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Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 24-26 on your answer sheet.

A term used to refer to a situation when you are reading a text and cannot focus on your
surroundings is 24 _________

The 25 _________ part of the brain controls multitasking.

The practical solution of multitask in work is not to allow use of cellphone in 26 _______
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14. B

In the old days, a traditional wall phone would ring, and then the housewife would have to
stop her activities to answer it. When it rang, the housewife will sit down with her legs up. and
chat, with no laundry or sweeping or answering the door.

15. E

He found that doing different jobs at the same time may actually save time.

16. F

However, certain common workplace tasks, such as group meetings, would be more efficient if
we banned cell-phones, a common distraction. A person can also apply these tips to prevent self-
distraction.

17. C

He found that for humans, the size of this part constitutes one-third of the brain, while it is only 4
to 5 percent in dogs, and about 15% in monkeys. Given that this cortex is larger on a
human, it allows a human to be more flexible and accurate in his or her multitasking.

18. D

Even though the people tried to do the tasks at the same time, and both tasks were eventually
accomplished, overall, the task took more time than if the person focused on a single task
one at a time.

19. B

Miller then attached sensors to the patients " heads to pick up the electric patterns of the brain.
This sensor would show if " the brain particles, called neurons, were truly processing two
different tasks. What he found is that the brain neurons only lit up in singular areas one at a
time, and never simultaneously.

20. D

Gloria Mark set office workers as his subjects. He found that they were constantly multitasking.
He observed that nearly every 11 minutes people at work were disrupted. He found that doing
different jobs at the same time may actually save time. However, despite the fact that they are
faster, it does not mean they are more efficient.

21. A

Thomas Lehman, a researcher in Psychology, believes people never really do multiple things
simultaneously. Maybe a person is reading while listening to music, but in reality, the brain can
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only focus on one task. Reading the words in a book will cause you to ignore some of the words
of the music. When people think they are accomplishing two different tasks efficiently, what
they are really doing is dividing their focus.

22. E

Edward Hallowell said that people are losing a lot of efficiency in the workplace due to
multitasking, outside distractions and self distractions.

23. E

Instead of arriving to your office and checking all of your e-mails for new tasks, a common
workplace ritual, a person could dedicate an hour to a single task first thing in the morning.
Self-timing is a great way to reduce distraction and efficiently finish tasks one by one, instead of
slowing ourselves down with multi-tasking.

24. Email voice

Maybe they are listening to someone else talk, or maybe they are reading a text on their smart
phone and don't hear what you are saying. Lehman called this phenomenon “email voice".

25. prefrontal cortex

Earl Miller, an expert at the Massachusetts Institute of Technology, studied the prefrontal
cortex, which controls the brain while a person is multitasking.

26. group meetings

However, certain common workplace tasks, such as group meetings, would be more efficient if
we banned cell-phones, a common distraction.
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Exercise 14:

How should reading be taught?

By Keith Rayncr a Barbara R Foorman

A.Learning to speak is automatic for almost all children, but learning to read requires elaborate
instruction and conscious effort. Well aware of the difficulties, educators have given a great deal
of thought to how they can best help children learn to read. No single method has triumphed.
Indeed, heated arguments about the most appropriate form of reading instruction continue to
polarize the teaching community.

B.Three general approaches have been tried. In one, called whole-word instruction, children
learn by rote how to recognise at a glance a vocabulary of 50 to 100 words. Then they gradually
acquire other words, often through seeing them used over and over again in the context of a
story.
Speakers of most languages learn the relationship between letters and the sounds associated with
them (phonemes). That is, children are taught how to use their knowledge of the alphabet to
sound out words. This procedure constitutes a second approach to teaching reading – phonics.
Many schools have adopted a different approach: the whole-language method. The strategy here
relies on the child’s experience with the language. For example, students are offered engaging
books and are encouraged to guess the words that they do not know by considering the context of
the sentence or by looking for clues in the storyline and illustrations, rather than trying to sound
them out.
Many teachers adopted the whole-language approach because of its intuitive appeal. Making
reading fun promises to keep children motivated, and learning to read depends more on what the
student does than on what the teacher does. The presumed benefits of whole-language instruction
– and the contrast to the perceived dullness of phonics – led to its growing acceptance across
American during the 1990s and a movement away from phonics.

C.However, many linguists and psychologists objected strongly to the abandonment of phonics
in American schools. Why was this so? In short, because research had clearly demonstrated that
understanding how letters related to the component sounds in words is critically important in
reading. This conclusion rests, in part, on knowledge of how experienced readers make sense of
words on a page. Advocates of whole-language instruction have argued forcefully that people
often derive meanings directly from print without ever determining the sound of the word. Some
psychologists today accept this view, but most believe that reading is typically a process of
rapidly sounding out words mentally. Compelling evidence for this comes from experiments
which show that subjects often confuse homophones (words that sound the same, such as rose
and ‘rows). This supports the idea that readers convert strings of letters to sounds.

D.In order to evaluate different approaches to teaching reading, a number of experiments have
been carried out, firstly with college students, then with school pupils. Investigators trained
English-speaking college students to read using unfamiliar symbols such as Arabic letters (the
phonics approach), while another group learned entire words associated with certain strings of
Arabic letters (whole-word). Then both groups were required to read a new set of words
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constructed from the original characters. In general, readers who were taught the rules of phonics
could read many more new words than those trained with a whole-word procedure.
Classroom studies comparing phonics with either whole-word or whole-language instruction are
also quite illuminating. One particularly persuasive study compared two programmes used in 20
first-grade classrooms. Half the students were offered traditional reading instruction, which
included the use of phonics drills and applications. The other half were taught using an
individualised method that drew from their experiences with languages; these children produce
their own booklets of stories and developed sets of words to be recognised (common components
of the whole-language approach). This study found that the first group scored higher at year’s
end on tests of reading and comprehension.

E.If researchers are so convinced about the need for phonics instruction, why does the debate
continue? Because the controversy is enmeshed in the philosophical differences between
traditional and progressive (or new) approaches, differences that have divided educators for
years. The progressive challenge the results of laboratory tests and classroom studies on the basis
of a broad philosophical skepticism about the values of such research. They champion student-
centred learned and teacher empowerment. Sadly, they fail to realise that these very admirable
educational values are equally consistent with the teaching of phonics.

F. If schools of education insisted that would-be reading teachers learned something about the
vast research in linguistics and psychology that bears on reading, their graduates would be more
eager to use phonics and would be prepared to do so effectively. They could allow their pupils to
apply the principles of phonics while reading for pleasure. Using whole-language activities to
supplement phonics instruction certainly helps to make reading fun and meaningful for children,
so no one would want to see such tools discarded. Indeed, recent work has indicated that the
combination of literature-based instruction and phonics is more powerful than either method
used alone.
Teachers need to strike a balance. But in doing so, we urge them to remember that reading must
be grounded in a firm understanding of the connections between letters and sounds. Educators
who deny this reality are neglecting decades of research. They are also neglecting the needs of
their students.

Questions 27-31
Reading Passage 3 has six sections, A-F.
Choose the correct heading for sections B-F from the list of headings below.
Write the correct number, i-ix, in boxes 27-31 on your answer sheet.
List of Headings
i Disagreement about the reading process
ii The roots of the debate
iii A combined approach
iv Methods of teaching reading
v A controversial approach
vi Inconclusive research
vii Research with learners
vii Allowing teachers more control
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ix A debate amongst educators

Example
Section A ix
27 Section B
28 Section C
29 Section D
30 Section E
31 Section F

Questions 32-36
Do the following statements agree with the information given in Reading Passage 3?
In boxes 32-36 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
32 The whole-language approach relates letters to sounds.
33 Many educators believe the whole-language approach to be the most interesting way to teach
children to read.
34 Research supports the theory that we read without linking words to sounds.
35 Research has shown that the whole-word approach is less effective than the whole-language
approach.
36 Research has shown that phonics is more successful than both the whole-word and whole-
language approaches.

Questions 37-40
Complete the summary of sections E and F using the list of words, A-G, below.
Write the correct letter, A-G, in boxes 37-40 on your answer sheet.
In the teaching community, 37…………………………… question the usefulness of research
into methods of teaching reading. These critics believe that 38……………………………… is
incompatible with student-centred learning. In the future, teachers need to be aware
of 39………………………….. so that they understand the importance of phonics. They should
not, however, ignore the ideas of 40………………………….. which make reading enjoyable for
learners.
A the phonics method
B the whole-word method
C the whole-language method
D traditionalists
E progressives
F linguistics
G research studies
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27. iv

Three general approaches have been tried.

28. i

However, many linguists and psychologists objected strongly to the abandonment of phonics in
American schools.

29. vii

In order to evaluate different approaches to teaching reading, a number of experiments have

been carried out, firstly with college students, then with school pupils.

30. ii

If researchers are so convinced about the need for phonics instruction, why does the debate
continue?

31. iii

Indeed, recent work has indicated that the combination of literature-based instruction and
phonics is more powerful than either method used alone.

32. FALSE

Many schools have adopted a different approach: the whole-language method. The strategy here
relies on the child’s experience with the language. For example, students are offered engaging
books and are encouraged to guess the words that they do not know by considering the
context of the sentence or by looking for clues in the storyline and illustrations, rather than
trying to sound them out.

33. TRUE

Many teachers adopted the whole-language approach because of its intuitive appeal. Making
reading fun promises to keep children motivated, and learning to read depends more on what the
student does than on what the teacher does.

34. FALSE

However, many linguists and psychologists objected strongly to the abandonment of phonics
in American schools.

35. NOT GIVEN

36. TRUE
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Classroom studies comparing phonics with either whole-word or whole-language instruction are
also quite illuminating.

37. E

The progressives challenge the results of laboratory tests and classroom studies on the basis of a
broad philosophical skepticism about the values of such research.

38. A

They champion student-centred learned and teacher empowerment. Sadly, they fail to realise that
these very admirable educational values are equally consistent with the teaching of phonics.

39. G

If schools of education insisted that would-be reading teachers learned something about the
vast research in linguistics and psychology that bears on reading, their graduates would be
more eager to use phonics and would be prepared to do so effectively.

40. C

Using whole-language activities to supplement phonics instruction certainly helps to make

reading fun and meaningful for children, so no one would want to see such tools discarded.
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Exercise 15

Bright children
A.By the time Laszlo Polgar’s first baby was born in 1969 he already had firm views on child-
rearing. An eccentric citizen of communist Hungary, he had written a book called “Bring up
Genius!” and one of his favorite sayings was “Geniuses are made, not born”. An expert on the
theory of chess, he proceeded to teach little Zsuzsa at home, spending up to ten hours a day on
the game. Two more daughters were similarly hot-housed. All three obliged their father by
becoming world-class players. The youngest, Judit, is currently ranked 13th in the world and is
by far the best female chess player of all time. Would the experiment have succeeded with a
different trio of children? If any child can be turned into a star, then a lot of time and money are
being wasted world wide on trying to pick winners.

B.America has long held “talent searches”, using test results and teacher recommendations to
select children for advanced school courses, summer schools, and other extra tuition. This
provision is set to grow. In his state-of-the-union address in 2006, President George Bush
announced the “American Competitiveness Initiative”, which, among much else, would train
70,000 high-school teachers to lead advanced courses for selected pupils in mathematics and
science. Just as the superpowers’ space race made Congress put money into science education,
the thought of China and India turning out hundreds of thousands of engineers and scientists is
scaring America into prodding its brightest to do their best.

C.The philosophy behind this talent search is that ability is innate; that it can be diagnosed with
considerable accuracy; and that it is worth cultivating. In America, bright children are ranked as
“moderately”, “highly”, “exceptionally” and “profoundly” gifted. The only chance to influence
innate ability is thought to be in the womb or the first couple of years of life. Hence the fad for
“teaching aids” such as videos and flashcards for newborns, and “whale sounds” on tape which a
pregnant mother can strap to her belly.

D.In Britain, there is a broadly similar belief in the existence of innate talent, but also an
egalitarian sentiment which makes people queasy about the idea of investing resources in
grooming intelligence. Teachers are often opposed to separate provisions for the best-performing
children, saying any extra help should go to strugglers. In 2002, in a bid to help the able while
leaving intact the ban on most selection by ability in state schools, the government set up the
National Academy for Gifted and Talented Youth. This outfit runs summer schools and master
classes for children nominated by their schools. To date, though, only seven in ten secondary
schools have nominated even a single child. Last year all schools were told they must supply the
names of their top 10%.

E.Picking winners is also the order of the day in ex-communist states, a hangover from the times
when talented individuals were plucked from their homes and ruthlessly trained for the glory of
the nation. But in many other countries, opposition to the idea of singling out talent and
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grooming it runs deep. In Scandinavia, a belief in virtues like modesty and social solidarity
makes people flinch from the idea of treating brainy children differently.

F.And in Japan, there is a widespread belief that all children are born with the same innate
abilities – and should, therefore, be treated alike. All are taught together, covering the same
syllabus at the same rate until they finish compulsory schooling. Those who learn quickest are
expected then to teach their classmates. In China, extra teaching is provided, but to a self-
selected bunch. “Children’s palaces” in big cities offer a huge range of after-school classes.
Anyone can sign up; all that is asked is excellent attendance.

G.Statistics give little clue as to which system is best. The performance of the most able is
heavily affected by factors other than state provision. Most state education in Britain is
nominally non-selective, but middle-class parents try to live near the best schools. Ambitious
Japanese parents have made private, out-of-school tuition a thriving business. And Scandinavia’s
egalitarianism might work less well in places with more diverse populations and less competent
teachers. For what it’s worth, the data suggest that some countries – like Japan and Finland, see
table – can eschew selection and still thrive. But that does not mean that any country can ditch
selection and do as well.

H.Mr. Polgar thought any child could be a prodigy given the right teaching, an early start, and
enough practice. At one point he planned to prove it by adopting three baby boys from a poor
country and trying his methods on them. (His wife vetoed the scheme.) Some say the key to
success is simply hard graft. Judit, the youngest of the Polgar sisters, was the most driven, and
the most successful; Zsofia, the middle one, was regarded as the most talented, but she was the
only one who did not achieve the status of grandmaster. “Everything came easiest to her,” said
her older sister. “But she was lazy.”

Questions 28-33

Do the following statements agree with the information given in Reading Passage?

In boxes 28-33 on your answer sheet, write

YES if the statement agrees with the view of the writer

NO if the statement contradicts the view of the writer

if it is impossible to say what the writer thinks about

NOT GIVEN
this

28.America has a long history of selecting talented students into different categories.
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29.Teachers and schools in Britain held a welcome attitude towards the government’s selection
of gifted students.

30.Some parents agree to move to reputable schools in Britain.

31.Middle-class parents participate in their children’s education.

32.Japan and Finland comply with selected student’s policies.

33.Avoiding-selection-policy only works in a specific environment.

Questions 34-35

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

Write your answers in boxes on your answer sheet.

34. What’s Laszlo Polgar’s point of view towards geniuses of children

A.Chess is the best way to train geniuses.

B.Genius tends to happen on the first child.

C.Geniuses can be educated later on.

D.Geniuses are born naturally.

35. What is the purpose of citing Zsofia’s example in the last paragraph

A.Practice makes a genius.

B.Girls are not good at chess.

C.She was an adopted child.

D.A Middle child is always the most talented.

Questions 36-40

Use the information in the passage to match the countries (listed A-E) with correct connection
below.

Write the appropriate letters, A-E, in boxes 36-40 on your answer sheet.

36.Less gifted children get help from other classmates

37.Attending extra teaching is open to anyone

38.People are reluctant to favor gifted children due to social characteristics

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39.Both views of innate and egalitarian co-existed

40.The craze of audio and video teaching for pregnant women.

A Scandinavia
D China
B Japan
E America
C Britain
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28. YES

America has long held “talent searches”, using test results and teacher recommendations to
select children for advanced school courses, summer schools, and other extra tuition.

29. NO

In Britain, there is a broadly similar belief in the existence of innate talent, but also an egalitarian
sentiment which makes people queasy about the idea of investing resources in grooming
intelligence. Teachers are often opposed to separate provisions for the best-performing
children, saying any extra help should go to strugglers.

30. YES

In 2002, in a bid to help the able while leaving intact the ban on most selection by ability in state
schools, the government set up the National Academy for Gifted and Talented Youth. This outfit
runs summer schools and master classes for children nominated by their schools. To date,
though, only seven in ten secondary schools have nominated even a single child. Last year all
schools were told they must supply the names of their top 10%.

31. NOT GIVEN

32. NO

For what it’s worth, the data suggest that some countries – like Japan and Finland, see table – can
eschew selection and still thrive. But that does not mean that any country can ditch selection
and do as well.

33. YES

Most state education in Britain is nominally non-selective, but middle-class parents try to live
near the best schools. Ambitious Japanese parents have made private, out-of-school tuition
a thriving business.

34. C

Mr Polgar thought any child could be a prodigy given the right teaching, an early start, and
enough practice.

35. A
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Zsofia, the middle one, was regarded as the most talented, but she was the only one who did not
achieve the status of grandmaster. “Everything came easiest to her,” said her older sister. “But
she was lazy.”

36. B

in Japan, there is a widespread belief that all children are born with the same innate abilities –
and should, therefore, be treated alike. All are taught together, covering the same syllabus at the
same rate until they finish compulsory schooling. Those who learn quickest are expected then
to teach their classmates.

37. D

In China, extra teaching is provided

38. A

In Scandinavia, a belief in virtues like modesty and social solidarity makes people flinch from
the idea of treating brainy children differently.

39. C

In Britain, there is a broadly similar belief in the existence of innate talent, but also an
egalitarian sentiment which makes people queasy about the idea of investing resources in
grooming intelligence.

40. E

In America, bright children are ranked as “moderately”, “highly”, “exceptionally” and

“profoundly” gifted. The only chance to influence innate ability is thought to be in the womb
or the first couple of years of life.
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Exercise 16

Putting the brakes on climate change

Are hydrogen cars the answer?

A.It is tempting to think that the conservation of coral reefs and rainforests is a separate issue
from traffic and air pollution. But it is not. Scientists are now confident that rapid changes in the
Earth's climate are already disrupting and altering many wildlife habitats. Pollution from
vehicles is a big part of the problem.

B.The United Nation’s Climate Change Panel has estimated that the global average temperature
rise expected by the year 2100 could be as much as 6°C, causing forest fires and dieback on land
and coral bleaching in the ocean. Few species, if any, will be immune from the changes in
temperature, rainfall and sea levels. The panel believes that if such catastrophic temperature rises
are to be avoided, the quantity of greenhouse gases, especially carbon dioxide, being released
into the atmosphere must be reduced. That will depend on slowing the rate of deforestation and,
more crucially, finding alternatives to coal, oil and gas as our principal energy sources.

C.Technologies do exist to reduce or eliminate carbon dioxide as a waste product of our energy
consumption. Wind power and solar power are both spreading fast, but what are we doing about
traffic? Electric cars are one possible option, but their range and the time it takes to charge their
batteries pose serious limitations. However, the technology that shows the most potential to
make cars climate-friendly is fuel-cell technology. This was actually invented in the late
nineteenth century, but because the world's motor industry put its effort into developing the
combustion engine, it was never refined for mass production. One of the first prototype fuel-cell-
powered vehicles has been built by the Ford Motor Company. It is like a conventional car，only

with better acceleration and a smoother ride. Ford engineers expect to be able to produce a
virtually silent vehicle in the future.

D.So what’s the process involved – and is there a catch? Hydrogen goes into the fuel tank,
producing electricity. The only emission from the exhaust pipe is water. The fuel-cell is, in some
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ways similar to a battery, but unlike a battery it does not run down. As long as hydrogen and
oxygen are supplied to the cell, it will keep on generating electricity. Some cells work off
methane and a few use liquid fuels such as methanol, but fuel-ceils using hydrogen probably
have the most potential. Furthermore, they need not be limited to transport. Fuel-cells can be
made in a huge range of size, small enough for portable computers or large enough for power
stations. They have no moving parts and therefore need no oil. They just need a supply of
hydrogen. The big question, then, is where to get it from.

E.One source of hydrogen is water. But to exploit the abundant resource, electricity is needed,
and if the electricity is produced by a coal-fired power station or other fossil fuel, then the
overall carbon reduction benefit of the fuel-cell disappears. Renewable sources, such as wind
and solar power, do not produce enough energy for it to be economically viable to use them in
the 'manufacture' of hydrogen as a transport fuel. Another source of hydrogen is, however,
available and could provide a supply pending the development of more efficient and cheaper
renewable energy technologies. By splitting natural gas (methane) into its constituent parts,
hydrogen and carbon dioxide are produced. One way round the problem of what to do with the
carbon dioxide could be to store it back below ground – so-called geological sequestration. Oil
companies, such as Norway's Statoil, are experimenting with storing carbon dioxide below
ground in oil and gas wells.

F.With freak weather conditions, arguably caused by global warming, frequently in the
headlines, the urgent need to get fuel-cell vehicles will be available in most showrooms. Even
now, fuel-cell buses are operating in the US, while in Germany a courier company is planning to
take delivery of fuel-cell-powered vans in the near future. The fact that centrally-run fleets of
buses and vans are the first fuel-cell vehicles identifies another challenge – fuel distribution. The
refueling facilities necessary to top up hydrogen-powered vehicles are available only in a very
few places at present. Public transport and delivery firms are logical places to start, since their
vehicles are operated from central depots.
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G.Fuel-cell technology is being developed right across the automotive industry. This technology
could have a major impact in slowing down climate change, but further investment is needed if
the industry – and the world's wildlife – is to have a long-term future.

Questions 27-32

Choose the correct heading for paragraphs A-F from the list of headings below.

Write the correct number, i-ix, in boxes 27-32 on your answer sheet.

List of Headings

i Action already taken by the United Nations

ii Marketing the hydrogen car

iii Making the new technology available worldwide

iv Some negative predictions from one group of experts

v How the new vehicle technology works

vi The history of fuel-cell technology

vii A holistic view of climate change

viii Locating the essential ingredient

ix Sustaining car manufacture

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27 Paragraph A

28 Paragraph B

29 Paragraph C

30 Paragraph D

31 Paragraph E

32 Paragraph F

Questions 33-36

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 33-36 on your answer sheet.

33 In the late nineteenth century, the car industry invested in the development of the
____________, rather than fuel-cell technology.
34 Ford engineers predict that they will eventually design an almost ___________ car.

35 While a fuel-cell lasts longer, some aspects of it are comparable to a ___________.

36 Fuel-cells can come in many sizes and can be used in power stations and
in ___________ as well as in vehicles.

Questions 37-40

Do the following statements agree, with the information given in Reading Passage 3?

In boxes 37-40 on your answer sheet, write

TRUE if the statement agrees with the information

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FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

37 Using electricity produced by burning fossil fuels to access sources of hydrogen may
increase the positive effect of the fuel-cell.

38 The oil company Statoil in Norway owns gas wells in other parts of the world.

39 Public transport is leading the way in the application of fuel-cell technology,

40 More funding is necessary to ensure the success of the fuel-cell vehicle industry.
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27. vii

It is tempting to think that the conservation of coral reefs and rainforests is a separate issue from
traffic and air pollution. But it is not.

28. iv

causing forest fires and dieback on land and coral bleaching in the ocean.

Few species, if any, will be immune from the changes in temperature, rainfall and sea levels.
The panel believes that …

29. vi

The technology that shows the most potential to make cars climate-friendly is fuel-cell
technology.

30. v

31. viii

32. iii

Even now, fuel-cell buses are operating in the US, while in Germany a courier company is
planning to take delivery of fuel-cell-powered vans in the near future.

33. combustion engine

This was actually invented in the late nineteenth century, but because the world's motor industry
put its effort into developing the combustion engine, it was never refined for mass production.

34. silent

Ford engineers expect to be able to produce a virtually silent vehicle in the future.

35. battery

The fuel-cell is, in some ways similar to a battery, but unlike a battery it does not run down.

36. portable computers

Fuel-cells can be made in a huge range of size, small enough for portable computers or large
enough for power stations.
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37. FALSE

But to exploit the abundant resource, electricity is needed, and if the electricity is produced by a
coal-fired power station or other fossil fuel, then the overall carbon reduction benefit of the
fuel-cell disappears.

38. NOT GIVEN

39. TRUE

Even now, fuel-cell buses are operating in the US, while in Germany a courier company is
planning to take delivery of fuel-cell-powered vans in the near future.

Public transport and delivery firms are logical places to start, since their vehicles are
operated from central depots.

40. TRUE

This technology could have a major impact in slowing down climate change, but further
investment is needed if the industry – and the world's wildlife – is to have a long-term future.
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Exercise 17

Compliance or noncompliance for children

A Many Scientists believe that socialization takes a long process, while compliance is the outset
of it. Accordingly, compliance for education of children is the priority. Motivationally distinct
forms of child compliance, mutually positive affect, and maternal control, observed in 3 control
contexts in 103 dyads of mothers and their 26-41-month-old children, were examined as
correlates of internalization, assessed using observations of children while alone with prohibited
temptations and maternal ratings. One form of compliance (committed compliance), when the
child appeared committed wholeheartedly to the maternal agenda and eager to endorse and
accept it, was emphasized. Mother-child mutually positive affect was both a predictor and a
concomitant of committed compliance. Children who shared positive effect with their mothers
showed a high level of committed compliance and were also more internalized. Differences and
similarities between children’s compliance to requests and prohibitions (“Do” vs. “Don’t”
demand contexts) were also explored. Maternal “Dos” appeared more challenging to toddlers
than the “Don’ts.” Some individual coherence of behavior was also found across both demand
contexts. The implications of committed compliance for emerging internalized regulators of
conduct are discussed.

B A number of parents were not easy to be aware of the compliance, some even overlooked
their children’s noncompliance. Despite good education, these children did not follow the words
from their parents on several occasion ‘especially boys in certain ages. Fortunately, this rate was
acceptable; some parents could be patient with the noncompliance. .Someone held that
noncompliance is probably not a wrong thing. In order to determine the effects of different
parental disciplinary techniques on young children’s compliance and noncompliance, mothers
were trained to observe emotional incidents involving their own toddler-aged children. Reports
of disciplinary encounters were analyzed in terms of the types of discipline used (reasoning,
verbal prohibition, physical coercion, love withdrawal, and combinations thereof) and children’s
responses to that discipline (compliance, noncompliance and avoidance). The relation between
compliance/ noncompliance and type of misdeed (harm to persons, harm to property, and lapses
of self-control) was also analyzed. Results indicated that love withdrawal combined with other
techniques was most effective in securing children’s compliance and that its effectiveness was
not a function of the type of technique with which it was combined. Avoidant responses and
affective reunification with the parent were more likely to follow love withdrawal than any other
technique. Physical coercion was somewhat less effective than love withdrawal, while reasoning
and verbal prohibition were not at all effective except when both were combined with physical
coercion.

C “Noncompliant Children sometimes prefer to say no directly as they were younger, they are
easy to deal with the relationship with contemporaries. when they are growing up .During the
period that children is getting elder, who may learn to use more advanced approaches for their
noncompliance. They are more skilful to negotiate or give reasons for refusal rather than show
their opposite idea to parents directly” said Henry Porter, scholar working in Psychology
Institute of UK. He indicated that noncompliance means growth in some way, may have benefit
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for children. Many experts held different viewpoints in recent years, they tried drilling
compliance into children. His collaborator Wallace Freisen believed that Organizing child’s daily
activities so that they occur in the same order each day as much as possible. This first strategy
for defiant children is ultimately the most important. Developing a routine helps a child to know
what to expect and increases the chances that he or she will comply with things such as chores,
homework, and hygiene requests. When undesirable activities occur in the same order at optimal
times during the day, they become habits that are not questioned, but done without thought.

Chances are that you have developed some type of routine for yourself in terms of showering,
cleaning your house, or doing other types of work. You have an idea in your mind when you will
do these things on a regular basis and this helps you to know what to expect. In fact, you have
probably already been using most of these compliance strategies for yourself without realizing it.
For children, without setting these expectations on a daily basis by making them part of a regular
routine, they can become very upset. Just like adults, children think about what they plan to do
that day and expect to be able to do what they want. So, when you come along and ask them to
do something they weren’t already planning to do that day, this can result in automatic refusals
and other undesirable defiant behavior. However, by using this compliance strategy with defiant
children, these activities are done almost every day in the same general order and the child
expects to already do them.

D Doctor Steven Walson addressed that organizing fun activities to occur after frequently
refused activities. This strategy also works as a positive reinforcer when the child complies with
your requests. By arranging your day so that things often refused occur right before highly
preferred activities, you are able to eliminate defiant behavior and motivate your child’s behavior
of doing the undesirable activity. This is not to be presented in a way that the preferred activity is
only allowed if a defiant child does the non-preferred activity. However, you can word your
request in a way so that your child assumes that you have to do the non-preferred activity before
moving on to the next preferred activity. For example, you do not want to say something such as,
“If you clean your room we can play a game.” Instead word your request like this,”As soon as
you are done cleaning your room we will be able to play that really fun game you wanted to
play.”

E Psychologist Paul Edith insisted praise is the best way to make children to comply with. This
is probably a common term you are used to hearing by now. If you praise your child’s behavior,
he or she will be more likely to do that behavior. So, it is essential to use praise when working
with defiant children. It also provides your child with positive attention. However, it is important
to know how to praise children in a way that encourages future automatic reinforcement for your
child when doing a similar behavior.

Questions 27-31

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

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Write the correct letter in boxes 27-31 on your answer sheet,

27. The children, especially boys received good education may

A always comply with their parents, words

B be good at math

C have a high score at school

D disobey their parents’ order sometimes

28. Face to their children’s compliance and noncompliance，parents

A must be aware of the compliance

B ask for help from their teachers

C some of them may ignore their noncompliance

D pretend not to see

29. According to Henry Porter, noncompliance for children

A are entirely harmful

B may have positive effects

C needs medicine assistance

D should be treated by expert doctor

30. When children are growing up. they

A always try to directly say no

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B are more skillful to negotiate

C learn to cheat instead of noncompliance

D tend to keep silent

31. Which is the possible reaction the passage mentioned for elder children and younger ones if
they don’t want to comply with the order?

A elder children prefer to refuse directly

B elder ones refuse to answer

C younger children may reject directly

D younger ones may save any words

Questions 32-35

Look at the following people and list of statements below.

Match each person with the correct statement.

Write the correct letter A-G in boxes 32-35 on your answer sheet.

32 Henry Porter

33 Wallace Freisen

34 Steven Walson

35 Paul Edith

List of statements
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A children of all ages will indirectly show noncompliance

B elder children tend to negotiate rather than show noncompliance

C converse behavior means noncompliance

D organizing fun activities to occur after frequently refused activities

E organizing child’s daily activities in the same order as much as possible.

F use praise in order to make children compliant

G take the children to school at a early age

Questions 36-40

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

TRUE if the statement is true

FALSE if the statement is false
NOT GIVEN if the information is not given in the passage
36. Socialization takes a long process, while compliance is the beginning of it.

37. Many parents were difficult to be aware of the compliance or noncompliance.

38. Noncompliant Children are simple to deal with the relationship with the people in the same
age when they are growing up.

39. Experts never tried drilling compliance into children.

40. Psychologist Paul Edith negated the importance that knowing how to praise children in a
encouraged way.
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27. D

Despite good education, these children did not follow the words from their parents on several
occasion ‘especially boys in certain ages.

28. C

A number of parents were not easy to be aware of the compliance, some even overlooked their
children’s noncompliance.

29. B

Henry Porter, scholar working in Psychology Institute of UK. He indicated that noncompliance
means growth in some way, may have benefit for children.

30. B

During the period that children is getting elder, who may learn to use more advanced
approaches for their noncompliance. They are more skillful to negotiate or give reasons for
refusal rather than show their opposite idea to parents directly.

31. C

Noncompliant Children sometimes prefer to say no directly as they were younger.

32. B

Noncompliant Children sometimes prefer to say no directly as they were younger

33.E

His collaborator Wallace Freisen believed that Organizing child’s daily activities so that they
occur in the same order each day as much as possible.

34. D

Doctor Steven Walson addressed that organizing fun activities to occur after frequently refused
activities.

35. F

Psychologist Paul Edith insisted praise is the best way to make children to comply with’

36. NOT GIVEN

37. YES
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A number of parents were not easy to be aware of the compliance, some even overlooked their
children’s noncompliance

38. YES

39. NO
Many experts held different viewpoints in recent years, they tried drilling compliance into
children.

40. NO

Psychologist Paul Edith insisted praise is the best way to make children to comply with.
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Exercise 18:

Does an IQ test prove creativity?

Everyone has creativity, some a lot more than others. The development of humans, and possibly
the universe, depends on it. Yet creativity is an elusive creature. What do we mean by it? What is
going on in our brains when ideas form? Does it feel the same for artists and scientists? We
asked writers and neuroscientists, pop stars and AI gurus to try to deconstruct the creative
process-and learn how we can all ignite the spark within.
A. In the early 1970s, creativity was still seen as a type of intelligence. But when more subtle
tests of IQ and creative skills were developed in the 1970s, particularly by the father of creativity
testing, Paul Torrance, it became clear that the link was not so simple. Creative people are
intelligent, in terms of IQ tests at least, but only averagely or just above. While it depends on the
discipline, in general beyond a certain level IQ does not help boost creativity; it is necessary but
not sufficient to make someone creative.
B. Because of the difficulty of studying the actual process, most early attempts to study creativity
concentrated on personality. According to creativity specialist Mark Runco of California State
University, Fullerton, the “creative personality” tends to place a high value on aesthetic qualities
and to have broad interests, providing lots of resources to draw on and knowledge to recombine
into novel solutions. “Creatives” have an attraction to complexity and an ability to handle
conflict. They are also usually highly self-motivated, perhaps even a little obsessive. Less
creative people, on the other hand, tend to become irritated if they cannot immediately fit all the
pieces together. They are less tolerant of confusion. Creativity comes to those who wait, but only
to those who are happy to do so in a bit of a fog.
C. But there may be a price to pay for having a creative personality. For centuries, a link has
been made between creativity and mental illness.Psychiatrist Jamison of Johns Hopkins
University in Baltimore, Maryland, found that established artists are significantly more likely to
have mood disorders. But she also suggests that a change of mood state might be the key to
triggering a creative event, rather than the negative mood itself. Intelligence can help channel
this thought style into great creativity, but when combined with emotional problems, lateral,
divergent or open thinking can lead to mental illness instead.
D. Jordan Peterson, a psychologist at the University of Toronto, Canada, believes he has
identified a mechanism that could help explain this. He says that the brains of creative people
seem more open to incoming stimuli than less creative types. Our senses are continuously
feeding a mass of information into our brains, which have to block or ignore most of it to save us
from being snowed under. Peterson calls this process latent inhibition, and argues that people
who have less of it, and who have a reasonably high IQ with a good working memory can juggle
more of the data, and so maybe open to more possibilities and ideas. The downside of extremely
low latent inhibition may be a confused thought style that predisposes people to mental illness.
So for Peterson, mental illness is not a prerequisite for creativity, but it shares some cognitive
traits.
E. But what of the creative act itself? One of the first studies of the creative brain at work was by
Colin Martindale, a psychologist from the University of Maine in Orono. Back in 1978, he used
a network of scalp electrodes to record an electroencephalogram, a record of the pattern of brain
waves, as people made up stories. Creativity has two stages: inspiration and elaboration, each
characterised by very different states of mind. While people were dreaming up their stories, he
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found their brains were surprisingly quiet. The dominant activity was alpha waves, indicating a
very low level of cortical arousal: a relaxed state, as though the conscious mind was quiet while
the brain was making connections behind the scenes. It’s the same sort of brain activity as in
some stages of sleep, dreaming or rest, which could explain why sleep and relaxation can help
people be creative. However, when these quiet minded people were asked to work on their
stories, the alpha wave activity dropped off and the brain became busier, revealing increased
cortical arousal, more corralling of activity and more organised thinking. Strikingly, it was the
people who showed the biggest difference in brain activity between the inspiration and
development stages who produced the most creative storylines. Nothing in their background
brain activity marked them as creative or uncreative. “It’s as if the less creative person can’t shift
gear,” says Guy Claxton, a psychologist at the University of Bristol, UK. “Creativity requires
different kinds of thinking. Very creative people move between these states intuitively.”
Creativity, it seems, is about mental flexibility: perhaps not a two-step process, but a toggling
between two states. In a later study, Martindale found that communication between the sides of
the brain is also important.
F. Paul Howard-Jones, who works with Claxton at Bristol, believes he has found another aspect
of creativity. He asked people to make up a story based on three words and scanned their brains
using functional magnetic resonance imaging. In one trial, people were asked not to try too hard
and just report the most obvious story suggested by the words. In another, they were asked to be
inventive. He also varied the words so it was easier or harder to link them. As people tried harder
and came up with more creative tales, there was a lot more activity in a particular prefrontal
brain region on the right-hand side. These regions are probably important in monitoring for
conflict, helping us to filter out many of of combining the words and allowing us to pull out just
the desirable connections, Howard-Jones suggests. It shows that there is another side to
creativity, he says. The story-making task, particularly when we are stretched, produces many
options which we have to assess. So part of creativity is a conscious process of evaluating and
analysing ideas. The test also shows that the more we try and are stretched, the more creative our
minds can be.
G. And creativity need not always be a solitary, tortured affair, according to Teresa Amabile of
Harvard Business School. Though there is a slight association between solitary writing or
painting and negative moods or emotional disturbances, scientific creativity and workplace
creativity seem much more likely to occur when people are positive and buoyant. In a decade-
long study of real businesses, to be published soon, Amabile found that positive moods relate
positively to creativity in organisations, and that the relationship is a simple linear one. Creative
thought also improves people’s moods, her team found, so the process is circular. Time
pressures, financial pressures and hard-earned bonus schemes on the other hand, do not boost
workplace creativity: internal motivation, not coercion, produces the best work.
H. Another often forgotten aspect of creativity is social. Vera John-Steiner of the University of
New Mexico says that to be really creative you need strong social networks and trusting
relationships, not just active neural networks. One vital characteristic of a highly creative person,
she says, is that they have at least one other person in their life who doesn’t think they are
completely nuts

Questions 28-31
Do the following statements agree with the information given in Reading Passage?
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In boxes 28-31 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage

28 High IQ guarantees better creative ability in one person than that who achieves an average
score in an IQ test.

29 In a competitive society, individuals’ language proficiency is more important than other

abilities.

30 A wider range of resources and knowledge can be integrated by more creative people into
bringing about creative approaches.

31 A creative person not necessarily suffers more mental illness.

Questions 32-36
Use the information in the passage to match the people (listed A-F) with opinions or deeds
below.
Write the appropriate letters A-F in boxes 32-36 on your answer sheet.

A Jamison

B Jordan Peterson

C Guy Claxton

D Howard-Jone

E Teresa Amabile

F Vera John-Steiner

32 Instead of producing the negative mood, a shift of mood state might be the one important
factor of inducing a creative thinking.

33 Where the more positive moods individuals achieve, there is higher creativity in
organizations.

34 Good interpersonal relationship and trust contribute to a person with more creativity.
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35 Creativity demands an ability that can easily change among different kinds of thinking.

36 Certain creative mind can be upgraded if we are put into more practice in assessing and
processing ideas.

Questions 37-40
Complete the summary paragraph described below.
In boxes 37-40 on your answer sheet, write the correct answer with NO MORE THAN THREE
WORDS.
But what of the creative act itself? In 1978, Colin Martindale made records of pattern of brain
waves as people made up stories by applying a system constituted of many
37…………………………………… The two phrases of creativity, such as
38………………………………. were found. While people were still planning their stories, their
brains shows little active sign and the mental activity was showed a very relaxed state as the
same sort of brain activity as in sleep, dreaming or rest.

However, experiment proved the signal of 39……………………………………went down and

the brain became busier, revealing increased cortical arousal, when these people who were in a
laidback state were required to produce their stories. Strikingly, it was found the person who was
perceived to have the greatest 40………………………………………..in brain activity between
two stages, produced storylines with highest level of creativity.
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28. FALSE

Creative people are intelligent, in terms of IQ tests at least, but only averagely or just above.
While it depends on the discipline, in general beyond a certain level IQ does not help boost
creativity; it is necessary but not sufficient to make someone creative.

29. NOT GIVEN

30. TRUE

the “creative personality” tends to place a high value on aesthetic qualities and to have broad
interests, providing lots of resources to draw on and knowledge to recombine into novel
solutions.

31. TRUE

The downside of extremely low latent inhibition may be a confused thought style that
predisposes people to mental illness. So for Peterson, mental illness is not a prerequisite for
creativity, but it shares some cognitive traits.

32. A

Psychiatrist Jamison of Johns Hopkins University in Baltimore, Maryland, found that

established artists are significantly more likely to have mood disorders. But she also suggests
that a change of mood state might be the key to triggering a creative event, rather than the
negative mood itself.

33. E

according to Teresa Amabile of Harvard Business School. Though there is a slight association
between solitary writing or painting and negative moods or emotional disturbances, scientific
creativity and workplace creativity seem much more likely to occur when people are
positive and buoyant.

34. F

Vera John-Steiner of the University of New Mexico says that to be really creative you need
strong social networks and trusting relationships, not just active neural networks.

35. C

“It’s as if the less creative person can’t shift gear,” says Guy Claxton, a psychologist at the
University of Bristol, UK. “Creativity requires different kinds of thinking. Very creative
people move between these states intuitively.”
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36. D

Paul Howard-Jones, who works with Claxton at Bristol, believes he has found another aspect of
creativity. He asked people to make up a story based on three words and scanned their brains
using functional magnetic resonance imaging (…) So part of creativity is a conscious process
of evaluating and analysing ideas. The test also shows that the more we try and are
stretched, the more creative our minds can be.

37. scalpel electrodes

Back in 1978, he used a network of scalp electrodes to record an electroencephalogram, a record

of the pattern of brain waves, as people made up stories.

38. inspiration and elaboration

Creativity has two stages: inspiration and elaboration, each characterised by very different
states of mind.

39. alpha wave activities/alpha waves

The dominant activity was alpha waves, indicating a very low level of cortical arousal

40. difference / differences

Strikingly, it was the people who showed the biggest difference in brain activity between the
inspiration and development stages who produced the most creative storylines.
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Exercise 19

Computer provides more questions than answers

A.The island of Antikythera lies 18 miles north of Crete, where the Aegean Sea meets the
Mediterranean. Currents there can make shipping treacherous – and one ship bound for ancient
Rome never made it. The ship that sank there was a giant cargo vessel measuring nearly 500 feet
long. It came to rest about 200 feet below the surface, where it stayed for more than 2,000 years
until divers looking for sponges discovered the wreck a little more than a century ago.

B.Inside the hull were a number of bronze and marble statues. From the look of things, the ship
seemed to be carrying luxury items, probably made in various Greek islands and bound for
wealthy patrons in the growing Roman Empire. The statues were retrieved, along with a lot of
other unimportant stuff, and stored. Nine months later, an enterprising archaeologist cleared off a
layer of organic material from one of the pieces of junk and found that it looked like a
gearwheel. It had inscriptions in Greek characters and seemed to have something to do with
astronomy.

C.That piece of “junk” went on to become the most celebrated find from the shipwreck; it is
displayed at the National Archaeological Museum of Athens. Research has shown that the wheel
was part of a device so sophisticated that its complexity would not be matched for a thousand
years – it was also the world’s first known analogue computer. The device is so famous that an
international conference organized in Athens a couple of weeks ago had only one subject: the
Antikythera Mechanism.

D.Every discovery about the device has raised new questions. Who built the device, and for what
purpose? Why did the technology behind it disappear for the next thousand years? What does the
device tell us about ancient Greek culture? And does the marvelous construction, and the precise
knowledge of the movement of the sun and moon and Earth that it implies, tell us how the
ancients grappled with ideas about determinism and human destiny?

E.“We have gear trains from the 9th century in Baghdad used for simpler displays of the solar
and lunar motions relative to one another – they use eight gears,” said François Charette, a
historian of science in Germany who wrote an editorial accompanying a new study of the
mechanism two weeks ago in the journal Nature. “In this case, we have more than 30 gears. To
see it on a computer animation makes it mind-boggling. There is no doubt it was a technological
masterpiece.”

F.The device was probably built between 100 and 140 BC, and the understanding of astronomy
it displays seems to have been based on knowledge developed by the Babylonians around 300-
700 BC, said Mike Edmunds, a professor of astrophysics at Cardiff University in Britain. He led
a research team that reconstructed what the gear mechanism would have looked like by using
advanced three-dimensional-imaging technology. The group also decoded a number of the
inscriptions. The mechanism explores the relationship between lunar months – the time it takes
for the moon to cycle through its phases, say, full moon to the full moon – and calendar years.
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The gears had to be cut precisely to reflect this complex relationship; 19 calendar years equal
235 lunar months.

G.By turning the gear mechanism, which included what Edmunds called a beautiful system of
epicyclic gears that factored in the elliptical orbit of the moon, a person could check what the sky
would have looked like on a date in the past, or how it would appear in the future. The
mechanism was encased in a box with doors in front and back covered with inscriptions – a sort
of instruction manual. Inside the front door were pointers indicating the date and the position of
the sun, moon and zodiac, while opening the back door revealed the relationship between
calendar years and lunar months, and a mechanism to predict eclipses.

H.“If they needed to know when eclipses would occur, and this related to the rising and setting
of stars and related them to dates and religious experiences, the mechanism would directly help,”
said Yanis Bitsakis, a physicist at the University of Athens who co-wrote the Nature paper. “It is
a mechanical computer. You turn the handle and you have a date on the front.” Building it would
have been expensive and required the interaction of astronomers, engineers, intellectuals and
craftspeople. Charette said the device overturned conventional ideas that the ancient Greeks were
primarily ivory tower thinkers who did not deign to muddy their hands with technical stuff. It is a
reminder, he said, that while the study of history often focuses on written texts, they can tell us
only a fraction of what went on at a particular time.

I.Imagine a future historian encountering philosophy texts written in our time – and an aircraft
engine. The books would tell that researcher what a few scholars were thinking today, but the
engine would give them a far better window into how technology influenced our everyday lives.
Charette said it was unlikely that the device was used by practitioners of astrology, then still in
its infancy. More likely, he said, it was bound for a mantelpiece in some rich Roman’s home.
Given that astronomers of the time already knew how to calculate the positions of the sun and
the moon and to predict eclipses without the device, it would have been the equivalent of a
device built for a planetarium today – something to spur popular interest or at least claim
bragging rights.

J.Why was the technology that went into the device lost? “The time this was built, the jackboot
of Rome was coming through,” Edmunds said. “The Romans were good at town planning and
sanitation but were not known for their interest in science.” The fact that the device was so
complex, and that it was being shipped with a number of other luxury items, tells Edmunds that
it is very unlikely to have been the only one over made. Its sophistication “is such that it can’t
have been the only one,” Edmunds said. “There must have been a tradition of making them.
We’re always hopeful a better one will surface.” Indeed, he said, he hopes that his study and the
renewed interest in the Antikythera Mechanism will prompt second looks by both amateurs and
professionals around the world. “The archaeological world may look in their cupboards and
maybe say, ‘That isn’t a bit of rusty old metal in the cupboard.’”

Questions 14-18
The Reading Passage has ten paragraphs A-J
Which paragraph contains the following information?
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Write the correct letter A-J, in boxes 14-18 on your answer sheet.
14 The content inside the wrecked ship
15 Ancient astronomers and craftsman might involve
16 The location of the Antikythera Mechanism
17 Details of how it was found
18 Appearance and structure of the mechanism

Questions 19-22
Complete the following summary of the paragraphs of Reading Passage, using NO MORE
THAN TWO WORDS from the Reading Passage for each answer.
Write your answers in boxes 19-22 on your answer sheet.
An ancient huge sunk 19………………………….. was found accidentally by sponges searcher.
The ship loaded with 20……………………….. such as bronze and sculptures. However, an
archaeologist found a junk similar to a 21……………………….. which has Greek script on it.
This inspiring and elaborated device was found to be the first 22………………………… in the
world

Questions 23-26
Use the information in the passage to match the people (listed A-C) with opinions or deeds
below. Write the appropriate letters A-F in boxes 23-27 on your answer sheet.
NB You may use any letter more than once
A Yanis Bitsakis
B Mike Edmunds
C François Charette
23 More complicated than the previous device
24 Anticipate to find more Antikythera Mechanism in the future
25 Antikythera Mechanism was found related to the moon
26 Mechanism assisted ancient people to calculate the movement of stars.
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14. B

Inside the hull were a number of bronze and marble statues. From the look of things, the ship
seemed to be carrying luxury items, probably made in various Greek islands and bound for
wealthy patrons in the growing Roman Empire.

15. H

Building it would have been expensive and required the interaction of astronomers, engineers,
intellectuals and craftspeople.

16.C

The device is so famous that an international conference organized in Athens a couple of weeks
ago had only one subject: the Antikythera Mechanism.

17. A

The ship that sank there was a giant cargo vessel measuring nearly 500 feet long. It came to rest
about 200 feet below the surface, where it stayed for more than 2,000 years until divers looking
for sponges discovered the wreck a little more than a century ago.

18. G

The mechanism was encased in a box with doors in front and back covered with inscriptions – a
sort of instruction manual. Inside the front door were pointers indicating the date and the
position of the sun, moon and zodiac, while opening the back door revealed the relationship
between calendar years and lunar months, and a mechanism to predict eclipses.

19. cargo vessel

The ship that sank there was a giant cargo vessel measuring nearly 500 feet long.

20. luxury items

From the look of things, the ship seemed to be carrying luxury items, probably made in various
Greek islands and bound for wealthy patrons in the growing Roman Empire.

21. gearwheel

Nine months later, an enterprising archaeologist cleared off a layer of organic material from one
of the pieces of junk and found that it looked like a gearwheel.

22. analog computer

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Research has shown that the wheel was part of a device so sophisticated that its complexity
would not be matched for a thousand years – it was also the world’s first known analogue
computer.

23. C

“We have gear trains from the 9th century in Baghdad used for simpler displays of the solar and
lunar motions relative to one another – they use eight gears,” said François Charette, a historian
of science in Germany who wrote an editorial accompanying a new study of the mechanism two
weeks ago in the journal Nature. “In this case, we have more than 30 gears. To see it on a
computer animation makes it mind-boggling. There is no doubt it was a technological
masterpiece.”

24. B

Edmunds said. “There must have been a tradition of making them. We’re always hopeful a
better one will surface.” Indeed, he said, he hopes that his study and the renewed interest in
the Antikythera Mechanism will prompt second looks by both amateurs and professionals
around the world.

25. B

By turning the gear mechanism, which included what Edmunds called a beautiful system of
epicyclic gears that factored in the elliptical orbit of the moon, a person could check what the
sky would have looked like on a date in the past, or how it would appear in the future.

26. A

“If they needed to know when eclipses would occur, and this related to the rising and setting of
stars and related them to dates and religious experiences, the mechanism would directly
help,” said Yanis Bitsakis
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Exercise 20

Knowledge in medicine
A What counts as knowledge? What do we mean when we say that we know something? What is
the status of different kinds of knowledge? In order to explore these questions we are going to
focus on one particular area of knowledge——medicine.

B How do you know when you are ill? This may seem to be an absurd question. You know you
are ill because you feel ill; your body tells you that you are ill. You may know that you feel pain |
or discomfort but knowing you are ill is a bit more complex. At times, people experience the
symptoms of illness, but in fact they are simply tired or over-worked or they may just have a ‘
hangover. At other times, people may be suffering from a disease and fail to be aware of the
illness until it has reached a late stage in its development. So how do we know we are ill, and
what counts as knowledge?

C Think about this example. You feel unwell. You have a bad cough and always seem to be
tired. Perhaps it could be stress at work, or maybe you should give up smoking. You feel worse.
You visit the doctor who listens to your chest and heart, takes your temperature and blood
pressure, and then finally prescribes antibiotics for your cough.

D Things do not improve but you struggle on thinking you should pull yourself together, perhaps
things will ease off at work soon. A return visit to your doctor shocks you. This time the doctor,
drawing on years of training and experience, diagnoses pneumonia. This means that you will
need bed rest and a considerable time off work. The scenario is transformed. Although you still
have the same symptoms, you no longer think that these are caused by pressure at work. You
now have proof that you are ill. This is the result of the combination of your own subjective
experience and the diagnosis of someone who has the status of a medical expert. You have a
medically authenticated diagnosis and it appears that you are seriously ill; you know you are ill
and have evidence upon which to base this knowledge.

E This scenario shows many different sources of knowledge. For example, you decide to consult
the doctor in the first place because you feel unwell—this is personal knowledge about your own
body. However, the doctor’s expert diagnosis is based on experience and training, with sources
of knowledge as diverse as other experts, laboratory reports, medical textbooks and years of
experience.

F One source of knowledge is the experience of our own bodies; the personal knowledge we
have of changes that might be significant, as well as the subjective experience of pain and
physical distress. These experiences are mediated by other forms of knowledge such as the
words we have available to describe our experience and the common sense of our families and
friends as well as that drawn from popular culture. Over the past decade, for example, Western
culture has seen a significant emphasis on stress-related illness in the media. Reference to being
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Stressed out has become a common response in daily exchanges in the workplace and has
become part of popular common-sense knowledge. It is thus not surprising that we might seek
such an explanation of physical symptoms of discomfort.

G We might also rely on the observations of others who know us. Comments from friends and
family such as you do look ill or ‘that’s a bad cough might be another source of knowledge.
Complementary health practices, such as holistic medicine, produce their own sets of knowledge
upon which we might also draw in deciding the nature and degree of our ill health and about
possible treatments.

H Perhaps the most influential and authoritative source of knowledge is the medical knowledge
provided by the general practitioner. We expect the doctor to have access to expert knowledge.
This is socially sanctioned. It would not be acceptable to notify our employer that we simply felt
too unwell to turn up for work or that our faith healer, astrologer, therapist or even our priest
thought it was not a good idea. We need an expert medical diagnosis in order to obtain the
necessary certificate if we need to be off work for more than the statutory self-certification
period. The knowledge of the medical sciences is privileged in this respect in contemporary
Western culture. Medical practitioners are also seen as having the required expert knowledge that
permits them legally to prescribe drugs and treatment to which patients would not otherwise have
access. However there is a range of different knowledge upon which we draw when making
decisions about our own state of health.

I However, there is more than existing knowledge in this little story; new knowledge is
constructed within it. Given the doctors’ medical training and background, she may hypothesize
‘is this now pneumonia’ and then proceed to look for evidence about it. She will use
observations and instruments to assess the evidence and—critically interpret it in the light of her
training and experience. This results in new knowledge and new experience both for you and for
the doctor. This will then be added to the doctor’s medical knowledge and may help in future
diagnosis of pneumonia.

Questions 27-32

Complete the table.

Choose no more than three words from the passage for each answer. Write your answers in
boxes 27-32 on your answer sheet

Source of
Examples
knowledge
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Symptoms of a (27)……………………… and tiredness

Doctor’s measurement by taking (28)………………….. and

Personal temperature

experience
Common judgment from (29)……………………… around
you

Medical knowledge from the general

(30)………………………

e.g. doctor’s medical(31)………………………………

Scientific

evidence Examine the medical hypothesis with the previous drill

and(32) ……………………………..

Question 33-40

The reading Passage has nine paragraphs A-I

Which paragraph contains the following information?

Write the correct letter A-I, in boxes 33-40 on your answer sheet.

33. the contrast between the nature of personal judgment and the nature of doctor’s diagnosis

34. a reference of culture about pressure

35. sick leave will not be permitted without the professional diagnosis

36. how doctors’ opinions are regarded in the society

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37. the illness of patients can become part of new knowledge

38. a description of knowledge drawn from non-specialized sources other than personal
knowledge

39. an example of collective judgment from personal experience and professional doctor

40. a reference that some people do not realize they are ill
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27. bad cough

Think about this example. You feel unwell. You have a bad cough and always seem to be tired.

28. blood pressure

You visit the doctor who listens to your chest and heart, takes your temperature and blood
pressure, and then finally prescribes antibiotics for your cough.

29. families and friends

These experiences are mediated by other forms of knowledge such as the words we have
available to describe our experience and the common sense of our families and friends as well
as that drawn from popular culture.

30. practitioner

Perhaps the most influential and authoritative source of knowledge is the medical knowledge
provided by the general practitioner.

31. diagnosis

We need an expert medical diagnosis in order to obtain the necessary certificate if we need to be
off work for more than the statutory self-certification period.

32. background

Given the doctors’ medical training and background, she may hypothesize ‘is this now
pneumonia’ and then proceed to look for evidence about it.

33. E

For example, you decide to consult the doctor in the first place because you feel unwell—this is
personal knowledge about your own body. However, the doctor’s expert diagnosis is based
on experience and training, with sources of knowledge as diverse as other experts, laboratory
reports, medical textbooks and years of experience.

34. F

Over the past decade, for example, Western culture has seen a significant emphasis on stress-
related illness in the media. Reference to being Stressed out has become a common response in
daily exchanges in the workplace and has become part of popular common-sense knowledge. It
is thus not surprising that we might seek such an explanation of physical symptoms of
discomfort.
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35. H

We need an expert medical diagnosis in order to obtain the necessary certificate if we need
to be off work for more than the statutory self-certification period.

36. H

The knowledge of the medical sciences is privileged in this respect in contemporary Western
culture.

37. I

She will use observations and instruments to assess the evidence and—critically interpret it in the
light of her training and experience. This results in new knowledge and new experience both for
you and for the doctor. This will then be added to the doctor’s medical knowledge and may help
in future diagnosis of pneumonia.

38. G

Complementary health practices, such as holistic medicine, produce their own sets of
knowledge upon which we might also draw in deciding the nature and degree of our ill health
and about possible treatments.

39. D

This is the result of the combination of your own subjective experience and the diagnosis of
someone who has the status of a medical expert.

40. B

At other times, people may be suffering from a disease and fail to be aware of the illness until it has
reached a late stage in its development
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Exercise 21.

Engineering a solution to climate change

A Looking at the rate of climate change and the disastrous effects it is having on the world.
scientists are concerned that we are acting too slowly. Many are now looking to geoengineering
— large-scale human interventions to change the world's climate — to counteract global
warming. The schemes range from the mundane to science fiction but all come from the same
impulse: if we don't do something now, it may be too late to do anything.

B Climate change is now so rapid that, in the very near future, the Arctic will be ice-free as less
ice forms during winter and more melts in summer. Scientists say that tackling climate change
isn't a problem we need to deal with in 10 or 20 years' time: we need to look at radical solutions
now. A study has shown that the technologies to produce these geoengineering projects already
exist and could be in place for around $5 billion a year. This is a bargain when compared with
the cost of reducing carbon dioxide emissions, a major greenhouse gas: that figure stands at
somewhere between $200 and $2.000 billion.

C So what exactly are scientists planning to do to deal with global warming in the short term?
Among the main schemes are shielding the earth from the sun’s ray either at ground or
atmospheric level, or capturing the carbon produced by industry and sinking it back into the
ground or the sea. Shielding the world has produced ideas that range from simple science to
science fiction. One suggestion has been made to make the roofs of buildings and roads whiter to
reflect the sun’s rays back into space. While this has the advantage of simplicity, it simply won’t
make much difference, reflecting only 0.15 watts per square metre, averaged across the planet.
To put this into perspective, to stop earth warming we need to increase heat lost by about 3.7
watts per square metre averaged over the world. Another idea is to protect the Greenland ice
field by covering it in giant sheets of reflective material. If this works, it could help in the
Antartic where the giant Filchner-Ronne ice shelf is melting rapidly. If this glacier disappears
completely, it would raise sea level, causing catastrophic flood damage around the planet.

D If reflecting heat back from the ground has little effect, there are two alternatives: seeding
clouds and replicating volcanic activity. The first idea is to make clouds whiter by increasing the
amount of rain in them. Sending salt particles into clouds should “seed'” the clouds with more
raindrops. Clouds carrying more raindrops would be whiter and better reflectors of sunlight. This
could be good news for the earth and in addition could be stopped when necessary with the salt
completely clear from the skies within ien years. Unfortunately, other research indicates that
creating whiter clouds may have unwanted side effects, producing adverse weather conditions in
the region and changing mean currents. A much older idea is to replicate the effect volcanoes
have had on the atmosphere. A volcanic eruption sends large amounts of ash and sulphur into the
air, which block the sun and create cooler conditions. For example. when Mount Pinatubo
erupted in 1991, it produced a sulphur dioxide cloud, which reduced average global temperatures
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by one degree centigrade. Geoengineers have long put forward the idea at circulating particles of
sulphur in the atmosphere to counteract global warming. The particles would be delivered by
aircraft or balloons spraying them into the atmosphere. However, this also has unpredictable
effects on the amount and pattern of rainfall. Furthermore. this method would delay the recovery
of the ozone layer over the Antartic by 30 to 70 years. More ambitious geoengineering projects
have included placing billions of reflective balloons between the sun and the earth and putting
giant mirrors into orbit. Scientists have criticised these approaches as 'science fiction' and say
they are unlikely to happen due to the huge costs involved.

E Whatever actions we take to block or reflect the heat from the sun, we will still need to reduce
the amount of carbon dioxide in the atmosphere. Various geoengineering projects have been
proposed to do this. Carbon capture technologies range from planting trees, which naturally use
carbon dioxide as they grow, to pumping carbon back into the earth and trapping it there. This is
a good idea but would only account for about 0.5 watts per square metre. Carbon capture
technologies are already in use at power stations where the greenhouse gas is taken at point of
production and pumped underground into depleted gas and oil reserves. However, the technology
to do this is not very efficient. Other ideas for taking carbon out of the atmosphere include
seeding the oceans with iron. This would increase the growth of plankton which, like trees, use
carbon naturally. Unfortunately, this would only account for 0.2 watts per square metre.

F Proponents of geoengineering have never regarded the earth-changing engineering projects as

a complete solution. Nevertheless, the concept as a whole attracts many criticisms. One is that
the problem of climate change is of such huge scale and complexity that there will not be one
single solutiion. All proposals so far have advantages and disadvantages. The biggest problem of
all is that many of the projects are untested and any of the proposals may have unforeseen
consequences. For example, we could not suddenly stop a geoengineering scheme; keeping
temperatures artificially low for a period then taking away the cause of this would cause the
temperature to rise again rapidly. Furthermore, global engineering solutions to the problem of
climate change would need the agreement of all the world’s leaders; having an American
solution, a Chinese solution. a Brazilian solution. and so on simply wouldn’t be politically
acceptable. But the biggest downfall is that geoengineering projects could reduce the political
and popular pressure for reducing carbon emissions, as polificians point to geoengineering for an
answer rather than tackling the real cause of climate change: human activity.

Questions 29-34
Reading Passage 3 has six paragraphs, A-F. Choose the correct heading for paragraphs A -
F from the list of headings below.
List of Headings
i Shielding the earth from the atmosphere
ii Bouncing back the sun's rays from earth
iii The effect of volcanoes on the atmosphere
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iv Criticism of geoengineering
v Trapping greenhouse gases
vi The root of the problem
vii Why attempt geoengineering?
viii Protecting glaciers
ix The need for action

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

Questions 35-40
Look at the following technical features [Questions 35-40] and the list of technologies below.
Match each technical feature with the correct technology, A, B or C. Write the correct letter, A,
B or C, in boxes 35-40 on your answer sheet.
NB You may use any letter more than once.
35 removes carbon dioxide as soon as it is produced
36 increases the reflectivity of white clouds
37 cleans carbon dioxide from the air naturally
38 would increase the number of small plants and animals in the sea
39 may help prevent rising water levels
40 is similar to the effect volcanoes have on the atmosphere
List of technologies
A land-based reflection
B atmospheric reflection
C carbon capture
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29 ix

Looking at the rate of climate change and the disastrous effects it is having on the world.
scientists are concerned that we are acting too slowly.

The schemes range from the mundane to science fiction but all come from the same impulse: if
we don't do something now, it may be too late to do anything.

30 vii

Scientists say that tackling climate change isn't a problem we need to deal with in 10 or 20 years'
time: we need to look at radical solutions now.

A study has shown that the technologies to produce these geoengineering projects already
exist and could be in place for around $5 billion a year. This is a bargain when compared
with the cost of reducing carbon dioxide emissions, a major greenhouse gas: that figure stands
at somewhere between $200 and $2.000 billion.

31 ii

Among the main schemes are shielding the earth from the sun’s ray either at ground or
atmospheric level, or capturing the carbon produced by industry and sinking it back into the
ground or the sea.

One suggestion has been made to make the roofs of buildings and roads whiter to reflect the
sun’s rays back into space.

Another idea is to protect the Greenland ice field by covering it in giant sheets of reflective
material.

If reflecting heat back from the ground has little effect, there are two alternatives...

32 i

If reflecting heat back from the ground has little effect, there are two alternatives: seeding clouds
and replicating volcanic activity.

The first idea is to make clouds whiter by increasing the amount of rain in them.

A much older idea is to replicate the effect volcanoes have had on the atmosphere...
Geoengineers have long put forward the idea at circulating particles of sulphur in the
atmosphere to counteract global warming

33 v
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Carbon capture technologies range from planting trees, which naturally use carbon dioxide as
they grow, to pumping carbon back into the earth and trapping it there.

34 iv

Nevertheless, the concept as a whole attracts many criticisms.

One is that the problem of climate change is of such huge scale and complexity that there will
not be one single solutiion.

But the biggest downfall is that geoengineering projects could reduce the political and popular
pressure for reducing carbon emissions, as polificians point to geoengineering for an answer
rather than tackling the real cause of climate change: human activity.

35 C

Carbon capture technologies are already in use at power stations where the greenhouse gas is
taken at point of production and pumped underground into depleted gas and oil reserves.

36 B

Clouds carrying more raindrops would be whiter and better reflectors of sunlight.

37 C

Carbon capture technologies range from planting trees, which naturally use carbon dioxide as
they grow, to pumping carbon back into the earth and trapping it there

38 C

Carbon capture technologies range from planting trees...

This would increase the growth of plankton which, like trees, use carbon naturally.

39 A

If this works, it could help in the Antartic where the giant Filchner-Ronne ice shelf is
melting rapidly. If this glacier disappears completely, it would raise sea level, causing
catastrophic flood damage around the planet.

40 B

A much older idea is to replicate the effect volcanoes have had on the atmosphere.
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Exercise 22.

Thinking, Fast and Slow

The idea that we are ignorant of our true selves surged in the 20th century and became common.
It’s still a commonplace, but it’s changing shape. These days, the bulk of the explanation is done
by something else: the ‘dual-process’ model of the brain. We now know that we apprehend the
world in two radically opposed ways, employing two fundamentally different modes of thought:
‘System 1’ and ‘System 2’. System 1 is fast; it’s intuitive, associative and automatic and it can’t
be switched off. Its operations involve no sense of intentional control, but it’s the “secret author
of many of the choices and judgments you make” and it’s the hero of Daniel Kahneman’s
alarming, intellectually stimulating book Thinking, Fast and Slow.

System 2 is slow, deliberate and effortful. Its operations require attention. (To set it going now,
ask yourself the question “What is 13 x 27?”). System 2 takes over, rather unwillingly, when
things get tricky. It’s “the conscious being you call ‘I'”, and one of Kahneman’s main points is
that this is a mistake. You’re wrong to identify with System 2, for you are also and equally and
profoundly System 1. Kahneman compares System 2 to a supporting character who believes
herself to be the lead actor and often has little idea of what’s going on.

System 2 is slothful, and tires easily (a process called ‘ego depletion’) – so it usually accepts
what System 1 tells it. It’s often right to do so, because System 1 is for the most part pretty good
at what it does; it’s highly sensitive to subtle environmental cues, signs of danger, and so on. It
does, however, pay a high price for speed. It loves to simplify, to assume WYSIATI (‘what you
see is all there is’). It’s hopelessly bad at the kind of statistical thinking often required for good
decisions, it jumps wildly to conclusions and it’s subject to a fantastic range of irrational
cognitive biases and interference effects, such as confirmation bias and hindsight bias, to name
but two.

The general point about our self-ignorance extends beyond the details of Systems 1 and 2. We’re
astonishingly susceptible to being influenced by features of our surroundings. One famous (pre-
mobile phone) experiment centred on a New York City phone booth. Each time a person came
out of the booth after having made a call, an accident was staged – someone dropped all her
papers on the pavement. Sometimes a dime had been placed in the phone booth, sometimes not
(a dime was then enough to make a call). If there was no dime in the phone booth, only 4% of
the exiting callers helped to pick up the papers. If there was a dime, no fewer than 88% helped.

Since then, thousands of other experiments have been conducted, all to the same general effect.
We don’t know who we are or what we’re like, we don’t know what we’re really doing and we
don’t know why we’re doing it. For example, Judges think they make considered decisions about
parole based strictly on the facts of the case. It turns out (to simplify only slightly) that it is their
blood-sugar levels really sitting in judgment. If you hold a pencil between your teeth, forcing
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your mouth into the shape of a smile, you’ll find a cartoon funnier than if you hold the pencil
pointing forward, by pursing your lips round it in a frown-inducing way.

In an experiment designed to test the ‘anchoring effect’, highly experienced judges were given a
description of a shoplifting offence. They were then ‘anchored’ to different numbers by being
asked to roll a pair of dice that had been secretly loaded to produce only two totals – three or
nine. Finally, they were asked whether the prison sentence for the shoplifting offence should be
greater or fewer, in months, than the total showing on the dice. Normally the judges would have
made extremely similar judgments, but those who had just rolled nine proposed an average of
eight months while those who had rolled three proposed an average of only five months. All
were unaware of the anchoring effect.

The same goes for all of us, almost all the time. We think we’re smart; we’re confident we won’t
be unconsciously swayed by the high list price of a house. We’re wrong. (Kahneman admits his
own inability to counter some of these effects.) For example, another systematic error involves
‘duration neglect’ and the ‘peak-end rule’. Looking back on our experience of pain, we prefer a
larger, longer amount to a shorter, smaller amount, just so long as the closing stages of the
greater pain were easier to bear than the closing stages of the lesser one.

Questions 27-31

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

Write the correct letter in boxes 27-31 on your answer sheet.

27 The dual process model of the brain is

A The common practice of thinking about two things at the same time.

B The conflicting impulses pushing the brain to make both more and less effort,

C The feeling of liking and not liking something simultaneously.

D The natural tendency to make sense of the world in two different ways.

28 System 2 takes charge of decision-making when

A When the brain needs a rest.

B When more mental effort is required.

C When a person feels excessively confident.

D When a dangerous situation is developing.

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29 ‘Confirmation bias’ is an example of

A System 1 rushing to judgment.

B System 1 making a careful judgment.

C System 1 making a brave judgment

D System 1 judging a situation based on facts.

30 The main conclusion of the phone booth experiment was that

A People are more likely to help someone that they are attracted to.

B People are more responsive to their environment than they realize.

C People are more likely to be helpful if they think they will be rewarded.

D People are generally selfish and will always do what is best for themselves.

31 The ‘anchoring effect’ is the process by which

A Decisions are made using a numerical system.

B A subconscious factor may strongly influence our decision-making

C Decisions about prison sentences are made by rolling a dice.

D We may emphasize certain factor too much in our decision-making.

Questions 32-36

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 32-36 on your answer sheet, write

TRUE 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

32 In general, humans have become less rational over the last 100 years.

33 Most people lack a clear sense of their own personal identity.

34 A person can train themselves to use System 2 most of the time.

35 People who make important decisions should be made aware of the dual-process model.
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36 In most everyday situations, people are capable of making calm and rational decisions.

Questions 37-39

Complete each sentence with the correct ending, A-E, below.

Write the correct letter, A-E, in boxes 37-39 on your answer sheet.

37 In the course of evolutionary history System 1 has served humans well because

38 Low blood sugar or tiredness may be factors in decision making because

39 The ‘peak-end rule’ shows us that

A feeling a certain way at the conclusion of an experience decides how we remember it.

B decision-making and judgments are made too quickly.

C having less energy means we are more likely to succumb to an irrational bias.

D being sensitive to ones’ surroundings is a useful survival skill.

E wanting more food or drink may distract us from the decision we are making.

Question 40

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

Write the correct letter in box 40 on your answer sheet.

What is the writer’s primary purpose in writing this article?

A to introduce their own research to the general reader

B to summarize and review a recently published book

C to argue against a commonly-held theory

D to encourage readers to question their own decision-making processes.

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27 D

These days, the bulk of the explanation is done by something else: the ‘dual-process’ model of
the brain. We now know that we apprehend the world in two radically opposed ways,
employing two fundamentally different modes of thought: ‘System 1’ and ‘System 2’.

make sense of the world in two different ways = apprehend the world in two radically opposed
ways

28 B

System 2 takes over, rather unwillingly, when things get tricky

take over = take charge of

things get tricky = more mental effort is required

29. A

It’s hopelessly bad at the kind of statistical thinking often required for good decisions, it jumps
wildly to conclusions and it’s subject to a fantastic range of irrational cognitive biases and
interference effects, such as confirmation bias and hindsight bias, to name but two.

jump wildly to conclusions = rush to judgement

30. B

We’re astonishingly susceptible to being influenced by features of our surroundings. One

famous (pre-mobile phone) experiment centred on a New York City phone booth

be more responsive to environment = susceptible to being influenced by features of our

surroundings

31. B

Normally the judges would have made extremely similar judgments, but those who had just
rolled nine proposed an average of eight months while those who had rolled three proposed an
average of only five months. All were unaware of the anchoring effect.

32. NOT GIVEN

33. TRUE

The idea that we are ignorant of our true selves surged in the 20th century and became
common. It’s still a commonplace, but it’s changing shape.

ignorant of our true selves = lack a clear sense of personal identity

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34. NO

System 2 is slow, deliberate and effortful. Its operations require attention.

You 're wrong to identify with System 2, for you are also and
equally and profoundly System 1.

System 2 is slothful, and tires easily (a process called ‘ego depletion’) – so it usually accepts
what System 1 tells it.

35. NOT GIVEN

36. NO

System 1 is fast; it’s intuitive, associative and automatic and it can’t be switched off. Its
operations involve no sense of intentional control, but it’s the “secret author of many of the
choices and judgments you make”...

The same goes for all of us, almost all the time. We think we’re smart; we’re confident we
won’t be unconsciously swayed by the high list price of a house. We’re wrong

make rational decisions # be unconsciously swayed by

37. D

It’s often right to do so, because System 1 is for the most part pretty good at what it does; it’s
highly sensitive to subtle environmental cues, signs of danger, and so on. It does, however,
pay a high price for speed. It loves to simplify, to assume WYSIATI (‘what you see is all there
is’).

38. C

We don’t know who we are or what we’re like, we don’t know what we’re really doing and we
don’t know why we’re doing it. For example, Judges think they make considered decisions about
parole based strictly on the facts of the case. It turns out (to simplify only slightly) that it is their
blood-sugar levels really sitting in judgment.

39. A

Looking back on our experience of pain, we prefer a larger, longer amount to a shorter, smaller
amount, just so long as the closing stages of the greater pain were easier to bear than the closing
stages of the lesser one.

40. B
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and it’s the hero of Daniel Kahneman’s alarming, intellectually stimulating book Thinking,
Fast and Slow.

Exercise 23.

When you get tired of typical sight-seeing, when you have had enough of monuments, statues,
and cathedrals, then think outside the box. Read the four paragraphs below about the innovative
types of tourism emerging around the globe and discover ways to spice up your itinerary.

One could eat your way through your travels if one wished. A comparatively new kind of
tourism is gaining popularity across the world. In this, food and beverages are the main factors
that motivate a person to travel to a particular destination. Combining food, drink and culture,
this type of travel provides for an authentic experience, the food and restaurants reflecting the
local and unique flavors of a particular region or country. Studies conducted into this travel
phenomenon have shown that food plays, consciously or unconsciously, an important part in the
vacations of a good number of travelers. Those trying this are looking for a more participatory
style of holiday experience. Analysts have noticed a shift from ‘passive observation’ to
‘interaction and involvement’ in tourists, whereby the visitor comes into close contact with locals
and their way of life rather than remaining a mere spectator.

This is a novel approach to tourism in which visitors do not visit the ordinary tourist attractions
in traditional fashion. Rather, they let their whims be their guides! Destinations are chosen not on
their standard touristic merit but on the basis of an idea or concept often involving elements of
humor, serendipity, and chance. One example is known as Monopoly-travel. Participants armed
with the local version of a Monopoly game board explore a city at the whim of a dice roll,
shuttling between elegant shopping areas and the local water plant – with the occasional visit to
jail.

Another example is Counter-travel, which requires you to take snapshots with your back turned
to landmarks like the Eiffel Tower or Big Ben. Joël Henry, the French founder of Latourex, has
developed dozens of ideas since coming up with the concept in 1990. The traveler must increase
his or her receptiveness, in this way, no trip is ever planned or predictable. Henry’s most unusual
invention is known as “Erotravel”, where a couple heads to the same town but travels there
separately. The challenge is to find one another abroad. He and his wife have engaged in the
pursuit in five cities and have managed to meet up every time.

D
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This involves any crop-based or animal based operation or activity that brings visitors to a farm
or ranch. It has recently become widespread in America, and participants can choose from a wide
range of activities that include picking fruits and vegetables, riding horses, tasting honey,
learning about wine and cheese making, or shopping in farm gift shops for local and regional
products or handicrafts. For rural economies struggling to stay afloat in this age of industrial
farming, it has become an important and marketable opportunity for improving the incomes and
potential economic viability of small farms and rural communities. In western North Carolina,
the organization ‘HandMade in America’ is using this method to develop their local economy
and craft trades, and to educate visitors about farming practices. On their website, it is described
as a niche market. As people are becoming more interested in the ecological importance of local
food production, related projects reinforce the need to support local growers and allow visitors to
experience the relationship between food and our natural environment.

This is the trend of traveling to destinations that are first seen in movies, for instance, touring
London in a high-speed boat like James Bond or visiting the stately homes that are seen in Jane
Austin films. The term was first coined in the US press in the New York Post by journalist
Gretchen Kelly, who wrote a 2007 article entitled “The sexiest film locations from 2007 to visit
now.”

Currently, summer blockbuster movies are being used as themed marketing tools by companies
like Expedia and Fandango, who are promoting trips to where the Steven Spielberg film, Indiana
Jones and the Kingdom of the Crystal Skull was made. Corporations as well as convention and
tourism boards are exploiting the trend, creating their own location based travel maps, like the
Elizabeth: The Golden Age movie map published by VisitBritain, Britain’s official travel and
tourism guide. Other travel itineraries have been created by tourism boards for movies including
The Da Vinci Code (France), In Bruges (Belgium), and P.S. I Love You (Ireland). Although a
new concept, it’s fast becoming a major factor in the choices travelers make in an increasingly
tight economic climate. If a traveler has seen a site in a major motion picture, its media exposure
makes it a compelling choice for a family vacation or honeymoon.

Questions 28-31

Reading Passage has five sections, A–E.

Choose the correct heading for sections B–E from the list of headings below.

Write the correct number, i–viii, in boxes 28–31 on your answer sheet.

List of Headings

i Experimental Tourism
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ii Cuisine Tourism

iii Adventure Tourism

iv Fashion Tourism

v Photographic Travels

vi Set-jetting.

vii Agritourism.

viii Introduction

ix Capital Cities

Example:

Section A viii

28 Section B

29 Section C

30 Section D

31 Section E

Questions 32–35

Look at the following statements (Questions 32–35).

Read passage 3 and complete the sentences using one word only from the text.

Write the answers for questions 32-35 on your answer sheet.

Putting together and enjoying culinary delights ensures the trip is more 32……..……………

Moving quickly between more mundane public service facilities and malls that are
more 33…………………….

Film sets for hugely popular blockbuster movies are attracting couples to go there for
their 34…………………….

In the USA, visiting a strawberry picking field or listening to lectures on producing good wine is
becoming increasingly 35…………………….

Questions 36-39
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Label as true, false or not given (T / F / NG)

Do the following statements agree with the information given in passage 2?

Write your answers in the boxes for questions 36-39 as:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

36 Enjoying good foods is the most critical part of any good holiday for the majority of
travellers.

37 Taking photos facing directly opposite from and facing away from a popular tourist site is a
need for Counter-travel.

38 People are gaining appreciation for the need to back those producing local grown vegetables
and other crops.

39 The term for promoting travel related to the film industry was first used in the British media.

Question 40

Read the text and choose the best match for the underlined phrase in the text, from the three
options, A-C.

For people who are bored of doing the usual activities such as looking at the common tourist
attractions, they need to reconsider things from a different perspective. This means to think is a
way that is ………………….

A unique.

B new.

C creative.
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28. ii

A comparatively new kind of tourism is gaining popularity across the world. In this, food and
beverages are the main factors that motivate a person to travel to a particular destination.

29. i

This is a novel approach to tourism in which visitors do not visit the ordinary tourist attractions
in traditional fashion. Rather, they let their whims be their guides! Destinations are chosen not
on their standard touristic merit but on the basis of an idea or concept often involving
elements of humor, serendipity, and chance.

30. vii

This involves any crop-based or animal based operation or activity that brings visitors to a
farm or ranch.

31. vi

This is the trend of traveling to destinations that are first seen in movies

32. authentic

Combining food, drink and culture, this type of travel provides for an authentic experience, the
food and restaurants reflecting the local and unique flavors of a particular region or country.

33. elegant

Participants armed with the local version of a Monopoly game board explore a city at the whim
of a dice roll, shuttling between elegant shopping areas and the local water plant – with the
occasional visit to jail.

34. honeymoon

If a traveler has seen a site in a major motion picture, its media exposure makes it a compelling
choice for a family vacation or honeymoon.

35. widespread

It has recently become widespread in America, and participants can choose from a wide range of
activities that include picking fruits and vegetables, riding horses, tasting honey, learning about
wine and cheese making, or shopping in farm gift shops for local and regional products or
handicrafts.

36. NOT GIVEN

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37. TRUE

Another example is Counter-travel, which requires you to take snapshots with your back turned
to landmarks like the Eiffel Tower or Big Ben. Joël Henry, the French founder of Latourex, has
developed dozens of ideas since coming up with the concept in 1990

38. TRUE

As people are becoming more interested in the ecological importance of local food
production, related projects reinforce the need to support local growers and allow visitors to
experience the relationship between food and our natural environment.

39. FALSE

The term was first coined in the US press in the New York Post by journalist Gretchen Kelly,
who wrote a 2007 article entitled “The sexiest film locations from 2007 to visit now.”

40. C
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Exercise 24.

Driverless cars
A The automotive sector is well used to adapting to automation in manufacturing. The
implementation of robotic car manufacture from the 1970s onwards led to significant cost
savings and improvements in the reliability and flexibility of vehicle mass production. A new
challenge to vehicle production is now on the horizon and, again, it comes from automation.
However, this time it is not to do with the manufacturing process, but with the vehicles
themselves.

Research projects on vehicle automation are not new. Vehicles with limited self-driving
capabilities have been around for more than 50 years, resulting in significant contributions
towards driver assistance systems. But since Google announced in 2010 that it had been trialling
self-driving cars on the streets of California, progress in this field has quickly gathered pace.

B There are many reasons why technology is advancing so fast. One frequently cited motive is
safety; indeed, research at the UK's Transport Research Laboratory has demonstrated that more
than 90 percent of road collisions involve human error as a contributory factor, and it is the
primary cause in the vast majority. Automation may help to reduce the incidence of this.

Another aim is to free the time people spend driving for other purposes. If the vehicle can do
some or all of the driving, it may be possible to be productive, to socialise or simply to relax
while automation systems have responsibility for safe control of the vehicle. If the vehicle can do
the driving, those who are challenged by existing mobility models — such as older or disabled
travellers — may be able to enjoy significantly greater travel autonomy.

C Beyond these direct benefits, we can consider the wider implications for transport and
society, and how manufacturing processes might need to respond as a result. At present, the
average car spends more than 90 percent of its life parked. Automation means that initiatives for
car-sharing become much more viable, particularly in urban areas with significant travel demand.
If a significant proportion of the population choose to use shared automated vehicles, mobility
demand can be met by far fewer vehicles.

D The Massachusetts Institute of Technology investigated automated mobility in Singapore,

finding that fewer than 30 percent of the vehicles currently used would be required if fully
automated car sharing could be implemented. If this is the case, it might mean that we need to
manufacture far fewer vehicles to meet demand.
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However, the number of trips being taken would probably increase, partly because empty
vehicles would have to be moved from one customer to the next.

Modelling work by the University of Michigan Transportation Research Institute suggests

automated vehicles might reduce vehicle ownership by 43 percent, but that vehicles' average
annual mileage would double as a result. As a consequence, each vehicle would be used more
intensively, and might need replacing sooner. This faster rate of turnover may mean that vehicle
production will not necessarily decrease.

E Automation may prompt other changes in vehicle manufacture. If we move to a model where
consumers are tending not to own a single vehicle but to purchase access to a range of vehicles
through a mobility provider, drivers will have the freedom to select one that best suits their needs
for a particular journey, rather than making a compromise across all their requirements.

Since, for most of the time, most of the seats in most cars are unoccupied, this may boost
production of a smaller, more efficient range of vehicles that suit the needs of individuals.
Specialised vehicles may then be available for exceptional journeys, such as going on a family
camping trip or helping a son or daughter move to university.

F There are a number of hurdles to overcome in delivering automated vehicles to our roads.
These include the technical difficulties in ensuring that the vehicle works reliably in the infinite
range of traffic, weather and road situations it might encounter; the regulatory challenges in
understanding how liability and enforcement might change when drivers are no longer essential
for vehicle operation; and the societal changes that may be required for communities to trust and
accept automated vehicles as being a valuable part of the mobility landscape.

G It's clear that there are many challenges that need to be addressed but, through robust and
targeted research, these can most probably be conquered within the next 10 years. Mobility will
change in such potentially significant ways and in association with so many other technological
developments, such as telepresence and virtual reality, that it is hard to make concrete
predictions about the future. However, one thing is certain: change is coming, and the need to be
flexible in response to this will be vital for those involved in manufacturing the vehicles that will
deliver future mobility.

Questions 14-18: Reading Passage 2 has seven sections, A—G. Which section contains the
following information? Write the correct letter, A—G, in boxes 14-18 on your answer
sheet.

14 reference to the amount of time when a car is not in use

15 mention of several advantages of driverless vehicles for individual road-users

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16 reference to the opportunity of choosing the most appropriate vehicle for each trip

17 an estimate of how long it will take to overcome a number of problems

18 a suggestion that the use of driverless cars may have no effect on the number of vehicles
manufactured

Questions 19-22: Complete the summary below. Choose NO MORE THAN TWO WORDS
from the passage for each answer. Write your answers in boxes 19-22 on your answer
sheet.

The impact of driverless cars

Figures from the Transport Research Laboratory indicate that most motor accidents are partly
due to 19 ………………………… so the introduction of driverless vehicles will result in greater
safety. In addition to the direct benefits of automation, it may bring other advantages. For
example, schemes for 20 ………………………… will be more workable, especially in towns
and cities, resulting in fewer cars on the road.

According to the University of Michigan Transportation Research Institute, there could be a 43

percent drop in 21 ………………………… of cars. However, this would mean that the yearly 22
………………………… of each car would, on average, be twice as high as it currently is. This
would lead to a higher turnover of vehicles, and therefore no reduction in automotive
manufacturing.

Questions 23 and 24: Choose TWO letters, A—E. Write the correct letters in boxes 23 and
24 on your answer sheet. Which TWO benefits of automated vehicles does the writer
mention?
A Car travellers could enjoy considerable cost savings.
B It would be easier to find parking spaces in urban areas.
C Travellers could spend journeys doing something other than driving.
D People who find driving physically difficult could travel independently.
E A reduction in the number of cars would mean a reduction in pollution.
Questions 25 and 26 Choose TWO letters, A—E. Write the correct letters in boxes 25 and
26 on your answer sheet. Which TWO challenges to automated vehicle development does
the writer mention?
A making sure the general public has confidence in automated vehicles
B managing the pace of transition from conventional to automated vehicles
C deciding how to compensate professional drivers who become redundant
D setting up the infrastructure to make roads suitable for automated vehicles
E getting automated vehicles to adapt to various different driving conditions
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14 C
At present, the average car spends more than 90 percent of its life parked.
15 B
There are many reasons why technology is advancing so fast.
16 E
If we move to a model where consumers are tending not to own a single vehicle but to purchase
access to a range of vehicles through a mobility provider, drivers will have the freedom to
select one that best suits their needs for a particular journey, rather than making a
compromise across all their requirements.
17 G
It's clear that there are many challenges that need to be addressed but, through robust and
targeted research, these can most probably be conquered within the next 10 years.
18 D
This faster rate of turnover may mean that vehicle production will not necessarily decrease.
19 human error
20 car (-) sharing
21 ownership
22 mileage
23&24 IN EITHER ORDER C D
Another aim is to free the time people spend driving for other purposes. If the vehicle can do
some or all of the driving, it may be possible to be productive, to socialise or simply to relax
while automation systems have responsibility for safe control of the vehicle. If the vehicle
can do the driving, those who are challenged by existing mobility models — such as older or
disabled travellers — may be able to enjoy significantly greater travel autonomy.
25&26 IN EITHER ORDER A E
These include the technical difficulties in ensuring that the vehicle works reliably in the
infinite range of traffic, weather and road situations it might encounter; the regulatory
challenges in understanding how liability and enforcement might change when drivers are no
longer essential for vehicle operation; and the societal changes that may be required for
communities to trust and accept automated vehicles as being a valuable part of the mobility
landscape.
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Exercise 25.

What is exploration?
We are all explorers. Our desire to discover, and then share that new-found knowledge, is part of
what makes us human — indeed, this has played an important part in our success as a species.
Long before the first caveman slumped down beside the fire and grunted news that there were
plenty of wildebeest over yonder, our ancestors had learnt the value of sending out scouts to
investigate the unknown. This questing nature of ours undoubtedly helped our species spread
around the globe, just as it nowadays no doubt helps the last nomadic Penan maintain their
existence in the depleted forests of Borneo, and a visitor negotiate the subways of New York.

Over the years, we've come to think of explorers as a peculiar breed — different from the rest of
us, different from those of us who are merely 'well travelled', even; and perhaps there is a type of
person more suited to seeking out the new, a type of caveman more inclined to risk venturing
out. That, however, doesn't take away from the fact that we all have this enquiring instinct, even
today; and that in all sorts of professions — whether artist, marine biologist or astronomer —
borders of the unknown are being tested each day.

Thomas Hardy set some of his novels in Egdon Heath, a fictional area of uncultivated land, and
used the landscape to suggest the desires and fears of his characters. He is delving into matters
we all recognise because they are common to humanity. This is surely an act of exploration, and
into a world as remote as the author chooses. Explorer and travel writer Peter Fleming talks of
the moment when the explorer returns to the existence he has left behind with his loved ones.
The traveller 'who has for weeks or months seen himself only as a puny and irrelevant alien
crawling laboriously over a country in which he has no roots and no background, suddenly
encounters his other self, a relatively solid figure, with a place in the minds of certain people'.

In this book about the exploration of the earth's surface, I have confined myself to those whose
travels were real and who also aimed at more than personal discovery. But that still left me with
another problem: the word 'explorer' has become associated with a past era. We think back to a
golden age, as if exploration peaked somehow in the 19th century — as if the process of
discovery is now on the decline, though the truth is that we have named only one and a half
million of this planet's species, and there may be more than 10 million — and that's not including
bacteria. We have studied only 5 per cent of the species we know. We have scarcely mapped the
ocean floors, and know even less about ourselves; we fully understand the workings of only 10
per cent of our brains.

Here is how some of today's 'explorers' define the word. Ran Fiennes, dubbed the 'greatest living
explorer', said, 'An explorer is someone who has done something that no human has done before
— and also done something scientifically useful.' Chris Bonington, a leading mountaineer, felt
exploration was to be found in the act of physically touching the unknown: 'You have to have
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gone somewhere new.' Then Robin Hanbury-Tenison, a campaigner on behalf of remote so-
called 'tribal' peoples, said, 'A traveller simply records information about some far-off world, and
reports back; but an explorer changes the world.' Wilfred Thesiger, who crossed Arabia's Empty
Quarter in 1946, and belongs to an era of unmechanised travel now lost to the rest of us, told me,
'If I'd gone across by camel when I could have gone by car, it would have been a stunt.' To him,
exploration meant bringing back information from a remote place regardless of any great self-
discovery.

Each definition is slightly different — and tends to reflect the field of endeavour of each pioneer.
It was the same whoever I asked: the prominent historian would say exploration was a thing of
the past, the cutting-edge scientist would say it was of the present. And so on. They each set their
own particular criteria; the common factor in their approach being that they all had, unlike many
of us who simply enjoy travel or discovering new things, both a very definite objective from the
outset and also a desire to record their findings.

I'd best declare my own bias. As a writer, I'm interested in the exploration of ideas. I've done a
great many expeditions and each one was unique. I've lived for months alone with isolated
groups of people all around the world, even two uncontacted tribes'. But none of these things is
of the slightest interest to anyone unless, through my books, I've found a new slant, explored a
new idea. Why? Because the world has moved on. The time has long passed for the great
continental voyages — another walk to the poles, another crossing of the Empty Quarter. We
know how the land surface of our planet lies; exploration of it is now down to the details — the
habits of microbes, say, or the grazing behaviour of buffalo. Aside from the deep sea and deep
underground, it's the era of specialists. However, this is to disregard the role the human mind has
in conveying remote places; and this is what interests me: how a fresh interpretation, even of a
well-travelled route, can give its readers new insights.

Questions 27-32: Choose the correct letter, A, B, C or D. Write the correct letter in boxes
27-32 on your answer sheet.

27 The writer refers to visitors to New York to illustrate the point that

A exploration is an intrinsic element of being human.

B most people are enthusiastic about exploring.

C exploration can lead to surprising results.

D most people find exploration daunting.

28 According to the second paragraph, what is the writer's view of explorers?

A Their discoveries have brought both benefits and disadvantages.