PART 1

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

Exploring british village 2

{A} The Neolithic longhouse was a long, narrow timber dwelling built by the first farmers in
Europe beginning at least as early as the period 5000 to 6000 BC. The origin of the name
blackhouse is of some debate. It could be less than 150 years old and may have been synonymous
with inferior. On Lewis, in particular, it seems to have been used to distinguish the older
blackhouses from some of the newer white-houses (Scottish Gaelic: taigh-geal, Irish: tí geal, tí
bán), with their mortared stone walls. There may also be some confusion arising from the
phonetic similarity between the ‘dubh’ , meaning black and taghadh meaning thatch. The houses
in Scotland were built high rather than wide; however, some were built small and wide.

{B} The buildings were generally built with double-wall dry-stone walls packed with earth and
wooden rafters covered with a thatch of turf with cereal straw or reed. The floor was generally
flagstones or packed earth and there was a central hearth for the fire. There was no chimney for
the smoke to escape through. Instead, the smoke made its way through the roof. The blackhouse
was used to accommodate livestock as well as people. People lived at one end and the animals
lived at the other with a partition between them.

{C} It is estimated that there are over ten thousand villages in Britain, yet defining the term
‘village’ isn’t as simple as it may at first sound. When does a hamlet become a village? And
when does a village become a town?

{D} Strictly speaking the term ‘village’ comes from the Latin ‘villaticus’, which roughly
translates as ‘a group of houses outside a villa farmstead’. Today a village is understood as a
collection of buildings (usually at least 20) that is larger than a hamlet, yet smaller than a town,
and which contains at least one communal or public building. This is most commonly the parish
church, though it can be a chapel, school, public house, shop, post office, smithy or mill.
Villagers will share communal resources such as access roads, a water supply, and usually a place
of worship

{E} A hamlet is a smaller grouping of buildings that don’t necessarily have any public or service
buildings to support it. A significant difference is that it won’t have a parish church like a village
does, and most hamlets contain only between three and twenty buildings.

{F} The point at which a village becomes a town is difficult to determine and is probably best
defined by those who live there. However, since the Middle Ages, the term ‘town’ has been a
legal term that refers to the fact that the community has a borough charter. The situation is
confused by the fact that there are many town-like suburban communities calling themselves
villages (for example, Oxton Village in Birkenhead), as well as designed suburban ‘villages’ such
as those built under the Garden Village Movement.

{G} The 2001 census shows us that approx 80% of people in England live in an urban
environment, with under 7% living in rural villages (the remainder live in rural towns or outside
concentrated settlements). This is the exact opposite of the situation two centuries ago, when
under 20% of the population lived in the town, and the majority lived in rural villages. As late as
1851 agriculture remained the largest single source of employment in Britain, yet today under 3%
of us work on the land.

{H} It is essential to remember that villages were created and have evolved because of particular
combinations of geographical, commercial, economic and social factors. They expand, decline,
move and fluctuate with the times. This article introduces some of the common forms of the
village to be found in Britain.

The Medieval Village

{I} When we think of a British village we probably imagine a settlement of traditional cottages
around a village green with a church and ancient manor house as a backdrop. This common form
of the village has its roots in the medieval period when many villages started out as a cluster of
agricultural dwellings

{J} Today farmsteads tend to be scattered about the landscape, but back in the medieval period
those working on the land tended to live in small nucleated settlements (villages) and worked
‘open-field’ agriculture where land wasn’t enclosed. In fact, over much of Britain in the period up
to 1800, it would have been unusual to have seen a farm or cottage outside of a settlement
boundary.

{K} By the time that the Domesday Book was written in 1086 most of the good agricultural land
in Britain was already under cultivation, and England was a densely populated country. Two
centuries later nucleated settlements were to be found over much of Britain, typically consisting
of well-organised village settlements sitting within open fields.

{L} Over lowland Britain on good soil you would typically find a settlement every couple of
miles, and the communities would use the open agricultural land around where they lived. The
average village would have its church, manor house, and cottage tenements all clustered together,
and the open land around would usually be divided into thin strips. In some villages, you can still
see the remnants of medieval strip field systems around the periphery of the settlement. There
would often be meadows, pasture and woodland held ‘in common, and only the lord of the manor
would have his own, private land or ‘demesne’. In the medieval village, virtually everyone would
have earned their living on the territory, hence the community had to be relatively self-sufficient.

{M} ‘Green Villages’ were a common village form, where houses clustered around a central
green of common land. They are often the remnants of planned settlements introduced after the
Norman Conquest in the 19th century. It is suggested that this arrangement allowed for easier
defence, especially compared to the village form most common before the Normans, which was
simple clusters of farms. However there is also evidence of ‘village’ greens in Anglo-Saxon
settlements, and even at Romano-British sites.
{N} The village green was soon adopted as the main social space within a village, as well as its
focal point alongside the church or chapel. Village greens often take a triangular form, usually
reflecting the fact that the village was at the meeting of three roads. The continuing importance of
the village green to modern-day communities is reflected in the fact that this is usually where the
war memorial is seen, as well as village notice boards, where local cricket matches are played,
and where public benches are placed. The Open Spaces Society states that in 2005 there were
about 3,650 registered greens in England and about 220 in Wales.

Questions 1-7
Reading passage has seven paragraphs, A-G

Choose the correct heading for paragraphs A and C-G from the list below.

Write the correct number, i-x, in boxes 1-7 on your answer sheet.

List of Headings

i. Questions arise to be answered.

ii. Contrast data between present and past.

iii. Initial response of association on the village.

iv. Origin of a certain ancient building.

v. Inner structure of the building.

vi. Layout of the village to persist in micro-environment.

vii. Terms of the village explained.

viii Definition of village type.

.

ix. Difference between village and town.

x. Elements need to be considered in terms of the village.

1. Paragraph A

2. Paragraph B

3. Paragraph C
4. Paragraph D

5. Paragraph E

6. Paragraph F

7. Paragraph G

Questions 8-13
Complete the following summary of the paragraphs of Reading Passage, using NO MORE
THAN ONE WORD from the Reading Passage for each answer. Write your answers in boxes 8-
13 on your answer sheet.

Village Green layout and Extending

Impression of British Village usually takes forms of old-styled (8) with church and
manor house. However, records in (9) indicated that England was already a
cultivated and populated country in the 11th century. During medieval times, farmers
literally could support themselves and the community, therefore, needed to be (10)
in general.

Green village was usually (11) of dwellings after the invasion from Norman, and it
was gathered mainly for the purpose of (12) Village Green’s (13) shape had a
connection with its location among the roads, and nowadays it still can be seen in some
public venues such as memorial and sports sites.
PART 2
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2.

New ways of teaching history

{A} In technology and the media-driven world, it’s becoming increasingly difficult to get our
students’ attention and keep them absorbed in classroom discussions. This generation, in
particular, has brought a unique set of challenges to the educational table. Whereas youth are
easily enraptured by high-definition television, computers, Pods, video games, and cell phones,
they are less than enthralled by what to them are obsolete textbooks and boring classroom
lectures. The question of how to teach history in a digital age is often contentious. On the one
side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-
pan challenges by the digital that is all show and no substance. On the other side, the self-styled
“disruptors” offer overblown rhetoric about how digital technology has changed everything while
the moribund profession obstructs all progress in the name of outdated ideals. At least, that’s a
parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of
the digital share more disciplinary common ground than either admits.

{B} When provided with merely a textbook as a supplemental learning tool, test results have
revealed that most students fail to pinpoint the significance of historical events and individuals.
Fewer still are able to cite and substantiate primary historical sources. What does this say about
the way our educators are presenting information? The quotation comes from a report of a 1917
test of 668 Texas students. Less than 10 per cent of school-age children attended high school in
1917; today, enrollments are nearly universal. The whole world has turned on its head during the
last century but one thing has stayed the same: Young people remain woefully ignorant about
history reflected from their history tests. Guess what? Historians are ignorant too, especially
when we equate historical knowledge with the “Jeopardy” Daily Double. In a test, those
specializing in American history did just fine. But those with specialities in medieval, European
and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive
Branch Petition, or the Quebec Act–all taken from a typical textbook. According to the testers,
the results from the recent National Assessment in History, like scores from earlier tests, show
that young people are “abysmally ignorant” of their own history. Invoking the tragedy of last
September, historian Diane Ravitch hitched her worries about our future to the idea that our
nation’s strength is endangered by youth who do poorly on such tests. But if she were correct, we
would have gone down the tubes in 1917!

{C} There is a huge difference between saying “Kids don’t know the history we want them to
know” and saying “Kids don’t know history at all.” Historical knowledge burrows itself into our
cultural pores even if young people can’t marshal it when faced with a multiple-choice test. If we
weren’t such hypocrites (or maybe if we were better historians) we’d have to admit that today’s
students follow in our own footsteps. For too long we’ve fantasized that by rewriting textbooks
we could change how history is learned. The problem, however, is not the content of textbooks
but the very idea of them. No human mind could retain the information crammed into these books
in 1917, and it can do no better now. If we have learned anything from history that can be applied
to every time period, it is that the only constant changes. The teaching of history, or any subject
for that matter, is no exception. The question is no longer whether to bring new technologies into
everyday education; now, the question is which technologies are most suitable for the range of
topics covered in junior high and high school history classrooms. Fortunately, technology has
provided us with opportunities to present our Civil War lesson plans or our American Revolution
lesson plans in a variety of new ways.

{D} Teachers can easily target and engage the learners of this generation by effectively
combining the study of history with innovative multimedia. PowerPoint and presentations, in
particular, can expand the scope of traditional classroom discussion by helping teachers to
explain abstract concepts while accommodating students’ unique learning styles. PowerPoint
study units that have been pre-made for history classrooms include all manner of photos, prints,
maps, audio clips, video clips and primary sources which help to make learning interactive and
stimulating. Presenting lessons in these enticing formats helps technology-driven students retain
the historical information they’ll need to know for standard exams.

{E} Whether you’re covering Revolutionary War lesson plans or World War II lesson plans,
PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia
teaching instruments like PowerPoint software are getting positive results the world over, framing
conventional lectures with captivating written, auditory and visual content that helps students
recall names, dates and causal relationships within a historical context.

{F} History continues to show us that new times bring new realities. Education is no exception to
the rule. The question is not whether to bring technology into the educational environment.
Rather, the question is which technologies are suitable for U.S. and world history subjects, from
Civil War lesson plans to World War II lesson plans. Whether you’re covering your American
Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in
pre-packaged formats to suit your classroom’s needs.

{G} Meanwhile, some academic historians hold a different view on the use of technology in
teaching history. One reason they hold is that not all facts can be recorded by film or videos and
literature is relatively feasible in this case. Another challenge they have to be faced with is the
painful process of learning a new technology like the making of PowerPoint and the editing of
audio and video clips which is also reasonable especially to some elderly historians.

Questions 14-20
Reading this passage has eight paragraphs, A-G

Choosing the correct heading for paragraphs A-G from the list of heading below

Write the appropriate number, i -x, in boxes 14-20 on your answer sheet.

List of Headings

i. Unavoidable changing facts to be considered when picking up technology means

 ii. A debatable place where the new technologies stand in for history teaching

iii. Hard to attract students in traditional ways of teaching history

iv. Display of the use of emerging multimedia as teaching tools

v. Both students and professionals as candidates did not produce decent results

vi. A good concrete example illustrated to show how multimedia animates

the history class

vii. The comparisons of the new technologies applied in history class

viii. Enormous breakthroughs in new technologies

ix. Resistance of using new technologies from certain historian

x. Decisions needed on which technique to be used for history teaching instead

of improvement in the textbooks
14. Paragraph A

15. Paragraph B

16. Paragraph C

17. Paragraph D

18. Paragraph E

19. Paragraph F

20. Paragraph G

Questions 21-23
Do the following statements agree with the information given in Reading Passage 2? In boxes 21-
23 on your answer sheet, 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
21. Modern people are better at memorizing historical information compared with
their ancestors.

22. New technologies applied in history teaching are more vivid for students to
memorize the details of historical events.

23. Conventional ways like literature are gradually out of fashion as time goes by.

Questions 24-26
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 24-26 on
your answer sheet.

Contemporary students can be aimed at without many difficulties by integrating studying history
with novels (24) . Conventional classroom discussion is specially extended by two
ways to assist the teachers to interpret (25) and at the same time retain students’ distinct
learning modes. PowerPoint study units prepared beforehand comprising a wide variety of
elements make (26) learning feasible. Combined classes like this can also be helpful in
taking required tests.
PART 3
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3.

How to handle the Sun

A. The medical world appears to be divided on the effects of the sun upon the human body. From
statements like, “There is no known relationship between a tan and health” to “perhaps sun-
tanned skin absorbs the ultraviolet rays and converts them into helpful energy”, there are some
things which are still the topic of research. Doctors agree on one of the benefits of the sun –
vitamin D.

It is well known that vitamin D is acquired from the direct rays of the sun – an entirely separate
miracle from sun tanning. The sun’s ultraviolet rays penetrate only a tiny amount into the human
skin, but in the process, they irradiate an element in the skin called ergosterol, which is a
substance that stores up reserves of vitamin D received from the sun. This is both healthy and
beneficial for human skin.

B. All around the Western World, people have developed an obsession with the sun. In many
western countries, a suntan has become the trade-mark of a healthy, active, outdoor person. The
basic reddish hue just beneath the surface of our skin is the outward reflection of the millions of
red corpuscles flowing through tiny blood vessels. This is most noticeable in the pure skin of a
baby which can change in a moment from porcelain white (with anger or a switch in temperature)
to crimson. In Caucasians, this colouring is somewhat hidden by an acquired layer of sun-made
pigment, which varies in tone according to the complexion and occupation of the individual.

C. Locale plays a big part in the effectiveness of the suntan. Mountain tops and beaches are
nonpareil sun spas because they receive far purer sunlight than the rest of the land. Urban areas
with their smoke and smog act as a filter removing all the healthy properties of the sun. Perhaps
the seashore is best of all, with its air estimated to have at least a fifth of a per cent more oxygen
than inland ether – free of city and inland dust, tars, pollen, and allergens.

D. The sun has long been called nature’s greatest health giver and healer and has played a chief
role at health resorts ever since August Rollick, the Swiss father of heliotherapy, opened his first
high-Alps sanatorium in 1903. Dr. W. W. Coblenz suggests that the sun cure is a major factor in
the treatment of at least 23 skin diseases, ranging from acne and eczema to ulcers and wounds.
Another specialist, Dr. Richard Kovacs writes, “Sun treatment is often helpful to persons
suffering from general debility – repeated colds, respiratory diseases, influenza and the like”.

After a long winter, the return to the sun writes Dr. Leonard Dodds, the British sunlight scholar,
“is a general stimulus to the body, more potent if applied after a period when it has been lacking
which gradually loses its effect if exposure is over prolonged, even when not excessive”.

E. Over many years of study, dermatologists have proven that excessive exposure to sunlight for
years is responsible for a large proportion of skin cancer amongst the population. Those with the
greatest chance of doing permanent damage to their skin are the year-round outdoor workers –
90% of which occurs on the heavily exposed hands and face. The first line of defense against
permanent sun damage is the skin’s own natural fatty matter and sweat, which combine to form
an oily acid surface shield against the ultraviolet rays.

At the beach, the saltwater washes away this natural oily coat, the hot sun overworks the sweat
glands so that the excess becomes ineffective and the dry wind and hot sun combine to dehydrate
the skin itself. Over the years, women have shown far greater wisdom in the care of their skin
than men. Since the ladies of ancient Egypt first began to apply the fat of the so-called sacred
temple cats to their faces, women have been tireless in waging this battle against damage to the
skin from the sun. Both sexes now contribute annually to a multi-million dollar global sunscreen
business.

F. Other pans of the human body which tend to suffer from exposure to the sun are the eyes and
hair. Many years ago, optometrists undertook studies in America to examine the influence of the
sun upon the eyes by studying Atlantic City lifeguards and found that even a few hours in the
bright sun without sunglasses could cause a significant loss of vision – a loss that might take
several weeks from which to recover.

So gradual was the change that the lifeguards were unaware that their sight had been affected.
The solution to this problem was to introduce sunglasses as a standard part of the lifeguard
uniform. These were dark enough to absorb the sun’s harmful UV rays and most of its infrared
and ultraviolet rays.

G. Of a lesser impact is the effect of the sun upon the hair. The penalty of the sun parching is a
brittle dryness. Haircare professionals recommend a nutritional cream treatment with a substance
containing lanolin to bring your hair back its natural softness, these usually come in the form of
leave-in conditioners, and should be applied frequently, just as you would a sunscreen for the
skin. Or, easier still, wear a hat. Wearing a hat has a dual effect: it protects the hair and helps to
prevent the most dangerous of outdoor afflictions: sunstroke.

Questions 27-30
Look at the following people (Questions 27-30) and the list of statements below.

Match each person with the correct statement.

Write the correct letter A-H in boxes 27-30 on your answer sheet.

27. Richard Kovacs

28. August Rollier

29. W. Coblenz

30. Leonard Dodds

 A. believes that the benefits of the sun are not scientifically provable

B. claims to have discovered the vitamin released in the skin by the sun

C. suggests that the sun is an excellent healer

D. invented the first sunscreen

E. suggests that the sun assists with common illnesses

F. thinks that initially, the sun is of benefit to the body

G is unsure about the benefits of the sun

.

H thinks the location is very important in maximizing the benefit from the sun
.

Questions 31-35
Do the following statements agree with the information given in Reading Passage?

TRUE. if the statement agrees with the information

FALSE. if the statement contradicts the information

NOT GIVEN. If there is no information on this

31. Most doctors agree when it comes to the health benefits of the sun.

32. Beaches are best for a suntan because the air has far less pollution.

33. Women applied fat to their skin for protection from the sun.

34. Extended exposure of the eyes to the sun can lead to blindness.

35. The human eye cannot heal itself when it is damaged by the sun.
Questions 36-40
Complete the summary using the words from the box.

Handling the Sun

Many doctors agree that skin cancer can be caused by excessive exposure to the sun. As far as the
human body is concerned, it is primarily the face and hands that are (36) . When human skin is
exposed to the sun, the body has a defense: an (37) of the skin’s natural oils and acids.
For some time, women have been more effective than men in (38) for their skin. Eyes are a
significant part of the body that are negatively affected by the sun.

The damage often goes undetected because it happens quite (39) On the other hand,
hair becomes quite dry and brittle when exposed to the sun for an extended period. A lanolin-
based conditioner is recommended by hair care professionals to (40) this problem.
Perhaps a simple hat may be the best solution for hair.

overcome maintaining located mixed

quickly extended prolonged blend
arrangement succeed combined surprisingly
slowly triumph affected caring minding
PART 1
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-14, which are based on Reading Passage 1
below.

Mungo Man
A

Fifty thousand years ago, a lush landscape greeted the first Australians making their way towards
the south-east of the continent. Temperatures were cooler than now. Megafauna – giant
prehistoric animals such as marsupial lions, goannas and the rhinoceros-sized diprotodon – were
abundant. The Lake Mungo remains are three prominent sets of fossils which tell the
archeologists the story: Mungo Man lived around the shores of Lake Mungo with his family.
When he was young Mungo Man lost his two lower canine teeth, possible knocked out in a ritual.
He grew into a man nearly 1.7m in height. Over the years his molar teeth became worn and
scratched, possibly from eating a gritty diet or stripping the long leaves of water reeds with his
teeth to make twine. As Mungo Man grew older his bones ached with arthritis, especially his
right elbow, which was so damaged that bits of bone were completely worn out or broken away.
Such wear and tear are typical of people who have used a woomera to throw spears over many
years. Mungo Man reached a good age for the hard life of a hunter-gatherer and died when he
was about 50. His family mourned for him, and carefully buried him in the lunette, on his back
with his hands crossed in his lap, and sprinkled with red ochre. Mungo Man is the oldest known
example in the world of such a ritual.

This treasure-trove of history was found by the University of Melbourne geologist Professor Jim
Bowler in 1969. He was searching for ancient lakes and came across the charred remains of
Mungo Lady, who had been cremated. And in 1974, he found a second complete skeleton,
Mungo Man, buried 300 metres away. Using carbon-dating, a technique only reliable to around
40,000 years old, the skeleton was first estimated at 28,000 to 32,000 years old. The
comprehensive study of 25 different sediment layers at Mungo concludes that both graves are
40,000 years old.

This is much younger than the 62,000 years Mungo Man was attributed within 1999 by a team
led by Professor Alan Thorne, of the Australian National University. The modern-day story of the
science of Mungo also has its fair share of rivalry. Because Thorne is the country’s leading
opponent of the Out of Africa theory – that Homo sapiens had a single place of origin. “Dr Alan
Thorne supports the multi-regional explanation (that modern humans arose simultaneously in
Africa, Europe and Asia from one of our predecessors, Homo erectus, who left Africa more than
1.5 million years ago.) if Mungo Man was descended from a person who had left Africa in the
past 200,000 years, Thorne argues, then his mitochondrial DNA should have looked like that of
the other samples.”

However, Out of Africa supporters are not about to let go of their beliefs because of the
Australian research, Professor Chris Stringer, from the Natural History Museum in London, UK,
said that the research community would want to see the work repeated in other labs before major
conclusions were drawn from the Australian research. But even assuming the DNA sequences
were correct, Professor Stringer said it could just mean that there was much more genetic
diversity in the past than was previously realised. There is no evidence here that the ancestry of
these Australian fossils goes back a million or two million years. It’s much more likely that
modern humans came out of Africa.” For Bowler, these debates are irritating speculative
distractions from the study’s main findings. At 40,000 years old, Mungo Man and Mungo Lady
remain Australian’s oldest human burials and the earliest evidence on Earth of cultural
sophistication, he says. Modern humans had not even reached North America by this time. In
1997, Pddbo’s research group recovered an mtDNA fingerprint from the Feldholer Neanderthal
skeleton uncovered in Germany in 1865 – the first Neanderthal remains ever found.

In its 1999 study, Thorne’s team used three techniques to date Mungo Man at 62,000 years old,
and it stands by its figures. It dated bone, teeth enamel and some sand. Bowler has strongly
challenged the results ever since. Dating human bones is “notoriously unreliable”, he says. As
well, the sand sample Thorne’s group dated was taken hundreds of metres from the burial site.
“You don’t have to be a gravedigger … to realize the age of the sand is not the same as the age of
the grave,” says Bowler.

Thorne counters that Bowler’s team used one dating technique, while he used three. The best
practice is to have at least two methods produce the same result. A Thorne team member,
Professor Rainer Grün, says the fact that the latest results were consistent between laboratories
doesn’t mean they are absolutely correct. We now have two data sets that are contradictory. I do
not have a plausible explanation.” Now, however, Thorne says the age of Mungo Man is
irrelevant to this origins debate. Recent fossils find show modern humans were in China 110,000
years ago. “So he has got a long time to turn up in Australia. It doesn’t matter if he is 40,000 or
60,000 years old.

Dr Tim Flannery, a proponent of the controversial theory that Australia’s megafauna were wiped
out 46,000 years ago in a “blitzkrieg” of hunting by the arriving people, also claims the new
Mungo dates support this view. In 2001 a member of Bowler’s team, Dr Richard Roberts of
Wollongong University, along with Flannery, director of the South Australian Museum,
published research on their blitzkrieg theory. They dated 28 sites across the continent, arguing
their analysis showed the megafauna died out suddenly 46,000 years ago. Flannery praises the
Bowler team’s research on Mungo Man as “the most thorough and rigorous dating” of ancient
human remains. He says the finding that humans arrived at Lake Mungo between 46,000 and
50,000 years ago was a critical time in Australia’s history. There is no evidence of a dramatic
climatic change then, he says. “It’s my view that humans arrived and extinction took place in
almost the same geological instant.”

Bowler, however, is skeptical of Flannery’s theory and says the Mungo study provides no
definitive new evidence to support it. He argues that climate change at 40,000 years ago was
more intense than had been previously realized and could have played a role in the megafauna’s
demise. “To blame the earliest Australians for their complete extinction is drawing a longbow.”

Questions 1-8
Use the information in the passage to match the people (listed A-F) with opinions or deeds
below.

Write the appropriate letters A-F in boxes 1-8 on your answer sheet.

NB You may use any letter more than once.

A. Jim Bowler
 B. Alan Thorne

C. Pddbo

D. Tim Flannery

E. Chris Stringer

F. Rainer Grün

1. He was searching for ancient lakes and came across the charred remains of Mungo Lady, who
had been cremated.

2. Professor who hold a skeptical attitude towards reliability for DNA analysis on some fossils.

3. Professor whose determination of the age of Mungo Man to be much younger than the former
result which is older than the 62,000 years.

4. Determining the age of Mungo Man has little to do with controversy for the origins of
Australians.

5. Research group who recovered a biological proof of the first Neanderthal found in Europe.

6. A supporter of the idea that Australia’s megafauna was extinct due to the hunting by the
ancient human beings.

7. Instead of keep arguing a single source origin, multi-regional explanation has been raised.

8. Climate change rather than prehistoric human activities resulted in megafauna’s extinction.

Questions 9-14
Do the following statements agree with the information given in Reading Passage 1?

In boxes 9-14 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

9. The Lake Mungo remains offer the archeologists the evidence of graphic illustration of human
activities around.

10. In Lake Mungo remains, weapons were found used by the Mungo.

11. Mungo Man is one of the oldest known archeological evidence in the world of cultural
sophistication such as a burying ritual.

12. Mungo Man and woman’s skeletons were uncovered in the same year.

13. There is controversy among scientists about the origin of the oldest Homo sapiens.

14. Out of Africa supporters have criticised Australian professors for using an outmoded research
method.

PART 2
READING PASSAGE 2
You should spend about 20 minutes on Questions 15 - 27, which are based on Heading Passage
2 below.

Coral reefs
Coral reefs are underwater structures made from calcium carbonate secreted by corals. Coral
reefs are colonies of tiny living animals found in marine waters that contain few nutrients. Most
coral reefs are built from stony corals, which in turn consist of polyps that cluster in groups.

Coral reefs are estimated to cover 284,300 km2 just under 0.1% of the oceans‘ surface area, about
half the area of France. The Indo-Pacific region accounts for 91.9% of this total area. Southeast
Asia accounts for 32.3% of that figure, while the Pacific including Australia accounts for 40.8%.
Atlantic and Caribbean coral reefs account for 7.6%. Yet often called ―rainforests of the sea‖,
coral reefs form some of the most diverse ecosystems on Earth. They provide a home for 25% of
all marine species, including fish, mollusks worms, crustaceans, echinoderms, sponges, tunicates
and other cnidarians. Paradoxically, coral reefs flourish even though they are surrounded by
ocean waters that provide few nutrients. They are most commonly found at shallow depths in
tropical waters, but deep water and cold water corals also exist on smaller scales in other areas.
Although corals exist both in temperate and tropical waters, shallow-water reefs form only in a
zone extending from 30°N to 30°S of the equator. Deepwater coral can exist at greater depths and
colder temperatures at much higher latitudes, as far north as Norway. Coral reefs are rare along
the American and African west coasts. This is due primarily to upwelling and strong cold coastal
currents that reduce water temperatures in these areas (respectively the Peru, Benguela and
Canary streams). Corals are seldom found along the coastline of South Asia from the eastern tip
of India (Madras) to the Bangladesh and Myanmar borders. They are also rare along the coast
around northeastern South America and Bangladesh due to the freshwater released from the
Amazon and Ganges Rivers, respectively.

Coral reefs deliver ecosystem services to tourism, fisheries and coastline protection. The global
economic value of coral reefs has been estimated at as much as $US375 billion per year. Coral
reefs protect shorelines by absorbing wave energy, and many small islands would not exist
without their reef to protect them.

The value of reefs in biodiverse regions can be even higher. In parts of Indonesia and the
Caribbean where tourism is the main use, reefs are estimated to be worth US$1 million per square
kilometer, based on the cost of maintaining sandy beaches and the value of attracting snorkelers
and scuba divers. Meanwhile, a recent study of the Great Barrier Reef in Australia found that the
reef is worth more to the country as an intact ecosystem than an extractive reserve for fishing.
Each year more than 1.8 million tourists visit the reef, spending an estimated AU$4.3 billion
(Australian dollars) on reef-related industries from diving to boat rental to posh island resort
stays. In the Caribbean, says UNEP, the net annual benefits from diver tourism were US$2 billion
in 2000 with US$625 million spent directly on diving on reefs. Further, reef tourism is an
important source of employment, especially for some of the world‘s poorest people. UNEP says
that of the estimated 30 million small-scale fishers in the developing world, most are dependent
to a greater or lesser extent on coral reefs. In the Philippines, for example, more than one million
small-scale fishers depend directly on coral reefs for their livelihoods. The report estimates that
reef fisheries were worth between $15,000 and $150,000 per square kilometer a year, while fish
caught for aquariums were worth $500 a kilogram against $6 for fish caught as food. The
aquarium fish export industry supports around 50,000 people and generates some US$5.5 million
a year in Sri Lanka along.

Unfortunately, coral reefs are dying around the world. In particular, coral mining, agricultural and
urban runoff, pollution (organic and inorganic), disease, and the digging of canals and access into
islands and bays are localized threats to coral ecosystems. Broader threats are sea temperature
rise, sea-level rise and pH changes from ocean acidification, all associated with greenhouse gas
emissions. Some current fishing practices are destructive and unsustainable. These include
cyanide fishing, overfishing and blast fishing. Although cyanide fishing supplies live reef fish for
the tropical aquarium market, most fish caught using this method are sold in restaurants,
primarily in Asia, where live fish are prized for their freshness. To catch fish with cyanide,
fishers dive down to the reef and squirt cyanide in coral crevices and on the fast-moving fish, to
stun the fish making them easy to catch. Overfishing is another leading cause for coral reef
degradation. Often, too many fish are taken from one reef to sustain a population in that area.
Poor fishing practices, such as banging on the reef with sticks (muro-ami), destroy coral
formations that normally function as fish habitat. In some instances, people fish with explosives
(blast fishing), which blast apart the surrounding coral.
E

Tourist resorts that empty their sewage directly into the water surrounding coral reefs contribute
to coral reef degradation. Wastes kept in poorly maintained septic tanks can also leak into
surrounding groundwater, eventually seeping out to the reefs. Careless boating, diving,
snorkeling and fishing can also damage coral reefs. Whenever people grab, kick, and walk on, or
stir up sediment in the reefs, they contribute to coral reef destruction. Corals are also harmed or
killed when people drop anchors on them or when people collect coral.

To find answers for these problems, scientists and researchers study the various factors that
impact reefs. The list includes the ocean‘s role as a carbon dioxide sink, atmospheric changes,
ultraviolet light, ocean acidification, viruses, impacts of dust storms carrying agents to far-flung
reefs, pollutants, algal blooms and others. Reefs are threatened well beyond coastal areas.
General estimates show approximately 10% of the worlds coral reefs are dead. About 60% of the
world‘s reefs are at risk due to destructive, human-related activities. The threat to the health of
reefs is particularly strong in Southeast Asia, where 80% of reefs are endangered.

In Australia, the Great Barrier Reef is protected by the Great Barrier Reef Marine Park Authority
and is the subject of much legislation, including a biodiversity action plan. Inhabitants of Ahus
Island, Manus Province, Papua New Guinea, have followed a generations-old practice of
restricting fishing in six areas of their reef lagoon. Their cultural traditions allow line fishing, but
not net or spearfishing. The result is both the biomass and individual fish sizes are significantly
larger in these areas than in places where fishing is unrestricted.

Questions 15-20
The reading Passage has seven paragraphs A-G.

Which paragraph contains the following information?

Write the correct letter A-G, in boxes 15-20 on your answer sheet.

NB You may use any letter more than once.

A. A

B. B

C. C

D. D
 E. E

F. F

G G
.
15. Geographical Location of the world‘s coral reef

16. How does coral reef benefit economy locally

17. The statistics of coral reef‘s economic significance

18. The listed reasons for the declining number of coral reef

19. Physical approach to the coral reef by people

20. Unsustainable fishing methods are applied in regions of the world

Questions 21-26
Do the following statements agree with the information given in Reading Passage?

Write your answers in boxes 21-26 on your answer sheet.

TRUE. if the statement agrees with the information

FALSE. if the statement contradicts the information

NOT GIVEN. If there is no information on this

21. Coral reefs provide habitat to a variety of marine life.

22. Coral reef distributes around the ocean disproportionally.

23. Coral reef is increasingly important for scientific purpose.

24. Coral reefs are greatly exchanged among and exported to other counties.

25. Reef tourism is of economic essence generally for some poor people.

26. As with other fishing business, coral fishery is not suitable to women and children.
Question 27
Choose the correct letter, A，B，C or D.

Write your answers in boxes 27 on your answer sheet.

27. What is the main purpose of this passage?

ADemonstrate how coral reef growth in the ocean
BTo tell that coral reef is widely used as a scientific project
CPresent the general benefits and an alarming situation of coral reef
DTo show the vital efforts made to protect the coral reef in Australia

PART 3
READING PASSAGE 3
You should spend about 20 minutes on Questions 28 - 40, which are based on Reading Passage
3 below.

Tele-working
A

Teleworking – working remotely from an office- is said to have many benefits for organisations,
the environment and society. It provokes mixed reactions from its acolytes and those that
experience it first-hand. Whether you like it or not, it is true to say that work is no longer
dependent on geography and this opens up a range of opportunities for working in new ways and
environments.

The surveys show “that the productivity increase is not primarily because of longer working
hours (as is sometimes suggested). Although prevalent, working more is just one of a number of
influencing factors, and not the most important.” An unusual comparison of the performance of
teleworkers with a closely matched control group of non-teleworkers found that not only was
productivity higher but also that absenteeism and error rates were lower.

Two other areas where SUSTEL has added to the economic impact knowledge base is its effect
on absenteeism and space utilisation. In the case of absenteeism, over 60 per cent of those
surveyed stated that telework had enabled them to work when they were prevented from reaching
a work location (usually through illness or transport problems). Around half the cases also
identified substantial reductions in space requirements – to the point where one organisation had
completely done away with a central office. Changes in non-commuting travel on weekends:
home-bases workers, which includes a substantial population of people who are not
telecommuters, spend more time shopping out of the home than traditional workers.

Half-time telecommuting could reduce carbon emissions by over 51 million metric tons a year—
the equivalent of taking all of New York’s commuters off the road. Additional carbon footprint
savings will come from reduced: office energy, roadway repairs, urban heating, office
construction, business travel, paper usage (as electronic documents replace paper). Although
energy utilization will continue to grow as we expand our industry and improve our standard of
living, efficient use of energy will always be of prime importance. By telecommuting to work
instead of using more conventional methods, there is a great potential to save energy. The three
major areas where energy can be conserved are Vehicle-related materials and resources;
Highway-related materials and resources; and work-related materials and resources.

A tremendous amount of energy is required to produce transportation equipment such as

automobiles, buses, trains and jet aircraft. If telecommuting is promoted, there will be less use of
this equipment and less energy will be required for production, maintenance and repair of this
equipment. Fuel resources and gases needed to operate this equipment will be reduced, as well
the building and repair of highways and maintenance requires a large consumption of energy, not
only in the operation of the highway construction and repair equipment but also in the
manufacture and transportation of the required materials An increase in the percentage of people
telecommuting to work will decrease the need for expanded highways and associated road
maintenance. The first two areas related to getting to work.

Socially, the SUSTEL research found that most survey respondents felt that teleworking gave
them a better quality of life and work-life balance. Many also reported health benefits. A
significant number also stated that they were using local services more and becoming more
involved in their local communities. The loss of teamwork and team spirit within teleworking
populations was tackled through ideas such as Oracle’s ‘FUNctional’ offices. Designed to
increase communication and interaction when people are at the office, they are bright and focused
around a central cafe to stimulate ideas and face-to-face contact.

The finding that many teleworkers report both longer working hours and a better quality of life is
paradoxical. More time working is usually associated with increased stress, domestic tension and
other factors that reduce the quality of life. One possible explanation is that, for many
individuals, their increased working hours will be less than the time they have saved in
commuting. Hence, they still have more time available for family and other activities. For some,
the stress associated with commuting (especially for long distances) may be less than that arising
from additional working time. Perhaps most significantly, teleworking can in effect create time
through opportunities for multi-tasking or greater control of activities. As one survey respondent
noted. “Although the amount of time has not changed it has made the weekends freer, as
domestic activities can be fitted in during lunchtimes or early morning.”

When you work in an office or a cubicle and something goes wrong with any hardware or
software you have the option of calling in the IT man. In fact, all of the equipment that you use at
the office is supported by technical staff. That means regular updates and maintenance for various
and sundry office tools like land-line phones, computers, internet connections, laptops, cell
phones, printers, and other office equipment is all up to you when you work from home, you’ll
surely encounter technical problems and when you do, where do you get the support and help you
need? If your computer hard drive crashed today, would you have the funds to replace it?

Questions 28-35
Complete the summary using the list of words, A-N below.

Write the correct letter, A-N, in boxes 28-35 on your answer sheet.

A. pollution

B. internet energy

C. paper usage

D. construction and maintenance

E. materials

F. shopping

G. productivity

H. fuels and gases

I. electronically

J. IT

K. equipment L company

M work-related
 .

N. geography
Teleworking has been said to have many benefits for both society and companies. Survey
identified that telecommuters spend more time on 28. than those traditional
workers on changes in non-commuting travel on weekends. It also is beneficial to the
environment as it reduces the 29. in the atmosphere from decreased street repairs, city
heating, or even 30. as staff in office could send documents 31. Apart from
that, other materials such as Vehicle-related, Highway-related and 32. materials
will also be saved. Traditionally, a large amount of energy is needed to make 33.
, e.g. Public transportation and private cars. With the rise of telecommuting,
resources and 34. will be saved. And conservation goes to the energy and
materials consumed in all 35.

Questions 36-39
Complete each sentence with the correct ending, A-F, below.

Write the correct letter, A-F, in box 36-39 on your answer sheet.

A. stress and tension

B. consumption of goods.

C. the problem of less communication with colleagues.

D. many problems when equipment doesn’t work

E. transport equipment such as automobiles

F. technical supporters.
36. More working time is often connected with:

37. Oracle’s Functional idea aims to improve:

38. When you work at office equipments such as computers and printers are maintained by:

39. When work from home using hardware and software:

Question 40
Answer the question 40 and choose correct letter A, B, C or D.

40. Implied in the passage, what is the author’s attitude toward Telework?
Asurprised by its fast growth
Bunconcerned about the future pattern
Cbelieve it is generally positive and encouraging
Dworried in the economical problems arise