TEST 1

READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 1 below.

AIR POLLUTION
Part One
Air pollution is increasingly becoming the focus of government and citizen concern
around the globe. From Mexico City and New York, to Singapore and Tokyo, new
solutions to this old problem are being proposed, Mailed and implemented with ever
increasing speed. It is feared that unless pollution reduction measures are able to keep
pace with the continued pressures of urban growth, air quality in many of the world’s
major cities will deteriorate beyond reason.
Action is being taken along several fronts: through new legislation, improved
enforcement and innovative technology. In Los Angeles, state regulations are forcing
manufacturers to try to sell ever cleaner cars: their first of the cleanest, titled "Zero
Emission Vehicles’, hove to be available soon, since they are intended to make up 2 per
cent of sales in 1997. Local authorities in London are campaigning to be allowed to
enforce anti-pollution lows themselves; at present only the police have the power to do
so, but they tend to be busy elsewhere. In Singapore, renting out toad space to users is
the way of the future.
When Britain’s Royal Automobile Club monitored the exhausts of 60,000 vehicles, it
found that 12 per cent of them produced more than half the total pollution. Older cars
were the worst offenders; though a sizeable number of quire new cars were also
identified as gross polluters, they were simply badly tuned. California has developed a
scheme to get these gross polluters off the streets: they offer a flat $700 for any old,
run-down vehicle driven in by its owner. The aim is to remove the heaviest-polluting,
most decrepit vehicles from the roads.
As part of a European Union environmental programme, a London council is resting an
infra-red spectrometer from the University of Denver in Colorado. It gauges the pollution
from a passing vehicle - more useful than the annual stationary rest that is the British
standard today - by bouncing a beam through the exhaust and measuring what gets
blocked. The councils next step may be to link the system to a computerised video
camera able to read number plates automatically.
The effort to clean up cars may do little to cut pollution if nothing is done about the
tendency to drive them more. Los Angeles has some of the world’s cleanest cars - far
better than those of Europe - but the total number of miles those cars drive continues to
grow. One solution is car-pooling, an arrangement in which a number of people who
share the same destination share the use of one car. However, the average number of
people in o car on the freeway in Los Angeles, which is 1.0, has been falling steadily.
Increasing it would be an effective way of reducing emissions as well as easing
congestion. The trouble is, Los Angeles seem to like being alone in their cars.
Singapore has for a while had o scheme that forces drivers to buy a badge if they wish
to visit a certain part of the city. Electronic innovations make possible increasing
sophistication: rates can vary according to road conditions, time of day and so on.
Singapore is advancing in this direction, with a city-wide network of transmitters to
collect information and charge drivers as they pass certain points. Such road-pricing,
however, can be controversial. When the local government in Cambridge, England,
considered introducing Singaporean techniques, it faced vocal and ultimately successful
opposition.

Part Two
The scope of the problem facing the world’s cities is immense. In 1992, the United
Nations Environmental Programme and the World Health Organisation (WHO)
concluded that all of a sample of twenty megacities - places likely to have more than ten
million inhabitants in the year 2000 - already exceeded the level the WHO deems
healthy in at least one major pollutant. Two-thirds of them exceeded the guidelines for
two, seven for three or more.
Of the six pollutants monitored by the WHO - carbon dioxide, nitrogen dioxide, ozone,
sulphur dioxide, lead and particulate matter - it is this last category that is attracting the
most attention from health researchers. PM10, a sub-category of particulate matter
measuring ten-millionths of a metre across, has been implicated in thousands of deaths
a year in Britain alone. Research being conducted in two counties of Southern California
is reaching similarly disturbing conclusions concerning this little- understood pollutant.
A world-wide rise in allergies, particularly asthma, over the past four decades is now
said to be linked with increased air pollution. The lungs and brains of children who grow
up in polluted air offer further evidence of its destructive power The old and ill, however,
are the most vulnerable to the acute effects of heavily polluted stagnant air. It con
actually hasten death, as it did in December 1991 when a cloud of exhaust fumes
lingered over the city of London for over a week.
The United Nations has estimated that in the year 2000 there will be twenty-four mega-
cities and a further eighty-five cities of more than three million people. The pressure on
public officials, corporations and urban citizens to reverse established trends in air
pollution is likely to grow in proportion with the growth of cities themselves. Progress is
being made. The question, though, remains the same: ‘Will change happen quickly
enough?
Questions 1-5
Look at the following solutions (Questions 1-5) and locations. Match each solution with
one location.
Write the appropriate locations in boxes 1-5 on your answer sheet.
NB You may use any location more than once.
LOCATIONS
Singapore
Tokyo
London
New York
Mexico City
Cambridge
Los Angeles
SOLUTIONS
1 Manufacturers must sell cleaner cars. 1.....................
2 Authorities want to have power to enforce anti-pollution laws. 2.....................
3 Drivers will be charged according to the roads they use. 3.....................
4 Moving vehicles will be monitored for their exhaust emissions. 4.....................
5 Commuters are encouraged to share their vehicles with others. 5.....................
Questions 6-10

Do the following statements reflect the claims of the writer in Reading Passage?

In boxes 6-10 on your answer sheet write

YES if the statement reflects 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
6. According to British research, a mere twelve per cent of vehicles tested
produced over fifty per cent of total pollution produced by the sample group.
7. It is currently possible to measure the pollution coming from individual
vehicles whilst they are moving.

8. Residents of Los Angeles are now tending to reduce the yearly distances
they travel by car.

9. Car-pooling has steadily become more popular in Los Angeles in recent

years.

10. Charging drivers for entering certain parts of the city has been successfully
done in Cambridge, England.

Questions 11-13

Choose the appropriate letters A—D and write them in boxes 11-13 on your answer
sheet.
11 How many pollutants currently exceed WHO guidelines in all megacities studied?
A one
B two
C three
D seven

12 Which pollutant is currently the subject of urgent research

A nitrogen dioxide
B ozone
C lead
D particulate matter

13 Which of the following groups of people are the most severely affected by intense air
pollution?
A allergy sufferers
B children
C the old and ill
D asthma sufferers
TEST 2
READING PASSAGE 3
You should spend about 20 minutes on Questions 1-14 which are based on Reading
Passage 3 below.

Reducing the Effects of Climate Change

Mark Rowe reports on the increasingly ambitious geo-engineering projects being
explored by scientists

A Such is our dependence on fossil fuels, and such is the volume of carbon dioxide
already released into the atmosphere, that many experts agree that significant global
warming is now inevitable. They believe that the best we can do is keep it at a reasonable
level, and at present, the only serious option for doing this is cutting back on our carbon
emissions. But while a few countries are making major strides in this regard, the majority
are having great difficulty even stemming the rate of increase, let alone reversing it.
Consequently, an increasing number of scientists are beginning to explore the alternative
of geo-engineering — a term which generally refers to the intentional large-scale
manipulation of the environment. According to its proponents, geo-engineering is the
equivalent of a backup generator: if Plan A – reducing our dependency on fossil fuels –
fails, we require a Plan B, employing grand schemes to slow down or reverse the process
of global warming.

B Geo-engineering; has been shown to work, at least on a small localised scale. For
decades, May Day parades in Moscow have taken place under clear blue skies, aircraft
having deposited dry ice, silver iodide and cement powder to disperse clouds. Many of
the schemes now suggested look to do the opposite, and reduce the amount of sunlight
reaching the planet. The most eye-catching idea of all is suggested by Professor Roger
Angel of the University of Arizona. His scheme would employ up to 16 trillion minute
spacecraft, each weighing about one gram, to form a transparent, sunlight-refracting
sunshade in an orbit 1.5 million km above the Earth. This could, argues Angel, reduce
the amount of light reaching the Earth by two per cent.

C The majority of geo-engineering projects so far carried out — which include planting
forests in deserts and depositing iron in the ocean to stimulate the growth of algae – have
focused on achieving a general cooling of the Earth. But some look specifically at
reversing the melting at the poles, particularly the Arctic. The reasoning is that if you
replenish the ice sheets and frozen waters of the high latitudes, more light will be reflected
back into space, so reducing the warming of the oceans and atmosphere.

D The concept of releasing aerosol sprays into the stratosphere above the Arctic has
been proposed by several scientists. This would involve using sulphur or hydrogen
sulphide aerosols so that sulphur dioxide would form clouds, which would, in turn, lead to
a global dimming. The idea is modelled on historic volcanic explosions, such as that of
Mount Pinatubo in the Philippines in 1991, which led to a short-term cooling of global
temperatures by 0.5 °C. Scientists have also scrutinised whether it’s possible to preserve
the ice sheets of Greenland with reinforced high-tension cables, preventing icebergs from
moving into the sea. Meanwhile, in the Russian Arctic, geo-engineering plans include the
planting of millions of birch trees. Whereas the -regions native evergreen pines shade the
snow an absorb radiation, birches would shed their leaves in winter, thus enabling
radiation to be reflected by the snow. Re-routing Russian rivers to increase cold water
flow to ice-forming areas could also be used to slow down warming, say some climate
scientists.

E But will such schemes ever be implemented? Generally speaking, those who are most
cautious about geo-engineering are the scientists involved in the research. Angel says
that his plan is ‘no substitute for developing renewable energy: the only permanent
solution’. And Dr Phil Rasch of the US-based Pacific Northwest National Laboratory is
equally guarded about the role of geo-engineering: ‘I think all of us agree that if we were
to end geo-engineering on a given day, then the planet would return to its pre-engineered
condition very rapidly, and probably within ten to twenty years. That’s certainly something
to worry about.’

F The US National Center for Atmospheric Research has already suggested that the
proposal to inject sulphur into the atmosphere might affect rainfall patterns across the
tropics and the Southern Ocean. ‘Geo-engineering plans to inject stratospheric aerosols
or to seed clouds would act to cool the planet, and act to increase the extent of sea ice,’
says Rasch. ‘But all the models suggest some impact on the distribution of precipitation.’

G A further risk with geo-engineering projects is that you can “overshoot Y says Dr Dan
Hunt, from the University of Bristol’s School of Geophysical Sciences, who has studied
the likely impacts of the sunshade and aerosol schemes on the climate. ‘You may bring
global temperatures back to pre-industrial levels, but the risk is that the poles will still be
warmer than they should be and the tropics will be cooler than before industrialisation.’To
avoid such a scenario,” Hunt says, “Angel’s project would have to operate at half strength;
all of which reinforces his view that the best option is to avoid the need for geo-
engineering altogether.”

H The main reason why geo-engineering is supported by many in the scientific community
is that most researchers have little faith in the ability of politicians to agree – and then
bring in — the necessary carbon cuts. Even leading conservation organisations see the
value of investigating the potential of geo-engineering. According to Dr Martin
Sommerkorn, climate change advisor for the World Wildlife Fund’s International Arctic
Programme, ‘Human-induced climate change has brought humanity to a position where
we shouldn’t exclude thinking thoroughly about this topic and its possibilities.’
Questions 1-3

Reading Passage 3 has eight paragraphs A-H

Which paragraph contains the following information?

Write the correct letter, A-H, in boxes 1-3 on your answer sheet.

1 mention of a geo-engineering project based on an earlier natural phenomenon

2 an example of a successful use of geo-engineering
3 a common definition of geo-engineering

Questions 4-10
Complete the table below.
Choose ONE WORD from the passage for each answer.
Write your answers in boxes 4-10 on your answer sheet.

GEO-ENGINEERING PROJECTS
Procedure Aim
put a large number of tiny spacecraft to create a 4 ………………that would
into orbit far above Earth reduce the amount of light reaching Earth

place 5 ……………… in the sea to encourage 6 …………………. to form

release aerosol sprays into the to create 7 ………………… that would

stratosphere reduce the amount of light reaching Earth
fix strong 8 ……………… to
to prevent icebergs moving into the sea
Greenland ice sheets

plant trees in Russian Arctic that

would lose their leaves in winter to allow the 9 ……………to reflect radiation

to bring more cold water into ice-forming

change the direction of 10 ………….. areas
Questions 11-14
Look at the following statements (Questions 11-14) and the list of scientists below.
Match each statement with the correct scientist, A-D.
Write the correct letter, A-D, in boxes 11-14 on your answer sheet.

11 The effects of geo-engineering may not be long-lasting.

12 Geo-engineering is a topic worth exploring.
13 It may be necessary to limit the effectiveness of geo-engineering projects.
14 Research into non-fossil-based fuels cannot be replaced by geo-engineering.

List of Scientists
A Roger Angel
B Phil Rasch
C Dan Lunt
D Martin Sommerkorn
TEST 3
READING PASSAGE 2
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 2 below.

Crisis! Freshwater
A As in New Delhi and Phoenix, policymakers worldwide wield great power over how
water resources and managed. Wise use of such power will become increasingly
important as the years go by because the world’s demand for freshwater is currently
overtaking its ready supply in many places, and this situation shows no sign of abating.
B That the problem is well-known makes it no less disturbing: today one out of six people,
more than a billion, suffer inadequate access to safe freshwater. By 2025, according to
data released by the United Nations, the freshwater resources of more than half the
countries across the globe will undergo either stress- for example, when people
increasingly demand more water than is available or safe for use-or outright shortages.
By mid-century, as much as three-quarters of the earth’s population could face scarcities
of freshwater.
C Scientists expect water scarcity to become more common in large part because the
world’s population is rising and many people are getting richer (thus expanding demand)
and because global climate change is exacerbating aridity and reducing supply in many
regions. What is more, many water sources are threatened by faulty waste disposal,
releases of industrial pollutants, fertilizer runoff, and coastal influxes of saltwater into
aquifers as groundwater is depleted.
D Because lack of access to water can lead to starvation, disease, political instability, and
even armed conflict, failure to take action can have broad and grave consequences.
Fortunately, to a great extent, the technologies and policy tools required to conserve
existing freshwater and to secure more of it are known among which several seem
particularly effective. What is needed now is action. Governments and authorities at every
level have to formulate and execute plans for implementing the political, economic, and
technological measures that can ensure water security now and in the coming decades.
E The world’s water problems require, as a start, an understanding of how much
freshwater each person requires, along with knowledge of the factors that impede supply
and increase demand in different parts of the world. Main Falkenmark of the Stockholm
International Water Institute and other experts estimate that, on average, each person on
the earth needs a minimum of 1000 cubic meters (m3) of water. The minimum water each
person requires for drinking, hygiene, and growing food. The volume is equivalent to two-
fifths of an Olympic-size swimming pool.
F Much of the Americas and northern Eurasia enjoy abundant water supplies. But several
regions are beset by greater or lesser degrees of “physical” scarcity-whereby demand
exceeds local availability. Other areas, among them Central Africa, parts of the Indian
subcontinent, and Southeast Asia contend with “economic” water scarcity limit access
even though sufficient supplies are available.
G More than half of the precipitation that falls on land is never available for capture or
storage because it evaporates from the ground or transpires from plants; this fraction is
called blue-water sources-rivers, lakes, wetlands, and aquifers-that people can tap
directly. Farm irrigation from these free-flowing bodies is the biggest single human use of
freshwater resources, but the intense local demand they create often drains the
surroundings of ready supplies.
H Lots of water, but not always where it is needed one hundred and ten thousand cubic
kilometers of precipitation, nearly 10 times the volume of Lake Superior, falls from the sky
onto the earth’s land surface every year. This huge quantity would easily fulfill the
requirements of everyone on the planet if the water arrived where and when people
needed it. But much of it cannot be captured (top), and the rest is disturbed unevenly
(bottom). Green water (61.1% of total precipitation): absorbed by soil and plants, then
released back into the air: unavailable for withdrawal. Bluewater (38.8% of total
precipitation): collected in rivers, lakes, wetlands, and groundwater: available for
withdrawal before it evaporates or reaches the ocean. These figures may not add up to
100% because of rounding. Only 1.5% is directly used by people.
I Waters run away in tremendous wildfires in recent years. The economic actors had all
taken their share reasonably enough: they just did not consider the needs of the natural
environment, which suffered greatly when its inadequate supply was reduced to critical
levels by drought. The members of the Murray-Darling Basin Commission are now
frantically trying to extricate themselves from the disastrous results of their misallocation
of the total water resource. Given the difficulties of sensibly apportioning the water supply
within a single nation, imagine the complexities of doing so for international river basins
such as that of the Jordan River, which borders on Lebanon, Syria, Israel, the Palestinian
areas, and Jordan, all of which have claims to the shared, but limited, supply in an
extremely parched region. The struggle for freshwater has contributed to civil and military
disputes in the area. Only continuing negotiations and compromises have kept this tense
situation under control.
Questions 1-5
Do the following statements agree with the information given in Reading Passage? In
boxes 1-5 on your answer sheet, write
TRUE If the statement agrees with the information
FALSE If the statement contradicts the information
NOT GIVEN If the information is not given in the passage

1 The prospect for the need for freshwater worldwide is obscure.

2 To some extent, the challenge for freshwater is alleviated by common recognition.
3 Researchers arrive at the specific conclusion about the water crisis based on
persuasive consideration of several factors.
4 The fact that people do not actually cherish the usage of water scarcity.
5 Controversy can’t be avoided for adjacent nations over the water resource.

Questions 6-10
The readings Passage has eleven paragraphs A-I
Which paragraph contains the following information?
Write the correct letter A-I, in boxes 6-10 on your answer sheet.
NB You may use any letter more than once.

6. The uneven distribution of water around the world.

7 other factors regarding nature bothering people who make the policies.
8 Joint efforts needed to carry out the detailed solutions combined with various aspects.
9 No always-in-time match available between the requirements and the actual rainfall.
10 The lower limit of the amount of fresh water for a person to survive.
Questions 11-13
Complete the following summary of the paragraphs of Reading Passage, using NO
MORE THAN THREE WORDS from the Reading Passage for each answer.
Write your answers in boxes 11–13 on your answer sheet.

Many severe problems like starvation and military actions etc result from the storage of
water which sometimes for some areas seems 11 …………….. because of unavailability
but other regions suffer another kind of scarcity for insufficient support. 12 ………….. of
the rainfall can’t be achieved because of evaporation.
Some other parts form the 13 …………….. which can be used immediately. Water to
irrigate the farmland takes a considerable amount along with the use for cities and
industries and the extended need from the people.
TEST 4
READING PASSAGE 2
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 2 below.

Keeping the water away

New approaches to flood control
A. Recently, winter floods on the rivers of central Europe have been among the worst for
600 to 700 years, and dams and dykes (protective sea walls) have failed to solve the
problem. Traditionally, river engineers have tried to get rid of the water quickly, draining
it off the land and down to the sea in rivers reengineered as high-performance drains. But
however high they build the artificial riverbanks, the floods keep coming back. And when
they come, they seem to be worse than ever
B. Engineers are now turning to a different plan: to sap the water’s destructive strength by
dispersing it into fields; forgotten lakes and floods plains. They are reviving river bends
and marshes to curb the flow, and even plugging city drains to encourage floodwater to
use other means to go underground. Back in the days when rivers took a winding path to
the sea, floodwaters lost force and volume while meandering across flood plains and
inland deltas, but today the water tends to have a direct passage to the sea. This means
that, when it rains in the uplands, the water comes down all at once.
C. Worse, when the flood plains are closed off, the river's flow downstream becomes more
violent and uncontrollable; by turning complex river systems into the simple mechanics of
a water pipe, engineers have often created danger where they promised safety. The
Rhine, Europe’s most engineered river; is a good example. For a long time engineers
have erased its backwaters and cut it off from its plain. The aim was partly to improve
navigation, and partly to speed floodwaters out of Alps and down to the North Sea. Now,
when it rains in the Alps, the peak flows from several branches of the Rhine coincide
where once they arrived separately, and with four-fifths of the Lower Rhine's flood plain
barricaded off, the waters rise. The result is more frequent flooding and greater damage.
The same thing has happened in the US on the Mississippi river, which drains the world’s
second largest river catchment into the Gulf of Mexico. Despite some $7 billion spent over
the last century on levees (embankments) the situation is growing worse.
D. Specialists in water control now say that a new approach is needed - one which takes the
whole landscape into consideration. To help keep London's feet dry, the UK Environment
Agency is reflooding 10 square kilometres of the ancient flood plain of the River Thames
outside Oxford. Nearer to London, it has spent £100 million creating new wetlands and a
relief channel across 16 kilometres of flood plain. Similar ideas ate being tested in Austria,
in one of Europe's largest river restorations to date. The engineers calculate that the
restored flood plain of the Drava River can now store up to 10 million cubic metres of
floodwater, and slow down storm surges coming out of the Alps by more than an hour,
protecting towns not only in Austria, but as far downstream as Slovenia and Croatia.
E. The Dutch, for whom preventing floods is a matter of survival, have gone furthest. This
nation, built largely on drained marshes and seabed, has had several severe shocks in
the last two decades, when very large numbers of people have had to be evacuated.
Since that time, the Dutch have broken one of their most enduring national stereotypes
by allowing engineers to punch holes in dykes. They plan to return up to a sixth of the
country to its former waterlogged state in order to better protect the rest.
F. Water use in cities also needs to change. At the moment, cities seem to create floods;
they are concreted and paved so that rains flow quickly into rivers. A new breed of ‘soft
 engineers’ wants cities to porous, Berlin is one place where this is being done. Tough
new rules for new developments mean that drains will be prevented from becoming
overloaded after heavy rains. Architects of new urban buildings are diverting rainwater
from the roofs for use in toilets and the irrigation of roof gardens, while water falling onto
the ground is collected in ponds, or passes underground through porous paving. One
high-tech urban development can store a sixth of its annual rainfall, and reuse most of
the rest
G. Could this be expanded to protect a whole city? The test case could Los Angeles. With
non-porous surfaces covering 70% of the city, drainage is a huge challenge. Billions of
dollars have been spent digging huge drains and concreting riverbeds, but many
communities still flood regularly. Meanwhile this desert city ships water from hundreds of
kilometres away to fill its taps and swimming pool. Los Angeles has recently launched a
new scheme to utilise floodwater in the Sun Valley section of the city. The plan is to catch
the rain that falls on thousands of driveways, parking lots and rooftops in the valley. Trees
will soak up water from parking lots; houses and public buildings will capture roof water
to irrigate gardens and parks, and road drains will empty into old gravel pits to recharge
the city's underground water reserves. Result: less flooding and more water for the city.
It may sound expensive, until we realise how much is spent trying to drain cities and
protect areas from flooding, and bow little this method achieves.
Questions 1-6

Reading Passage 2 has seven paragraphs, A-G,

Which paragraph contains the following information?

Write the correct letter A-G, in boxes 1-6 on your answer sheet

1 how legislation has forced building designers to improve water use

2 two reasons why one river was isolated from its food plain
3 how natural water courses in the past assisted flood control
4 an example of flood control on one river, affecting three countries
5 a country which has partly destroyed one of its most typical features in order to control
water
6 the writer's comment on the comparative cost effectiveness of traditional flood control and
newer methods
Questions 7-8
Choose TWO letters A-E.
Write the correct letter, in boxes 7-8 on your answer sheet
According to the article, which TWO of these statements are true of the new approach to
flood control?
A It aims to slow the movement of water to the sea.
B It aims to channel water more directly into rivers.
C It will cost more than twice as much as former measures.
D It will involve the loss of some areas of land.
E It has been tested only in The Netherlands.
Questions 9-13
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your
answers in boxes 9-13 on your answer sheet.
9 Some of the most severe floods for many centuries have recently occurred in parts
of ……………….
10 The Rhine and the ……....... rivers have experienced similar problems with water control
11 An area near Oxford will flooded to protect the city of ……………….
12 Planners who wish to allow water to pass more freely through city surfaces are
called ……………..
13 A proposal for part of the city of …………….. could show whether small-scale water
projects could apply on a large scale.
TEST 5
READING PASSAGE 2
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 2 below.

Reneweble energy
An insight into the progress in renewable energy research
A The race is on for the ultimate goal of renewable energy: electricity production at prices
that are competitive with coal-fired power stations, but without coal’s pollution. Some new
technologies are aiming to be the first to push coal from its position as Australia’s chief
source of electricity.
B At the moment the front-runner in renewable energy is wind technology. According to
Peter Bergin of Australian Hydro, one of Australia’s leading wind energy companies, there
have been no dramatic changes in windmill design for many years, but the cumulative
effects of numerous small improvements have had a major impact on cost. ‘We’re reaping
the benefits of 30 years of research in Europe, without have to make the same mistakes
that they did,’ Mr Bergin says.
C Electricity can be produced from coal at around 4 cents per kilowatt-hour, but only if
the environmental costs are ignored. ‘Australia has the second cheapest electricity in the
world, and this makes it difficult for renewable to compete,’ says Richard Hunter of the
Australian Ecogeneration Association (AEA). Nevertheless, the AEA reports: ‘The
production cost of a kilowatt-hour of wind power is one-fifth of what it was 20 years ago,’
or around 7 cents per kilowatt-hour.
D Australian Hydro has dozens of wind monitoring stations across Australia as part of its
aim to become Australia’s pre-eminent renewable energy company. Despite all these
developments, wind power remains one of the few forms of alternative energy where
Australia is nowhere near the global cutting edge, mostly just replicating European
designs.
E While wind may currently lead the way, some consider a number of technologies under
development have more potential. In several cases, Australia is at the forefront of global
research in the area. Some of them are very site-specific, ensuring that they may never
become dominant market players. On the other hand, these newer developments are
capable of providing more reliable power, avoiding the major criticism of windmills – the
need for back-up on a calm day.
F One such development uses hot, dry rocks. Deep beneath South Australia, radiation
from elements contained in granite heats the rocks. Layers of insulating sedimentation
raise the temperatures in some location to 250° centigrade. An Australian firm,
Geoenergy, is proposing to pump water 3.5 kilometres into the earth, where it will travel
through tiny fissures in the granite, heating up as it goes until it escapes as steam through
another drilled hole.
G No greenhouse gases are produced, but the system needs some additional features
if it is to be environmentally friendly. Dr Prue Chopra, a geophysicist at the Australian
National University and one of the founders of Geoenergy, note that the steam will bring
with it radon gas, along through a heat exchanger and then sent back underground for
another cycle. Technically speaking, hot dry rocks are not a renewable source of energy.
However, the Australian source is so large it could supply the entire country’s needs for
thousands of years at current rates of consumption.
H Two other proposals for very different ways to harness sun and wind energy have
surfaced recently. Progress continues with Australian company EnviroPower’s plans for
Australia’s first solar chimney near Mildura, in Victoria. Under this scheme, a tall tower
will draw hot air from a greenhouse built to cover the surrounding 5 km². As the air rises,
it will drive a turbine* to produce electricity. The solar tower combines three very old
technologies – the chimney, the turbine and the greenhouse – to produce something quite
new. It is this reliance on proven engineering principles that led Enviropower’s CEO,
Richard Davies, to state: There is no doubt this technology will work, none at all.’
I This year, Enviropower recognized that the quality of sunlight in the Mildura district will
require a substantially larger collecting area than was previously thought. However,
spokesperson kay Firth says that a new location closer to Mildura will enable Enviropower
to balance the increased costs with extra revenue. Besides saving in transmission costs,
the new site ‘will mean increased revenue from tourism and use of power for
telecommunications. We’ll also be able to use the outer 500 metres for agribusiness.’
Wind speeds closer to the tower will be too high for farming.
J Another Australian company, Wavetech, is achieving success with ways of harvesting
the energy in waves. Wavetech’s invention uses a curved surface to push waves into a
chamber, where the flowing water column pushes air back and forth through a turbine.
Wavetech was created when Dr Tim Devine offered the idea to the world leader in wave
generator manufacturers, who rather surprisingly rejected it. Dr Devine responded by
establishing Wavetech and making a number of other improvements to generator design.
Wavetech claims that, at appropriate sites, ‘the cost of electricity produced with our
technology should be below 4 cents per kilowatt-hour.
K The diversity of forms of greenhouse – friendly energy under development in Australia
is remarkable. However, support on a national level is disappointing. According to Richard
Hunter of the AEA, ‘Australia has huge potential for wind, sun and wave technology. We
should really be at the forefront, but the reality is we are a long way behind.’
Questions 1-7
Do the following statements agree with the information given in Reading Passage?
In boxes 1-7 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1 In Australia, alternative energies are less expensive than conventional electricity.

2 Geoenergy needs to adapt its system to make it less harmful to the environment.
3 Dr Prue Chopra has studied the effects of radon gas on the environment.
4 Hot, dry rocks could provide enough power for the whole of Australia.
5 The new Enviropower facility will keep tourists away.
6 Wavetech was established when its founders were turned down by another company.
7 According to AEA, Australia is a world leader in developing renewable energy.

Questions 8-13
Look at the following statements (Questions 8-13) and the list of companies below.
Match each statement with the correct company, A-D.
Write the correct letter, A-D, in boxes 8-13 on your answer sheet.
NB You may use any letter more than once.

8 During the process, harmful substances are prevented from escaping.

9 Water is used to force air through a special device.
10 Techniques used by other countries are being copied.
11 The system can provide services other than energy production.
12 It is planned to force water deep under the ground.
13 Original estimates for part of the project have been revised.

List of Companies
A Australian Hydro
B Geoenergy
C Enviropower
D Wavetech
TEST 6
READING PASSAGE 2
Questions 1-6
Reading Passage has six paragraphs. A-F
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, in boxes 1-6 on your answer sheet.

List of Headings

i. Potential production capabilities of vertical farms

ii. Opposition to new ideas about food production
iii. A successful application of vertical farming technology
iv. The potential to provide urgent relief
v. The original inspiration for vertical farming
vi. Various environmental benefits of vertical farming
vii. An increasing problem for farmers worldwide
viii. A return to traditional farming methods
ix. A rising demand for food

1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph F
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 2 below.

Scyscraper farming
With a global food crisis predicted, a group of scientists is advocating an innovative
alternative to conventional farming that could radically transform the way that food is
produced.
A Today's environment scientists are in no doubt that the world's resources of fertile sol
are rapidly deteriorating, and that new land for agriculture is becoming ever more sparse
Intensive farming urbanisation, desertification and sea-level rises are all putting growing
pressure on the planers agricultural land and therefore on food supplies. Currently 24 per
cent of the worlds 11.5 billion hectares of cultivated land has already undergone human-
induced soil degradation particularly through erosion, according to a recent study by the
UK Government Office for Science.
B The global population is expected to exceed nine billion by 2050 - up a third from today's
level and studies suggest that food production will have to go up by 70 per cent if we are
to feed all of those new mouths This means that scientists will have to develop new ways
of growing crops if we are to avoid a humanitarian crisis. Indeed, UN Food and Agriculture
Organization figures suggest that the number of undernourished people is already
growing. And with escalating climate change, crop yields in many areas have been
projected to decline
C With this in mind, some scientists and agricultural experts are advocating an innovative
alternative to traditional farming whereby skyscrapers packed with shelf-based systems
for growing vegetables on each storey -known as 'vertical farms' - could hold the key to
revolutionising agriculture. Columbia University professor Dickson Despommier claims
that vertical farming could boost crop yields many times over. A single 20-storey vertical
farm could theoretically feed 50 000 people, according to Despommier. And if the theory
translates Into realty as proposed. 160 skyscraper-sized vertical farms could feed the
entire population of New York City, while 180 would be needed to feed London, 289 to
feed Cairo and 302 to feed Kolkata a.
D It's a compelling vision, and one that has already been put into practice in Asia. Albeit
on a smaller scale But there are problems, such as initial investment and operating costs
that are too great' says a spokesman for Japan's Ministry of Agriculture, Forestry and
Fisheries Nevertheless Tokyo-based mushroom producer Hokuto Corporation is a model
example of how a vertical farm can be profitable. With 28 vertical mushroom farms
operating across the country, it produces some 68,000 tonnes of mushrooms annually.
Vertical mushroom fams have more advantages than ground-level farms,' says Hokuto's
Ted Yamanoko. Yamanoko goes on to highlight the relative cost-effectiveness of his
organisation's farming practices together with reduced emissions of greenhouse gases
E And the impact of vertical farms could extend beyond feeding established urban
populations. Despommier sees them as being capable of helping centres of displaced
persons - such as refugee camps - in much the same way that Mobile Army Surgical
Hospital (MASH) units are deployed in emergency situations. "Developing an emergency-
response system for crop production inside specially constructed modular and highly
transportable greenhouses would allow for humanitarian interventions, at least tor refuges
that are forced out of their countries by political tumor, he says. If you have three or four
storeys of food already growing some place, they could become mobile units that could
be picked up by helicopters and dropped into the middle of a crisis zone. The food would
be ready to pick and eat. It could be designed to supply people with all the nutrition they
need to make it through the crisis."
F But it isn't only about increasing food production. Despommier is concerned about the
harm which farming has done to the world's landscape over a relatively short time span,
particularly the elimination of hardwood forests. Farming is only 12,000 years old, 'he
points allow US for the first time to feed everyone on earth and still return land to its
original ecological function.' Natalie Jeremijenko, associate professor at New York
University, agrees. The challenge that we have now is how we can design urban
agriculture systems that not only reduce food miles, but also improve the world's
ecosystems,' she says. By significantly reducing the amount of land required for food
production, vertical farms could help to enrich biodiversity. And according to Jeremijenko,
this can, in turn, help to improve the productivity of conventional farms, as the health of
agricultural land is often tied to the health of the surrounding ecosystems. Furthermore,
vertical farming could dramatically cut the utilisation of fossil fuels. And also reduce
geopolitical tensions in countries where poor farming conditions cause conflict and
malnutrition.
Questions 7-9
Complete the sentences below
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 7-9 on your answer sheet.

7. A UK Government study found that ……………………….is a significant factor

contributing to worldwide levels of soil degradation
8. Disadvantages of vertical taming projects include the expense of setting them up, as
well as their high ….…………….……. .
9. ……………………..could potentially be used to take vertical farming facilities to areas
where there is a critical food shortage.

Questions 10-13
Look at the following statements (Questions 10-13) and the list of people below
Match each statement with the correct person, A, B and C
Write the correct letter A, B or c, in boxes 10-13 on your answer sheet
NB You may use any letter more than once
10 Vertical farming can have financial benefits
11 Traditional farming has had a negative effect on the natural world
12 Vertical farming could dramatically increase world food production.
13 Traditional farms may benefit from wider use of vertical farming

List of people

A. A Dickson Despommier
B. Ted Yamanoko
C. Natalie Jeremijenko
TEST 7
READING PASSAGE 3

Global warming
Day after day we hear about how anthropogenic development is causing global warming.
According to an increasingly vocal minority, however, we should be asking ourselves how
much of this is media hype cud how much is based on real evidence. It seems, as so often
is the ease, that it depends on which expert you listen to, or which statistics you study. Yes,
It is true that there is a mass of evidence to indicate that the world is getting wanner, with
one of the world’s leading weather predictors stating that air temperatures have frown an
increase of just under half a degree Celsius since the beginning of the twentieth century.
And while this may not sound like anything worth losing sleep over, the international press
would have us believe that the consequences could be devastating. Other experts,
however, are of the opinion that what we are seeing is just part of a natural upward and
downward swing flint has always been part of the cycle of global weather. An analysis of
the views of major meteorologists in the United States showed that less than 20% of them
believed that any change in temperature over the lust hundred years was our own fault –
the rest attributed it to natural cyclical changes.
There is, of course, no denying that we are still at a very early stage in understanding
weather. The effects of such variables as rainfall, cloud formation, the seas and oceans,
gases such as methane and ozone, or even solar energy are still not really understood,
and therefore the predictions that we make using them cannot always be relied on. Dr.
James Hansen, in 19BH, was predicting that the likely effects of global warming would be
a raising of world temperature which would have disastrous consequences for mankind: “a
strong cause arid effect relationship between the current climate and human alteration of
the atmosphere”. He has now gone on record as stating that using artificial models of
climate as a way of predicting change is all but impossible. In fact, he now believes that,
rather than getting hotter, our planet is getting greener as a result of the carbon dioxide
increase, with the prospect of increasing vegetation In areas which in recent history have
been frozen wastelands.
In fact, there is some evidence to suggest that as our computer-based weather models
have become more sophisticated, the predicted rises In temperature have been cut back.
In addition, if we Look at the much reported rise in global temperature over the last century,
a close analysis reveals that the lion’s share of that increase, almost three quarters in total,
occurred before man began to “poison” his world with industrial processes anti the accom-
panying greenhouse gas emissions in the second half of the twentieth century.
So should we pay any attention to those stories that scream out at us from billboards and
television news headlines, claiming that man, with his inexhaustible dependence on oil-
based machinery and ever more sophisticated forms of transport is creating a nightmare
level of greenhouse gas emissions, poisoning his environment and ripping open the ozone
layer? Doubters point to scientific evidence, which can prove that, of all the greenhouse
gases, only two percent come From man-made sources, the rest resulting from natural
emissions. Who, then, to believe: the environmentalist exhorting us to leave the car at
home, to buy re-usable products packaged in recycled paper and to plant trees in our back
yard? Or the sceptics, including, of course, a lot of big businesses who have most to lose,
when they tell us that we are making a mountain out of a molehill? And my own opinion?
The jury’s still out as for as I am concerned!
Questions 1-5
Choose the correct letter, A, B, C or D.
Write the collect letter in boxes 27-30 on your answer sheet.

1 The author …
A believes that man is causing global warming
B believes that global warming is a natural process
C is sure what the causes of global warming are
D does not say what he believes the causes of global warming are
2 As to the cause of global warming, the author believes that …
A occasionally the fact depend on who you are talking to
B the facts always depend on who you are talking to
C often the fact depend on which expert you listen to
D you should not speak to experts
3 More than 80% of the top meteorologists in the United States are of the opinion
that…
A global warming should make us lose sleep
B global warming is not the result oil natural cyclical changes, but man-made
C the consequences of global warming will be deviating
D global warming is not man-made, but the result of natural cyclical changes
4 Our understanding of weather…
A leads to reliable predictions
B Is variable
C cannot be denied
D is not very developed yet
5 Currently, Dr. James Hansen’s beliefs include the fact that …
A It is nearly Impossible to predict weather change using artificial models
B the consequences of global warming would be disastrous for in mankind
C there Is a significant link between the climate now, mid man’s changing of the
atmosphere
D Earth is getting colder
Questions 6-11
Do the statements below agree with the information in Reading Passage?
In Boxes 6-11, write:

YES if the statement agrees with the information in the passage

NO if the statement contradicts the information in the passage
NOT GIVEN if there ls no information about the statement in the passage
6 At the same time that computer-based weather models have become more
sophisticated, weather forecasters have become more expert.
7 Most of the increase In global temperature happened in the second half of the twentieth
century.
8 The media wants us to blame ourselves for global warming.
9 The media encourages the public to use environmentally friendly vehicles, such as
electric cars to combat global warming.
10 Environmentalists are very effective at persuading people to be kind to the
environment.
11 Many big businesses are on the side of the skeptics as regards the cause of global
warming.

Questions 12 and 13
Complete the sentences below. Use NO MORE THAN THREE WORDS from the
passage for each blank space.
Write your answers in Boxes 12 and 13 on your answer sheet.
12 As well as planting trees and not driving, the environmentalist would like us to
choose products that are wrapped ……………… and can be used more than once.
13 Big businesses would have us believe that we are making too much fuss about global
warming, because they have ………………..

Question 14
Choose the appropriate letter A-D and write it in Box 14 on your answer sheet

14 Which of these is the best title for this text?

A Global Warming is for real
B Global warming – media hype or a genuine threat?
C Weather changes over the last 100 years
D Global Warming – the greatest threat to mankind
TEST 8
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 1 below.

World Ecotourism in the developing countries

A The Ecotourism Society defines ecotourism as “a responsible travel to natural areas
which conserves the environment and improves the welfare of local people”. It is
recognised as being particularly conducive to enriching and enhancing the standing of
tourism, on the basis that this form of tourism respects the natural heritage and local
populations and are in keeping with the carrying capacity of the sites.
B Cuba
Cuba is undoubtedly an obvious site for ecotourism, with its picturesque beaches,
underwater beauty, countryside landscapes, and ecological reserves. An educated
population and improved infrastructure of roads and communications add to the mix. In
the Caribbean region, Cuba is now the second most popular tourist destination.
Ecotourism is also seen as an environmental education opportunity to heighten both
visitors’ and residents’ awareness of environmental and conservation issues, and even
to inspire conservation action.
Ecotourism has also been credited with promoting peace, by providing opportunities for
educational and cultural exchange. Tourists’ safety and health are guaranteed.
Raul Castro, brother of the Cuban president, started this initiative to rescue the Cuban
tradition of herbal medicine and provide natural medicines for its healthcare system. The
school at Las Terrazas Eco-Tourism Community teaches herbal healthcare and children
learn not only how to use medicinal herbs, but also to grow them in the school garden for
teas, tinctures, ointments and creams.
In Cuba, ecotourism has the potential to alleviate poverty by bringing money into the
economy and creating jobs. In addition to the environmental impacts of these efforts, the
area works on developing community employment opportunities for locals, in conjunction
with ecotourism.
C South America
In terms of South America, it might be the place which shows the shortcoming of
ecotourism. Histoplasma capsulatum (see chapter “Histoplasmosis and HIV”), a
dimorphic fungus, is the most common endemic mycosis the United States,(12) and is
associated with exposure to a bat or bird droppings. Most recently, outbreaks have been
reported in healthy travelers who returned from Central and South America after engaging
in recreational activities associated with spelunking, adventure tourism, and ecotourism.
It is quite often to see tourists neglected sanitation while travelling. After engaging in high-
risk activities, boots should be hosed off and clothing placed in airtight plastic bags for
laundering. HIV-infected travelers should avoid risky behaviors or environments, such as
exploring caves, particularly those that contain bat droppings.
D Nowhere is the keen eye and intimate knowledge of ecotourism are more amidst this
fantastic biodiversity, as we explore remote realms rich in wildlife rather than a nature
adventure. A sustainable tour is significant for ecotourism, one in which we can grow hand
in hand with nature and our community, respecting everything that makes us privileged.
Travelers get great joy from every step that takes forward on this endless but exciting
journey towards sustainability. The primary threats to South American’s tropical forests
are deforestation caused by agricultural expansion, cattle ranching, logging, oil extraction
and spills, mining, illegal coca farming, and colonization initiatives. Deforestation has
shrunk territories belonging to indigenous peoples and wiped out more than 90% of the
population. Many are taking leading roles in sustainable tourism even as they introduce
protected regions to more travelers.
E East Africa
In East Africa, significantly reducing such illegal hunting and allowing wildlife populations
to recover would allow the generation of significant economic benefits through trophy
hunting and potentially ecotourism. “Illegal hunting is an extremely inefficient use of
wildlife resources because it fails to capture the value of wildlife achievable through
alternative forms of use such as trophy hunting and ecotourism,” said Peter Lindsey,
author of the new study. Most residents believed that ecotourism could solve this
circumstance. They have passion for local community empowerment, loves photography
and writes to laud current local conservation efforts, create environmental awareness and
promote ecotourism.
F Indonesia
In Indonesia, ecotourism started to become an important concept from 1995, in order to
strengthen the domestic travelling movement, the local government targeting the right
markets is a prerequisite for successful ecotourism. The market segment for Indonesian
ecotourism consists of: (i) “The silent generation”, 55-64 year-old people who are wealthy
enough, generally well-educated and have no dependent children, and can travel for four
weeks; (ii) “The baby boom generation”, junior successful executives aged 35-54 years,
who are likely to be travelling with their family and children (spending 2-3 weeks on travel)
– travelling for them is a stress reliever; and (iii) the “X generation”, aged 18-29 years,
who love to do ecotours as backpackers – they are generally students who can travel for
3-12 months with monthly expenditure of US$300-500. It is suggested that the promotion
of Indonesian ecotourism products should aim to reach these various cohorts of tourists.
The country welcomes diverse levels of travelers.
G On the other hand, ecotourism provides as many services as traditional tourism.
Nestled between Mexico, Guatemala and the Caribbean Sea is the country of Belize. It
is the wonderful place for Hamanasi honeymoon, a bottle of champagne upon arrival,
three meals daily, private service on one night of your stay and a choice of adventures
depending on the length of your stay. It also offers six-night and seven-night honeymoon
packages. A variety of specially tailored tours, including the Brimstone Hill Fortress, and
a trip to a neighboring island. Guided tours include rainforest, volcano and off-road
plantation tours. Gregory Pereira, an extremely knowledgeable and outgoing hiking and
tour guide, says the following about his tours: “All of our tours on St.Kitts include
transportation by specially modified Land Rovers, a picnic of island pastries and local
fruit, fresh tropical juices, CSR, a qualified island guide and a full liability insurance
coverage for participants.
H Kodai is an ultimate splendor spot for those who love being close to mother nature.
They say every bird must sing it’s own throat while we say every traveler should find his
own way out of variegated and unblemished paths of deep valleys and steep mountains.
The cheese factory here exports a great quantity of cheese to various countries across
the globe. It is located in the center of the forest. Many travelers are attracted by the
delicious cheese. The ecotourism is very famous this different eating experience.
Questions 1-5
Use the information in the passage to match the place (listed A-D) with opinions or
deeds below.
Write the appropriate letters A-D in boxes 1-5 on your answer sheet.
NB You may use any letter more than once.
A Cuba
B East Africa
C South America
D Indonesia
1 a place to improve local education to help tourists
2 a place suitable for both rich and poor travelers
3 a place where could easily get fungus
4 a place taking a method to stop unlawful poaching
5 a place where the healthcare system is developed
Questions 6-9
Use the information in the passage to match the companies (listed A-D) with opinions.
Write the appropriate letters A, B, C or D in boxes 6-9 on your answer sheet.

A eating the local fruits at the same time

B find job opportunities in the community
C which is situated in the heart of the jungle
D with private and comfortable service

6 Visiting the cheese factory

7 Enjoying the honeymoon
8 Having the picnic while
9 The residents in Cuba could

Questions 10-13
Summary
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 10-13 on your answer sheet.
Ecotourism is not a nature 10 …………….....but a 11 ….....……………tour. The reason
why South America promotes ecotourism is due to the destruction
of 12 …………………… In addition, East Africa also encourages this kind of tourism for
cutting the 13 ………………in order to save wild animals.
TEST 9
READING PASSAGE 3
Questions 1-5
Reading Passage 1 has seven paragraphs A-G.
Choose the correct heading for paragraphs B-E and G from the list of headings below.
Write the correct member (i-x) in boxes 1—5 on your answer sheet.

List of Headings
i The problem of dealing with emergencies in space
ii How space biomedicine can help patients on Earth
iii Why accidents are so common in outer space
iv What is space biomedicine?
v The psychological problems of astronauts
vi Conducting space biomedical research on Earth
vii The internal damage caused to the human body by space travel
viii How space biomedicine First began
ix The visible effects of space travel on the human body
x Why space biomedicine is now necessary

1 Paragraph B
2 Paragraph C
3 Paragraph D
4 Paragraph E
5 Paragraph G
You should spend about 20 minutes on Questions 1-14 which are based on Reading
Passage 3 below.

Space travel and health

A Space biomedicine is a relatively new area of research both in the USA and in Europe.
Its main objectives are to study the effects of space travel on the human body, identifying
the most critical medical problems, and finding solutions to those problems. Space
biomedicine centers are receiving increasing direct support from NASA and/or the
European Space Agency (ESA).
B This involvement of NASA and the ESA reflects growing concern that the feasibility of
travel to other planets, and beyond, is no longer limited by engineering constraints but by
what the human body can actually withstand. The discovery of ice on Mars, for instance,
means that there is now no necessity to design and develop a spacecraft large and
powerful enough to transport the vast amounts of water needed to sustain the crew
throughout journeys that may last many years. Without the necessary protection and
medical treatment, however, their bodies would be devastated by the unremittingly hostile
environment of space.
C The most obvious physical changes undergone by people in zero gravity are
essentially harmless; in some cases, they are even amusing. The blood and other fluids
are no longer dragged down towards the feet by the gravity of Earth, so they accumulate
higher up in the body, creating what is sometimes called ‘fat face`, together with the
contrasting ‘chicken legs’ syndrome as the lower limbs become thinner.
D Much more serious are the unseen consequences after months or years in space. With
no gravity, there is less need for a sturdy skeleton to support the body, with the result that
the bones weaken, releasing calcium into the bloodstream. This extra calcium can
overload the kidneys, leading ultimately to renal failure. Muscles too lose strength through
lack of use. The heart becomes smaller, losing the power to pump oxygenated blood to
all parts of the body, while the lungs lose the capacity to breathe fully. The digestive
system becomes less efficient, a weakened immune system is increasingly unable to
prevent diseases and the high levels of solar and cosmic radiation can cause various
forms of cancer.
E To make matters worse, a wide range of medical difficulties can arise in the case of an
accident or serious illness when the patient is millions of kilometers from Earth. There is
simply not enough room available inside a space vehicle to include all the equipment from
a hospital’s casualty unit, some of which would not work properly in space anyway. Even
basic things such as a drip depend on gravity to function, while standard resuscitation
techniques become ineffective if sufficient weight cannot be applied. The only solution
seems to be to create extremely small medical tools and ‘smart` devices that can, for
example, diagnose and treat internal injuries using ultrasound. The cost of designing and
producing this kind of equipment is bound to be, well, astronomical.
F Such considerations have led some to question the ethics of investing huge sums of
money to help a handful of people who, after all, are willingly risking their own health in
outer space, when so much needs to be done a lot closer to home. It is now clear,
however, that every problem of space travel has a parallel problem on Earth that will
benefit from the knowledge gained and the skills developed from space biomedical
research. For instance, the very difficulty of treating astronauts in space has led to rapid
progress in the field of telemedicine, which in turn has brought about developments that
enable surgeons to communicate with patients in inaccessible parts of the world. To take
another example, systems invented to sterilize wastewater onboard spacecraft could be
used by emergency teams to filter contaminated water at the scene of natural disasters
such as floods and earthquakes. In the same way, miniature monitoring equipment,
developed to save weight in space capsules, will eventually become tiny monitors that
patients on Earth can wear without discomfort wherever they go.
G Nevertheless, there is still one major obstacle to carrying out studies into the effects
of space travel: how to do so without going to the enormous expense of actually working
in space. To simulate conditions in zero gravity, one tried and tested method is to work
underwater, but the space biomedicine centers are also looking at other ideas. In one
experiment, researchers study the weakening of bones that results from prolonged
inactivity. This would involve volunteers staying in bed for three months, but the center
concerned is confident there should be no great difficulty in finding people willing to spend
twelve weeks lying down.AII in the name of science, of course.
 Questions 6-7

Answer the questions below using NO MORE THAN THREE WORDS for each answer.

6 Where, apart from Earth, can space travelers find water?

7 What happens to human legs during space travel?

Questions 8-12
Do the following statements agree with the writer’s views in Reading Passage?

In boxes 8-12 on your answer sheet, write

YES if the statement agrees with the views of the writer

NO if the state does not agree with the views of the writer
NOT GIVEN if there is no information about this in the passage

8 The obstacles to going far into space are now medical, not technological.
9 Astronauts cannot survive more than two years in space.
10 It is morally wrong to spend so much money on space biomedicine.
11 Some kinds of surgery are more successful when performed in space.
12 Space biomedical research can only be done in space.

Questions 13-14
Complete the table below. Choose NO MORE THAN THREE WORDS from the passage
for each answer

Research area Application in space Application on Earth

Telemedicine treating astronauts 13 ………….…………. in remote areas
Sterilization sterilizing wastewater 14 …………….……... in disaster zones

Miniaturization saving weight wearing small monitors comfortably

TEST 10
READING PASSAGE 3
You should spend about 20 minutes on Questions 1-14 which are based on Reading
Passage 3 below.

The Earth and space foundation

The community that focuses its efforts on the exploration of space has largely been
different from the community focused on the study and protection of the Earth's
environment, despite the fact that both fields of interest involve what might be referred to
as "scientific exploration'. The reason for this dichotomous existence is chiefly historical.
The exploration of the Earth has been occurring over many centuries, and the institutions
created to do it are often very different from those founded in the second part of the 20th
century to explore space. This separation is also caused by the fact that space exploration
has attracted experts from mainly non-biological disciplines - primarily engineers and
physicists - but the study of Earth and its environment is a domain heavily populated by
biologists.
The separation between the two communities is often reflected in attitudes. In the
environmental community, it is not uncommon for space exploration to be regarded as a
waste of money, distracting governments from solving major environmental problems
here at home. In the space exploration community, it is not uncommon for
environmentalists to be regarded as introspective people who divert attention from the
more expansive visions of the exploration of space - the ‘new frontier’. These perceptions
can also be negative in consequence because the full potential of both communities can
be realised better when they work together to solve problems. For example, those
involved in space exploration can provide the satellites to monitor the Earth’s fragile
environments, and environmentalists can provide information on the survival of life in
extreme environments.
In the sense that Earth and space exploration both stem from the same human drive to
understand our environment and our place within it, there is no reason for the split to
exist. A more accurate view of Earth and space exploration is to see them as a continuum
of exploration with many interconnected and mutually beneficial links. The Earth and
Space Foundation, a registered charity, was established for the purposes of fostering
such links through field research and by direct practical action.
Projects that have been supported by the Foundation include environmental projects
using technologies resulting from space exploration: satellite communications, GPS,
remote sensing, advanced materials and power sources. For example, in places where
people are faced with destruction of the forests on which their livelihood depends, rather
than rejecting economic progress and trying to save the forests on their intrinsic merit,
another approach is to enhance the value of the forests - although these schemes must
be carefully assessed to be successful. In the past, the Foundation provided a grant to a
group of expeditions that used remote sensing to plan eco-tourism routes in the forests
of Guatemala, thus providing capital to the local communities through the tourist trade.
This novel approach is now making the protection of the forests a sensible economic
decision.
The Foundation funds expeditions making astronomical observations from remote,
difficult-to-access Earth locations, archaeological field projects studying the development
of early civilisations that made significant contributions to astronomy and space sciences,
and field expeditions studying the way in which views of the astronomical environment
shaped the nature of past civilisations. A part of Syria - ‘the Fertile Crescent’ - was the
birthplace of astronomy, accountancy, animal domestication and many other fundamental
developments of human civilisation. The Foundation helped fund a large archaeology
project by the Society for Syrian Archaeology at the University of California, Los Angeles,
in collaboration with the Syrian government that used GPS and satellite imagery to locate
mounds, or ’tels’, containing artefacts and remnants of early civilisations. These
collections are being used to build a better picture of the nature of the civilisations that
gave birth to astronomy.
Field research also applies the Earth’s environmental and biological resources to the
human exploration and settlement of space. This may include the use of remote
environments on Earth, as well as physiological and psychological studies in harsh
environments. In one research project, the Foundation provided a grant to an international
caving expedition to study the psychology of explorers subjected to long-term isolation in
caves in Mexico. The psychometric tests on the cavers were used to enhance US
astronaut selection criteria by the NASA Johnson Space Center.
Space-like environments on Earth help us understand how to operate in the space
environment or help us characterise extraterrestrial environments for future scientific
research. In the Arctic, a 24-kilometrewide impact crater formed by an asteroid or comet
23 million years ago has become home tc a Mars- analogue programme. The Foundation
helped fund the NASA Haughton-Mars Project to use this crater to test communications
and exploration technologies in preparation for the human exploration of Mars. The
crater, which sits in high Arctic permafrost, provides an excellent replica of the physical
processes occurring on Mars, a permafrosted, impact-altered planet. Geologists and
biologists can work at the site to help understand how impact craters shape the geological
characteristics and possibly biological potential of Mars.
In addition to its fieldwork and scientific activities. the Foundation has award programmes.
These include a series of awards for the future human exploration of Mars, a location with
a diverse set of exploration challenges. The awards will honour a number of ‘firsts’ on
Mars that include landing on the surface, undertaking an overland expedition to the
Martian South Pole, undertaking an overland expedition to the Martian North Pole,
climbing Olympus Mons, the highest mountain in the solar system, and descending to the
bottom of Valles Marineris, the deepest canyon on Mars. The Foundation will offer awards
for expeditions further out in the solar system once these Mars awards have been
claimed. Together, they demonstrate that the programme really has no boundary in what
it could eventually support, and they provide longevity for the objectives of the
Foundation.
Questions 1-5
Do the following statements agree with the views of the writer in the reading passage?
In Boxes 1-5, write:
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
1 Activities related to environmental protection and space exploration have a common
theme.
2 It is unclear why space exploration evolved in a different way from environmental
studies on Earth.
3 Governments tend to allocate more money to environmental projects than space
exploration.
4 Unfortunately, the environmental and space exploration communities have little to offer
each other in terms of resources.
5 The Earth and Space Foundation was set up later than it was originally intended.

Questions 6-9
Choose the correct letter, A, B, C or D.
6 What was the significance of the ’novel approach' adopted in the Guatemala project?
A It minimised the need to protect the forests.
B It reduced the impact of tourists on the forests.
C It showed that preserving the forests can be profitable.
D It gave the Foundation greater control over the forests.

7 GPS and satellite imagery were used in the Syrian project to

A help archaeologists find ancient items.
B explore land that is hard to reach.
C reduce the impact of archaeological activity.
D evaluate some early astronomical theories.

8 One of the purposes of the Foundation’s awards is to

A attract non-scientists to its work.
B establish priorities for Mars exploration.
C offer financial incentives for space exploration.
D establish the long-term continuity of its activities.
9 What is the writer’s purpose in the passage?
A to persuade people to support the Foundation
B to explain the nature of the Foundation’s work
C to show how views on the Foundation have changed
D to reject earlier criticisms of the Foundation’s work

Questions 10-14
Complete the summary using the words, A-l, below.
Field research: Applying the Earth's environment to the settlement of space Some studies
have looked at how humans function in 10 ………………. situations.
In one project, it was decided to review cave explorers in Mexico who
tolerate 11……………… periods on their own.
It is also possible to prepare for space exploration by studying environments on Earth that
are 12 ………………. to those on Mars.
A huge crater in the Arctic is the 13 ……………. place to test the technologies needed to
explore Mars and gather other relevant 14 …………….information.

A comparable D ideal G scientific

B extreme E unexpected H extended

C connected F beneficial I individual

TEST 11
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26 which are based on Reading
Passage 2 below.

Does Education Fuel Economic Growth?

A Over the last decade, a huge database about the lives of southwest German villagers
between 1600 and 1900 has been compiled by a team led by Professor Sheilagh Ogilvie
at Cambridge University’s Faculty of Economics. It includes court records, guild ledgers,
parish registers, village censuses, tax lists and – the most recent addition – 9,000
handwritten inventories listing over a million personal possessions belonging to ordinary
women and men across three centuries. Ogilvie, who discovered the inventories in the
archives of two German communities 30 years ago, believes they may hold the answer t
a conundrum that has long puzzled economists: the lack of evidence for a causal link
between education and a country’s economic growth.

B As Ogilvie explains, ‘Education helps us to work more productively, invent better

technology, and earn more … surely it must be critical for economic growth? But, if you
look back through history, there’s no evidence that having a high literacy rate made a
country industrialise earlier.’ Between 1600 and 1900, England had only mediocre literacy
rates by European standards, yet its economy g -ew fast and it was the first country to
industrialise. During this period, German and Scandinavia had excellent literacy rates,
but their economies grew slowly and they industrialised late. ‘Modern cross-country
analyses have also struggled to find evidence that education causes economic growth,
even though there is plenty of evidence that growth increases education,’ she adds.

C In the handwritten inventories that Ogilvie is analysing are the belongings of women
and men at marriage, remarriage and death. From badger skins to Bibles, sewing
machines to scarlet bodices – the villagers’ entire worldly goods are included. Inventories
of agricultural equipment and craft tods reveal economic activities; ownership of books
and education- related objects like pens and slates suggests how people learned. In
addition, the tax lists included in the database record the value of farms, workshops,
assets and debts; signatures and people’s estimates of their age indicate literacy and
numeracy levels; and court records reveal obstacles (such as the activities of the guilds)
that stifled industry. Previous studies usually had just one way of linking education with
economic growth – the presence of schools and printing presses, perhaps, or school
enrolment, or the ability to sign names. According to Ogilvie, the database provides
multiple indicators for the same individuals, making it possible to analyse links between
literacy, numeracy, wealth, and industriousness, for individual women and men over the
long term.

D Ogilvie and her team have been building the vast database of material possessions on
top of their full demographic reconstruction of the people who lived in these two German
communities. ‘We can follow the same people – and their descendants – across 300
years of educational and economic change,’ she says. Individual lives have unfolded
before their eyes. Stories like that of the 24-year-olds Ana Regina and Magdalena
Riethmullerin, who were chastised in 1707 for reading books in church instead of listening
to the sermon. ‘This tells us they were continuing to develop their reading skills at least a
decade after leaving school,’ explains Ogilvie. The database also reveals the case of
Juliana Schweickherdt, a 50-year-old spinster living in the small Black Forest community
of Wildberg, who was reprimanded in 1752 by the local weavers’ guild for ‘weaving cloth
and combing wool, counter to the guild ordinance’. When Juliana continued taking jobs
reserved for male guild members, she was summoned before the guild court and told to
pay a fine equivalent to one third of a servant’s annual wage. It was a small act of defiance
by today’s standards, but it reflects a time when laws in Germany and elsewhere
regulated people’s access to labour markets. The dominance of guilds not only prevented
people from using their skills, but also held back even the simplest industrial innovation.

E The data-gathering phase of the project has been completed md now, according to
Ogilvie, it is time ‘to ask the big questions’. One way to look at whether education causes
economic growth is to ‘hold wealth constant’. This involves following the lives of different
people with the same level of wealth over a period of time. If wealth is constant, it is
possible to discover whether education was, for example, linked to the cultivation of new
crops, or to the adoption of industrial innovations like sewing machines. The team will
also ask what aspect of education helped people engage more with productive and
innovative activities. Was it, for instance, literacy, numeracy, book ownership, years of
schooling? Was there a threshold level – a tipping point – that needed to be reached to
affect economic performance?

F Ogilvie hopes to start finding answers to these questions over the next few years. One
thing is already clear, fie says: the relationship between education and economic growth
is far from straightforward. ‘German-speaking central Europe is an excellent laboratory
for testing theor.es of economic growth,’ she explains. Between 1600 and 1900, literacy
rates and book ownership were high and yet the region remained poor. It was also the
case that local guilds and merchant associations were extremely powerful and legislated
against anything that undermined their monopolies. In villages throughout the region,
guilds blocked labour migration and resisted changes that might reduce their influence.
‘Early findings suggest that the potential benefits of education for the economy can be
held back by other barriers, and this has implications for today,’ says Ogilvie. ‘Huge
amounts are spent improving education in developing countries, but this spending can
fail to deliver economic growth if restrictions block people – especially women and the
poor – from using their education in economically productive ways. If economic
institutions are poorly set up, for instance, education can’t lead to growth.’
 Questions 14-18

Reading Passage has six sections, A-F.

Which section contains the following information?

Write the correct letter, A-F, in boxes 14-18 on your answer sheet.

14. an explanation of the need for research to focus on individuals with a fairly consistent
income

15. examples of the sources the database has been compiled from

16. an account of one individual’s refusal to obey an order

17. a reference to a region being particularly suited to research into the link between
education and economic growth

18. examples of the items included in a list of personal possessions

Questions 19-22

Complete the summary below.

Choose ONE WORD from the passage for each answer.

Write your answers in boxes 19-22 on your answer sheet

Demographic reconstruction of two German communities

The database that Ogilvie and her team has compiled sheds light on the lives of a
range of individuals, as well as those of their 19. .…………………………………..,
over a 300-year period. For example, Ana Regina and Magdalena Riethmullerin were
reprimanded for reading while they should have been paying attention to a 20.
.…………………………………… There was also Juliana Schweickherdt, who came
to the notice of the weavers’ guild in the year 1752 for breaking guild rules. As a
punishment, she was later given a 21. …………………………………… Cases like
this illustrate how the guilds could prevent 22. …………………….. and stop skilled
people from working.
Questions 23 and 24

Choose TWO letters, A-E.

Write the correct letters in boxes 23 and 24 on your answer sheet.

Which TWO of the following statements does the writer make about literacy rates in
Section B?

A Very little research has been done into the link between high literacy rates and
improved earnings.
B Literacy rates in Germany between 1600 and 1900 were very good.
C There is strong evidence that high literacy rates in the modern world result in economic
growth.
D England is a good example of how high literacy rates helped a country industrialise.
E Economic growth can help to improve literacy rates.

Questions 25 and 26

Choose TWO letters, A-E.

Write the correct letters in boxes 25 and 26 on your answer sheet.

Which TWO of the following statements does the writer make in Section F about guilds
in German-speaking Central Europe between 1600 and 1900?

A They helped young people to learn a skill.

B They were opposed to people moving to an area for work.
C They kept better records than guilds in other parts of the world.
D They opposed practices that threatened their control over a trade.
E They predominantly consisted of wealthy merchants.
TEST 12
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 1 below.

The Value of a College Degree

The escalating cost of higher education is causing many to question the value of
continuing education beyond high school. Many wonder whether the high cost of tuition,
the opportunity cost of choosing college over full-time employment, and the accumulation
of thousands of dollars of debt is, in the long run, worth the investment.
The risk is especially large for low- income families who have a difficult time making ends
meet without the additional burden of college tuition and fees. In order to determine
whether higher education is worth the investment, it is useful to examine what is known
about the value of higher education and the rates of return on investment to both the
individual and to society.
THE ECONOMIC VALUE OF HIGHER EDUCATION
There is considerable support for the notion that the rate of return on investment in higher
education is high enough to warrant the financial burden associated with pursuing a
college degree. Though the earnings differential between college and high school
graduates varies over time, college graduates, on average, earn more than high school
graduates. According to the Census Bureau, over an adult's working life, high school
graduates earn an average of $1.2 million; associate’s degree holders earn about $1.6
million; and bachelor’s degree holders earn about $2.1 million (Day and Newburger,
2002).
These sizeable differences in lifetime earnings put the costs of college study in realistic
perspective. Most students today—about 80 percent of all students—enroll either in
public four- year colleges or in public two-year colleges. According to the U.S. Department
of Education report. Think College Early, a full-time student at a public four-year college
pays an average of $8,655 for in-state tuition, room, and board (U.S. Department of
Education, 2002). A fulltime student in a public two-year college pays an average of
$1,359 per year in tuition (U.S. Department of Education, 2002).
These statistics support the contention that, though the cost of higher education is
significant, given the earnings disparity that exists between those who earn a bachelor's
degree and those who do not, the individual rate of return on investment in higher
education is sufficiently high to warrant the cost.
OTHER BENEFIT! OF HIGHER EDUCATION
College graduates also enjoy benefits beyond increased income. A1998 report published
by the Institute for Higher Education Policy reviews the individual benefits that college
graduates enjoy, including higher levels of saving, increased personal/professional
mobility, improved quality of life for their offspring, better consumer decision making, and
more hobbies and leisure activities (Institute for Higher Education Policy, 1998).
According to a report published by the Carnegie Foundation, nonmonetary individual
benefits of higher education include the tendency for postsecondary students to become
more open-minded, more cultured, more rational, more consistent, and less authoritarian;
these benefits are also passed along to succeeding generations (Rowley and Hurtado,
2002). Additionally, college attendance has been shown to "decrease prejudice, enhance
knowledge of world affairs and enhance social status" while increasing economic and job
security for those who earn bachelor’s degrees (Ibid.). Research has also consistently
shown a positive correlation between completion of higher education and good health,
not only for oneself, but also for one’s children. In fact, "parental schooling levels (after
controlling for differences in earnings) are positively correlated with the health status of
their children" and Increased schooling (and higher relative income) are correlated with
lower mortality rates for given age brackets" (Cohn and Geske, 1992).
THE SOCIAL VALUE OF HIGHER EDUCATION
A number of studies have shown a high correlation between higher education and cultural
and family values, and economic growth. According to Elchanan Cohn and Terry Geske
(1992), there is the tendency for more highly educated women to spend more time with
their children; these women tend to use this time to better prepare their children for the
future. Cohn and Geske (1992) report that "college graduates appear to have a more
optimistic view of their past and future personal progress."
Public benefits of attending college include increased tax revenues, greater workplace
productivity, increased consumption, increased workforce flexibility, and decreased
reliance on government financial support (Institute for Higher Education Policy, 1998)....
CONCLUSION
While it is clear that investment in a college degree, especially for those students in the
lowest income brackets, is a financial burden, the long-term benefits to individuals as well
as to society at large, appear to far outweigh the costs.
Questions 1-4
Do the following statements agree with the information in Reading Passage 1? In boxes
1-4 on your Answer Sheet, write
TRUE if the statement is true according to the passage.
FALSE if the statement contradicts the passage.
NOT GIVEN if there is no information about this in the passage.
1. The cost of a college education has remained steady for several years.
2. Some people have to borrow large amounts of money to pay for college.
3. About 80 percent of college students study at public colleges.
4. Public colleges cost less than private colleges.

Questions 5-9
Complete the fact sheet below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 5-9 on your Answer Sheet
Financial Costs and Benefits of Higher Education

The average high school graduate makes a little more than one million dollars
in 5……………………. .
The average person with an associate’s degree earns 6 ………………….. .
The average 7 ____________ makes over two million dollars.
The average student at a four year college spends 8 $ …………….. a year on classes,
housing, and food.
The average student at a two-year college spends $1,359 on 9 …………………. .
Questions 10-13
The list below shows some benefits which college graduates may enjoy more of as
compared to noncollege graduates.
Which four of these benefits are mentioned in the article?
Write the appropriate letters A-G in boxes 10-13 on your Answer Sheet
A They own bigger houses.
B They are more optimistic about their lives.
C They save more money.
D They enjoy more recreational activities.
E They have healthier children.
F They travel more frequently.
G They make more purchases.
TEST 13
READING PASSAGE 3
You should spend about 20 minutes on Questions 1-14 which are based on Reading
Passage 3 below.

Motivating drives
Scientists have been researching the way to get employees motivated for many years. This
research in a relational study which builds the fundamental and comprehensive model for
study. This is especially true when the business goal is to turn unmotivated teams into
productive ones. But their researchers have limitations. It is like studying the movements of
car without taking out the engine.
Motivation is what drives people to succeed and plays a vital role in enhancing an
organizational development. It is important to study the motivation of employees because it
is related to the emotion and behavior of employees. Recent studies show there are four
drives for motivation. They are the drive to acquire, the drive to bond, the drive to
comprehend and the drive to defend.
The Drive to Acquire
The drive to acquire must be met to optimize the acquire aspect as well as the achievement
element. Thus the way that outstanding performance is recognized, the type of perks that is
provided to polish the career path. But sometimes a written letter of appreciation generates
more motivation than a thousand dollar check, which can serve as the invisible power to
boost business engagement. Successful organizations and leaders not only need to focus
on the optimization of physical reward but also on moving other levers within the organization
that can drive motivation.
The Drive to Bond
The drive to bond is also key to driving motivation. There are many kinds of bonds between
people, like friendship, family. In company, employees also want to be an essential part of
company. They want to belong to the company. Employees will be motivated if they find
personal belonging to the company. In the meantime, the most commitment will be achieved
by the employee on condition that the force of motivation within the employee affects the
direction, intensity and persistence of decision and behavior in company.
The Drive to Comprehend
The drive to comprehend motivates many employees to higher performance. For years, it
has been known that setting stretch goals can greatly impact performance. Organizations
need to ensure that the various job roles provide employees with simulation that challenges
them or allow them to grow. Employees don’t want to do meaningless things or monotonous
job. If the job didn’t provide them with personal meaning and fulfillment, they will leave the
company.
The Drive to Defend
The drive to defend is often the hardest lever to pull. This drive manifests itself as a quest
to create and promote justice, fairness, and the ability to express ourselves freely. The
organizational lever for this basic human motivator is resource allocation. This drive is also
met through an employee feeling connection to a company. If their companies are merged
with another, they will show worries.
Two studies have been done to find the relations between the four drives and motivation.
The article based on two studies was finally published in Harvard Business Review. Most
authors’ arguments have laid emphasis on four-drive theory and actual investigations. Using
the results of the surveys which executed with employees from Fortune 500 companies and
other two global businesses (P company and H company), the article mentions about how
independent drives influence employees’ behavior and how organizational levers boost
employee motivation.
The studies show that the drive to bond is most related to fulfilling commitment, while the
drive to comprehend is most related to how much effort employees spend on works. The
drive to acquire can be satisfied by a rewarding system which ties rewards to performances,
and gives the best people opportunities for advancement. For drive to defend, a study on
the merging of P company and H company shows that employees in former company show
an unusual cooperating attitude.
The key to successfully motivate employees is to meet all drives. Each of these drives is
important if we are to understand employee motivation. These four drives, while not
necessarily the only human drives, are the ones that are central to unified understanding of
modern human life.
Questions 1-5
Choose the correct letter A, B, C or D
Write the correct letter in boxes 1-5 on your answer sheet.
1. According to the passage, what are we told about the study of motivation?

A The theory of motivating employees is starting to catch attention in organizations in

recent years.
B It is very important for managers to know how to motivate their subordinates because it
is related to the salary of employees.
C Researchers have tended to be too theoretical to their study.
D The goal of employee motivation is to increase the profit of organizations.

2. What can be inferred from the passage about the study of people’s drives?

A Satisfying employees’ drives can positively lead to the change of behavior.

B Satisfying employees’ drives will negatively affect their emotions.
C Satisfying employees’ drives can increase companies’ productions.
D Satisfying employees’ drives will result in employees’ outstanding performance.

3. According to paragraph three, in order to optimize employees’ performance, are

needed.

A Drive to acquire and achievement element

B Outstanding performance and recognition
C Career fulfillment and a thousand dollar check
D Financial incentive and recognition

4. According to paragraph five, how does “the drive to comprehend” help

employees perform better?

A It can help employees better understand the development of their organizations.

B It can help employees feel their task is meaningful to their companies.
C It can help employees set higher goals.
D It can provide employees with repetitive tasks.

5. According to paragraph six, which of the following is true about “drive to

defend”?

A Organizational resource is the most difficult to allocate.

B It is more difficult to implement than the drive to comprehend.
C Employees think it is very important to voice their own opinions.
D Employees think it is very important to connect with a merged corporation.
Questions 6-8

Choose THREE letters, A-F.

Write the correct letters in boxes 6-8 on your answer sheet.

Which THREE of the following statements are true of study of drives?

A Employees will be motivated if they feel belonged to the company.

B If employees get an opportunity for a training and development program, their
motivation will be enhanced.
C If employees’ working goals are complied with organizational objectives, their
motivation will be reinforced.
D If employees’ motivation is very low, companies should find a way to increase their
salary as their first priority.
E If employees find their work lacking challenging, they will leave the company.
F Employees will worry if their company is sold.

Questions 9-14
Do the following statements agree with the claims of the writer in Reading Passage?
In boxes 9-14 on your answer sheet, write:
YES if the statement agree 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

9 Increasing pay can lead to high work motivation.

10 Local companies benefit more from global companies through the study.
11 Employees achieve the most commitment if their drive to comprehend is met.
12 The employees in the former company presented an unusual attitude toward the
merging of two companies.
13 The two studies are done to analyze the relationship between the natural drives and
the attitude of employees.
14 Rewarding systems cause the company to lose profit.
TEST 14
READING PASSAGE 3
You should spend about 20 minutes on Questions 1-14 which are based on Reading
Passage 3 below.

Assessing the risk

A As a title for a supposedly unprejudiced debate on scientific progress, “Panic attack:
interrogating our obsession with risk” did not bode well. Held last week at the Royal
Institution in London, the event brought together scientists from across the world to ask
why society is so obsessed with risk and to call for a “more rational” approach. “We seem
to be organising society around the grandmotherly maxim of ‘better safe than sorry’,”
exclaimed Spiked, the online publication that organised the event. “What are the
consequences of this overbearing concern with risks?”
B The debate was preceded by a survey of 40 scientists who were invited to describe
how awful our lives would be if the “precautionary principle” had been allowed to prevail
in the past. Their response was: no heart surgery or antibiotics, and hardly any drugs at
all; no aeroplanes, bicycles or high-voltage power grids; no pasteurisation, pesticides or
biotechnology; no quantum mechanics; no wheel; no “discovery” of America. In short,
their message was: no risk, no gain.
C They have absolutely missed the point. The precautionary principle is a subtle idea. It
has various forms, but all of them generally include some notion of cost-effectiveness.
Thus the point is not simply to ban things that are not known to be absolutely safe. Rather,
it says: “Of course you can make no progress without risk. But if there is no obvious gain
from taking the risk, then don’t take it.”
D Clearly, all the technologies listed by the 40 well-chosen savants were innately risky at
their inception, as all technologies are. But all of them would have received the green light
under the precautionary principle because they all had the potential to offer tremendous
benefits – the solutions to very big problems – if only the snags could be overcome.
E If the precautionary principle had been in place, the scientists tell us, we would not have
antibiotics. But of course, we would – if the version of the principle that sensible people
now understand had been applied. When penicillin was discovered in the 1920s, infective
bacteria were laying waste to the world. Children died from diphtheria and whooping
cough, every open-drain brought the threat of typhoid, and any wound could lead to
septicaemia and even gangrene.
F Penicillin was turned into a practical drug during the Second World War when the many
pestilences that result from were threatened to kill more people than the bombs. Of course
antibiotics were a priority. Of course, the risks, such as they could be perceived, were
worth taking.
G And so with the other items on the scientists’ list: electric light bulbs, blood transfusions.
CAT scans, knives, the measles vaccine – the precautionary principle would have
prevented all of them, they tell us. But this is just plain wrong. If the precautionary principle
had been applied properly, all these creations would have passed muster, because all
offered incomparable advantages compared to the risks perceived at the time.
H Another issue is at stake here. Statistics are not the only concept people use when
weighing up risk. Human beings, subtle and evolved creatures that we are, do not survive
to three-score years and ten simply by thinking like pocket calculators. A crucial issue is
the consumer’s choice. In deciding whether to pursue the development of new
technology, the consumer’s right to choose should be considered alongside
considerations of risk and benefit. Clearly, skiing is more dangerous than genetically
modified tomatoes. But people who ski choose to do so; they do not have skiing thrust
upon them by portentous experts of the kind who now feel they have the right to
reconstruct our crops. Even with skiing, there is the matter of cost-effectiveness to
consider: skiing, I am told, is exhilarating. Where is the exhilaration in GM soya?
I Indeed, in contrast to all the other items on Spiked’s list, GM crops stand out as an
example of a technology whose benefits are far from clear. Some of the risks can at least
be defined. But in the present economic climate, the benefits that might accrue from them
seem dubious. Promoters of GM crops believe that the future population of the world
cannot be fed without them. That is untrue. The crops that really matter are wheat and
rice, and there is no GM research in the pipeline that will seriously affect the yield of either.
GM is used to make production cheaper and hence more profitable, which is an extremely
questionable ambition.
J The precautionary principle provides the world with a very important safeguard. If it had
been in place in the past it might, for example, have prevented insouciant miners from
polluting major rivers with mercury. We have come to a sorry pass when scientists, who
should above all be dispassionate scholars, feel they should misrepresent such a
principle for the purposes of commercial and political propaganda. People at large
continue to mistrust science and the high technologies it produces partly because they
doubt the wisdom of scientists. On such evidence as this, these doubts are fully justified.
Questions 1-6
Do the following statements agree with the information given in Reading Passage 3?

In boxes 27-32 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false
NOT GIVEN if the information is not given in the passage

1 The title of the debate is not unbiased.

2 All the scientists invited to the debate were from the field of medicine.
3 The message those scientists who conducted the survey were sending was people
shouldn’t take risks.
4 All the 40 listed technologies are riskier than other technologies.
5 It was worth taking the risks to invent antibiotics.
6 All the other inventions on the list were also judged by the precautionary principle.

Questions 7-13

Complete the following summary of the paragraphs of Reading Passage

Using NO MORE THAN THREE WORDS from the Reading Passage for each answer.

Write your answers in boxes 33-39 on your answer sheet.

When applying precautionary principle to decide whether to invent a new technology,

people should also consideration of the 7…………………………., along with the usual
consideration of 8………………………… For example, though risky and dangerous
enough, people still enjoy 9……………………………. for the excitement it provides. On
the other hand, experts believe that future population desperately
needs 10………………………… in spite of their undefined risks. However, the
researchers conducted so far have not been directed towards increasing the yield
of 11…………………………, but to reduce the cost of 12………………………………. and
to bring more profit out of it. In the end, such selfish use of precautionary principle for
business and political gain has often led people to 13……………………. science for they
believe scientists are not to be trusted.
Question 14

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

Write your answers in boxes 14 on your answer sheet.
What is the main theme of the passage?

A people have right to doubt science and technologies

B the precautionary principle could have prevented the development of science and
technology

C there are not enough people who truly understand the precautionary principle

D the precautionary principle bids us to take risks at all costs

TEST 15
READING PASSAGE 1
Questions 1-6

The reading passage has seven paragraphs，A-F

Choose the correct heading for paragraphs A-F from the list below. Write the correct
number, i-xi in boxes 1-6 on your answer sheet.

List of Headings

I. Overview of the benefits for the application of E-training

II. IBM’s successful choice of training
III. Future direction and a new style of teaching
IV. Learners7 achievement and advanced teaching materials
V. Limitations when E-training compares with traditional class
VI. Multimedia over the Internet can be a solution
VII. Technology can be a huge financial burden
VIII. The distance learners outperformed the traditional university learners in worldwide
IX. Other advantages besides economic consideration
X. Training offered to help people learn using computers

1 Paragraph A

2 Paragraph B

3 Paragraph C

4 Paragraph D

5 Paragraph E

6 Paragraph F
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 1 below.

E-training
A E-learning is the unifying term to describe the fields of online learning, web-based
training, and technology-delivered instruction, which can be a great benefit to corporate
e-learning. IBM, for instance, claims that the institution of its e-training program, Basic
Blue, whose purpose is to train new managers, saved the company in the range of $200
million in 1999. Cutting the travel expenses required to bring employees and instructors
to a central classroom accounts for the lion’s share of the savings. With an online course,
employees can learn from any Internet-connected PC, anywhere in the world. Ernst and
Young reduced training costs by 35 percent while improving consistency and scalability.

B In addition to generally positive economic benefits, other advantages such as

convenience, standardized delivery, self-paced learning, and a variety of available
content, have made e-learning a high priority for many corporations. E-learning is widely
believed to offer flexible “any time, any place” learning. The claim for “any place” is valid
in principle and is a great development. Many people can engage with rich learning
materials that simply were not possible in a paper or broadcast distance learning era. For
teaching specific information and skills, e-training holds great promise. It can be
especially effective at helping employees prepare for IT certification programs. E-learning
also seems to effectively address topics such as sexual harassment education,5 safety
training and management training — all areas where a clear set of objectives can be
identified. Ultimately, training experts recommend a “blended” approach that combines
both online and in-person training as the instruction requires. E-learning is not an end-all
solution. But if it helps decrease costs and windowless classrooms filled with snoring
students, it definitely has its advantages.

C Much of the discussion about implementing e-learning has focused on the technology,
but as Driscoll and others have reminded us, e-learning is not just about the technology,
but also many human factors. As any capable manager knows, teaching employees new
skills is critical to a smoothly run business. Having said that, however, the traditional route
of classroom instruction runs the risk of being expensive, slow and, often times,
ineffective. Perhaps the classroom’s greatest disadvantage is the fact that it takes
employees out of their jobs. Every minute an employee is sitting in a classroom training
session is a minute they’re not out on the floor working. It now looks as if there is a way
to circumvent these traditional training drawbacks. E-training promises more effective
teaching techniques by integrating audio, video, animation, text and interactive materials
with the intent of teaching each student at his or her own pace. In addition to higher
performance results, there are other immediate benefits to students such as increased
time on task, higher levels of motivation, and reduced test anxiety for many learners. A
California State University Northridge study reported that e-learners performed 20
percent better than traditional learners. Nelson reported a significant difference between
the mean grades of 406 university students earned in traditional and distance education
classes, where the distance learners outperformed the traditional learners.

D On the other hand, nobody said E-training technology would be cheap. E-training
service providers, on the average, charge from $10,000 to $60,000 to develop one hour
of online instruction. This price varies depending on the complexity of the training topic
and the media used. HTML pages are a little cheaper to develop while streaming-video
(presentations or flash animations cost more. Course content is just the starting place for
cost. A complete e-learning solution also includes the technology platform (the
computers, applications and network connections that are used to deliver the courses).
This technology platform, known as a learning management system (LMS), can either be
installed onsite or outsourced. Add to that cost the necessary investments in network
bandwidth to deliver multimedia courses, and you’re left holding one heck of a bill. For
the LMS infrastructure and a dozen or so online courses, costs can top $500,000 in the
first year. These kinds of costs mean that custom e-training is, for the time being, an
option only for large organizations. For those companies that have a large enough staff,
the e-training concept pays for itself. Aware of this fact, large companies are investing
heavily in online training. Today, over half of the 400-plus courses that Rockwell Collins
offers are delivered instantly to its clients in an e-leaming format, a change that has
reduced its annual (training costs by 40%. Many other success stories exist.

E E-learning isn71 expected to replace the classroom entirely. For one thing, bandwidth
limitations are still an issue in presenting multimedia over the Internet. Furthermore, e-
training isn,t suited to every mode of instruction or topic. For instance, it’s rather
ineffective imparting cultural values or building teams. If your company has a unique
corporate culture it would be difficult to convey that to first time employees through a
computer monitor. Group training sessions are more ideal for these purposes. In addition,
there is a perceived loss of research time because of the work involved in developing and
teaching online classes. Professor Wallin estimated that it required between 500 and
1,000 person-hours, that is, Wallin-hours, to keep the course at the appropriate level of
currency and usefulness. (Distance learning instructors often need technical skills, no
matter how advanced the courseware system.) That amounts to between a quarter and
half of a person-year. Finally, teaching materials require computer literacy and access to
equipment. Any e-Learning system involves basic equipment and a minimum level of
computer knowledge in order to perform the tasks required by the system. A student that
does not possess these skills, or have access to these tools, cannot succeed in an e-
Learning program.

F While few people debate the obvious advantages of e-learning, systematic research is
needed to confirm that learners are actually acquiring and using the skills that are being
taught online, and that e-learning is the best way to achieve the outcomes in a corporate
environment. Nowadays, a go-between style of Blended learning, which refers to a mixing
of different learning environments, is gaining popularity. It combines traditional face-to-
face classroom methods with more modem computer-mediated activities. According to
its proponents, the strategy creates a more integrated approach for both instructors and
learners. Formerly, technology-based materials played a supporting role to face-to-face
instruction. Through a blended learning approach, technology will be more important.
Questions 7-10

The reading Passage has seven paragraphs A-F.

Which paragraph contains the following information?

Write the correct letter A-F, in boxes 7-10 on your answer sheet.

7. Projected Basic Blue in IBM achieved great success.

8. E-learning wins as a priority for many corporations as its flexibility.

9. The combination of the traditional and e-training environments may prevail.

10. Example of a fast electronic delivery for a company’s products to its customers

Questions 11-13

Choose Three correct letters, among A-E

Write your answers in boxes 11-13 on your answer sheet.

A Technical facilities are hardly obtained.

B Presenting multimedia over the Internet is restricted due to the bandwidth limit.

C It is ineffective imparting a unique corporate value to fresh employees.

D Employees need block a long time leaving their position attending training.

E More preparation time is needed to keep the course at the suitable level.
TEST 16
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 1 below.

Man or machine
A During July 2003, the Museum of Science in Cambridge, Massachusetts exhibited
what Honda calls ‘the world’s most advanced humanoid robot’, ASIMO (the Advanced
Step in Innovative Mobility). Honda’s brainchild is on tour in North America and delighting
audiences wherever it goes. After 17 years in the making, ASIMO stands at four feet tall,
weighs around 115 pounds and looks like a child in an astronaut’s suit. Though it is difficult
to see ASIMO’s face at a distance, on closer inspection it has a smile and two large ‘eyes’
that conceal cameras. The robot cannot work autonomously – its actions are ‘remote-
controlled’ by scientists through the computer in its backpack. Yet watching AIMIO
perform at a show in Massachusetts it seemed uncannily human. The audience cheered
as ASIMO walked forwards and backwards, side to side and up and downstairs. After the
show, a number of people told me that they would like robots to play more of a role in
daily life – one even said that the robot would be like ‘another person’.
B While the Japanese have made huge strides in solving some of the engineering
problems of human kinetics and bipedal movements, for the past 10 years scientists at
MIT’s former Artificial Intelligence (AI) lab (recently renamed the Computer Science and
Artificial Intelligence Laboratory, CSAIL) have been making robots that can behave like
humans and interact with humans. One of MIT’s robots, Kismet, is an anthropomorphic
head and has two eyes (complete with eyelids), ears, a mouth, and eyebrows. It has
several facial expressions, including happy, sad, frightened and disgusted. Human
interlocutors are able to read some of the robot’s facial expressions, and often change
their behavior towards the machine as a result – for example, playing with it when it
appears ‘sad’. Kismet is now in MIT’s museum, but the ideas developed here continue to
be explored in new robots.
C Cog (short for Cognition) is another pioneering project from MIT’s former AI lab. Cog
has a head, eyes, two arms, hands and a torso – and its proportions were originally
measured from the body of a researcher in the lab. The work on Cog has been used to
test theories of embodiment and developmental robotics, particularly getting a robot to
develop intelligence by responding to its environment via sensors, and to learn through
these types of interactions.
D MIT is getting furthest down the road to creating human-like and interactive robots.
Some scientists argue that ASIMO is a great engineering feat but not an intelligent
machine – because it is unable to interact autonomously with unpredictabilities in its
environment in meaningful ways, and learn from experience. Robots like Cog and Kismet
and new robots at MIT’s CSAIL and media lab, however, are beginning to do this.
E These are exciting developments. Creating a machine that can walk, make gestures
and learn from its environment is an amazing achievement. And watch this space: these
achievements are likely rapidly to be improved upon. Humanoid robots could have a
plethora of uses in society, helping to free people from everyday tasks. In Japan, for
example, there is an aim to create robots that can do the tasks similar to an average
human and also act in more sophisticated situations as firefighters, astronauts or medical
assistants to the elderly in the workplace and in homes – partly in order to counterbalance
the effects of an ageing population.
F Such robots say much about the way in which we view humanity, and they bring out
the best and worst of us. On one hand, these developments express human creativity –
our ability to invent, experiment, and to extend our control over the world. On the other
hand, the aim to create a robot like a human being is spurred on by dehumanized ideas
– by the sense that human companionship can be substituted by machines; that humans
lose their humanity when they interact with technology; or that we are a little more than
surface and ritual behaviors, that can be simulated with metal and electrical circuits.
Questions 1-6

Reading passage 1 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 1-6 on your answer sheet.

NB You may use any letter more than once

1. different ways of using robots

2. a robot whose body has the same proportion as that of an adult
3. the fact that human can be copied and replaced by robots
4. a comparison between ASIMO for Honda and other robots
5. the pros and cons of creating robots
6. a robot that has eyebrows

Questions 7-13
Complete the following summary of the paragraphs of Reading Passage 1.
Using NO MORE THAN TWO WORDS from the Reading Passage for each answer.
Write your answers in boxes 7-13 on your answer sheet.

In 2003, Massachusetts displayed a robot named ASIMO which was invented by Honda,
after a period of 7 ……………… in the making. The operating information is stored in the
computer in its 8 ……………….. so that scientists can control ASIMO’s movement. While
Japan is making great progress, MIT is developing robots that are human-like and can 9
……………………. Humans. What is special about Kismet is that it has different 10
……………….. which can be read by human interlocutors. 11 ………………… is another
robot from MIT, whose body’s proportion is the same as an adult. By responding to the
surroundings through 12 …………………… , it could develop its 13…………………. .
TEST 17
READING PASSAGE 3
Questions 1-6
The reading passage has seven paragraphs, A-F
Choose the correct heading for paragraphs A-F from the list below. Write the correct
number, i-x, in boxes 1-6 on your answer sheet.

List of Headings
i. paper continued as a sharing or managing must
ii. piles can be more inspiring rather than disorgnising
iii. Favorable situation that economists used paper pages
iv. overview of an unexpected situation: paper survived
v. comparison between efficiencies for using paper and using computer
vi. IMF’ paperless office seemed to be a waste of papers
vii. example of failure for avoidance of paper record
viii. There are advantages of using a paper in offices
ix. piles reflect certain characteristics in people’ thought
x joy of having the paper square in front of computer

1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph F
You should spend about 20 minutes on Questions 1-14 which are based on Reading
Passage 3 below.

Paper or computer
A Computer technology was supposed to replace paper. But that hasn’t happened. Every
country in the Western world uses more paper today, on a per- capita basis, than it did
ten years ago. The consumption of uncoated free-sheet paper, for instance the most
common kind of office paper — rose almost fifteen per cent in the United States between
1995 and 2000. This is generally taken as evidence of how hard it is to eradicate old,
wasteful habits and of how stubbornly resistant we are to the efficiencies offered by
computerization. A number of cognitive psychologists and ergonomics experts, however,
don’t agree. Paper has persisted, they argue, for very good reasons: when it comes to
performing certain kinds of cognitive tasks, paper has many advantages over computers.
The dismay people feel at the sight of a messy desk — or the spectacle of air-traffic
controllers tracking flights through notes scribbled on paper strips – arises from a
fundamental confusion about the role that paper plays in our lives.
B The case for paper is made most eloquently in “The Myth of the Paperless Office”, by
two social scientists, Abigail Sellen and Richard Harper. They begin their book with an
account of a study they conducted at the International Monetary Fund, in Washington,
D.c. Economists at the I.M.F. spend most of their time writing reports on complicated
economic questions, work that would seem to be perfectly suited to sitting in front of a
computer. Nonetheless, the I.M.F. is awash in paper, and Sellen and Harper wanted to
find out why. Their answer is that the business of writing reports – at least at the I.M.F. is
an intensely collaborative process, involving the professional judgments and contributions
of many people. The economists bring drafts of reports to conference rooms, spread out
the relevant pages, and negotiate changes with one other. They go back to their offices
and jot down comments in the margin, taking advantage of the freedom offered by the
informality of the handwritten note. Then they deliver the annotated draft to the author in
person, taking him, page by page, through the suggested changes. At the end of the
process, the author spreads out all the pages with comments on his desk and starts to
enter them on the computer — moving the pages around as he works, organizing and
reorganizing, saving and discarding.
C Without paper, this kind of collaborative and iterative work process would be much
more difficult. According to Sellen and Harper, paper has a unique set of “affordances” —
that is, qualities that permit specific kinds of uses. Paper is tangible: we can pick up a
document, flip through it, read little bits here and there, and quickly get a sense of it.
Paper is spatially flexible, meaning that we can spread it out and arrange it in the way
that suits US best. And it’s tailorable: we can easily annotate it, and scribble on it as we
read, without altering the original text. Digital documents, of course, have then own
affordances. They can be easily searched, shared, stored, accessed remotely, and linked
to other relevant material. But they lack the affordances that really matter to a group of
people working together on a report. Sellen and Harper write:
D Paper enables a certain kind of thinking. Picture, for instance, the top of your desk.
Chances are that you have a keyboard and a computer screen off to one side, and a clear
space roughly eighteen inches square in front of your chair. What covers the rest of the
desktop is probably piles- piles of papers, journals, magazines, binders, postcards,
videotapes, and all the other artifacts of the knowledge economy. The piles look like a
mess, but they aren’t. When a group at Apple Computer studied piling behavior several
years ago, they found that even the most disorderly piles usually make perfect sense to
the piler, and that office workers could hold forth in great detail about the precise history
and meaning of thefr piles. The pile closest to the cleared, eighteen-inch-square working
area, for example, generally represents the most urgent business, and within that pile the
most important document of all is likely to be at the top. Piles are living, breathing
archives. Over time, they get broken down and resorted, sometimes chronologically and
sometimes thematically and sometimes chronologically and thematically; clues about
certain documents may be physically embedded in the file by, say, stacking a certain
piece of paper at an angle or inserting dividers into the stack.
E But why do we pile documents instead of filing them? Because piles represent the
process of active, ongoing thinking. The psychologist Alison Kidd, whose research Sellen
and Harper refer to extensively, argues that “knowledge workers” use the physical space
of the desktop to hold “ideas which they cannot yet categorize or even decide how they
might use.” The messy desk is not necessarily a sign of disorganization. It may be a sign
of complexity: those who deal with many unresolved ideas simultaneously cannot sort
and file the papers on their desks, because they haven’t yet sorted and filed the ideas in
their head. Kidd writes that many of the people she talked to use the papers on their desks
as contextual cues to’’ recover a complex set of threads without difficulty and delay” when
they come in on a Monday morning, or after their work has been interrupted by a phone
call. What we see when we look at the piles on our desks is, in a sense, the contents of
our brains.
F This idea that paper facilitates a highly specialized cognitive and social process is a far
cry from the way we have historically thought about the stuff. Paper first began to
proliferate in the workplace in the late nineteenth century as part of the move toward
“systematic management.” To cope with the complexity of the industrial economy,
managers were instituting company-wide policies and demanding monthly, weekly, or
even daily updates from their subordinates. Thus was born the monthly sales report, and
the office manual and the internal company newsletter. The typewriter took off in the
eighteen-eighties, making it possible to create documents in a fraction of the time it had
previously taken, and that was followed closely by the advent of carbon paper, which
meant that a typist could create ten copies of that document simultaneously. Paper was
important not to facilitate creative collaboration and thought but as an instrument of
control.
Questions 7-10
Complete the following summary of the paragraphs of Reading Passage, using NO
MORE THAN THREE WORDS from the Reading Passage for each answer.
Write your answers in boxes 7-10 on your answer sheet.

Compared with digital documents, paper has several advantages. First it allows clerks to
work in a 7 ……………… . way among colleagues. Next, paper is not like virtual digital
versions, it’s 8 ……………….. Finally, because it is 9 ……………, note or comments can
be effortlessly added as related information. However, shortcoming comes at the absence
of convenience on task which is for a 10 ………………….
Questions 11-14
Choose the correct letter, A, B, C or D.
Write your answers in boxes 11-14 on your answer sheet.

11 What do the economists from IMF say that their way of writing documents?

A they note down their comments for freedom on the drafts

B they finish all writing individually
C they share ideas on before electronic version was made
D they use electronic version fully

12 What is the implication of the “Piles ” mentioned in the passage?

A they have underlying orders
B they are necessarily a mess
C they are in time sequence order
D they are in alphabetic order

13 What does the manager believe in sophisticated economy?

A recorded paper can be as management tool
B carbon paper should be compulsory
C Teamwork is the most important
D monthly report is the best way

14 According to the end of this passage, what is the reason why paper is not replaced by
electronic vision?
A paper is inexpensive to buy
B it contributed to management theories in western countries
C people need time for changing their old habit
D it is collaborative and functional for tasks implement and management
TEST 18
READING PASSAGE 2
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 2 below.

Is Technology Harming our Children’s Health?

Technology is moving at such a breakneck speed that it is enough to make your head
spin. It can be difficult to keep up. However, with each new technological marvel come
consequences. Much of the research conducted has shown the extent of the damage
being done to our health by technology. It is a scary thought, and with teenagers and
children being heavy consumers and users of these gadgets, they run the risk of being
harmed the most.
The digital revolution in music has enabled people to download, store and listen to songs
on a tiny, portable device called an MP3 player. The process is quick and afterwards you
can have access to a library of thousands of songs that can fit into your palm. But experts
say that continuously listening to loud music on these small music players can
permanently damage hair cells in the inner ear, resulting in hearing loss. Tor instance,
old-fashioned headphones have been replaced with smaller ones that fit neatly into the
ear, instead of over them, which intensifies the sound. In addition to that, digital music
does not distort and keeps its crystal clear sound, even on loud settings, which
encourages children to crank up the volume. Combine that with the fact that many
children will spend hours listening to their iPods, and you have the recipe for hearing loss.
Put into further perspective, most MP3 players can reach levels of 120 decibels, which is
louder than a chainsaw or lawnmower. When you consider 85 decibels is the maximum
safe decibel level set by hearing experts over the course of a working day, and that
children will listen to music at higher decibel levels than that for long periods of time,
hearing will invariably suffer.
Apart from hearing damage, there are other serious health risks. We are living in a
wireless age. Calls can be made and received on mobiles from anywhere and the internet
can be accessed without the need for cables.The advantages are enormous, bringing
ease and convenience to our lives. It is clear that mobiles and wireless technology are
here to stay but are we paying the price for new technology? Studies have shown that
the rapid expansion in the use of wireless technology has brought with it a new form of
radiation called ‘electropollution’.
Compared to two generations ago, we are exposed to 100 million times more radiation.
The human body consists of trillions of cells which use faint electromagnetic signals to
communicate with each other, so that the necessary biological and physiological changes
can happen. It is a delicate, natural balance. But this balance is being upset by the
constant exposure to electromagnetic radiation (EMR) that we face in our daily lives and
it is playing havoc with our bodies. EMR can disrupt and alter the way in which our cells
communicate and this can result in abnormal cell behaviour. Some studies have shown
that exposure to wireless technology can affect our enzyme production, immune systems,
nervous system and even our moods and behaviour. The most dangerous part of the
phone is around the antenna.This area emits extremely potent radiation which has been
shown to cause genetic damage and an increase in the risk of cancer.
Research shows that teenagers and young adults are the largest group of mobile phone
users. According to a recent Eurobarometer survey, 70 per cent of Europeans aged 12-
13 own a mobile phone and the number of children five to nine years old owning mobiles
has greatly increased over the years. Children are especially vulnerable because their
brains and nervous systems are not as immune to attack as adults. Sir William Stewart,
chairman of the National Radiological Protection Board, says there is mounting evidence
to prove the harmful effects of wireless technologies and that families should monitor their
children’s use of them.
Besides the physical and biological damage, technology can also have serious mental
implications for children. It can be the cause of severe, addictive behaviour. In one case,
two children had to be admitted into a mental health clinic in Northern Spain because of
their addiction to mobile phones. An average of six hours a day would be spent talking,
texting and playing games on their phones. The children could not be separated from
their phones and showed disturbed behaviour that was making them fail at school. They
regularly deceived family members to obtain money to buy phone cards to fund their
destructive habit. There have been other cases of phone addiction like this.
Technology may also be changing our brain patterns. Professor Greenfield, a top
specialist in brain development, says that, thanks to technology, teenage minds are
developing differently from those of previous generations. Her main concern is over
computer games. She claims that living in a virtual world where actions are rewarded
without needing to think about the moral implications makes young people’lose
awareness of who they are’. She claims that technology brings a decline in linguistic
creativity.
As technology keeps moving at a rapid pace and everyone clamours for the new must-
have gadget of the moment, we cannot easily perceive the long-term effects on our
health. Unfortunately, it is the most vulnerable members of our society that will be affected
Question 1-5

Complete the table below

Write NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each
answer.

How MP3 players can threaten health

MP3 player features Harmful results Effects

Problem new 1 …………..fit inside
creates intense sound
A ears
Problem 2 ……………….is distortion- invites children to increase 3 damage to hair
B free with clear quality sound …………. cells & loss of
as loud as a lawnmower or hearing
Problem capable of producing sound
chainsaw – over recommended
C at 4 …………………
safe 5 …………….

Questions 6-10

Do the following statements agree with the claims of the writer in Reading Passage 2?

In Boxes 6-10, write

YES if the statement agrees with the writers views

NO if the statement contradicts the writers views

NOT GIVEN if it is impossible to say what the writer thinks about this

6 There are considerable benefits to our wireless world.

7 Wireless technology is a permanent part of our lives.

8 Exposure to EMR can lead to criminal behaviour.

9 It is possible to become obsessed with technology.

10 Using technology always helps with academic success.

Questions 11-13

Answer the questions below using NO MORE THAN THREE WORDS for each answer.

11 According to Professor Greenfield, what kind of world do children occupy when

playing computer games?

12 What does Professor Greenfield feel children don’t pay attention to when playing
computer games?

13 According to Professor Greenfield, what may be lower in teenagers who play a lot of
computer games?
TEST 19
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 which are based on Reading
Passage 3 below.

TV addiction 2
A Excessive cravings do not necessarily involve physical substances. Gambling can
become compulsive; sex can become obsessive. One activity, however, stands out for its
prominence and ubiquity—the world’s most popular pastime, television. Most people
admit to having a love-bate relationship with it. They complain about the “boob tube” and
“couch potatoes,” then they settle into their sofas and grab the remote control. Parents
commonly fret about their children’s viewing (if not their own). Even researchers who
study TV for a living marvel at the medium’s hold on them personally. Percy Tannenbaum
of the University of California at Berkeley has written: “Among life’s more embarrassing
moments have been countless occasions when I am engaged in conversation in a room
while a TV set is on, and I cannot for the life of me stop from periodically glancing over to
the screen. This occurs not only during dull conversations but during reasonably
interesting ones just as well.”
B Scientists have been studying the effects of television for decades, generally focusing
on whether watching violence on TV correlates with being violent in real life. Less
attention has been paid to the basic allure of the small screen—the medium, as opposed
to the message.
C The term “TV addiction” is imprecise and laden with value judgments, but it captures
the essence of a very real phenomenon. Psychologists and psychiatrists formally define
substance dependence as a disorder characterized by criteria that include spending a
great deal of time using the substance; using it more often than one intends; thinking
about reducing use or making repeated unsuccessful efforts to reduce use; giving up
important social, family or occupational activities to use it; and reporting withdrawal
symptoms when one stops using it.
D All these criteria can apply to people who watch a lot of television. That does not mean
that watching television, in itself, is problematic. Television can teach and amuse; it can
reach aesthetic heights; it can provide much needed distraction and escape. The difficulty
arises when people strongly sense that they ought not to watch as much as they do and
yet find themselves strangely unable to reduce their viewing. Some knowledge of how
the medium exerts its pull may help heavy viewers gain better control over their lives.
E The amount of time people spend watching television is astonishing. On average,
individuals in the industrialized world devote three hours a day to the pursuit—fully half of
their leisure time, and more than on any single activity save work and sleep. At this rate,
someone who lives to 75 would spend nine years in front of the tube. To some
commentators, this devotion means simply that people enjoy TV and make a conscious
decision to watch it. But if that is the whole story, why do so many people experience
misgivings about how much they view? In Gallup polls in 1992 and 1999, two out of five
adult respondents and seven out of 10 teenagers said they spent too much time watching
TV. Other surveys have consistently shown that roughly 10 percent of adults call
themselves TV addicts.
F What is it about TV that has such a hold on US? In part, the attraction seems to spring
from our biological ‘orienting response.’ First described by Ivan Pavlov in 1927, the
orienting response is our instinctive visual or auditory reaction to any sudden or novel
stimulus. It is part of our evolutionary heritage, a built- in sensitivity to movement and
potential predatory threats.
G In 1986 Byron Reeves of Stanford University, Esther Thorson of the University of
Missouri and their colleagues began to study whether the simple formal features of
television-cuts, edits, zooms, pans, sudden noises—activate the orienting response,
thereby keeping attention on the screen. By watching how brain waves were affected by
formal features, the researchers concluded that these stylistic tricks can indeed trigger
involuntary responses and ‘derive their attention-al value through the evolutionary
significance of detecting movement…. It is the form, not the content, of television that is
unique.’
H The orienting response may partly explain common viewer remarks such as: “If a
television is on, I just can’t keep my eyes off it,” “I don’t want to watch as much as I do,
but I can’t help it,” and “I feel hypnotized when I watch television.” In the years since
Reeves and Thorson published then pioneering work, researchers have delved deeper.
Annie Lang’s research team at Indiana University has shown that heart rate decreases
for four to six seconds after an orienting stimulus. In ads, action sequences and music
videos, formal features frequently come at a rate of one per second, thus activating the
orienting response continuously.
I Lang and her colleagues have also investigated whether formal features affect people’s
memory of what they have seen. In one of their studies, participants watched a program
and then filled out a score sheet. Increasing the frequency of edits (defined here as a
change from one camera angle to another in the same visual scene) improved memory
recognition, presumably because it focused attention on the screen. Increasing the
frequency of cuts—changes to a new visual scene-had a similar effect but only up to a
point. If the number of cuts exceeded 10 in two minutes, recognition dropped off sharply.
J Producers of educational television for children have found that formal features can
help learning. But increasing the rate of cuts and edits eventually overloads the brain.
Music videos and commercials that use rapid intercutting of unrelated scenes are
designed to hold attention more than they are to convey information. People may
remember the name of the product or band, but the details of the ad itself float in one ear
and out the other. The orienting response is overworked. Viewers still attend to the
screen, but they feel tired and worn out, with little compensating psychological reward.
Our ESM findings show much the same thing.
K Sometimes the memory of the product is very subtle. Many ads today are deliberately
oblique: they have an engaging story line, but it is hard to tell what they are trying to sell.
Afterward you may not remember the product consciously. Yet advertisers believe that if
they have gotten your attention, when you later go to the store you will feel better or more
comfortable with a given product because you have a vague recollection of having heard
of it.
Questions 27-30
Do the following statements agree with the claims of the writer in Reading Passage?
In boxes 27-30 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

27 Even researcher find sometimes it is more interesting in watching TV than talking with
others in personal experience
28 Information medium as TV has always been the priority for scientific research.
29 It is partially unscientific to use the term ‘TV addiction’.
30 Children do not know why they exercise too little.

Questions 31-33
Choose THREE letters, A-F.
Write the correct letters in boxes 31-33 on your answer sheet.
Which THREE of the following are benefits of watching TV?

A artistic inspiration
B family reunion
C relieve stress
D learn knowledge and education
E work efficiency
F ease communicative conflict

Questions 34-37
Look at the following researchers (Questions 34-37) and the list of statements below.
Match each researcher with the correct statements.
Write the correct letter A-G in boxes 34-37 on your answer sheets.

34 Percy Tannenbaum
35 Ivan Pavlov
36 Byron Reeves and Esther Thorson
37 Annie Lang
List of Statements

A. It is the specific media formal characteristic that counts.

B. TV distraction shows human physical reaction to a new and prompted stimulus
C. Conveying information is the most important thing.
D. It is hard to ignore the effects of TV.
E. Whether people can remember deeper of the content relates with the format.
F. The heart rate remains stable when watching.
G. Clinically reliance on TV does not meet the criteria of an addiction.

Questions 38-40
Complete the following summary of the paragraphs of Reading Passage 3, using NO
MORE THAN TWO WORDS from the Reading Passage for each answer.

Write your answers in boxes 38-40 on your answer sheet

TV is becoming a worldwide 38………………........... . Some people love it and spend a

great deal of time watching it. According to some surveys, a small group even claim
themselves as 39.......................... One researcher believes that this attraction comes
from our human instinct, described as 40…………….........which is built in part of our
physiological evolution.
TEST 20
READING PASSAGE 2
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 2 below.

Early childhood education

New Zealand's National Party spokesman on education, Dr Lockwood Smith, recently
visited the US and Britain. Here he reports on the findings of his trip and what they could
mean for New Zealand's education policy
A ‘Education To Be More' was published last August. It was the report of the New Zealand
Government's Early Childhood Care and Education Working Group. The report argued
for enhanced equity of access and better funding for childcare and early childhood
education institutions. Unquestionably, that's a real need; but since parents don't normally
send children to pre-schools until the age of three, are we missing out on the most
important years of all?
B A 13-year study of early childhood development at Harvard University has shown that,
by the age of three, most children have the potential to understand about 1000 words -
most of the language they will use in ordinary conversation for the rest of their lives.
Furthermore, research has shown that while every child is born with a natural curiosity, if
can be suppressed dramatically during the second and third years of life. Researchers
claim that the human personality is formed during the first two years of life, and during
the first three years children learn the basic skills they will use in all their later learning
both at home and at school. Once over the age of three, children continue to expand on
existing knowledge of the world.
C It is generally acknowledged that young people from poorer socio-economic
backgrounds fend to do less well in our education system. That's observed not just in
New Zealand, but also in Australia, Britain and America. In an attempt to overcome that
educational under-achievement, a nationwide programme called 'Headstart' was
launched in the United States in 1965. A lot of money was poured into it. It took children
into pre-school institutions at the age of three and was supposed to help the children of
poorer families succeed in school.
Despite substantial funding, results have been disappointing. It is thought that there are
two explanations for this. First, the programme began too late. Many children who entered
it at the age of three were already behind their peers in language and measurable
intelligence. Second, the parents were not involved. At the end of each day, 'Headstart'
children returned to the same disadvantaged home environment.
D As a result of the growing research evidence of the importance of the first three years
of a child's life and the disappointing results from 'Headstart', a pilot programme was
launched in Missouri in the US that focused on parents as the child's first teachers. The
'Missouri' programme was predicated on research showing that working with the family,
rather than bypassing the parents, is the most effective way of helping children get off to
the best possible start in life. The four-year pilot study included 380 families who were
about to have their first child and who represented a cross-section of socio-economic
status, age and family configurations. They included single-parent and two-parent
families, families in which both parents worked, and families with either the mother or
father at home.
The programme involved trained parent- educators visiting the parents' home and
working with tire parent, or parents, and the child. Information on child development, and
guidance on things to look for and expect as the child grows were provided, plus guidance
in fostering the child's intellectual, language, social and motor-skill development. Periodic
check-ups of the child's educational and sensory development (hearing and vision) were
made to detect possible handicaps that interfere with growth and development. Medical
problems were referred to professionals.
Parent-educators made personal visits to homes and monthly group meetings were held
with other new parents to share experience and discuss topics of interest. Parent
resource centres, located in school buildings, offered learning materials for families and
facilitators for child core.
E At the age of three, the children who had been involved in the 'Missouri' programme
were evaluated alongside a cross-section of children selected from the same range of
socio-economic backgrounds and family situations, and also a random sample of children
that age. The results were phenomenal. By the age of three, the children in the
programme were significantly more advanced in language development than their peers,
had made greater strides in problem solving and other intellectual skills, and were further
along in social development, tn fact, the average child on the programme was performing
at the level of the top 15 to 20 per cent of their peers in such things as auditory
comprehension, verbal ability and language ability.
Most important of all, the traditional measures of 'risk', such as parents' age and
education, or whether they were a single parent, bore little or no relationship to the
measures of achievement and language development. Children in the programme
performed equally well regardless of socio-economic disadvantages. Child abuse was
virtually eliminated. The one factor that was found to affect the child's development was
family stress leading to a poor quality of parent-child interaction. That interaction was not
necessarily bad in poorer families.
F These research findings are exciting. There is growing evidence in New Zealand that
children from poorer socio-economic backgrounds are arriving at school less well
developed and that our school system tends to perpetuate that disadvantage. The
initiative outlined above could break that cycle of disadvantage. The concept of working
with parents in their homes, or at their place of work, contrasts quite markedly with the
report of the Early Childhood Care and Education Working Group. Their focus is on
getting children and mothers access to childcare and institutionalised early childhood
education. Education from the age of three to five is undoubtedly vital, but without a
similar focus on parent education and on the vital importance of the first three years, some
evidence indicates that it will not be enough to overcome educational inequity.
Questions 1-4
Reading Passage has six sections, A-F.
Which paragraph contains the following information?
Write the correct letter A-F in boxes 1-4 on your answer sheet.
1 details of the range of family types involved in an education programme
2 reasons why a child’s early years are so important
3 reasons why an education programme failed
4 a description of the positive outcomes of an education programme

Questions 5-10
Classify the following features as characterising
A the ' Headstart' programme
B the 'Missouri' programme
C both the 'Headstart' and the 'Missouri' programmes
D neither the 'Headstart' nor the 'Missouri’programme
Write the correct letter A. B, C or D in boxes 5-10 on your answer sheet.
5 ……………... was administered to a variety of poor and wealthy families
6 ……………… continued with follow-up assistance in elementary schools
7 ……………… did not succeed in its aim
8 ……………… supplied many forms of support and training to parents
9 ……………… received insufficient funding
10 …………….. was designed to improve pre-schoolers’ educational development

Questions 11-13
Do the following statements agree with the information given in Reading Passage?
In boxes 11-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
11 Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening,
speaking, reasoning and interacting with others.
12 ‘Missouri’ programme children of young, uneducated, single parents scored less
highly on the tests.
13 The richer families in the ‘Missouri’ programme had higher stress levels.
TEST 21
READING PASSAGE 1
Questions 1-7
Reading Passage 1 has seven paragraphs, A-G.
Choose the most suitable heading for paragraphs A-G from the list of headings below.
Write the appropriate number, i-x, in boxes 1-7 on your answer sheet.

List of Headings
i General points of agreements and disagreements of researchers
ii How much children really know about food
iii Need to take action
iv Advertising effects of the “Big Four”
v Connection of advertising and children’s weight problems
vi Evidence that advertising affects what children buy to eat
vii How parents influence children’s eating habits
viii Advertising’s focus on unhealthy options
ix Children often buy what they want
x Underestimating the effects advertising has on children

1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph F
7 Paragraph G
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 1 below.

Food advertising on children

This review was commissioned by the Food Standards Agency to examine the current
research evidence on: the extent and nature of food promotion to children the effect, if
any, that this promotion has on their food knowledge, preferences and behaviour.
A Children’s food promotion is dominated by television advertising, and the great majority
of this promotes the so-called ‘Big Four’ of pre-sugared breakfast cereals, soft drinks,
confectionery and savoury snacks. In the last ten years advertising for fast food, outlets
have rapidly increased. There is some evidence that the dominance of television has
recently begun to wane. The importance of strong, global branding reinforces a need for
multi-faceted communications combining television with merchandising, ‘tie-ins’ and point
of sale activity. The advertised diet contrasts sharply with that recommended by public
health advisors, and themes of fun and fantasy or taste, rather than health and nutrition,
are used to promote it to children. Meanwhile, the recommended diet gets little
promotional support.
B There is plenty of evidence that children notice and enjoy food promotion. However,
establishing whether this actually influences them is a complex problem. The review
tackled it by looking at studies that had examined possible effects on what children know
about food, their food preferences, their actual food behaviour (both buying and eating),
and their health outcomes (eg. Obesity or cholesterol levels). The majority of studies
examined food advertising, but a few examined other forms of food promotion. In terms
of nutritional knowledge, food advertising seems to have little influence on children’s
general perceptions of what constitutes a healthy diet, but, in certain contexts, it does
have an effect on more specific types of nutritional knowledge. For example, seeing soft
drink and cereal adverts reduced primary aged children’s ability to determine correctly
whether or not certain products contained real fruit.
C The review also found evidence that food promotion influences children’s food
preferences and purchase behaviour. A study of primary school children, for instance,
found that exposure to advertising influenced which foods they claimed to like; and
another showed that labelling and signage on a vending machine had an effect on what
was bought by secondary school pupils. A number of studies have also shown that food
advertising can influence what children eat. One, for example, showed that advertising
influenced a primary class’s choice of daily snack at playtime.
D The next step, of trying to establish whether or not a link exists between food
promotion and diet or obesity, is extremely difficult as it requires research to be done in
real-world settings. A number of studies have attempted this by using the amount of
television viewing as a proxy for exposure to television advertising. They have established
a clear link between television viewing and diet, obesity, and cholesterol levels. It is
impossible to say, however, whether this effect is caused by the advertising, the
sedentary nature of television viewing or snacking that might take place whilst viewing.
One study resolved this problem by taking a detailed diary of children’s viewing habits.
This showed that the more food adverts they saw, the more snacks and calories they
consumed.
E Thus the literature does suggest food promotion is influencing children’s diet in a
number of ways. This does not amount to proof; as noted above with this kind of research,
incontrovertible proof simply isn’t attainable. Nor do all studies point to this conclusion;
several have not found an effect. In addition, very few studies have attempted to measure
how strong these effects are relative to other factors influencing children’s food choices.
Nonetheless, many studies have found clear effects and they have used sophisticated
methodologies that make it possible to determine that i) these effects are not just due to
chance; ii) they are independent of other factors that influence diets, such as parents’
eating habits or attitudes; and iii) they occur at a brand and category level.
F Furthermore, two factors suggest that these findings actually downplay the effect that
food promotion has on children. First, the literature focuses principally on television
advertising; the cumulative effect of this combined with other forms of promotion and
marketing is likely to be significantly greater. Second, the studies have looked at the direct
effects of individual children, and understate indirect influences. For example, promotion
for fast food outlets may not only influence the child but also encourage parents to take
them for meals and reinforce the idea that this is normal and desirable behaviour.
G This does not amount to proof of an effect, but in our view does provide sufficient
evidence to conclude that an effect exists. The debate should now shift to what action is
needed, and specifically to how the power of commercial marketing can be used to bring
about improvements in young people’s eating.
Questions 8-13
Do the following statements agree with the views of the writer in Reading Passage 1?
In boxes 8-13 on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement contradicts with the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

8 There is little difference between the healthy diet recommended by advisors and diet
prompted in food advertisements.
9 TV advertising has successfully taught children nutritional knowledge about vitamins
and others.
10 It is hard to decide which aspect accompanied by TV viewing has caused weight
problems or other detrimental effects on children.
11 The preference of food for children is affected by their age and gender.
12 The investigation primarily for food promotion on TV advertising tend to be partial and
incomplete
13 Wealthy parents tend to buy more “sensible food” for their children.
TEST 22
READING PASSAGE 3
You should spend about 20 minutes on Questions 1-14 which are based on Reading
Passage 3 below.

Music and the emotions

Neuroscientist Jonah Lehrer considers the emotional power of music
Why does music make us feel? On the one hand, music is a purely abstract art form,
devoid of language or explicit ideas. And yet, even though music says little, it still
manages to touch us deeply. When listening to our favourite songs, our body betrays all
the symptoms of emotional arousal. The pupils in our eyes dilate, our pulse and blood
pressure rise, the electrical conductance of our skin is lowered, and the cerebellum, a
brain region associated with bodily movement, becomes strangely active. Blood is even
re-directed to the muscles in our legs. In other words, sound stirs us at our biological
roots.
A recent paper in Neuroscience by a research team in Montreal, Canada, marks an
important step in repealing the precise underpinnings of ‘the potent pleasurable stimulus’
that is music. Although the study involves plenty of fancy technology, including functional
magnetic resonance imaging (fMRI) and ligand-based positron emission tomography
(PET) scanning, the experiment itself was rather straightforward. After screening 217
individuals who responded to advertisements requesting people who experience ‘chills’
to instrumental music, the scientists narrowed down the subject pool to ten. They then
asked the subjects to bring in their playlist of favourite songs - virtually every genre was
represented, from techno to tango - and played them the music while their brain activity
was monitored. Because the scientists were combining methodologies (PET and fMRI),
they were able to obtain an impressively exact and detailed portrait of music in the brain.
The first thing they discovered is that music triggers the production of dopamine - a
chemical with a key role in setting people’s moods - by the neurons (nerve cells) in both
the dorsal and ventral regions of the brain. As these two regions have long been linked
with the experience of pleasure, this finding isn’t particularly surprising.
What is rather more significant is the finding that the dopamine neurons in the caudate -
a region of the brain involved in learning stimulus-response associations, and in
anticipating food and other ‘reward’ stimuli - were at their most active around 15 seconds
before the participants’ favourite moments in the music. The researchers call this the
‘anticipatory phase’ and argue that the purpose of this activity is to help us predict the
arrival of our favourite part. The question, of course, is what all these dopamine neurons
are up to. Why are they so active in the period preceding the acoustic climax? After all,
we typically associate surges of dopamine with pleasure, with the processing of actual
rewards. And yet, this cluster of cells is most active when the ‘chills’ have yet to arrive,
when the melodic pattern is still unresolved.
One way to answer the question is to look at the music and not the neurons. While music
can often seem (at least to the outsider) like a labyrinth of intricate patterns, it turns out
that the most important part of every song or symphony is when the patterns break down,
when the sound becomes unpredictable. If the music is too obvious, it is annoyingly
boring, like an alarm clock. Numerous studies, after all, have demonstrated that dopamine
neurons quickly adapt to predictable rewards. If we know what’s going to happen next,
then we don’t get excited. This is why composers often introduce a key note in the
beginning of a song, spend most of the rest of the piece in the studious avoidance of the
pattern, and then finally repeat it only at the end. The longer we are denied the pattern
we expect, the greater the emotional release when the pattern returns, safe and sound.
To demonstrate this psychological principle, the musicologist Leonard Meyer, in his
classic book Emotion and Meaning in Music (1956), analysed the 5th movement of
Beethoven’s String Quartet in C-sharp minor, Op. 131. Meyer wanted to show how music
is defined by its flirtation with - but not submission to - our expectations of order. Meyer
dissected 50 measures (bars) of the masterpiece, showing how Beethoven begins with
the clear statement of a rhythmic and harmonic pattern and then, in an ingenious tonal
dance, carefully holds off repeating it. What Beethoven does instead is suggest variations
of the pattern. Me wants to preserve an element of uncertainty in his music, making our
brains beg for the one chord he refuses to give us. Beethoven saves that chord for the
end.
According to Meyer, it is the suspenseful tension of music, arising out of our unfulfilled
expectations, that is the source of the music’s feeling. While earlier theories of music
focused on the way a sound can refer to the real world of images and experiences - its
‘connotative’ meaning - Meyer argued that the emotions we find in music come from the
unfolding events of the music itself. This ‘embodied meaning’ arises from the patterns the
symphony invokes and then ignores. It is this uncertainty that triggers the surge of
dopamine in the caudate, as we struggle to figure out what will happen next. We can
predict some of the notes, but we can’t predict them all, and that is what keeps us
listening, waiting expectantly for our reward, for the pattern to be completed.
Questions 1-5
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 1-5 on your answer sheet.
The Montreal Study
Participants, who were recruited for the study through advertisements, had their brain
activity monitored while listening to their favourite music. It was noted that the music
stimulated the brain’s neurons to release a substance called 1 …………….in two of the
parts of the brain which are associated with feeling 2 …………. .
Researchers also observed that the neurons in the area of the brain called
the 3 …………………were particularly active just before the participants’ favourite
moments in the music - the period known as the 4 ……………….. . Activity in this part of
the brain is associated with the expectation of ‘reward’ stimuli such as 5 ……………. .

Questions 6-10

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

Write the correct letter in boxes 6-10 on your answer sheet

6 What point does the writer emphasise in the first paragraph?
A how dramatically our reactions to music can vary
B how intense our physical responses to music can be
C how little we know about the way that music affects us
D how much music can tell us about how our brains operate

7 What view of the Montreal study does the writer express in the second paragraph?
A Its aims were innovative.
B The approach was too simplistic.
C It produced some remarkably precise data.
D The technology used was unnecessarily complex.

8 What does the writer find interesting about the results of the Montreal study?
A the timing of participants’ neural responses to the music
B the impact of the music on participants’ emotional state
C the section of participants’ brains which was activated by the music
D the type of music which had the strongest effect on participants’ brains
9 Why does the writer refer to Meyer’s work on music and emotion?
A to propose an original theory about the subject
B to offer support for the findings of the Montreal study
C to recommend the need for further research into the subject
D to present a view which opposes that of the Montreal researchers

10 According to Leonard Meyer, what causes the listener’s emotional response to music?
A the way that the music evokes poignant memories in the listener
B the association of certain musical chords with certain feelings
C the listener’s sympathy with the composer’s intentions
D the internal structure of the musical composition

Questions 11-14

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

Write the correct letter, A-F, in boxes 11-14 on your answer sheet.
11 The Montreal researchers discovered that
12 Many studies have demonstrated that
13 Meyer’s analysis of Beethoven’s music shows that
14 Earlier theories of music suggested that

A our response to music depends on our initial emotional state.

B neuron activity decreases if outcomes become predictable.

C emotive music can bring to mind actual pictures and events.

D experiences on our past can influence our emotional reaction to music.

E emotive music delays giving listeners what they expect to hear.

F neuron activity increases prior to key points in a musical piece.

TEST 23
READING PASSAGE 2
You should spend about 20 minutes on Questions 1-13 which are based on Reading
Passage 2 below.

Multitasks
A Do you read while listening to music? Do you like to watch TV while finishing your
homework? People who have these kinds of habits are called multi-taskers.

Multitasks are able to complete two tasks at the same time by dividing their focus.
However, 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 only focus on one task. Reading thewords 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. While listening
to music, people become less able to focus on their surroundings. For example, we all
have experience of times when we talk with friends and they are not responding properly.
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"

B The world has been changed by computers and its spin offs like smart-phones or
cellphones. Now that most individuals have a personal device, like a smart-phoneor a
laptop, they are frequently reading, watching or listening to virtual information. This raises
the occurrence of multitasking in our day to day life. Nowwhen you work, you work with
your typewriter, your cellphone, and some colleagues who may drop by at any time to
speak with you. In professional meetings, when one normally focuses and listens to one
another, people are more likely to have a cell phone in their lap, reading or communicating
silently with more people than ever, liven inventions such as the cordless phone has
increased multitasking. 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.
In the modern era, our technology is convenient enough to not interrupt our daily tasks.

C Earl Miller, an expert at the Massachusetts Institute of Technology, studied the

prefrontal cortex, which controls the brain while a person is multitasking. According to his
studies, the size of this cortex varies between species, 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.. However, Miller wanted to look
further into whether the cortexwas truly processing information about two different tasks
simultaneously. He designed an experiment where he presents visual stimulants to his
subjects in a wax that mimics multi-tasking. Miller then attached sensors tothe 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.

D Davis Meyer, a professor of University of Michigan, studied the young adults in a similar
experiment. He instructed them to simultaneously do math problems and classify simple
words into different categories. For this experiment. Meyer found that when you think you
are doing several jobs at the same time, you are actuallyswitching between jobs. Even
though the people tried to do the tasks at the sametime, and both tasks were eventually
accomplished, overall, the task look more time than if the person focused on a single task
one at a time.

E People sacrifice efficiency when multitasking, 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. And we are equally likely to self-interrupt as be interrupted
by outside sources. He found that in office nearly every 12 minutes an employee would
stop and with no reason at all,cheek a website on their computer, call someone or write
an email. If they concentrated for more than 20 minutes, they would feel distressed. He
suggestedthat the average person may suffer from a short concentration span. This short
attention span might be natural, but others suggest that new technology may be the
problem. With cellphones and computers at our sides at all times, people will never run
out of distractions. The format of media, such as advertisements, music, news articles
and TV shows are also shortening, so people are used to paying attention to information
for a very short time

F So even though focusing on one single task is the most efficient way for our brainsto
work, it is not practical to use this method in real life. According to human nature, people
feel more comfortable and efficient in environments with a varietyof tasks, Edward
Hallowell said that people are losing a lot of efficiency in the workplace due to
multitasking, outside distractions and self-distractions. As it matter of fact, the changes
made to the workplace do not have to be dramatic.

No one is suggesting we ban e-mail or make employees focus on only one task. However,
certain common workplace tasks, such as group meetings, would be more efficient if we
banned cell-phones, a common distraction. A person can alsoapply these tips to prevent
self-distraction. 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.
Questions 1-5

Reading Passage 2 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 1-5 on your answer sheet

1 a reference to a domestic situation that does not require multitasking

2 a possible explanation of why we always do multitask together

3 a practical solution to multitask in work environment

4 relating multitasking to the size of prefrontal cortex

5 longer time spent doing two tasks at the same time than one at a time

Questions 6-10

Look at the following statements (Questions 6-10) and the list of scientists below.

Match each statement with the correct scientist, A-E.

Write the correct letter, A-E, in boxes 6-10 on your answer sheet. NB

You may use any letter more than once.

List of Scientists

A Thomas Lehman

B Earl Miller

C David Meyer

D Gloria Mark

E Edward Hallowell

6 When faced multiple visual stimulants, one can only concentrate on one of them.
7 Doing two things together may be faster but not better.
8 People never really do two things together even if you think you do.
9 The causes of multitask lie in the environment.
10 Even minor changes in the workplace will improve work efficiency
Questions 11-13

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your
answers in boxes 11-13 on your answer sheet.

A term used to refer to a situation when you are reading a text and cannot focuson your
surroundings is 11 ……………. .

The 12 …………….. part of the brain controls multitasking.

The practical solution of multitask in work is not to allow use of cellphone
in 13 ………………..
TEST 24
READING PASSAGE 3
You should spend about 20 minutes on Questions 28-40 which are based on Reading
Passage 3 below.

Multitasking Debate
Can you do them at the same time?
A Talking on the phone while driving isn’t the only situation where we’re worse at multitasking
than we might like to think we are. New studies have identified a bottleneck in our brains that
some say means we are fundamentally incapable of true multitasking. If experimental findings
reflect real-world performance, people who think they are multitasking are probably just
underperforming in all – or at best, all but one – of their parallel pursuits. Practice might
improve your performance, but you will never be as good as when focusing on one task at a
time.
B The problem, according to René Marois, a psychologist at Vanderbilt University in
Nashville, Tennessee, is that there’s a sticking point in the brain. To demonstrate this, Marois
devised an experiment to locate it. Volunteers watch a screen and when a particular image
appears, a red circle, say, they have to press a key with their index finger. Different coloured
circles require presses from different fingers. Typical response time is about half a second,
and the volunteers quickly reach their peak performance. Then they learn to listen to different
recordings and respond by making a specific sound. For instance, when they hear a bird
chirp, they have to say “ba”; an electronic sound should elicit a “ko”, and so on. Again, no
problem. A normal person can do that in about half a second, with almost no effort.
C The trouble comes when Marois shows the volunteers an image, and then almost
immediately plays them a sound. Now they’re flummoxed. “If you show an image and play a
sound at the same time, one task is postponed,” he says. In fact, if the second task is
introduced within the half-second or so it takes to process and react to the first, it will simply
be delayed until the first one is done. The largest dual-task delays occur when the two tasks
are presented simultaneously; delays progressively shorten as the interval between
presenting the tasks lengthens.
D There are at least three points where we seem to get stuck, says Marois. The first is in
simply identifying what we’re looking at. This can take a few tenths of a second, during which
time we are not able to see and recognise a second item. This limitation is known as the
“attentional blink”: experiments have shown that if you’re watching out for a particular event
and a second one shows up unexpectedly any time within this crucial window of
concentration, it may register in your visual cortex but you will be unable to act upon it.
Interestingly, if you don’t expect the first event, you have no trouble to respond to the second.
What exactly causes the attentional blink is still a matter for debate.
E A second limitation is in our short-term visual memory. It’s estimated that we can keep
track of about four items at a time, fewer if they are complex. This capacity shortage is thought
to explain, in part, our astonishing inability to detect even huge changes in scenes that are
otherwise identical, so-called “change blindness”. Show people pairs of near-identical photos
– say, aircraft engines in one picture have disappeared in the other – and they will fail to spot
the differences. Here again, though, there is disagreement about what the essential limiting
factor really is. Does it come down to a dearth of storage capacity, or is it about how much
attention a viewer is paying?
F A third limitation is that choosing a response to a stimulus – braking when you see a child
in the road, for instance, or replying when your mother tells you over the phone that she’s
thinking of leaving your dad – also takes brainpower. Selecting a response to one of these
things will delay by some tenths of a second your ability to respond to the other. This is called
the “response selection bottleneck” theory, first proposed in 1952.
G But David Meyer, a psychologist at the University of Michigan, Ann Arbor, doesn’t buy the
bottleneck idea. He thinks dual-task interference is just evidence of a strategy used by the
brain to prioritise multiple activities. Meyer is known as something of an optimist by his peers.
He has written papers with titles like “Virtually perfect time-sharing in dual-task performance:
Uncorking the central cognitive bottleneck”. His experiments have shown that with enough
practice – at least 2000 tries – some people can execute two tasks simultaneously as
competently as if they were doing them one after the other. He suggests that there is a central
cognitive processor that coordinates all this and, what’s more, he thinks it used discretion:
sometimes it chooses to delay one task while completing another.
H Marois agrees that practice can sometimes erase interference effects. He has found that
with just 1 hour of practice each day for two weeks, volunteers show a huge improvement at
managing both his tasks at once. Where he disagrees with Meyer is in what the brain is doing
to achieve this. Marois speculates that practice might give us the chance to find less
congested circuits to execute a task – rather like finding trusty back streets to avoid heavy
traffic on main roads – effectively making our response to the task subconscious. After all,
there are plenty of examples of subconscious multitasking that most of us routinely manage:
walking and talking, eating and reading, watching TV and folding the laundry.
I It probably comes as no surprise that, generally speaking, we get worse at multitasking as
we age. According to Art Kramer at the University of Illinois at Urbana- Champaign, who
studies how ageing affects our cognitive abilities, we peak in our 20s. Though the decline is
slow through our 30s and on into our 50s, it is there; and after 55, it becomes more precipitous.
In one study, he and his colleagues had both young and old participants do a simulated driving
task while carrying on a conversation. He found that while young drivers tended to miss
background changes, older drivers failed to notice things that were highly relevant. Likewise,
older subjects had more trouble paying attention to the more important parts of a scene than
young drivers.
J It’s not all bad news for over-55s, though. Kramer also found that older people can benefit
from the practice. Not only did they learn to perform better, but brain scans also showed that
underlying that improvement was a change in the way their brains become active. While it’s
clear that practice can often make a difference, especially as we age, the basic facts remain
sobering. “We have this impression of an almighty complex brain,” says Marois, “and yet we
have very humbling and crippling limits.” For most of our history, we probably never needed
to do more than one thing at a time, he says, and so we haven’t evolved to be able to. Perhaps
we will in future, though. We might yet look back one day on people like Debbie and Alun as
ancestors of a new breed of true multitaskers.
Questions 28-32
The reading Passage has ten paragraphs A-J.
Which paragraph contains the following information?
Write the correct letter A-J. in boxes 28-32 on your answer sheet.

28 A theory explained delay happens when selecting one reaction

29 Different age group responds to important things differently
30 Conflicts happened when visual and audio element emerge simultaneously
31 An experiment designed to demonstrates blocks for multitasking
32 An viewpoint favors optimistic side of multitask performance

Questions 33-35
Choose the correct letter, A, B, C or D.
Write your answers in boxes 33-35 on your answer sheet.

33 Which one is correct about experiment conducted by Rene Marois?

A participants performed poorly on listening task solely

B volunteers press different key on different color
C participants need use different fingers on different colored object
D they did a better job on Mixed image and sound information

34 Which statement is correct about the first limitation of Marois’s experiment?

A “attentional blink” takes about ten seconds

B lag occurs if we concentrate on one object while second one appears
C we always have trouble in reacting the second one
D first limitation can be avoid by certain measures

35 Which one is NOT correct about Meyer’s experiments and statements?

A people can execute dual-task just after several attempts

B Practice can overcome dual-task interference
C Meyer holds a different opinion on Marois’s theory
D an existing processor decides whether delay another task or not
Questions 36-40
Do the following statements agree with the information given in Reading Passage 3?
In boxes 36-40 on your answer sheet, write
TRUE if the sataement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

36 Longer gap between two presenting tasks means shorter delay toward the second one.
37 People tend to ignore the differences when presented two similar images.
38 Marois has different opinion on the claim that training removes bottleneck effect.
39 Multitasking performance has correlation with gender according to Art Kramer.
40 The author doesn’t believe that effect of practice could bring any variation.
TEST 1 TEST 2 TEST 3 TEST 4
1. Los Angeles 1. D 1. FALSE 1. F
2. London 2. B 2. FALSE 2. C
3. Singapore 3. A 3. TRUE 3. B
4. London 4. SUNSHADE 4. NOT GIVEN 4. D
5. Los Angeles 5. IRON 5. TRUE 5. E
6. YES 6. ALGAE 6. F 6. G
7. YES 7. CLOUDS 7. I 7. A
8. NO 8. CABLES 8. D 8. D
9. NO 9. SNOW 9. H 9. EUROPE
10. NO 10. RIVERS 10. E 10. MISSISSIPPI
11. A 11. B 11. PHYSICAL 11. LONDON
12. D 12. D 12. CAPTURE OF 12. SOFT ENGINEERS
13. C 13. C SHORTAGE 13. LOS ANGELES
14. A 13. BLUE-WATER

TEST 5 TEST 6 TEST 7

1. False 1. VII 1. D
2. True 2. IX 2. C
3. Not given 3. I 3. D
4. True 4. III 4. D
5. False 5. IV 5. A
6. True 6. VI 6. NOT GIVEN
7. False 7. EROSION 7. NO
8. B 8. OPERATING COSTS 8. YES
9. D 9. HELICOPTERS 9. NOT GIVEN
10. A 10. B 10. NOT GIVEN
11. C 11. A 11. YES
12. B 12. A 12. IN RECYCLED PAPER
13. C 13. C 13. MOST TO LOSE
14. B

TEST 8 TEST 9 TEST 10

1. A 1. X 1. YES
2. D 2. IX 2. NO
3. C 3. VII 3. NG
4. B 4. I 4. NO
5. A 5. VI 5. NG
6. C 6. (ON/FROM) MARS 6. C
7. D 7. THEY BECOME THINNER 7. A
8. A 8. YES 8. D
9. B 9. NG 9. B
10. ADVENTURE 10. NO 10. B
11. SUSTAINABLE 11. NG 11. H
12. TROPICAL FOREST 12. NO 12. A
13. ILLEGAL KILLING 13. COMMUNICATE WITH PATIENTS 13. D
14. FILTER CONTAMINATED WATER 14. G
TEST 11 TEST 12 TEST 13
14. E 1. FALSE 1. C
15. A 2. TRUE 2. A
16. D 3. TRUE 3. D
17. F 4. NOT GIVEN 4. B
18. C 5. a lifetime 5. C
19. descendents 6. $1.6 million / 1.6 million dollar(s) 6. A
20. sermon 7. Bachelor’s degree holder 7. E
21. fine 8. 8,655 8. F
22. innovation 9. tuition 9. NO
23. B/E (For 10-13, in any order) 10. NOT GIVEN
24. B/E 10. C 11. NO
25. B/D 11. D 12. YES
26. B/D 12. E 13. NO
13. G 14. NOT GIVEN

TEST 14 TEST 15 TEST 16

1. TRUE 1. I 1. E
2. NOT GIVEN 2. IX 2. C
3. FALSE 3. IV 3. F
4. NOT GIVEN 4. VII 4. D
5. TRUE 5. V 5. F
6. TRUE 6. III 6. B
7. CONSUMER’S RIGHT 7. A 7. 17 YEARS
(TO CHOOSE) / CHOICE 8. B 8. BACKPACK
8. RISK AND BANEFIT 9. F 9. INTERACT WITH
9. SKIING 10. D 10. FACIAL EXPRESSIONS
10. GM CROPS 11. B 11. COGNITION
11. WHEAT AND RICE 12. C 12. SENSORS
12. PRODUCTION 13. E 13. INTELLIGENCE
13. MISTRUST
14. A

TEST 17 TEST 18 TEST 19

1. IV 1. HEADPHONES 27. TRUE
2. III 2. DIGITAL MUSIC 28. FALSE
3. VIII 3. THE VOLUME 29. TRUE
4. II 4. 120 DECIBELS 30. NOT GIVEN
5. IX 5. (DECIBEL) LEVEL 31. A
6. I 6. YES 32. C
7. COLLABORATIVE 7. YES 33. D
AND ITERATIVE 8. NOT GIVEN 34. D
8. TANGIBLE 9. YES 35. B
9. TAILORABLE 10. NO 36. A
10. GROUP OF PEOPLE 11. VIRTUAL (WORLD) 37. E
11. A 12. MORAL IMPLICATIONS 38. POPULAR
12. C 13. LINGUISTIC CREATIVITY PASTIME
13. D 39. TC ADDICTS
14. A 40. ORIENTING
RESPONSE
TEST 20 TEST 21 TEST 22
1. D 1. VIII 1. DOPAMINE
2. B 2. II 2. PLEASURE
3. C 3. VI 3. CAUDATE
4. E 4. V 4. ANTICIPATORY
5. B 5. I PHASE
6. D 6. X 5. FOOD
7. A 7. III 6. B
8. B 8. NO 7. C
9. D 9. NO 8. A
10. C 10. YES 9. B
11. TRUE 11. NOT GIVEN 10. D
12. FALSE 12. YES 11. F
13. NOT GIVEN 13. NOT GIVEN 12. B
13. E
14. C

TEST 23 TEST 24
1. B 28. F
2. E 29. I
3. F 30. C
4. C 31. B
5. D 32. G
6. B 33. C
7. D 34. B
8. A 35. A
9. & 10. E &E 36. YES
11. EMAIL VOICE 37. YES
12. PREFRONTAL CORTEX 38. NO
13. GROUP MEETINGS 39. NOT GIVEN
40. NO