A Psychologists have long held that a persons character cannot undergo a transformation in any meaningful way

and that the key traits of personality are determined at a very young age. However, researchers have begun looking
more closely at ways we can change. Positive psychologists have identified 24 qualities we admire, such as loyalty
and kindness, and are studying them to find out why they come so naturally to some people. What theyre
discovering is that many of these qualities amount to habitual behaviour that determines the way we respond to the
world. The good news is that all this can be learned. Some qualities are less challenging to develop than others,
optimism being one of them. However, developing qualities requires mastering a range of skills which are diverse
and sometimes surprising. For example, to bring more joy and passion into your life, you must be open to
experiencing negative emotions. Cultivating such qualities will help you realise your full potential.

B The evidence is good that most personality traits can be altered/ says Christopher Peterson, professor of
psychology at the University of Michigan, who cites himself as an example. Inherently introverted, he realised early
on that as an academic, his reticence would prove disastrous in the lecture hall. So he learned to be more outgoing
and to entertain his classes. Now my extroverted behaviour is spontaneous/ he says.

C David Fajgenbaum had to make a similar transition. He was preparing for university, when he had an accident that
put an end to his sports career. On campus, he quickly found that beyond ordinary counselling, the university had no
services for students who were undergoing physical rehabilitation and suffering from depression like him. He
therefore launched a support group to help others in similar situations. He took action despite his own pain a
typical response of an optimist.

D Suzanne Segerstrom, professor of psychology at the University of Kentucky, believes that the key to increasing
optimism is through cultivating optimistic behaviour, rather than positive thinking. She recommends you train
yourself to pay attention to good fortune by writing down three positive things that come about each day. This will
help you convince yourself that favourable outcomes actually happen all the time, making it easier to begin taking
action.

E You can recognise a person who is passionate about a pursuit by the way they are so strongly involved in it. Tanya
Streeters passion is freediving the sport of plunging deep into the water without tanks or other breathing
equipment. Beginning in 1998, she set nine world records and can hold her breath for six minutes. The physical
stamina required for this sport is intense but the psychological demands are even more overwhelming. Streeter
learned to untangle her fears from her judgment of what her body and mind could do. In my career as a competitive
freediver, there was a limit to what I could do but it wasnt anywhere near what I thought it was/ she says.

F Finding a pursuit that excites you can improve anyones life. The secret about consuming passions, though,
according to psychologist Paul Silvia of the University of North Carolina, is that they require discipline, hard work
and ability, which is why they are so rewarding/ Psychologist Todd Kashdan has this advice for those people taking
up a new passion: As a newcomer, you also have to tolerate and laugh at your own ignorance. You must be willing
to accept the negative feelings that come your way/ he says.

G In 2004, physician-scientist Mauro Zappaterra began his PhD research at Harvard Medical School. Unfortunately,
he was miserable as his research wasnt compatible with his curiosity about healing. He finally took a break and
during eight months in Santa Fe, Zappaterra learned about alternative healing techniques not taught at Harvard.
When he got back, he switched labs to study how cerebrospinal fluid nourishes the developing nervous system. He
also vowed to look for the joy in everything, including failure, as this could help him learn about his research and
himself.
One thing that can hold joy back is a persons concentration on avoiding failure rather than their looking forward to
doing something well. Focusing on being safe might get in the way of your reaching your goals/ explains Kashdan.
For example, are you hoping to get through a business lunch without embarrassing yourself, or are you thinking
about how fascinating the conversation might be?
H Usually, we think of courage in physical terms but ordinary life demands something else. For marketing executive
Kenneth Pedeleose, it meant speaking out against something he thought was ethically wrong. The new manager was
intimidating staff so Pedeleose carefully recorded each instance of bullying and eventually took the evidence to a
senior director, knowing his own job security would be threatened. Eventually the manager was the one to go.
According to Cynthia Purv, a psychologist at Clemson University, Pedeleoses story proves the point that courage is
not motivated by fearlessness, but by moral obligation. Pury also believes that people can acquire courage. Many of
her students said that faced with a riskv situation, they first tried to calm themselves down, then looked for a way to
mitigate the danger, just as Pedeleose did by documenting his allegations.
Over the long term, picking up a new character trait may help you move toward being the person you want to be.
And in the short term, the effort itself could be surprisingly rewarding, a kind of internal adventure.

Questions 14-18
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 14-18 on your answer sheet

Psychologists have traditionally believed that a personality 14________ was impossible and that by a
15__________a persons character tends to be fixed. This is not true according to positive psychologists, who say
that our personal qualities can be seen as habitual behaviour. One of the easiest qualities to acquire is 16_______
However, regardless of the quality, it is necessary to learn a wide variety of different 17_________ in order for a
new quality to develop; for example, a person must understand and feel some 18 _______ in order to increase their
happiness.

Questions 19-22
Look at the following statements (Questions 19-22) and the list of people below.
Match each statement with the correct person, A-G.
Write the correct letter, A-G, in boxes 19-22 on your answer sheet

19 People must accept that they do not know much when first trying something new.
20 It is important for people to actively notice when good things happen.
21 Courage can be learned once its origins in a sense of responsibility are understood.
22 It is possible to overcome shyness when faced with the need to speak in public.

List of People A Christopher Peterson

B David Fajgenbaum
C Suzanne Segerstrom
D Tanya Streeter
E Todd Kashdan
F Kenneth Pedeleose
G Cynthia Pury

Questions 23-26
Reading Passage 2 has eight sections, A-H.
Which section contains the following information?
Write the correct letter, A-H, in boxes 23-26 on your answer sheet

23 a mention of how rational thinking enabled someone to achieve physical goals

24 an account of how someone overcame a sad experience
25 a description of how someone decided to rethink their academic career path
26 an example of how someone risked his career out of a sense of duty
Hide download button
14 transformation/change
15 young age
16 optimism
17 skills/techniques
18 negative emotions/feelings
19 E
20 C
21 G
22 A
23 E
24 C
25 G
26 H
SECTION 1

Dirty river but clean water

Floods can occur in rivers when the flow rate exceeds the capacity of the river channel, particularly at bends
or meanders in the waterway. Floods often cause damage to homes and businesses if they are in the natural
flood plains of rivers. While riverine flood damage can be eliminated by moving away from rivers and other
bodies of water, people have traditionally lived and worked by rivers because the land is usually flat and
fertile and because rivers provide easy travel and access to commerce and industry.

A FIRE and flood are two of humanitys worst nightmares. People have, therefore, always sought to control them.
Forest fires are snuffed out quickly. The flow of rivers is regulated by weirs and dams. At least that is how it used
to be. But foresters have learned that forests need fires to clear out the brush and even to get seeds to germinate. And
a similar revelation is now dawning on hydrologists. Rivers and the ecosystems they support need floods. That
is why a man-made torrent has been surging down the Grand Canyon. By Thursday March 6th it was running at full
throttle, which was expected to be sustained for 60 hours.

B Floods once raged through the canyon every year. Spring Snow from as far away as Wyoming would melt and
swell the Colorado river to a flow that averaged around 1,500 cubic metres (50,000 cubic feet) a second. Every eight
years or so, that figure rose to almost 3,000 cubic metres. These floods infused the river with sediment, carved its
beaches and built its sandbars.

C However, in the four decades since the building of the Glen Canyon dam, just upstream of the Grand Canyon, the
only sediment that it has collected has come from tiny, undammed tributaries. Even that has not been much use as
those tributaries are not powerful enough to distribute the sediment in an ecologically valuable way.

D This lack of flooding has harmed local wildlife. The humpback chub, for example, thrived in the rust-red waters
of the Colorado. Recently, though, its population has crashed. At first sight, it looked as if the reason was that the
chub were being eaten by trout introduced for sport fishing in the mid-20th century. But trout and chub co-existed
until the Glen Canyon dam was built, so something else is going on. Steve Gloss, of the United States Geological
Survey (USGS), reckons that the chubs decline is the result of their losing their most valuable natural defense, the
Colorados rusty sediment. The chub were well adapted to the poor visibility created by the thick, red water which
gave the river its name, and depended on it to hide from predators. Without the cloudy water the chub became
vulnerable.

E And the chub are not alone. In the years since the Glen Canyon dam was built, several species have vanished
altogether. These include the Colorado pike-minnow, the razorback sucker and the roundtail chub. Meanwhile, aliens
including fathead minnows, channel catfish and common carp, which would have been hard put to survive in the
savage waters of the undammed canyon, have moved in.

F So flooding is the obvious answer. Unfortunately, it is easier said than done. Floods were sent down the Grand
Canyon in 1996 and 2004 and the results were mixed. In 1996 the flood was allowed to go on too long. To start with,
all seemed well. The floodwaters built up sandbanks and infused the river with sediment. Eventually, however, the
continued flow washed most of the sediment out of the canyon. This problem was avoided in 2004 but
unfortunately, on that occasion, the volume of sand available behind the dam was too low to rebuild the sandbanks.
This time, the USGS is convinced that things will be better. The amount of sediment available is three times greater
than it was in 2004. So if a flood is going to do some good, this is the time to unleash one.

G Even so, it may turn out to be an empty gesture. At less than 1,200 cubic metres a second, this flood is smaller
than even an average spring flood, let alone one of the mightier deluges of the past. Those glorious inundations
moved massive quantities of sediment through the Grand Canyon, wiping the slate dirty, and making a muddy mess
of silt and muck that would make modem river rafters cringe.

Questions 1-7

Do the following statements agree with the information given in Reading Passage 1? In boxes 1-7 on your answer
sheet, write

TRUE if the statement is true

FALSE if the statement is false
NOT GIVEN if the information is not given in the passage
1. Damage caused by fire is worse than that caused by flood.

2. The flood peaks at almost 1500 cubic meters every eight years.

3. Contribution of sediments delivered by tributaries has little impact.

4. Decreasing number of chubs is always caused by introducing of trout since mid-20th

5. It seemed that the artificial flood in 1996 had achieved success partly at the very beginning

6. In fact, the yield of artificial flood water is smaller than an average natural flood at present.

7. Mighty floods drove fast moving flows with clean and high quality water.

Questions 8-13

Complete the summary below.

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

Write your answers in boxes 8-13 on your answer sheet.

The Eco- Impact of the Canyon Dam

Floods are peopled nightmare. In the past, canyon was raged by flood every year. The snow from far Wyoming
would melt in the season of 8. and caused a flood flow peak in Colorado river. In the four decades
after people built the Glen Canyon dam, it only could gather 9. together from tiny,
undammed tributaries.

humpback chub population reduced, why?

Then, several species disappeared including Colorado pike-minnow, 10 and the round-tail chub.
Meanwhile, some moved in such as fathead minnows, channel catfish and 11The non-
stopped flow leaded to the washing away of the sediment out of the canyon, which poses great threat to the chubs
because it has poor 12 away from predators. In addition, the volume of 13
available behind the dam was too tow to rebuild the bars and flooding became more serious.

SECTION 2

Smell and Memory

SMELLS LIKE YESTERDAY

Why does the scent of a fragrance or the mustiness of an old trunk trigger such powerful memories of childhood?
New research has the answer, writes Alexandra Witze.

A You probably pay more attention to a newspaper with your eyes than with your nose. But lift the paper to your
nostrils and inhale. The smell of newsprint might carry you back to your childhood, when your parents perused the
paper on Sunday mornings. Or maybe some other smell takes you back- the scent of your mothers perfume, the
pungency of a driftwood campfire. Specific odours can spark a flood of reminiscences. Psychologists call it the
Proustian phenomenon after French novelist Marcel Proust. Near the beginning of the masterpiece In Search of
Lost Time, Prousts narrator dunks a madeleine cookie into a cup of tea and the scent and taste unleash a torrent
of childhood memories for 3000 pages.

B Now, this phenomenon is getting the scientific treatment. Neuroscientists Rachel Herz, a cognitive neuroscientist
at Brown University in Providence, Rhode Island have discovered, for instance, how sensory memories are shared
across the brain, with different brain regions remembering the sights, smells, tastes and sounds of a particular
experience. Meanwhile, psychologists have demonstrated that memories triggered by smells can be more emotional,
as well as more detailed, than memories not related to smells. When you inhale, odour molecules set brain cells
dancing within a region known as the amygdalaa part of the brain that helps control emotion. In contrast, the other
senses, such as taste or touch, get routed through other parts of the brain before reaching the amygdala. The direct
link between odours and the amygdala may help explain the emotional potency of smells. There is this unique
connection between the sense of smell and the part of the brain that processes emotion, says Rachel Herz.

C But the links dont stop there. Like an octopus reaching its tentacles outward, the memory of smells affects other
brain regions as well. In recent experiments, neuroscientists at University College London (UCL) asked 15
volunteers to look at pictures while smelling unrelated odours. For instance, the subjects might see a photo of a duck
paired with the scent of a rose, and then be asked to create a story linking the two. Brain scans taken at the time
revealed that the volunteers brains were particularly active in a region known as the olfactory cortex, which is
known to be involved in processing smells. Five minutes later, the volunteers were shown the duck photo again, but
without the rose smell. And in their brains, the olfactory cortex lit up again, the scientists reported recently. The fact
that the olfactory cortex became active in the absence of the odour suggests that peoples sensory memory of events
is spread across different brain regions. Imagine going on a seaside holiday, says UCL team leader, Jay Gottfried.
The sight of the waves becomes stored in one area, whereas the crash of the surf goes elsewhere, and the smell of
seaweed in yet another place. There could be advantages to having memories spread around the brain. You can
reawaken that memory from any one of the sensory triggers, says Gottfried. Maybe the smell of the sun lotion, or
a particular sound from that day, or the sight of a rock formation. Or in the case of an early hunter and gatherer
( out on a plain the sight of a lion might be trigger the urge to flee, rather than having to wait for the sound of its
roar and the stench of its hide to kick in as well.

D Remembered smells may also carry extra emotional baggage, says Herz. Her research suggests that memories
triggered by odours are more emotional than memories triggered by other cues. In one recent study, Herz recruited
five volunteers who had vivid memories associated with a particular perfume, such as opium for Women and Juniper
Breeze from Bath and Body Works. She took images of the volunteers brains as they sniffed that perfume and an
unrelated perfume without knowing which was which. (They were also shown photos of each perfume bottle.)
Smelling the specified perfume activated the volunteers brains the most particularly in the amygdala, and in a
region called the hippocampuswhich helps in memory formation. Herz published the work earlier this year in the
journal Neuropsychologia.

E But she couldnt be sure that the other senses wouldnt also elicit a strong response. So in another study Herz
compared smells with sounds and pictures. She had 70 people describe an emotional memory involving three items
popcorn, fresh-cut grass and a campfire. Then they compared the items through sights sounds and smells. For
instance, the person might see a picture of a lawnmower then sniff the scent of grass and finally listen to the
lawnmowers sound. Memories triggered by smell were more evocative than memories triggered by either sights or
sounds.

F Odour-evoked memories may be not only more emotional, but more detailed as well. Working with colleague
John Downespsychologist Simon Chu of the University of Liverpool started researching odour and memory partly
because of his grandmothers stories about Chinese culture. As generations gathered to share oral histories, they
would pass a small pot of spice or incense around; later, when they wanted to remember the story in as much detail
as possible, they would pass the same smell around again. Its kind of fits with a lot of anecdotal evidence on how
smells can be really good reminders of past experiences, Chu says. And scientific research seems to bear out the
anecdotes. In one experiment, Chu and Downes asked 42 volunteers to tell a life story, then tested to see whether
odours such as coffee and cinnamon could help them remember more detail in the story. They could.

G Despite such studies, not everyone is convinced that Proust can be scientifically analysed. In the June issue of
Chemical Senses, Chu and Downes exchanged critiques with renowned perfumer and chemist J. Stephan Jellinek.
Jellinek chided the Liverpool researchers for, among other things, presenting the smells and asking the volunteers to
think of memories, rather than seeing what memories were spontaneously evoked by the odours. But theres only so
much science can do to test a phenomenon thats inherently different for each person, Chu says. Meanwhile, Jellinek
has also been collecting anecdotal accounts of Proustian experiences, hoping to find some there is a case to be made
that surprise may be a major aspect of the Proust phenomenon, he says. Thats why people are so struck by these
memories No one knows whether Proust ever experienced such a transcendental moment. But his notions of
memory, written as fiction nearly a century ago, continue to inspire scientists of today.

Questions 14-18

Use the information in the passage to match the people (listed A-C) with opinions or deeds below. Write the
appropriate letters A- C in boxes 14-18 on your answer sheet. NB you may use any letter more than once

A Rachel Herz
B Simon Chu

C Jay Gottfried

14. Found pattern of different sensory memories stored in various zones of a brain.

15. Smell brings detailed event under a smell of certain substance.

16. Connection of smell and certain zones of brain is different with that of other senses.

17. Diverse locations of stored information help us keep away the hazard.

18. There is no necessary correlation between smell and processing zone of brain.

Questions 19-22

Choose the correct letter, A, BC or D.

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

19. What does the experiment conducted by Herz show?

A Women are more easily addicted to opium medicine

B Smell is superior to other senses in connection to the brain

C Smell is more important than other senses

D Amygdala is part of brain that stores processes memory

20. What does the second experiment conducted by Herz suggest?

A Result directly conflicts with the first one

B Result of her first experiment is correct

C Sights and sounds trigger memories at an equal level

D Lawnmower is a perfect example in the experiment

21. What is the outcome of experiment conducted by Chu and Downes?

A smell is the only functional under Chinese tradition

B half of volunteers told detailed stories

C smells of certain odours assist story tellers

D odours of cinnamon is stronger than that of coffee

22. What is the comment of Jellinek to Chu and Downers in the issue of Chemical Senses:

A Jellinek accused their experiment of being unscientific

B Jellinek thought Liverpool is not a suitable place for experiment

C Jellinek suggested that there was no further clue of what specific memories aroused

D Jellinek stated that experiment could be remedied

Questions 23-26

Summary

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 23-26 on your answer sheet.

In the experiments conducted by UCL, participants were asked to look at a picture with a scent of a flower, then in
the next stage, everyone would have to 23.. for a connection.

A method called 24. suggested that specific area of brain named. 25.
were quite active. Then in an another paralleled experiment about Chinese elders, storytellers could recall detailed
anecdotes when smelling bowl of 26 or incense around.

SECTION 3

Soviets new working week

Historian investigates how Stalin changed the calendar to keep the Soviet people continually at work.
A There are no fortresses that Bolsheviks cannot storm. With these words, Stalin expressed the dynamic self-
confidence of the Soviet Unions Five Year Plan: weak and backward Russia was to turn overnight into a powerful
modem industrial country. Between 1928 and 1932production of coal, iron and steel increased at a fantastic rate,
and new industrial cities sprang up, along with the worlds biggest dam. Everyones life was affected, as
collectivised farming drove millions from the land to swell the industrial proletariat. Private enterprise disappeared
in city and country, leaving the State supreme under the dictatorship of Stalin. Unlimited enthusiasm was the mood
of the day, with the Communists believing that iron will and hard-working manpower alone would bring about a
new world.

B Enthusiasm spread to time itself, in the desire to make the state a huge efficient machine, where not a moment
would be wasted, especially in the workplace. Lenin had already been intrigued by the ideas of the American
Frederick Winslow Taylor (1856-1915), whose time-motion studies had discovered ways of stream-lining effort so
that every worker could produce the maximum. The Bolsheviks were also great admirers of Henry Fords assembly
line mass production and of his Fordson tractors that were imported by the thousands. The engineers who came with
them to train their users helped spread what became a real cult of Ford. Emulating and surpassing such capitalist
models formed part of the training of the new Soviet Man, a heroic figure whose unlimited capacity for work would
benefit everyone in the dynamic new society. All this culminated in the Plan, which has been characterized as the
triumph of the machine, where workers would become supremely efficient robot-like creatures.

C Yet this was Communism whose goals had always included improving the lives of the proletariat. One major step
in that direction was the sudden announcement in 1927 that reduced the working day from eight to seven hours. In
January 1929, all Indus-tries were ordered to adopt the shorter day by the end of the Plan. Workers were also to have
an extra hour off on the eve of Sundays and holidays. Typically though, the state took away more than it gave, for
this was part of a scheme to increase production by establishing a three-shift system. This meant that the factories
were open day and night and that many had to work at highly undesirable hours.

D Hardly had that policy been announced, though, than Yuri Larin, who had been a close associate of Lenin and
architect of his radical economic policy, came up with an idea for even greater efficiency. Workers were free and
plants were closed on Sundays. Why not abolish that wasted day by instituting a continuous work week so that the
machines could operate to their full capacity every day of the week? When Larin presented his idea to the Congress
of Soviets in May 1929, no one paid much attention. Soon after, though, he got the ear of Stalin, who approved.
Suddenly, in June, the Soviet press was filled with articles praising the new scheme. In August, the Council of
Peoples Commissars ordered that the continuous work week be brought into immediate effect, during the height of
enthusiasm for the Plan, whose goals the new schedule seemed guaranteed to forward.

E The idea seemed simple enough, but turned out to be very complicated in practice. Obviously, the workers
couldnt be made to work seven days a week, nor should their total work hours be increased. The Solution was
ingenious: a new five-day week would have the workers on the job for four days, with the fifth day free; holidays
would be reduced from ten to five, and the extra hour off on the eve of rest days would be abolished. Staggering the
rest-days between groups of workers meant that each worker would spend the same number of hours on the job, but
the factories would be working a full 360 days a year instead of 300. The 360 divided neatly into 72 five-day weeks.
Workers in each establishment (at first factories then stores and offices) were divided into five groups, each
assigned a colour which appeared on the new Uninterrupted Work Week calendars distributed all over the country.
Colour-coding was a valuable mnemonic device, since workers might have trouble remembering what their day off
was going to be, for it would change every week. A glance at the colour on the calendar would reveal the free day,
and allow workers to plan their activities. This system, however, did not apply to construction or seasonal
occupations, which followed a six-day week, or to factories or mines which had to close regularly for maintenance:
they also had a six-day week, whether interrupted (with the same day off for everyone) or continuous. In all cases,
though, Sunday was treated like any other day.

F Official propaganda touted the material and cultural benefits of the new scheme. Workers would get more rest;
production and employment would increase (for more workers would be needed to keep the factories running
continuously); the standard of living would improve. Leisure time would be more rationally employed, for cultural
activities (theatre, clubs, sports) would no longer have to be crammed into a weekend, but could flourish every day,
with their facilities far less crowded. Shopping would be easier for the same reasons. Ignorance and superstition, as
represented by organized religion, would suffer a mortal blow, since 80 per cent of the workers would be on the job
on any given Sunday. The only objection concerned the family, where normally more than one member was
working: well, the Soviets insisted, the narrow family was far less important than the vast common good and
besides, arrangements could be made for husband and wife to share a common schedule. In fact, the regime had long
wanted to weaken or sideline the two greatest potential threats to its total dominance: organised religion and the
nuclear family. Religion succumbed, but the family, as even Stalin finally had to admit, proved much more resistant.

G The continuous work week, hailed as a Utopia where time itself was conquered and the sluggish Sunday
abolished forever, spread like an epidemic. According to official figures, 63 per cent of industrial workers were so
employed by April 1930; in June, all industry was ordered to convert during the next year. The fad reached its peak
in October when it affected 73 per cent of workers. In fact, many managers simply claimed that their factories had
gone over to the new week, without actually applying it. Conforming to the demands of the Plan was important;
practical matters could wait. By then, though, problems were becoming obvious. Most serious (though never
officially admitted), the workers hated it. Coordination of family schedules was virtually impossible and usually
ignored, so husbands and wives only saw each other before or after work; rest days were empty without any loved
ones to share them even friends were likely to be on a different schedule. Confusion reigned: the new plan was
introduced haphazardly, with some factories operating five-, six- and seven-day weeks at the same time, and the
workers often not getting their rest days at all.

H The Soviet government might have ignored all that (It didnt depend on public approval) but the new week was
far from having the vaunted effect on production. With the complicated rotation system, the work teams necessarily
found themselves doing different kinds of work in successive weeks. Machines, no longer consistently in the hands
of people who knew how to tend them, were often poorly maintained or even broken. Workers lost a sense of
responsibility for the special tasks they had normally performed.

I As a result, the new week started to lose ground. Stalins speech of June 1931 which criticised the
depersonalised labor its too hasty application had brought, marked the beginning of the end. In November, the
government ordered the widespread adoption of the six-day week, which had its own calendar, with regular breaks
on the 6th, 12th, 18th24th, and 30thwith Sunday usually as a working day. By July 1935, only 26 per cent of
workers still followed the continuous schedule, and the six-day week was soon on its way out. Finally, in 1940 as
part of the general reversion to more traditional methods, both the continuous five-day week and the novel six-day
week were abandoned, and Sunday returned as the universal day of rest. A bold but typically ill-conceived
experiment was at an end.

Questions 27-34

Reading Passage 2 has nine paragraphs A-I.

Choose the correct heading for each paragraph from the list of headings below. Write the correct
number i-xii in boxes 27-34 on your answer sheet.

List of Headings
i Benefits of the new scheme and its resistance
ii Making use of the once wasted weekends
iii Cutting work hours for better efficiency
iv Optimism of the great future
v Negative effects on production itself
vi Soviet Unions five year plan
vii The abolishment of the new work-week scheme
viii The Ford model
ix Reaction from factory workers and their families
x The color-coding scheme
xi Establishing a three-shift system
xii Foreign inspiration
27. Paragraph A

28. Paragraph B

29. Paragraph D

30. Paragraph E

31. Paragraph F

32. Paragraph G

33. Paragraph H

33. Paragraph I

Example Answer

Paragraph C iii

Questions 35-37

Choose the correct letter ABC or D.

Write your answers in boxes 35-37 on your answer sheet.

35. According to paragraph A, Soviets five year plan was a success because

A Bolsheviks built a strong fortress.

B Russia was weak and backward.

C industrial production increased.

D Stalin was confident about Soviets potential.

36. Daily working hours were cut from eight to seven to

A improve the lives of all people.

B boost industrial productivity.

C get rid of undesirable work hours.

D change the already establish three-shift work system.

37. Many factory managers claimed to have complied with the demands of the new work week because

A they were pressurized by the state to do so.

B they believed there would not be any practical problems.

C they were able to apply it.

D workers hated the new plan.

Questions 38-40

Answer the questions below using NO MORE THAN TWO WORDS from the passage for each answer.

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

38. Whose idea of continuous work week did Stalin approve and helped to implement?

39. What method was used to help workers to remember the rotation of their off days?

40. What was the most resistant force to the new work week scheme?
Section 1

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

Bilingualism in Children

One misguided legacy of over a hundred years of writing on bilingualism 1 is that childrens . intelligence will suffer
if they are bilingual. Some of the earliest research into bilingualism examined whether bilingual children were ahead
or behind monolingual2 children on IQ tests. From the 1920s through to the 1960s, the tendency was to find
monolingual children ahead of bilinguals on IQ tests. The conclusion was that bilingual children were mentally
confused. Having two languages in the brain, it was said, disrupted effective thinking. It was argued that having one
well-developed language was superior to having two half-developed languages.

The idea that bilinguals may have a lower IQ still exists among many people, particularly monolinguals. However,
we now know that this early research was misconceived and incorrect. First, such research often gave bilinguals an
IQ test in their weaker language usually English. Had bilinguals been tested in Welsh or Spanish or Hebrew, a
different result may have been found. The testing of bilinguals was thus unfair. Second, like was not compared with
like. Bilinguals tended to come from, for example, impoverished New York or rural Welsh backgrounds. The
monolinguals tended to come from more middle class, urban families. Working class bilinguals were often
compared with middle class monolinguals. So the results were more likely to be due to social class differences than
language differences. The comparison of monolinguals and bilinguals was unfair.

The most recent research from Canada, the United States and Wales suggests that bilinguals are, at least, equal to
monolinguals on IQ tests. When bilinguals have two well- developed languages (in the research literature
called balanced bilinguals), bilinguals tend to show a slight superiority in IQ tests compared with monolinguals.
This is the received psychological wisdom of the moment and is good news for raising bilingual children. Take, for
example, a child who can operate in either language in the curriculum in the school. That child is likely to be ahead
on IQ tests compared with similar (same gender, social class and age) monolinguals. Far from making people
mentally confused, bilingualism is now associated with a mild degree of intellectual superiority.

One note of caution needs to be sounded. IQ tests probably do not measure intelligence. IQ tests measure a small
sample of the broadest concept of intelligence. IQ tests are simply paper and pencil tests where onlyright and
wronganswers are allowed. Is all intelligence summed up in such right and wrong, pencil and paper tests? Isnt
there a wider variety of intelligences that are important in everyday functioning and everyday life?

E
Many questions need answering. Do wc only define an intelligent person as somebody who obtains a high score on
an IQ test? Are the only intelligent people those who belong to high IQ organisations such as MENSA? Is there
social intelligence, musical intelligence, military intelligence, marketing intelligence, motoring intelligence, political
intelligence? Are all, or indeed any, of these forms of intelligence measured by a simple pencil and paper IQ test
which demands a single, acceptable, correct solution to each question? Defining what constitutes intelligent
behaviour requires a personal value judgement as to what type of behaviour, and what kind of person is of more
worth.

The current state of psychological wisdom about bilingual children is that, where two languages are relatively well
developed, bilinguals have thinking advantages over monolinguals.Take an example. A child is asked a simple
question: How many uses can you think offer a brick? Some children give two or three answers only. They can think
of building walls, building a house and perhaps that is all. Another child scribbles away, pouring out ideas one after
the other: blocking up a rabbit hole, breaking a window, using as a bird bath, as a plumb line, as an abstract
sculpture in an art exhibition.

Research across different continents of the world shows that bilinguals tend to be more fluent, flexible, original and
elaborate in their answers to this type of open-ended question. The person who can think of a few answers tends to
be termed a convergent thinker.They converge onto a few acceptable conventional answers. People who think of lots
of different uses for unusual items (e.g. a brick, tin can, cardboard box) are called divergers. Divergers like a variety
of answers to a question and are imaginative and fluent in their thinking.

There are other dimensions in thinking where approximatelybalanced bilinguals may have temporary and
occasionally permanent advantages over monolinguals: increased sensitivity to communication, a slightly speedier
movement through the stages of cognitive development, and being less fixed on the sounds of words and more
centred on the meaning of words. Such ability to move away from the sound of words and fix on the meaning of
words tends to be a (temporary) advantage for bilinguals around the ages four to six This advantage may mean an
initial head start in learning to read and learning to think about language.

1
bilingualism: the ability to speak two languages

2
monolingual: using or speaking only one language

Questions 1-3

Complete the sentences.

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

1 For more than______________________________ , books and articles were wrong about

the intelligence of bilingual children.

2 For approximately 40 years, there was a mistaken belief that children who spoke two

languages were_____________________________ .

3 It was commonly thought that people with a single were more effective thinkers.

Questions 4-9

Reading Passage 1 has eight paragraphs, A-H.

Choose the correct heading for paragraphs B-G from the list of headings below.

List of Headings
i No single definition of intelligence

ii Faulty testing, wrong conclusion

iii Welsh research supports IQ testing

iv Beware: inadequate for Lesling intelligence

v International research supports bilingualism

vi Current thought on the advantage bilinguals have

vii Early beliefs regarding bilingualism

viii Monolinguals ahead of their bilingual peers

ix Exemplifying the bilingual advantage

Example Paragraph A vii

4 Paragraph B
5 Paragraph C
6 Paragraph D
7 Paragraph E
8 Paragraph F
9 Paragraph G
Questions 10-13

Do the following statements agree with the information given in Reading Passage 1? 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

10 Balanced bilinguals have more permanent than temporary advantages over monolinguals.

11 Often bilinguals concentrate more on the way a word sounds than on its meaning.

12 Monolinguals learn to speak at a younger age than bilinguals.

13 Bilinguals just starting school might pick up certain skills faster than monolinguals.

Section 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading

Passage 2 below.

Changing Rules for Health Treatment

People who are grossly overweight, who smoke heavily or drink excessively could be denied surgery or drugs.The
National Institute for Health and Clinical Excellence (NICE), which advises on the clinical and cost effectiveness of
treatments for the National Health Service (NHS) in the UK, said that in some cases theself-inflicted nature of an
illness should be taken into account.

NICE stressed that people should not be discriminated against by doctors simply because they smoked or were
overweight. Its ruling should apply only if the treatment was likely to be less effective, or not work because of an
unhealthy habit The agency also insisted that its decision was not an edict for the whole NHS but guidance for its
own appraisal committees when reaching judgements on new drugs or procedures. But the effect is likely to be the
same.

NICE is a powerful body and the cause of much controversy. It is seen by some as a new way of rationing NHS
treatment Across the UK, primary care trusts (PCTs) regularly wait for many months for a NICE decision before
agreeing to fund a new treatment. One group of primary care trusts is ahead of NICE. Three PCTs in east Suffolk
have already decided that obese people would not be entitled to have hip or knee replacements unless they lost
weight The group said the risks of operating on them were greater, the surgery may be less successful and the joints
would wear out sooner. It was acknowledged that the decision would also save money.

NICE said no priority should be given to patients based on income, social class or social roles at different ages when
considering the cost effectiveness of a treatment. Patients should not be discriminated against on the grounds of age
either, unless age has a direct relevance to the condition. NICE has already ruled that IVF should be available on the
NHS to women aged 23 to 39 as the treatment has less chance of success in older women. It also recommends that
flu drugs should be available to over-65s, as older people are more vulnerable.

But NICE also said that if self-inflicted factors meant that drugs or treatment would be less clinically and cost
effective, this may need to be considered when producing advice for the NHS. They state that If the self-inflicted
cause of the condition will influence the likely outcome of a particular treatment, then it may be appropriate to take
this into account in some circumstances.They acknowledge that it can be difficult to decide whether an illness such
as a heart attack was self-inflicted in a smoker. A patients individual circumstances may only be taken into account
when there will be an impact on the clinical and cost effectiveness of the treatment

Prof Sir Michael Rawlins, the chairman of NICE, said: On age we are very clear our advisory groups should not
make recommendations that depend on peoples ages when they are considering the use of a particular treatment
unless there is clear evidence of a difference in its effectiveness for particular age groups. Even then, age should
only be mentioned when it provides the only practical marker 1 of risk or benefit NICE values people, equally, at all
ages.

But Steve Webb, the Liberal Democrat health spokesman, said there was a danger of primary care trusts following
the same course of action. There is no excuse for cash-strapped hospitals denying treatment to people whose
lifestyle they disapprove of/ he said. Treatment decisions involving peoples lifestyle should be based on clinical
reasons, not grounds of cost The NHS is there to keep people healthy, not to sit in judgement on individual
lifestyles.

A spokesman for NICE said: We want to reassure people that in producing our guidance we are not going to take
into consideration whether or not a particular condition was or is self-inflicted. The only circumstances where that
may be taken into account is where that treatment may be less effective because of lifestyle choices.

Jonathan Ellis, the policy manager at Help the Aged, said it was pleased NICE had finally shown an understanding
of the importance of tackling age discrimination.While this is a major feat, there is still some way to go to banish
the evident inherent age discrimination that exists within health care services,he said.The NHS now has much to
leam. It will ensure a fairer deal all round for older people using the NHS.

Questions 14-16

Choose THREE letters A-H.

NB Your answers may be given in any order.

Which THREE of the following statements are true of NICE, according to the text?
A It feels that people with bad health habits should not receive treatment.

B It is an agency that offers advice to the NHS.

C Some of the reports they produce discriminate against the elderly.

D It insists its decision should only be applicable in certain situations.

E It is an agency that controls all NHS policy regarding treatments.

F Its powers are not as extensive as those of the NHS.

G Many PCTs base their decisions concerning funding on ones made by NICE. H It has made a statement that
overweight people will not receive new joints.

Questions 17-19

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

17 NICE argues that

A rich people should not be given special consideration over the poor.

B only patients from certain classes should be considered for treatmen

C social roles should be considered when deciding treatment.

D cost of treatment would depend on patients income.

18 What recommendations has NICE made?

A to provide older women with IVF treatments

B to make flu drugs accessible to women under 40

C to give people between 23-39 flu drugs

D to allow certain women to have 1 VF treatments

19 NICE admits that

A some drugs used by the NHS were not clinically effective.

B their advice is sometimes ignored by the NHS.

C it is often hard to determine if a patient has caused his or her condition.

D they are more concerned about cost effectiveness than patients.

Questions 20-26

Look at the following statements (Questions 20-26) and the list of people below.

Match each statement with the correct person A-C.

20 This person was happy that-NICE realised age discrimination needed dealing with.

21 This person holds a very high position in the NICE agency.

22 This person is a member of a political party.

23 This person says their policy regarding age is precise and easy to understand.

24 This person does not agree with the position taken by NICE.

25 This person feels the NHS must further improve its relations with the elderly.

26 This person says that NICE does not discriminate on the grounds of age.

A Michael Rawlins
B Steve Webb
C Jonathan Ellis

Section 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

The Romantic Poets

One of the most evocative eras in the history of poetry must surely be that of the Romantic Movement. During the
late eighteenth and early nineteenth centuries a group of poets created a new mood in literary objectives, casting off
their predecessors styles in favour of a gripping and forceful art which endures with us to this day.

Five poets emerged as the main constituents of this movement William Wordsworth, Samuel Taylor Coleridge,
George Gordon Byron, Percy Bysshe Shelley and John Keats. The strength of their works lies undoubtedly in the
power of their imagination. Indeed, imagination was the most critical attribute of the Romantic poets. Each poet had
the ability to portray remarkable images and visions, although differing to a certain degree in their intensity and
presentation. Nature, mythology and emotion were of great importance and were used to explore the feelings of the
poet himself.

The lives of the poets often overlapped and tragedy was typical in most of them. Byron was born in London in 1788.
The family moved to Aberdeen soon after, where Byron was brought up until he inherited the family seat of
Newstead Abbey in Nottinghamshire from his great uncle. He graduated from Cambridge University in 1808 and
left England the following year to embark on a tour of the Mediterranean. During this tour, he developed a passion
for Greece which would later lead to his death in 1824. He left for Switzerland in 1816 where he was introduced to
Shelley.

Shelley was bom to a wealthy family in 1792. He was educated at Eton and then went on to Oxford. Shelley was not
happy in England, where his colourful lifestyle and unorthodox beliefs made him unpopular with the establishment
In 1818 he left for Italy, where he was reunited with Byron. However, the friendship was tragically brought to an
end in July 1822, when Shelley was drowned in a boating accident off the Italian coast. In somewhat dramatic form,
Shelleys body was cremated on the beach, witnessed by a small group of friends, including Byron.

Historically, Shelley and Byron are considered to have been the most outspoken and radical of the Romantic poets.
By contrast, Wordsworth appears to have been of a pleasant and acceptable personality, even receiving the status of
Poet Laureate in 1843. He was born in 1770 in Cockermouth, Cumbria. By the time he entered his early teens, both
his parents had died. As he grew older, Wordsworth developed a passion for writing.

In 1798 Wordsworth published a collection of poems with Coleridge, whom he had met, a few years earlier, when he
settled in Somerset with his sister Dorothy. He married in 1802 and, as time passed, he deserted his former political
views and became increasingly acceptable to popular society. Indeed, at the time of his death in the spring of 1850,
he had become one of the most sought-after poets of his time.

Wordsworth shared some of the years at Dove Cottage in Somerset with his friend and poetical contemporary,
Coleridge. Coleridge was born in Devon in 1772. He was a bright young scholar but never achieved the same
prolific output of his fellow Romantic poets. In 1804 he left for a position in Malta for three years. On his return he
separated from his wife and went to live with the Wordsworths, where he produced a regular periodical.

With failing health, he later moved to London. In 1816 he went to stay with a doctor and his family. He remained
with them until his death in 1834. During these latter years, his poetry was abandoned for other forms of writing
equally outstanding in their own right.

Perhaps the most tragic of the Romantic poets was Keats. Keats was born in London in 1795. Similar to
Wordsworth, both his parents had died by his eariy teens. He studied as a surgeon, qualifying in 1816. However,
poetry was his great passion and he decided to devote himself to writing. For much of his adult life Keats was in
poor health and fell gravely ill in early 1820. He knew he was dying and in the September of that year he left for
Rome hoping that the more agreeable climate might ease his suffering. Keats died of consumption in February 1821
at the age of twenty-five.
It is sad that such tragedy often accompanies those of outstanding artistic genius. We can only wonder at the possible
outcome had they all lived to an old age. Perhaps even Byron and Shelley would have mellowed with the years, like
Wordsworth. However, the contribution to poetry by all five writers is immeasurable. They introduced the concepts
of individualism and imagination, allowing us to explore our own visions of beauty without retribution. We are not
now required to restrain our thoughts and poetry to that of the socially acceptable.

Questions 27-32

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

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

27 The Romantic Movement lasted for more than a century.

28 The Romantic poets adopted a style dissimilar to that of poets who had come before them.

29 Unfortunately, the works of the Romantics had no lasting impression on art.

30 The Romantics had no respect for any style of poetry apart from their own.

31 The Romantics were gifted with a strong sense of imagination.

32 Much of the Romantics poetry was inspired by the natural world.

Questions 33-39

Complete the table below

Write NO MORE THAN THREE WORDS for each answer.

Date of birth Education

Byron 1788 Cambridge University went on a journey around; came to love 34
Eton and Oxford some people disapproved of 35.. and the beliefs he
Shelley 1972
University held
Wordsworth 1770 became more accepted when he changed his 36.
his 37 .was smaller than the other Romantic poets;
Coleridge 1772 bright scholar
left the Wordsworths due to 38.
Keats 1795 qualified as a surgeon left England for a change of 39
Question 40

Complete the sentence.

Choose NO MORE THAN THREE WORDS from the passage for the answer.

40 According to the writer, the Romantic poets left us with the ideas of.

ANSWER KEY FOR IELTS READING PRACTICE TEST

1 a hundred years/100 years

2 mentally confused/behind monolingual children

3 (well-developed) language

4 ii

5 vi

6 iv

7 i

8 ix

9 v

10 FALSE because it says in the last paragraph: balanced bilinguals may have temporary and occasionally
permanent advantages over monolinguals>.

11 FALSE because it says in the last paragraph: being less fixed on the sounds of words and more centred on the
meaning of words

12 NOT GIVEN
13 TRUE because it says in the last paragraph: This advantage may mean an initial head start in learning to read
and learning to think about language 14-16 (in any order)

14 B because it says in paragraph 1: which advises on the clinical and cost effectiveness of treatments for the
National Health Service (NHS) in the UK.

15 D because it says in paragraph 2: Its ruling should apply only if the treatment was likely to be less effective, or
not work because of an unhealthy habit.

16 G because it says in paragraph 3: Across the UK, primary care trusts (PCTs) regularly wait for many months for
a NICE decision before agreeing to fund a new treatment

17 A because it says in paragraph 4: no priority should be given to patients based on income

18 D because it says in paragraph 4: NICE has already ruled that IVF should be available on the NHS to women
aged 23 to 39.

19 C because it says in paragraph 5: They acknowledge that it can be difficult to decide whether an illness such as
a heart attack was self-inflicted in a smoker.

20 C because it says in the last paragraph: Jonathan Ellis, the policy manager at Help the Aged, said it was pleased
NICE had finally shown an understanding of the importance of tackling age discrimination.

21 A because it says in paragraph 6: Prof Sir Michael Rawlins, the chairman of NICE

22 B because it says in paragraph 7: Steve Webb, the Liberal Democrat health spokesman The Liberal Democrats
are a political party in the UK.

23 A because it says in paragraph 6: On age we are very clear.

24 B because it says in paragraph 7: There is no excuse for cash- strapped hospitals denying treatment to people
whose lifestyle they disapprove of.

25 C because it says in the last paragraph: The NHS now has much to learn. It will ensure a fairer deal all round for
older people using the NHS.

26 A because it says in paragraph 6: NICE values people, equally, at all ages.

27 FALSE because it says in paragraph 1: During the late eighteenth and early nineteenth centuries.

28 TRUE because it says in paragraph 1: casting off their predecessors styles in favour of a gripping and forceful
art.
29 FALSE because it says in paragraph 1: a gripping and forceful art which endures with us to this day.

30 NOT GIVEN

31 TRUE because it says in paragraph 2, Indeed, imagination was the most critical attribute of the Romantic
poets.5

32 TRUE because it says in paragraph 2: Nature, mythology and emotion were of great importance.

33 (the) Mediterranean

34 Greece

35 his (colourful) lifestyle

36 political views

37 output

38 failing health
39 climate

40 individualism and imagination, because it says in the last paragraph: They introduced the concept of
individualism and imagination.
Section 1

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

The Dollar-a-Year Man

How John Lomax set out to record American folk music

A In the early 1930s, folklorist, platform lecturer, college professor and former banker John Avery Lomax was trying
to recapture a sense of direction for his life. For two decades he had enjoyed a national reputation for his pioneering
work in collecting and studying American folk songs; no less a figure than President Theodore Roosevelt had
admired his work, and had written a letter of support for him as he sought grants for his research. He had always
dreamed of finding a way of making a living by doing the thing he loved best, collecting folk songs, but he was now
beginning to wonder if he would ever realise that dream.

B Lomax wanted to embark on a nationwide collecting project, resulting in as many as four volumes, and complete
the rehabilitation of the American folk-song. Eventually this was modified to where he envisioned a single book
tentatively called American Ballads and Folk Songs, designed to survey the whole field. It called for firsthand field
collecting, and would especially focus on the neglected area of black folk music.

C In 1932, Lomax travelled to New York, and stopped in to see a man named H.S. Latham of the Macmillan
Company. He informally outlined his plan to Latham, and read him the text of an earthy African American blues
ballad called Ida Red. Latham was impressed, and two days later Lomax had a contract, a small check to bind it,
and an agreement to deliver the manuscript about one year later. The spring of 1932 began to look more green, lush
and full of promise.

D Lomax immediately set to work. He travelled to libraries at Harvard, the Library of Congress, Browm University
and elsewhere in order to explore unpublished song collections and to canvas the folk song books published over the
past ten years. During his stay in Washington, D.C., Lomax became friendly with Carl Engel, Music Division chief
of the Library of Congress. Engel felt that Lomax had the necessary background and energy to someday direct the
Archive of Folk Song. Through funds provided by the Council of Learned Societies and the Library of Congress,
Lomax ordered a state-of-the-art portable recording machine. More importantly, the Library of Congress agreed to
furnish blank records and to lend their name to his collecting; Lomax simply had to agree to deposit the completed
records at the Library of Congress. He did so without hesitation. On July 15, 1933, Lomax was appointed an
honorary consultant for a dollar a year.

E Together with his eighteen-year-old son Alan, he began a great adventure to collect songs for American Ballads
and Folk- Songs, a task that was to last for many months. Lomaxs library research had reinforced his belief that a
dearth of black folk song material existed in printed collections. This fact, along with his early appreciation of
African American folk culture, led Lomax to decide that black folk music from rural areas should be the primary
focus. This bold determination resulted in the first major trip in the United States to capture black folk music in the
field. In order to fulfill their quest, the two men concentrated on sections of the South with a high percentage of
blacks. They also pinpointed laboring camps, particularly lumber camps, which employed blacks almost exclusively.
But as they went along, prisons and penitentiaries also emerged as a focal point for research.

F The recordings made by the Lomaxes had historical significance. The whole idea of using a phonograph to
preserve authentic folk music was still fairly new. Most of John Lomaxs peers were involved in collecting- songs
the classic way: taking both words and melody down by hand, asking the singer to perform the song over and over
until the collector had caught it on paper. John Lomax sensed at once the limitations of this kind of method,
especially when getting songs from African-American singers, whose quarter tones, blue notes and complex timing
often frustrated white musicians trying to transcribe them with European notation systems.

G The whole concept of field recordings was, in 1933 and still is today, radically different from the popular notion
of recording. Field recordings are not intended as commercial products, but as attempts at cultural preservation.
There is no profit motive, nor any desire to make the singer a star. As have hundreds of folk song collectors after
him, John Lomax had to persuade his singers to perform, to explain to them why their songs were important, and to
convince the various authorities the wardens, the trusties, the bureaucrats that this was serious, worthwhile work.
He faced the moral problem of how to safeguard the records and the rights of the singers a problem he solved in
this instance by donating the discs to the Library of Congress. He bad to overcome the technical problems involved
in recording outside a studio; one always hoped for quiet, with no doors slamming or alarms going off, but it was
always a risk. His new state-of-the-art recording machine sported a new microphone designed by NBC, but there
were no wind baffles to help reduce the noise when recording outside. Lomax learned how to balance sound, where
to place microphones, how to work echoes and walls, and soon was a skilled recordist.

Questions 1-5

Complete the summary below.

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

Write your answers in boxes 1-5 on >our answer sheet.

JOHN LOMAXS PROJECT

Lomax began the research for this project by looking at 1 that were
not available in book form, as well as at certain books. While he was doing this research, he met someone who ran a
department at the 2. in Washington. As a result of this contact, he was provided with the
very latest kind of 3 . . for his project. Lomax believed that the places he should
concentrate on were 4. in the South of the US. While he and his son were on their trip,
they added 5. as places where they could find what they were looking for.

Questions 6-10

Reading Passage 1 has seven sections labelled A-Q.

Which section contains the following information?

Write the correct letter A-Q in boxes 610 on your answer sheet.

NB You may use any letter more than once.

6. a reference to the speed with which Lomax responded to a demand

7. a reason why Lomax doubted the effectiveness of a certain approach

8. reasons why Lomax was considered suitable for a particular official post

9. a reference to a change of plan on Lomaxs part

10. a reference to one of Lomaxs theories being confirmed

Questions 11-13

Choose THREE letters A-F.

Write your answers in boxes 11 -/3 on your answer sheet.

Which THREE of the following difficulties for Lomax are mentioned by the writer of the text?

A finding a publisher for his research

B deciding exactly what kind of music to collect

C the scepticism of others concerning his methods

D the reluctance of people to participate in his project

E making sure that participants in his project were nor exploited

F factors resulting from his choice of locations for recording

SECTION 2

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

Questions 14-20

Reading Passage 2 has seven paragraphs AQ.

Choose the correct heading for each paragraph from the list of headings below. Write the correct numbers i-x m
boxes 14-20 on you answer sheet.
List of Headings

i Optimistic beliefs held by the writers of childrens literature

ii The attitudes of certain adults towards childrens literature

iii The attraction of childrens literature

iv A contrast that categorises a hook as childrens literature

v A false assumption made about childrens literature

vi The conventional view of childrens Literature

vii Some good and bad features of childrens literature

viii Classifying a book as childrens literature

ix The treatment of various themes in childrens literature

x Another way of looking at childrens literature

Paragraph A
Paragraph B

Paragraph C

Paragraph D

Paragraph E

Paragraph E

Paragraph G

Childrens literature

A I am sometimes asked why anyone who is not a teacher or a librarian or the parent of little kids should concern
herself with childrens books and folklore. I know the standard answers: that many famous writers have written for
children, and that the great childrens books are also great literature; that these books and tales are an important
source of archetype and symbol, and that they can help us to understand the structure and functions of the novel.

B All this is true. But I think we should also take childrens literature seriously because it is sometimes subversive:
because its values are not always those of the conventional adult world. Of course, in a sense much great literature is
subversive, since its very existence implies that what matters is art, imagination and truth. In what we call the real
world, what usually counts is money, power and public success.

C The great subversive works of childrens literature suggest that there are other views of human life besides those
of the shopping mall and the corporation. They mock current assumptions and express the imaginative,
unconventional, noncommercial view of the world in its simplest and purest form. They appeal to the imaginative,
questioning, rebellious child within all of us, renew our instinctive energy, and act as a force for change. This is why
such literature is worthy of our attention and will endure long after more conventional tales have been forgotten.

D An interesting question is what besides intention makes a particular story a childrens book? With the
exception of picture books for toddlers, these works are not necessarily shorter or simpler than so-called adult
fiction, and they are surely not less well written. The heroes and heroines of these tales, it is true, are often children:
but then so are the protagonists of Henry Jamess What Maisie Knew and Toni Morrisons The Bluest Eye. Yet the
barrier between childrens books and adult fiction remains; editors, critics and readers seem to have little trouble in
assigning a given work to one category or the other.

E In classic childrens fiction a pastoral convention is maintained. It is assumed that the world of childhood is
simpler and more natural than that of adults, and that children, though they may have faults, are essentially good or
at least capable of becoming so. The transformation of selfish, whiny, disagreeable Mary and hysterical, demanding
Colin in Frances Hodgson Burnetts The Secret Garden is a paradigm. Of course, there are often unpleasant minor
juvenile characters who give the protagonist a lot of trouble and are defeated or evaded rather than reeducated. But
on occasion even the angry bully and the lying sneak can be reformed and forgiven. Richard Hughess A High Wind
in Jamaica, though most of its characters are children, never appears on lists of recommended juvenile fiction; not so
much because of the elaborations of its diction (which is no more complex than that of, say, Treasure Island), but
because in it children are irretrievably damaged and corrupted.

F Adults in most childrens books, on the other hand, are usually stuck with their characters and incapable of
alteration or growth. If they are really unpleasant, the only thing that can rescue them is the natural goodness of a
child. Here again, Mrs. Burnett provides the classic example, in Little Lord Fauntleroy. (Scrooges somewhat similar
change of heart in Dickenss A Christmas Carol, however, is due mainly to regret for his past and terror of the future.
This is one of the things that makes the book a family rather than a juvenile romance; another is the helpless
passivity of the principal child character, Tiny Tim.).

G Of the three principal preoccupations of adult fiction sex, money and death the first is absent from classic
childrens literature and the other two either absent or much muted. Money is a motive in childrens literature, in the
sense that many stories deal with a search for treasure of some sort. These quests, unlike real-life ones, are almost
always successful, though occasionally what is found in the end is some form of family happiness, which is declared
by the author and the characters to be a real treasure. Simple economic survival, however, is almost never the
problem; what is sought, rather, is a magical (sometimes literally magical) surplus of wealth. Death, which was a
common theme in nineteenth-century fiction for children, was almost banished during the first half of the twentieth
century. Since then it has begun to reappear; the breakthrough book was E.B. Whites Charlottes Web. Today not
only animals but people die, notably in the sort of books that get awards and are recommended by librarians and
psychologists for children who have lost a relative. But even today the characters who die tend to be of another
generation; the protagonist and his or her friends survive. Though there are some interesting exceptions, even the
most subversive of contemporary childrens books usually follow these conventions. They portray an ideal world of
perfectible beings, free of the necessity for survival.

Questions 21-26

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

In boxes 21-26 on your answer sheet write

YES if the statement agrees with the news 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. Adults often fail to recognise the subversive elements in books their children read.

22. In publishing, the definition of certain genres has become inconsistent.

23. Characters in The Secret Garden are a good example of the norm in childrens literature.

24. Despite the language used in A High Wind in Jamaica, it should he considered a childrens hook.

25. The character of Tiny Tim contrasts with that of the child in Little Lord Faumlerny.
26. A more realistic view of money should be given in childrens hooks.

SECTION 3

The birth of our modern minds

When did we begin to use symbols to communicate? Roger Highfield reports on a challenge to prevailing ideas

Anyone who doubts the importance of art need do no more than refer to the current account of human evolution,
where the emergence of modern people is not so much marked by Stone Age technology as a creative explosion that
rocked Europe 40,000 years ago. Our ancestors began to adorn their bodies with beads and pendants, even tattoos;
they painted representations of animals, people and magical hybrids on cave walls in Lascaux, France and Altamira
in Spain. They sculpted voluptuous stone figures, such as the Venus of Willendorf. This cultural Big Bang, which
coincided with the period when modern humans reached Europe after they set out, via the Near East, from Africa,
marked a decisive point in our story, when man took a critical step beyond the limitations of his hairy ancestors and
began to use symbols. The modern mind was born.

Or was it? Britains leading archaeologist questions the dogma that the modern human mind originated in Europe
and, instead, argues that its birth was much more recent, around 10,000 years ago, and took place in the Middle East.
Lord Renfrew, professor of archaeology at Cambridge University, is troubled by what he calls the sapient behaviour
paradox: genetic findings, based on the diversity of modern humans, suggest that our big brains emerged 130,000
years ago, when Homo sapiens evolved from Homo erectus, and were fully developed about 60,000 years ago. But
this hardware, though necessary, was not sufficient for modern behaviour, software (culture) is also required to run a
mind and for this to be honed took tens of millennia.There is something unsatisfactory about the genetic argument
that rests on the potential for change emerging, he argues. Ultimately, little happened or at least not for another
30,000 years.

Although there is no doubt that genes shaped the hardware of the modern brain, genetics does not tell the whole
story. It is doubtful whether molecular sequences will give us any clear insights, said Lord Renfrew, adding that the
current account of our origins has also become sidetracked by placing too much emphasis on one cultural event.
Either side of the boundary between the Middle and Upper Palaeolithic, 40,000 years ago, people lived much the
same way. To the casual observer, the archaeological record for Homo sapiens does not look much different from
Homo erectuss, or even our beetle browed European cousins, the Neanderthals. There are detailed changes in tools
and so on but the only one that really strikes you is cave art.

And this artistic revolution was patchy: the best examples are in Spain and France, in Britain, the oldest known cave
art consists of 12.000-year-old engravings in Creswell Crags. Indeed, was there an artistic revolution 40,000 years
ago at all? Two pieces of ochre engraved with geometrical patterns 70,000 years ago were recently found at
Blombos Cave, 180 miles east of Cape Town, South Africa. This means people were able to think abstractly and
behave as modern humans much earlier than previously thought. Lord Renfrew argues that art, like genetics, does
not tell the whole story of our origins. For him, the real revolution occurred 10,000 years ago with the first
permanent liages. That is when the effects of new software kicked in, allowing our ancestors to work together in a
more settled way. That is when plants and animals were domesticated and agriculture born.

First there were nests of skulls and unusual burial practices, cult centres and shrines. Then you have the first
villages, the first towns, like Jericho in Jordan around 8000 BC) and Catalhoyuk in Turkey (est 6500 BC), then the
spread of farming to Europe. Before long, you are accelerating towards the first cities in Mesopotamia, and then
other civilisations in Mexico, China and beyond.
Living in timber and mud brick houses led to a very different engagement between our ancestors and the material
world.1 dont think it was until settled village communities developed that you had the concept of property, or that
I own these things that have been handed down to me. This in turn could have introduced the need for
mathematics, to keep a tally of possessions, and written language to describe them. In the Near East, primitive
counters date back to the early farming period and this could have marked the first stages of writing, said Lord
Renfrew. We have not solved anything about the origins of modern humans until we understand what happened
10,000 years ago, he said. He is excited by excavations now under way in Anatolia, a potential birthplace of the
modern mind, in Catalhyk. one of the earliest places where close- knit communities were born, and Gobekli Tepe,
a shrine that predates village life. These spiritual sites may have seeded the first human settled communities by
encouraging the domestication of plants and animals.

Questions 27-32

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

Write your answers in boxes 27-32 on your answer sheet.

27 According to the current view, what does NOT indicate the first appearance of the modem human

28 What type of evidence does Lord Renfrew question in general?

29 What, apart from art, were the developments in the creation of 40,000 years ago?

30 What kind of cave art in Britain is referred to?

31 What TWO things does Lord Renfrew believe to have been established 10,000 years ago?

32 What TWO things did the notion of personal possessions lead to?

Questions 3340

Classify the following statements as referring to the period

A 10,000 years ago

B 40,000 years ago

C 60,000 years ago

D 70,000 years ago

 Write the correct letter AD in boxes 3340 on your answer sheet.

33 The brain was completely formed physically but was not capable of all the functions of the modem mind.

34 There was a major change in the attitude of humans to each other.

35 A huge amount of art in different forms began to appear.

36 Development of the human mind occurred at the same time as a migration.

37 Art from the period casts doubt on the conventional view of the development of the human mind.

38 Tire modern mind developed in a different location from the one normally assumed.

39 The only significant change in the development of man is shown in the art produced.

40 Further research into the period is essential for accurate conclusions to be drawn on human development.

ANSWER KEY FOR IELTS READING PRACTICE TEST

READING Passage 1

Test Questions 1-5

1. Answer: song collections

Note Section D: he travelled to libraries . The song collections were unpublished; the folk song books
mentioned here were published.

1. Answer: Library of Congress

Note Section D: During his stay . Engel worked at the Library of Congress. He thought Lomax might run
another organisation, the Archive of Folk Song, one day.

1. Answer: portable recording machine

Note Section D: Through funds . The recording equipment is said to be state-of-the-art (the latest kind); this is
not said about the blank records he was also given.

1. Answer; rural areas

 Note Section E: This fact high percentage of blacks. He decided that black folk music in these areas would be
his primary focus (what he would mainly concentrate on). These areas were in sections of the South.

1. Answer: prisons and penitentiaries

Note Section E: But as they went along . They decided before they started the trip to go to laboring camps,
particularly lumber camps. But as they went along (while they were on the trip), prisons and penitentiaries also
emerged (appeared or became known to them) as a focal point for research (something they should also
concentrate on). Therefore, they added these places to the places in which they did their research.

Questions 6-10

1. Answer: D

Note Lomax simply had to without hesitation. He had to sign a contract in section C; he had to deal with
various people and problems in section G; section D contains the only reference to him responding quickly.

1. Answer: F

Note From Most of John Lomaxs peers to the end of the section. Every section contains a reference to Lomax
collecting songs or doing research before his trip; section F deals with the normal methods at the time and Lomaxs
belief that these were not appropriate for the kind of music he was collecting.

1. Answer: D

Note Engel felt that Lomax to direct the Archive of National Song. The reasons why Engel thought that Lomax
was suitable for it were his background and his energy. Jobs Lomax had already had are mentioned in section A.
Jobs held by various authorities are mentioned in section G; section D contains the only official job mentioned in
connection with Lomax in the future.

1. Answer: B

Note Lomax wanted to embark survey the whole field. He originally planned to produce four volumes (books)
but then modified (changed) his plan and decided to produce a single book (one book). Lomaxs plans and
intentions concerning collecting songs are mentioned in every section; the only reference to him changing a plan is
in section B.

1. Answer: E

Note Lomaxs library research . His theory was that there was a dearth of (a serious lack of) black folk music
in printed collections. This theory was reinforced (confirmed, made stronger) when he did his library research.
Lomaxs theories on collecting methods are the topic of section F; section G refers to his belief that the songs were
important; section E contains the only reference to him proving that one of his theories was correct.

Question. 11-13
 11-13 Answer: D/E/F (in any order)

Note Option D, section G: As have hundreds . Lomax had to persuade his singers to perform and explain to
them why their songs were important. This indicates that at first they were reluctant to (they didnt want to) take
part in his project.

Option E, section G: He faced the moral problem of. He felt that he had to safeguard (protect) the records and
the rights of the singers to make sure that they werent exploited (that other people didnt take unfair advantage of
them to make money).

Option F, section G: He had to overcome the technical problems when recording outside. The factors were the
noise from various things, but his equipment was not able to reduce the noise while recording because it had no
wind baffles. He therefore had to overcome these technical problems.

Option A is not the correct answer because in section C we are told that the only publisher we know that he spoke to
was impressed and offered him a contract two days later. Option B is not the correct answer because we are told in
sections B and E that his aim was always to collect black folk music, and there is no reference to him changing his
aim. Option C is not the correct answer because we are told in sections F and G that his method of field recording
was unusual and that he had to protect those who took part, but there is no reference to other researchers doubting
his methods in section E or to singers thinking his methods were wrong in section G.

READING Passage 2

Questions 14-20

1. Answer: vi

Note The paragraph is mainly about the standard answers people give when asked why childrens literature is
important.

1. Answer: x

Note The paragraph is mainly about a further reason why childrens literature is important, in addition to the reasons
given in paragraph A that It is subversive (opposed to the normal rules of society).

1. Answer: iii

Note The paragraph is mainly about why childrens literature appeals to people. It presents an alternative view of
life, it makes fun of conventional views of life, it appeals to the imaginative aspects of people, etc.

1. Answer: viii

Note The main topic of the paragraph is the definition of a childrens book and deciding whether a book belongs to
that category or not; the writer says that childrens books have many things in common with adult fiction, but that
people find it easy to decide whether a book can be described as childrens literature or not.
1. Answer: i

Note The main point of the paragraph is that writers of childrens literature base their books on the idea that children
are good people or that they can become good people. The paragraph then contains examples of this and of a book
that cannot be considered a childrens book because the children in it do not follow this pattern.

1. Answer: iv

Note The paragraph is mainly about the difference between the adults and the children in childrens books. The
writer says that this difference is something that means a book can be classified as childrens literature, and then
gives an example of a book that does not have this characteristic and therefore cannot be called childrens literature.

1. Answer: ix

Note The paragraph is mainly about how the subjects of sex, money and death are presented in childrens books.

Questions 21-26

1. Answer: NOT GIVEN

Note In sections B and C the writer says that childrens books are subversive and that they make fun of the adult
world, but she does not say whether or not adults realise that their children are reading books that contain these
features.

1. Answer: NO

Note In section D the writer says that editors and critics, as well as readers, seem to have little trouble in
classifying books. This means that they continue to classify them in the way they have done previously, and that the
distinctions between categories remain clear.

1. Answer: YES

Note In section E the writer says that Mary and Colin have a transformation (major change) in the book, meaning
that they become good. They are therefore like the children she talks about in the previous sentence, who she says
are typical examples of the children in childrens books.

1. Answer: NO

Note In section E the writer says that A High Wind in Jamaica isnt a childrens book because the children in it do
not have the characteristics that children in what she considers to be childrens books have. They are irretrievably
damaged and corrupted (they are permanently bad and do not change). The characters of the children are the reason
why it isnt a childrens book, not the language use, which is not more complex than the language in Treasure Island,
which the writer implies is a childrens book.

1. Answer: YES
 Note In section F the writer says that one reason why A Christmas Carol isnt a childrens (juvenile) book is the
helpless passivity of Tiny Tim. This means that Tiny Tim cannot and does not try to change anything, whereas the
child in Little Lord Fauntteroy is a good example of a child in what the writer considers to be a childrens book
because he takes action and manages to rescue a bad adult character.

1. Answer: NOT GIVEN

Note In section G the writer says that money in childrens books is not presented in real-life situations but has a
magical quality that has nothing to do with the simple economic survival that matters in real life. She is therefore
saying that the view of money in childrens books is unrealistic. However, she does not say that this is a bad thing;
she only says that it is a fact.

READING Passage 3

Question 27-32

1. Answer: Stone Age technology

Note In the first sentence of the text, the writer says that according to the current account of human evolution, the
development of modern man is indicated by a creative explosion 40,000 years ago, not by Stone Age technology.

1. Answer: genetic(s)

Note In the second paragraph, we are told that Lord Renfrew has doubts about genetic findings, and that he thinks
the genetic argument is unsatisfactory because people had not developed culture at the time when genetic
evidence suggests that the modern human mind was fully formed. At the beginning of the third paragraph, we are
also told that he thinks that genetics does not tell the whole story.

1. Answer: tools

Note At the end of the third paragraph, we are told that cave art was a much bigger development than the detailed
changes in tools.

1. Answer: engravings

Note In the second sentence of the fourth paragraph, there is a reference to the art found in Creswell Crags in
Britain. Engravings are an art form involving designs being cut into a hard surface.

1. Answer: permanent villages; agriculture

Note At the end of the fourth paragraph, we are told that Lord Renfrew thinks that major developments in the
modern mind kicked in (began to have a real effect) when permanent villages were set up and plants and animals
began to be used in agriculture. Agriculture is said to have been born (started, established) then. Plants and animals
would not be a correct answer here because they were not established then.

1. Answer: mathematics; written language

 Note In the last paragraph, we are told that the concept of property (the idea of owning possessions) began in
villages. This, in turn (as a result), produced a need for mathematics so that a tally of (a record of the number of)
possessions could be kept, and for written language so that these possessions could be described.

Question 3340

1. Answer: C

Note 2nd paragraph: Genetic evidence suggests that the brain was fully developed 60,000 years ago, but Lord
Renfrew says humans lacked culture then.

1. Answer: A

Note 4th paragraph: Lord Renfrew thinks that the real revolution happened 10,000 years ago, when people began to
work together in a more settled way.

1. Answer: B

Note 1st paragraph: When the creative explosion happened 40,000 years ago, various different art forms began to
appear. In this context, an explosion is an enormous increase, and the art forms included art for the body (beads,
pendants, tattoos), paintings (of various subjects) and sculptures (stone figures).

1. Answer: B

Note 1st paragraph: the cultural Big Bang is the creative explosion mentioned earlier in the paragraph, which
happened 40,000 years ago. This coincided with (happened at the same time as) the time when people reached
Europe after a journey that began in Africa. The migration was therefore to Europe.

1. Answer: D

Note 4th paragraph: The art created 70,000 years ago and found in South Africa indicates that people were capable of
abstract thought and modern behaviour at a time earlier than had generally been thought to be the case. This art
therefore suggests that what is commonly believed is not true it casts doubts on the conventional view.

1. Answer: A

Note 2nd paragraph: there is a dogma (a firm belief, a fixed idea) that the modern mind developed in Europe 40,000
years ago (as explained in the first paragraph), but Lord Renfrew thinks it developed 10,000 years ago in the Middle
East. His view about the location therefore differs from what is generally thought.

1. Answer: B

Note 3rd paragraph: we are told that not much physical change happened 40,000 years ago (there is little difference
between Homo sapiens and Homo erectus), and that the only change then that really strikes you (is really
noticeable) is in the art produced.
1. Answer: A

Note Last paragraph: Lord Renfrew says that firm ideas concerning how the modern human developed cannot be
gained (We have not solved anything ) until people have discovered exactly what happened 10,000 years ago.
Research to discover this is taking place in three places that are mentioned.
ANSWER KEYS

1 NOT GIVEN 2 FALSE 3 NOT GIVEN

4 FALSE 5 TRUE 6 TRUE
7 NOT GIVEN 8 Spring 3 Sediment
10 Razorback sucker 11 Common carp 12 Visibility
13 sand

14 A 15 B 16 A
17 C 18 C 19 D
20 B 21 C 22 C
23 Create a story 24 Brain scans 25 Olfactory cortex
26 Spice

27 iv 28 Xii 29 ii
30 x 31 I 32 ix
33 v 34 Vii 35 C
36 B 37 A 38 Yuri Larin
39 Colour coding/ colour 40 Family