Visitors can find out what toys were used in the last century.
4. Activities are available all year round here.
5. You can buy light meals here.
6. Visitors can see how food was prepared in the past.
7. You can visit modem imitations of old buildings here.

Read the text below and answer Questions 8-14.

Paragliding in Australia

What is paragliding?
Paragliding is a kind of flying, but instead of the wing being made of metal, wood or plastic, it is made of nylon or polyester. The wing (known as a canopy) is attached to a harness by lines, not dissimilar to a parachute. The harness is where the pilots sit —and they report that it outperforms a parachute in terms of comfort.

Is it safe?
Like sailing and deep-sea diving, paragliding is as safe as the person doing it. The big advantage is that it’s probably the slowest form of aviation, so if you do crash you’ll hit the ground quite gently!

Where do I learn?
There are lots of schools, mainly based inland by appropriate hills or mountains, and there are also schools on the coast near spectacular cliffs. These are very attractive, though the prospect of landing in the sea seems to dissuade beginners! All schools will show you within a couple of days how to inflate the canopy, launch and land. They use radio instruction, tandem flying practice and schoolroom theory sessions to help you get the most from paragliding. It takes about seven days to get your basic license; then you’re free to fly independently at sites across Australia.

What do I need?
Pilots normally wear warm clothes, in case they get very high up, and a helmet in case they stumble on landing. In terms of gear, schools supply basic training, canopies, harnesses, etc. However, you’ll probably want to buy your own more sophisticated equipment, which you’ll be able to choose much better once you’ve tried some out on your course.

Who can do it?
There’s no upper age limit provided your instructor deems you capable, but the youngest anybody can paraglide is 14. Anybody with good eyesight and good balance is a potential paraglider pilot. It’s a very relaxed sport as you’re mostly sitting down. You’ll probably experience pain in some muscles you didn’t know you had whilst learning, but many of those will be due to the walk up the training hill to launch. Flying a paraglider is a great sport. We hope to see you in the air with us this season!

Questions 8-14
Do the following statements agree with the information given in the text on page 88?
In boxes 8-14 on your answer sheet, write

TRUE                         if the statement agrees with the information
FALSE                       if the statement contradicts the information
NOT GIVEN            if there is no information on this

8. A paraglider is more comfortable than a parachute.
9. Most paragliding schools are situated by the sea.
10. Learners must pass a theory test in order to get their license.
11. Learners are able to paraglide unaccompanied after a week’s course.
12. It is advisable to purchase some equipment before you do your training.
13. Fit people of any age can take up paragliding.
14. The preliminary uphill walk may strain some of your muscle.

SECTION 2 
Read the text below and answer Questions 15-21.

How to prepare for an interview

Why prepare?
There are three main reasons.
One: Although you can’t guess every question you might be asked, if you are prepared you can tailor your answers to fit.
Two: If you’re well prepared, you will have more confidence and this will affect the way you come across.
Three: Attitude matters. Prospective employers will choose a not-quite-perfect but willing candidate over a brilliant one who obviously isn’t bothered.

What to prepare?
Find out about the organisation
• Visit the website and read any materials that you have been sent. If nothing has been sent. phone the company to ask for any reading matter they may have.
• Talk to anyone you know who works there already.

Find out about the job
• Ask for a job description or specification. This will tell you the duties that go with the job.
• Talk to anyone you know who is familiar with the work you may be doing.

Find out what the employer is looking for
• Make a list of the skills specified in the job advertisement.
• Think of examples to back up claims that you have these skills.
You can then answer most of the questions that will come up, such as ‘Tell me more about how you work in a team’.
Add in a few ‘lessons learned’ — what you did and how you might have done it better. You can also outline any voluntary work you have done for a charity, or any experience of paid work in an unrelated sector.

Preparing for other kinds of questions
Interviewers are also looking for someone who is likely to stay with the organisation and progress within it. Prepare to answer questions about your ambitions for the future.
You may also be asked to account for gaps in your career history, if you have any. Be positive and accentuate the learning or experience you gained during these periods.
Preparing your own questions
• Do ask technical questions about software, systems and structures and how things are done.
• Do ask about possibilities for training.
• Don’t ask about salary unless you have been offered the job.
When you’ve prepared as much as this, you’ve got a good chance of success.
Good luck!

Questions 15-21
Complete the sentences below. Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 15-21 on your answer sheet.

15. By preparing for your interview, you will gain……….which will help you present yourself well.
16. Read through any documents you have received about the company and also go to their…………
17. Check the job description to find out what………..are involved in the post you have applied for.
18. Interviewers may be interested to hear about any unpaid help you have given to a………………..
19. Be ready to talk about your……………. for the development of your career.
20. Explain any………… that there are in your work record and clarify how you used the time to improve your skills.
21. Questions about………… should be delayed until a later stage.

Read the text below and answer Questions 22-27.

Setting up your own business

Here are some ideas about how you should start:

Know your market
So you know what you want to sell — the most important thing is that it should be something that people want to buy. Start by thinking about who your target customers are. Arc they people who live locally? Are they a particular group of people?

Now look at your competitors. What is different about what you will be doing and how will you persuade people to come to you instead of going to someone who is already established?

How will you reach the customers?
Will you promote your product by phoning people, or visiting local traders, or advertising in magazines or online? Will your delivery system be direct or through shops?

How will your business work?
Now think about what your business needs to succeed. Do you need to look for premises or can you work from home? Do you need to invest in manufacturing equipment to start with?
Is the business something that you can do on your own, or if you get more work will you be looking to recruit staff? If so, what skills would they need?
Whether you’re a sole operator or are looking to recruit a team, effective management is essential.
The law regulates how companies are run and you need to set aside the time to ace that this is done properly, in relation to issues like accounting, insurance and tax.

The money!
As you are working out the prices for your products, you need to make sure you build in all your costs. Remember you will probably need help from an accountant at least once a year, so build that in too, and do a forecast of how much money you think will flow in and out of the business. Look at what you expect to happen over the next three years — and work out what you need to do to break even, as well as the turnover that you hope to achieve to give you a profit. If you think you will need to find some funding to help get the business off the ground, how much will you need and who will you approach to get it?

Your business plan
Now write it all up and call it a business plan

Questions 22-27
Complete the sentences below. Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 22-27 on your answer sheet.

Step 1:
Decide who you are going to sell to and compare yourself with the (22)………… you are going to have.
Step 2:
Consider how you will market your product and your method of (23)…………
Step 3:
Decide if you will have to find (24) ………………… to work in, or buy equipment.
Step 4:
Think whether you will need to take on staff as your business grows.
Step 5:
Make sure you deal with the accounts and other essentials in accordance with the (25)………………….
Step 6:
Calculate all the (26)……………… involved in your business when deciding how much to charge.
Step 7:
Calculate the turnover you are aiming for in order to make a profit in the first three years.
Step 8:
Consider if you require any (27)……………….. to start your business, and where to find it.

SECTION 3
Questions 28-33
The text on pages 95 and 96 has six sections, A—F.
Choose the correct heading for each section from the list of headings below.
Write the correct number, i—ix, in boxes 28-33 on your answer sheet.

List of Headings
i The need for population reduction
ii The problem with being a fussy eater
iii Reproductive patterns
iv The need for further research
v A possible solution to falling numbers
vi The fastest runners
vii A rather lonely beginning
viii A comparison between past and present survival rates
ix Useful physical features

28 Paragraph A
29 Paragraph B
30 Paragraph C
31 Paragraph D
32 Paragraph E
33 Paragraph F

Understanding hares

With its wild stare, swift speed and secretive nature, the UK’s brown hare is the rabbit’s mysterious cousin. Even in these days of agricultural intensification, the hare is still to be seen in open countryside, but its numbers are falling.

A Like many herbivores, brown hares spend a relatively large amount of their time feeding. They prefer to do this in the dark, but when nights are short, their activities do spill into daylight hours. Wherever they live, hares appear to have a fondness for fields with a variety of vegetation, for example short as well as longer clumps of grasses. Studies have demonstrated that they benefit from uncultivated land and other unploughed areas on farms, such as field margins. Therefore, if farmers provided patches of woodland in areas of pasture as well as assorted crops in arable areas, there would be year-round shelter and food, and this could be the key to turning round the current decline in hare populations.

B Brown hares have a number of physical adaptations that enable them to survive in open countryside. They have exceptionally large ears that move independently, so that a range of sounds can be pinpointed accurately. Positioned high up on their heads, the hares’ large golden eyes give them 360° vision, making it hard to take a hare by surprise. Compared to mammals of a similar size, hares have a greatly enlarged heart and a higher volume of blood in their bodies, and this allows for superior speed and stamina. In addition, their legs are longer than those of a rabbit, enabling hares to run more like a dog and reach speeds of up to 70 kph.

C Brown hares have unusual lifestyles for their large size, breeding from a young age and producing many leverets (babies). There are about three litters of up to four leverets every year. Both males and females are able to breed at about seven months old, but they have to be quick because they seldom live for more than two years. The breeding season runs from January to October, and by late February most females are pregnant or giving birth to their first litter of the year. So it seems strange, therefore, that it is in March, when the breeding season is already underway, that hares seemingly go mad: boxing, dancing, running and fighting. This has given rise to the age-old reference to ‘mad March hares’. In fact, boxing occurs throughout the breeding season, but people tend to see this behaviour more often in March. This is because in the succeeding months, dusk – the time when hares are most active – is later, when fewer people are about. Crops and vegetation are also taller, hiding the hares from view. Though it is often thought that they are males fighting over females, boxing hares are usually females fighting off males. Hares are mostly solitary, but a female fights off a series of males until she is ready to mate. This occurs several times through the breeding season because, as soon as the female has given birth, she will be ready to mate again.

D But how can females manage to do this while simultaneously feeding themselves and rearing their young? The reason is that hares have evolved such self-sufficient young. Unlike baby rabbits, leverets are born furry and mobile. They weigh about 100 g at birth and are immediately left to their own devices by their mothers. A few days later, the members of the litter creep away to create their own individual resting places, known as ‘forms’. Incredibly, their mother visits them only once every 24 hours and, even then, she only suckles them for a maximum of five minutes each. This lack of family contact may seem harsh to us, but it is a strategy that draws less attention from predators. At the tender age of two weeks, leverets start to feed themselves, while still drinking their mother’s milk. They grow swiftly and are fully weaned at four weeks, reaching adult weight at about six months.

E Research has shown that hares’ milk is extremely rich and fatty, so a little goes a long way. In order to produce such nutritious milk, females need a high-quality, high-calorie diet. Hares are selective feeders at the best of times: unlike many herbivores, they can’t sit around waiting to digest low-quality food — they need high-energy herbs and other leaves in order to sprint. This causes them problems when faced with the smallest alterations in food availability and abundance. So, as well as reductions in the diversity of farmland habitat, the decline in the range of food plants is injurious to hares.

F The rapid turnaround in the breeding cycle suggests that hares should, in principle, be able to increase their populations quickly to exploit new habitats. They certainly used to: studies show that hares evolved on the open plains and spread rapidly westward from the Black Sea after the last ice age (though they were probably introduced to Britain as a species to be hunted for the pot by the Romans). But today’s hares are thwarted by the lack of rich farmland habitat. When the delicate herbs and other plants they rely on are ploughed up or poisoned by herbicides, these wonderful, agile runners disappear too, taking with them some of the wildness from our lives.

Questions 34-36
Choose the correct letter, A, B, C or D. Write the correct letter in boxes 34-36 on your answer sheet.

34 According to the writer, what is the ideal habitat for hares?
A open grassland which they can run across
B densely wooded areas to breed in
C areas which include a range of vegetation
D land that has been farmed intensively for years

35 When leverets are living alone they are not visited often by their mother because
A this helps to protect them from being eaten by other animals.
B the ‘forms’ are so far apart.
C they are very energetic from a surprisingly early age.
D they know how to find their own food from birth.

36 What does the writer suggest about the adult hares’ diet?
A They need some plants with a high fat content.
B They need time to digest the plants that they eat.
C It is difficult for them to adapt to changes in vegetation.
D It is vital for them to have a supply of one particular herb.

Questions 37-40
Complete the summary below. Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 37-40 on your answer sheet.

Brown hares
The brown hare is well known for its ability to run fast, at speeds of up to 70 kph, largely due to the length of its legs as well as the unusual size of its heart. An increased amount of blood also gives it the necessary 37………………… to continue running fast for some time. A running hare resembles the 38………………… more closely than its relative, the rabbit.
The hare has some other characteristics that help it to avoid capture. The first is its excellent all-round 39…………………… This means that predators cannot easily creep up behind it. Another feature is its ability to position its massive 40…………… separately, to sense the slightest indication of danger.

SECTION 1
Read the text below and answer Questions 1-6.

Summer activities at London’s Kew Gardens

A Climb up to the walkway among the trees, 18 metres above the ground, for a spectacular experience. Feel as tall as the trees and enjoy a bird’s-eye view over the gardens.

B The Nash Conservatory displays stunning images from leading wildlife photographer Heather Angel. Each photograph explores the wealth of biodiversity at Kew Gardens, from foxes to birds, tiny insects to towering trees.

C A world of pollination comes to life in the Princess of Wales Conservatory. Find yourself in a tropical environment whilst walking through clouds of colourful butterflies as they fly around the Conservatory! Come face-to-face with gigantic sculptures of insects, birds and bats, which will help tell the fascinating stories of how they interact with plants.

D An extraordinary sound installation created by Chris Watson. On the hour throughout the day, the Palm House is filled with the sound of the dawn and dusk choruses of birds that live in the Central and South American rainforests.

E Come and see the fantastic outdoor exhibition of garden, wildlife and botanical photography. Walk amongst enlarged photographs and admire the wonderful garden photos – all taken by children aged 16 and under from all round the country. If you are in this age category and fancy yourself as a photographer, then you can enter for the next show!

F Young explorers can discover the new children’s outdoor play area, shaped like a plant, in Kew’s magical Conservation Area. As you journey through this interactive landscape, discover the functions of every part of a plant. Tunnel through giant roots, get lost among the leaves and hide amongst the large fungi, whilst solving puzzles along the way!

G What is biodiversity all about? Did you know that every breath we take and every move we make depends on plants? Take a guided tour to discover what biodiversity means and why it matters so much.

H Visit our exciting and colourful exhibition of South American botanical paintings, which brings the continent’s exotic and lush plants to life in works from two hundred years ago and from this century.

Questions 1-6
The text on page 63 has eight sections, A-H. Which sections contain the following information?
Write the correct letter, A-H, in boxes 1-6 on your answer sheet.

1. learning what all the different sections of a plant do
2. seeing art showing plants from a different part of the world
3. the possibility of having your work exhibited
4. learning about why human beings need plants
5. something that happens daily at the same times
6. learning about the relationship between various creatures, insects and plants

Read the text below and answer Questions 7-14.

City Park and Ride

We have six purpose-built Park and Ride sites serving the city, more than almost anywhere else in the UK. Established for over 40 years, they provide around 5,000 parking spaces for cars. The sires are located on the main routes into the city centre. More than 3,000,000 passengers a year take a bus from a Park and Ride site into the city, reducing congestion and helping to improve the air quality in the city centre.

Parking at the sites is available only for those travelling from the site on a Park and Ride or other scheduled bus service, and is free. No overnight parking is permitted. Heavy goods vehicles are not permitted at the Park and Ride site at any time.

It’s simple to use. Just park your car and buy your but ticket from the bus driver, with the correct money if possible. An individual adult daily return purchased prior to 12:30 hrs for use that day costs £2.40. If purchased after 12:30 hrs it costs £2.10.

Up to four children under 16 travel free with an adult or concessionary pass holder. The return fare for unaccompanied children under 16 is £1.10.

Cycle and Ride for just £1.10 a day. Just park your cycle, motorcycle or scooter in the allocated space, and buy your ticket from the site office. You may be asked to provide evidence that you have travelled to the Park and Ride site by cycle, motorcycle or scooter.

Return tickets for concessionary bus pass holders cost El after 09:30 Monday to Friday and any time at weekend or bank holidays (when open). At other times there is no reduction for holders of concessionary, bus passes.

Questions 7-14
Do the following statements agree with the information given in the text on page 65?
In boxes 7-14 on your answer sheet, write

TRUE                       if the statement agrees with the information
FALSE                     if the statement contradicts the information
NOT GIVEN         if there is no information on this

7. This was one of the first UK cities to introduce a Park and Ride scheme.
8. The amount of congestion in the city centre has fallen.
9. There is a special section of the car park for heavy goods vehicles.
10. Bus drivers do not give change so you must have the correct money for a ticket.
11. Ticket prices vary depending on the time of day.
12. Children under 16 travelling alone are allowed free travel.
13. The space for cycles, motorcycles and scooters is close to the site office.
14. People with concessionary bus passes must pay the full fare to travel at certain times.

SECTION 2
Read the text below and answer Questions 15-20.

HOW TO ORGANISE A SUCCESSFUL BUSINESS CONFERENCE

To start with
Advance planning is the key to a hassle-free conference. The key players of a successful conference are the delegates, so identify the audience and then tailor the programme you are planning to their particular needs.

Where and when
The date and venue should then be chosen. These are often interdependent, and when choosing the date take into account the timing of similar regular events which may clash. Also consider holiday periods which may mean that people are away and so will not be able to attend.

When choosing a venue, check how easy it is to reach by train and plane etc. and the availability of parking for those driving. Visit the venue personally: consider the size of the main lecture hall and whether it is big enough for the anticipated number of delegates, then look into the potential of having breakout areas for separating into a number of groups for discussions. Then check whether there is a suitable lounge area for the teal coffee breaks and an exhibition space for display stands if required.

Who
The next stage is to choose the speakers and invite them, making sure you give them ample notice so they are more likely to be available. Ask only those people that you know speak well. Do not try and speak yourself in addition to organising the conference, as this will be too demanding.

Contacting people
Let people know the date and venue by an early mailshot. This allows them, if they are interested, to put the date into their diaries. At the same time, contact all the speakers again, confirming their particular topic, the audio-visual aids which will be available and finding out their accommodation requirements. Ask them to provide a written summary of their presentation for distribution to delegates at the conference.

Final arrangements
Approximately 4-5 weeks before the conference, confirm the provisional numbers with the venue. Contact them again about two weeks prior to the conference to confirm final numbers, decide on menus and finalise the arrangements.

Prepare delegate packs to include a name badge, delegate list and programme. The venue should provide pads of paper and pens .Then prepare questionnaires for all delegates to complete at the end of the conference. Their responses will enable you to gauge the success of the conference and start planning the next one!

Questions 15-20
Complete the notes below. Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 15-20 on your answer sheet.

ORGANISING A BUSINESS CONFERENCE
First steps:
– decide who the conference is for
– ensure the programme fulfils delegates’ requirements
Venue and timing:
– try to avoid scheduling the conference during 15……….times or when other annual conferences occur
– check accessibility by different modes of transport
– choose a place with a large hall and also 16 ……………. spaces for smaller meetings
Speakers:
– choose appropriate speakers
– give the speakers as much 17 ………… as possible
Communication:
– send out a mailshot to potential delegates
– confirm individual details with speakers. check if they will need accommodation and request a 18 …………. of their presentation
Final tasks:
– give the venue precise numbers of attendees
– make sure each person attending receives information about the conference and a 19……………. for identification
– use 20…………… to get opinions on the conference

Read the text below and answer Questions 21-27.

How to deal with the annual performance appraisal

The annual performance appraisal can help improve your productivity and provide a foundation for your work priorities. It is, however, critical to have the right attitude and approach. Knowing what areas your superiors see as your weaknesses is the most direct way of increasing the likelihood of being considered for promotion, if that is what you are looking for.

Preparation
Send your boss a summary of your achievements. Reminding your boss of activities, special assignments you did, and projects you were in charge of helps him or her create a more accurate performance appraisal. Consider keeping notes of these on a regular basis to make it easier to provide the data when required.

Create a list of questions you would like to discuss during your appraisal. This one-on-one time with your boss is an excellent opportunity to ask him or her about your role in the company, request any additional responsibilities you would like and clarify your priorities. But it is best to focus your attention around personal and professional improvements, rather than financial considerations, such as an increase in salary.

During the appraisal
Present a positive attitude as soon as you enter the appraisal room. This approach may lead to a more constructive discussion of review items. Avoid taking any negative assessments that arc offered as a personal attack, but rather try to take them on board calmly, because if you put the failings right you will improve your performance. A realistic assessment of your strengths and weaknesses can be one of the most beneficial ways of helping you advance in the company.

After the appraisal
Create a list of personal goals based on your performance appraisal. Make the items detailed and measurable if possible. Send this list to your boss so he or she knows you took the appraisal seriously. Use this list to help achieve higher scores on your next performance appraisal. Six months after the appraisal, ask for a mid-term review with your boss to discuss your progress. This session should be more relaxed and informal than the official review. Ask for more feedback to help you improve. Checking in with your boss helps him or her remember your dedication as far as your job is concerned, and may help remove any criticisms before they become a review point on your next formal appraisal.

Questions 21-27
Complete the sentences below. Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 21-27 on your answer sheet.

21. By learning at an appraisal what areas of work need improving, staff can improve their chances of getting ……….
22. It is important to think of some………… that can be used during the appraisal.
23. The appraisal can be a good time to ask the boss for extra……………
24. React……….. to any criticism.
25. It is helpful to identify a number of individual………….. arising from the appraisal comments.
26. Staff can request a meeting half-way through the year to look at the ………….. which has been achieved.
27. If staff act on any appraisal comments, they will demonstrate their………. to their work.

SECTION 3
Questions 28-33
The text on pages 72 and 73 has six sections, A-F.
Choose the correct heading for each section from the list of headings below.
Write the correct number, in boxes 28-33 on your answer sheet.

List of Headings
i Gaining public recognition
ii Reasons for continuing to make the long journey
iii A disappointment followed by desirable outcomes
iv The main stages of the plan
v A growth in the number of natural predators
vi Increasing threats
Vii A very unusual feature of these birds
Viii Cautious optimism

28 Section A
29 Section B
30 Section C
31 Section D
32 Section E
33 Section F

Efforts to save a special bird — the spoon-billed sandpiper
Last year an international team of ornithologists devised a bold
plan to rescue one of the world’s rarest birds. Gerrit Vyn reports.

A At first glance the spoon-billed sandpiper resembles other small migratory birds of the sandpiper family that breed across the Arctic. But it is the only one to have developed a flattened bill that flares out into a ‘spoon’ at the end, and that makes it special. If it becomes extinct, thousands of years of evolution will come to an end, which would be a real tragedy.

The bird’s Russian name, kulik-lopaten, means ‘shovel beak’, which is an apt description of a remarkable structure. The bill is 19 mm long and 10 mm wide near the tip and the edges are lined with sharp serrations, called papillae. Theories have varied as to how the bill functions; one suggestion is that the sandpiper sweeps it through the water in a similar fashion to its larger namesake, the spoonbill. But Nigel Clark, a leading authority on the sandpiper, says the comparison is misleading.

B Until a few years ago, the spoon-billed sandpiper had never been fully documented, which added to its fascination. But an air of mystery is not helpful if you’re a Critically Endangered species. So the organisation ‘Birds Russia’ decided to produce a photographic and audio record of this imperilled bird with the help of experts round the world. In May of last year, I joined the international expedition to one of the species’ last breeding strongholds in North-East Russia. The primary aim of the two-and-a-half month expedition, however, was to collect eggs from wild sandpipers; those eggs would then be hatched in captivity nearby. Later, the chicks would be flown to the Wildfowl and Wetlands Trust (WWT) headquarters at Slimbridge in the UK, in order to establish a small, self-sustaining population there. These birds would provide a ‘safety net’, an insurance policy against the wild birds dying out.

C You might wonder why birds like the spoon-billed sandpiper travel such great distances, about 8,000 km in total, from their wintering grounds on the tropical coasts of Bangladesh, Burma and Vietnam in South-East Asia to breed on the low land, commonly called tundra, in North-East Russia, but from the birds’ point of view it is worth it. Though they often arrive to find hostile, wintry weather while they are finding their mates and making their nests, there are relatively few predators there, and the abundance of insects that emerge during the brief but intense Arctic summer creates ideal conditions for raising their chicks.

D Two main factors are responsible for the sandpiper’s recent rapid decline: the ongoing destruction of stopover habitat on its migration route and hunting on its wintering grounds. The development of new industrial cities is destroying former tidal areas, where sandpipers and other migratory birds used to rest and refuel. Subsistence hunting is certainly a hazard in some Asian countries, where hunters trap birds for food. Conservationists are targeting this problem with small-scale interventions. For example, hunters from 40 villages have been given alternative sources of income, such as cool boxes in which they can take fish to sell at markets, in return for a halt to the bird-netting.

E Once the expedition team had reached its destination, it was seven days before we spotted the first sandpiper. In the following days, more began to arrive and the males’ song was heard, advertising their patches of territory to potential mates. As the sandpipers paired up, the song gave way to the quiet of egg-laying and incubation. In total nine nests were found. The first one was lost to a predator, along with the female attending it. This was a stark reminder of the vulnerability of a tiny population to natural events, such as storms or predation.

The team then selected donor nests and transferred the eggs to specially prepared incubators. They collected 20 eggs in all, taking entire clutches each time — it was early in the breeding season, so the females were likely to lay replacements. Then 50 days after our arrival, the moment arrived: I witnessed my first wild spoon-billed sandpipers hatch. I had been lying inside a wind-battered hide for 36 hours when I saw the first tiny chicks emerge from the eggs. Having hidden a microphone near the nest, I could also just hear their first calls. Later, I watched them stumbling through the 15 cm-high jungle of grasses on comically oversized legs and feet. But my joy was tempered by concern. Difficulties on their migration route and in their wintering areas meant that other tiny creatures like these faced immense dangers.

F The complex rescue plan does give some grounds for hope. Young chicks were flown to WWT Slimbridge last year and again this summer. A high-tech biosecure unit has been built for them there. It is divided in two, with the older birds in one section and this year’s chicks in the other. To minimise the risk of infections, staff change into full-body overalls and rubber shoes and wash their hands before entering. Hygiene is crucial: even a single strand of human hair could harm the chicks by becoming twisted round their legs or bills. The rescue plan’s final stage, once the captive flock has built up sufficiently, will be to fly eggs back to Russia, to release the chicks there. It’s a gamble, but when the survival of a species this special is at stake, you have to try.

Questions 34-37
Choose the correct letter, A, B, C or D. Write the correct letter in boxes 34-37 on your answer sheet.

34 What was the main purpose of the international expedition?
A to add sandpiper eggs to an international frozen egg bank
B to maintain a small group of sandpipers for future generations
C to make an audiovisual record of the Russian sandpiper colony
D to protect a colony of wild sandpipers through a breeding season

35 What do we learn about the drop in the sandpiper population?
A The birds are increasingly being hunted on their way north to Russia.
B Scientists are managing to reduce deaths from netting considerably.
C Efforts are being made to protect some of their coastal habitat sites.
D Economic growth is one of the underlying causes of the decline.

36 Which feeling did the writer express when the sandpiper chicks hatched?
A relief that his long wait was over
B surprise at the sound of their song
C worry about birds of the same species
D amazement that they could walk so soon

37 The writer describes the sandpipers’ unit at WWT Slimbridge to emphasise
A how much care is being devoted to their welfare.
B how much money is being spent on the project.
C his surprise at how fragile the young birds are.
D his confidence in the technology available.

Questions 38-40
Complete the summary below.
Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 38-40 on your answer sheet.

The life cycle of the spoon-billed sandpiper

In early spring, spoon-billed sandpipers return to their breeding grounds in Russia in the area known as 38………… Although the weather there is often very harsh to begin with, there are obvious advantages to the sandpipers. There is above all a plentiful supply of 39…………. and this makes it possible for the sandpiper chicks to develop well. The lack of 40…………………… is another definite advantage. As a result, a good proportion of the chicks grow up to face the long flight to the South-East Asian coasts.

SECTION 1
Read the text below and answer Questions 1-6.

Sustainable School Travel Strategy

Over the last 20 years, the number of children being driven to school in England has doubled. National data suggests that one in five cars on the road at 8.50 am is engaged in the school run. Children are subject to up to 3.9 times more pollution in a car that is standing in traffic than when walking or cycling to school. Reducing cars around schools makes them safer places, and walking and cycling are better for health and the environment. It has been noted by teachers that children engaging in active travel arrive at school more alert and ready to learn.

The County Council has a strong commitment to supporting and promoting sustainable school travel. We collect data annually about how pupils get to school, and our report on the Sustainable School Travel Strategy sets out in detail what we have achieved so far and what we intend to do in the future. Different parts of the County Council are working together to address the actions identified in the strategy, and we are proud that we have been able to reduce the number of cars on the daily school run by an average of 1% in each of the last three years, which is equivalent to taking approximately 175 cars off the road annually, despite an increase in pupil numbers.

All schools have a School Travel Plan, which sets out how the school and the Council can collaborate to help reduce travel to school by car and encourage the use of public transport. Contact your school to find out what they are doing as part of their School Travel Plan to help you get your child to school in a sustainable, safe way.

Questions 1-6
Do the following statements agree with the information given in the text on page 41?
In boxes 1-6 on your answer sheet, write

TRUE                    if the statement agrees with the information
FALSE                  if the statement contradicts the information
NOT GIVEN       if there is no information on this

1. More children are injured when walking or cycling to school than when travelling by car.
2. Children who are driven to school are more ready to learn than those who walk or cycle.
3. Every year the Council gathers information about travel to schools.
4. The Council is disappointed with the small reduction in the number of cars taking children to school.
5. The number of children in schools has risen in recent years.
6. Parents can get help with paying for their children to travel to school by public transport.

Read the text below and answer Question 7-14

Flu: the facts

A Flu (influenza) is an acute viral respiratory infection. It spreads easily from person to person: at home, at school, at work, at the supermarket or on the train.

B It gets passed on when someone who already has flu coughs or sneezes and is transmitted through the air by droplets, or it can be spread by hands infected by the virus.

C Symptoms can include fever, chills, headache, muscle pain, extreme fatigue, a dry cough, sore throat and stuffy nose. Most people will recover within a week but flu can cause severe illness or even death in people at high risk. It is estimated that 18,500-24,800 deaths in England and Wales are attributable to influenza infections annually.

D Vaccination is the most effective way to prevent infection. Although anyone can catch flu, certain people are at greater risk from the implications of flu, as their bodies may not be able to fight the virus. If you are over 65 years old, or suffer from asthma, diabetes, or certain other conditions, you are considered at greater risk from flu and the implications can be serious. If you fall into one of these ‘at-risk’ groups, are pregnant or a carer, you are eligible for a free flu vaccination.

E If you are not eligible for a free flu vaccination, you can still protect yourself and those around you from flu by getting a flu vaccination at a local pharmacy.

F About seven to ten days after vaccination, your body makes antibodies that help to protect you against any similar viruses that may infect you. This protection lasts about a year.

G A flu vaccination contains inactivated, killed virus strains so it can’t give you the flu. However, a flu vaccination can take up to two weeks to begin working, so it is possible to catch flu in this period.

H A flu vaccination is designed to protect you against the most common and potent strains of flu circulating so there is a small chance you could catch a strain of flu not contained in the flu vaccine.

I The influenza virus is constantly changing and vaccines are developed to protect against the predicted strains each year so it is important to get vaccinated against the latest strains.

Speak to your GP or nurse today to book your flu vaccination.

Questions 7-14
The text on page 43 has nine sections, A—I. Which sections contain the following information?
Write the correct letter, A-H, in boxes 7-14 on your answer sheet.
NB You may use any answer more than once.

7. examples of people who are likely to be particularly badly affected by flu
8. how to get a vaccination if you choose to pay for it
9. why new vaccines become available
10. how long a vaccine remains effective
11. reference to the possibility of catching a different type of flu from the ones in the vaccine
12. categories of people who do not have to pay for vaccination
13. information about what a vaccine consists of
14. signs that you might have flu

SECTION 2
Read the text below and answer Questions 15-22.

Tips for giving an effective business presentation

Preparation
Get someone else to evaluate your performance and highlight your best skills. For example, go through your presentation in front of a colleague or relative. Think about who your audience is and what you want them to get out of the presentation. Think about content and style.

Go into the presentation room and try out any moves you may have to make, e.g. getting up from your chair and moving to the podium. Errors in the first 20 seconds can be very disorientating.

Familiarise yourself with the electronic equipment before the presentation and also have a backup plan in mind, should there be an unexpected problem like a power cut.

Dealing with presentation nervousness
A certain amount of nervousness is vital for a good presentation. The added adrenaline will keep your faculties sharp and give your presentation skills extra force. This can, however, result in tension in the upper chest. Concentrate on your breathing. Slow it right down and this will relax you. Strangely, having something to pick up and put down tends to help you do this.

It may seem an odd idea, but we seem to feel calmer when we engage in what’s referred to as a displacement activity, like clicking a pen or fiddling with jewellery. A limited amount of this will not be too obvious and can make you feel more secure at the start.

Interacting with your audience
Think of your presentation as a conversation with your audience. They may not actually say anything, but make them feel consulted, questioned, challenged, then they will stay awake and attentive.

Engage with your present audience, not the one you have prepared for. Keep looking for reactions to your ideas and respond to them. If your audience doesn’t appear to be following you, find another way to get your ideas across. If you don’t interact, you might as well send a video recording of your presentation instead!

Structuring effective presentations
Effective presentations arc full of examples. These help your listeners to see more clearly what you mean. It’s quicker and more colourful. Stick to the point using three or four main ideas. For any subsidiary information that you cannot present in 20 minutes, try another medium, such as handouts.

End as if your presentation has gone well. Do this even if you feel you’ve presented badly. And anyway a good finish will get you some applause — and you deserve it!

Questions 15-22
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 15-22 on your answer sheet.

15. Practising your presentation on a………… or a family member is helpful.
16. Be prepared for a problem such as a…………..
17. One way to overcome pre-presentation nerves is to make your……. less rapid.
18. It is acceptable to do something called a ……….at the start of the presentation to reassure you.
19. Your presentation should be like a………….. with the people who have come to hear you.
20. Check constantly for…………….to the points you are making.
21. Make sure you use plenty of……………….. to communicate your message effectively.
22. To keep the presentation short, use things like…………………. to provide extra details.

Read the text below and answer Questions 23-27.

How to get a job in journalism

You can get a good qualification in journalism, but what employers actually want is practical, rather than theoretical, knowledge. There’s no substitute for creating real stories that have to be handed in by strict deadlines. So write for your school magazine, then maybe try your hand at editing. Once you’ve done that for a while, start requesting internships in newspapers in the area. These are generally short-term and unpaid, but they’re definitely worthwhile, since, instead of providing you with money, they’ll teach you the skills that every twenty-first century journalist has to have, like laying out articles, creating web pages, taking good digital pictures and so on.

Most reporters keep a copy of every story they’ve had published, from secondary school onwards. They’re called cuttings, and you need them to get a job — indeed a few impressive ones can be the deciding factor in whether you’re appointed or not. So start creating a portfolio now that will show off your developing talent.

It seems obvious — research is an important part of an effective job hunt. But it’s surprising how many would-be journalists do little or none. If you’re thorough, it can help you decide whether the job you’re thinking about applying for is right for you. And nothing impresses an editor more than an applicant who knows a lot about the paper.
There are two more elements to an application —your covering letter and curriculum vitae. However, your CV is the thing that will attract an editor’s attention first, so get it right. The key words arc brevity, (no more than one page) accuracy (absolutely no spelling or typing errors) and clarity (it should be easy to follow).

In journalism, good writing skills are essential, so Ws critical that the style of your letter is appropriate. And, make sure it conveys your love of journalism and your eagerness to do the work.

Questions 23-27
Complete the flow chart below. Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 23-27 on your answer sheet.

Getting a job in journalism
– Gain relevant experience e.g. writing article to meet specific deadlines
– Apply for temporary (23)……. with local papers and acquire extra (24)……. you will need
– Build up a set of (25)…… in a portfolio displaying how your writing ability has progressed over time
– Take time to do detailed (26)…… first before applying for a post with a paper
– Once you decide to apply make sure your CV is short, makes sense and is without (27)…….. of any kind
– Write your covering letter paying particular attention to style

SECTION 3
Questions 28-35
The text on pages 50 and 51 has eight sections. A—H. Choose the correct heading for each section from the list of headings below.
Write the correct number i—x, in boxes 28-35 on your answer sheet.

List of Headings
i Why Perriss chose a career in supermarkets
ii Preparing for customers to arrive
iii Helping staff to develop
iv Demonstrating a different way of organising a store
v The benefit of accurate forecasting
vi Keeping everything running as smoothly as possible
vii Making sure the items on sale are good enough
viii Noticing when customers need assistance
ix How do staff feel about Perriss?
x Perriss’s early career

28 Section A
29 Section B
30 Section C
31 Section D
32 Section E
33 Section F
34 Section G
35 Section H

What is it like to run a large supermarket?
Jill Insley finds out

A You can’t beat really good service. I’ve been shopping in the Thamesmead branch of supermarket chain Morrisons, in south-east London, and I’ve experienced at first hand, the store’s latest maxim for improving the shopping experience — help, offer, thank. This involves identifying customers who might need help, greeting them, asking what they need, providing it, thanking them and leaving them in peace. If they don’t look like they want help, they’ll be left alone. But if they’re standing looking lost and perplexed, a member of staff will approach them. Staff are expected to be friendly to everyone. My checkout assistant has certainly said something to amuse the woman in front of me, she’s smiling as she leaves. Adrian Perriss, manager of the branch, has discussed the approach with each of his 387 staff. He says it’s about recognising that someone needs help, not being a nuisance to them. When he’s in another store, he’s irritated by someone saying, ‘Can I help you?’ when he’s only just walked in to have a quick look at the products.

B How anyone can be friendly and enthusiastic when they start work at dawn beats me. The store opens at 7 am, Monday to Saturday, meaning that some staff, including Perriss, have to be here at 6 am to make sure it’s clean, safe and stocked up for the morning rush. Sometimes he walks in at 6 am and thinks they’re never going to be ready on time — but they always are. There’s so much going on overnight — 20 people working on unloading three enormous trailers full of groceries.

C Perriss has worked in supermarkets since 1982, when he became a trolley boy on a weekly salary of £76. ‘It was less money than my previous job, but I loved it. It was different and diverse. I was doing trolleys, portering, bread, cakes, dairy and general maintenance.’ After a period in the produce department, looking after the fruit and vegetables, he was made produce manager, then assistant store manager, before reaching the top job in 1998. This involved intensive training and assessment through the company’s future store manager programme, learning how to analyse and prioritise sales. wastage, recruitment and many other issues. Perriss’ first stop as store manager was at a store which was closed soon afterwards — though he was not to blame.

D Despite the disappointing start, his career went from strength to strength and he was put in charge of launching new stores and heading up a ‘concept’ store, where the then new ideas of preparing and cooking pizzas in store, and having a proper florist, and fruit and vegetable ‘markets’ were Mailed. All Morrisons’ managers from the whole country spent three days there to see the new concept. ‘That was hard work,’ he says, ‘long days, seven days a week, for about a year.’

E Although he oversees a store with a large turnover, there is a strongly practical aspect to Perriss’s job. As we walk around, he chats to all the staff while checking the layout of their counters and the quality of the produce. He examines the baking potato shelf and rejects three, one that has split virtually in half and two that are beginning to go green. He then pulls out a lemon that looks fine to me. When I ask why, he picks up a second lemon and says: ‘Close your eyes and just feel and tell me which you would keep.’ I do and realise that while one is firm and hard, the other is going a bit squashy.

F Despite eagle-eyed Perriss pulling out fruit and veg that most of us would buy without a second thought, the wastage each week is tiny: produce worth £4,200 is marked down for a quick sale, and only £400-worth is scrapped. This, he explains, is down to Morrisons’ method of ordering, still done manually rather than by computer. Department heads know exactly how much they’ve sold that day and how much they’re likely to sell the next, based on sales records and allowing for influences such as the weather.

G Perriss is in charge of 1,000 man-hours a week across the store. To help him, he has a key team of four, who each have direct responsibility for different departments. He is keen to hear what staff think. He recently held a ‘talent’ day, inviting employees interested in moving to a new job within the store to come and talk to him about why they thought they should be promoted, and discuss how to go about it. ‘We had twenty-three people come through the door, people wanting to talk about progression,’ he says. ‘What do they need to do to become a supervisor? Twenty-three people will be better members of staff as a result of that talk.’

H His favourite department is fish, which has a 4 m-long counter run by Debbie and Angela, who are busy having a discussion about how to cook a particular fish with a customer. But it is one of just 20 or so departments around the store and Perriss admits the pressure of making sure he knows what’s happening on them all can be intense. ‘You have to do so much and there could be something wrong with every single one, every day,’ he says. ‘You’ve got to minimise those things and shrink them into perspective. You’ve got to love the job.’ And Perriss certainly does.

Questions 36-40
Do the following statements agree with the information given in the text on pages 50 and 51?
In boxes 36-40 on your answer sheet, write

TRUE                      if the statement agrees with the information
FALSE                    if the statement contradicts the information
NOT GIVEN         if there is no information on this

36 Perriss encourages staff to offer help to all customers.
37 Perriss is sometimes worried that customers will arrive before the store is ready for them.
38 When Perriss first became a store manager, he knew the store was going to close.
39 On average, produce worth £4,200 is thrown away every week.
40 Perriss was surprised how many staff asked about promotion on the ‘talent’ day.

SECTION 1
Read the text below and answer Questions 1-5.

Is Your Child At School Today?
School Attendance Information For Parents/ Carers

Introduction
Receiving a good full-time education will give your child the best possible start in life. Attending school regularly and punctually is essential if children are to make the most of the opportunities available to them. The law says that parents must ensure that their child regularly attends the school where he/she is registered.

What you can do to help
• Make sure your child arrives at school on time. This encourages habits of good timekeeping and lessens any possible classroom disruption. If your child arrives after the register has closed without a good reason, this will be recorded as an ‘unauthorised’ absence for that session.
• If your child has to miss school it is vital that you let the school know why, preferably on the first morning of absence. (Your child’s school will have an attendance policy explaining how this should be done.)
• If you know or think that your child is having difficulties attending school you should contact the school. It is better to do this sooner rather than later, as most problems can be dealt with very quickly.

Authorised and Unauthorised Absence
If your child is absent and the school either does not receive an explanation from you, or considers the explanation unsatisfactory, it will record your child’s absence as ‘unauthorised’, that is, as truancy.

Most absences for acceptable reasons will be authorised by your child’s school:
• Sickness
• Unavoidable medical or dental appointments (if possible, arrange these for after school or during school holidays)
• An interview with a prospective employer or college
• Exceptional family circumstances, such as bereavement
• Days of religious observance.

Your child’s school will not authorise absence for the following reasons:
• Shopping during school hours
• Day trips
• Holidays which have not been agreed
• Birthdays
• Looking after brothers or sisters or ill relatives.

Questions 1-5
Do the following statements agree with the information given in the text on pages 18 and 19? In boxes 1-5 on your answer sheet, write

TRUE                       if the statement agrees with the information
FALSE                     if the statement contradicts the information
NOT GIVEN         if there is no information on this

1. Children must go to the school where they are registered.
2. All arrivals after the register has closed are recorded as ‘unauthorised’ absences.
3. If your child is absent from school, you must send the school a letter to explain why.
4. Staff who think a child is having difficulties at school will contact the parents.5. Schools will contact other authorities about children who take frequent unauthorised absences.

Read the text below and answer Questions 6-14.

Holiday Apartment To Let

A Sleeps 2-3. One-bedroom apartment with uninterrupted sea views. This is a small first floor apartment in a well-established apartment complex containing a range of leisure facilities and a supermarket for residents. On the edge of the town but close to cafés and restaurants. On-street parking is generally available.

B Sleeps 2-4. Spacious one-bedroom apartment in a complex that has only just opened, five minutes’ walk from the sea. Private parking in front of building. It is located in a quiet, unspoilt village with a local market, banks, cafés and restaurants. There are some fabulous championship golf courses within easy walking distance.

C Sleeps 2+child. One-bedroom cottage (child’s bed can also be provided), large terrace with uninterrupted views of the river and mountains. A truly peaceful location in a picturesque village, but less than ten minutes’ drive from the coast and all the amenities of a town. Owners live nearby and are happy to help in any way they can.

D Sleeps 2-5. Two-bedroom apartment in a complex with its own pool and beautiful views of the national park. A peaceful location just 3 km from the town centre, where there are plenty of shops and excellent sports facilities. Superb local golf courses within easy reach.

E Sleeps 2-4. Modern one-bedroom first floor apartment in house, owners resident on ground floor. This great location offers easy access to all that this fantastic town has to offer, a few minutes’ drive from its supermarket, bank, cafés, restaurants. The ferry to the island beach leaves from 100 m away. Ten minutes walk from the new shopping centre, which has many shops, food hall, cinema and multi-storey car park.

F Sleeps 2. One-bedroom first floor apartment. Beautifully furnished, offering a high standard of comfort. Situated in a peaceful location on the edge of an inland village, with attractive views of the golf course. Many restaurants, bars, shops etc. are within easy walking distance. Garage available by arrangement with the owners.

G Sleeps 2-4. Two-bedroom apartment in central location in busy street with shops, restaurants etc. not far from the beach. The town has ideal facilities for holidays all year round, including swimming pool, tennis courts and golf course.

Questions 6-14
The text on page 21 has seven sections, A—G. For which apartment are the following statements true?
Write the correct letter, A-G, in boxes 6-14 on your answer sheet.
NB You may use any letter more than once.

6. It overlooks a golf course.
7. It has its own parking space.
8. It is in the centre of a town.
9. The sea can be seen from it.
10. There is a swimming pool for residents of the apartment complex.
11. It is in a new apartment complex.
12. It is part of an apartment complex with its own supermarket.
13. It has a private outdoor area where you can sit.
14. The owners will organise parking on request.

SECTION 2
Read the text below and answer Questions 15-21.

GZJ Travel – Recruitment Info

We’re looking for keen and effective people who are passionate about travel to work as Travel Sales Consultants in our rapidly-growing team. Our recruitment process has five stages. Here’s how it works:

The first stage is to use our online application form to apply for a current vacancy. This is your chance to tell us about yourself, and the qualities and experience you have that make you the ideal person for the job. For the Travel Sales Consultant role, you’ll need to provide us with evidence that you have extensive experience in a marketing environment, as well as a solid academic background. If you’re interested in a career as a Corporate Travel Consultant, you’ll need at least one year’s experience as a Travel Consultant.

If you reach Stage Two, we’ll arrange a telephone discussion, where you can find out more about us, including the rewards on offer. For instance, once a year we like to acknowledge outstanding efforts and celebrate successes with our co-workers, and we have prize-giving ceremonies designed to do just this.

In Stage Three we’ll be able to give you more information about GZJ Travel, and find out more about you, at an interview which you’ll attend with a small group of other applicants. We’ll be asking you about your ambitions and of course your sales ability, the most vital quality for our business You’ll also be required to complete a psychometric test so we can find out more about your working style and characteristics. We’ll also tell you about some of the perks – for example, as a Flight Center employee you can take advantage of the free consultations conducted by our in-house health and wellbeing team, Healthwise.

Next, in Stage Four, you’ll be introduced to the Area Leader and you’ll also visit one of our shops, where you’ll meet the team and find out more about the sort of work that’s involved. If you successfully pass Stage Four, you’ve reached the final stage of the process and we’ll be in touch with a job offer! And if you accept, we’ll book you into our Learning Center to get your training under way as soon as possible. Careerwise, the department responsible for the training, will then organise individual coaching to assist in setting goals for your career path.

Questions 15-21
Complete the flow-chart below. Choose NO MORE THAN THREE WORDS from the text for each answer. Write your answers in boxes 15-21 on your answer sheet.

GZJ Travel – Recruitment Process
Stage One – Application Form – go online and apply for jobs advertised – give proof of achievements so far both in education and in a (15)………………. (Note: additional requirements for applicants interested in the role of (16)……………….)
Stage Two – Telephonic Discussion – more information given about company and the (17)………………..you could receive – information about annual event where prizes are given to those who have made (18)…………………
Stage Three – Group Interview – chance to tell us about how good you are at selling, and also about the (19)…………………you have – take part in a (20)………………….(used to learn about your way of working) – information given on benefits (e.g. health consultations)
Stage Four – Individual Interview – meet a manager, and the (21)………………working in a particular store
Stage Five – Job Offer – job offer sent out to successful applicants

Read the text below and answer Questions 22-27.

Hilton Laboratory
Health And Safety In The Workplace

Personal safety
You must be familiar with the emergency procedures in your building so that you know what to do in the event of fire, spillages or other accidents. Do not enter restricted areas without authorization, and at all times observe the warnings given. Do not wedge open fire doors or tamper with door closures, and do not block doorways, corridors or stairs, as obstructions may affect access in the event of a fire. Avoid leaving drawers and doors open unnecessarily and do not trail cables or flexes across the floor.

How to dispose of rubbish safely
We aim to protect the environment by saving and recycling glass, waste paper, and an increasing range of other materials. It is important to check materials carefully for contamination before placing them in recycling containers. Never put sharp objects such as razor blades or broken glass into waste bins without having wrapped the items carefully to protect those emptying the bins. Other waste procedures may vary — contact your Building Manager or Divisional Safety Officer for advice with regard to your particular department.

How to handle heavy objects
Make sure that shelves are not overloaded and that glass and heavy objects are stored at working height where they will be easier to reach. Use steps or ladders to reach items at height; never climb on benches, tables or chairs. Never move anything that is beyond your capability. Wherever possible you should use the trolleys provided in the workplace to do the job for you. If repetitive manual operations are routine in your work, your department will ensure you receive appropriate instruction on safe working practices and posture.

Staying alert
If you become mentally or physically tired during the working day, and find that you’re feeling drowsy or not concentrating properly, you could be at risk of causing an accident or making a mistake that could harm you or your colleagues. To prevent this, make sure that you take regular breaks when necessary.

Questions 22-27
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 22-27 on your answer sheet.

22. There are certain places in the building that staff should avoid unless they have……
23. To ensure people can get out easily, it is important that there are no……… to exits.
24. Items which could cause injury must be……before they are disposed of.
25. Not all departments have the same system for dealing with…… so you need to check before throwing things away.
26. … are available to make tasks which require moving objects easier.
27. You should have… while you are working.

SECTION 3 
Questions 28-34
The text on pages 28 and 29 has seven sections. A-G. Choose the correct heading for each section from the list of headings below.
Write the correct number i-x, in boxes 28-34 on your answer sheet.

List of Headings
i A decrease in the zebra population
ii An obstruction on the traditional route
iii An unknown species
iv Some confusing information
v Staying permanently in the Makgadikgadi
vi Nearly a record in the zebra world
vii Three different ways of living
viii The original aim of the work
ix How was the information passed on?
X Why it is important to study zebras

28 Section A
29 Section B
30 Section C
31 Section D
32 Section E
33 Section F
34 Section G

The Zebra’s Long Walk Across Africa

James Gifford investigates some interesting new research into migration patterns of zebras living in Botswana in southern Africa

A For any animal to travel over 270 km in Botswana partly across the sand and low bush terrain of the Kalahari Desert is a remarkable achievement. But to do so in 11 days and without any obvious motivation, as this zebra population does, is quite extraordinary. On average their journey involves an exhausting round-trip of 588 km — between the Makgadikgadi salt pan area and the Okavango river — making it second only to the great trek undertaken by the zebra herds in the Serengeti National Park. However, what is even more incredible still in my view is that until recently it was completely unheard of.

B Hattie Bartlam, a researcher, discovered this migration while she was tracking zebra groups, officially known as harems, by the Okavango river for her PhD. Each harem consists of a stallion and his seven or eight mares with juvenile foals. There is no loyalty between zebras beyond this social group, though harems often gather together into so-called herds. For her study, Hattie had planned to compare the small-scale movement patterns of 11 different zebra herds in the area.

C In December, when the annual rains had transformed the roads into rivers, Hattie was, therefore, more than a little surprised when she checked the data sent by the radio collars she fits to the zebras she is tracking to find that six of the harems were 270 km away on the edge of the Makgadikgadi, a huge mineral-rich area where salt has collected over the years as water evaporates in the heat. Then, when the last of the moisture from the rains had disappeared in May the following year, five of those harems came wearily back to the Okavango. This raised the question: why, despite a plentiful supply of food and water, were the zebras being drawn eastwards to the salt pans? Even more difficult to understand was what made six of the groups travel so far, while the other five remained by the Okavango.

D This discovery created quite a buzz in the research community. I decided to visit Hattie and she explained that a century ago the large number of Botswana’s zebra and wildebeest herds and the resulting competition for grass made migration essential. One of the migration tracks went from the Okavango to Makgadikgadi. But in the late 1960s, giant fences were put up to stop foot and mouth and other diseases spreading between wildlife and domestic cattle. One of these went across the migration track. Though the animals could get round the obstacle, each leg of their journey would now be 200 km longer – an impossible distance given the lack of permanent water on the extended route. Even today, with the fence gone (it was taken down in 2004), there is dangerously little drinking water to support the zebras on the return journey to the Okavango.

E As a zebra can live up to 20 years, the migration must have skipped at least one generation during the 40 or so years that the fences were up. This prompts another question: it has always been assumed that the young of social herbivores like zebras learn migratory behaviour from their parents, so how did the latest generation learn when and where to go? Not from their parents, who were prevented from migrating. Did they follow another species, such as elephants? We may never know.

F Hattie’s data points to the conclusion that there are several zebra populations adopting different behaviour. The first, like the vast majority of the Okavango zebras, take it easy, spending the entire year by the river. The second group, 15,000-20,000 strong, work a bit harder. They divide their time between the Makgadikgadi salt pans and the Boteti River, which is reasonably near by. They sometimes struggle to find water in the Boteti area during the dry season, often moving 30 km in search of fresh grazing. Their reward: the juicy grass around the Makgadikgadi after the rains. The final group of zebras, whose numbers are more modest (though as yet unknown), must surely be considered as among the animal kingdom’s most remarkable athletes. By moving between the Okavango and the salt pans, they enjoy the best of both worlds. But the price they pay is an extraordinary journey across Botswana.

G Endangered species naturally tend to grab the headlines, so it’s refreshing for a relatively abundant animal like the zebra to be the centre of attention for once. Zebras are a vital part of the food chain: understanding their migration in turn helps us to interpret the movements of their predators, and Hattie’s research has shed light on the impact of fences on migratory animals. So what triggered her interest in zebras? She explains that it is easier to get funding to study exciting animals like lions. Crucial as that undoubtedly is, she believes that herbivores like zebras are key to understanding any ecosystem. The scientific community is fortunate that people like Hattie are willing to take the hard option.

Questions 35-37
Complete the summary below. Choose ONE WORD ONLY from the text for each answer.
Write your answers in boxes 35-37 on your answer sheet.

Social behaviour in zebras

Zebras tend to live together in small units, which experts call 35………… Here, a male zebra has charge of a number of adult 36……….. and their young. These units sometimes assemble in bigger groupings or 37………… but it is still clear that the zebras’ loyalty only extends to the small unit they live in.

Questions 38-40
Choose the correct letter, A, B, C or D. Write the correct letter in boxes 38-40 on your answer sheet.

38 How did Hattie feel when she heard some of the zebras had travelled so far?
A annoyed because she would have to follow them to Makgadikgadi
B disappointed that not all of them made it back to Okavango
C frustrated as the rains had made the roads unusable
D unsure as to their real motivation for going

39 When describing the different Botswana zebra populations, the writer indicates
A his admiration for the ones who migrate the furthest distance.
B his sympathy for the ones who stay by the Okavango River.
C his disbelief that those by the Boteti have difficulty finding food.
D his anxiety that their migration patterns may not be able to continue.

40 What does the writer suggest in the final paragraph?
A Too much time has been wasted on research into the predators like lions.
B It is sometimes necessary to go against the trend in research matters
C Research will result in a ban on fences in areas where zebras live.
D Research into animals which are not endangered will increase.