What leaders really do

Leadership is different from management, but not for the reasons most people think. Leadership
isn’t mystical and mysterious. It has nothing to do with having “charisma” or other exotic
personality traits. It is not the province of a chosen few. Nor is leadership necessarily better than
management or a replacement for it.
Rather, leadership and management are two distinctive and complementary systems of action.
Each has its own function and characteristic activities. Both are necessary for success in an
increasingly complex and volatile business environment.
Most corporations today are over-managed and under-led. They need to develop their capacity to
exercise leadership. Corporations that are aware of this fact don’t simply sit around waiting for
leaders to come along. They actively seek out people with leadership potential and expose them to
career experiences designed to develop that potential. Indeed, with careful selection, nurturing and
encouragement, dozens of people can play important leadership roles in a business organization.
But while improving their ability to lead, companies should remember that strong leadership
with weak management is no better, and is sometimes actually worse, than the reverse. The real
challenge is to combine strong leadership and strong management and use each to balance the other.
Of course, not everyone can be good at both leading and managing. Some people have the
capacity to become excellent managers but not strong leaders. Others have great leadership potential
but, for a variety of reasons, have great difficulty becoming strong managers. Smart companies
value both kinds of people and work hard to make them a part of the team.
When it comes to preparing people for executive jobs, such companies rightly ignore the recent
literature that says people cannot manage and lead. They try to develop leader-managers. Once
companies understand the fundamental difference between leadership and management, they can
begin to groom their top people to provide both.
Management is about coping with complexity. Its practices and procedures are largely a
response to one of the most significant developments of the twentieth century: the emergence of
large organizations. Without good management, complex enterprises tend to become chaotic in
ways that threaten their very existence. Good management brings a degree of order and consistency
to key dimensions like the quality and profitability of products.
Leadership, by contrast, is about coping with change. Part of the reason it has become so
important in recent years is that the business world has become more competitive and more volatile.
Faster technological change, greater international competition, the deregulation of markets,
overcapacity in capital-intensive industries, and an unstable oil cartel are among the many factors
that have contributed to this shift. The result is that doing what was done yesterday is no longer a
formula for success. Major changes are more and more necessary to compete effectively in this new
environment. And more changes always demand more leadership.
Consider a simple military analogy: A peacetime army can usually survive with good
administration and management up and down the hierarchy, coupled with good leadership
concentrated at the very top. A wartime army, however, needs competent leadership at all levels. No
one yet has figured out how to manage people effectively into battle: they must be led.
These two different functions – coping with complexity and coping with change – shape the
characteristic activities of management and leadership. Each system of action involves deciding
what needs to be done, creating networks of people and relationships that can accomplish an
agenda, and then trying to ensure that those people actually do the job. But each accomplishes these
three tasks in different ways.
Companies manage complexity first by planning and budgeting – setting targets or goals for the
future (typically for the next month a year), establishing detailed steps for achieving those targets,
and then allocating resources to accomplish those plans. By contrast, leading an organization to
constructive change begins by setting a direction – developing a vision of the future (often the
distant future) along with strategies for producing the changes needed to achieve that vision.
Management develops the capacity to achieve its plan by organizing and staffing – creating an
organizational structure and set of jobs for accomplishing plan requirements, staffing the jobs with
qualified individuals, communicating the plan to those people, delegating responsibility for carrying
out the plan, and devising systems to monitor implementation. The equivalent leadership activity,
however, is aligning people. This means communicating the new direction to those who can create
conditions that understand the vision and are committed to its achievement.
Finally, management ensures plan accomplishment by controlling and problem solving –
monitoring results versus the plan in some detail, both formally and informally, by means of reports,
meetings, and other tools, identifying deviations, and then planning and organizing to solve the
problems. But for leadership, achieving a vision requires motivating and inspiring – keeping people
moving in the right direction, despite major obstacles to change – by appealing to basic but often
untapped human needs, values and emotions.
66. In the first two paragraphs, the writer compares leadership to management in order to
A. show that only a few selected people can be good leaders.
B. indicate that leadership is not impossible without charisma.
C. debunk some misconceptions about the two functions.
D. stress the necessity of management in the workplace.
67. Modern corporations that wish to develop leadership
A. take the initiative in the recruitment and training of leaders.
B. try to encourage existing staff to become leaders.
C. consciously hire fewer managers and more leaders.
D. look for people who can be trained to become managers.
68. In order to train people to be both managers and leaders, companies must
A. avoid misinterpreting recent literature on leadership.
B. understand that leadership and management are distinct.
C. learn to value managers and leaders equally.
D. realize that not almost nobody can be good at both.
69. Leadership has recently grown in importance because
A. doing business has become more complicated.
B. technology has changed beyond recognition.
C. the oil market has become unpredictable.
D. several markets have become deregulated.
70. The writer draws the military analogy in paragraph 9 in order to
A. illustrate the necessity of leadership in times of instability.
B. show why it is essential to manage armies effectively.
C. give an example of a business that needs to be managed.
D. draw a comparison between leadership and management.
71. While management sets goals for the near future, leadership
A. assists management with planning.
B. contributes foresight for the long term.
C. tries to change the way we work.
D. finds ways to improve management.
72. By “this shift”, the author indicates the
A. competiveness of international entrepreneurs.
B. challenges in accessing new markets
C. demand for more flexible administration
D. unpredictability of present business world
73. In order to make a vision come true, leadership
A. has become involved in problem-solving.
B. evaluates results and changes its plan accordingly.
C. concerns itself with people’s levels of motivation.
D. makes sure management stays in the right direction.
74. According to paragraph 3, what problems most large companies are facing these days?
A. the scarcity of capable managers with leadership skills
B. an imbalance between leadership and management abilities
C. the disparity in treatment towards leaders and managers
D. the inequality in investment in staff’s necessary skills
75. The word “aligning” in paragraph 12 could be best replaced by
A. recruiting B. orientating C. ameliorating D. scrutinizing

PART 3: Read the passage and answer the questions that follow. (13 points)
Striking Back at Lightning with Lasers
Seldom is the weather more dramatic than when thunderstorms strike. Their electrical fury
inflicts death or serious injury on around 500 people each year in the United States alone. As the
clouds roll in, a leisurely round of golf can become a terrifying dice with death – out in the open, a
lone golfer maybe a lightning bolt’s most inviting target. And there is damage to property too.
Lightning damage costs American power companies more than $100 million a year.
But researchers in the United States and Japan are planning to hit back. Already in laboratory
trials they have tested strategies for neutralizing the power of thunderstorms, and this winter they
will brave real storms, equipped with an armory of lasers that they will be pointing towards the
heavens to discharge thunderclouds before lightning can strike.
The idea of forcing storm clouds to discharge their lightning on command is not new. In the
early 1960s, researchers tried firing rockets trailing wires into thunderclouds to set up an easy
discharge path for the huge electric charges that these clouds generate. The technique survives to
this day at a test site in Florida run by the University of Florida, with support from the Electrical
Power Research Institute (EPRI), based in California. EPRI, which is funded by power companies,
is looking at ways to protect the United States’ power grid from lightning strikes. “We can cause the
lightning to strike where we want it to using rockets,” says Ralph Bernstein, manager of lightning
projects at EPRI. The rocket site is providing precise measurements of lightning voltages and
allowing engineers to check how electrical equipment bears up.

Bad behavior
But while rockets are fine for research, they cannot provide the protection from lightning strikes
that everyone is looking for. The rockets cost around $1,200 each, can only be fired at a limited
frequency and their failure rate is about 40 per cent. And even when they do trigger lightning, things
still do not always go according to plan. “Lightning is not perfectly well behaved,” says Bernstein.
“Occasionally, it will take a branch and go someplace it wasn’t supposed to go.”
And anyway, who would want to fire streams of rockets in a populated area? “What goes up
must come down,” points out Jean-Claude Diels of the University of New Mexico. Diels is leading
a project, which is backed by EPRI, to try to use lasers to discharge lightning safely – and safety is a
basic requirement since no one wants to put themselves or their expensive equipment at risk. With
around $500,000 invested so far, a promising system is just emerging from the laboratory.
The idea began some 20 years ago, when high-powered lasers were revealing their ability to
extract electrons out of atoms and create ions. If a laser could generate a line of ionization in the air
all the way up to a storm cloud, this conducting path could be used to guide lightning to Earth,
before the electric field becomes strong enough to break down the air in an uncontrollable surge. To
stop the laser itself being struck, it would not be pointed straight at the clouds. Instead, it would be
directed at a mirror, and from there into the sky. The mirror would be protected by placing lightning
conductors close by. Ideally, the cloud-zapper (gun) would be cheap enough to be installed around
all key power installations, and portable enough to be taken to international sporting events to beam
up at brewing storm clouds.

A stumbling block
However, there is still a big stumbling block. The laser is no nifty portable: it’s a monster that
takes up a whole room. Diels is trying to cut down the size and says that a laser around the size of a
small table is in the offing. He plans to test this more manageable system on live thunderclouds next
summer.
Bernstein says that Diels’s system is attracting lots of interest from the power companies. But
they have not yet come up with the $5 million that EPRI says will be needed to develop a
commercial system, by making the lasers yet smaller and cheaper. “I cannot say I have money yet,
but I’m working on it,” says Bernstein. He reckons that the forthcoming field tests will be the
turning point – and he’s hoping for good news. Bernstein predicts “an avalanche of interest and
support” if all goes well. He expects to see loud-zappers eventually costing $50,000 to $100,000
each.
Other scientists could also benefit. With a lightning “switch” at their fingertips, materials
scientists could find out what happens when mighty currents meet matter. Diels also hopes to see
the birth of “interactive meteorology” – not just forecasting the weather but controlling it. “If we
could discharge clouds, we might affect the weather,” he says.
“And perhaps,” says Diels, “we’ll be able to confront some other meteorological menaces”. “We
think we could prevent hail by inducing lightning,” he says. Thunder, the shock wave that comes
from a lightning flash, is thought to be the trigger for the torrential rain that is typical of storms. A
laser thunder factory could shake the moisture out of clouds, perhaps preventing the formation of
the giant hailstones that threaten crops. With luck, as the storm clouds gather this winter, laser-
toting researchers could, for the first time, strike back.
Questions 76-78. Choose the correct letter, A, B, C or D.
76. The main topic discussed in the text is
A. the damage caused to US golf courses and golf players by lightning strikes.
 B. the effect of lightning on power supplies in the US and in Japan.
C. a variety of methods used in trying to control lightning strikes.
D. a laser technique used in trying to control lightning strikes.
77. According to the text, every year lightning
A. does considerable damage to buildings during thunderstorms.
B. kills or injures mainly golfers in the United States.
C. kills or injures around 500 people throughout the world.
D. damages more than 100 American power companies.
78. Researchers at the University of Florida and at the University of New Mexico
A. receive funds from the same source. B. are using the same techniques.
C. are employed by commercial companies. D. are in opposition to each other.
Questions 79-81. Complete the sentences below. Choose NO MORE THAN TWO
WORDS from the passage for each answer.
79. EPRI receives financial support from _________________.
80. The advantage of the technique being developed by Diels is that it can be used
_________________.
81. The main difficulty associated with using the laser equipment is related to its
_________________.
Questions 82-85. Complete the summary using the list of words, A-I, below.
In this method, a laser is used to create a line of ionization by removing electrons from 82.
………………….. . This laser is then directed at 83. ………………….. in order to control electrical
charges, a method which is less dangerous than using 84. ………………….. . As a protection for
the lasers, the beams are aimed firstly at 85. ………………….. .

A cloud-zappers B atoms C storm clouds D mirrors

E technique F ions G rockets H conductors
I thunder

Questions 86-88. Do the following statements agree with the information given in the Reading
Passage? 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

86. Power companies have given Diels enough money to develop his laser.
87. Obtaining money to improve the lasers will depend on tests in real storms.
88. Weather forecasters are intensely interested in Diels’s system.
PART 4: You will read an article about disappearing languages. Some paragraphs have been
removed from the text. Add them from the paragraphs (A-G). There is one paragraph you do
not need to use. (7 points)
Vanishing Voices
The world’s languages are disappearing at in unprecedented rate, but does it matter as people
can communicate? David Crystal explains why linguistic diversity is the key to our survival.
In 1995, linguist Bruce Connell, was doing some field work in Cameron. He found a language
called Kasabe, which no westerner had studied before. It had just one speaker left, a man called
Bogon. Connell had no time on that visit, so he decided to return to Cameron a year late. He arrived
in the early winter, only to learn that Bogon had died on November 5.
89
There is nothing unusual about Bogon’s story. Communities have come and gone throughout
history, taking their languages with them. But, judged by the standards of the past, what is
happening today is extraordinary. There are now about 6,000 languages in the world. Of these,
about half are going to die out during the next century.
90
Many things can kill a language, from natural disasters to cultural assimilation and genocide. On
July 17 1998, an earthquake in Papua New Guinea, killed more than 2,200 people and displaced a
further 10,000; several villages were destroyed. As the survivors of have moved away, will these
communities (and thus their languages) survive the trauma of displacement?
91
This is often accompanied by a feeling of shame about using the old language. Those families that
do continue to use it tend to do so in an idiosyncratic manner, resulting in “family dialect”. Within a
generation, healthy bilingualism within can slip into self-conscious semiligualism, and thence into
monolingualism.
92
Many different skills and characteristics enable a species to survive in different environments, and
the need to maintain linguistic diversity stands on the shoulders of this arguments. Encapsulated
within a language is most of a community’s history, a large part of its cultural identity and a wealth
of knowledge which the rest of the world can access.
93
Not everyone appreciates these things. Some people accept the Babel myth: that the multiplicity of
the world’s languages is a curse rather than a blessing. If only we had just one language in the
world, we would be better off. World peace would be established.
94
In fact, a dying language will cause conflict rather than eliminate it, albeit not between countries but
rather within the individuals who have abandoned their ancestors’ language. The first generation is,
typically, not so concerned, as its members are still struggling to establish their new social position
and master new language. It is their children, secure in the new language and in a much better
socioeconomic position, with battles over land claims and civil rights behind them, who begin to
reflect on (and feel unbearable guilt over) the heritage they have lost.
95
Can we save a few thousand languages, just like that? Yes, though it would not be easy. To save a
language you must get linguists into the field, support the community with language teachers,
publish grammars and dictionaries – and all over a period of several years. But these difficulties do
not mean we can ignore the death of languages. Regretting the loss in the future would be pointless.
When a spoken language dies, it leaves to archaeology. It is as if it has never been.

A However, all the big trouble spots of the world in recent decades have been monolingual
countries – Cambodia, Rwanda, Burundi, Yugoslavia, Northern Ireland. And all big monolingual
countries have had their civil wars. If people want to fight each other, it takes more than a common
language to stop them.
B Even if people stay put, their language may still die as a result of cultural assimilation. At
first, there is pressure on the people to speak the dominant language. Then there is a period of
bilingualism. Finally, bilingualism starts to decline, with the old language giving way to the new.
This leads to the third stage, in which the younger generation finds its old language less and less
relevant.
C On November 4, Kasabe existed as one of the world’s languages; on November 6, it did not. The
event might have caused a stir in Bogon’s village. If you are the last speaker of a language, you are
often considered special in your community. But outside the village, who knew or mourned the
passing of what he stood for?
D Breton, in north-east France, is a classic example of a language reducing dramatically in
numbers. At the beginning of the 20th century it was spoken by a million people; it is now down to
less than a quarter of that. Breton can be saved if enough effort is made – the kind of effort that has
already helped Welsh to recover from a dramatic decline – otherwise it could be gone in 50 years.
E The full statistics are frightening. There are 51 languages with only one speaker left – 28 in
Australia alone. There are more than 3,000 with fewer than 10,000 speakers; and a staggering 5,000
languages with fewer than 100,000 speakers. Ninety-six percent of the world’s languages are
spoken by only 4% of its people. No wonder so many are in danger of dying.
F Sometimes what we learn from a language is eminently practical, as when we discover new
medical treatments from the folk medicine of an indigenous people. Sometimes it is intellectual, as
when the links between languages tell us something about the movements of early civilizations. And
of course, every often it is linguistic: we learn something new about language itself – the behavior
that makes us truly human.
G The common reaction among these people is: “If only my grandparents’ generation had …”
Indeed, if a modicum of effort had been devoted to language preservation, it would have left the
option open for future generations to make their own choice.
H Is language death such a disaster? As long as a few hundred or even a couple of thousand
languages survive, you might say, that is sufficient. It is not. We should care about dying languages
for the same reason that we care when a species of animal or plant dies. It reduces the diversity of
our planet. In the case of language, we are talking about intellectual and cultural diversity, not
biological diversity, but the issues are the same.
PART 5: You are going to read an article with 7 sections (A-G) about body reactions. Which
section mentions a mechanical response of the body that .......? (15 points)
96. is caused by, among the other things, fatigue? ………..
97. is the result of over-exertion experienced predominantly by athletes? ………..
98. is responsible for preventing the transmission of a particular sensation? ………..
99. may occur soon after the intake of food of one engages in physical activity?………..
100. functions in a similar fashion to physical activity? ………..
101-102. involves an increase in the provision of oxygen to the muscles? ………..
………..
103. provides one with a satisfying sense of relief? ………..
104. aims to counteract the effects brought on by a decrease in temperature? ………..
105. occurs due to a decrease in fluid pressure?
What happens when you …
A Blush
When feeling threatened or embarrassed we tend to blush. Embarrassment causes us anxiety which
charges our bodies with adrenaline to either fight a threat or run away from it. It is the substance that
makes the heart pound faster to ensure a plentiful supply of oxygen to the muscles. But it also has
the effect of making us hotter. To cool ourselves down, we sweat and blood flows through
capillaries at the skin’s surface to cause redness (blushing) – more pronounced in the face because
there are more blood vessels there.
B Scratch an Itch
From insect bites to skin rash, everyone knows there’s nothing like a good scratch to get rid of an
annoying itch. When you get an itch, for example from an insect bite, cells in the skin released a
chemical called histamine. Nearby nerve cells respond to the histamine and transmit the signal to the
spinal cord. From there, it’s sent into the brain’s thalamus. The thalamus transmits the signal to the
cerebral cortex that in turn creates the itching sensation. Scratching switches off nerve cells in the
spinal cord that normally transmit the sensation of itching up to the brain.
C Get a twitchy eyelid
Perhaps the most irritating involuntary muscle twitch is the twitching eyelid. But what causes it? In
general, it is a benign condition. It can be brought on by stress and tiredness, which cause nervous,
involuntary muscle tics. The muscles that control the eyelid are tiny and very sensitive to effects
that can give you the shakes – like stress, tiredness and caffeine. Too much of any of these can bring
on nervous, involuntary twitches. The condition is normally temporary, passing after anything from
days to a few weeks.
D Crack knuckles
It’s not just your knuckles that you can crack – your elbows, knees, neck and even the breastbone
have the ability to make the same cracking sound. But what’s making the noise? Rather than your
bones popping in and out of their sockets, it’s actually caused by gas escaping from fluid in your
joints. The cracking is caused by bubbles that form from the gas dissolved in the lubricating
synovial fluid, inside all the joints. Stretching a joint lowers the fluid pressure inside it and this is
what makes the bubbles appear – in exactly the same way that bubbles form in a bottle of fizzy
drink when you open it.
E Shiver
It’s not something you’re likely to worry about all year round, but when the icy mornings of January
arrive again, you will. So why does the cold make our teeth chatter and our muscles shake? The
answer is that it helps us to keep warm. It works in the same way that exercise makes us hot and
sweaty. By making our muscles tremble, the body is exploiting the same mechanism to generate
much-needed heat when we’re cold. Shivering can be sustained for a relatively long period of time
assuming the cold stress isn’t too severe and your body temperature isn’t decreasing too rapidly.
F Get a lump in your throat
When the body is stressed; as it is when you’re emotional, your heart beats faster to supply your
muscles with oxygen, so your body forces open your windpipe to facilitate easy breathing. That’s
fine until you need to swallow, like when you’re on the verge of tears. Tears flow from the tear duct
into the nasal cavity and then down your throat and must be swallowed. This requires you to close
your windpipe temporarily – in order to stop what you’re swallowing from entering your lungs. The
result is a conflict between holding the airway open and the swallowing impulse trying to force it
shut, which you perceive as a lump in your throat.
G Cramp
Cramp is a painful “knotting up” of your muscles. It usually strikes the calf, but it can also hit the
soles of your feet and even under the jaw when yawning. Cramps happen for all sorts of reasons.
During intense exercise, the build-up of chemicals such as lactic acid can send a muscle into spasm,
leading to cramp – common in long-distance runners and swimmers. Low levels of electrolytes,
which carry the signals controlling muscle action, calcium and potassium in particular, are another
trigger. A “side cramp” or “stitch”, which you sometimes get when exercising too soon after eating,
is different. It’s thought to be caused by the weight of your organs pulling down on the diaphragm.

Could the short movies on video-sharing sites such as YouTube ever rival movies at the
cinema?
In parallel with its own exponential growth, my fascination with YouTube has galloped into a
raging obsession. Whole evenings, theoretically dedicated to writing, have been hijacked by a
terrible need to click onto the Internet browser, and from there the lure of YouTube is inevitable.
What’s not to be fascinated by? However slick or however rickety, the best of these mini-movies
have an unmediated quality, a realness that is completely lacking in anything available in the
cinema or on TV.
For a growing number of people, time spent surfing the web exceeds the time spent watching TV, so
who knows if this way of making and watching movies might not become a huge and serious rival
to the mainstream. Many contemporary filmmakers have become fascinated by the video aesthetic,
and by camera work with a deadpan surveillance feel, which has risen in parallel to this Internet
revolution.
The cinema, though, does have something in common with the confessional, video blog aspect of
YouTube. The popularity of the horror film The Blair Witch Project was inflamed by a vast,
grassroots Internet campaign which mischievously suggested that the film’s horrors were real. Plus
there’s a cousin to this blurring of fact and fiction in YouTube – confessional blogs which turn out
to be faked by ingenious actors. In the past, some documentaries that you could see on TV or at the
cinema had YouTube qualities, in that the footage was shot by the participants themselves, although
they needed a professional cinema practitioner to bring it to light. If the unhappy heroes of these
films were making their videos now, they would probably bypass these directors and take them
straight to YouTube.
Where straight cinema and YouTube come more closely into parallel is the use of the continuous
shot: the persistent, unjudging, almost uncomprehending gaze; an unedited, deep-focus scene in
which our attention as audience is not coerced or directed. The true YouTube gems are not the
digitally carpentered mini-features. The most gripping material is raw, unedited footage in one
continuous take. Outstanding examples range from domestic events in the home to windows on
international events. Watching these, and going through the events in real time, is riveting yet
disturbing at the same time.
Many film directors have tried exploiting this eerie, hypnotic, disquieting quality. But they should
look further than this, as they might all be fascinated by, and even learn something from, what I
think of as YouTube’s comedy genre: bizarre things captured more by accident than design, which
often has a sublime quality. One such clip of a woman falling down a hole was captured by CCTV;
the camera is apparently fixed above a bar in a busy pub. Someone opens up a trap door directly
behind a woman serving drinks, with results that Buster Keaton himself would have admired. The
scene is shot and framed with unshowy formal perfection; a professional director and crew could
work for months on a slapstick scene and not get it as right as this. It’s something in the way the
woman disappears so utterly from view.
Unlike the cinema, where we have to wait for reviews, you can get your material reviewed on
YouTube instantly since there is a ratings and comments section for each video. Just as the videos
are more real than movies, this type of reviewing is also more honest. Cinema reviews make
comments on predictable elements, such as plot, setting, actors, etc., but YouTube reviews are
boiled down to the essence of entertainment appeal. Are you interested enough to watch it to the
end? Would you recommend it to your friends? Do you go back in and watch it again?
The cinema of YouTube has, at its best, an appealing amateurism, unrestricted by the conventions of
narrative interest or good taste. It is a quality to be savored, and quite different from documentaries
or attempts at realism in feature films. What makes it so involving is that the viewers extend this
amateur process in choosing, playing, and sharing the files. Consequently, they supplement
production with a new type of distribution. It’s this that makes YouTube so addictive and unless the
cinema learns from it, it may be outclassed.
1. What does the writer say about his interest in YouTube?
A. He enjoys watching YouTube while he is writing.
B. He prefers short films on YouTube to the cinema.
C. He finds it hard to resist watching YouTube films.
D. He likes the fact that the films on YouTube are short.
2. The writer suggests YouTube will become more popular because ______.
A. The films capture people when they are unaware.
B. People have changed how they use their leisure time.
C. People no longer have time to watch full-length films.
D. The films on it mimic real life with real people
3. The word “unmediated” is closest in meaning to ______.
A. direct B. surreal C. of high standard D. mesmerizing
4. In the third paragraph, the writer says the similarity between YouTube videos and commercial
films is that ______.
A. They both produce realistic horror films.
B. They both have directors who are also actors.
C. They both depend on the Interest for publicity.
D. They are both effective at faking reality.
5. The word “coerced” is closest in meaning to ______.
A. pressed B. terrorized C. forced D. bullied
6. The word “eerie” is closest in meaning to ______.
A. awesome B. strange C. obliging D. dominant
7. What does the writer say is the appeal of the continuous shot?
A. That nobody is managing the events on screen.
B. That it can be used effectively in any setting.
C. That we can see things we wouldn’t otherwise see.
D. That the camera acts as our eyes on the event.
8. In the fifth paragraph, the writer uses the example of the woman falling to show that ______ .
A. YouTube uses a range of sources for its films.
B. it is difficult to replicate real-life comedy.
C. YouTube has funnier films than those at the cinema.
D. it is better when participants are unaware they are being filmed.
9. Why does the writer use questions in the sixth paragraph?
A. To suggest what question cinema review should contain.
B. To illustrate how YouTube reviews have a single focus.
C. To guide the reader about what a review should contain.
D. To show be broad range of views on YouTube.
10. The writer concludes that YouTube is addictive because ______ .
A. it has so many potential viewers.
B. it offers films which have unique qualities.
C. it shows better films than those available commercially.
D. it has become part of the process of making films.
Your answers
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Part 3. Read the passage and do the tasks that follow. (13 pts)
STARS WITHOUT THE STRIPES
Managing cultural diversity is a core component of most master's programs these days. The growth
of Japanese corporations in the sixties and seventies reminded us that there were other models of
business than those taught by Harvard professors and US-based management consultants. And the
cultural limits to the American model have more recently been underlined by developments in
Russia and central Europe over the past decade.
Yet in Britain, we are still more ready to accept the American model of management than most
other European countries. As a result, UK managers often fail to understand how business practices
are fundamentally different on the Continent. One outcome is that many mergers and acquisitions,
strategic alliances, and joint ventures between British and European companies do not achieve their
objectives and end in tears. Alternatively, managers may avoid a merger or joint venture which
makes sense from a hard-nosed strategic point of view because they fear that different working
practices will prevent their goals from being achieved.
Essentially, Anglo-Saxon companies are structured on the principles of project management. In the
eighties, companies were downsized, with tiers of management eliminated. In the nineties,
management fashion embraced the ideas of business process re-engineering, so organizations were
broken down into customer-focused trading units. Sometimes these were established as subsidiary
companies, at other times as profit-and-loss or cost centers.
Over the past ten years, these principles have been applied as vigorously to the UK public sector as
to private-sector corporations. Hospitals, schools, universities, social services departments, as well
as large areas of national government, now operate on project management principles — all with
built-in operational targets, key success factors, and performance-related reward systems.
The underlying objectives for this widespread process of organizational restructuring have been to
increase the transparency of operations, encourage personal accountability to become more efficient
at delivering service to the customer, and directly relate rewards to performance.
The result is a management culture which is entrepreneurially oriented and focused almost entirely
on the short-term, and highly segmented organizational structures — since employee incentives and
rewards are geared to the activities of their own particular unit.
This business model has also required the development of new personal skills. We are now
encouraged to lead, rather than to manage by setting goals and incentive systems for staff. We have
to be cooperative team members rather than work on our own. We have to accept that, in flattened
and decentralized organizations, there are very limited career prospects. We are to be motivated by
target-related rewards rather than a longer-term commitment to our employing organization.
This is in sharp contrast to the model of management that applies elsewhere in Europe. The
principles of business process re-engineering have never been fully accepted in France, Germany,
and the other major economies; while in some Eastern European economies, the attempt to apply
them in the nineties brought the economy virtually to its knees and created huge opportunities for
corrupt middle managers and organized crime. Instead, continental European companies have stuck
to the bureaucratic model which delivered economic growth for them throughout the twentieth
century. European corporations continue to be structured hierarchically, with clearly defined job
descriptions and explicit channels of reporting. Decision-making, although incorporating
consultative processes, remains essentially top-down.
Which of these two models is preferable? Certainly, the downside of the Anglo-American model is
now becoming evident, not least in the long-hours working culture that the application of the
decentralized project management model inevitably generates. Whether in a hospital, a software
start-up, or a factory the breakdown of work processes into project—driven targets leads to over-
optimistic goals and underestimates of the resources needed. The result is that the success of
projects often demands excessively long working hours if the targets are to be achieved.
Further, the success criteria, as calibrated in performance targets, are inevitably arbitrary and the
source of ongoing dispute. Witness the objections of teachers and medics to the performance
measures applied to them by successive governments. This is not surprising. In a factory producing
cars the output of individuals is directly measurable, but what criteria can be used to measure output
and performance in knowledge-based activities such as R&D labs, government offices, and even the
marketing departments of large corporations?
The demands and stresses of operating according to the Anglo-American model seem to be leading
to increasing rates of personnel burnout. it is not surprising that managers queue for early
retirement. In a recent survey, just a fifth said they would work to 65. This could be why labor
market participation rates have declined so dramatically for British 50-year-olds in the past twenty
years.
By contrast, the European management model allows for family-friendly employment policies and
working hours directives to be implemented. lt encourages staff to have a long-term psychological
commitment to their employing organizations. Of course, companies operating on target-focused
project management principles may be committed to family-friendly employment policies in theory.
But, if the business plan has to be finished by the end of the month, the advertising campaign
completed by the end of next week, and patients pushed through the system to achieve measurable
targets, are we really going to let down our ’team’ by clocking out at 5 p.m. and taking our full
entitlement of annual leave? Perhaps this is why we admire the French for their quality of life.
Questions 1-4: Do the following statements agree with the writer’s views in Reading
Passage? Write
YES if the statement agrees with the views of the writer
NO if the state does not agree with the views of the writer
NOT GIVEN if there is no information about this in passage
1. Attempts by British and mainland European firms to work together often fail.
2. Project management principles discourage consideration of long-term issues.
3. There are good opportunities for promotion within segmented companies.
4. The European model gives more freedom of action to junior managers.
Questions 5-10: Complete the summary below. Choose the answers from the box and write the
corresponding words in boxes 5-10 on your answer sheet. There are more choices than spaces,
so you will not need to use all of them.
Adopting the US model in Britain has had negative effects. These include the 5. ___________ hours
spent at work, as small sections of large organizations struggle to 6. ___________ unrealistic short-
term objectives. Nor is there 7. ___________ on how to calculate the productivity of professional,
technical, and clerical staff, who cannot be assessed in the same way as 8. ___________ employees.
In addition, managers within this culture are finding the 9. ___________ of work too great, with
80% reported to be 10. ___________ to carry on working until the normal retirement age.

List of words
argument temperature reach manufacturing increasing
able office pressure negative predict
declining agreement discussion no unwilling
Questions 11-12: Complete the notes below. Choose NO MORE THAN TWO WORDS from
the Reading Passage for each Answer.
11. Working conditions in mainland Europe are in practice more likely to be _____________.
12. UK managers working to tight deadlines probably give up some of their _____________.
Question 13: Choose the correct letter A, B, C, or D. Which of the following statements best
describes the writer’s main purpose in Reading Passage?
A. to argue that Britain should have adopted the Japanese model of management many years ago
B. to criticize Britain’s adoption of the US model, as compared to the European model
C. to propose a completely new model that would be neither American nor European
D. to point out the negative effects of the existing model on the management of hospitals in Britain
Your answers
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13.
Part 4. Read the article about being a film and television drama extra, identify which section A–
D each of the following is mentioned. Write ONE letter A–H in the corresponding numbered
space provided. Each letter may be used more than once. (7 pts)
Gold earrings hung with pearls sank with a Spanish galleon west of Havana, one of the many
wrecked by pirates, storms, and treacherous reefs. These and other artifacts offer a wealth of clues
about the history of Cuba's golden past. A glittering fortune in gold and silver has been recovered
from the sea floor. Treasures including luxuries such as rare wood and exotic feathers were shipped
from the New World to Seville by way of Cuba.
1.
In a typical year, the first of the two annual treasure fleets left Spain in spring and entered the
Caribbean near the island of Margarita, off Venezuela – a source of pearls and a frequent target of
pirates. Here the flotilla usually split in two, following courses that touched much of the Spanish
New World. One convoy stopped at ports along the Spanish Main, as the English called the northern
coast of South America and the Caribbean islands. Colonists, forbidden to manufacture anything,
had to buy even such ordinary items as cutlery, tools, and religious medals from the convoy.
2.
In late summer, the merchant ships and warships sailed to Havana's well-fortified harbour to form
the treasure fleet. Theoretically, the captain-general and his warships defended all the merchantmen
against pirates. In reality, storms frequently scattered the flotilla making individual ships vulnerable.
Pirates chose these loners to attack and loot. But Piet Heyn, to the Spanish a pirate, to the Dutch a
fabled admiral, was not satisfied with picking off the stragglers. He wanted the whole treasure.
3.
Officials in Havana, who feared this legendary figure more than any other foe, kept watch for him,
especially when a treasure fleet was about to sail for Spain. On August 4, 1628, Heyn and his ships
lay off Cuba, not sure whether the treasure fleet's Mexican component (the Dutch called it the silver
fleet) had left for Havana to link up with the rest of the flotilla. Spanish scout vessels spotted the
Dutch and sent swift courier ships to Veracruz to war Juan de Benavides, captain-general of the
treasure fleet. E, unknown to the Spanish, Heyn had captured one of the courier ships. Now aware
that his prey would soon arrive off Cuba, Heyn waited to pounce.
4.
Finally in August, he set sail again. As he neared Matanzas Bay, about 50 miles east of Havana, he
saw more than 30 Dutch warships bearing down on him. I continued my course, resolved to die,'
Benavides bravely wrote in a letter to the king. But another officer later testified that Benavides had
foolishly led the fleet into the bay. In his panic, he grounded his own ship and all that followed.
5.
'I jumped into a boat,' Benavides later recounted, claiming he had arranged in vain for his ship to be
set afire in his absence. Leoz, seeing his ship boarded by the Dutchmen, ran below, changed into the
clothes of an ordinary sailor, and slipped in among the crewmen who already had laid down their
muskets.
6.
That done, Heyn put his men aboard the six looted galleons, along with three others, and sent them
off to the Netherlands in the wake of the nine he had captured earlier, Benavides' flagship, so
jammed with cargo that the cannon ports were obstructed, had 20 guns: Leoz's had 22. Neither had
fired a shot.
7.
The story of Heyn's triumph and Benavides' death is preserved in the General Archives of the Indies
in Seville, Spain. Treasure searchers begin here, sifting through the voluminous record that officials
kept on every flotilla, on every ship and on every cargo. Even though the locations are sometimes
imprecise, the searchers press on, going from document to hunch, from the shelves in Seville to the
waters off Havana.

A Their pursuers rapidly closed in, anchored or grounded their ships, boarded boats manned
with musketeers, and headed for the hapless Spanish ships. The Dutch swarmed aboard Benavides'
ship and the ship of Admiral Don Juan de Leoz, second in command of the flotilla.
B Spain's long reign in the New World is chronicled in archives, tucked away in endless
shelves in the vaulted, echoing halls of a stately 17th-century building. Included in these archival
treasures are intriguing charts and maps from the 16th and 17th centuries, vividly portraying the
harbour of Havana. Here historians and treasure hunters plough through documents that bear
witness to Spain's and Cuba's turbulent marine history.
C The Netherlands hailed Heyn as a hero and cast a commemorative medal from the silver.
Long afterward children sang a song - He has won the Silver Fleet, hurrah, hurrah, hurrah!
Benavides and Leo returned to Spain in disgrace. Leoz was imprisoned for life. Benavides was
tried, not for loss of the treasure fleet but for cowardice, and later executed. Hey did not last long as
a hero. In 1629, while attacking pirates in the English Channel, he was killed by a cannonball.
D Other ships carrying similar cargoes sailed into Cartagena, Colombia, and then west to
Portobelo, Panama, the collecting point for the silver that flowed in from the mines of Peru. One
day, a Dominican friar in Portobelo counted 200 mules laden with silver, which was stacked in the
marketplace like heaps of stones in the street."
E Flushed with a previous success - they had already captured nine ships of the silver fleet -
Heyn and his men seized half a dozen Spanish ships and put the Spaniards ashore, In the days that
followed, the Dutch sailors inventoried and transferred the 'large amount of plunder present,' which
included 46 tons of silver.
F Hundreds of ships sank in Cuban waters, victim of pirates, war, storms, or bad navigation.
These are the ships sought today in the hope of finding the richest prize in the Cuban seas: ships of
the Spanish treasure fleets, the flotillas which carried New World gold, silver, and gems to the royal
court of Spain. The flotillas, first sailed into history in the 16th century when Spain's powerful Casa
de Contraracion (House of Trade) ordered merchant ships to travel in convoy, guarded by armed
warships.
G As a young privateer in Spanish waters, he had been captured and sentenced to be a galley
slave. Feed in a prisoner exchange, he returned to sea and sought vengeance. In 1623 and 1626, as a
Dutch admiral fighting against Spanish America, sacking the Cuban port of Matanzas and capturing
many ships.
H Scion of a wealthy family of shipbuilders, Juan de Benavides was an admiral who had never
fought a sea battle. He got his appointment through influence, not skill. Benavides, shepherding
about 20 ships, had left Veracruz for Havana in July, but was forced back to port because of what he
described as “an emergency” that had dismasted his flagship.
Your answers
1. 2. 3. 4. 5. 6. 7.
Part 5. Read the text and match the questions with the relevant information from the text. (15
pts)
Roland Paoletti
An architect who revolutionized the lives of London’s commuters.
A
Roland Paoletti was the driving force behind the dramatic, award-winning stations on the £3 billion
Jubilee Line Extension (JLE) to the London Underground system, the most ambitious building
programme on the Tube for many decades. An irascible Anglo-Italian, Paoletti possessed the
persuasiveness and tenacity to take on the vested political interests at play in the planning of the 10-
mile Jubilee Line Extension to ensure good design and innovation. Historically, architects employed
on Tube projects had been restricted to ‘fitting out’ the designs of railway and civil engineers with
few or no aesthetic concerns, and whom Paoletti dismissed as visionless ‘trench-diggers. The
Jubilee line would be unique in that for the first time the architects would be responsible for
designing entire underground stations.
B
As the commissioning architect in overall charge, Paoletti’s approach was to let light flood down
into the stations along the line. The project’s centrepiece was the extraordinary huge new station at
Canary Wharf, designed by Norman Foster and Partners to handle up to 40,000 passengers an hour
at peak times. ‘Everybody keeps saying that it’s like a cathedral; complained Paoletti.‘They’re
wrong. It actually is a cathedral: Explaining his approach to designing underground stations, Paoletti
likened the Jubilee line to architectural free-form jazz, the stations responding to their different
contexts as dramatic variations on a theme. Instead of uniformity, Paoletti envisaged variety
achieved in the beauty of raw materials like concrete, and the architectural power of simple, large
spaces for robust and practical stations.
C
He procured the most talented individual architects he could find to design 11 new stations along the
line, creating a unique variety of architectural statement pieces – notably different but all beautiful –
in what had been a largely desolate stretch of urban east London.‘For the price of an underground
ticket; he promised, ‘you will see some of the greatest contributions to engineering and architecture
worldwide’ Paoletti’s sweeping vision did not disappoint. With their swagger and individualism, the
stations have been widely acclaimed as a tour de force in public transport architecture.
D
In pressing for a seamless marriage between architecture and engineering, Paoletti was concerned to
make the stations pleasing to the eye, and the daily grind of commuters using them as uplifting an
experience as possible. The result was generally reckoned to be the finest set of stations since the
classic designs for the Piccadilly line by Charles Holden in the 1930s. In Holden’s day, design
stopped at the top of the escalators leading down to the platforms, a symptom of the Tube’s tradition
of treating architecture and engineering as separate disciplines. From the start, Paoletti promised ‘a
symbiosis of architecture and engineering’ throughout. This is particularly evident at Westminster
station, where Michael Hopkins solved structural difficulties by designing fantastic supporting
structures redolent of science-fiction – what Paoletti called ‘engineering that expresses itself as
architecture… in which people can delight.’
E
He wanted the designs of the JLE stations to have a uniformity of voice, or, as he put it, ‘a
philosophical uniformity’. Paoletti contrasted the drama of MacCormac Jamieson Prichard’s design
for Southwark station with the vast glass drum of Ron Herron’s Canada Water station, intended as a
response to the area’s bleakness, ‘a big, splendid beacon that has transformed the area from a
wasteland almost overnight’ To critics who complained about the expense of these grand designs,
Paoletti pointed out that the same cut-and-cover, box-station design that allowed his architects a free
hand with their various structures also saved London Underground millions in tunnelling costs. ‘In
any case, he noted, ‘you have to decide at the beginning whether you’re going to see an
underground station as a kind of vehicular underpass that happens to have people in it, or whether
it’s a building; a building with some other kind of job to do, like making people comfortable.
In which section of the article are the following mentioned?
1. ______ the previously unattractive nature of the locations of most of the stations
2. ______ a comparison Paoletti made to illustrate his approach to the JLE project
3. ______ the immediate and massive effect that one of the stations had on its surroundings
4. ______ a description that Paoletti considered not to be wholly accurate
5. ______ a fundamental question concerning the function of stations in underground systems
6. ______ an explanation Paoletti gave for why certain comments about the new buildings were
incorrect
7. ______ Paoletti’s desire to unite elements that had previously been seen as wholly different from
each other
8. ______ personal qualities that enabled Paoletti to tackle the JLE project successfully
9. ______ parts of a station architects were not responsible for in the past
10. ______ Paoletti’s opinion of those previously responsible for designing stations

Most people have never heard of it, and they certainly have not eaten it in its original form,
but the Atlantic Ocean menhaden is the most important fish in the ocean. However, it is
disappearing at an alarming rate. The east coast of the United States once teemed with immense
schools, some as many as a mile across, but the devastation of the menhaden stocks over the last
sixty years has led to severe dislocations in the oceans’ ecosystems. The decline of the menhaden
has had particularly disastrous effects on fish species that feed on it, on bird species that use it as a
food source, and on how clean the oceans are.

Menhaden are a small fish belonging to the haddock family, and they are not very palatable
to humans, having a foul, oily taste and consisting of many small bones. Commercial fishing of
menhaden since the end of World War II has primarily been for the production of feed for livestock,
with ground-up fish used to make meal for chickens, pigs, and cows. Companies use spotter planes
to find large schools and direct fishing boats to the location. Catches have declined almost forty
percent since the 1960s and show no sign of leveling off or increasing. Unlike other species that are
protected by government quotas, menhaden are not, most likely because they are not a species
consumed directly by humans. This is unfortunate since the loss of the menhaden spells an eco-
disaster of epic proportions.

Of principal importance are the many species of fish and other animals that feed on
menhaden. They are the main diet for bluefish and striped bass, and both species have shown a
serious decline in numbers. The striped bass was once the prized catch of the Chesapeake Bay
area, but the specimens brought in by rod and reel now are weak sisters compared to the past.
Not only do they lack the bulk of their ancestors, but they are also dying at alarming rates. Fish are
not the only predators of menhaden, as birds also depend on them as a source of nourishment.
Large colonies of osprey all along the eastern seaboard have disappeared in recent years, with the
numbers of nests and birds reduced by fifty percent in some areas over the last ten years. There are
similar statistics for loons in Chesapeake Bay.

The greatest threat from the loss of the menhaden is that the oceans have lost one of their
great natural filterers. Menhaden swim in massive schools with their mouths open, allowing water
to flow through their gills, which serve to absorb oxygen and grab plankton and other detritus from
the water. They act like gigantic vacuum cleaners for the ocean. The cleaner water allows sunlight
to penetrate to greater depths, which stimulates plant life that harbors other fish and shellfish and
produces oxygen for the water. With the decline of the menhaden, this process is in serious
jeopardy. Chemical run-off from farms, lawns, and houses ends up in the oceans, increasing the
nitrogen and phosphorus levels in the water. Algae grow in great numbers in these conditions, block
the sunlight, and deplete oxygen of the water. In addition, the algae sink to the ocean floor and
prevent shellfish and oxygen-producing plants from growing. Entire coastal areas are lifeless, with
the algae’s killing the fish. Menhaden reduce the levels of these chemicals, but now that there are
fewer menhaden, the algae have taken over.

The large companies that process menhaden disagree with the findings of environmental
scientists. Since there is no accurate way to count the amount of menhaden in the oceans, they claim
that the fewer menhaden are a result of a cyclical event and that the stocks will grow again in time.
Yet, much of the menhaden catch consists of smaller fish, often less than one year old. These fish
have not had a chance to mature long enough to become reproductive, and thus the commercial
fishing companies are destroying future menhaden stocks in order to make a profit at the moment.
The largest companies have had to lay off many employees, and many of their vessels sit idle at the
wharf. In the long run, the menhaden will probably rebound once their numbers have reached the
point where catching them is no longer profitable. Hopefully, laws will soon be in place to protect
them from their greatest predator, mankind.

66. According to paragraph 1, the Atlantic Ocean menhaden is ______.

A. eaten only by other fish and not at all by humans

B. not in any immediate danger of disappearing from the ocean

C. eaten by birds and other fish as a part of their diets

D. quite well-known to most people in the United States

67. The word “palatable” in paragraph 2 is closest in meaning to ______.

A. stable B. partial C. disgusting D. edible

68. According to paragraph 2, all of the following are reasons for the decline of the menhaden
stocks EXCEPT ______.

A. People desire directly to consume them as a food fish

B. Improved fishing technology has helped catch more fish

C. Farmers have a strong dependence on fish-fed livestock

D. There is a lack of laws providing government protection

69. It can be inferred from paragraph 2 that humans consume menhaden ______.

A. for the healthy benefits from eating its oily flesh

B. directly from the oceans in their original form

C. only in the eastern coastal areas of the United States

D. as a result of eating livestock raised on menhaden meal

70. Which of the sentences below best expresses the essential information in the bold and
underlined sentence in the passage? Incorrect answer choices change the meaning in important ways
or leave out essential information.

A. In the past the Chesapeake Bay striped bass fishery was more valuable than it is nowadays.

B. The Chesapeake Bay area is prized for the striped bass that can be caught by fishermen there.

C. There are prizes given for the best striped bass caught by sport fishermen in Chesapeake Bay.
D. The striped bass caught by sport fishermen in Chesapeake Bay are not as large as those caught in
the past.

71. The word “predators” in paragraph 3 is closest in meaning to ______.

A. hunters B. stalkers C. watchers D. chasers

72. According to paragraph 4, the main influence on the oceans as a result of declining menhaden
numbers is ______.

A. an overabundance of plankton near the coast

B. increased human dumping of chemicals in the ocean

C. the decline of fish stocks that feed on menhaden

D. an increase in the number of lifeless areas

73. The word “their” in paragraph 5 refers to ______.

A. menhaden stocks B. many employees

C. largest companies D. commercial fishing companies

74. According to paragraph 5, large commercial fishing companies argue that the shrinking
menhaden stocks are the result of ______.

A. a lack of oxygen in the ocean as a result of too much algae

B. environmental factors that are totally beyond their control

C. fishing technology that has developed in recent years

D. a normal cycle that will end some time in the near future

75. In paragraph 5, why does the author mention the fact that commercial fishing companies are
catching smaller and younger fish?

A. To prove that the declining menhaden stocks are not an illusion

B. To explain why they have had to lay off employees and leave boats idle

C. To counter their disagreements with the environmental scientists

D. To show that menhaden stocks are not safe for the future.
Your answers:

66. 67. 68. 69. 70.

71. 72. 73. 74. 75.

Part 3: For questions 76-88, read the passage and do the following tasks. Write your answers in
the corresponding numbered boxes. (13 points)
A. Dr William Masters was reading a book about mosquitoes when inspiration struck. “There was
this anecdote about the great yellow fever epidemic that hit Philadelphia in 1793,” Masters
recalls. “This epidemic decimated the city until the first frost came.” The inclement weather
froze out the insects, allowing Philadelphia to recover.
B. If weather could be the key to a city’s fortunes, Masters thought, then why not to the historical
fortunes of nations? And could frost lie at the heart of one of the most enduring economic
mysteries of all — why are almost all the wealthy, industrialised nations to be found at latitudes
above 40 degrees? After two years of research, he thinks that he has found a piece of the puzzle.
Masters, an agricultural economist from Purdue University in Indiana, and Margaret McMillan
at Tufts University, Boston, show that annual frosts are among the factors that distinguish rich
nations from poor ones. Their study is published this month in the Journal of Economic Growth.
The pair speculates that cold snaps have two main benefits — they freeze pests that would
otherwise destroy crops, and also freeze organisms, such as mosquitoes, that carry disease. The
result is agricultural abundance a big workforce.
C. The academics took two sets of information. The first was average income for countries, the
second climate data from the University of East Anglia. They found a curious tally between the
sets. Countries having five or more frosty days a month are uniformly rich; those with fewer
than five are impoverished. The authors speculate that the five-day figure is important; it could
be the minimum time needed to kill pests in the soil. Masters says: “For example, Finland is a
small country that is growing quickly, but Bolivia is a small country that isn’t growing at all.
Perhaps climate has something to do with that.” In fact, limited frosts bring huge benefits to
farmers. The chills kill insects or render them inactive; cold weather slows the break-up of plant
and animal material in the soil, allowing it to become richer; and frosts ensure a build-up of
moisture in the ground for spring, reducing dependence on seasonal rains. There are exceptions
to the “cold equals rich” argument. There are well-heeled tropical countries such as Hong Kong
and Singapore (both city-states, Masters notes), a result of their superior trading positions.
Likewise, not all European countries axe moneyed - in the former communist colonies,
economic potential was crushed by politics.
D. Masters stresses that climate will never be the overriding factor 一 the wealth of nations is too
complicated to be attributable to just one factor. Climate, he feels, somehow combines with
other factors — such as the presence of institutions, including governments, and access to
trading routes — to determine whether a country will do well. Traditionally, Masters says,
 economists thought that institutions had the biggest effect on the economy, because they
brought order to a country in the form of, for example, laws and property rights. With order, so
the thinking went, came affluence. “But there are some problems that even countries with
institutions have not been able to get around,” he says. “My feeling is that, as countries get
richer, they get better institutions. And the accumulation of wealth and improvement in
governing institutions are both helped by a favourable environment, including climate.”
E. This does not mean, he insists, that tropical countries are beyond economic help and destined to
remain penniless. Instead, richer countries should change the way in which foreign aid is given.
Instead of aid being geared towards improving governance, it should be spent on technology to
improve agriculture and to combat disease. Masters cites one example: “There are regions in
India that have been provided with irrigation - agricultural productivity has gone up and there
has been an improvement in health.” Supplying vaccines against tropical diseases and
developing crop varieties that can grow in the tropics would break the poverty cycle.
F. Other minds have applied themselves to the split between poor and rich nations, citing
anthropological, climatic and zoological reasons for why temperate nations are the most
affluent. In 350BC, Aristotle observed that “those who live in a cold climate… are full of
spirit”. Jared Diamond, from the University of California at Los Angeles, pointed out in his
book Guns, Germs and Steel that Eurasia is broadly aligned east-west, while Africa and the
Americas are aligned north-south. So, in Europe, crops can spread quickly across latitudes
because climates are similar. One of the first domesticated crops, einkorn wheat, spread quickly
from the Middle East into Europe; it took twice as long for corn to spread from Mexico to what
is now the eastern United States. This easy movement along similar latitudes in Eurasia would
also have meant a faster dissemination of other technologies such as the wheel and writing,
Diamond speculates. The region also boasted domesticated livestock, which could provide
meat, wool and motive power in the fields. Blessed with such natural advantages, Eurasia was
bound to take off economically.
G. John Gallup and Jeffrey Sachs, two US economists, have also pointed out striking correlations
between the geographical location of countries and their wealth. They note that tropical
countries between 23.45 degrees north and south of the equator are nearly all poor. In an article
for the Harvard International Review, they concluded that “development surely seems to favour
the temperate-zone economies, especially those in the northern hemisphere, and those that have
managed to avoid both socialism and the ravages of war”. But Masters cautions against
geographical determinism, the idea that tropical countries are beyond hope: “Human health and
agriculture can be made better through scientific and technological research,” he says, “so we
 shouldn’t be writing off these countries. Take Singapore: without air conditioning, it wouldn’t
be rich.
Questions 76-82
The reading passage has seven paragraphs, A-G.
Choose the correct heading for paragraphs A-G from the list below.
List of Headings
i The positive correlation between climate and wealth
ii Other factors besides climate that influence wealth
iii Inspiration from reading a book
iv Other researchers’ results do not rule out exceptional cases
v different attributes between Eurasia and Africa
vi Low temperature benefits people and crops
vii The importance of institution in traditional views.
viii The spread of crops in Europe, Asia and other places
ix The best way to use aid
x confusions and exceptional
76. Paragraph A
77. Paragraph B
78. Paragraph C
79. Paragraph D
80. Paragraph E
81. Paragraph F
82. Paragraph G
Questions 83-88
Complete the following summary of the paragraphs of Reading Passage
Using NO MORE THAN TWO WORDS from the Reading Passage for each answer.
Dr William Master read a book saying that a (n) (83) ______ which struck an American city of
years ago was terminated by a cold frost. And academics found that there is a connection between
climate and country’s wealthy as in the rich but small country of (84) ______; Yet besides excellent
surroundings and climate, one country still need to improve both their (85) ______ to achieve long
prosperity,
Thanks to resembling weather condition across latitude in the continent of (86) ______ crops such
as (87) ______ is bound to spread faster than from South America to the North. Other researchers
also noted that even though geographical factors are important, a tropical country such as (88)
______ still became rich due to scientific advancement.
Your answers:

76. 77. 78. 79.

80. 81. 82.

83.
84.
85.
86.
87.
88.
Part 4: In the passage below, seven paragraphs have been removed. For questions 89-95, read
the passage and choose from paragraphs A-H the one which fits each gap. There is ONE extra
paragraph that you do not need to use. Write the letter A-H in the corresponding numbered boxes
provided. (7 points)
MAKE IT HAPPEN
One person with passion is better than forty people merely interested', the author EM Forster once
said. Some people's passion may be about winning Olympic gold, discovering a cure for cancer or
sailing across the Atlantic single-handed, but passion doesn't always have to involve amazing, earth-
shattering feats or superhuman efforts.

89. ____________________________________________________________________

In 1959 Dr. Robert White, an American personality psychologist, introduced the term 'effectance
motivation', or the urge we all have to engage with our environment to make our influence felt, and
to master tasks in a competent fashion. You can see this if you watch children when they're
transfixed with mastering a game or task. Time flies and they have no sense of anything going on
outside their 'con- centration zone': that's a slice of pure passion and emotion in action!

90. ___________________________________________________________________
Sometimes passion can be ignited by things we don't want to happen as much as by those we do.
Almost every cam- paign for public good, from the abolition of slavery through to women's right to
vote and Live Aid for Africa, started with a spark of passionate rage that grew to a far-reaching
flame. The last of these examples reflecting the growing trend for celebrities fighting for a good
cause.

91. ___________________________________________________________________

The truth is that passion can ebb and flow and when we're tired, depressed or despondent it tends to
be the first thing to disappear. But according to Christine Dunkley, a psychological therapist, we
have a lot of control.

92. ___________________________________________________________________

This is important because being passionate may help us live longer. A study by Professor Thomas
Glass examined the impact of activities we might feel passionate about on longevity. The findings
were dramatic. 'Social engagement was stronger than things like blood pressure, cholesterol, or
other measures of health. So do something for your health. Ask yourself what you feel strongly
about. What would you like to do, change, make, become?

93. ___________________________________________________________________

Every one of us has an interest in something, but it often gets sidelined with the demands of daily
life. We may come to view it as an indulgence, or worry we will be judged for it, particularly if the
thing we love isn't something we're particularly good at. But passion doesn't necessarily mean being
great at something. And what if you don't know where your passion lies?

94. ___________________________________________________________________

Whatever you settle on, the main thing is to find something. Reawaken your passionate side and
appreciate the passion in others. You'll find life becomes more fulfilling and colourful.

95. ___________________________________________________________________
Paragraphs
A. In fact, if you're not feeling passionate, there is evidence that acting as if you are can help! If you
jump, throw a fist in the air and shout "Yes!", a feedback loop in your brain will interpret this
behaviour as passionate and you'll get a surge of adrenaline,' she explains. 'People who are under-
emotive can increase their pleasurable hormonal responses by behaving enthusiastically.'

B. If you are not sure exactly what you want to explore, try tasters in subjects you're interested in
first. Get a book about it, talk to someone who's done it, find a one-day workshop. Perhaps your
passion could simply be trying new things?

C. Passion can be as simple as teaching children to play football or getting up early in the morning
to photograph a beautiful sunrise. It's not about doing something because you think you should or
because it will make you money - it's about doing something you love as well as you can, purely for
the love of it.

D. Whether this particular example of passion is misplaced or not is another matter. It's about
people standing up for something they really believed in. It was their 'cause', even though few
people agreed with their ideals. They were prepared to fight for what they wanted and risked
everything in the process.

E. It's fairly easy to identify passionate people in the public eye most people at the top of their
profession have needed a hefty amount to get them there. But there's a difference between pure
passion and cold, calculating ruthlessness. True passion usually involves a positive gain directed
outside ourselves - towards other people or nature. But what if you're struggling to muster
enthusiasm for daily life, let alone to feel passionate about anything?

F. We may not be able to live every minute of every day passionately that would probably be
exhausting! But with a bit of thought and imagination, passion is something we can enjoy
experiencing at least a little of every day.

G. According to international coach Anthony Robbins we each need to find the emotional force that
drives us. 'The most important decision we make in life', says Robbins, is to focus on something that
will get us inspired, excited, something that will move us, something that will ignite a spark.'

H. Consider what you are doing when time seems to fly. What did you love as a child or teenager?
Consider anything you've felt 'naturally' drawn towards. What activity never seems like work and
always boosts your energy?
 Your answers:
89. 90. 91. 92. 93. 94. 95.

Part 5: The passage below consists of six paragraphs marked A, B, C, D, E, F. For questions 96-
105, read the passage do the task that follows. Write the letter A, B, C, D, E, F in the
corresponding numbered boxes provided. (15 points)
PARENTAL FAVOURITISM
A. The American science writer Jeffery Kluger has just published a book in which he argues that,
whether we admit it or not, parental favouritism is hard-wired into the human psyche. ‘It is my
belief that 95% of the parents in the world have a favourite child, and the other 5% are lying,’ he
declares in The Sibling Effect: What the Bonds Among Brothers and Sisters Reveal About Us. That
particular figure may be guesswork, but there is plenty of evidence that would seem to back him up.
Kluger cites a Californian study of 384 families, who were visited three times a year and videotaped
as they ‘worked through conflicts’. The study found that 65% of mothers and 70% of fathers
exhibited a preference for one child. And those numbers are almost certainly under-representative,
since people behave less naturally when they are being watched.
B. Every couple of years, in fact, a new report comes out purporting to lift the lid on parental
favouritism. Most often – though by no means always – older siblings seem to come out on top. In
2009 two British professors, David Lawson and Ruth Mace, published a study of 14,000 families in
the Bristol area. They found that each successive sibling received ‘markedly’ less care and attention
from their parents than their predecessors. Older siblings were even fed better, as a result of which
they were likely to be up to three centimetres taller than their younger siblings. They also had higher
IQs, probably because they had the benefit of their parents’ undivided attention for the first part of
their lives.
C. Anthropologists and evolutionary psychologists argue that there is a sound logic to this. A firstborn
automatically absorbs a huge amount of parental time and energy; and once you’ve invested that
much in one child, you might as well keep going – if only to protect the investment. However, a
survey of 1,803 British parents with two children claimed to show that younger siblings were given
preferential treatment 59% of the time. Parents were more likely to side with a younger child in an
argument, lavish them with affection and let them have their own way.
D. It’s at this point, I must admit, that I start to feel a bit impatient with the experts. A science that can
absorb so many contradictory variables hardly seems like science at all. And if, as the experts all
 seem to agree, favouritism is so common as to be almost universal, doesn’t that make it just – well,
normal? Undoubtedly there are families where favouritism is blatant and sustained enough to be
seriously destructive. But in most cases, surely, it does not merit such pathologising.
E. When I solicited confessions of favouritism from my fellow parents, I had no luck at all. Lots of
people admitted to treating their children differently at different times, according to their needs (and
how annoying they’re being). But not one felt this reflected any fundamental preference. It is simply
part of the warp and weft of family life. The truth is that favouritism is an awfully blunt word for
such a complicated subject. How we treat our children is affected by any number of shifting,
interlacing factors: birth order, gender, changes in circumstances, our own childhood experiences.
Then, too, some characters just hit it off better than others.
F. ‘I think most of US have short-term favourites, depending on who’s going through a “phase’’,’ says
Suzanne, a mother of four. ‘You can feel immense affection for one child on a Tuesday who then
drives you to distraction on Wednesday. But the underlying love is just as intense for all of them. I
think long-term favouritism is bookselling nonsense in the majority of cases.’ In an anonymous
online survey for the website Mumsnet, 16% of mothers admitted to having a favourite child. That’s
quite a lot – it’s a big deal to admit to such parental malpractice, if only to yourself – but it hardly
amounts to the psychological pandemic of Kluger’s imaginings. On the other hand, things do tend to
look different from a child’s perspective. Even in the happiest families, siblings instinctively
compete for their parents’ love. Scrupulous emotional accountants, they are constantly totting up
incidents of perceived unfairness. So it makes sense for parents, too, to keep a watchful eye on their
own behaviour.
In which section are the following mentioned?

96. a general pattern that emerges from the majority of investigations into favouritism

97. the need for parents to be conscious of the way they treat each of their children

98. a theory as to why a certain child may be the subject of favouritism

99. the extent to which children focus on their parents’ attitude towards them

100. a feeling that the study of favouritism may not be worthwhile

101. evidence of parents’ greater tolerance for a certain child

102. the large variety of reasons affecting parents’ attitudes towards their children

103. a factor that could affect the reliability of research into favouritism

104. distrust of what some parents say about favouritism in research

105. how difficult it is for parents to acknowledge favouritism

 MEASURES TO COMBAT INFECTIOUS DISEASE IN TSARIST RUSSIA
A. In the second half of the seventeenth century, Russian authorities began implementing controls
at the borders of their empire to prevent the importation of plague, a highly infectious and
dangerous disease. Information on disease outbreaks occurring abroad was regularly reported to
the tsar’s court through various means, including commercial channels (traveling merchants),
military personnel deployed abroad, undercover agents, the network of Imperial Foreign Office
embassies and representations abroad, and the customs offices. For instance, the heads of
customs offices were instructed to question foreigners entering Russia about possible epidemics
of dangerous diseases in their respective countries.

B. If news of an outbreak came from abroad, relations with the affected country were suspended.
For instance, foreign vessels were not allowed to dock in Russian ports if there was credible
information about the existence of epidemics in countries from whence they had departed. In
addition, all foreigners entering Russia from those countries had to undergo quarantine. In 1665,
after receiving news about a plague epidemic in England, Tsar Alexei wrote a letter to King
Charles II in which he announced the cessation of Russian trade relations with England and
other foreign states. These protective measures appeared to have been effective, as the country
did not record any cases of plague during that year and in the next three decades. It was not until
1692 that another plague outbreak was recorded in the Russian province of Astrakhan. This
epidemic continued for five months and killed 10,383 people, or about 65 percent of the city’s
population. By the end of the seventeenth century, preventative measures had been widely
introduced in Russia, including the isolation of persons ill with plague, the imposition of
quarantines, and the distribution of explanatory public health notices about plague outbreaks.

C. During the eighteenth century, although none of the occurrences was of the same scale as in the
past, plague appeared in Russia several times. For instance, from 1703 to 1705, a plague
outbreak that had ravaged Istanbul spread to the Podolsk and Kiev provinces in Russia, and then
to Poland and Hungary. After defeating the Swedes in the battle of Poltava in 1709, Tsar Peter I
(Peter the Great) dispatched part of his army to Poland, where plague had been raging for two
years. Despite preventive measures, the disease spread among the Russian troops. In 1710, the
plague reached Riga (then part of Sweden, now the capital of Latvia), where it was active until
1711 and claimed 60,000 lives. During this period, the Russians besieged Riga and, after the
Swedes had surrendered the city in 1710, the Russian army lost 9.800 soldiers to the plague.
Russian military chronicles of the time note that more soldiers died of the disease after the
capture of Riga than from enemy fire during the siege of that city.
D. Tsar Peter I imposed strict measures to prevent the spread of plague during these conflicts.
Soldiers suspected of being infected were isolated and taken to areas far from military camps. In
addition, camps were designed to separate divisions, detachments, and smaller units of soldiers.
When plague reached Narva (located in present-day Estonia) and threatened to spread to St.
Petersburg, the newly built capital of Russia, Tsar Peter I ordered the army to cordon off the
entire boundary along the Luga River, including temporarily halting all activity on the river. In
order to prevent the movement of people and goods from Narva to St Petersburg and Novgorod,
roadblocks and checkpoints were set up on all roads. The tsar’s orders were rigorously enforced,
and those who disobeyed were hung.

E. However, although the Russian authorities applied such methods to contain the spread of the
disease and limit the number of victims, all of the measures had a provisional character: they
were intended to respond to a specific outbreak, and were not designed as a coherent set of
measures to be implemented systematically at the first sign of plague. The advent of such a
standard response system came a few years later.

F. The first attempts to organize procedures and carry out proactive steps to control plague date to
the aftermath of the 1727- 1728 epidemic in Astrakhan. In response to this, the Russian imperial
authorities issued several decrees aimed at controlling the future spread of plague. Among these
decrees, the ‘Instructions for Governors and Heads of Townships’ required that all governors
immediately inform the Senate - a government body created by Tsar Peter I in 1711 to advise the
monarch - if plague cases were detected in their respective provinces. Furthermore, the decree
required that governors ensure the physical examination of all persons suspected of carrying the
disease and their subsequent isolation. In addition, it was ordered that sites where plague victims
were found had to be encircled by checkpoints and isolated for the duration of the outbreak.
These checkpoints were to remain operational for at least six weeks. The houses of infected
persons were to be burned along with all of the personal property they contained, including farm
animals and cattle. The governors were instructed to inform the neighboring provinces and cities
about every plague case occurring on their territories. Finally, letters brought by couriers were
heated above a fire before being copied.

G. The implementation by the authorities of these combined measures demonstrates their intuitive
understanding of the importance of the timely isolation of infected people to limit the spread of
plague.

For question 66-71, choose the correct heading for sections A-F from the list of headings below.
List of Headings
i Outbreaks of plague as a result of military campaigns.
ii Systematic intelligence-gathering about external cases of plague.
iii Early forms of treatment for plague victims.
iv The general limitations of early Russian anti-plague measures.
v Partly successful bans against foreign states affected by plague.
vi Hostile reactions from foreign states to Russian anti-plague measures.
vii Various measures to limit outbreaks of plague associated with war.
viiiThe formulation and publication of preventive strategies.

66. Paragraph A
67. Paragraph B
68. Paragraph C
69. Paragraph D
70. Paragraph E
71. Paragraph F
For questions 72 – 73, choose TWO letters, A-E.
Which TWO measures did Russia take in the seventeenth century to avoid plague outbreaks?
A Cooperation with foreign leaders
B Spying
C Military campaigns
D Restrictions on access to its ports
E Expulsion of foreigners
For question 74 – 75, choose TWO letters, A-E.
Which TWO statements are made about Russia in the early eighteenth century?
A Plague outbreaks were consistently smaller than before.
B Military casualties at Riga exceeded the number of plague victims.
C The design of military camps allowed plague to spread quickly.
D The tsar’s plan to protect St Petersburg from plague was not strictly implemented.
E Anti-plague measures were generally reactive rather than strategic.
Your answers:
66. 67. 68. 69. 70. 71. 72. 73. 74. 75.
For question 76 – 78, complete the sentences below. Choose ONE WORD ONLY from the passage
for each answer.
An outbreak of plague in 76 _____ prompted the publication of a coherent preventative strategy.
Provincial governors were ordered to burn the 77 _____ and possessions of plague victims.
Correspondence was held over a 78 _____ prior to copying it.
For questions 73-78, read the following sentences and fill in each blank with NO MORE THAN
THREE WORDS taken from the passage. Write your answers in the corresponding numbered
boxes provided.
Your answers:
76. 77. 78.
PART 3. In the passage below, seven paragraphs have been removed. For questions 79-85,
read the passage and choose from paragraphs A-H the one which fits each gap.
There is ONE extra paragraph which you do not need to use. Write your answers in
the corresponding numbered boxes provided.
THE PLAY
Briony Tallis was one of those children possessed by a desire to have the world just so. Whereas her
big sister's room was a stew of unclosed books, unfolded clothes and unmade bed, Briony's was a
shrine to her controlling demon: the model farm spread across a deep window ledge consisted of the
usual animals, but all facing one way- towards their owner- as if about to break into song, and even
the farmyard hens were neatly corralled. In fact, Briony's was the only tidy upstairs room in the
house.

79.
Another was a passion for secrets: in a prized varnished cabinet, a secret drawer was opened by
pushing against the grain of a cleverly turned dovetail joint, and here she kept a locked diary, and a
notebook written in a code of her own invention. An old tin box hidden under a removable
floorboard beneath her bed contained treasures that dated back four years to her ninth birthday. But
all this could not conceal from Briony the simple truth: she had no secrets.

80.
The unfortunate truth was that nothing in her life was sufficiently _ If this was supposed to be a
joke, Briony ignored it. She was on course now, and had found satisfaction on other levels; writing
stories not only involved secrecy, it also gave her all the pleasures of miniaturization. interesting or
shameful to merit hiding. None of this was particularly an affliction; or rather, it appeared so only in
retrospect, once a solution had been found. At the age of eleven she wrote her first story- a foolish
affair, imitative of half a dozen folk tales and lacking, she realized later, that vital knowingness
about the ways of the world that compels a reader's respect.

81.
Even writing out the she saids, the and thens, made her wince, and she felt foolish, appearing to
know about the emotions of an imaginary being. Self exposure was inevitable the moment she
described a character's weakness; the reader was bound to speculate that she was describing herself.

82.
Her efforts received encouragement. In fact, the Tallises soon realized that the baby of the family
possessed a strange mind and a facility with words. The long afternoons she spent browsing through
dictionaries and thesaurus made for constructions that were inept, but hauntingly so. Briony was
encouraged to read her stories aloud in the library and it surprised her parents and older sister to
hear their quiet girl perform so boldly, unapologetically demanding her family's total attention as
she cast her narrative spell. Even without their praise and obvious pleasure, Briony could not have
been held back from her writing.

83.
If this was supposed to be a joke, Briony ignored it. She was on course now, and had found
satisfaction on other levels; writing stories not only involved secrecy, it also gave her all the
pleasures of miniaturization.

84.
Her passion for tidiness was also satisfied, for the unruly aspects of our existence could be made
just so. A crisis in a heroine's life could be made to coincide with hailstones and thunder, whereas
nuptials were generally blessed with good light and soft breezes. A love of order also shaped the
principles of justice, with death and marriage the main engines of housekeeping, the former being
set aside exclusively for the morally dUbious, the latter a reward withheld until the final page.

The Trials of Arabella, the play Briony wrote for her brother's homecoming, was her first excursion
into drama. She had found the transition quite effortless. It was a relief not to be writing out the she
saids, or describing the weather or the onset of spring or her heroine's face- beauty, she had
discovered, occupied a narrow band.

85.
The play may have been a melodrama, but its author had yet to hear the term. The innocent intensity
with which Briony set about the project made her particularly vulnerable to failure. She could easily
have welcomed her brother with another of her stories, but it was the news that her cousins were
coming to stay that had prompted this leap into a new form.

Missing paragraphs:
A. An entire world could be created in five pages, and one that was more pleasing than a model
farm. The childhood of a spoiled prince could be framed within half a page, a moonlit dash
through sleepy villages was one rhythmically emphatic sentence, falling in love could be
achieved in a single word- a glance. The pages of a recently finished story seemed to vibrate in
her hand with all the life they contained.

B. Aroom near Briony's had been dusted down, new curtains had been hung and furniture carried in
from other rooms. Normally, she would have been involved in these preparations, but they
coincided with her two-day writing bout.

C. Only when a story was finished, all fates resolved and the whole matter sealed off at both ends
so it resembled, at least in this one respect, every other finished story in the world, could she feel
immune, and ready to bind the chapters with string, paint or draw the cover, and take the
finished work to show to her mother or her father.

D. In any case, she was discovering, as had many writers before her, that not all recognition is
helpful. Cecilia's enthusiasm, for example, seemed a little overstated, tainted with condescension
perhaps, and intrusive too; her big sister wanted each bound story cataloged and placed on the
library shelves, between Rabindranath Tagore and Quintus Tertullian.

E. What was unpleasant and distasteful, on the other hand, had infinite variation. A universe
reduced to what was said in it was tidiness indeed, almost to the point of nullity, and to
compensate, every utterance was delivered at the extremity of some feeling or other, in the
service of which the exclamation mark was indispensable.

F. But this early attempt showed her that the imagination itself was a source of secrets: while she
was writing a story, no one could be told. Pretending in words was too tentative, too vulnerable,
too embarrassing to let anyone know.

G. Her straight-backed dolls in their many-roomed mansion appeared to be under strict instructions
not to touch the walls; the various thumb-sized figures to be found standing about her dressing
table suggested by their even ranks and spacing a citizen's army awaiting orders. This taste for
the miniature was just one aspect of an orderly spirit.

H. Her wish for a harmonious, organized world denied her the reckless possibilities of wrongdoing.
Mayhem and destruction were too chaotic for her tastes, and she did not have it in her to be
cruel. Her effective status as an only child, as well as the relative isolation of the Tallis house,
kept her, at least during the long summer holidays, from girlish intrigues with friends.
PART 4. For questions 86-95, read a passage and choose the answer A, B, C, or D which fits
best according to the text. Write your answers in the corresponding numbered boxes
provided.
Medieval Europe abounded in castles. Germany alone had ten thousand and more, most of them
now vanished; all that a summer journey in the Rhineland and the southwest now can show are a
handful of ruins and a few nineteenth-century restorations. Nevertheless, anyone journeying from
Spain to the Dvina, from Calabria to Wales, will find castles rearing up again and again to dominate
the open landscape. There they still stand, in desolate and uninhabited districts where the only
visible forms of life are herdsmen and their flocks, with hawks circling the battlements, far from the
traffic and comfortably distant even from the nearest small town: these were the strongholds of the
European aristocracy.

The weight of aristocratic dominance was felt in Europe until well after the French Revolution;
political and social structure, the Church, the general tenor of thought and feeling were all
influenced by it. Over the centuries, consciously or unconsciously, the other classes of this older
European society—the clergy, the bourgeoisie and the “common people”—adopted many of the
outward characteristics of the aristocracy, who became their model, their standard, their ideal.
Aristocratic values and ambitions were adopted alongside aristocratic manners and fashions of
dress. Yet the aristocracy were the object of much contentious criticism and complaint; from the
thirteenth century onwards their military value and their political importance were both called in
question. Nevertheless, their opponents continued to be their principal imitators.

In the eleventh and twelfth centuries, the reforming Papacy and its clerical supporters, although
opposed to the excessively aristocratic control of the Church (as is shown by the Investiture
Contest), nevertheless themselves first adopted and then strengthened the forms of this control.
Noblemen who became bishops or who founded new Orders helped to implant aristocratic
principles and forms of government deep within the structure and spiritual life of the Church. Again,
in the twelfth and thirteenth centuries, the urban bourgeoisie, made prosperous and even rich by
trade and industry, were rising to political power as the servants and legal protégés of monarchy.
These “patricians” were critical of the aristocracy and hostile towards it. Yet they also imitated the
aristocracy and tried to gain admittance to the closed circle and to achieve equality of status.

Even the unarmed peasantry, who usually had to suffer more from the unrelieved weight of
aristocratic dominance, long remained tenaciously loyal to their lords, held to their allegiance by
that combination of love and fear, amor et timor, which was so characteristic of the medieval
relationship between lord and servant, between God and man. The castles and strongholds of the
aristocracy remind us of the reality of their power and superiority. Through the long warring
centuries when men went defenseless and insecure, the “house,” the lord’s fortified dwelling,
promised protection, security, and peace to all whom it sheltered.

From the ninth to the eleventh centuries, if not later, Europe was in many ways all too open. Attack
came from the sea, in the Mediterranean from Saracens and Vikings, the latter usually in their swift,
dragon-prowed, easily maneuvered longboats, manned by some sixteen pairs of oarsmen and with a
full complement of perhaps sixty men. There were periods when the British Isles and the French
coasts were being raided every year by Vikings and in the heart of the continent marauding Magyar
armies met invading bands of Saracens. The name of Pontresina, near St. Moritz in Switzerland, is a
memento of the stormy tenth century; it means pons Saracenorum, the “fortified Saracen bridge,”
the place where plundering expeditions halted on their way up from the Mediterranean. It was
recognized in theory that the Church and the monarchy were the principal powers and that they were
bound by the nature of their office to ensure peace and security and to do justice; but at this period
they were too weak, too torn by internal conflicts to fulfill their obligations. Thus more and more
power passed into the hands of warriors invested by the monarchy and the Church with lands and
rights of jurisdiction, who in return undertook to support their overlords and to protect the unarmed
peasantry.

Their first concern, however, was self-protection. It is almost impossible for us to realize how
primitive the great majority of these early medieval “castles” really were. Until about 1150 the
fortified houses of the Anglo-Norman nobility were simple dwellings surrounded by a mound of
earth and a wooden stockade. These were the motte and bailey castles: the motte was the mound and
its stockade, the bailey an open court lying below and also stockaded. Both were protected, where
possible, by yet another ditch filled with water, the moat. In the middle of the motte there was a
wooden tower, the keep or donjon, which only became a genuine stronghold at a later date and in
places where stone was readily available. The stone castles of the French and German nobility
usually had only a single communal room in which all activities took place. In such straitened
surroundings, where warmth, light and comfort were lacking, there was no way of creating an air of
privacy. It is easy enough to understand why the life of the landed nobility was often so
unrestrained, so filled with harshness, cruelty and brutality, even in later, more “chivalrous” periods.
The barons’ daily life was bare and uneventful, punctuated by war, hunting (a rehearsal for war),
and feasting. Boys were trained to fight from the age of seven or eight, and their education in arms
continued until they were twenty-one, although in some cases they started to fight as early as fifteen.
The peasants of the surrounding countryside, bound to their lords by a great variety of ties,
produced the sparse fare which was all that the undeveloped agriculture of the early medieval period
could sustain. Hunting was a constant necessity, to make up for the lack of butcher’s meat, and in
England and Germany in the eleventh and twelfth centuries even the kings had to progress from one
crown estate to another, from one bishop’s palace to the next, to maintain themselves and their
retinue.

86. According to the passage, class conflict in the Middle Ages was kept in check by
A. the fact that most people belonged to the same class
B. tyrannical suppressions of rebellions by powerful monarchs
C. the fact that all other classes admired and attempted to emulate the aristocracy
D. the fear that a relatively minor conflict would lead to a general revolution
87. According to the author, the urban bourgeoisie was hostile to the aristocracy because
A. the bourgeoisie was prevented by the aristocracy from seeking an alliance with the kings
B. the bourgeoisie saw the aristocracy as their rivals
C. the aristocrats often deliberately antagonized the bourgeoisie
D. the bourgeoisie felt that the aristocracy was immoral
88. According to the passage, castles were originally built
A. as status symbols
B. as strongholds against invaders
C. as luxurious chateaux
D. as recreation centers for the townspeople
89. One of the groups that invaded central Europe during the Middle Ages from the ninth century on
was the
A. Magyars
B. Franks
C. Celts
D. Welsh
90. It can be seen from the passage that the aristocracy was originally
A. the great landowners
B. the king’s warriors
C. merchants who became wealthy
D. slaves who had rebelled
91. The reform popes eventually produced an aristocratic church because
A. they depended on the aristocracy for money
B. they themselves were more interested in money than in religion
C. many aristocrats entered the structure of the church and impressed their values on it
 D. the aristocrats were far more religious than other segments of the population
92. According to the passage, hunting served the dual purpose of
A. preparing for war and engaging in sport
B. preparing for war and getting meat
C. learning how to ride and learning how to shoot
D. getting furs and ridding the land of excess animals
93. The phrase amor et timor in line 54 is used to describe
A. the rivalry between the bourgeoisie and the aristocracy
B. the Church’s view of man and his relationship to God
C. the peasant's loyalty to the aristocracy
D. the adaptation of aristocratic manners and dress
94. The passage indicates that protection of the peasantry was implemented by
A. the king’s warriors
B. the Magyar mercenaries
C. the replacement of wood towers by stone donjons
D. the princes of the Church
95. According to the passage, the effectiveness of the Church and king was diminished by
A. the ambition of the military
B. conflicts and weaknesses within the Church and Royal house
C. economic instability
D. the inherent flaws of feudalism
Your answers:
86. 87. 88. 89. 90. 91. 92. 93. 94. 95.
PART 5. The passage below consists of seven paragraphs marked A-G. For questions 96-105,
read the passage and do the task that follows. Write your answers in the
corresponding numbered boxes provided.
THINKING OF STUDYING HISTORY?
We asked four graduates to talk about directions they have followed
A. On graduating, I challenged conventional notions that teaching is the only feasible option open
to history graduates and chose to become an art crime investigator with the police. The job
involves conscientious research on my part to track down works of art stolen from sites,
museums and churches, which are particularly vulnerable and cannot always safeguard their
treasures. The loot is smuggled abroad with the sole intent of being sold to the highest bidder. A
collection of sculptures, once constituting a single entity, may be shamefully fragmented and just
 scattered across the world, so art crime squads in different countries constantly exchange
information on illicit trafficking. A recent case of mine involved the repatriation of three
paintings taken from an Italian church. Seized during a raid on a London hotel where dealers in
illicit antiquities were meeting, these paintings were returned to their rightful owners. In my
experience, I'd estimate some of the priceless art in museums may have been acquired under
dubious circumstances, and some could actually be forgeries! Retrieving stolen art is a long,
drawn-out process. This is painstaking and not always rewarding, so I'm under no illusions about
happy endings. In the worst-case scenario, thieves try to destroy the evidence before we can
confiscate it, often causing irreversible damage. Sometimes, sadly, pieces are lost forever.

B. Studying for a history degree taught me to gather, assess and collate information — skills which
are invaluable in many walks of life. And having been fascinated by programmes on the History
Channel, I made what seemed like a natural choice and became a television research assistant.
Creating a historical series requires meticulous study, and that's where I come in. Above all, it's
essential that I examine and verify the factual background on costumes, furniture and jewellery. I
also skim through images to provide inspiration for the scenery and props. Researchers conflict
original ideas to expand on the life of a character such as Thomas Cromwell in WolfHall or
Queen Victoria. I'm not an authority on any particular period, but I do a lot of reading. My work
requires a high degree of accuracy and I pay strict attention to detail to avoid glaring errors - like
double parking lines in a 19th-century village! Historians have discredited certain series for
"fudging" the facts, yet they do spark an interest in history, even if they stray into the realm of
fiction on the odd occasion' Period dramas like Vikings are in many respects deemed historically
accurate. The Viking hairstyles and clothing are as authentic as possible -- inspired by mediaeval
manuscript.

C. There's an acute shortage of people choosing to study history. I think this is probably the result
of the misguided assumptions that it leads nowhere career-wise. Nothing could be further from
the truth, though. History develops your competence to research and present information
coherently in a range of formats, from brochures and guidebooks to informative films. Such
skills can pave the way for many careers, including mine. As a heritage manager, I am
responsible for developing interest in ancient monuments and historic buildings, such as
Highclere Castle, which is a prime example of 19th century architectural style. One important
task of mine is to market the building with events and tours to increase visitor numbers. All our
activities have to be profitable to support the building's conservation. Another aspect of the job
is to do research and provide information for a reference book or an official history of the site.
 It's astounding how misinformed many people are, often having learned their history from highly
inaccurate sources like Hollywood films.

D. People often confuse the work of a historian with that of an archaeologist. First and foremost, a
historian's work involves investigating and analysing data in written form — from stone
engravings to books and letters — in order to validate information alleged to be facts. As an
archaeologist, I try to understand the legacy of the ancient world by excavating physical relics,
such as coins or statues. Despite what is often assumed, much of my work is done not on site,
but in a lab, where we determine the age of artefacts and their place of origin, using scientific
techniques like carbon dating. At a dig, we use cameras, 7 tablets and laser scanners to digitally
record the site and every find. Another intrinsic part of my work is to catalogue every item
carefully in order to comply with local laws. It may sound tedious, but sometimes it is actually a
welcome relief from digging. Archaeology and history have a reciprocal relationship. While I try
to make a valid case about the culture of a preceding civilization, I rely on a historian to verify
my hypothesis or prove it untenable by using a vast array of written evidence. But conversely,
for example, when the lost remains of England's King Richard Ill were unearthed, it would have
been impossible to confirm they were indeed his without the methods we archaeologists utilize,
even though his reign was fully documented.

Which person …
96. expresses gratitude for aspects of work that nurture their innovative ideas?
97. censures the reckless manner in which antiquities are sometimes handled?
98. clarifies a misconception about the nature of their work?
99. confesses unpleasant aspects they sometimes stumble in their work?
100. explains that finding flaws is a feature of their work?
101. underscores the practical need to appeal to the general public?
102. explains the role of myriad devices in their work?
103. questions the authenticity of certain artefacts?
104. comments on the scarcity of graduates in their field?
105. mentions the need to follow existing regulations?
Conquest by Patent
Patents are a form of intellectual property rights often touted as a means to give ‘incentive and
reward’ to inventors. But they’re also a cause for massive protests by farmers, numerous lawsuits by
transnational corporations and indigenous peoples, and countless rallies and declarations by
members of civil society. It is impossible to understand why they can have all these effects unless
you first recognize that patents are about the control of technology and the protection of competitive
advantage.
Lessons from history
In the 1760s, the Englishman Richard Arkwright invented the water-powered spinning frame, a
machine destined to bring cotton-spinning out of the home and into the factory. It was an invention
which made Britain a world-class power in the manufacture of cloth. To protect its competitive
advantage and ensure the market for manufactured cloth in British colonies, Parliament
enacted a series of restrictive measures including the prohibition of the export of Arkwright
machinery or the emigration of any workers who had worked in factories using it. From 1774
on, those caught sending Arkwright machines or workers abroad from England were subject to fines
and 12 years in jail.
In 1790, Samuel Slater, who had worked for years in the Arkwright mills, left England for the New
World disguised as a farmer. He thereby enabled the production of commercial-grade cotton cloth in
the New World and put the US firmly on the road to the Industrial Revolution and economic
independence. Slater was highly rewarded for his achievement. He is still deemed the ‘father of
American manufacturing’. To the English, however, he was an intellectual property thief.
Interestingly, patent protection was a part of US law at the time of Slater’s deed. But that protection
would only extend to US innovations. It is worth remembering that until the 1970s it was
understood, even accepted that countries only enforced those patent protections that served their
national interest. When the young United States pirated the intellectual property of Europe - and
Slater wasn’t the only infringer - people in the US saw the theft as a justifiable response to
England’s refusal to transfer its technology.
By the early 1970s, the situation had changed. US industry demanded greater protection for its idea-
based products - such as computers and biotechnology - for which it still held the worldwide lead.
Intellectual property rights held the key. And so, together with its like-minded industrial allies, the
US pushed for the inclusion of intellectual property clauses, including standards for patents, in
international trade agreements.
When US business groups explained the “need” for patents and trademarks in trade agreements,
they alleged $40-60 billion losses due to intellectual property piracy; they blamed the losses on
Third World pirates; they discussed how piracy undermined the incentive to invest; and they
claimed that the quality of pirated products was lower than the real thing and was costing lives.
The opposition pointed out that many of the products made in the industrial world, almost all its
food crops and a high percentage of its medicines had originated in plant and animal germplasm
taken from the developing world. First, knowledge of the material and how to use it was stolen, and
later the material itself was taken. For all this, they said, barely a cent of royalties had been paid.
Such unacknowledged and uncompensated appropriation they named “biopiracy”; and they
reasoned that trade agreement patent rules were likely to facilitate more theft of their genetic
materials. Their claim that materials ‘collected’; in the developing world were stolen, elicited a
counter-claim that these were ‘natural’ or ‘raw’ materials and therefore did not qualify for patents.
This in turn induced a counter-explanation that such materials were not ‘raw’ but rather the result of
millennia of study, selection, protection, conservation, development and refinement by communities
of Majority World and indigenous peoples.
Others pointed out that trade agreements which forced the adoption of unsuitable notions of
property and creativity - not to mention an intolerable commercial relationship to nature - were not
only insulting but also exceedingly costly. To a developing world whose creations might not qualify
for patents and royalties, there was first of all the cost of unrealized profit. Secondly, there was the
cost of added expense for goods from the industrialized world. For most of the people on the planet,
the whole patenting process would lead to greater and greater indebtness; for them, the trade
agreements would amount to “conquest by patents” – no matter what the purported commercial
benefits.
(Source: How to prepare for TOEFL iBT)
1. According to paragraph 1, what is the real reason for patents to exist?
A. protests B. lawsuits C. prizes D. control
2. Which of the sentences below best expresses the information in the highlighted statement in the
passage?
A. Among the laws to protect Britain from competition in the textile industry was a ban on
exporting Arkwright equipment and on emigration of former employees.
B. Former employees of Arkwright could not leave the country because they might provide
information about the company to competing factories.
C. The reason that Britain passed laws to prevent emigration was to keep employees in the textile
mills from leaving their jobs to work in other countries.
D. Parliament passed laws to ensure that the price of textiles was kept in high in spite of competition
from the former British colonies who were exporting cloth.
3. In paragraph 3, how does the author explain the concept of technological transfer?
A. By recounting how Samuel Slater, an American farmer established a successful textile mill in
Great Britain.
B. By describing how Samuel Slater used workers from Britain to develop the textile industry in the
United States.
C. By exposing how Samuel Slater stole ideas and technology from one nation to introduce them in
another.
D. By demonstrating how Samuel Slater used the laws to his advantage in order to transfer
technology.
4. The word “innovations” in the passage is closest in meaning to
A. discoveries B. exceptions C. disputes D. territories
5. How did the perspective of industrialists in the United States change in the 1970s?
A. They favored free exchange of technology.
B. They supported the protection of patents.
C. They refused to sign international trade agreements.
D. They began to collaborate with Third World nations.
6. How did industrialized nations justify using plants and animals from the developing world for
food and medicine products?
A. They claimed that the plant and animal sources were raw materials that could not be patented.
B. They asserted that the original plant and animal materials were found in their own nations.
C. They paid a large royalty for the use of plants and animals that were not original to their
countries.
D. They stated that they had manufactured a higher quality of products than the competition.
7. Based on the information in paragraph 7, which of the following best explains the term
“biopiracy”?
A. A conspiracy by farmers B. The theft of plants and animals
C. Secret trade agreements D. Natural resources in the biosphere
8. The word “facilitate” in the passage is closest in meaning to
A. permit B. assist C. require D. delay
9. The word “notions” in the passage is closest in meaning to
A. customs B. records C. property D. ideas
10. Why does the author call this article “Conquest by Patents”?
A. Because most trade agreements are unfair to developing nations
B. Because patents cost too much money for developing nations
C. Because industrialized countries do not pay their debts to developing nations
D. Because natural resources are a source of power for developing nations
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.

Part 3: Read the passage and do the tasks that follow. (13 pts)
When people ask French translator Virginie Verdier what she does for a living, it must be tempting
to say enigmatically: ‘Oh me? I’m in the movies’. It’s strictly true, but her starring role is behind the
scenes. As translating goes, it doesn’t get more entertaining or glamorous than subtitling films. If
you’re very lucky, you get to work on the new blockbuster films before they’re in the cinema, and if
you’re just plain lucky, you get to work on the blockbuster movies that are going to video or DVD.
Virginie is quick to point out that this is as exciting as any translating job. 'You work had. It's not all
entertainment as you are doing the translating. You need all the skills of a good translator and a top-
notch editor. You have to be precise and, of course, much more concise than in traditional
translation work.'
The process starts when you get the original script and a tape. ‘We would start with translating and
adapting the film script. The next step is what we call ‘timing’, which means synchronising the
subtitles to the dialogue and pictures.’ This task requires discipline. You play the film, listen to the
voice and the subtitles are up on your screen ready to be timed. You insert your subtitle when you
hear the corresponding dialogue and delete it when the dialogue finishes. The video tape carries a
time code which runs in hours, minutes, seconds and frames. Think of it as a clock. The subtitling
unit has an insert key to capture the time code where you want the subtitle to appear. When you
press the delete key, it captures the time code where you want the subtitle to disappear. So each
subtitle would ‘have an ‘in’ point and an ‘out’ point which represent the exact time when the
subtitle comes in and goes out. This process is then followed by a manual review, subtitle by
subtitle, and time- codes are adjusted to improve synchronisation and respect shot changes. This
process involves playing the film literally frame by frame as it is essential the subtitles respect the
visual rhythm of the film.’
Different subtitlers use different techniques. ‘I would go through the film and do the whole
translation and then go right back from the beginning and start the timing process. But you could do
it in different stages, translate let’s say 20 minutes of the film, then time this section and translate
the next 20 minutes, and so on. It’s just a different method.’
For multi-lingual projects, the timing is done first to create what is called a ‘spotting list’, a subtitle
template, which is in effect a list of English subtitles pre-timed and edited for translation purposes.
This is then translated and the timing is adapted to the target language with the help of the translator
for quality control.
‘Like any translation work, you can’t hurry subtitling,’ says Virginie. ‘If subtitles are translated and
timed in a rush, the quality will be affected and it will show.’ Mistakes usually occur when the
translator does not master the source language and misunderstands the original dialogue. ‘Our work
also involves checking and reworking subtitles when the translation is not up to standard. However,
the reason for redoing subtitles is not just because of poor quality translation. We may need to adapt
subtitles to a new version of the film: the time code may be different. The film may have been
edited or the subtitles may have been created for the cinema rather than video. If subtitles were done
for cinema on 35mm, we would need to reformat the timing for video, as subtitles could be out of
synch or too fast. If the translation is good, we would obviously respect the work of the original
translator.’
On a more practical level, there are general subtitling rules to follow, says Virginie. ‘Subtitles
should appear at the bottom of the screen and usually in the centre.’ She says that different countries
use different standards and rules. In Scandinavian countries and Holland, for example, subtitles are
traditionally left justified. Characters usually appear in white with a thin black border for easy
reading against a white or light background. We can also use different colours for each speaker
when subtitling for the hearing impaired. Subtitles should have a maximum of two lines and the
maximum number of characters on each line should be between 32 and 39. Our company standard is
37 (different companies and countries have different standards).’
Translators often have a favourite genre, whether it’s war films, musicals, comedies (one of the
most difficult because of the subtleties and nuances of comedy in different countries), drama or
corporate programmes. Each requires a certain tone and style. ‘VSI employs American subtitlers,
which is incredibly useful as many of the films we subtitle are American,’ says Virginie. ‘For an
English person, it would not be so easy to understand the meaning behind typically American
expressions, and vice-versa.’
(Source: IELTS Exam Essentials 1 - Test 3)
Complete the flow chart below.
Use NO MORE THAN THREE WORDS from the passage for each answer.

THE SUBTITLING PROCESS

 Stage 1: Translate and adapt the script.

Stage 2: 1. ________ - matching the subtitles to what is

said
Involves recording time codes by using the 2. _________
and ___________ keys.

Stage 3: 3. _________ – in order to make the 4. ________

better.

Multi-lingual projects
Stage 1: Produce something known as a 5. __________ and
translate that.

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
6. For translators, all subtitling work on films is desirable.
7. Subtitling work involves a requirement that does not apply to other translation work.
8. Some subtitling techniques work better than others.
9. Few people are completely successful at subtitling comedies.

Complete the sentences below. Choose NO MORE THAN THREE WORDS from the passage
for each answer.
10. Poor subtitling can be a result of the subtitler not being excellent at _____________.
11. To create subtitles for a video version of a film, it may be necessary to __________.
12. Subtitles usually have a _______________ around them.
13. Speakers can be distinguished from each other for the benefit of ______________.
Your answers:
1. 2. 3. 4. 5.
 6. 7. 8. 9. 10.
11. 12. 13.

Part 4: You are going to read an extract from a novel. Seven paragraphs have been removed
from the extract. Choose from the paragraphs A-H the one which fits each gap (1 - 7). There is
one extra paragraph which you do not need to use. Write your answers in the corresponding
numbered boxes provided. (7 pts)

AT THE ZOO
Inspector John Rebus was pretending to stare at the meerkats when he saw the man. For the best
part of an hour, Rebus had been trying to blink away a headache, which was about as much exercise
as he could sustain. He’d planted himself on benches and against walls, wiping his brow even
though Edinburgh’s early spring was a blood relative of midwinter. His shirt was damp against his
back, uncomfortably tight every time he rose to his feet.
1.
He hadn’t been to the zoo in years; thought probably the last time had been when he’d brought his
daughter to see Palango the gorillas. Sammy had been so young, he’d carried her on his shoulders
without feeling the strain.
2.
Not very, he hoped. The penguin parade had come and gone while he was by the meerkats. Now,
oddly, it was when the visitors moved on, seeking excitement, that the first of the meerkats
appeared, rising on its hind legs, body narrow and wavering, scouting the territory.
3.
There were worse, he had reminded himself, applying his thoughts to the day’s central question:
who was poisoning the zoo animals of Edinburgh? The fact of the matter was, some individual was
to blame. Somebody cruel and calculating and so far missed by surveillance cameras and keepers
alike.
4.
Meantime, as senior staff had indicated, the irony was that the poisoner had actually been good for
business. There’d been no copycat offences yet, but Rebus wondered how long that would last. The
next announcement concerned feeding the sea lions. Rebus had sauntered past their pool earlier,
thinking it not overly large for a family of three. The meerkat den was surrounded by children now,
and the meerkats themselves had disappeared, leaving Rebus strangely pleased to have been
accorded their company.
5.
As a child, his roll-call of pets had seen more than its fair share of those listed ‘Missing in Action’
or ‘Killed in the Line of Duty’. His tortoise had absconded, despite having its owner’s name painted
on its shell; several budgies had failed to reach maturity; and ill-health had plagued his only
goldfish. Living as he did in a tenement flat, he’d never been tempted in adulthood by the thought of
a cat or dog. He’d tried horse-riding once, rubbing his inside legs raw in the process and vowing
afterwards that the closest he’d come in future to the noble beast would be on a betting slip.
6.
Except the animals wouldn’t share a human’s curiosity. They would be unmoved by any display of
agility or tenderness, would fail to comprehend that some game was being played. Animals would
not build zoos, would have no need of them. Rebus was wondering why humans needed them. The
place suddenly became ridiculous to him, a chunk of prime Edinburgh real estate given over to the
unreal... And then he saw the camera. Saw it because it replaced the face that should have been
there.
The man was standing on a grassy slope sixty feet away, adjusting the focus on a telescopic lens.
His hair was thinning and brown, forehead wrinkled. Recognition came as soon as he lowered the
camera.
7.
Rebus knew the man. Hadn’t seen him in probably four years but couldn’t forget eyes like that.
Rebus sought for a name, at the same time reaching into his pocket for his radio. The photographer
caught the movement, eyes turning to match Rebus’s gaze. Recognition worked both ways. And
then the man was off, walking briskly downhill. Rebus yanked out his radio.
(Source: Cambridge English Proficiency Practice Tests - Test 3)

A. He moved away from it, but not too far, and proceeded to untie and tie a shoelace, which was his
way of marking the quarter-hours. Zoos and the like had never held any fascination for him.
B. Rebus looked away, turning in the direction of its subjects: children. Children leaning into the
meerkat enclosure. All you could see were shoe-soles and legs, and the backs of skirts and T-shirts
and jerseys.
C. Past a restaurant and cafeteria, past couples holding hands and children attacking ice creams.
Peccaries, otters, pelicans. It was all downhill, for which Rebus was thankful. The walkway
narrowed just at the point where the crowd thickened. Rebus wasn’t sure what was causing the
bottleneck, then heard cheers and applause.
D. Two more then followed it, appearing from their burrow, circling, noses to the ground. They paid
little attention to the silent figure seated on the low wall of their enclosure; passed him time and
again as they explored the same orbit of hard-packed earth, jumping back only when he lifted a
handkerchief to his face. He was feeling the effects of an early-morning double espresso from one
of the kiosks near The Meadows. He’d been on his way to work, on his way to learning that today’s
assignment was zoo patrol.
E. The capybara had looked at him almost with pity, and there had seemed a glint of recognition
and empathy behind the long-lashed eyes of the hunched white rhino, standing so still it might have
been a feature in a shopping mall, yet somehow dignified in its very isolation. Rebus felt isolated,
and about as dignified as a chimpanzee.
F. Police had a vague description, and spot-checks were being made of visitors’ bags and coat
pockets, but what everyone really wanted-except perhaps the media-was to have someone in
custody, preferably with the tainted tidbits locked away as evidence.
G. On the other hand, he’d liked the meerkats, for a mixture of reasons: the resonance of their name;
the low comedy of their rituals; their instinct for self-preservation. Kids were dangling over the wall
now, legs kicking in the air. Rebus imagined a role reversal-cages filled with children, peered at by
passing animals as they capered and squealed, loving the attention.
H. Today, though, he had nothing with him but a concealed radio and set of handcuffs. He
wondered how conspicuous he looked, walking such a narrow ambit while shunning the attractions
further up and down the slope, stopping now and then at the kiosk to buy a can of Irn-Bru.
Your answers:
1. 2. 3. 4. 5. 6. 7.

Part 5. The passage below consists of four paragraphs marked A, B, C and D. For questions 1
- 10, read the passage and do the task that follows. Write your answers in the corresponding
numbered boxes provided. (15 pts)
IT’S NOT FAIR
Do animals share our sense of unfairness over displays of greed?
A How often have you seen rich people take to the streets, shouting that they're earning too much?
Protesters are typically blue-collar workers yelling that the minimum wage has to go up, or that their
jobs shouldn't go overseas. Concern about fairness is always asymmetrical, stronger in the poor than
the rich. And the underlying emotions aren't as lofty as the ideal itself. Children become thoroughly
indignant at the slightest discrepancy in the size of their slice of pizza compared to their sibling's.
Their shouts of "That's not fair!" never transcend their own desires. We're all for fair play so long as
it helps us. There's even an old story about this, in which the owner of a vineyard rounded up
labourers at different times of the day. Early in the morning, he went out to find labourers, offering
each 1 denarius. But he offered the same to those hired later in the day. The workers hired first thing
in the morning expected to get more since they had worked through the heat of the day, yet the
owner didn't feel he owed them any more than he had originally promised.
B That this sense of unfairness may turn out to be quite ancient in evolutionary terms as well
became clear when graduate student Sarah Brosnan and I discovered it in monkeys. When testing
pairs of capuchin monkeys, we noticed how much they disliked seeing their partner get a better deal.
We would offer a pebble to one of the pair and then hold out a hand so that the monkey could give it
back in exchange for a cucumber slice. Alternating between them, both monkeys would happily
barter 25 times in a row. The atmosphere turned sour, however, as soon as we introduced inequity.
One monkey would still receive cucumber, while its partner now enjoyed grapes, a favourite food
with monkeys. While that monkey had no problem, the one still working for cucumber would lose
interest. Worse, seeing its partner with juicy grapes, this monkey would get agitated, hurl the
pebbles out of the test chamber, sometimes even those measly cucumber slices. A food normally
devoured with gusto had become distasteful.
C There is a similarity here with the way we reject an unfair share of money. Where do these
reactions come from? They probably evolved in the service of cooperation. Caring about what
others get may seem petty and irrational, but in the long run it keeps one from being taken
advantage of. Had we merely mentioned emotions, such as "resentment" or "envy," our findings
might have gone unnoticed. Now we drew the interest of philosophers, anthropologists and
economists, who almost choked on the monkey comparison. As it happened, our study came out at
the very time that there was a public outcry about the multimillion dollar pay packages that are
occasionally given out on Wall Street and elsewhere. Commentators couldn't resist contrasting
human society with our monkeys, suggesting that we could learn a thing or two from them.
D Our monkeys have not reached the point at which their sense of fairness stretches beyond
egocentric interests - for example, the one who gets the grape never levels the outcome by giving it
to the other - but in cooperative human societies, such as those in which men hunt large game,
anthropologists have found great sensitivity to equal distribution. Sometimes, successful hunters
aren't even allowed to carve up their own kill to prevent them from favouring their family. These
cultures are keenly aware of the risk that inequity poses to the social fabric of their society. Apes, as
opposed to monkeys, may have an inkling of this connection. High-ranking male chimpanzees, for
example, sometimes break up fights over food without taking any for themselves. During tests, a
female received large amounts of milk and raisins, but noticed her friends watching her from a short
distance. After a while, she refused all rewards. Looking at the experimenter, she kept gesturing to
the others, until they were given a share of the goodies. She was doing the smart thing. Apes think
ahead, and if she had eaten her fill right in front of the rest, there might have been repercussions
when she rejoined them later in the day.
In which section does the writer mention Your answers
A robust response to news of the writer’s research? 1.
One animal harbouring resentment towards another? 2.
An animal thinking of the consequences of their actions? 3.
Any unfairness provoking a strong and egocentric reaction? 4.
The animal behaviour shown not going as far as equivalent human 5.
behaviour?
A sense of injustice from people having to cope with adverse conditions? 6.
A justification for the irrational sense of unfairness? 7.
An animal’s feeling of injustice leading to preposterous behaviour? 8.
Unfairness among humans being perceived by those who are less well- 9.
off?
Examples of both humans and animals behaving with fairness? 10.

REALISM IN LITERATURE
 Perhaps the most profound development in art around the world was the development of
realism. Realism in art forms can be traced back to Classical Greece. Here were the first true
representations of the human form in paintings, sculpture and on pottery, where people are depicted
not as simply static forms but in movement and taking part in ordinary everyday activities.
Although this was the beginning of mimesis, or imitation, in art it is strangely absent from the
literature of that era, which was concerned with the exploration of lofty ideals in both Tragedy and
Comedy, and did not look into the everyday ordinary lives of the people of that time and therefore
does not conform to the accepted definition of realism in literature. Erich Auerbach, the great
German literary critic and scholar of comparative literature, identified the New Testament as the
first great work of literature to offer insight into the ordinary everyday lives of common people. It
was the first widely read book that considered the issues that affected poor people, working people,
and even criminal elements, rather than dealing only with those of people from a noble background.
It was these ideas that heralded the development of the great European novel from its roots in
Cervantes and Defoe through to the rise of psychological depth of characterisation, as seen in Jane
Austen, and the apotheosis of mimesis in the French Realism of the 19th century, in the works of
Stendhal, Balzac, Flaubert and Zola. Of course, the problem of depictions of reality in literature are
manifold, but the first one is, as the French critic Roland Barthes pointed out, how to create a world
that reflects our world using only black characters on a white page. The written word, language, is
both a great and imperfect tool for recreating the world we live in. Firstly, it relies on the readers'
ability to picture the world depicted by the writer. Interpretation is the first stumbling block to how
a book is received by the reader and, which may radically differ from the intentions of the author.
Barthes explained it as the death of the author; because once a book has gone into print it no longer
belongs to the author but to the reader who interprets it.
Another layer to add to this understanding of depictions of reality relates to the era in which
texts were written. How different are readers of Shakespeare today to the readership of
Shakespeare's own era? Do you or I see the world of Madame Bovary in the same light as Gustave
Flaubert, when the role of women in society has changed so dramatically in the intervening years?
To understand Emma Bovary's tragedy we have to understand not only the world Flaubert created in
the novel but the one he lived in and its societal constraints. It's not possible to understand Flaubert's
creation without knowledge of petit bourgeois French society in the 19th century.
So how are readers to understand a book as real, or true to life, given the problems that beset
both depiction in language from the writers’ end and interpretation of representation from the
readers' end, which also encompass reading across the bridge of differing eras? The answer is that
there is no answer to that question and there quite possibly never will be. Perhaps it is not even a
valid question to ask of language, which is inherently slippery. But all is not lost in a sea of total
meaninglessness because there is consensus and that is what gives us meaning, a way to understand
and interpret what we read. There are accepted conventions in literature that have come down to us
through the various ages of literary development.
In Miguel de Cervantes’ ‘Don Quixote' the reader comes to understand the difference
between reality and fantasy through the character of Don Quixote himself. As readers, we can only
laugh as Don Quixote tilts at windmills because we have a consensus as to how we understand the
world around us and see it for what it is in a way that poor Don Quixote cannot. We know what
windmills are and they are not giants. Without this consensus on reality Cervantes would not have
been able to show how Quixote was excluded from reality.
Jane Austen's most famous opening line also plays with the consensus on what is reality. Her
opening to 'Pride and Prejudice' 'It is a truth universally acknowledged that a single man in
possession of a good fortune must be in want of a wife' is the highest wit precisely because it is
neither a truth nor universally agreed. It is, however, what a great many mothers of 19th century
daughters would have wanted all single men of fortune to believe. In that one line, Austen
establishes the reality of the world she seeks to create - one where a mother's sole purpose is to
marry off her daughters. Austen ensures that her reader has entered her world and made them aware
of one of its central themes with the very first line.
How reality is depicted in literature is an endlessly fascinating subject from a scholarly point
of view but is it of any relevance to the general readership? Not really is the simple answer. Readers
don't want to have to consciously think about the conventions used to represent reality in literature.
They want to be entertained by the narrative and the more seamlessly the reader can travel from this
world into the world of the novel the better. A reader is concerned with the tale and how it grips and
not with the mechanics of the story's creation. Which is pretty much how it should be.
Questions 66-69: Choose the correct letter A, B, C or D.
66. What is the writer’s main point in the first paragraph?
A. Classical Greece did not have realism in art.
B. Greek art was only concerned with showing ideals.
C. Realism in art forms has its roots in Classical art.
D. Greek literature showed everyday life in Ancient Greece.
67. According to the writer what was the first major influence on the development of the modern
novel?
A. How the lives of the nobility were shown in Classical literature.
B. Making ordinary life a part of literary depiction in the New Testament.
C. The development of psychological characterisation in the novel.
D. Mimesis in the novels of 19th Century French writers.
68. What does the writer refer to by ‘the first stumbling block’?
A. How meaning can be impeded. B. Why readers are always
confused.
C. What writers try to avoid. D. What happens to language
in books.
69. What do readers generally want out of a reading experience?
A. To be certain of authorial intention. B. To understand the narrative
tricks writers use.
C. To ignore academic theories on literature. D. To become effortlessly submerged in
the narrative.
Your answers:
66. 67. 68. 69.
Questions 70-73
Complete the summary of paragraph 5 using the list of words, A-G, below.
 UNDERSTANDING MEANING
It is difficult for readers to interpret (70)______ of reality in literature because it’s hard to
understand the writer’s intention especially when they are from another point in history. However, it
isn’t really necessary because even if meaning in language is always (71)______ to grasp, there is
agreement in general on what words and ideas mean. This allows us to make (72)______ of what
we read. Literature has (73)______ that readers are used to.

A. registers B. sense C. tricky

D. traditions E. light F. representations G.
knotty
Your answers:
70. 71. 72. 73.
Questions 74-78
Look at the following statements and the list of people, A-E below. Match each statement with the
correct person.
74. The switch from literature showing only nobility to showing common people lead to the modern
novel.
75. This writer juxtaposed fantasy and reality to establish what reality is.
76. This writer demonstrates the ability to indicate a major literary theme with one sentence.
77. The reader needs historical knowledge to appreciate this writer's book.
78. A writer cannot control how a book is interpreted.
List of people
A. Jane Austen
B. Miguel de Cervantes
C. Roland Barthes
D. Erich Auerbach
E. Gustave Flaubert
Your answers:
74. 75. 76. 77. 78.
Part 3: In the passage below, seven paragraphs have been removed. For question 79-85, read the
passage and choose from paragraphs A-H the one which fits each gap. There is ONE extra
paragraph which you do not need to use. Write your answers in the corresponding numbered
boxes.
RAINMAKER WITH HIS HEAD IN THE CLOUDS
Critics dismissed Graeme Mather’s attempts to make clouds rain. But now recent experiments
appear to have vindicated him. Anjana Ahuya reports.
Dr. Graeme Mather lived his life with his head in the clouds, as a documentary film to be shown
this week shows. Against the advice of almost everybody else in the meteorological community, the
Canadian scientist devoted his professional life to trying to make clouds rain.
79
 Before Dr. Mather became involved, the science of weather modification had already claimed
many reputations. The idea that clouds could be manipulated first circulated in the 1940s, and
efforts gathered pace soon after the Second World War.
80
However, the entire discipline fell into disrepute when commercial companies hijacked the idea,
took it around the world, and then failed to deliver on their promises. Cloud-seeding, as the process
was known, became the preserve of crackpots and charlatants.
81
Scientists theorized that if they could inject the cloud with similarly shaped crystals, these
imposter crystals would also act as frames around which droplets would clump. The cloud would
then be tricked into raining. Silver iodide, whose crystals resemble those of ice, seemed the best bet.
Sadly, none of the experiments, including Dr. Mather’s, which had been going for more than five
years, seemed to work. Dr. Mather was about to admit defeat when serendipity intervened.
82
Dr. Mather was convinced that something that the place was spewing into the atmosphere was
encouraging the downpour. Subsequent experiments confirmed that hygroscopic salts pouring into
the sky from there were responsible. Hygroscopic salts attract water – once in the atmosphere, the
particles act as magnets around which raindrops can form.
83
He was wary; Dr. Mather was known to be a smooth-talking salesman. “He was charming and
charismatic, and many scientists don’t trust that,” he says. “He was also not well-published because
he had been working in the commercial sector. Overall, he was regarded as a maverick. On that
occasion, he presented results that I was convinced were impossible. Yet the statistical evidence was
overwhelming, which I couldn’t understand.”
84
“If those findings can be reproduced there, it will be the most exciting thing to have happened in
the field for 20 years. It will be remarkable because some of the results are not scientifically
explainable.” He adds, however, that scientists must exercise caution because cloud-seeding is still
mired in controversy. He also points out that, with water being such a precious resource, success
will push the research into the political arena.
85
Dr. Copper says: “With the paper mill, he saw something that other people wouldn’t have seen. I
am still uncomfortable with his idea because it throws up major puzzles in cloud physics. But if Dr.
Mather was right, it will demonstrate that humans can change clouds in ways that were once thought
impossible.”

MISSING PARAGRAPHS.
A. Dr. Mather refused to be daunted by this image. After all, the principle seemed perfectly
plausible. Water droplets are swept up to the top of the clouds on updrafts, where they become
supercooled (ie, although the temperature is below freezing, the water remains liquid). When a
supercooled droplet collides with an ice crystal, it freezes on contact and sticks. Successive
collisions cause each ice crystal to accumulate more water droplets; the crystals grow until they
become too heavy to remain suspended in the atmosphere. As the crystals fall through the cloud,
they become raindrops. The ice crystals therefore act as frames to ‘grow’ raindrops.
B. Dr. Mather unfortunately will not be involved in the debate about such matters. He died aged 63,
shortly before the documentary was completed. It will ensure that this smooth-talking maverick is
given the recognition he deserves.
C. He and a colleague decided to collect a last batch of data when they flew into a tiny but
ferocious storm. That storm, Dr. Mather says in the film, changed his life. Huge droplets were
spattering on the tiny plane’s windscreen. No such storm had been forecast. Back on the ground,
they discovered the storm was located directly above a paper mill.
D. A trail in Mexico has been running for two years, and the signs are promising. ‘We were
sufficiently encouraged in the first year to continue the seeding research. But the results are
preliminary, because we have only a very small sample of clouds at the moment. We need to work
over two more summers to reach a proper conclusion.’
E. He arranged to fly to South Africa “with the full intention of explaining what was wrong with
the experiment”. Instead, he came back convinced that Dr. Mather was on to something. He is now
running two experiments, one in Arizona and one in northern Mexico, to try to verify the South
African results. The experiments use potassium chloride, which is similar to table salt (sodium
chloride) and, it is claimed, non-polluting.
F. The scientific community remained sniffy in the face of this apparent proof. Foremost among the
sceptics was Dr. William Copper, of the United States National Center for Atmospheric Research
(NCAR). Dr. Cooper, regarded as one of the world’s finest cloud scientists, saw Dr. Mather present
his astonishing claims at a cloud physics conference in Montreal.
G. They involved weather experts firing rockets into clouds to stop the producing hail, which
damages crops. The clouds, it was hoped, would dissolve into a harmless shower.
H. The desire to do so led him to set up a project in South Africa, which was ultimately to convince
him that it was possible. As the programme reveals, experiments around the world appear to prove
his faith was justified.

Your answers:
79. 80. 81. 82. 83. 84. 85.
Part 4. For questions 86-95, read the following passage and choose the answer A, B, C or D
which fits best according to the passage. Write your answers in the corresponding numbered
boxes provided.
THE LIFE CYCLE OF A STAR
All stars in the universe operate on the same fundamental principle: the compressive force of
gravity creates the heat and pressure necessary to induce the fusion of atoms within the star's core.
Since gravity is the controlling force within a star, and gravity is a simple function of mass, a star's
mass ultimately determines all aspects of its life and death.
All stars, no matter what their size, spend most of their lives in what is known as the main
sequence. In this stage, the compressive force of gravity is counter-balanced by the outward
pressure and heat created by fusion; as long as a star has material available for fusion, gravity will
be held at bay. Somewhat counter-intuitively, however, the larger the star, the faster it will burn
through its fuel supply. Larger stars have more gravity and thus greater temperatures and pressures
in their cores. This allows larger stars to create fusion reactions at a much faster rate. A relatively
small star like the sun may remain in the main sequence for as long as 10 billion years. In contrast,
the largest stars will burn through all of their nuclear fuel in as little as 1 million years.
As a star's primary supply of fuel, hydrogen, begins to dwindle, it will attempt to fuse
successively heavier elements. Heavier elements, however, require higher temperatures and
pressures in order to achieve fusion. Thus, it is once again the mass of the star (which determines
the pressure and temperatures possible within the core) that is the determining factor in what
elements a star may use to fuel fusion reactions. The sun, once it has fused all of its hydrogen, will
be able to use helium as a secondary fuel, but not heavier elements such as carbon or oxygen. Larger
stars can use heavier elements as fuel, but eventually any star will reach a point at which it can no
longer sustain fusion. At this point, the star will have left the main sequence and its death will have
begun.
Stars with a mass less than 1.5 times that of the sun are destined to end their lives as white
dwarfs. These stars are only able to fuse relatively light elements, and, once this fusion has stopped,
the force of gravity will take over and the star will begin to collapse on itself. As the star collapses,
however, the matter it contains becomes more and more densely packed.
As this occurs, a new force comes into play: the repulsive force between electrons. Two similar
electrical charges will always repel each other. Therefore, as the electrons in a collapsing star's core
are pushed closer and closer together, the repulsive force between the negatively charged electrons
grows greater and greater. Eventually, a state of equilibrium will be achieved, with the compressive
force of gravity being matched by the repulsive force of the electrons. The star will cease to collapse
and will become what is known as a white dwarf. This is essentially the corpse of a star; fusion no
longer occurs in its core, and, over billions and billions of years, the white dwarf will radiate away
its remaining heat.
Stars greater than 1.5 but less than 3 solar masses will suffer a somewhat different fate. The
initial stages of such a star's death will proceed along the same line as that of a smaller star; once
fusion has stopped, the star will begin to collapse. In these more massive stars, however, the force of
gravity is great enough to overcome the repulsive force of electrons. The star will continue to
collapse into a state of such extreme density that individual electrons will be forced to merge with
protons in their atomic nuclei, forming neutrons. Since neutrons hold no electrical charge, they can
be forced into a much greater density. In fact, a star that was once three times as massive as the sun
may collapse into a sphere that is perhaps no greater than 10 miles in diameter. The collapse,
however, is not infinite. At very great densities, neutrons, like electrons, also exhibit a repulsive
force, and eventually this force will become great enough counteract the force of gravity and halt
the star's collapse. [A] What will remain is one of the most bizarre objects known to astronomers: a
neutron star. [B] What little we know about neutron stars comes from high-energy observations. [C]
Neutron stars emit very little heat or light, but emit powerful waves on the upper end of the
electromagnetic spectrum, through which they are visible to astronomers. [D]
86. According to paragraph 1, what is the most important factor in determining the fate of a star?
A. the make-up of its initial fuel
B. the total amount of matter it contains
 C. the rate at which it can induce fusion
D. its ability to resist gravity in order to induce fusion
87. The term main sequence can best be defined as ______.
A. the period in which a star is still forming
B. the period in which a star still exerts gravitational force
C. the period in which a star has fuel available for fusion
D. the period in which heat and pressure are still increasing within a star
88. What is the role of heat and pressure within a star’s core?
A. They determine the gravity of a star.
B. They prevent gravitational collapse.
C. They prevent heavy elements from being fused.
D. They determine the size of a star.
89. Why does the author mention the sun in paragraph 2?
A. To illustrate the relationship between the mass and life span of a star
B. To contrast the sun with stars that are still in their main sequence
C. To give an example of a star with a high rate of fusion
D. To suggest that the sun is unique among stars
90. The word “dwindle” in the paragraph is closest in meaning to ______.
A. escape B. lessen C. deteriorate D. burn
91. How do stars delay their deaths?
A. They increase their internal heat and pressure. B. They end their main sequence.
C. They convert heavy elements into hydrogen. D. They utilize secondary fuels.
92. All of the following are true of main sequence stars EXCEPT:
A. They manage to resist gravity. B. They sustain fusion reactions.
C. They all have equivalent life spans. D. They will all eventually die.
93. The word “equilibrium” in the passage is closest in meaning to ______.
A. inactivity B. balance C. resistance D. fluctuation
94. What can be inferred from the passage about the sun?
A. It is not a main sequence star. B. It will end its life as a neutron star.
C. It will end its life as a white dwarf. D. It is uncertain how it will end its life.
95. Look at the four squares [A], [B], [C], and [D] that indicate where the following sentence could
be added to the passage. Where would the following sentence best fit?
Because the great densities in these stars test the very laws of physics, much of our
knowledge about them is highly speculative.
A. [A] B. [B] C. [C] D. [D]
Your answers:
86. 87. 88. 89. 90.
91. 92. 93. 94. 95.

Part 5. The passage below consists of five paragraphs marked A, B, C, D, and E. For questions
96-105, read the passage and do the task that follows. Write your answers in the corresponding
numbered boxes provided. (15pts)
 TRENDING NOW IN TRAVEL
A. Eric Voldersun - travel journalist
Would you like to spend your holiday with tens of thousands of other tourists in this year’s trendiest
European capital? Actually, the question should be who would want to? With over-tourism and
consumer-driven holidays on the rise in many popular destinations, record numbers of travellers are
opting for somewhere not just off the beaten path but truly original. They are voyaging to the Arctic
and Antarctic for polar expeditions or darting off to harsh deserts such as the Namib or the Atacama.
Amazing experiences matter, but that has always been the case; what’s coming into focus now is the
appeal of completely unfamiliar environments, sometimes even with inhospitable conditions. And
the best thing of all is that travellers to such destinations can experience a burst of rapid learning and
growth, and often return with a newfound understanding and awareness. A previously unharnessed
potential of travel Is being utilised, leaving a momentous impact.
B. Sarah Billings - professional traveller/blogger
As a child I remember travelling to Mexico on holiday with my family and the only locals we
interacted with were the hotel staff, which usually entailed an exchange of pleasantries, and the taxi
drivers, which usually did not. A lot has changed since then and to denounce most travellers as
wanting only to spend money on touring, shopping and eating in a place and nothing more just isn’t
valid anymore. In my travels, I have witnessed more and more travellers seeking participatory
experiences while Immersed in the local culture In hopes of returning to their everyday lives deeply
altered or affected by their holiday. Some even go further, chasing life-changing experiences
amongst the plethora of travel choices available today. They are open to exchanging ideas and
sharing knowledge with the people in the places they visit. Such travellers bring more than just
money to the locals they cross paths with, resulting in the people of the world understanding each
other a little more.
C. Collin Turbs - owner, TREKKING TRAVELS website
Millennials are one of the most enthusiastic demographics of travellers. Amidst all their enthusiasm,
though, there appears to be some confusion. Notorious for short attention spans and want-it-now
attitudes, they seek unconventional travel options in destinations that are remote but at the same
time have super-fast Wi-Fi and instant booking. This coupling of off-the-grid with high-tech
capabilities is rather illogical and has travel marketers like me scrambling to fulfil such
diametrically opposed demands. We really don’t know where to begin sometimes when we hear
their requests. On the positive side, millennials are some of the most accountable travellers,
concerned with low-impact and sustainable choices. Even this is evolving, however, as they are now
rightfully concentrating more on empowering local communities in the destinations, they visit rather
than just protecting the environment. Their engagement with and support of locals is protecting
cultural identities rather than breaking them down. Safeguarding the cultures we visit is finally
coming to the forefront and we should all join in.
D. Rena Mulgatti - Director of tourism plus
‘Digital nomad’ is the most trending phrase in travel today. Combining travel with working abroad
has never been so easy since access to Wi-Fi is now almost standard everywhere, not to mention the
advances in online communication tools. Taking working sabbaticals as freelancers, while renting
short-term flats, allows people to visit new places while at the same time continuing to focus on
their careers. The digital nomad lifestyle has become particularly popular with Generation Xers who
have already achieved some professional success and are ready to take it on the road. They not only
enjoy new and exotic places that help them grow as people but they often have a better quality of
life abroad as the cost of living may be considerably lower. The temptations are becoming greater
and greater, and people are no longer resisting.
Which person gives each of these opinions about travel today? Answers:
A contradiction in expectations is causing difficulties in the industry. 96. ________
There are certain benefits to making travel a way of life. 97. ________
More people are seeking transformational activities. 98. ________
Popular, crowded tourist destinations no longer appeal to everyone. 99. ________
Appetite for interesting activities is nothing new but the search for novel places 100. _______
is.
Travel has the potential to break down cultural barriers. 101. _______
An important shift in focus is underway for certain responsible travellers. 102. _______
Integrating travel experiences into professional life is on the rise. 103. _______
Its power to teach us about the world is phenomenal. 104. _______
Criticism regarding consumeristic attitudes to travel is outdated. 105. _______

List of Headings
A. The benefits of simple language
B. A necessary tool
C. A lasting way of concealing disasters
D. The worst offenders
E. A deceptively attractive option
F. Differing interpretations
G. Publicizing new words
H. Feeling shut out
I. Playing with words

JARGON
0 Jargon is a loaded word. One dictionary defines it, neatly and neutrally, as ‘the
_F technical vocabulary or idiom of a special activity or group’, but this sense is
_ almost completely overshadowed by another: ‘obscure and often pretentious
language marked by a roundabout way of expression and use of long words’.
For most people, it is this second sense which is at the front of their minds
 when they think about jargon. Jargon is said to be a bad use of language,
something to be avoided at all costs. No one ever describes it in positive terms
(‘that was a delightful piece of rousing jargon’). Nor does one usually admit to
using it oneself: the myth is that jargon is something only other people employ.
1 The reality, however is that everyone uses jargon. It is an essential part of the
___ network of occupations and pursuits that make up society. All jobs present an
element of jargon, which workers learn as they develop their expertise. All
hobbies require mastery of a jargon. Each society grouping has its jargon. The
phenomenon turns out to be universal – and valuable. It is the jargon element
which, in a job, can promote economy and precision of expression, and thus
help make life easier for the workers. It is also the chief linguistic element
which shows professional awareness (‘know-how’) and social togetherness
(‘shop-talk’).
2 When we have learned to command it, jargon is something we readily take
___ pleasure in, whether the subject area is motorcycles, knitting, cricket, baseball
or computers. It can add pace, variety and humour to speech – as when, with an
important event approaching, we might slip into NASA-speak, and talk about
countdown, all systems go, and lift-off. We enjoy the mutual showing-off which
stems from a fluent use of terminology, and we enjoy the in-jokes which shared
linguistic experience permits. Moreover, we are jealous of this knowledge. We
are quick to demean anyone who tries to be part of our group without being
prepared to take on its jargon.
3 If jargon is so essential a part of our lives, why then has it had such a bad
___ press? The most important reason stems from the way jargon can exclude as
well as include. We may not be too concerned if we find ourselves faced with
an impenetrable wall of jargon when the subject matter has little perceived
relevance to our everyday lives, as in the case of hydrology, say, or linguistics.
But when the subject matter is one where we feel implicated, and think we have
a right to know, and the speaker uses words which make it hard for us to
understand, then we start to complain; and if we suspect that the obfuscation is
deliberate policy, we unreservedly condemn, labeling it gobbledegook and
 calling down public derision upon it.
4 No area is exempt, but the fields of advertising, politics and defence have been
___ especially criticized in recent years by the various campaigns for Plain English.
In these domains, the extent to which people are prepared to use jargon to hide
realities is a ready source of amusement, disbelief and horror. A lie is a lie,
which can be only temporarily hidden by calling it an ‘inoperative statement’
or ‘an instance of plausible deniability’. Nor can a nuclear plant explosion be
suppressed for long behind such phrases as ‘energetic disassembly’, ‘abnormal
evolution’ or ‘plant transient’.
5 While condemning unnecessary or obscuring jargon in others, we should not
___ forget to look out for it in ourselves. It is so easy to ‘slip into’ jargon, without
realizing that our own listeners/readers do not understand. It is also temptingly
easy to slip some jargon into our expression, to ensure that others do not
understand. And it is just as easy to begin using jargon which we ourselves do
not understand. The motivation to do such apparently perverse things is not
difficult to grasp. People like to be ‘in’, to be part of an intellectual or technical
elite; and the use of jargon, whether understood or not, is a badge of
membership. Jargon, also, can provide a lazy way into a group or an easy way
of hiding uncertainties and inadequacies: when terminology slips plausibly
from the tongue, it is not essential for the brain to keep up. Indeed some people
have developed this skill to professional levels. And certainly, faced with a
telling or awkward question, and the need to say something acceptable in
public, slipping into jargon becomes a simple way out, and can soon become a
bad habit.
Your answers: (0. __F__)
1. ________ 2. ________ 3. ________ 4. ________ 5. ________

For questions 6-10: Complete the summary using the list of words A – L below. Write
the correct letter (A – L) in the space provided.

A. judgement D. efficiency G. contempt J. pleasure

 B. jokes E. know-how H. feeling K. fear
C. shop-talk F. command I. possessiveness L. humour

The Up Side of Jargon

Jargon plays a useful part in many aspects of life including leisure. For example, when people
take up pastimes they need to develop a good (0) _____ of the relevant jargon. During
discussion of these of other areas of interest, conversation can become more exciting and an
element of (6) _____ can be introduced by the use of shared jargon.
Jargon is particularly helpful in the workplace. It leads to more (7) _____ in the way
colleagues communicate during work hours. Taking part in (8) _____ during moments of
relaxation can also help them to bond better.
It is interesting that members of a group, whether social or professional, often demonstrate a
certain (9) _____ towards the particular linguistic characteristics of their subject area and
tend to regard new people who do not wish to learn the jargon with (10) _____.
Your answers: (0. __F__)
6. ________ 7. ________ 8. ________ 9. ________ 10. ________

Part 5: The reading passage below has 5 paragraphs (A-E). Which paragraph focuses
on the information below? Write the appropriate letters (A-E) before the questions 1-5.
(10pts)
Notes: Write only ONE letter for each answer.

_______ 1. The way parameters in the mind help people to be creative.

_______ 2. The need to learn rules in order to break them.
_______ 3. How habits restrict us and limit creativity.
_______ 4. How to train the mind to be creative.
_______ 5. How the mind is trapped by the desire for order.
The creation myth
A. It is a myth that creative people are born with their talents: gifts from God or nature.
Creative genius is, in fact, latent within many of us, without our realizing. But how far
do we need to travel to find the path to creativity? For many people, a long way. In our
everyday lives, we have to perform many acts out of habit to survive, like opening the
 door, shaving, getting dressed, walking to work, and so on. If this were not the case,
we would, in all probability, become mentally unhinged. So strongly ingrained are our
habits, though this varies from person to person, that sometimes, when a conscious
effort is made to be creative, automatic response takes over. We may try, for example,
to walk to work following a different route, but end up on our usual path. By then it is
too late to go back and change our minds. Another day, perhaps. The same applies to
all other areas of our lives. When we are solving problems, for example, we may seek
different answers, but, often as not, find ourselves walking along the same well-
trodden paths.
B. So, for many people, their actions and behaviour are set in immovable blocks, their
minds clogged with the cholesterol of habitual actions, preventing them from
operating freely, and thereby stifling creation. Unfortunately, mankind’s very struggle
for survival has become a tyranny- the obsessive desire to give order to the world is a
case in point. Witness people’s attitude to time, social customs and the panoply of
rules and regulations by which the human mind is now circumscribed.
C. The groundwork for keeping creative ability in check begins at school. School, later
university and then work teach us to regulate our lives, imposing a continuous process
of restrictions, which is increasing exponentially with the advancement of technology.
Is it surprising then that creative ability appears to be so rare? It is trapped in the
prison that we have erected. Yet, even here in this hostile environment, the
foundations for creativity are being laid, because setting off on the creative path is also
partly about using rules and regulations. Such limitations are needed so that once they
are learnt, they can be broken.
D. The truly creative mind is often seen as totally free and unfettered. But a better image
is of a mind, which can be free when it wants, and one that recognises that rules and
regulations are parameters, or barriers, to be raised and dropped again at will. An
example of how the human mind can be trained to be creative might help here.
People’s minds are just like tense muscles that need to be freed up and the potential
unlocked. One strategy is to erect artificial barriers or hurdles in solving a problem. In
this way, they are obliged to explore unfamiliar territory, which may lead to some
startling discoveries. Unfortunately, the difficulty in this exercise, and with creation
itself, is convincing people that creation is possible, shrouded subliminal, as deviating
 from the safety of one’s own thought patterns is very much akin to madness. But, open
Pandora’s box, and a whole new world unfolds before your eyes.
E. Lifting barriers into place also plays a major part in helping the mind to control ideas
rather than letting them collide at random. Parameters act as containers for ideas, and
thus help the mind to fix on them. When the mind is thinking laterally, and two ideas
from different areas of the brain come or are brought together, they form a new idea,
just like atoms floating around and then forming a molecule. Once the idea has been
formed, it needs to be contained or it will fly away, so fleeting is its passage. The mind
needs to hold it in place for a time so that it can recognise it or call it again. And then
the parameters can act as channels along which the ideas can flow, developing and
expanding. When the mind has brought the idea to fruition by thinking it through to its
final conclusion, the parameters can be brought down and the idea allowed to float off
and come in contact with other ideas.
Questions 6-10: Do the statements below agree with the information in the Reading
Passage? Write:
Yes if the statement agrees with the information in the passage.
No if the statement contradicts the information in the passage.
Not given if there is no information about the statement in the passage.
_______ 6. Rules and regulations are examples of parameters.
_______ 7. The truly creative mind is associated with the need for free speech and a totally free
society.
_______ 8. One problem with creativity is that people think it is impossible.
_______ 9. The act of creation is linked to madness.
_______ 10. Parameters help the mind by holding ideas and helping them to develop.

PERSONALITY AND APPEARANCE

When Charles Darwin applied to be the “energetic young man” that Robert Fitzroy, the Beagle’s
captain, sought as his gentleman companion, he was almost let down by a woeful shortcoming that
was as plain as the nose on his face. Fitzroy believed in physiognomy—the idea that you can tell a
person’s character from their appearance. As Darwin’s daughter Henrietta later recalled, Fitzroy had
“made up his mind that no man with such a nose could have energy”. This was hardly the case.
Fortunately, the rest of Darwin’s visage compensated for his sluggardly proboscis: “His brow saved
him.”
The idea that a person’s character can be glimpsed in their face dates back to the ancient Greeks. It
was most famously popularised in the late 18th century by the Swiss poet Johann Lavater, whose
ideas became a talking point in intellectual circles. In Darwin’s day, they were more or less taken as
given. It was only after the subject became associated with phrenology, which fell into disrepute in
the late 19th century, that physiognomy was written off as pseudoscience.
First impressions are highly influential, despite the well-worn admonition not to judge a book by its
cover. Within a tenth of a second of seeing an unfamiliar face we have already made a judgement
about its owner’s character—caring, trustworthy, aggressive, extrovert, competent and so on. Once
that snap judgement has formed, it is surprisingly hard to budge. People also act on these snap
judgements. Politicians with competent-looking faces have a greater chance of being elected, and
CEOs who look dominant are more likely to run a profitable company. There is also a well-
established “attractiveness halo”. People seen as good-looking not only get the most valentines but
are also judged to be more outgoing, socially competent, powerful, intelligent and healthy.
In 1966, psychologists at the University of Michigan asked 84 undergraduates who had never met
before to rate each other on five personality traits, based entirely on appearance, as they sat for 15
minutes in silence. For three traits—extroversion, conscientiousness and openness—the observers’
rapid judgements matched real personality scores significantly more often than chance. More
recently, researchers have re-examined the link between appearance and personality, notably
Anthony Little of the University of Stirling and David Perrett of the University of St Andrews, both
in the UK. They pointed out that the Michigan studies were not tightly controlled for confounding
factors. But when Little and Perrett re-ran the experiment using mugshots rather than live subjects,
they also found a link between facial appearance and personality—though only for extroversion and
conscientiousness. Little and Perrett claimed that they only found a correlation at the extremes of
personality.
Justin Carre and Cheryl McCormick of Brock University in Ontario, Canada studied 90 ice-hockey
players. They found that a wider face in which the cheekbone-to-cheekbone distance was unusually
large relative to the distance between brow and upper lip was linked in a statistically significant way
with the number of penalty minutes a player was given for violent acts including slashing, elbowing,
checking from behind and fighting. The kernel of truth idea isn’t the only explanation on offer for
our readiness to make facial judgements. Leslie Zebrowitz, a psychologist at Brandeis University in
Waltham, Massachusetts, says that in many cases snap judgements are not accurate. The snap
judgement, she says, is often an “overgeneralisation” of a more fundamental response. A classic
example of overgeneralisation can be seen in predators’ response to eye spots, the conspicuous
circular markings seen on some moths, butterflies and fish. These act as a deterrent to predators
because they mimic the eyes of other creatures that the potential predators might see as a threat.
Another researcher who leans towards overgeneralisation is Alexander Todorov. With Princeton
colleague Nikolaas Oosterhof, he recently put forward a theory which he says explains our snap
judgements of faces in terms of how threatening they appear. Todorov and Oosterhof asked people
for their gut reactions to pictures of emotionally neutral faces, sifted through all the responses, and
boiled them down to two underlying factors: how trustworthy the face looks, and how dominant.
Todorov and Oosterhof conclude that personality judgements based on people’s faces are an
overgeneralisation of our evolved ability to infer emotions from facial expressions, and hence a
person’s intention to cause us harm and their ability to carry it out. Todorov, however, stresses that
overgeneralisation does not rule out the idea that there is sometimes a kernel of truth in these
assessments of personality.
So if there is a kernel of truth, where does it come from? Perrett has a hunch that the link arises
when our prejudices about faces turn into self-fulfilling prophecies—an idea that was investigated
by other researchers back in 1977. Our expectations can lead us to influence people to behave in
ways that confirm those expectations: consistently treat someone as untrustworthy and they end up
behaving that way. This effect sometimes works the other way round, however, especially for those
who look cute. The Nobel prize-winning ethologist Konrad Lorenz once suggested that baby-faced
features evoke a nurturing response. Support for this has come from work by Zebrowitz, who has
found that baby-faced boys and men stimulate an emotional centre of the brain, the amygdala, in a
similar way. But there’s a twist. Babyfaced men are, on average, better educated, more assertive and
apt to win more military medals than their mature-looking counterparts. They are also more likely to
be criminals; think Al Capone. Similarly, Zebrowitz found baby-faced boys to be quarrelsome and
hostile, and more likely to be academic highfliers. She calls this the “self-defeating prophecy
effect”: a man with a baby face strives to confound expectations and ends up overcompensating.
There is another theory that recalls the old parental warning not to pull faces because they might
freeze that way. According to this theory, our personality moulds the way our faces look. It is
supported by a study two decades ago which found that angry old people tend to look cross even
when asked to strike a neutral expression. A lifetime of scowling, grumpiness and grimaces seemed
to have left its mark.
For questions 96 – 100, decide whether the following statements are True (T), False (F) or Not
Given (NG). Write your answers in the corresponding numbered boxes.

96. Robert Fitzroy’s first impression of Darwin was accurate.

97. The precise rules of “physiognomy” have remained unchanged since the 18th century.
98. The first impression of a person can be modified later with little effort.
99. People who appear capable are more likely to be chosen to a position of power.
100. It is unfair for good-looking people to be better treated in society.

For questions 101-105, choose the best answer (A, B, C, or D.. Write your answers in
corresponding numbered boxes.
101. What’s true about Anthony Little and David Perrett’s experiment?
A. It is based on the belief that none of the conclusions in the Michigan experiment is accurate.
B. It supports parts of the conclusions in the Michigan experiment.
C. It replicates the study conditions in the Michigan experiment.
D. It has a greater range of faces than in the Michigan experiment.
102. What can be concluded from Justin Carre and Cheryl McCormick’s experiment?
A. A wide-faced man may be more aggressive.
B. Aggressive men have a wide range of facial features.
C. There is no relation between facial features and an aggressive character.
D. It’s necessary for people to be aggressive in competitive games.
103. What’s exemplified by referring to butterfly marks?
A. Threats to safety are easy to notice.
B. Instinct does not necessarily lead to accurate judgment.
C. People should learn to distinguish between accountable and unaccountable judgments.
D. Different species have various ways to notice danger.
104. What is the aim of Alexander Todorov’s study?
A. to determine the correlation between facial features and social development
B. to undermine the belief that appearance is important
C. to learn the influence of facial features on judgments of a person’s personality
D. to study the role of judgments in a person’s relationship
105. Which of the following is the conclusion of Alexander Todorov’s study?
A. People should draw accurate judgments from overgeneralization.
B. Using appearance to determine a person’s character is undependable.
C. Overgeneralization can be misleading as a way to determine a person’s character.
D. The judgment of a person’s character based on appearance may be accurate.

The deserts, which already occupy approximately a fourth of the Earth’s land surface,
have in recent decades been increasing at an alarming pace. The expansion of desertlike
conditions into areas where they did not previously exist is called desertification. It has been
estimated that an additional one-fourth of the Earth’s land surface is threatened by this
process.
Desertification is accomplished primarily through the loss of stabilizing natural
vegetation and the subsequent accelerated erosion of the soil by wind and water. In some
cases, the loose soil is blown completely away, leaving a stony surface. In other cases, the
finer particles may be removed, while the sand-sized particles are accumulated to form
mobile hills or ridges of sand.
Even in the areas that retain a soil cover, the reduction of vegetation typically results
in the loss of the soil’s ability to absorb substantial quantities of water. The impact of
raindrops on the loose soil tends to transfer fine clay particles into the tiniest soil spaces,
sealing them and producing a surface that allows very little water penetration. Water
absorption is greatly reduced, consequently runoff is increased, resulting in accelerated
erosion rates. The gradual drying of the soil caused by its diminished ability to absorb water
results in the further loss of vegetation, so that a cycle of progressive surface deterioration is
established.
In some regions, the increase in desert areas is occurring largely as the result of a trend
toward drier climatic conditions. Continued gradual global warming has produced an
increase in aridity for some areas over the past few thousand years. The process may be
accelerated in subsequent decades if global warming resulting from air pollution seriously
increases.
There is little doubt, however, that desertification in most areas results primarily from
human activities rather than natural processes. The semiarid lands bordering the deserts exist
in a delicate ecological balance and are limited in their potential to adjust to increased
environmental pressures. Expanding populations are subjecting the land to increasing
pressures to provide them with food and fuel. In wet periods, the land may be able to respond
to these stresses. During the dry periods that are common phenomena along the desert
margins, though, the pressure on the land is often far in excess of its diminished capacity,
and desertification results.
Four specific activities have been identified as major contributors to the desertification
process: overcultivation, overgrazing, firewood gathering, and overirrigation. The cultivation
of crops has expanded into progressively drier regions as population densities have grown.
These regions are especially likely to have periods of severe dryness so that crop failures are
common. Since the raising of most crops necessitates the prior removal of the natural
vegetation, crop failures leave extensive tracts of land devoid of a plant cover and
susceptible to wind and water erosion.
■ [A] The raising of livestock is a major economic activity in semiarid lands, where
grasses are generally the dominant type of natural vegetation. ■ [B] The consequences of an
excessive number of livestock grazing in an area are the reduction of the vegetation cover
and the trampling and pulverization of the soil. ■ [C]This is usually followed by the drying
of the soil and accelerated erosion. ■ [D]
Firewood is the chief fuel used for cooking and heating in many countries. The
increased pres- sures of expanding populations have led to the removal of woody plants so
that many cities and towns are surrounded by large areas completely lacking in trees and
shrubs. The increasing use of dried animal waste as a substitute fuel has also hurt the soil
because this valuable soil conditioner and source of plant nutrients is no longer being
returned to the land.
The final major human cause of desertification is soil salinization resulting from
overirrigation. Excess water from irrigation sinks down into the water table. If no drainage
system exists, the water table rises, bringing dissolved salts to the surface. The water
evaporates and the salts are left behind, creating a white crustal layer that prevents air and
water from reaching the underlying soil.
The extreme seriousness of desertification results from the vast areas of land and
the tremendous numbers of people affected, as well as from the great difficulty of
reversing or even slowing the process. Once the soil has been removed by erosion, only the
passage of centuries or millen- nia will enable new soil to form. In areas where considerable
soil still remains, though, a rigorously enforced program of land protection and cover-crop
planting may make it possible to reverse the present deterioration of the surface.
86. According to paragraph 3, the loss of natural vegetation has which of the following
consequences for soil?
A. Increased stony content B. Reduced water absorption
C. Increased numbers of spaces in the soil D. Reduced water runoff
87. The word delicate in the passage is closest in meaning to
A. fragile B. predictable C. complex D. valuable
88. According to paragraph 5, in dry periods, border areas have difficulty
A. adjusting to stresses created by settlement
B. retaining their fertility after desertification
C. providing water for irrigating crops
D. attracting populations in search of food and fuel
89. The phrase devoid of in the passage is closest in meaning to
A. consisting of B. hidden by
C. except for D. lacking in
90. According to paragraph 6, which of the following is often associated with raising crops?
A. Lack of proper irrigation techniques
B. Failure to plant crops suited to the particular area
C. Removal of the original vegetation
D. Excessive use of dried animal waste
91. According to paragraph 9, the ground's absorption of excess water is a factor in
desertification because it can
A. interfere with the irrigation of land
B. limit the evaporation of water
C. require more absorption of air by the soil
D. bring salts to the surface
92. All of the following are mentioned in the passage as contributing to desertification
EXCEPT
A. soil erosion B. global warming
C. insufficient irrigation D. the raising of livestock
93. Which of the sentences below best expresses the essential information in the highlighted
sentence in the passage?
The extreme seriousness of desertification results from the vast areas of land and the
tremendous numbers of people affected, as well as from the great difficulty of reversing
or even slowing the process.
A. Desertification is a significant problem because it is so hard to reverse and affects large
areas of land and great numbers of people.
B. Slowing down the process of desertification is difficult because of population growth that
has spread over large areas of land.
C. The spread of deserts is considered a very serious problem that can be solved only if large
numbers of people in various countries are involved in the effort.
D. Desertification is extremely hard to reverse unless the population is reduced in the vast
areas affected.
94. It can be inferred from the passage that the author most likely believes which of the
following about the future of desertification?
A. Governments will act quickly to control further desertification.
B. The factors influencing desertification occur in cycles and will change in the future.
C. Desertification will continue to increase.
D. Desertification will soon occur in all areas of the world.
95. Look at the four squares that indicate where the following sentence can be added to the
passage.
 ■ [A] The raising of livestock is a major economic activity in semiarid lands, where
grasses are generally the dominant type of natural vegetation. ■ [B] The consequences of an
excessive number of livestock grazing in an area are the reduction of the vegetation cover
and the trampling and pulverization of the soil. ■ [C]This is usually followed by the drying
of the soil and accelerated erosion. ■ [D]
Where would the sentence best fit?
This economic reliance on livestock in certain regions makes large tracts of land
susceptible to overgrazing.
A. [A] B. [B] C. [C] D. [D]
Your answers:

86. 87. 88. 89. 90.

91. 92. 93. 94. 95.

Part 4. For questions 96-105, read the passage and do the following tasks. Write your
answers in the corresponding numbered boxes. (15 points)
Climate change and the Inuit
The threat posed by climate change in the Arctic
and the problems faced by Canada's Inuit people
A
Unusual incidents are being reported across the Arctic. Inuit families going off on
snowmobiles to prepare their summer hunting camps have found themselves cut off from
home by a sea of mud, following early thaws. There are reports of igloos losing their
insulating properties as the snow drips and refreezes, of lakes draining into the sea as
permafrost melts, and sea ice breaking up earlier than usual, carrying seals beyond the reach
of hunters. Climate change may still be a rather abstract idea to most of us, but in the Arctic
it is already having dramatic effects - if summertime ice continues to shrink at its present
rate, the Arctic Ocean could soon become virtually ice-free in summer. The knock-on effects
are likely to include more warming, cloudier skies, increased precipitation and higher sea
levels. Scientists are increasingly keen to find out what's going on because they consider the
Arctic the ‘canary in the mine’ for global warming - a warning of what's in store for the rest
of the world.
B
For the Inuit the problem is urgent. They live in precarious balance with one of the toughest
environments on earth. Climate change, whatever its causes, is a direct threat to their way of
life. Nobody knows the Arctic as well as the locals, which is why they are not content simply
to stand back and let outside experts tell them what's happening. In Canada, where the Inuit
people are jealously guarding their hard-won autonomy in the country's newest territory,
Nunavut, they believe their best hope of survival in this changing environment lies in
combining their ancestral knowledge with the best of modern science. This is a challenge in
itself.
C
The Canadian Arctic is a vast, treeless polar desert that's covered with snow for most of the
year. Venture into this terrain and you get some idea of the hardships facing anyone who
calls this home. Farming is out of the question and nature offers meagre pickings. Humans
first settled in the Arctic a mere 4,500 years ago, surviving by exploiting sea mammals and
fish. The environment tested them to the limits: sometimes the colonists were successful,
sometimes they failed and vanished. But around a thousand years ago, one group emerged
that was uniquely well adapted to cope with the Arctic environment. These Thule people
moved in from Alaska, bringing kayaks, sleds, dogs, pottery and iron tools. They are the
ancestors of today's Inuit people.
D
Life for the descendants of the Thule people is still harsh. Nunavut is 1.9 million square
kilometres of rock and ice, and a handful of islands around the North Pole. It's currently
home to 2,500 people, all but a handful of them indigenous Inuit. Over the past 40 years,
most have abandoned their nomadic ways and settled in the territory's 28 isolated
communities, but they still rely heavily on nature to provide food and clothing.
Provisions available in local shops have to be flown into Nunavut on one of the most costly
air networks in the world, or brought by supply ship during the few ice-free weeks of
summer. It would cost a family around £7,000 a year to replace meat they obtained
themselves through hunting with imported meat. Economic opportunities are scarce, and for
many people state benefits are their only income.
E
While the Inuit may not actually starve if hunting and trapping are curtailed by climate
change, there has certainly been an impact on people's health. Obesity, heart disease and
diabetes are beginning to appear in people for whom these have never before been problems.
There has been a crisis of identity as the traditional skills of hunting, trapping and preparing
skins have begun to disappear. In Nunavut's ‘igloo and email’ society, where adults who
were born in igloos have children who may never have been out on the land, there's a high
incidence of depression.
F
With so much at stake, the Inuit are determined to play a key role in teasing out the mysteries
of climate change in the Arctic. Having survived there for centuries, they believe their
wealth of traditional knowledge is vital to the task. And Western scientists are starting to
draw on this wisdom, increasingly referred to as ‘Inuit Qaujimajatugangit’, or IQ. ‘In the
early days scientists ignored us when they came up here to study anything. They just figured
these people don't know very much so we won't ask them,’ says John Amagoalik, an Inuit
leader and politician. ‘But in recent years IQ has had much more credibility and weight.’ In
fact it is now a requirement for anyone hoping to get permission to do research that they
consult the communities, who are helping to set the research agenda to reflect their most
important concerns. They can turn down applications from scientists they believe will work
against their interests, or research projects that will impinge too much on their daily lives and
traditional activities.
G
Some scientists doubt the value of traditional knowledge because the occupation of the
Arctic doesn't go back far enough. Others, however, point out that the first weather stations
in the far north date back just 50 years. There are still huge gaps in our environmental
knowledge, and despite the scientific onslaught, many predictions are no more than best
guesses. IQ could help to bridge the gap and resolve the tremendous uncertainty about how
much of what we're seeing is natural capriciousness and how much is the consequence of
human activity.
Questions 96-32
Choose the correct heading for paragraphs B-F from the list of headings below..
Write the correct number i-ix, in boxes on your answer sheet.
List of Headings
 i The reaction of the Inuit community to climate change
ii Understanding of climate change remains limited
iii Alternative sources of essential supplies
iv Respect for Inuit opinion grows
v A healthier choice of food
vi A difficult landscape
vii Negative effects on well-being
viii Alarm caused by unprecedented events in the Arctic
ix The benefits of an easier existence

Example Paragraph A Answer viii

96 Paragraph B
97 Paragraph C
98 Paragraph D
99 Paragraph E
100 Paragraph F

Have teenagers always existed?

A. Our ancestor, Homo erectus, may not have had culture or even language, but did they
have teenagers? That question has been contested in the past few years, with some
anthropologists claiming evidence of an adolescent phase in human fossil. This is not merely
an academic debate. Humans today are the only animals on Earth to have a teenage phase,
yet we have very little idea why. Establishing exactly when adolescence first evolved and
finding out what sorts of changes in our bodies and lifestyles it was associated with could
help us understand its purpose. Why do we, uniquely, have a growth spurt so late in life?
B. Until recently, the dominant explanation was that physical growth is delayed by our need
to grow large brains and to learn all the behaviour patterns associated with humanity –
speaking, social interaction and so on. While such behaviour is still developing, humans
cannot easily fend for themselves, so it is best to stay small and look youthful. That way your
parents and other members of the social group are motivated to continue looking after you.
What’s more, studies of mammals show a strong relationship between brain size and the rate
of development, with larger-brained animals taking longer to reach adulthood. Humans are at
the far end of this spectrum. If this theory is correct, and the development of large brains
accounts for the teenage growth spurt, the origin of adolescence should have been with the
evolution of our own species (Homo sapiens) and Neanderthals, starting almost 200,000
years ago. The trouble is, some of the fossil evidence seems to tell a different story.
C. The human fossil record is extremely sparse, and the number of fossilised children
minuscule. Nevertheless, in the past few years, anthropologists have begun to look at what
can be learned of the lives of our ancestors from these youngsters. One of the most studied is
the famous Turkana boy, an almost complete skeleton of Homo erectus from 1.6 million
years ago found in Kenya in 1984. Accurately assessing how old someone is from their
skeleton is a tricky business. Even with a modern human, you can only make a rough
estimate based on the developmental stage of teeth and bones and the skeleton’s general size.
D. You need as many developmental markers as possible to get an estimate of age. The
Turkana boy’s teeth made him 10 or 11 years old. The features of his skeleton put him at 13,
but he was as tall as a modern 15-year-old. Susan Anton of New York University points to
research by Margaret Clegg who studied a collection of 18th- and 19th-century skeletons
whose ages at death were known. When she tried to age the skeletons without checking the
records, she found similar discrepancies to those of the Turkana boy. One 10-year-old boy,
for example, had a dental age of 9, the skeleton of a 6-year-old but was tall enough to be 11.
The Turkana kid still has a rounded skull, and needs more growth to reach the adult shape,’
Anton adds. She thinks that Homo erectus had already developed modern human patterns of
growth, with a late, if not quite so extreme, adolescent spurt. She believes Turkana boy was
just about to enter it.
E. If Anton is right, that theory contradicts the orthodox idea linking late growth with the
development of a large brain. Anthropologist Steven Leigh from the University of Illinois
goes further. He believes the idea of adolescence as catch-up growth does not explain why
the growth rate increases so dramatically. He says that many apes have growth spurts in
particular body regions that are associated with reaching maturity, and this makes sense
because by timing the short but crucial spells of maturation to coincide with the seasons
when food is plentiful, they minimise the risk of being without adequate food supplies while
growing. What makes humans unique is that the whole skeleton is involved. For Leigh, this
is the key.
F. According to his theory, adolescence evolved as an integral part of efficient upright
locomotion, as well as to accommodate more complex brains. Fossil evidence suggests that
our ancestors first walked on two legs six million years ago. If proficient walking was
important for survival, perhaps the teenage growth spurt has very ancient origins. While
many anthropologists will consider Leigh’s theory a step too far, he is not the only one with
new ideas about the evolution of teenagers.
G. Another approach, which has produced a surprising result, relies on the minute analysis of
tooth growth. Every nine days or so the growing teeth of both apes and humans acquire
ridges on their enamel surface. These are like rings in a tree trunk: the number of them tells
you how long the crown of a tooth took to form. Across mammals, the rate at which teeth
develop is closely related to how fast the brain grows and the age you mature. Teeth are
good indicators of life history because their growth is less related to the environment and
nutrition than is the growth of the skeleton.
H. A more decisive piece of evidence came last year when researchers in France and Spain
published their findings from a study of Neanderthal teeth. Neanderthals had much-festered
tooth growth than Homo erectus who went before them, and hence, possibly, a shorter
childhood. Lead researcher Fernando Ramirez-Rozzi thinks Neanderthals died young – about
25 years old — primarily because of the cold, harsh environment they had to endure in
glacial Europe. They evolved to grow up quicker than their immediate ancestors.
Neanderthals and Homo erectus probably had to reach adulthood fairly quickly, without
delaying for an adolescent growth spurt. So it still looks as though we are the original
teenagers.
Do the following statements agree with the claims of the writer in Reading Passage 3?
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
1. _____ It is difficult for anthropologists to do research on human fossils because they are
so rare.
2. _____ Modern methods mean it is possible to predict the age of a skeleton with accuracy.
3. _____ Susan Anton’s conclusion about the Turkana boy reinforces an established idea.
4. _____ Steven Leigh’s ideas are likely to be met with disbelief by many anthropologists.
5. _____ Researchers in France and Spain developed a unique method of analysing teeth.
6. _____ There has been too little research comparing the brains of Homo erectus and
Neanderthals.
Complete each sentence with the correct endings, A-G, below. Write the correct letters,
A-G, in blank spaces 7 - 10.
A inconsistencies between height, skeleton and dental
evidence.
B the fact that human beings walk on two legs.
C the way teeth grew.
D a need to be dependent on others for survival.
E difficult climatic conditions.
F increased quantities of food.
G the existence of much larger brains than previously.

7. Until recently, delayed growth in humans until adolescence was felt to be due to _____.
8. In her research, Margaret Clegg discovered _____.
9. Steven Leigh thought the existence of adolescence is connected to _____.
10. Research on Neanderthals suggests that they had short lives because of _____.