READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on
pages 2 and 3.
A Brief History of Humans and Food
A. During the journey from our hunter-gatherer ancestors to the present day there have been three
seismic changes that leave had an impact on the food we eat: the discovery of cooking, the
emergence of agriculture and the invention of methods of preserving food.
B. The 19th-century scientist Charles Darwin thought that cooking, after language, was the greatest
discovery made by man. All of us eat some raw food, for instance fruit and vegetables, but the
great majority of food we eat is cooked. Cooking can turn plants that are inedible into edible food
by destroying toxic chemicals that plants often manufacture to protect themselves against attack
by insects or other herbivorous animals. These toxic chemicals are referred to as ‘plant
secondary compounds’, because they are not directly involved in the plant’s normal growth,
development and reproduction, and are produced purely as chemical defenses. They give many
of the plants we consume, such as coffee or brussels sprouts, their bitter taste.
C. Cooked food is often more digestible, because heat breaks down tough cellulose cell walls in
plants or tough connective tissue in animals. Chewing raw turnip, a plate of uncooked rice, or a
raw leg of lamb is much harder work than eating the cooked equivalent. The energy expended in
chewing to break down the tough material is replaced by energy from the fuel that is used in
cooking the food, so the ratio of energy gained to energy expended by the body is greater when
food is cooked.
D. Until the development of agriculture, hunter-gatherers spent up to seven hours a day gathering
food. This all began to change around 10,500 years ago with the advent of farming, which led to
some dramatic changes in human societies. People began to create a variety of new tools to help
with survival, and in turn populations increased in size. These changes led to the possibility of
specialization of different tasks within society. It was around this time that writing became more
sophisticated and allowed people to maintain records of the harvest and taxes. Eventually,
formalized structures of government were established as people settled in one area.
E. The arrival of agriculture meant that, for the first time, our ancestors had more food than they
could eat immediately. This, combined with the seasonality of production, led them to discover
methods of preserving food: smoking, drying, adding acid by fermentation or adding salt. These
four methods all share one feature in common: they make the food a more hostile environment
for bacteria that can cause it to spoil. They also tend to slow down any natural chemical reactions
in the food that would cause decay.
F. Although foods today are still preserved in the ancient ways. two more recent methods of
preserving food have become more common: canning and freezing, fanning was invented by a
Frenchman, Nicholas Appert, in the early 19th century. He sealed food in bottles fabricated from
glass and then heated them in boiling water to cook the contents. Appert’s method had great
advantages over older methods of food preservation: it could be applied to a wide range of foods,
and the flavor of the food as well as the texture were similar to the freshly cooked product. His
idea was soon copied be Englishman, Peter Durand Until this point containers had weighed too
much to be widely used, but he produced the first ones which were light and resistant to damage.
Two years later, in 1812, two Englishmen, Bryan Donkin and John Hall, started the commercial
canning of food, although the real take-off in popularity of canning had to wait until the can opener
was invented in 1855. Up to this time, cans were opened with a chisel which was used to break
open the top when hit with a hammer. Canning is an extremely effective way of preserving food:
one can which contained meat dating from 1824 was opened in 1939 and the contents were still
in good condition.
G. In the 21st century, the dominance of canning as a method of food presentation has been
overtaken by another technology: freezing. Chilling food to keep it fresh is an old idea. The
earliest mentions of icehouses, thick-walled buildings, half underground, date back to 1,700BC in
northwest Iran. In early 16th-century Italy, water was mixed with chemicals to lower its freezing
 point to -18 degrees Celsius, and several centuries later, frozen fish and other goods were
transported by ship from Australia to England. But the modern frozen food industry was started in
the 1920s by an American, Clarence Birdseye. While Birdseye was on a fishing trip with the Inuit
in the Canadian Arctic, he observed that very rapid freezing creates smaller ice crystals and
therefore causes less Marriage to food. This was something he had not expected. Nevertheless,
the big growth in demand for frozen food came about with the arrival of freezers in the homes of
ordinary people. The advantages of frozen over canned food include the fact that the flavor and
consistency are often identical io the equivalent fresh product, and that freezing can be used to
preserve a huge variety of foods
Questions 1-5
Do the following statements agree with the information given in Reading Passage I?
In boxes 1-5 on your answer sheet, write
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage
1. According to Darwin, cooking was the most significant development in human history. F
2. The process of cooking gets rid of some plant poisons.T
3. Eating cooked food is more energy efficient than eating raw food T
4. Clarence Birdseye had previously worked in the Australian food industry. NG
5 Birdseye’s trip with the Inuit confirmed what he already believed about rapid freezing. F
Questions 6-13
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 6-13 on your
answer sheet.
The development of agriculture and food preservation
The changes agriculture brought about were:
 the development of equipment and larger 6 ____populations______
 the ability to keep 7_____records_____ as writing developed
 the setting up of organized government
Food preservation
 early methods of food preservation included: smoking, drying and combining food with acid or
8____salt______
 canning
- Nicholas Appert put food into containers made of 9_____glass_____
- Appert ‘s method resulted in preserved food that had the same taste and 10____texture______
as fresh food
- Peter Demand introduced cans which had the advantage of being 11 ____light______ and hard
to break
- in 1855, the metal can opener replaced the 12 ____chisel______ which had been used with a
hammer to open cans
- some food was still found to be edible after more than a hundred years, e.g. an old can of 13
__meat________
 freezing
READING PASSAGE 2
Why do we need the arts?
Sometimes people question why we need ‘the arts’, what functions do art, music, dance and literature
serve?
A Imagine a world in which people spend hours working in offices or factories, and then go home in the
evening to sit down to dinner, after which they sleep until it’s time to get up and work again. In this world,
people do not read or watch TV, listen to music, play computer games or have pictures to decorate their
homes. In fact, there are no pictures in this world – not even advertisements are illustrated, but all are
words, and very plain ones at that, with no playfulness left in them. The buildings are completely
functional without a single decorative feature anywhere, and there is no music to dance to and enjoy.
Such a world is a world without the arts in any form.
B To ask what the arts are good for is not exactly the same as asking what their purpose is. The arts do
not have to maybe a purpose – they do not exist in order to teach, to make a moral point, to entertain, to
distract, to amuse, to support a revolution, to disgust, to challenge, to stimulate or to cheer; they exist
chiefly for their own sake. It is artists, not the arts as such, that may have an aim in mind, and their aim
may be to do any of the things just listed. But equally, artists may just make a work of art because they
feel compelled to. Because the work is its own justification, no aim or goal is necessarily required to
explain or, still less, to justify its existence.
C But to say that the arts do not have to serve an aim beyond themselves, even though they may
sometimes do so, is not to say that they are good for nothing. On the contrary, as such an important part
of human experience, they are good for many things. The distinction here lies between things that are
instrumental and things that are ends in themselves. An instrument exists for something beyond itself –
namely, for what it can be used to do. We know that pictures are used as instruments in advertising, and
the objective is always to persuade us to buy something. Similarly, music can be written chiefly to
accompany dancing, or as a soundtrack to a movie. A play can be written to point out to the theater
audience a social injustice or other problems that should be dealt with. But even though the arts can
sometimes be instrumental, that fact is not essential to their nature. What the arts are ‘good for’ arises
from their being an end in themselves, or more accurately, representing many different things that are
valuable for their own sakes — such as, for instance, the creation of beauty
D The phrase ‘the arts’ includes painting, sculpture, music, literature, dance and theater performance, and
whatever else (to quote the famous US artist Andy Warhol) anyone can get away with in calling their
creation a contribution to ‘the arts’. But the generalization that the arts, whatever else they are, are always
an end in themselves, applies to them all. The arts are one major form of response to the world. They are
often an attempt to capture an aspect of the world, to draw attention to something about it to comment on
it, to present a surprising or fresh angle on it, to represent it for the sake of exploring something about it or
enjoying or celebrating it. They can help people to focus on, for example, the color or shape of an object,
its eccentricity or typicality, and the interest or perhaps disgust it provokes in them.
E For a loose comparison, think of laughing at a joke. We do not laugh so that we can achieve a further
goal – in order to be healthy or relaxed, say, even if we thereby succeed in being healthier or more
relaxed – but simply because the joke has elicited that reaction. But although it is merely a reaction,
laughing is, in fact, good for something nevertheless, it does make people feel better. The Arts are a
reaction in the same way. French artist Cézanne painted Mont Sainte-Victoire repeatedly because he was
fascinated by it, not because he thought that painting it would say something about politics or society or
human hopes. Being fascinated by something, attracted to it, repelled by it, keen to reveal an unusual
aspect of it, are all responses to that thing; the making of the arts is one outstanding way of expressing
such responses
F But the arts are a response not only to things in the world but also to experience of the world, which lies
inside the artist himself. And they are also often an expression of what presses from within the artist
without being elicited by externals. Music is a prime example. A symphony, unless it is devised to
represent bird song, rain, the sea and the like, is an abstract expression of a composer’s conception. We
may be able to describe what the Russian composer Tchaikovsky is doing in his ballet music, but how
can we describe what he is expressing in his piano concertos? Composers may experiment with melody
and rhythm in very abstract, sometimes mathematical, ways.
G When artists get to work responding to and expressing ideas, whether or not they also want to make a
point. entertain, distract, support a revolution and the rest, they are producing something that someone
else will react to in some way. They seek to connect with their audience and express an idea or emotion
which has the capacity to enrich our experience of life itself.
Questions 14-18: Reading Passage 2 has seven paragraphs. A-G
Which paragraph contains the following information?
14. a claim that artists may have no clear objective when creating a piece of art
15 a description of artists’ hope to benefit other people
16 a comparison between the arts and things made to perform a particular function
17 a claim that it’s possible to convince the world that anything you have made is a work of art
18 an example of something that has an unintentional benefit for us
Questions 19 — 22
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
The arts and human experience
Some people may claim that the arts serve no useful purpose, that they achieve nothing measurable and
help nobody. But there are many clear examples of their usefulness, such as the interdependent
relationship between music and 19 ___namely_____, or between the visual arts and the
20__advertising______ business. A dramatist may use a 21____play____ to draw our attention to various
issues in society, for example some kind of injustice which needs correcting. Apart from these obvious
practical benefits, there are other benefits that we gain from things, such as the 22 ____beauty____ we
find in an artist’s work.
Questions 23 and 24
Choose TWO letters, A-E.
Write the correct letters in boxes 23 and 24 on your answer sheet.
In paragraph D, which TWO of the following effects does the writer say the arts can have?
A They can interest people from all over the world.
B They can make us see things from a different perspective
C They can inspire us to take up an artistic activity ourselves
D They can encourage us to think about our reactions to things around us
E They can draw our attention to serious global issues.

Questions 25 and 26
Choose TWO letters, A-E.
Write the correct letters in boxes 25 and 26 on your answer sheet.
Which TWO of the following statements about composers and music does the writer make?

A Music tends to spring from the composer’s individual experiences.

B Composers need to structure music very carefully.
C Music can be quite unrelated to the natural world.
D Music finds its best expression in a symphony.
E Composers are good at depicting the world around us.

READING PASSAGE 3
The significant role of mother tongue language in education
A. One consequence of population mobility is an increasing diversity within schools. To illustrate, in
the city of Toronto in Canada, 58% of kindergarten pupils come from homes where English is not
the language of communication. Schools in Europe and North America have experienced this
diversity for years, but educational policies and practices vary widely between countries and even
within countries. Some political parties and groups search for ways to solve the problem of
diverse communities and their integration in schools and society. They see few positive
consequences for the host society and worry that diversity threatens the identity of the host
society Consequently, they promote unfortunate educational policies that will make the ‘problem’
disappear. If students retain their culture and language, they are viewed as less capable of
identifying with the mainstream culture and learning the mainstream language of the society.
B. The challenge for educators and policy-makers is to shape the evolution of national identity in
such a way that the rights of all citizens (including school children) are respected, and the
cultural, linguistic and economic resources of the nation are maximized. To waste the resources
of the nation by discouraging children from developing bilingualism is quite simply unintelligent
from the point of view of national self-interest. A first step in providing an appropriate education
for culturally and linguistically diverse children is to examine what the existing research says
about the role of children’s mother tongues in their educational development
C. In fact, the research is very clear. When children continue to develop their abilities in two or more
languages throughout their primary school, they gain a deeper understanding of language and
how to use it effectively. They have more practice in processing language, especially when they
develop literacy in both. More than 150 research studies conducted during the past 35 years
strongly support what Goethe, the famous eighteenth-century German philosopher, once said:
that the person who knows only one language does not truly know that language. Research
suggests that bilingual children may also develop more flexibility in their thinking as a result of
processing information through two different languages.
D. Children who come to school with a solid foundation in their mother tongue develop stronger
literacy abilities in the school language. When parents and other caregivers (e.g., grandparents)
are able to spend time with their children and tell stories or discuss issues with them in a way that
develops their mother tongue, children come to school well-prepared to team the school language
and succeed educationally. Children’s knowledge and skills transfer across languages from the
mother tongue to the school language. Transfer across languages can be two-way: both
languages nurture each other when the educational environment permits children access to both
languages.
E. Some educators and parents are suspicious of mother tongue-based teaching programs because
they worry that they take time away from the majority language. for example, in a bilingual
program where 50% of the time is spent teaching through children’s home language and 50%
through the majority language, surely children won’t progress as far in the latter? One of the most
strongly established findings of educational research, however, is that well-implemented bilingual
programs can promote literacy and subject-matter knowledge in a minority language without any
negative effects on children’s development in the majority language. Within Europe, the Foyer
program in Belgium, which develops children’s speaking and literacy abilities in three languages
(their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and
trilingual education (see Cummins, 2000).
F. It is easy to understand horn’ this happens. When children are learning through a minority
language, they are learning concepts and intellectual skills too. Pupils who know how to tell the
time in their mother tongue understand the concept of telling time. In order to tell time in the
 majority language they do not need to re-learn the concept. Similarly, at more advanced states,
there is transfer across languages in other skills, such as knowing how to distinguish the main
idea from the supporting details of a written passage or story, and distinguishing fact from
opinion. Studies of secondary school pupils are providing interesting findings in this area, and it
would be worth extending this research.
G. Many people marvel at how quickly bilingual children seem to ‘pick up’ conversational skills in the
majority language at school (although it takes much longer for them to catch up with native
speakers in academic language skills). However, educators are often much less aware of how
quickly children can lose their ability to use their mother tongue, even in the home context. The
extent and rapidity of language loss will vary according to the concentration of families from a
particular linguistic group in the neighborhood. Where the mother tongue is used extensively in
the community, then language loss among young children will be less. However, where language
communities are not concentrated in particular neighborhoods, children can lose their ability to
communicate in their mother tongue within two to three years of starting school. They may retain
receptive skills in the language but they will use the majority language in speaking with their
peers and siblings and in responding to their parents. By the time children become adolescents,
the linguistic division between parents and children has become an emotional chasm. Pupils
frequently become alienated from the cultures of both home and school, with predictable results.
Questions 27-30
Choose the correct letter, A, B, C or D.
27 What point is the writer making in the second paragraph?
A Some present studies on children’s mother tongues are misleading.
B A culturally rich education programme benefits some children more than others.
C Bilingual children can make a valuable contribution to the wealth of a country.
D The law on mother tongue use at school should be strengthened.
28 Why does the writer refer to something that Goethe said?
A to lend weight to his argument
B to contradict some research
C to introduce a new concept
D to update current thinking
29 The writer believes that when young children have a firm grasp of their mother tongue
A they can teach older family members what they learn at school.
B they go on to do much better throughout their time at school.
C they can read stories about their cultural background.
D they develop stronger relationships with their family than with their peers.
30 Why are some people suspicious about mother tongue-based teaching programmes?
A They worry that children will be slow to learn to read in either language.
B They think that children will confuse words in the two languages.
C They believe that the programmes will make children less interested in their lessons
D They fear that the programmes will use up valuable time in the school day.

Questions 31-35
Complete the summary using the list of words. A-I, below.
Write the correct letter, A-J, in boxes 31-35 on your answer sheet
 Bilingual children
It has often been noted that bilingual children acquire the 31____I____ to converse in the majority
language remarkably quickly. The fact that the mother tongue can disappear at a similar 32 ____E____ is
less well understood. This phenomenon depends to a certain extent on the proportion of people with the
same linguistic background that have settled in a particular 33________. If this is limited, children are
likely to lose the active use of their mother tongue, and thus no longer employ it even with 34________
although they may still understand it. It follows that teenage children in these circumstances experience a
sense of 35________ in relation to all aspects of their lives.
A teachers B school C dislocation
D rate E time F family
G communication H type I ability J area

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
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage
36 Less than half the children who attend kindergarten in Toronto have English as their mother tongue.
37 Research proves that learning the host country language at school can have an adverse effect on a
child’s mother tongue.
38 The Foyer programme is to be adopted by the French education system.
39 Bilingual children are taught to tell the time earlier than monolingual children.
40 Bilingual children can eventually apply reading comprehension strategies acquired in one language
when reading in the other.
SECTION 1
Questions 1-6
Complete the table below.
Write ONE WORD AND/ OR A NUMBER for each answer
Damaged (Fridge Report)
• Warranty: 3 years

• Model: 1______TOP_____ Mount

• Colour:
2_____SLIVE______
• Date of purchase: 3_____january 12______
• Problems: the non-stop 4_____alarm______
5______control_____ degrees

• The repair shop Ken’s appliance (near the 6____station_______)

• The customer needs to store food for her 7______sandwich_____ shop.

• Total value of loss: 8 $ ______180_____

Things to do:
 Ask the 9_____manage______ to call back
 Replace the damaged 10______door_____

SECTION 2
Questions 11-16
What tourist attraction does each of the following locations have?
Choose SIX answers from the box and write the correct letter, A-1, next to Questions 11-16
Tourist Attractions Locations
A farming life in the past 11 Sheepfold i
B Nature reserve 12 Brown Mare A
C canoes 13 Doris B
 D old ruins 14 Lodge Estate E
E newly born deer 15 Aurden D
F birds 16 Eastlake G
G waterfalls
H wild flowers
I hills

Question 17 and 18
Choose TWO letters, A-E
Which TWO types of accommodation are available on a weekly basis?
A lighthouse
B hostel
C castle
D cottages
E bed and breakfast

Questions 19 and 20
Choose TWO letters, A- E.
Which TWO benefits can all the members get?
A free entry to some castles
B subscription of Scottish magazines
C discount of apartment rent
D free visitor guide
E free parking
SECTION 3 Questions 21 -30
Questions 21-30
Complete the notes below
Write NO MORE THAN TWO WORDS for each answer.

SUVs (sort Utility Vehicles)

Purposes
 Initially made for off-road driving in remote areas
 Now often found in 21 _________CITY________
Advantages
 Available for 22______comercial_________ purpose
 Larger 23__________encergent_______ capacity
 Can haul heavy cargo
Reasons for popularity
 Due to their image
 Seen as 24________safe_________ by mothers
  Greater seating capacity
 Drivers like their 25________view_________
Disadvantages
 SUVs can be 26________harmful_________ in urban centres because of their
27________weitg_________
 The bodywork won’t deform in the collision to absorb impact energy
 They are liable to 28_______cost__________
How to limit the use of SUVs
 Limit use to those people who need them (e.g. 29_______farmes__________ )
 Raise cost of 30_________insurance________for drivers

SECTION 4 Questions 31-40

Questions 31 and 32
Choose the correct letter, A, B or C
31 participants in the learner persistence study were all drawn from the same
A age
B geographical area
C socio-economic level
32 the study showed that when starting their course, older students were worried about
A effects on their home life
B implications for their future career
C financial constraints

Complete the notes below.

Write ONE WORD ONLY for each answer.
Research findings
Social and Environmental Other Factors Personal Characteristics
Factors
Characteristics Effective support Perceived success in Enjoyment of a 33
study ______challange_____

Characteristics Positive experience at 34 Good 35 Many

______school_____ ______study_____
36 ______interested_____
in
daily life
Characteristics Good interaction with the 37 No family problems Capacity for multitasking
______tutor_____

Question 38-40
Complete the notes below
Write ONE WORD ONLY for each answer
Recommendations
 Ask new students to complete questionnaires to gauge their level of 38____matual_______

 Train the selected students to act as 39_____advisor______

 Outside office hours, offer 40______online_____ help
 Follow up students who miss deadlines