1cambrigton Dave Ielts Reading 100 9 Points

IELTS READING 100% 9 points
True/False/Not Given Statement

1 Yes/No/Not Given
Do the following statements reflect the opinions of the writer in the Reading
passage? In boxes X-Y on your answer sheet . Write
YES if the statement reflect the opinions of the write.
NO if the statement contradicts the opinion of the write
NOT GIVEN if it is impossible to say what the write thinks about this.
2 True/False/Not Given
Decide if each of the following statements is true or false or not given
according to the information information provided in the passage. 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
1
2
3
4
5
2
¾ True
True
¾ False False
1
2
3
4 only
5
6
7
¾ Not Given
Not Given
1
2
3
4
5
6 Exercise 1:
You should spend about 8 minutes on Questions 1-5 which are based on the
passage below.
Reassessment of the Lethal London Fog of 1952
A . In the last half of the twentieth century,several widely publicized acute
episode of lethal smogs spurred public understanding of the hazards of air
pollution. One of the earliest such events occurred from 1 December to 5
December 1930 in the Meuse Valley in Belgium. Stable atmospheric
conditions and industrial pollution from steel mills, coke ovens, foundries,
and smelters in liege,Belgium,contributed to the accumulation of air
pollutants including sulfur dioxide (SO2), sulfuric acid mists, and fluoride
gases. In the last 2 days of the event, more than 60 persons died, which was
more than 10 times the normal mortality rate.
B . The first publicly recognized extreme air pollution episode in the United
states took place in Donora, a small town in southwestern Pennsylvania.
From 27 October to 30 October 1948, an intense, anticyclonic meteorologic
inversion settled on the valley town, fueled by pollution from metal works,
coal-fired home and industries facilities,coke ovens, a zinc retort refinery,
and iron and steel industries. Seventeen people died on Saturday, 30October,and three more died
within the week. The death rate was more
than 6 times the norm for the Donora and Webster Hollow area, which had a
population of about 14,000. Pollution was so severe that local funeral homes
did not have enough coffins and many residents evacuated.
C. Long known for its foggy weather and coal-burning homes, power plants,
and factories, London, England, experienced a dense smog from 5 December
to 9 December 1952. According to official government reports, this lethal
fog resulted in about 3,000 more deaths than normal during the first 3 weeks
of December 1952. With a death rate more than 3 times the norm for this
period, the London fog of 1952 is widely regarded as a catalyst for the study
of air pollution epidemiology.
D. The official report on the London episode by the Ministry of Health noted
morbidity and elevated from December 1952 until March 1953 in the region
of Greater London. However, the report attributed these increased rates to an
influenza epidemic, while recognizing some deaths may have been due to
lingering effects from the fog. In 1954 Wilkins noted this prolonged increase
in mortality and suggested it could be related to air pollution. He also
indicated the December 1952 fog might have impaired resistance to illness,
causing higher mortality in subsequent months. No follow-up work was
done to clarify this idea at the time, and official estimates attributed lingering increased rates of
illness and death to influenza.
E. At the time they occurred, each of these three cases was prominent in the
news, signaling in very public ways that severe air pollution could be fatal in
a relatively short time. Those events spawned public health research into
various impacts of air pollution and the search for mechanisms by which
smog might be linked with altered death rates.
F. Immediate investigations in Donora, London, and Liege confirmed
associations between short-term reductions in air quality and increased
mortality during acute episodes. However , on studies were produced within
the first several years that addressed persisting public health consequences
after each of these episodes. More recently, Schwartz compared the daily
mortality and total particulate matter (PM) concentrations for 2-5
December, the 4-day period preceding the episode, to those during the 6-9
December episode and found an increased relative risk (RR) of mortality of
1.06per 100 µg/m3increase in total suspended matter (TSM).
G. Since these events, public health researchers have provided extensive
documentation that acutely elevated exposures do not cause only acutely
evident public health effects. These exposures also contribute to chronic
health problems. By extending the period of analysis and looking at novel
direct and indirect indicators of respiratory morbidity and mortality for the 3 months after the 1952
London fog, this article establishes that the original
assessment was incomplete.
Questions 1-5
Do the following statements agree with the information given in the reading
passage?
In boxes 1-5 on your answer sheet write
TRUE if the statement is true.
FALSE if the statement is false.
1. In the last half of the twentieth century, several widely publicized acute
episodes of lethal smogs aroused public’s awareness of the hazards of air
pollution.
2. One of the earliest such events occurred from 1 October, 1930 in the
Meuse Valley in Belgium.
3. From October 27 to October 30, 1948, the most serious extreme air
pollution episode in the United States took place in Donora,a small town in
southwestern Pennsylvania.
4. The study of air pollution epidemiology was triggered by the London fog
of 1952.
5. Investigations in Donora, London and Meuse Valley indicated correlations between short-term
reductions in air quality and increased mortality during
acute episodes.
Lethal adj. acid n.[ ] adj.
Reassess vt. mist n.
Acute adj. fluoride n.
Episode n. mortality n.
Spur vt. anticyclonic adj.
Hazard n. meteorologic adj.
Coke n. inversion n.
Foundry n. zinc n.
Smelter n. refinery n.
Sulfur n.[ ] evacuate vt.
Dioxide n. epidemiology n.
Concentration n. spawn vt.
Elevate vt. particulate n. adj.
Lingering adj. suspended adj.
Impair vt. chronic adj.
Subsequent adj. respiratory adj.
Prominent adj. 1. TRUE A 1 20
aroused public’s awareness ( ...... )
spurred public understanding
2. FALSE A 2 1 December to 5 December 1930 ,
October
3. NOT GIVEN B 1
Pennsylvania Donora
1948 10 27 30
Donora Webster Hollow 6
NOT
GIVEN
4. TRUE C 1952
1952 was triggered by ( .... )
catalyst ( )
5. NOT GIVEN F 1 Donora London Liege
Meuse Valley NOT GIVEN Exercise 2:
passage below.
Impact of Drug Promotion on Doctors
A. Traditionally doctors report using three sources of information to find out
about new drugs-materials from sales representatives, Continuing Medical
Education (CME) conferences, and journal advertisements. How these
sources are used depends upon the specialities of the physicians and on the
ages of the doctors. Those in practice for more than 15 years tend to rely
more heavily on drug sales representative as a source of information about
new drugs while more recent grads tend to rely on CME courses. Several
reports suggest that drug promotional material is often used as a primary
source of information for new drugs, especially for conditions for which the
doctor is uncertain. These are precisely the conditions when we would want
our doctors to read a reliable source or talk with an expert (pharmacist).
B. These is no question that doctors are inadequately trained to use
medications. Most medical schools under-teach clinical pharmacology, and
more importantly, few of us teach medical students or residents how to
appropriately use the expertise of pharmacists. From a pharmaceutical
manufacture’s perspective education is about teaching the “clinically naive ” how to start using its
outstandingly beneficial product. Such activities are not
educational in the slightest. They are pure promotion and in fact the funds
for this “education”come from the companies’ marketing budgets. This is
contrary to how medical school teach our trainees.
C. The mantra in medical education is “evidence-based curriculum” in
other words, teach what the independent, non-biased studies actually show
about a drug’s effectiveness when compared to the most commonly used
alternative drugs. Medical educators are working to revise and update our
teaching. But educating the huge number of practicing physicians is far more
difficult. CME is a requirement for doctors in nearly all states. This is
because medicine is not a fixed science but an evolving art. New knowledge
quickly supplants old and doctors, who would otherwise choose to see more
patients, are often hesitant to take time off to study and learn new materials.
CME has become an important part of doctors’ professional lives and
Pharma money has become the lifeline of CME. As every editor of a medical
journal knows, and most providers of CME know, doctors are hesitant
some might say unwilling to pay a fee for quality learning material. This is
why journals are dependent upon advertising revenue and why professional
societies such as the American Medical Association, the American College
of Physicians, the Society for Critical Care Medicine and the Thyroid Society are all beholden to
drug companies. The recent prestigious American
College of Physicians (ACP) annual meeting had nearly every event and
every possible minute underwritten by Pharma. In fact, in contrast to their
written ethical standards they chose to promote themselves to drug
companies with the following claim, ...an unparalleled opportunity to meet
physicians with power...prescribing power.
D. The medical profession and Pharma have an unhealthy symbiotic
relationship that is pulling down the medical profession. The professional
groups provide medical societies, and even medical schools fight to woo
drug company to sponsor educational events. Without their sponsorship
CME activities would be more basic, less high-tech and perhaps it would
cost a bit more to attend but they would be honest, and trustworthy. Pharma
provides the food, the speakers, the slides, and the agenda. But it takes tow
to tango and the medical profession particularly academic medicine should
be embarrassed. We’ve allowed our faculty to become tainted rather than
insisting they be the arbiters of goodness and truth. We’ve allowed our
training mission to serve a dual mission true education and Pharma
promotion.
Questions 1-5
Do the following statements agree with the information given in the reading passage? In boxes 1-5 on
your answer sheet write
TRUE if the statement is true.
FALSE if the statement is false.
1. Materials from sales representative, CME courses, and journal
advertisements are three sources of information to find out about new drugs
used by doctors.
2. Old doctor tend to rely more heavily on CME courses as a sources of
information about new drugs.
3. Medical schools’ teaching way is contrary to the pharmaceutical
manufacturer’s.
4. As the lifeline of CME, Pharma money is used for doctors’ professional
lives very often.
5. The relationship between medical profession and Pharma is not so health
as before.
Pharmacist n. ethical adj.
Expertise n. prestigious adj.
Perspective n. unparalleled adj.
Clinical adj. sponsor vt. Curriculum n. beholden adj. ...
1.TRUE A 1
CME
2.FALSE A 3 15
CME
CME
3.TRUE B 3
4.NOT GIVEN C 7 CME
Pharma money CME
Pharma money CME
NOT GIVEN
Multiple Choice 1
1
2
3
4
2
1
2
3
Exercise 1:
passage below.
Digital Dark Age
A. The Google search directs you to a webpage. You click on the link and
nothing, except a message to say the page no longer exists. Now, the chances are there was only ever
a load of doggy on the site, but it could just have
contained the one piece of information you were looking for. The point is
that you will never know.
B. Since the internet became a global forum during the tali-end of the
1990s,millions of pages have come come and gone and yet no one has a
clear picture of what has been lost or its value. Since 1911, publishers of
books, pamphlets, maps printed music, journals and newspapers produced in
the UK and lreland have been required to deposit a copy with the British
Library within one month of publication. The five other legal deposit
libraries the national libraries of Scotland and Wales,the university library
in Cambridge, the Bodleian in Oxford and Trinity College library in Dublin
have the right to claim copies of the same material within 12 months.
C. You can hardly blame politicians for failing to spot the potential of new
media back in 1911, but electronic and other non-print materials fall beyond
the scope of the legislation and are lost to the national archive. In January
2000, a voluntary scheme administered by the joint committee on voluntary
deposit (JCVD)was set up to save non-print time, but has been, at best, only
partially successful. Well over 50% of electronically delivered and around
25% of hand-held publications (CD-Roms) are still not being received by
legal deposit libraries. D. All this may change if Chris Mole gets his way. Mole is MP for lpswich
and has table a private member’s bill that received its second reading last
Friday to bring the law up date. “We need legislation now to ensure a
substantial and vital part of the nation’s heritage is not last,” he says. “We
must ensure the 21st century is not written about in future centuries as a new
Dark Age where significant data and records are missing because certain
formats were not collected and saved for posterity.”
E. The bill is hardly controversial it enjoys wide cross-party backing but,
as Mole knows only too well, the private member’s route is a lottery with
odds little better than Camelot. So whether it makes it on to the statue book
this time round must be open to some doubt. But even if it doesn’t, most
interested parties believe that legislation is still urgently required, as the UK
already lags behind other countries in this area. The French government has
issued a directive to ensure its national library collects all electronic material;
Norway, Finland and Denmark have similar schemes, while Germany has
new draft legislation.
F. Everyone accepts it won’t be easy. “We have a very robust system for
collecting print,” says Clive Field, chairman of the JCVD and director of
collections and scholarship at the British library. “But digital media is
growing so fast it would be extremely different not to mention expensive to keep a comprehensive
archive. What we probably need to do is to
ensure we have a snapshot of everything at appropriate intervals say, once
or twice a year or more frequently for more transient data. It’s also about
trying to predict what will be of interest to researchers in two or three
centuries’ time.”
G. The dangers of delay are laid out in a report complied last year by
Electronic Publishing Services Ltd.for the JCVD. Within the next three years
the number of publications that exist purely as PDF, html or word files are
expected to grow from 52,483 to 192,672 and the potential for loss is huge.
The types of material at risk include national and local websites covering
general elections and other historical data; resource discovery tools, such as
the Applied Social Sciences Index and Abstract; major directories, such as
Europe Info; bulletins,such as Oxford Economic Forecasting’s Weekly Brief;
news sources, such as web-published opinion polls, web-published local and
national government documents; and e-journals, such as Sociological
Research Online.
H. If our national heritage would be the main winner from a change in
legislation, universities and colleges wouldn’t be far behind. As with most
parts of academia, libraries are financially stretched. They barely have the
budget to keep pace with the necessary acquisition of printed matter, let alone to keep tabs with the
proliferation of electronic material much of
which is extremely expensive. The gap in library spending gets wider the
further you move down the academic food chain with the newer
universities tending to be far less well resourced.
I. “It would given us a great sense of confidence and security to know there
was a comprehensive system of long-term digital preservation in place,”
says Clare Jenkins, director of library services at Imperial College in London.
“It doesn’t make sense either economically or practically for university
libraries to preserve for the long-term. It’s a question of who is going to take
long-term responsibility. We buy a lot of online journals from publishers on
licence. The material is all stored on their server,and if anything were to
happen such as, the publisher going out of business we would have no
way of accessing the information again.”
J. “Similarly, publishers may well understand the value of their current
material and may continue to do so for the next 10 years or so, but it may be
difficult for them to see what importance it might have in 100 years. Without
legislation for legal deposit it will be extremely difficult to guarantee the
future of any electronic material.” Field remains upbeat about the prospects
of success even if Mole’s bill dies a death. “We will try other routes,” he
says bullishly. “We can either try to initiate a bill in the Lords or persuade the government to make it
part of their own legislation programme.”
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. Which library has the right to claim copies of the publication within one
month?
A. The Bodleian in Oxford. B. The British Library.
C. The university library in Cambridge.C. Trinity College library in Dublin.
2. In Mole’s opinion, a new Dark Age is formed because .
A. Legislation for legal deposit is still urgently required
B. We can’t find the online material at that time
C. Data and records of that age can’t be found
D. Publications haven’t been received by legal deposit libraries
3. Which of the following countries didn’t issue a directive or a similar
scheme to ensure its national library collects all electronic material?
A. Britain. B. French. C. Finland D. Denmark.
4. In Field’s opinion,the aim of the legislation for legal deposit is .
A.To ensure a substantial and vital part of the nation’s heritage is not lost
B.To predict what will be of interest to researchers
C.To keep pace with the necessary acquisition of printed matter D.To guarantee the future of any
electronic material
5. Field’s attitude towards the prospects of the legislation for legal deposit is
.
A. Pessimistic B. Optimistic C. Depressed D. Irritated
Deposit n. vt. controversial adj.
Voluntary adj. lottery n.
Archive vt. odds n.
Scheme n. directive n.
Substantial adj. robust adj.
Vital adj. snapshot n.
Format n. transient adj.
Posterity n. compile vt.
Directory n. stretch vi. n.
Proliferation n. Exercise 2:
passage below.
Twins
A. They sleep together, eat together, and most people find it impossible to
tell them apart. Identical twins who grow up together share just about everything, including their
genes. But sometimes only one twin will have
health problems when genetics predicts both of them should.
B. Scientists at the University of Michigan Medical School are just
beginning to understand how two people who are so similar biologically can
be so different when it comes to the development of diseases like rheumatoid
arthritis. U-M researchers have discovered three genes that were
over-expressed in rheumatoid arthritis, or RA, that were not known to be
associated with the disease before. They also found that non-genetic factors
influenced the expression of these genes and that the expression patterns of
the U-M study were published in the July issue of Arthritis and Rheumatism.
C. RA is a chronic inflammatory disease that damages joints. RA causes pain,
loss of movement, and bone deformities. It affects 2.1 million Americans.
There are many genetic factors that put people at a high-risk for developing
RA, yet only 15 percent of identical twins will both develop it.
Scientists compared gene expression patterns of monozygotic twins, who
shared the same egg and were genetically identical, but only one of them had
RA. They found three new genes that were significantly over-expressed in
the twin with RA compared to the one without the disease. This is the first
report for RA that examines gene expression patterns in monozygotic twins.
“This is the crux of the issue we are trying to address in RA how two patients can have the same
genes but different disease outcomes. Identical
twins represent the best experimental system to address this questions,” says
Joseph Holoshitz, M.D., an associate professor of internal medicine at U-M
Medical School and co-author of the study.
The advantage of studying twins is that they start out with the exact same
genetic environmental factors rather than genetics. Such factors could cause
a random genetic mutation or affects how DNA is packaged. There’s a lot
of variability in the severity of the disease, symptoms, and the response a
patient will have to treatment. Differences in the expression of genes caused
by environmental factors that modify DNA have a lot to do with this
variability,” says Holoshitz. The most significantly over-expressed of the
three genes codes for a protein called laeverin. This is an enzyme that
destroys certain types of proteins. Scientists hypothesize that laeverin
promotes the tissue damage of the joint found in RA by degrading cartilage
and bone.
Another previously unidentified gene codes for a protein called
11â-HSD2 that helps deactivate the hormone cortisol. This hormone is
involved in the response to stress and also has anti-inflammatory effects. The
discovery that 11â-HSD2 is over-expressed in patients may explain a
common characteristic of RA patients. “It has been known for a long time that there is a deficiency of
cortisol in RA patients,” says Holoshitz. The
third gene U-M scientists discovered codes for Cyr61, which plays a role in
angiogenesis, a process that recruits new blood vessels to an area.
In the early stages of RA,the tissue in the joint begins to grow and divide
similarly to a benign tumor. The growing mass, which secretes proteins that
degrade tissue, uses angiogenesis to recruit new blood vessels to supply it
with nutrients. The angiogenic factor Cyr61 could be involved with this
process. “This paper describes only a glimpse of what this approach might
reveal. There are many other categories of genes where expression varies
between twins. We are just beginning to understand how RA is able to affect
people in different ways. The newly discovered genes provide important
insights into the nature of the disease and facilitate the design of novel
treatment strategies for RA,”says Holoshitz.
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. Twins who are similar biologically can be different in terms of the
development of diseases like .
A. Tumor B. Rheumatism C. Rheumatoid arthritis D. Bone deformities
2. U-M researchers have discovered genes that are over-expressed in rheumatoid arthritis, that were
not known to be associated with the disease
before.
A. Two B.Three C.Four D.Five
3. How many percent of identical twins will both develop RA?
A. 12% B.15% C.18% D.20%
4. Differences in genes expression are attributable to different environmental
factors rather than genetics because twins who have genes expression.
A. Different genetic information have the same
B. Different genetic information have different
C. The same genetic information have the same
D. The same genetic information have different
5. The main idea of this passage is .
A. How identical twins can be genetically different
B. How RA is able to affect twins in different way
C. How to identify twins in term of gene expression
D. Why gene expression varies between twins
Predict vt. adj.
Rheumatoid adj. symptom n.
Arthritis n. significantlyadv. Monozygotic adj.[ ]
Crux n. enzyme n.
Random n. [ ] tissue n.
Degrading adj. benign adj. ( )
Cartilage n. [ ] tumor n.
Deactivate vt. nutrient adj.
Cortisol n. [ ] reveal vt.
[ ] facilitate vt.
Hormone n. novel n. adj.
Deficiency n. vessel n.
1. C B 1
ABC
D
2. B B 2
3. B C 15%
4. D E 1 2
5. A A
B1
Short-answer
z YES NO
z 1. No more than two/three/four words ( 2/3/4 )
2. One or two words ( )
3. Use a maximum of two words ( )
4
1
1
2
3
2
12
3
1.
2.
3.
how many/how much/what proportion
4.
how many/how much/what proportion/what is the cost
5. 6.
Exercise 1:
passage below.
Whales and Dolphins
A. Whales and Dolphins are marine animals. They live in oceans around the
world. Whales and Dolphins come from the same family, cetacean. They
both breathe from a blowhole located at the top of their head. Whales and
dolphins are mammals. They are mammals because they have lungs, not gills,
they have hair, not scales,and they also give live birth and don’t lay eggs.
There are only about 80 kinds of whales and dolphins that we know of right
now.
Whales
B. Whales are very large animals. They can grow up 100 ft or more in length.
They can weigh up to 200 tons or more. Whales live in families called pods. These pods vary in
numbers and consist of family members and family
friends. Whales live in these families their whole life. Group living is safer
when other whales or sharks attack. It also makes it easier to find food.
Whales are always migrating. They travel to find food, breed and have
young. Whales do not have eyelids. They rely on thick oily tears to protect
their eyes. Whales hear from little holes behind their eyes. Whales talk to
each other by making high pitched sounds like whistles, clicks, squeaks,
rattles, and groans. To help protect the whales from extinction please DO
NOT throw nets, fishing lures, or other fishing gear into the ocean.
Dolphins
C. Dolphins live with the whales in the oceans.but dolphins come much
closer to the shore. They will come as close to the shore as you or I can walk
without going under water. Dolphins have teeth.
D. Looking at a dolphin you would not think it has a nose, but it does. They
have nostrils called blowholes. Over millions of years of evolution, whales’
and dolphins’ nostrils moved to the top of their head. This allows them to
breathe by surfacing instead of sticking their whole head out of the water.
E. The first thing a newborn dolphin must do is to go to the surface to
breathe. But the baby cannot swim, so its mother and another dolphin will
help push the baby to the surface for its first breath of air. The baby will be able to swim in about 30
minutes.
F. Dolphins are fast swimming. When a speeding boat passes the bottlenose
dolphin, it will start to race out in front. They will take off hitting the water
and keep going. Dolphins navigate by following the hills and mountains of
the ocean floor, by tracking the sun, by sensing currents, and by tasting the
water along the journey.
G. A dolphin’s sound probably originated in its nasal passages are located on
the top of the head. Dolphins can make sounds to see what lies ahead. This
sense is called echolocations. The dolphins’ sound waves hit an object and
the echo bounces back. Echolocation sounds are called sprays. Sprays are so
strong they can stun another whale. Dolphins don’t “point” their melons at
any other sealife except their enemies.
Questions 1-5
Answer the questions using the words from the passage.
Write ONE OR TWO WORDS for each answer.
1. What kind of animals are the whales and dolphins?
2. What are whales’ families called?
3. What do whales use to protect their eyes?
4. How soon will a newborn dolphin be able to swim?
5. What sense do dolphins have to see what lies ahead? Dolphin n. squeak n.
Marine adj. rattle n.
Cetacean n. [ ] groan n.
Blowhole n. ( ) lure n.
Gill n. nostril n.
Pod n. bottlenose n. [ ]
Shark n. [ ] echolocation n.
Eyelid n. echo n.
Click n. bounce v. ( )
Spray n. stun vt.
1. Mammals A 5
2. Pods B 4 pods
3. Oily tears B 12
4. 30 minutes E 30
5. Echolocations G 3 4 Exercise 2:
passage below.
Tropical Rainforests
A. Tropical rainforests are a world like none other, and human existence is
paramount. Unparalleled in terms of their biological diversity, tropical
rainforests are a natural reservoir of genetic diversity which offers a rich
source of medicinal plants, high-yield food,and a myriad of other useful
forest products. They are an important habitat for migratory animals and
sustain as much as 50 percent of the species on earth, as well as a number of
diverse and unique indigenous cultures. Tropical rainforests play an
elemental role in regulating global weather in addition to maintaining regular
rainfall, while buffering against floods, droughts, and erosion. They store
vast quantities of carbon, while producing a significant amount of the
world’s oxygen.
B. Despite their monumental role, tropical forests are restricted to the small
land area between the latitudes 22.5 north and 22.5 south of the equator, or
in other words between the Tropic of Capricorn and the Tropic of Cancer.
Since the majority of the earth’s land is located north of the tropics,
rainforests are naturally limited to a relatively small area. C. Tropical rainforests, like so many other
natural places, are a scarce
resource in the 21st century. The vast swaths of forest, swamp, desert, and
savanna that carpeted the earth’s land surface a more than two-thirds of the
world’s tropical rainforests exist as fragmented remnants. Just a few
thousand years ago, tropical rainforests covered as much as 12 percent of the
earth’s land surface, or about 6 million square miles (15.5 million square
km), but today less than 5 percent of the earth’s land is covered with these
forests (about 2.41 million square miles or 625 million hectares). The largest
unbroken stretch of rainforest is found in the Amazon river basin of South
America. Over half of this forest lies in Brazil, which holds about one-third
of the world’s remaining tropical rainforests. Another 20 percent of the
world’s remaining rainforest exists in Indonesia and Congo Basin, while the
balance of the world’s rainforests are scattered around the globe in tropical
regions.
D. The global distribution of tropical rainforests can be broken up into four
biogeographical realms based roughly on four forested continental regions:
the Ethiopian or Afrotropical, the Australasian or Australian, the Oriental or
Indomalayan / Asian, and the Neotropical.
Rainforest Cover by Biogeographical Realm

Realm Percent Share of World Million Squsre
Rainforest Cover MliesMillion Hectares
Ethiopian 30.0% 0.72 187.5Afrotropical
Australasian 9.0% 0.22 56.3
Oriental 16.0% 0.39 100.0Indomalayan
Neotropical 45.0% 1.08 281.2

Total
2.41 625.0
Questions 1-5
Answer the questions using the words from the passage.
Write A MAXIMUM OF THREE WORDS for each answer.
1. Where are rainforests located?
2. How much land area do tropical rainforests cover?
3. What percentage of the earth’s land is covered with rainforests?
4. How many rainforest biogeographical realms are there?
5. How many rainforest biogeographical realms are three?
Paramount adj. swath n.
Reservoir n. savanna n.
Myriad n. scattered adj.
Habitat n. remnant n. adj. Indigenous adj. realm n.
1. Tropics B
2. 625 million hectares C 3 6.25
3. Less than 5% C 3 5%
4. Four D 1
5. Neotropical Neotropical Neotropical
45%
List of Headings
2
3
4
2
1
2
3 2~3
4 Exercise 1:
passage below.
Sick Building Syndrome
A. Sick Building Syndrome (SBS) is a term used to describe a range of
common symptoms, associated with particular buildings. SBS may affect
people in a particular part of the building or it may be spread throughout.
SBS cannot be diagnosed precisely and should not be confused with specific
building-related illness such as legionnaire’s disease, or with the effects of
exposure to hazardous or toxic substances, or problems with excessive heat,
cold or noise.
B. Reports of SBS most commonly involve those employed in large office
buildings. The health effects seem to be linked time spent in the building
Symptoms seem to increase in severity with the amount of time spent in the
building, and become less severe when time is spent away from it. No
specific illness or cause can be identified. The health effects appear to cause
no lasting damage, although they can be debilitating at the time.
C. There are a number of possible symptoms. These include:fatigue,
headache, eye, nose or throat irritation, skin irritation, dry cough, irritability
and difficulty concentrating, nausea and dizziness, and hypersensitivity to odours. The symptoms
rapidly reduce soon after leaving the building and
may disappear, for example when you are on holiday, but return during the
working week.
D. Although the cause of SBS is unknown, there are a number of factor that
are likely to be involved. Office cleaning chemicals, adhesive, upholstery,
carpeting, photocopiers, faxes, printers and other equipment, causing indoor
air pollution; bacteria, viruses, pollen and mould breeding in air-conditioning
systems, drains and humidifiers: there may spread, causing a variety of
symptoms; changes in humidity levels in a building; poor ventilation often
found in large open plan areas offices: air conditioning and heating is often
used but ventilation can be poor and windows cannot be opened, so staff
have poor control over ventilation and the indoor environment; polluted
outside air form chemicals, vehicle exhausts, fumes from heating and
plumbing systems being draw into the building through vents or windows;
temperatures that are too high or low (or fluctuate rapidly); psychological
factors due to lack of control over ventilation, heating, lighting, etc. In the
work place. SBS has been recognised as a condition by the World Health
Organization since 1982.
E. Employers have a legal responsibility to prevent work-related accidents
and ill health. Where SBS may is suspected, it should be investigated promptly and systematically,
starting with the most likely sources. However,
the causes of SBS may be complex and difficult to identity. Employers
should check the heating, ventilation and air-conditioning systems and
correct any faults. Temperatures should not be too high or too low or
fluctuate rapidly. Ventilation systems should be checked to ensure that they
do not take air in from badly positioned sources, so car exhaust fumes,
fumes from heating and plumbing systems, toilets and kitchens are not
circulated through the building.
F. Improving air flow and ventilation often improves SBS symptoms. Any
specific pollutants should be identified and removed if possible. Air filters
can be used or air may need to be vented directly to the outside, especially
from smoking rooms, print rooms, copy rooms and other places that contain
many chemicals or contaminants. If paints, solvents, pesticides or adhesives
are used or stored, the area should be very well ventilated. The cleanliness of
the carpets and furnishings should also be assessed and dust levels kept low.
Carpets or ceiling tiles that have been damaged by water leaks, etc. Should
be replaced. Employers should ask for the views of their staff and their
complaints should be investigated. The workplace should be organised to
maximise comfort.
Questions 1-5 Reading Passage above has 6 paragraphs A-F.
From the list of headings below choose the 5 most suitable heatings for
paragraphs A,B,C,D and E.
Write the appropriate numbers (i-vi).
NB There are more heading than paragraphs, so you will not use them all.
List of Headings
i Prevention of Sick Building Syndrome
ii Improvement of SBS symptoms
iii The places where Sick Building Syndrome often takes place
iv Symptoms of Sick Building Syndrome
v What is Sick Building Syndrome
vi Factors involved in the cause of Sick Building Syndrome
1. Paragraph A
2. Paragraph B
3. Paragraph C
4. Paragraph D
5. Paragraph E
Hazardous adj. irritation n.
Diagnose vt. odour n. Toxic substance dizziness n.
Severity n. hypersensitivity n.
Debilitate vt. symptom n.[ ] ,
Fatigue n. adhesive adj. n.
Upholstery n. virus n.[ ]
Exhaust vt. n. pollen n.
Mould n. [ mold] circulate vt.
Humidifier n. pollutant n.
Ventilation n. filter n. vt. vi.
Fumes n.( ) plumbing n.
Fluctuate vi. contaminant n.
Suspect adj. vt. solvent adj. n.
Vent n. pesticide n.
1. v A Sick Building
Syndrome
2. iii B
3. iv C
4. vi D
5. i E Exercise 2:
passage below.
Making Artificial Diamonds
A. “It should be possible to make a precious stone that not only looks like
the real thing, but that is the real thing”, said a chemist many years ago. “The
only difference should be that one crystal would be made by man, the other
by nature.”
B. At first this did not seem like a particularly hard task. Scientists began to
try making synthetic diamonds towards the end of the eighteenth century. It
was at this time that a key scientific fact was discovered: diamonds are a
form of carbon, which is a very common element. Graphite, the black
mineral that is used for the “lead”in your pencil, is made of it, too the only
difference, we know today, is that the carbon atoms have been packed
together in a slightly different way. The chemists were fired with enthusiasm:
Why not change a cheap and plentiful substance, carbon, into a rare and
expensive one, diamond?
C. You have probably heard about the alchemists who for centuries tried to
turn plain lead or iron into gold is completely different from lead or iron.
Transforming carbon into diamonds, however, is not illogical at all. This change takes place in nature,
so it should be possible to makes it happen in
the laboratory.
D. It should be possible, but for one hundred and fifty years every effort
failed. During this period, nonetheless, several people believed that they had
solved the diamond riddle. One of these was a French scientist who
produced crystals that seemed to be the real thing. After the man’s death,
however, a curious rumour began to go the rounds. The story told that one of
the scientist’s assistants had simply put tiny pieces of genuine diamonds into
the carbon mixture. He was bored with the work, and he wanted to make the
old chemist happy.
E. The first real success came more than sixty years later in the laboratories
of the General Electric Company. Scientists there had been working for a
number of years on a process designed to duplicate nature’s work. Far below
the earth’s surface, carbon is subjected to incredibly heavy pressure and
extremely high temperature. Under these conditions the carbon turns into
diamonds. For a long time the laboratory attempts failed, simply because no
suitable machinery existed. What was needed was some sort of pressure
chamber in which the carbon could be subjected to between 800,000 and
1,800,000 pounds of pressure to the square inch, at a temperature of between
2,200 and 4,400 F. F. Building a pressure chamber that would not break under these conditions
was a fantastically difficult feat, but eventually it was done. The scientists
eagerly set to work again. Imagine their disappointment when, even with this
equipment, they produced all sorts of crystals, but no diamonds. They
wondered if the fault lay in the carbon they were using, and so they tried a
number of different forms.
G. “Every time we opened the pressure chamber we found crystals. Some of
them even had the smell of diamonds”, recalls one of the men who worked
on the project. “But they were terribly small, and the tests we ran on them
were unsatisfactory.”
H. The scientists went on working. The idea was then brought forward that
perhaps the carbon needed to be dissolved in a melted metal. The metal
might act as a catalyst, which means that it helps a chemical reaction to take
place more easily.
I. This time the carbon was mixed with iron before being placed in the
pressure chamber. The pressure was brought up to 1,300,000 pounds to the
square inch and the temperature to 2,900 F. At last the chamber was opened .
A number of shiny crystals lay within. These crystals scratched glass, and
even diamonds. Light waves passed through them in the same way as they
do through diamonds. Carbon dioxide was given off when the crystals were burned. Their density
was just 3.5 grams per cubic centimetre, as is true of
diamonds. The crystals were analysed chemically. They were finally studied
under X-rays, and there was no longer room for doubt. These jewels of the
laboratory were not like diamonds; they were diamonds. They even had the
same atomic structure. The atoms making up the molecule of the synthetic
crystal were arranged in exactly the same pattern as they are in nature.
J. “The jewels we have made are diamonds”, says a physicist, “but they are
not very beautiful. Natural diamonds range in colour from white to black,
with the white or blue-white favoured as gems. Most of ours are on the dark
side, and are quite small.”
Questions 1-5
Reading Passage above has 10 paragraphs A-J.
From the list of headings below choose the 5 most suitable headings for
paragraphs B, C, F, H and I.
Write the appropriate numbers (i-viii).
NB There are more headings than paragraphs, so you will not use them all.
List of Headings
i Failure need more pressure
ii Failure too small iii Diamonds are a from of carbon and carbon is easily available
iv Failure produced crystals but not diamonds
v Success artificial diamonds made
vi Early attempts
vii Solution need a catalyst
viii Problem how to make artificial diamonds
1. Paragraphs B
2. Paragraphs C
3. Paragraphs F
4. Paragraphs H
5. Paragraphs I
Chemist n. genuine adj.
Crystal n. duplicate vt.
Synthetic adj. chamber n.
Carbon n. [ ] feat n.
Graphite n. dissolve vt.
Atom n. scratch v.
Lead n. density n.
Alchemist n. cubic adj.
Iron n. molecule n.[ ] Rumour n. gem n.
1. iii B
2. vi C
3. iv F
4. vii H
5. v I
Summary
13
1
1
2
3 Summary
2
1
2
3
4 3 Exercise 1:
You should spend about 8 minutes on 1-5 which are based on the passage
below.
Bullying Prevention Program
What Is Bullying?
A. Bullying or victimization can be generally defined in the following way:
a student is being bullied or victimization when he or she is exposed,
repeatedly and over time, to negative actions include intentionally inflicting,
or attempting to inflict injury or discomfort upon another. These behaviors
can be carried out physically (e.g.,hitting,kicking, pushing, choking),verbally
e.g.,by calling names, threatening, taunting, malicious teasing, spreading
nasty rumors), or in other ways, such as making faces or obscene gestures, or
intentional exclusion from a group. The later (usually verbal or physical)
attack on the victim.
B. In order to be considered bullying, there should also be an imbalance in
power or strength. In other words, students who are exposed to the negative
actions generally have difficulty in defending themselves and are somewhat
helpless against the student or students who harass. It is not considered bullying when two students of
approximately the same physical or
psychological power are in conflict, nor is friendly or playful teasing
considered bullying. However, repeated degrading and malicious teasing
which is continued despite clear signs of distress and opposition on the part
of the target does quality as bullying.
C. In the context of school bullying, the victim is usually a single student
who is generally harassed by a group of two or three students, often with a
“negative leader”. A considerable proportion of victims (20%-40%),
however, report that they are mainly bullied by a single student.
D. Bullying is thus characterized by the following three criteria: (a) it is
aggressive behavior or intentional “harm doing”; (b) it is carried out
repeatedly and over time; and (c) it occurs with an interpersonal relationship
characterized by an imbalance of power. One might add that bullying
behavior often occurs without apparent provocation. These characteristics
clearly suggest that bullying can be considered a from of abuse. What sets it
apart from other forms of abuse, such as child or domestic abuse, is the
context in which it occurs and the relationship of the interacting parties.
Brief Description of the Bullying Prevention Program
E. Adult behavior is crucial to the success of the Bullying Prevention
Program, and in order to achieve the program’s goals, the following two conditions must be in met.
Frist, the adults at school and, to some degree, at
home must become aware of the extent of bully/victim problems in their
own school. Secondly, the adults must engage themselves, with some degree
of seriousness, in changing the situation. Without adults’ acknowledgment of
schools’ existing bully/ victim problems and a clear commitment by a
majority of the school staff to participate actively in the anti-bullying efforts,
the program is likely to have limited success. Administration of the Olweus
Bully / Victim Questionnaire is usually an effective way to achieve
awareness and involvement. In general, staff members will be more inclined
to initiate countermeasures if they realize the number of students in their
own school who are directly involved in bully / victim problems and learn
how these problems affect students.
F. The principles described above have been translated into a number of
specific measures, or interventions, that are used at the school, class, and
individual levels, and taking action at all of these levels is vital to counteract
bully / victim situations. In this way, students will be exposed to consistent
messages, from different persons / sources and in different contexts,
regarding the school’s view of and attitudes toward bullying. All of the
components are very important; however, the focus has been to highlight
adult involvement because adults are the key implementors of the program. The basic messages of the
program is successfully demonstrated through all
the components: bullying is not accepted in our class / school, and we will
see to it that it comes to an end.
G. School Level. Core interventions at the school level include
administration of the Olweus Bully / Victim Questionnaire to assess the
nature and prevalence of bullying at each school, a school conference day /
meeting, formation of a Bullying Prevention Coordinating Committee, and
the development of a coordinated system to supervise students during break
periods. The school conference day provides an opportunity for program
consultants and school personnel to review results of the survey, discuss
elements of the Bullying Prevention Program, and make specific plans for
implementing the program during the upcoming school year. Ongoing
coordination of the school’s efforts will be guided by a Bullying Prevention
Coordinating Committee, which may include a school administrator, a
teacher representative from each grade, a guidance counselor and / or a
school-based mental health professional, and parent and student
representatives. The final core component, increasing teacher supervision of
students in locations where bullying occurs most frequently at school, can be
implemented after the Questionnaire has identified particular “hot spots”
within a school, which commonly include the playground, classroom, and lunchroom.
H. Classroom Level. Core program interventions at the classroom level
include establishing and enforcing specific rules against bullying, as well as
holding regular classroom meetings with students to discuss various aspects
of bullying and related antisocial behaviors and adherence to agreed-upon
classroom rules. Classroom meetings also are used to engage students in a
variety of activities (e.g. role playing, writing, and small-group discussions)
through which they gain a better appreciation of the harm caused by bullying
and learn strategies to combat it. Meetings with parents to foster their active
involvement are considered highly desirable components both at the
classroom and the school levels.
I. Individual Level. Additional core components of the program involve
interventions with individual bullies (or small groups of bullies), victims,
and their parents to both ensure that bullying behaviors cease and that
victims receive necessary support to avoid future bullying.
J. In order to foster the implementation and execution of the program, the
program emphasizes using the existing social environment: teachers and
other school personnel, students, and parents. Thus, non-mental health
professionals play a major role in the desired restructuring of the social
environment. However, experts such as school mental health professionals, guidance counselors, and
social workers also serve important functions as
planners and coordinator, in counseling and consulting with the school, and
in possibly handing more serious cases.
Questions 1-5
Complete the summary below.
Choose your answers from the box and write them in boxes 1-5 on your
answer sheet.
NB There are more words than spaces, so you will not use them all.
The definition of bullying or victimization is that student is being
bullied or victimized when he or she is exposed to 1. on the part of
one or more other students repeatedly and over time. The characteristics of
bullying clearly suggest that bullying can be considered a form of 2. .
What is crucial to the success of the Bullying Prevention Program is 3.
. In order to prevent bullying, a number of specific measures, or 4.
should be used and taken action at three levels. The program emphasizes
using the existing 5. : teachers and other school personnel, students,
and parents.
A. adult behavior B. health professionals C. staff members
D. peer abuse E. negative F. social environment G.
group discussions H. Interventions Bully n. criteria n.
Victimization n. aggressive adj.
Intentionally adv. provocation n.
Inflict vt. taunt n. vt.
Malicious adj. abuse n. vt.
Obscene adj. domestic adj.
Exclusion n. interact v.
Comprise vt. ... crucial adj.
Victim n. inclined adj. ...
Harass vt. acknowledgment n.
Psychological adj. ( ) initiate vt.
Tease n. vt. , countermeasure n.
Distress n . prevalence n.
Vital adj. enforce vt.
Consistent adj. combat n. vt.
Component n. antisocial adj.
Highlight vt. foster vt.
Implementor n. demonstrate vt.
Core n. execution n. Intervention n. counselor n.
Assess vt. restructure vt.
1. E A
negative actions
2. D D 3
peer abuse
3. A E
adult behavior
4. H F
interventions
5. F J
social environment
Exercise 2:
You should spend about 8 minutes on Questions 1-5 which are based on the passage below.
Medieval Toys and Childhood
A. This toy knight comes from a rich harvest of archaeological finds, made
in the mudbanks of the River Thames in London during the last 30 years. It
was manufactured in about 1300, and illustrates several facets of medieval
childhood. Then as now, children liked playing with toys. Then as now, they
had a culture of their own, encompassing slang, toys, and games. Then as
now, adults cared for children and encouraged their play. An adult made this
toy and another adult bought it for a child, or gave a child money to buy it.
The toy knight was made from a mould, and produced in large numbers. It
probably circulated among the families of merchants, shopkeepers, and craft
workers, as well as those of the nobility and gentry. The finds also include
toys that girls might have liked: little cups, plates, and jugs, some sturdy
enough to heat up water by a fireside. There is even a self-assembly kit: a
cupboard cut out of a sheet of soft metal, instead of the plastic that would be
used today. Toys give us a positive view of medieval childhood.
B. Medieval toys might be home-made by adults with time on their hands,
fashioned by the children themselves, or bought from wandering peddlers or
merchants at fairs even ordered specially from the most prestigious makes.
Some of these last appear to have been given to children once their usefulness as fashion models was
past. Naturally, the types and magnificence
of the toys varied with the status of the recipient.
C. Many of the dolls sold in England came from abroad, chiefly from
Germany and Holland, although very fancy dolls were sold in the Palais de
Justice, alongside other expensive luxuries. However, the industry was slow
to develop into a guild, hampered partly by its own rules toys had to be
finished by the appropriate masters, and thus could not be made all in one
workshop, for instance. There was also the hindrance that toymaking was for
a long time considered an addition to a “real” trade, and to a great extent left
to the local craftsmen in their spare time, rather than quickly becoming an
industry of its own, as was the case in many other fields. However, dolls
among other toys appear to have been traded on a small but constant and
gradually increasing level throughout the Middle Ages and Renaissance.
Dockenmacher (“doll-makers”) are recorded in Nuermberg from 1413, and
their very existence indicates the rising importance of the toy trade on both
the local and the international scene.
D. Archaeological evidence is more widely available than might at first be
thought. Naturally, more survives the closer we get to modern times, and the
material of which dolls were made doubtless influences our picture of their
history. From Viking settlements in the far north, a few dolls have been separated from the multitude
of figures identified by the experts as idols and
funerary figures. Some heads and limbs have been found, which may once
have had cloth bodies, although it is uncertain whether these were designed
as toys or votive offerings. Although no surviving pieces have thus far been
uncovered, King states that wealthy Anglo-Saxon children in England may
have entertained themselves with carved alabaster dolls, a substance which
had been used for doll-making since the Roman occupation, while poorer
children of this age would have owned wooden or cloth dolls.
E. Dating from as early as the 13th century, items include tiny cannons and
guns, metal figurines, and miniaturized household objects such as stools,
jugs, cauldrons, and even frying pans complete with little fish. Made mainly
from pewter (a tin-lead alloy), these medieval toys are exceptionally rare and
have helped transform perceptions of childhood during the Middle Ages,
says Hazel Forsyth, curator of post-medieval collections at the Museum of
London. “In the 1960s, French historian Philippe Aries claimed that there
wasn’t really such a thing as childhood in the Middle Ages and that parents
didn’t form emotional attachments with their offspring, regarding them as
economic providers or producers for the household.” Forsyth said.
F. Aries pioneered ways of looking beyond kinds, politics, and war to
everyday medieval life. He argued that parents invested little emotional capital in their children
because they had lots of offspring, many of them
died in infancy, and that surviving children were sent to work at the ages of
six or seven. “His views had a lot of currency. And for very many years
people believed this, ” Forsyth said, noting that it has only been recently,
with discovery of ancient childhood items by contemporary treasure hunters,
“that we’ve challenged this received wisdom.” “Surprise, surprise, human
nature doesn’t change,” she said “Some parents (from the Middle Ages)
were very devoted to their children and gave them every luxury and pleasure
they could afford.”
Questions 1-5
Complete the summary below.
answer sheet.
Toys give us a 1. view of medieval childhood. French historian
Philippe Aries claimed that there wasn’t 2. in the Middle Ages also
asserted that people at that time had so many 3. that they invest little
effort in everyone. Although many people 4. these view, the discovery
of Medieval Toys cast much doubt on them. Hazel Forsyth believed that 5. didn’t change and in the
Middle Ages parents spent vast money to give
their children luxury and pleasure.
A. Negative B. Human nature C. Opposed
D. Descendants E. Advocated F. Providers
G. a thing H. Positive I. A toy J. Producers
Archaeological adj. hindrance n.
Mudbank n. ( ) limb n.
Votive adj. encompass vt.
Alabaster n. mould n.
Figurine n. miniaturize vt.
Nobility n . gentry n.
Cauldron n. self-assembly adj.
Peddler n. perception n.
Recipient n. fancy adj.
Curator n. offspring n.
Guild n. ( ) infancy n.
Hamper vt. contemporary adj. 1. H A
H positive
2. I E Philippe Arise
I a toy
3. D F Arise
Offspring descendants ( )
D descendants
4. E F
E advocated
5. B F Hazel Forsyth
B human nature
Matching
1
1)
2
3
2
1) 2)
3)
4)
Exercise 1:
passage below.
The Vikings and Money in England
A. Among the results of the Viking invasions of England was an enormous
increase in the production of coins. Many of them ended up in Scandinavia.
Indeed, far more English coins from that period have been found in
Scandinavia than in England! Furthermore, when Scandinavian rulers started
to mint their own coins, they copied English designs. Today coins are just
small chang but in those days they could buy much more.
B. Coins had been used in Britain when it was part if the Roman empire,and
even earlier, but after the departure of the Romans early in the 15th century
and the invasions of the Anglo-Saxons from across the southern part of the
North Sea, coins ceased to be used as money in England for nearly 200 years.
Then Saxons started to produce coins. Most of them were made of silver and
they are called “sceattas”. The word “sceat” originally meant “treasure” like
the word “skat” in Danish or “skatt” in Norwegian and Swedish. Old English
resembled the languages spoken in Scandinavia much more closely than
modern English dose!
Where do pennies come from?
C. Just before the first of the Viking raids on England the Saxons began
minting a new type of silver coin with a much finer, more attractive design.
These coins were called “pennies”. Some historians believe that the penny
(or “penning” in Old English) was named after a minor Saxon king called Penda. Others believe that
the penny, like the Scandinavian words for
“money”, got its name from the pans into which the molten metal for making
coins was poured. In German money there are 100 Pfennigs in a
Deutschemark and it is thought that “Pfennig” minght come from “Pfanne”,
the German for “pan”. The Danish word a pan is “pande” but in old Danish a
small pan was called “penninge”, from which the word for penge meaning
“money” possibly comes.
D. Another theory is that “penny”, “Pfennig”, “penge”, the English word
“pawn” (in the sense of a pledge), the German word Pfand and the
Scandinavian word “pant” all share a common origin. Which theory is
correct? We will probably never know for certain.
Paying for war or paying for peace?
E. Wars cost a great deal of money. Alfred the Great, who prevented the
Vikings from conquering all England, increased the number of mints to at
least 8 so that he would have enough coins to pay his soldiers and to build
forts and ships. The kings after Alfred needed more and more mints to pay
for defence. Athelstan had 30 and in order to keep control of them all, he
passed a law in 928 stating that there was to be only one single type of
money or currency in England, and ever since there has been just one. This
was many centuries before other major European countries such as France, Germany and Italy had
their own national currency.
F. Instead of fighting the invaders, some English kings preferred to pay the
Vikings to leave them in peace. These payments were called “Danegeld”
(meaning “Dane debt”or Dane payment). The Vikings collected tribute in
other countries too. In Ireland in the 9th century they imposed a tax and slit
the noses of anyone unwilling or unable to pay, and that is the origin of the
English phrase “to pay through the nose”, meaning to pay an excessive price.
G. The English king who paid the most Danegeld was Aethelred II. The name
“Aelthelred” meant the same as “aedel raad” in modern Danish noble
advice”. However, he was very stubborn and was given the nickname
“Unraed” which meant “no advice”, more or less the same as “uden raad” in
Danish. Languages change slowly over the years and when the word “raad”
was no longer used in English his nickname was changed to “Unready”
which dose not mean quite the same thing, though he was unready to listen
to advice!
H. Aethelred gave orders for the massacre of all Danes living in England on
St. Brice’s day 13 November 1002. His orders were not obeyed everywhere
and they made the Vikings determined to conquer England completely.
Aethelred hoped they would be satisfied with money but they kept coming
back for more. During his reign 75 mints were active at the same time and in order to pay Danegeld
nearly 40 million pennies were produced! Finally
Aethelred decided to fight and he introduced a new tax to pay for a larger
army. This tax was called “heregeld”. The meaning of “here” was “army”
like “hear” in modern Danish. However Aethelred was completely and the
Viking’s leader, Cunt, became king of England, and later king of Denmark
and Norway as well.
I. Cnut paid his army 20 million pennies before sending the soldiers home
and therefore the mints were very busy again. They were busy in peacetime
too because England prospered under his reign. Many of Cnut’s coins have
been found in Scandinavia, mostly in hoards consisting of mixtures of coins
of different types. If these coins had been tribute, like Danegeld, they would
have been mainly all of the same type. The mixture of coins found in the
hoards is thought to be a sign that trade between England and Scandinavia
flourished in that period of peace.
Questions 1-5
Use the information in the passage to match the people (listed A -D)with
deeds (listed 1-5) below.
Write the appropriate letter (A - D) in boxes 1-5 on your answer sheet.
A. Aethelred II B. Cnut C. Alfred the Great D. The Saxons 1. Started to produce coins called
“sceattas”
2. Increased the number of mints to at least eight
3. Paid the most Danegeld
4. Introduced a new tax called “heregeld”
5. Paid the army 20 million pennies before sending the soldiers home
Viking n. tribute n.
Invasion n. impose vt.
Resemble vt. mint n. vt.
Excessive adj. molten adj.
Stubborn adj. , Deutschemark n. ( )
Massacre n. reign vi. n.
Pfennig n. ( =1/100 ) prosper vi. , ,
Pawn n. fort n.
Hoard n. Danegeld n.
flourish vi.
1. D B 2 3 (the Saxons) sceattas
2. C E 2 (the Viking)
Alfred the Great 8
3. A G 1 Danegeld Aethelred II
4. A H 5 6 Aethelred
heregeld
5. B I 1 Cnut
Exercise 2:
passage below.
Perfume
A. Since the beginning of recorded history, humans have attempted to mask
or enhance their own odor by using perfume, which emulates nature’s
pleasant smells. Many natural and man-made materials have been used to
make perfume to apply to the skin and clothing, to put in cleaners and
cosmetics, or to scent the air. Because of differences in body chemistry,
temperature, and body odors, no perfume will smell exactly the same on any
two people. B. Perfume comes from the Latin “per” meaning “through” and “fumum”, or
“smoke”. Many ancient perfumes were made by extracting natural oils from
plants oils from plants through pressing and steaming. The oil was then
burned to scent the air.
C. According to suppliers, there are quite a few other high quality
aromatherapy oils produced in Madagascar. These include niaouli used for
clearing, cleansing and mental stimulation; Lantana camara used for flu,
colds, coughs, fevers, yellow fever, dysentery and jaundice; ylang ylang used
as an aphrodisiac; cinnamon (bark and leaf) used to destroy microbes and
bacteria, and holding promise for people with diabetes; tamanu
(Calophyllum inophyllum) used to treat skin ailments; wild orange petit
grains, used as a lively and soothing fragrance and to relieve dry skin; a
unique ginger (fresh) oil used been utilized as a local anesthetic in dentistry,
as a food preservative and as an alternative to Deet.
D. Because perfumes depend heavily on harvests of plant substances and the
availability of animal products, perfumery can ofter turn risky. Thousands of
flowers are needed to obtain just one pound of essential oil, and if the
season’s crop is destroyed by disease or adverse weather, perfumeries could
be in jeopardy. In addition, consistency is hard to maintain in natural oils.
The same species of plant raised in several different areas with slightly different growing conditions
may not yield oils with exactly the same scent.
E. Problems are also encountered in collecting natural animal oils. Many
animals once killed for the value of their oils are on the endangered species
list and now cannot be hunted. For example, sperm whale products like
ambergris have been outlawed since 1977. Also most most animal oils in
general are difficult and expensive to extract. Deer musk must come from
deer found in Tibet and China; civet cats, bred in Ethiopia, are kept for their
fatty gland secretions; beavers from Canada and the former Soviet Union are
harvested for their castor.
F. Synthetic perfumes have allowed perfumes more freedom and stability in
the craft, even though natural ingredients are considered more desirable in
the very finest perfumes. The use of synthetic perfumes and oils eliminates
the need to extract oils from animals and removes the risk of a bad plant
harvest, saving much expense and the lives of many animals.
Questions 1-5
Use the information in the passage to match the essential oils (listed A- F)
with their purposes (listed 1-5) below.
Write the appropriate letter (A-F) in boxes 1-5 on your answer sheet.
A. Clove bud oil B. Cinnamon C. Ginger oil D. Ylang-ylang E. Lantana camara F. Tamanu
1. Used as medicine for skin ailments
2. Used as medicine for influenza
3. Used as medicine for diabetes
4. Used as medicine for aching muscles
5. Used as a food preservative
Enhance vt. ailment n.
Emulate vt. petit adj.
Cosmetic n. soothing adj.
Scent n. vt. ginger n.
Nausea n. extract vt.
Clove n. [ ] bud n.
Aromatherapy n. cleansing n.
Anesthetic n. dysentery n.[ ]
Dentistry n. preservative n.
Aphrodisiac n. alternative n.
Civet n. [ ] ingredient n.
Fatty adj. eliminate vt. 1. F C 2 Tamanu
2. E C 2 “Lantana camara ”
3. B C 2 “Cinnamon ”
4. C C 2 “Ginger oil ”
5. A C 2 “Clove bud oil ”
(Sentence Completion)
1.
2.
4
1 2)
2
1)
2
3)
4)
1.
2.
3.
4
4.
5.
Exercise 1:
passage below.
Koala
A. Koalas are well known as an icon of Australia and many people who visit
Australia as tourists hope to see and hold a koala. But it’s less well known
that koalas in the wide are facing unprecedented pressure as their trees are
cleared, existing habitat becomes more vulnerable and isolated and more
roads bisect their territories resulting in more koalas being run over.
B. “As housing creeps into koala territory, trees that are homes for koalas
become fewer and farther between and many koalas become victims of
domestic dogs, even when the dogs are in their own yards,” said Deborah
Tabart, Executive Director of the Australian Koala Foundation.
C. The Australian Koala Foundation (AKF) is the organisation dedicated to
“Saving the koala”. The AKF’s mission is to achieve the long-term
conservation of koalas and their habitat and to diminish current and future
threats to koalas in the wild. Established in 1986, the Australian Koala Foundation funds research,
educates people about koalas and their needs,
raises awareness, and seeks solutions to the problems facing koalas. The
AKF’s vision includes a National Koala Act to provide solutions for
managing koalas across all land tenures and setting a national standard for
mapping koala habitat across its range so that conservation efforts on the
ground can be maximised.
D. Loss of koala habitat is the major threat facing koalas today. Since white
settlement of Australia, roughly 80% of the koala’s habitat has been
destroyed and of what remains, most occurs on privately owned land and
almost none is protected.
E. Koalas face additional threats such as road death, dog attack, disease and
bushfire. From a national population of around 100,000 koalas, roughly
4,000 are killed by dogs and cars each year. In the 1920s approximately 3
million koalas were shot for their fur. Today the koala is a protected species
but its habitat is not protected.
F. The koala is arguably now on the brink of disaster in many parts of its
remaining geographic range. Regardless of recent public debates over
population estimates, there is little disagreement over the dramatic extent of
habitat clearing, degradation and fragmentation, nor about the fact that
numbers have declined to a fraction of the millions that existed at the time of legalised hunting for the
fur trade, which continued until as recently as the
1920s.
G. The only way to save koalas is to save their habitat, the eucalyptus forests
where they live, and which they must have to survive. This is what the
Australian Koala Foundation is trying to achieve. But they can’t do it alone
and they need the help of people like you. You may think that just one
person cannot make any difference in helping koalas or in helping our
environment generally, but if each person does even one little thing to help,
it can add up to a lot of help. The Australian Koala Foundation receives no
funding from any government so they rely on people like you to help raise
funds for their important work in daving koalas for future generations to
enjoy.
H. If you are unable to help in any of these ways, it’s very important for the
well-being of the environment everywhere in the world, that we all do as
much as we can to help in the area where we live, by doing such things as
recycling cans, plastic, paper, etc., by taking the bus, tram or train instead of
using our cars, by using less harmful chemical sprays in our gardens and
homes, by asking not to have a plastic bag when we are shopping unless we
really need one (or better still, taking our own cloth bags when we go out
shopping so that we do not need a plastic one at all), planting more trees, and writing letters to
politicians and newspapers to voice our concerns about the
destruction of our environment.
I. It’s very important that each person takes responsibility for doing the right
thing for the environment in their own area. Imagine if everyone in the world
did this. As the population of the world is about 5.6 billion people, that
would be around 5.6 billion little things which would add up to a lot of help.
Questions 1-5
Complete the sentences below with words taken from Reading Passage.
Use NO MORE THAN THREE WORDS for each blank.
Write your answer in boxes 1 - 5 on your answer sheet.
1. More koalas run over because their trees are cleared, existing habitat
becomes more and isolated and more roads their territories.
2. The AKF’s mission is to achieve the long-term conservation of koalas and
their habitat and to current and future threats to koalas in the wild.
3. Koalas face threats such as , , dog attack, disease and
bushfire.
4. In the 1920s, approximately koalas were shot for their fur.
5. Koalas’ habitat is where they live and have to survive. Icon n. tenure n.( )
Unprecedented adj. ( )
Habitat n. ( ) mapping vt. ,
Vulnerable adj. ... brink n. ( )
Bisect vt. degradation n.
Territory n. fragmentation n.
Creep vi. decline vi. , v.
Victim n. fraction n.
Dedicated adj. eucalyptus n. [ ]
Conservation n. destruction n.
1. Vulnerable, bisect A
(vulnerable) (bisect)
2. Diminish C 2 (AKF)
(diminish)
3. Loss of habitat, road death D 1 (loss of habitat) E 1
(road death)
4. 3 million E 3 20 20 300 (3
million)
5. Eucalyptus forests G 1
(eucalyptus forests)
Exercise 2:
passage below.
A. Butterflies are among the most colorful and charismatic of insects, and
their extraordinary diversity has been focus of studies by amateur naturalists
and professional entomologists for over two centuries. Butterflies have long
been model organisms for basic biological research in the fields of behavior,
population genetics, and systematics. More recently studies of butterfly life
cycles in tropical rain forests have resulted in a cottage industry: “farms” or
“ranches” where live butterflies are reared under controlled conditions to a
supply of pupae for exhibits of live insects. Live butterfly pupae are sold to
museums and zoos for public education and enjoyment such as in the
Academy’s newest exhibit featuring tropical butterflies that opens October 12.
B. How do butterfly ranches and farms operate? One pioneering project
developed by the government of Papua New Guinea encouraged farms to
take part in commercial exploitation of a renewable resource insects. In the
1970s, government officials became aware that expatriates involved in the
commercial collection of insects were enlisting the aid of local farmers who
lived adjacent to rainforest habitats. The farmers were paid a small fraction
of the market value of the specimens. The government was determined to
change this state of affairs to ensure the locals received a larger share of the
profit. So the expatriates were expelled from the country, and the Insect
Farming and Trading Agency was born. Most of the trade managed by the
IFTAN consists of wild-caught insects from rainforests.
C. In the case of wild-caught butterflies, the majority captured by IFTA
collectors are males due to behavioral differences between the sexes. (Males
aggregate along river banks to imbibe sodium and are easier to capture.)
Because males mate more than once, as long as the harvest of wild
populations has the expected skewed sex ratio, the impact of collecting is
minimal relative to naturally occurring predation. Now the IFTA controls all
trade in insect specimens and has fostered a program of butterfly ranching to
encourage protection of remnant rainforest habitats in the vicinity of a farm or village.
D. The basic principle behind butterfly ranching is diversification of crops in
a small garden plot to include the host plants on which caterpillars feed.
Only a small fraction of these larval host plants are known to science. The
main “research and development” activity of butterfly ranchers is
discovering unknown host plants through careful observation of egg-laying
female butterflies. Once the host of a particular plant species is one per
square mile of rainforest, and a farmer plants several dozen of the species,
the result is a dense concentration of caterpillars in a shorts time. Butterfly
ranching ranching thus involves artificial manipulation of the natural density
of caterpillar host plants.
E. Additionally, flowering plants, such Hibiscus and Lantana, attract female
butterflies, which need the nectar to renew their energy reserves after a bout
of egg-laying. After the caterpillars mature, they are harvested and removed
to cages for pupation. The IFTA sends out advisors to instructs villagers in
butterfly husbandry techniques. Many farmers have learned that they can sell
butterflies to supplement their income if they protect the remnant patches of
rainforest that form a reservoir for this renewable resource.
F. Butterfly ranching is a passive approach relative to farming, in which
enclosures (randing from large cages to sleeves of fine netting) are used to protect butterflies from
natural enemies during all stages of their life cycle.
Parasitic wasps that attack butterflies in their vulnerable immature stages are
the most dangerous enemies. Butterfly farming (pioneered by Malaysian
entomologist David Goh in the 1980s) is more labor-intensive, but has
resulted in large-scale production of parasite-free pupae for export. Goh’s
Penang Butterfly Farm on the island of Penang in Malaysia is now one of the
leading suppliers to live butterfly exhibits. Many of the species to be
exhibited in the Academy’s Butterflies are the result of years of study of host
plants in the rainforests of Malaysia.
G. Tropical rainforests contain most of the world’s plant and animal species.
Unfortunately, there forests are being destroyed at an alarming rate.
Economic arguments are essential to convince the custodians of these forests
primarily developing countries with rapidly growing populations that
renewable resources are more valuable than non-sustainable exploitation of
the forests for wood and fuel.
H. Butterfly faring and ranching have demonstrated that one such renewable
resource can provide economic incentives to villagers and farmers who may
have to decide where to harvest firewood or clear forest for agriculture. By
offering supplemental income in exchange for preserving and enhancing
butterfly habitats, many plant and animal species native to tropical rainforests will indirectly benefit.
Today, successful commercial butterfly
farming and ranching projects are operating in North, Central and South
America, Uganda, Madagascar, China, Southeast Asia, New Guinea, and
Australia. Organizations like the World Wildlife Fund have included such
projects in their conservation programs for countries with rich rainforest
biodiversity, such as Indonesia. If carefully managed farming and ranching
programs are introduced to areas with dwindling rainforests, economic
incentives for conservation can play an important role in a transition to
sustainable use of the earth’s most diverse ecosystems.
Questions 1-5
Complete the sentence below.
answer sheet.
1. Butterflies’ has been the focus of studies by amateur naturalists and
professional entomologists for over two centuries.
2. Expatriates involved in the commercial collection of insects were expelled
from the country because of .
3. Flowering plants, such as Hibiscus and Lantana, attract butterflies, which need the nectar to renew
their energy reserves.
4. contain most of the world’s plant and animal species.
Unfortunately, these forests are in danger.
5. Butterfly have demonstrated that one such renewable resource can
provide economic incentives to villagers and farmers.
A. The government B. Farming and ranching C. Tropical rain forests
D. Male E. Extraordinary diversity F. Colorful appearance
G. The local farmers H. Female
Kaleidoscope n. ratio n.
Sustainable adj. predation n.
Charismatic adj. remnant adj.
Diversity n. diversification n.
Naturalist n. plot n.
Entomologist n. caterpillar n.
Systematics n. larval adj.
Species n. vicinity n.
Ranch n. nectar n.[ ] ,
Pupae n. [ ] NewGuinea n.
Bout n. renewable adj. , Husbandry n. ; expatriate n.
Supplement n. vt. enlist v. ( )
Patch n. specimen n.
Aggregate v. enclosure n.
Imbibe vt. custodian n.
Sodium n. [ ] dwindle vi.
Skewed adj. ... incentive n.
1. E A 1
(extraordinary diversity)
2. A B 5 (the government)
3. H E 1 Hibiscus( ) Lantana(
) (female)
4. C G 1 (tropical rain forests)
5. B H 1 (farming and ranching)
(Chart/Table/Flow Charts/Picture Completion)
1. (line chart) (bar chart)
(pie chart) (organization chart) (flow chart)
(map)
2.
1)
2)
Rank 5)
1
1) 2
1)
2)
3)
4)
Exercise 1:
passage below.
Findings about Computer Users
A. This section contains information about working-age computer users in
the United States (those who currently use computers either at home, at work,
or both, who range from 18 to 64 years old). Information about computer
users who are likely or very likely to benefit from the use of accessible
technology due to mild or severe difficulties and impairments, the
prevalence of different types of difficulties and impairments have on
computer use is provided.
Difficulties and Impairments among Computer Users
B. The incidence of types of difficulties and impairments among computer
users is shown in Figure 1. Visual, dexterity, and hearing difficulties and
impairments are the most common types among computer users.
Approximately one in four (25%) computer users have a visual difficulty
or impairment.
Nearly one in four (24%) computer users have a dexterity difficulty or
impairment.
One in five (20%) computer users have a hearing difficulty or
impairment.
C. Somewhat fewer computer users have a cognitive difficulty or
impairment (16%), and few (3%) have a speech difficulty or impairment.
D. The table in Figure 1 represents the number of computer users (in millions) who have each type of
difficulty or impairment defined in the
survey. For the top three difficulties and impairments:
17% (21.9 million) of computer users have a mild visual difficulty or
impairment, and 9% (11.1 million) of computer users have a severe
visual difficulty or impairment.
19% (24.4 million) of computer users have a mild dexterity difficulty or
impairment, and 5% (6.8% million) of computer users have a severe
dexterity difficulty or impairment.
18% (24.0 million) of computer users have a mild hearing difficulty or
impairment, and 2% (2.5% million) of computer users have a severe
hearing difficulty or impairment.
Majority of Computer Users Likely to Benefit from the Use of
Accessible Technology
E. The findings of this study show that the majority of computer users are
likely or very likely to benefit from the use of accessible technology. As
shown in Figure 2,57% (74.2 million) of computer users are likely or very
likely to benefit from the use of accessible technology due to experiencing
mild to severe difficulties or impairments.
F. The chart in Figure 2 also shows the percentages of computer users who
are likely or very likely to benefit from the use of accessible technology due to a range of mild to
severe difficulties and impairments:
40% (51.6 million) of computer users are likely to benefit from the use
of accessible technology due to experiencing mild difficulties or
impairments.
17% (22.6 million) of computer users are likely to benefit from the use
of accessible technology due to experiencing severe difficulties or
impairments.
43% (56.2 million) of computer users are not likely to benefit from the
use of accessible technology due to experiencing no or minimal
difficulties or impairments.
G. Computer users are as likely as working-age adults to have mild
difficulties or impairments, but they are less likely to have sever difficulties
or impairments. Among computer users who range from 18 to 64 years old,
40% have a mild difficulty or impairment, compared to 38% of the overall
working-age adult population. However, 17% of computer users who range
from 18 to 64 years old have a severe difficulty or impairment, compared to
22% of the overall working-age adult population.
Questions 1-6
Complete the diagram below based on the reading passage. Write NO MORE THAN TWO WORDS
for each answer.
Figure 1: Likelihood to Benefit from the Use of Accessible Technology
by Type of Difficulty / Impairment among Computer Users
Figure 2:
Majority of Computer Users Likely to Benefit from the Use of
Accessible Technology
1. A. 2.B. 3.C.
4. D. 5.E. 6.F.
Accessible adj. dexterity n.
Mild adj. cognitive adj.
Impairment n. likelihood n.
1. Visual 17%(21.9 million) of
computer users have a mild visual difficulty or impairment , 2190
A Visual
2. Hearing 18% (24.0 million)
of computer users have a mild hearing difficulty or impairment ,
2400 B
Hearing
3. Dexterity Nearly one in four
(24%) computer users have a dexterity difficulty or impairment ,
24% C
Dexterity”
4. Not likely 40% (51.6
million) of computer users are likely to benefit from the use of accessible technology due to
experiencing mild diffculties or impairments.17% (22.6
million) of computer users are very likely to benefit from the use of
accessible technology due to experiencing severe difficulties or impairments.
43% (56.2 million) of computer users are not likely to benefit from the use
of accessible technology due to experiencing no or minimal difficulties or
impairments.”, 40%
17%
D
43% D Not likely”
5. Very likely 17% 22.6
million) of computer usere are very likely to benefit from the use of
accessible technology due to experiencing severe difficulties or
impairments”, 2260
E Very likely”
6. Not likely 43% (56.2
million) of computer users are not likely to benefit from the use of accessible
technology due to experiencing n0o or minimal difficulties or impairments”,
5620
F Not likely” Exercise 2:
You should spend about 8minutes on Questions 1-5 which are based on the
passage below.
The Ant and the Mandarin
A. In 1476,the farmers of Berne in Switzerland decided, according to this
story , there was only one way to rid their fields of the cutworms attacking
their crops.They took the pests to court.The worms were tried,found guilty
and excommunicated by the archbishop. In China,farmers had a more
practical approach to pest control.Rather than rely on divine
intervention,they put their faith in frogs,ducks and ants.Frogs and ducks
were encouraged to snap up the pests in the paddies and the occasional
plague of locusts.But the notion of biological off pests in the orange groves
of southern China for at least 1700 years. The yellow citrus ant is a type of
weaver ant,which binds leaves and twigs with silk to form a neat,tent-like
nest In the beginning, farmers made do with the odd ants’ nest here and
there.But it wasn’t long befor e growing demand led to the development of a
thriving trade in nests and a new type of agriculture-ant farming.
B. Citrus fruits evolved in the Far East and the Chinese discovered the
deilghts of their flesh early on.As the ancestral home of oranges,lemons and
pomelos produce the sweetest fruits,the mandarins-or kan-attract a host of plant-eating insects,from
black ants and sap-sucking mealy bugs to
leaf-devouring caterpillars.with so many enemies,fruit growers clearly had to
have some way of protecting their orchards.
C. The West did not discover the Chinese orange growers’ secret weapon
until the early 20th century.At the time, Florida was suffering an epidemic of
citrus canker and in 1915 Walter Swingle,a plant physionlogist working for
the US Department of Agriculture,was,the story says,sent to China in search
of varieties of orange that were resistant to the disease. Swingle spent some
time studying the citrus orchards around Guangzhou, and there he came
across the story of the cultivated ant. These ants, he was told,were
“grown”bu the people of a smail village nearby who sold them to the orange
growers by the nestful.
D. The earliest report of citrus ants at work among the orange trees appears
in a book on tropical and subtropical botany written by Hsi Han in AD 304.
“The people of China-Chih sell in their markets ants in bags of rush
matting.The nests are like silk.The bags are all attached to twigs and leaves
which,with the ants inside the nests,are for sale.The ants ate reddish-yellow
in colour,bigger than ordinary ants.In the south if the kan trees do not have
this kind of ant,the fruits will all be damaged by many harmful insects, and
not a single fruit will be perfect.” E. The long tradition of ants in the Chinese orchards

1cambrigton Dave Ielts Reading 100 9 Points

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IELTS READING 100% 9 points

True/False/Not Given Statement

Rainforest Cover by Biogeographical Realm

Rainforest Cover MliesMillion Hectares

Ethiopian 30.0% 0.72 187.5Afrotropical

Australasian 9.0% 0.22 56.3

Oriental 16.0% 0.39 100.0Indomalayan

Neotropical 45.0% 1.08 281.2

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