READING PASSAGE 1

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

Food for thought 2

There are not enough classrooms at the Msekeni primary school, so half the lessons take place in the shade of
yellow-blossomed acacia trees. Given this shortage, it might seem odd that one of the school’s purpose-built
classrooms has been emptied of pupils and turned into a storeroom for sacks of grain. But it makes sense. Food
matters more than shelter.

Msekeni is in one of the poorer parts of Malawi, a landlocked southern African country of exceptional beauty and
great poverty. No war lays waste Malawi, nor is the land unusually crowed or infertile, but Malawians still have
trouble finding enough to eat. Half of the children under five are underfed to the point of stunting. Hunger blights
most aspects of Malawian life, so the country is as good a place as any to investigate how nutrition affects
development, and vice versa.

The headmaster at Msekeni, Bernard Kumanda, has strong views on the subject. He thinks food is a priceless
teaching aid. Since 1999, his pupils have received free school lunches. Donors such as the World Food Programme
(WFP) provide the food: those sacks of grain (mostly mixed maize and soya bean flour, enriched with vitamin A) in
that converted classroom. Local volunteers do the cooking – turning the dry ingredients into a bland but nutritious
slop and spooning it out on to plastic plates. The children line up in large crowds, cheerfully singing a song called
“We are getting porridge”.

When the school’s feeding programme was introduced, enrolment at Msekeni doubled. Some of the new pupils had
switched from nearby schools that did not give out free porridge, but most were children whose families had
previously kept them at home to work. These families were so poor that the long-term benefits of education seemed
unattractive when setting against the short-term gain of sending children out to gather firewood or help in the fields.
One plate of porridge a day completely altered the calculation. A child fed at school will not howl so plaintively for
food at home. Girls, who are more likely than boys to be kept out of school, are given extra snacks to take home.

When a school takes in a horde of extra students from the poorest homes, you would expect standards to drop.
Anywhere in the world, poor kids tend to perform worse than their better-off classmates. When the influx of new
pupils is not accompanied by an increase in the number of teachers, as was the case at Msekeni, you would expect
standards to fall even further. But they have not. Pass rates at Msekeni improved dramatically, from 30% to 85%.
Although this was an exceptional example, the nationwide results of school feeding programmes were still pretty
good. On average, after a Malawian school started handing out free food it attracted 38% more girls and 24% more
boys. The pass rate for boys stayed about the same, while for girls it improved by 9.5%.

Better nutrition makes for brighter children. Most immediately, well-fed children find it easier to concentrate. It is
hard to focus the mind on long division when your stomach is screaming for food. Mr Kumanda says that it used to
be easy to spot the kids who were really undernourished. “They were the ones who stared into space and didn’t
respond when you asked the question,” he says. More crucially, though, more and better food helps brains grow and
develop. Like any other organ in the body, the brain needs nutrition and exercise. But if it is starved of the necessary
calories, proteins and micronutrients, it is stunted, perhaps not as severely as a muscle would be, but stunted
nonetheless. That is why feeding children at schools work so well. And the fact that the effect of feeding was more
pronounced in girls than in boys gives a clue to who eats first in rural Malawian households. It isn’t the girls.
G

On a global scale, the good news is that people are eating better than ever before. Homo sapiens has grown 50%
bigger since the industrial revolution. Three centuries ago, chronic malnutrition was more or less universal. Now, it is
extremely rare in rich countries. In developing countries, where most people live, plates and rice bowls are also fuller
than ever before. The proportion of children under five in the developing world who are malnourished to the point
of stunting fell from 39% in 1990 to 30% in 2000, says the World Health Organisation (WHO). In other places, the
battle against hunger is steadily being won. Better nutrition is making people cleverer and more energetic, which will
help them grow more prosperous. And when they eventually join the ranks of the well off, they can start fretting
about growing too fast.

Questions 1-7

The reading passage has seven paragraphs, A-G

Choose the correct heading for paragraphs A-G from the list below.
Write the correct number, i-xi, in boxes 1-7 on your answer sheet.

List of Headings

i Why better food helps students’ learning

ii A song for getting porridge
iii Surprising use of school premises
iv Global perspective
v Brains can be starved
vi Surprising academics outcome
vii Girls are specially treated in the program
viii How food program is operated
ix How food program affects school attendance
x None of the usual reasons
xi How to maintain an academic standard

1 Paragraph A

2 Paragraph B

3 Paragraph C

4 Paragraph D

5 Paragraph E

6 Paragraph F

7 Paragraph G
Questions 8-11

Complete the sentences below using NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage?
Write your answers in boxes 8-11 on your answer sheet

8 ………………….. are exclusively offered to girls in the feeding programme.

9 Instead of going to school, many children in poverty are sent to collect ……………………. in the fields.

10 The pass rate as Msekeni has risen to …………………….. with the help of the feeding programme.

11 Since the industrial revolution, the size of the modern human has grown by …………………….

Questions 12-13

Choose TWO letters, A-F

Write your answers in boxes 12 and 13 on your answer sheet.
Which TWO of the following statements are true?

A Some children are taught in the open air.

B Malawi has trouble to feed its large population.

C No new staffs were recruited when attendance rose.

D Girls enjoy a higher status than boys in the family

E Boys and girls experience the same improvement in the pass rate.

F WHO has cooperated with WFP to provide grain to the school at Msekeni.

READING PASSAGE 2

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

Biodiversity

It seems biodiversity has become a buzzword beloved of politicians, conservationists, protesters and scientists alike.
But what exactly is it? The Convention on Biological Diversity, an international agreement to conserve and share the
planet’s biological riches, provides a good working definition: biodiversity comprises every form of life, from the
smallest microbe to the largest animal or plant, the genes that give them their specific characteristics and the
ecosystems of which they are apart.

In October, the World Conservation Union (also known as the IUCN) published its updated Red List of Threatened
Species, a roll call of 11,167 creatures facing extinction – 121 more than when the list was last published in 2000. But
the new figures almost certainly underestimate the crisis. Some 1.2 million species of animal and 270,000 species of
plant have been classified, but the well-being of only a fraction has been assessed. The resources are simply not
available. The IUCN reports that 5714 plants are threatened, for example, but admits that only 4 per cent of known
plants has been assessed. And, of course, there are thousands of species that we have yet to discover. Many of these
could also be facing extinction.

It is important to develop a picture of the diversity of life on Earth now so that comparisons can be made in the
future and trends identified. But it isn’t necessary to observe every single type of organism in an area to get a
snapshot of the health of the ecosystem. In many habitats, there are species that are particularly susceptible to
shifting conditions, and these can be used as indicator species.

In the media, it is usually large, charismatic animals such as pandas, elephants, tigers and whales that get all the
attention when a loss of biodiversity is discussed. However, animals or plants far lower down the food chain are
often the ones vital for preserving habitats – in the process saving the skins of those more glamorous species. There
are known as keystone species.

By studying the complex feeding relationships within habitats, species can be identified that have a particularly
important impact on the environment. For example, the members of the fig family are the staple food for hundreds
of different species in many different countries, so important that scientists sometimes call figs “jungle burgers”. A
whole range of animals, from tiny insects to birds and large mammals, feed on everything from the tree’s bark and
leaves to its flowers and fruits. Many fig species have very specific pollinators. There are several dozen species of the
fig tree in Costa Rica, and a different type of wasp has evolved to pollinate each one. Chris Lyle of the Natural History
Museum in London – who is also involved in the Global Taxonomy Initiative of the Convention on Biological Diversity
– points out that if fig trees are affected by global warming, pollution, disease or any other catastrophe, the loss of
biodiversity will be enormous.

Similarly, sea otters play a major role in the survival of giant kelp forests along the coasts of California and Alaska.
These “marine rainforests” provide a home for a wide range of other species. The kelp itself is the main food of
purple and red sea urchins and in turn, the urchins are eaten by predators, particularly sea otters. They detach an
urchin from the seabed then float to the surface and lie on their backs with the urchin shell on their tummy,
smashing it open with a stone before eating the contents. Urchins that are not eaten tend to spend their time in rock
crevices to avoid the predators. This allows the kelp to grow – and it can grow many centimetres in a day. As the
forests form, bits of kelp break off and fall to the bottom to provide food for the urchins in their crevices. The sea
otters thrive hunting for sea urchins in the kelp, and many other fish and invertebrates live among the fronds. The
problems start when the sea otter population declines. As large predators they are vulnerable – their numbers are
relatively small to disease or human hunters can wipe them out. The result is that the sea urchin population grows
unchecked and they roam the seafloor eating young kelp fronds. This tends to keep the kelp very short and stops
forests developing, which has a huge impact on biodiversity.

Conversely, keystone species can also make dangerous alien species: they can wreak havoc if they end up in the
wrong ecosystem. The cactus moth, whose caterpillar is a voracious eater of prickly pear was introduced to Australia
to control the rampant cacti. It was so successful that someone thought it would be a good idea to introduce it to
Caribbean islands that had the same problem. It solved the cactus menace, but unfortunately, some of the moths
have now reached the US mainland – borne on winds and in tourists’ luggage – where they are devastating the
native cactus populations of Florida.

Organisations like the Convention on Biological Diversity work with groups such as the UN and with governments
and scientists to raise awareness and fund research. A number of major international meetings – including the World
Summit on Sustainable Development in Johannesburg this year – have set targets for governments around the world
to slow the loss of biodiversity. And the CITES meeting in Santiago last month added several more names to its list of
endangered species for which trade is controlled. Of course, these agreements will prove of limited value if some
countries refuse to implement them.
I

There is cause for optimism, however. There seems to be a growing understanding of the need for sustainable
agriculture and sustainable tourism to conserve biodiversity. Problems such as illegal logging are being tackled
through sustainable forestry programmes, with the emphasis on minimising the use of rainforest hardwoods in the
developed world and on rigorous replanting of whatever trees are harvested. CITES is playing its part by controlling
trade in wood from endangered tree species. In the same way, sustainable farming techniques that minimise
environmental damage and avoid monoculture.

Action at a national level often means investing in public education and awareness. Getting people like you and me
involved can be very effective. Australia and many European countries are becoming increasingly efficient at
recycling much of their domestic waste, for example, preserving natural resources and reducing the use of fossil
fuels. This, in turn, has a direct effect on biodiversity by minimising pollution, and an indirect effect by reducing the
number of greenhouse gases emitted from incinerators and landfill sites. Preserving ecosystems intact for future
generations to enjoy is obviously important, but biodiversity is not some kind of optional extra. Variety may be “the
spice of life”, but biological variety is also our life-support system.

Questions 14-20

Do the following statements agree with the information given in Reading Passage 2?
In boxes 14-20 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

14 The term “biodiversity” consists of living creatures and the environment that they live in.

15 There are species that have not been researched because it’s unnecessary to study all creatures.

16 It is not necessary to investigate all creatures in a certain place.

17 The press more often than not focuses on animals well-known.

18 There is a successful case that cactus moth plays a positive role in the US.

19 Usage of hardwoods is forbidden in some European countries.

20 Agriculture experts advise farmers to plant single crops in the field in terms of sustainable farming.

Questions 21-26

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 21-26 on your answer sheet.

Because of the ignorance brought by media, people tend to neglect significant creatures called 21…………………….
Every creature has diet connections with others, such as 22…………………………., which provide a majority of foods for
other species. In some states of America, the decline in a number of sea otters leads to the boom
of 23………………………. An impressing case is that imported 24………………………. successfully tackles the plant cacti
in 25………………………… However, the operation is needed for the government to increase its financial support
in 26………………………..