BAGDAD 2024
O‘ZBEKISTON RESPUBLIKASI STATE TESTING CENTRE
VAZIRLAR MAHKAMASI UNDER THE CABINET OF
HUZURIDAGI DAVLAT TEST MINISTERS OF THE REPUBLIC
MARKAZI OF UZBEKISTAN
CHET TILLARNI BILISH VA EGALLASH DARAJASINI BAHOLASH MILLIY
TIZIMI
CHET TILLARI SERTIFIKATI
TIL: INGLIZ
NATIONAL SYSTEM
OF ASSESSMENT OF FOREIGN LANGUAGE PROFICIENCY
CERTIFICATE OF FOREIGN LANGUAGES
LANGUAGE: ENGLISH
PAPER 2: READING
The Reading Paper consists of FIVE parts.
Part 1: Questions 1-6; Part 4: Questions 21-29;
Part 2: Questions 7-14; Part 5: Questions 30-35.
Part 3: Questions 15-20;
Each question carries ONE mark.
Total time allowed: 1 hour
You may write on the question paper if you wish, but you must transfer your
answers to the Answer Sheet within the time limit. No extra time is allowed to do
so.
FOLLOW THE INSTRUCTIONS OF THE INVIGILATORS!
AT THE END OF THE PAPER, THE QUESTION PAPER WILL BE COLLECTED
BY THE INVIGILATOR.
NO MATERIALS CAN BE REMOVED FROM THE EXAMINATION ROOM.
DO NOT OPEN THE QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO!
Please write your full name here: Please sign here:
______________________________________ ________________
(Candidate’s full name) (Signature)
The test booklet consists of 9 (nine) printed pages
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PART 1
Read the text. Fill in each gap with ONE word. You must use a word which is somewhere
in the rest of the text.
French farmers are angry with their government. They are blocking roads around France's
capital city of Paris. There are many reasons for the (1)__________' anger. It is becoming
more difficult for them to survive. Inflation in France is increasing because of high energy
prices. This is making food more expensive for farmers to produce. The war in Ukraine is
causing higher prices, especially for fertilizers. The farmers are also angry because the
(2)____________ is not protecting them from cheaper food coming from other countries,
especially Eastern Europe. Finally, they are furious with European Union climate
measures, which are adding to red tape and the costs of doing business.
The farmers blocked major highways around Paris. They parked their tractors on main
(3)_____________ to stop traffic going in and out of the city. They also dumped smelly
agricultural waste outside government offices. Farmer Christophe Rossignol told the
Associated Press news agency: "We've come to defend French (4)_____________. We go
from crisis to crisis." Another farmer said: "Parisians are going to be hungry. The goal is to
starve (5)______________." A large farmers union said: "Our objective is to put pressure
on the government so that we can quickly find a solution for a way out of the
(6)______________." Some tractors had messages on them that said: "No food without
farmers" and "The end of us would mean famine for you."
PART 2
Read the texts 7-14 and the statements A-J. Decide which text matches with the
situation described in the statements.
Each statement can be used ONCE only. There are TWO extra statements which you do
not need to use.
Mark your answers on the answer sheet.
A) Students can find research ideas about geographical destinations.
B) You may upload your own documentary films there.
C) The site is particularly about maps.
D) The site has some nice maps and knowledge about deep oceans.
E) The site users can share other site addresses.
F) The site has pictures, games and puzzles about various topics such as people and
mountains.
G) The site can help you test your knowledge.
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H) The site has a lot of graphical and textual information about mountains.
I) Students can make their geographical destinations there.
J) One can post something about themselves there.
Geography websites
7. Geoview
This website has fantastic videos of animals in challenging locations, and information
about how they manage to live there. There are also helpful tips on understanding
geographical information, such as maps and diagrams of the Earth and its oceans. Users
can also share information about useful links to follow.
8. Geographical
This website has lots of maps, quizzes and advice, to check your knowledge of what you’ve
studied – and remind you of anything you’ve forgotten! There’s a brilliant section about
popular places in many different countries, which attract large numbers of visitors, with
background historical details about the reasons these places are now so well known.
9. [Link]
This website has interesting maps and details about places that have become famous
tourist destinations in different countries, and also some famous geographical features
around the world, such as the biggest mountains and rivers. There are also online tips
available on how to research information for projects.
10. Goworld
How do people live in places with very high or low temperatures in different seasons? Find
out how people adapt to the climate they live in, how it affects their lives and what they
do to stay warm or keep cool, as necessary. You can also upload your own stories about
life in extreme temperatures in your country.
11. Planet Zoom
Not sure how to understand the information included on map? Here’s a step-by-step
guide to using them! The site also has games and puzzles about all the continents,
including Africa, Asia and Europe, and important details about them, such as their huge
size, and their mountain ranges, rivers and climate.
12. Worldwide
This website has lots of beautiful photos, maps and film clips to help you learn more about
some of the highest – and coldest – peaks on the planet. You’ll find plenty of amazing
facts about them, together with details of the wildlife that makes its home in the
surrounding areas.
13. GeoInfo
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Which countries in the world have the coldest winters, the highest mountains or the most
unusual animals? Check your knowledge with some fantastic geography puzzles and
games. And the photos on this site also show people’s everyday lives in very different
climate conditions.
14. Geowatch
What’s underneath the ground we walk on? You’ll find maps and diagrams here to tell you
– including what you’d see inside the planet if you cut it in half! There’s information, too,
about parts of the world that aren’t land, but actually oceans and seas, and help on
researching and presenting project information.
PART 3
Read the text and choose the correct heading for each paragraph from the list of
headings below.
There are more headings than paragraphs, so you will not use all of them. You cannot
use any heading more than once.
List of Headings:
A) Bee behaviour is a mystery
B) Communicating direction when outside a hive
C) How bees carry food on their bodies
D) Von Frisch discovers that bees communicate
E) How bees communicate direction when inside a hive
F) The special position of bee language
G) Von Frisch discovers three types of dance
H) The purpose of the two simple dances
15. Paragraph I
16. Paragraph II
17. Paragraph III
18. Paragraph IV
19. Paragraph V
20. Paragraph VI
UNDERSTANDING BEE BEHAVIOUR
I. A bee’s brain is the size of a grass seed, yet in this tiny brain are encoded some of the
most complex and amazing behavioural patterns witnessed outside humankind. For bees
are arguably the only animals apart from humans which have their own language. Earlier
this century Karl von Frisch, a professor of Zoology at Munich University, spent decades of
‘the purest joy of discovery’ unravelling the mysteries of bee behaviour. For his
astonishing achievements he was awarded the Nobel Prize and it is from his work that
most of today’s knowledge of what bees say to each other derives.
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II. It started simply enough. Von Frisch knew from experiments by an earlier researcher
that if he put out a bowl of sweet sugar syrup, bees might at first take some time to find it
but, once they had done so, within the hour, hundreds of other bees would be eagerly
taking the syrup. Von Frisch realised that, in some way, messages were being passed on
back at the hive1”, messages which said, ‘Out there, at this spot, you’re going to find food.’
III. But how was it happening? To watch the bees, von Frisch constructed a glass-sided
hive. He found that, once the scout bees arrived back at the hive, they would perform one
of three dance types. In the first type, a returning scout scampered in circles, alternating
to right and left, stopping occasionally to regurgitate food samples to the excited bees
chasing after her. In the second dance, clearly an extended version of this round dance,
she performed a sickle-shaped figure-of-eight pattern instead. In the third, distinctly
different dance, she started by running a short distance in a straight line, waggling her
body from side to side, and returning in a semi-circle to the starting point before
repeating the process. She also stopped from time to time to give little bits of food to
begging bees. Soon the others would excitedly leave the hive in search of food. Minutes
later, many of them, marked by von Frisch, could be seen eating at the bowls of sugar
syrup.
IV. Experimenting further, von Frisch unravelled the mystery of the first two related
types, the round and the sickle dances. These dances, he concluded, told the bees simply
that, within quite short distances of the hive there was a food source worth chasing. The
longer and more excitedly the scout danced, the richer the promise of the food source.
The scent she carried in her samples and on her body was a message to the other bees
that this particular food was the one they were looking for. The others would then troop
out of the hive and fly in spiralling circles ‘sniffing’ in the wind for the promised food.
V. Von Frisch noted something further. When the scout bees came home to tell their
sisters about the food source, sometimes they would dance outside on the horizontal
entrance platform of the hive, and sometimes on the vertical wall inside. And, depending
on where they danced, the straight portion of the waggle dance would point in different
directions. The outside dance was fairly easy to decode: the straight portion of the dance
pointed directly to the food source, so the bees would merely have to decode the distance
message and fly off in that direction to find their food.
VI. But by studying the dance on the inner wall of the hive, von Frisch discovered a
remark-able method which the dancer used to tell her sisters the direction of the food in
relation to the sun. When inside the hive, the dancer cannot use the sun, so she uses
gravity instead. The direction of the sun is represented by the top of the hive wall. If she
runs straight up, this means that the feeding place is in the same direction as the sun.
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However, if, for example, the feeding place is 40° to the left of the sun, then the dancer
would run 40° to the left of the vertical line. This was to be the first of von Frisch’s
remarkable discoveries. Soon he would also discover a number of other remarkable facts
about how bees communicate and, in doing so, revolutionise the study of animal
behaviour generally.
PART 4
Read the following text for question 21-29.
THE EXPLORATION OF MARS
In 1877, Giovanni Schiaparelli, an Italian astronomer, made drawings and maps of the
Martian surface that suggested strange features. The images from telescopes at this time
were not as sharp as today. Schiaparelli said he could see a network of lines or canali. In
1894, an American astronomer, Percival Lowell, made a series of observations of Mars
from his own observatory at Flagstaff, Arizona, USA. Lowell was convinced a great
network of canals had been dug to irrigate crops for the Martian race! He suggested that
each canal had fertile vegetation on either side, making them noticeable from Earth.
Drawings and globes he made show a network of canals and oases all over the planet.
The idea that there was intelligent life on Mars gained strength in the late 19th century. In
1898, H.G. Wells wrote a science fiction classic, The War of the Worlds about an invading
force of Martians who try to conquer Earth. They use highly advanced technology
(advanced for 1898) to crush human resistance in their path. In 1917, Edgar Rice
Burroughs wrote the first in a series of 11 novels about Mars. Strange beings and
rampaging Martian monsters gripped the public’s imagination. A radio broadcast by Orson
Welles on Halloween night in 1938 of The War of the Worlds caused widespread panic
across America. People ran into the streets in their pyjamas-millions believed the dramatic
reports of a Martian invasion.
Probes are very important to our understanding of other planets. Much of our recent
knowledge comes from these robotic missions into space. The first images sent back from
Mars came from Mariner 4 in July 1965. They showed a cratered and barren landscape,
more like the surface of our moon than Earth. In 1969, Mariners 6 and 7 were launched
and took 200 photographs of Mars’s southern hemisphere and pole on fly-by missions.
But these showed little more information. In 1971, Mariner 9’s mission was to orbit the
planet every 12 hours. In 1975, The USA sent two Viking probes to the planet, each with a
lander and an orbiter. The Landers had sampler arms to scoop up Maritain rocks and did
experiments to try and find signs of life. Although no life was found, they sent back the
first colour pictures of the planet’s surface and atmosphere from pivoting cameras.
The Martian meteorite found in Earth aroused doubts to the above analysis. ALH84001
meteorite was discovered in December 1984 in Antarctica, by members of the ANSMET
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project; The sample was ejected from Mars about 17 million years ago and spent 11,000
years in or on the Antarctic ice sheets. Composition analysis by NASA revealed a kind of
magnetite that on Earth, is only found in association with certain microorganisms. Some
structures resembling the mineralized casts of terrestrial bacteria and their appendages
fibrils of by-products occur in the rims of carbonate globules and pre-terrestrial aqueous
alteration regions. The size and shape of the objects are consistent with Earthly fossilized
nanobacteria, but the existence of nanobacteria itself is still controversial.
In 1965, the Mariner 4 probe discovered that Mars had no global magnetic field that
would protect the planet from potentially life-threatening cosmic radiation and solar
radiation; observations made in the late 1990s by the Mars Global Surveyor confirmed this
discovery. Scientists speculate that the lack of magnetic shielding helped the solar wind
blow away much of Mars’s atmosphere over the course of several billion years. After
mapping cosmic radiation levels at various depths on Mars, researchers have concluded
that any life within the first several meters of the planet’s surface would be killed by lethal
doses of cosmic radiation. In 2007, it was calculated that DNA and RNA damage by cosmic
radiation would limit life on Mars to depths greater than 7.5 metres below the planet’s
surface. Therefore, the best potential locations for discovering life on Mars may be at
subsurface environments that have not been studied yet. The disappearance of the
magnetic field may be played a significant role in the process of Martian climate change.
According to the valuation of the scientists, the climate of Mars gradually transits from
warm and wet to cold and dry after magnetic field vanished.
Researchers from the Center of Astrobiology (Spain) and the Catholic University of the
North in Chile have found an ‘oasis’ of microorganisms two meters below the surface of
the Atacama Desert, SOLID, a detector for signs of life which could be used in
environments similar to subsoil on Mars. “We have named it a ‘microbial oasis’ because
we found microorganisms developing in a habitat that was rich in rock salt and other
highly hygroscopic compounds that absorb water” explained Victor Parro, a researcher
from the Center of Astrobiology in Spain. “If there are similar microbes on Mars or
remains in similar conditions to the ones we have found in the Atacama, we could detect
them with instruments like SOLID” Parro highlighted.
For questions 21-24, choose the correct answer A, B, C, or D. Mark your answers on the
answer sheet.
21 How did Percival Lowell describe Mars in this passage?
A Perfect observation location is in Arizona.
B Canals of Mars is broader than that of the earth.
C Dedicated water and agriculture trace are similar to the earth.
D Actively moving Martian lives are found by observation.
22 How did people change their point of view towards Mars from the 19th century?
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A They experienced a Martian attack.
B They learned knowledge of mars through some literature works.
C They learned a new concept by listening to a famous radio program.
D They attended lectures given by famous writers.
23 In the 1960s, which information is correct about Mars by a number of Probes sent to
space?
A It has a landscape full of rock and river
B It was not as vivid as the earth
C It contained the same substance as in the moon
D It had different images from the following probes
24 What is the implication of the project proceeded by a technology called SOLID in
the Atacama Desert?
A It could be employed to explore organisms under Martian condition.
B This technology could NOT be used to identify life on similar condition of Mars.
C Atacama Desert is the only place that has a suitable environment for organisms.
D Life had not yet been found yet in the Atacama Desert.
For questions 25-29, decide if the following statements agree with the information given
in the text. Mark your answers on the answer sheet.
25 The technology of Martian creature was superior to what human had at that time in
every field according to The War of the Worlds.
A) True B) False C) No Information
26 Proof sent by Viking probes has not been challenged yet.
A) True B) False C) No Information
27 Analysis of meteorite from Mars found a substance which is connected to some germs.
A) True B) False C) No Information
28 According to Victor Parro, their project will be deployed on Mars after they identified
DNA substance on earth.
A) True B) False C) No Information
29 It has been suggested that the loss of magnetic field may have been the reason why
Mars has no life.
A) True B) False C) No Information
PART 5
Read the following text for questions 30-35.
DINOSAURS AND THE SECRETS THEY STILL HOLD
Dinosaur expert Dr Steve Brusatte continues to investigate the mysteries surrounding these
fascinating prehistoric creatures
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probably originated as simple, hair-like strands — a necessary means of keeping warm.
Many dinosaurs retained this basic fluffy coat, but in one group the strands modified. They
grew bigger, started to branch out and changed into feathers like those on modern birds.
They lined the arms, and sometimes the legs, forming wings. These feathers were
probably for display: to attract mates or scare off rivals. They appeared in species such as
the ostrich-like Ornithomimosaur. Such creatures were too large to fly. Flight may actually
have come about by accident when smaller winged dinosaurs began jumping between
trees or leaping in the air, and suddenly found that their wings had aerodynamic
properties. This is one of the most stimulating new notions about dinosaurs and a
fascinating area for further investigation.
There’s something else that these feathers can tell us. They allow us to determine what
colour dinosaurs were. If you look at modern bird feathers under a microscope, you can
see tiny blobs called melanosomes. These structures contain melanin, one of the main
colour-producing pigments in animals. Some are round, others are egg-shaped, etc. And
that’s important, because different shapes contain different colour pigments. So if you can
identify the shape, you can identify the colour. A few years ago, some palaeontologists
realised that you could find melanosomes in particularly well-preserved fossil feathers.
They discovered that different dinosaurs had different melanosomes, which meant they
had a variety of colours. Dinosaurs, therefore, probably came in a rainbow of colours – yet
another thing that links them to modern birds.
The most enduring mystery of all, which has been argued about ever since the first
dinosaur fossils were found, is ‘Why aren’t dinosaurs around today?’ Of course, we now
know that birds evolved from dinosaurs, so some dinosaurs do continue in a sense. But
there’s nothing like a Tyrannosaurus Rex today. They dominated the planet for over 150
million years, but suddenly disappeared from the fossil record 66 million years ago. That’s
when a 10 km-wide asteroid came out of space and struck what is now Mexico, impacting
with huge force and unleashing earthquakes, tidal waves, wildfires and hurricane-force
winds.
For questions 30-33, fill in the missing information in the numbered spaces.
Write no more than ONE WORD and / or A NUMBER for each question.
THE DISCOVERY OF TONGTIANLONG
This species of dinosaur has only recently been found in an area of China. Scientists
believe that it was bird-like in appearance and probably no bigger than a (30)__________
It is thought to have eaten (31)__________ and it used its (32)___________ to get
through their hard exterior. The fossil of Tongtianlong was found surrounded by rock
under the ground where the foundations of a new (33)__________ were being dug.
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For questions 34-35, choose the correct answer A, B, C, or D. Mark your answers on the
answer sheet.
34 In the fourth paragraph, what does the writer suggest about palaeontologist?
A They should study the fossilised bones of dinosaurs more closely.
B Their theories are based on evidence that can be interpreted in different ways.
C It is impossible to have any confidence in the proposals they have made.
D It is worrying that they still cannot agree about dinosaurs’ body temperature.
35. When describing the theory of how dinosaurs began to fly, the writer is
A amused that their flight probably came about by chance.
B surprised by the reason for the initial development of feathers.
C excited by the different possibilities it holds for future research.
D confused that feathers were also present on some creatures’ legs.