17 Bài Đọc Tủ Reading Ielts

HOCTIENGANHCUNGTRIEU
17 BÀI ĐỌC TỦ READING IELTS
BIÊN SOẠN VÀ SƯU TẦM: THẦY DƯƠNG LÊ HẢI

TRIỀU
( NGHIÊM CẤM SAO CHÉP DƯỚI MỌI HÌNH

THỨC )
1
PRIVATE SCHOOLS
Most countries’ education systems have had what you might call educational
disasters, but, sadly, in many areas of certain countries these disasters’ are still
evident today. The English education system is unique due to the fact that there are
still dozens of schools which are known as private schools and they perpetuate
privilege and social division. Most countries have some private schools for the
children of the wealthy; England is able to more than triple the average number
globally. England has around 3,000 private schools and just under half a million
children are educated at them whilst some nine million children are educated at state
schools. The overwhelming majority of students at private schools also come from
middle-class families.
The result of this system is evident and it has much English history embedded within
it. The facts seem to speak for themselves. In the private system almost half the
students go on to University, whilst in the state system, only about eight per cent
make it to further education. However, statistics such as these can be deceptive due to
the fact that middle-class children do better at examinations than working class ones,
and most of them stay on at school after 16. Private schools, therefore, have the
advantage over state schools as they are entirely ‘middle class’, and this creates an
environment of success where students work harder and apply themselves more
diligently to their school work.
Private schools are extortionately expensive, being as much as £18,000 a year at

somewhere such as Harrow or Eton, where Princes William and Harry attended, and
at least £8,000 a year almost everywhere else. There are many parents who are not
wealthy or even comfortably off but are willing to sacrifice a great deal in the cause
of their children’s schooling. It baffles many people as to why they need to spend
such vast amounts when there are perfectly acceptable state schools that don’t cost a
2
penny. One father gave his reasoning for sending his son to a private school, ‘If my
son gets a five-percent-better chance of going to University then that may be the dif-
ference between success and failure.” It would seem to the average person that a
£50,000 minimum total cost of second level education is a lot to pay for a five-
percent-better chance. Most children, given the choice, would take the money and
spend it on more enjoyable things rather than shelling it out on a school that is too
posh for its own good
However, some say that the real reason that parents fork out the cash is prejudice:
they don’t want their little kids mixing with the “workers”, or picking up an
undesirable accent. In addition to this, it wouldn’t do if at the next dinner party all the
guests were boasting about sending their kids to the same place where the son of the
third cousin of Prince Charles is going, and you say your kid is going to the state
school down the road, even if you could pocket the money for yourself instead, and,
as a result, be able to serve the best Champagne with the smoked salmon and duck.
It is a fact, however, that at many of the best private schools, your money buys you
something. One school, with 500 pupils, has 11 science laboratories; another school
with 800 pupils, has 30 music practice rooms; another has 16 squash courts, and yet
another has its own beach. Private schools spend £300 per pupil a year on investment
in buildings and facilities; the state system spends less than £50. On books, the ratio
is 3 to 1.
One of the things that your money buys which is difficult to quantify is the
appearance of the school, the way it looks. Most private schools that you will find are
set in beautiful, well-kept country houses, with extensive grounds and gardens. In
comparison with the state schools, they tend to look like castles, with the worst of the
state schools looking like public lavatories, perhaps even tiled or covered in graffiti.
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Many may even have an architectural design that is just about on the level of an
industrial shed.
Question 14 – 20:
Choose the correct letter A, B, C or D. Write the correct answer (A, B, C or D) in

boxes 14-20 on your answer sheet.
14. The English educational system differs from the other ones because
A. it tries to make state and private equal.

B. more students are educated at private schools than state schools
C. it contributes to creating a class system within society.
D. it is more expensive to run
15. There are more private school children who go to university because
A. the lessons and teachers at the private schools are much better.
B. their parents often send their children to private schools
C. they have more teaching hours
D. the school create a successful environment.
16. A lot of parents often send their children to private schools
A. because they are not well-informed.

B. to show how much money they have to their friends
C. to increase their chances of succeeding in the university exams.
D. because of the better sports facilities.
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17. It is suggested that some parents of children at private schools are
A. prejudiced and superficial.

B. more intelligent that those with children at state schools.
C. well-brought-up and cultivated.
D. overly protective.
18. Private schools
A. always have their own beaches.

B. teach sports that state schools do not.
C. spend more money per student than state schools.
D. spend more money on hiring good teachers.
19. The writer thinks that private-school buildings
A. are very attractive and luxurious.

B. generally do not look very nice.
C. are too big for the amount of students who attend the school.
D. are not built to suit student’s needs.
20. In general, what do you think the writer’s opinion of private schools is?
A. It isn’t fair that those without money can’t attend them.

B. They divide social classes but they offer better facilities and a more creative
environment.
C. There is little difference between private and state schools.
D. They have the best teachers.
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Questions 21 – 26:
Complete the sentences below. Write the correct answer in boxes 21-26 on your
answer sheet.
Choose ONE WORD ONLY from the passage for each answer.
The fact that there are so many private schools in England, in comparison to other
countries, makes the English educational system 21__________ Most students in
these schools are from 22 __________ families. These students seem to do better at
exams although statistics can be 23__________ One of the advantages of private
schools is that they seem to provide students with a better, more positive environment
that encourages them to 24__________ themselves to their school work with more
enthusiasm. A lot of not very well-off parents make huge sacrifices for their
children’s 25__________ to help them go to respectable universities. Unfortunately,
many state school buildings sometimes have the appearance of an industrial
26__________ .
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You should spend about 20 minutes on Questions 14- 25, which are based on
Reading Passage 256 below.
Questions 14-19
The reading passage has seven paragraphs, A-G.
Choose the correct heading for paragraphs B-G from the list of headings below.
Example: Paragraph A: viii
14. Paragraph B
15. Paragraph C
16. Paragraph D
17. Paragraph E
18. Paragraph F
19. Paragraph G
List of Headings
i Research into whether organic food is better for us

ii Adding up the cost of organic food
iii The factors that can affect food quality
iv The rich and poor see things differently
v A description of organic farming
vi Testing the taste of organic food
vii Fear of science has created the organic trend
viii The main reason for the popularity of organic food
ix The need to remove hidden dangers from food
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Organic food: why?

Today, many governments are promoting organic or natural farming methods that
avoid the use of pesticides and other artificial products. The aim is to show that they
care about the environment and about people's health.But is this the right approach?
A
Europe is now the biggest market for organic food in the world, expanding by 25
percent a year over the past 10 years. So what is the attraction of organic food for
some people? The really important thing is that organic sounds more ‘natural’. Eating
organic is a way of defining oneself as natural, good, caring, different from the junk-
food-scoffing masses. As one journalist puts it: It feels closer to the source, the
beginning, the start of things.' The real desire is to be somehow close to the soil, to
Mother Nature.
B
Unlike conventional farming, the organic approach means farming with natural,
rather than man-made, fertilisers and pesticides. Techniques such as crop rotation
improve soil quality and help organic farmers compensate for the absence of man-
made chemicals. As a method of food production, organic is, however, inefficient in
its use of labour and land; there are severe limits to how much food can be produced.
Also, the environmental benefits of not using artificial fertiliser are tiny compared
with the amount of carbon dioxide emitted by transporting food (a great deal of
Britain’s organic produce is shipped in from other countries and transported from
shop to home by car).
C
Organic farming is often claimed to be safer than conventional farming - for the
environment and for consumers. Yet studies into organic farming worldwide continue
to reject this claim. An extensive review by the UK Food Standards Agency found
that there was no statistically significant difference between organic and conventional
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crops. Even where results indicated there was evidence of a difference, the reviewers
found no sign that these differences would have any noticeable effect on health.
D
The simplistic claim that organic food is more nutritious than conventional food was
always likely to be misleading. Food is a natural product, and the health value of
different foods will vary for a number of reasons, including freshness, the way the
food is cooked, the type of soil it is grown in, the amount of sunlight and rain crops
have received, and so on. Likewise, the flavour of a carrot has less to do with whether
it was fertilised with manure or something out of a plastic sack than with the variety
of carrot and how long ago it was dug up. The differences created by these things are
likely to be greater than any differences brought about by using an organic or non-
organic system of production. Indeed, even some ‘organic’ farms are quite different
from one another.
E
The notion that organic food is safer than ‘normal’ food is also contradicted by the
fact that many of our most common foods are full of natural toxins. Parsnips cause
blisters on the skin of agricultural workers. Toasting bread creates carcinogens. As
one research expert says: ‘People think that the more natural something is, the better
it is for them. That is simply not the case. In fact, it is the opposite that is true: the
closer a plant is to its natural state, the more likely it is that it will poison you.
Naturally, many plants do not want to be eaten, so we have spent 10,000 years
developing agriculture and breeding out harmful traits from crops.'
F
Yet educated Europeans are more scared of eating traces of a few, strictly regulated,
man-made chemicals than they are of eating the ones that nature created directly.
Surrounded by plentiful food, it’s not nature they worry about, but technology. Our
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obsessions with the ethics and safety of what we eat - concerns about antibiotics in
animals, additives in food, GM crops and so on - are symptomatic of a highly
technological society that has little faith in its ability to use this technology wisely. In
this context, the less something is touched by the human hand, the healthier people
assume it must be.
G
Ultimately, the organic farming movement is an expensive luxury for shoppers in
well-manicured Europe. For developing parts of the world, it is irrelevant. To
European environmentalists, the fact that organic methods require more labour and
land than conventional ones to get the same yields is a good thing; to a farmer in rural
Africa, it is a disaster. Here, land tends to be so starved and crop yields so low that
there simply is not enough organic matter to put back into the soil. Perhaps the focus
should be on helping these countries to gain access to the most advanced farming
techniques, rather than going back to basics.
Questions 20-21
Choose TWO letters, A-E for questions 20-21
Which TWO of the following points does the writer mention in connection with
organic farming?
A. the occasional use of pesticides

B. using the same field for different crops
C. testing soil quality
D. reducing the number of farm workers
E. the production of greenhouse gases
Questions 22-23
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According to the writer, which TWO factors affect the nutritional content of food?
A. who prepares the food

B. the weather conditions during growth
C. where the food has been stored
D. when the plants were removed from the earth
E. the type of farm the food was grown on
Questions 24-25
Which TWO negative aspects of organic farming does the writer mention?
A. Consumers complain about the extra cost.

B. Organic food may make people ill.
C. Farm workers have to be specially trained.
D. It requires too much technological expertise.
E. It is not possible in some countries.
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You should spend about 20 minutes on Questions 14-27 which are based on Reading
Passage sample 8 below.
Questions 14-18
Reading passage 8 has six paragraphs B-F from the list of headings below Choose the
most suitable headings for paragraphs B-F from the list of headings below.
Write the appropriate numbers (i-ix) in boxes 14-18 on your answer sheet.
NB There are more headings than paragraphs, so you will not use them all.
List of Headings
i) Ottawa International Conference on Health Promotion
ii) Holistic approach to health
iii) The primary importance of environmental factors
iv) Healthy lifestyles approach to health
v) Changes in concepts of health in Western society
vi) Prevention of diseases and illness
vii) Ottawa Charter for Health Promotion
viii) Definition of health in medical terms
ix) Socio-ecological view of health
14. Paragraph B
15. Paragraph C
16. Paragraph D
17. Paragraph E
18. Paragraph F
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Changing Our Understanding of Health

A
The concept of health holds different meanings for different people and groups.
These meanings of health have also changed over time. This change is no more
evident than in Western society today, when notions of health and health promotion
are being challenged and expanded in new ways.
B
For much of recent Western history, health has been viewed in the physical sense
only. That is, good health has been connected to the smooth mechanical operation of
the body, while ill health has been attributed to a breakdown in this machine. Health
in this sense has been defined as the absence of disease or illness and is seen in
medical terms. According to this view, creating health for people means providing
medical care to treat or prevent disease and illness. During this period, there was an
emphasis on providing clean water, improved sanitation and housing.
C
In the late 1940s the World Health Organisation challenged this physically and
medically oriented view of health. They stated that 'health is a complete state of
physical, mental and social well-being and is not merely the absence of disease'
(WHO, 1946). Health and the person were seen more holistically (mind/body/spirit)
and not just in physical terms.
D
The 1970s was a time of focusing on the prevention of disease and illness by
emphasising the importance of the lifestyle and behaviour of the individual. Specific
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behaviours which were seen to increase the risk of diseases, such as smoking, lack of
fitness and unhealthy eating habits, were targeted. Creating health meant providing
not only medical health care, but health promotion programs and policies which
would help people maintain healthy behaviours and lifestyles. While this
individualistic healthy lifestyle approach to health worked for some (the wealthy
members of society), people experiencing poverty, unemployment, underemployment
or little control over the conditions of their daily lives benefited little from this
approach. This was largely because both the healthy lifestyles approach and the
medical approach to health largely ignored the social and environmental conditions
affecting the health of people.
E
During 1980s and 1990s there has been a growing swing away from seeing lifestyle
risks as the root cause of poor health. While lifestyle factors still remain important,
health is being viewed also in terms of the social, economic and environmental
contexts in which people live. This broad approach to health is called the socio-
ecological view of health. The broad socio-ecological view of health was endorsed at
the first International Conference of Health Promotion held in 1986, Ottawa, Canada,
where people from 38 countries agreed and declared that:
The fundamental conditions and resources for health are peace, shelter, education,
food, a viable income, a stable eco-system, sustainable resources, social justice and
equity. Improvement in health requires a secure foundation in these basic
requirements. (WHO, 1986) .
It is clear from this statement that the creation of health is about much more than
encouraging healthy individual behaviours and lifestyles and providing appropriate
medical care. Therefore, the creation of health must include addressing issues such as
poverty, pollution, urbanisation, natural resource depletion, social alienation and poor
working conditions. The social, economic and environmental contexts which
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contribute to the creation of health do not operate separately or independently of each

other. Rather, they are interacting and interdependent, and it is the complex
interrelationships between them which determine the conditions that promote health.
A broad socio-ecological view of health suggests that the promotion of health must
include a strong social, economic and environmental focus.
F
At the Ottawa Conference in 1986, a charter was developed which outlined new
directions for health promotion based on the socio-ecological view of health. This
charter, known as the Ottawa Charter for Health Promotion, remains as the backbone
of health action today. In exploring the scope of health promotion it states that:
Good health is a major resource for social, economic and personal development and
an important dimension of quality of life. Political, economic, social, cultural,
environmental, behavioural and biological factors can all favour health or be
harmful to it. (WHO, 1986) .
The Ottawa Charter brings practical meaning and action to this broad notion of health
promotion. It presents fundamental strategies and approaches in achieving health for
all. The overall philosophy of health promotion which guides these fundamental
strategies and approaches is one of 'enabling people to increase control over and to
improve their health' (WHO, 1986).
Questions 19-22
Using NO MORE THAN THREE WORDS from the passage, answer the following
questions
Write your answers in boxes 19-22 on your answer sheet.
19. In which year did the World Health Organization define health in terms of
mental, physical and social well-being?
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20. Which members of society benefited most from the healthy lifestyles approach to
health?
21. Name the three broad areas which relate to people's health, according to the
socio-ecological view of health.
22. During which decade were lifestyle risks seen as the major contributors to poor
health?
Questions 23-27
Do the following statements agree with the information in Reading Passage 8?
In boxes 23-27 on your answer sheet write
YES if the statement agrees with the information.
NO if the statement contradicts the information.
NOT GIVEN if there is no information on this in the passage.
23 Doctors have been instrumental in improving living standards in Western society.

24 The approach to health during the 1970s included the introduction of health
awareness programs.
25 The socio-ecological view of health recognises that lifestyle habits and the
provision of adequate health care are critical factors governing health.
26 The principles of the Ottawa Charter are considered to be out of date in the 1990s.
27 In recent years a number of additional countries have subscribed to the Ottawa
Charter.
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You should spend about 20 minutes on Questions 14- 26, which are based on
READING THE SCREEN
Are the electronic media exacerbating illiteracy and making our children
stupid? On the contrary, says Colin McCabe, they have the potential to make us
truly literate.
The debate surrounding literacy is one of the most charged in education. On the one
hand, there is an army of people convinced that traditional skills of reading and
writing are declining. On the other, a host of progressives protest that literacy is much
more complicated than a simple technical mastery of reading and writing. This
second position is supported by most of the relevant academic work over the past 20
years. These studies argue that literacy can only be understood in its social and
technical context. In Renaissance England, for example, many more people could
read than could write, and within reading there was a distinction between those who
could read print and those who could manage the more difficult task of reading
manuscript. An understanding of these earlier periods helps us understand today’s
‘crisis in literacy’ debate.
There does seem to be evidence that there has been an overall decline in some aspects
of reading and writing - you only need to compare the tabloid newspapers of today
with those of 50 years ago to see a clear decrease in vocabulary and simplification of
syntax. But the picture is not uniform and doesn’t readily demonstrate the simple
distinction between literate and illiterate which had been considered adequate since
the middle of the 19th century.
While reading a certain amount of writing is as crucial as it has ever been in

industrial societies, it is doubtful whether a fully extended grasp of either is as
necessary as it was 30 or 40 years ago. While print retains much of its authority as a
source of topical information, television has increasingly usurped this role. The
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ability to write fluent letters has been undermined by the telephone and research
suggests that for many people the only use for writing, outside formal education, is
the compilation of shopping lists.
The decision of some car manufacturers to issue their instructions to mechanics as a

video pack rather than as a handbook might be taken to spell the end of any automatic
link between industrialisation and literacy. On the other hand, it is also the case that
ever-increasing numbers of people make their living out of writing, which is better
rewarded than ever before. Schools are generally seen as institutions where the book
rules - film, television and recorded sound have almost no place; but it is not clear
that this opposition is appropriate. While you may not need to read and write to watch
television, you certainly need to be able to read and write in order to make
programmes.
Those who work in the new media are anything but illiterate. The traditional
oppositions between old and new media are inadequate for understanding the world
which a young child now encounters. The computer has re-established a central place
for the written word on the screen, which used to be entirely devoted to the image.
There is even anecdotal evidence that children are mastering reading and writing in
order to get on to the Internet. There is no reason why the new and old media cannot
be integrated in schools to provide the skills to become economically productive and
politically enfranchised.
Nevertheless, there is a crisis in literacy and it would be foolish to ignore it. To

understand that literacy may be declining because it is less central to some aspects of
everyday life is not the same as acquiescing in this state of affairs. The production of
school work with the new technologies could be a significant stimulus to literacy.
How should these new technologies be introduced into the schools? It isn’t enough to
call for computers, camcorders and edit suites in every classroom; unless they are
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properly integrated into the educational culture, they will stand unused. Evidence
suggests that this is the fate of most information technology used in the classroom.
Similarly, although media studies are now part of the national curriculum, and more
and more students are now clamouring to take these course, teachers remain
uncertain about both methods and aims in this area.
This is not the fault of the teachers. The entertainment and information industries
must be drawn into a debate with the educational institutions to determine how best
to blend these new technologies into the classroom.
Many people in our era are drawn to the pessimistic view that the new media are
destroying old skills and eroding critical judgement. It may be true that past
generations were more literate but - taking the pre-19th century meaning of the term -
this was true of only a small section of the population. The word literacy is a 19th-
century coinage to describe the divorce of reading and writing from a full knowledge
of literature. The education reforms of the 19th century produced reading and writing
as skills separable from full participation in the cultural heritage.
The new media now point not only to a futuristic cyber-economy, they also make our
cultural past available to the whole nation. Most children’s access to these treasures is
initially through television. It is doubtful whether our literary heritage has ever been
available to or sought out by more than about 5 per cent of the population; it has
certainly not been available to more than 10 per cent. But the new media joined to the
old, through the public service tradition of British broadcasting, now makes our
literary tradition available to all.
Questions 14-17
Choose the appropriate letters A-D for questions 14 to 17.

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Write A-D in boxes 14-17 on your answer sheet.
14. When discussing the debate on literacy in education, the writer notes that
A. children cannot read and write as well as they used to.

B. academic work has improved over the last 20 years.
C. there is evidence that literacy is related to external factors.
D. there are opposing arguments that are equally convincing.
15. In the 4th paragraph, the writer’s main point is that
A. the printed word is both gaining and losing power.

B. all inventions bring disadvantages as well as benefits.
C. those who work in manual jobs no longer need to read.
D. the media offers the best careers for those who like writing.
16. According to the writer, the main problem that schools face today is
A. how best to teach the skills of reading and writing.

B. how best to incorporate technology into classroom teaching.
C. finding the means to purchase technological equipment.
D. managing the widely differing levels of literacy amongst pupils.
17. At the end of the article, the writer is suggesting that
A. literature and culture cannot be divorced.

B. the term ‘literacy’ has not been very useful.
C. 10 per cent of the population never read literature.
D. our exposure to cultural information is likely to increase.
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Questions 18-23
Do the following statements agree with the views of the writer in Reading Passage
271?
In boxes 18-23 on your answer sheet write
YES if the statement agrees with the writer

NO if the statement contradicts the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
18. It is not as easy to analyse literacy levels as it used to be.

19. Our literacy skills need to be as highly developed as they were in the past.
20. Illiteracy is on the increase.
21. Professional writers earn relatively more than they used to.
22. A good literacy level is important for those who work in television.
23. Computers are having a negative impact on literacy in schools.
Questions 24-26
Complete the sentences below with words taken from Reading Passage 271.
Use NO MORE THAN THREE WORDS for each answer.

In Renaissance England, the best readers were those able to read 24 ........................
The writer uses the example of 25 ........................ to illustrate the general fall in
certain areas of literacy.
21
It has been shown that after leaving school, the only things that a lot of people write
are 26 ........................
22
There are 5 advertisements (A-E) below. Read the advertisements and

answer Question 1-6.
Advertisements
A.
IT’S YOUR CHOICE
Buy a Burger, Get the same one
FREE!
You are invited to enjoy a special treat at Jaspar’s Macquarie Plaza. Simply present
this coupon with your next order and when you purchase the burger of your choice it
will be our pleasure to give you another burger of the same variety absolutely FREE!
Valid only at Macquarie and ONE voucher per customer per day.
Jaspar’s Macquarie Plaza

North Richmond
Expires 9th May 2018. Cannot be used with any other Jaspar’s offer. Eat in or
Takeaway
| Level 3, next to the cinema complex |
B.
TRELLINIS RESTAURANT
Fine Italian Food
B.Y.O Eat In – Takeaway
OPEN Lunch – Dinner
Now: Better Menu – Food – Service Superb
Winter Dishes and Dessert

Perfect for Parties
Separate party rooms and choice of set menu available
For 10-80 people and value for $$$
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Phone: 271 8600 12 Oxford St. EPPING

| Opp. PO. Ample parking |
C.
BYO 693 2258
No Corkage 693 2260
and licensed
Indian Flavour
DINNER 7 NIGHTS
• 10% discount on takeaways
• Free home delivery (local areas only)
• Banquet – only $16.50 per person
• Separate party’ room (up to 90 people)
| 63-65 John Street, RYDE |
D.
Writers cafe
Dante Trattoria, Shop 4, Spring Centre,
| Soldier’s Road, Neutral Bay. Ph: 953 1212 |
OPEN: 8 am-midnight
CUISINE: Italian influence, menu changes every four months. Breakfast includes
toast, pancakes, smoked salmon, scrambled eggs, gourmet sausages and fruit; light
meals and lunch menu includes pasta, salad, crepes, seafood, soups, focaccia,
burgers, desserts.
PRICES: Breakfast $4.50 – $8.90 Lunch $6.90-513.90
ATMOSPHERE: Relaxed and quiet. Patrons can dine inside or out.
CREDIT CARDS: Yes
E.
VEGETARIAN
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COOKING CLASSES
Are you looking for some healthy alternatives to your menu? Join our creative and
nutritious three-week program conducted by qualified professionals, including
delicious tastings and demonstrations.
Starting Wednesday, May 10 at 7.15 pm.
Centre for Health Management
SYDNEY DAY HOSPITAL
BOOK NOW 748 9696
Questions 1-6
There are 5 advertisements A-E in the text above.
Answer question 1-6 by choosing the correct advertisements.
Select the appropriate advertisements and write A- E in boxes 1-6 on your answer
sheet.
1. Which advertisement is not for a restaurant?

2. Which advertisement offer facilities for parties up to 90 people?
3. Which restaurant states that it serves breakfast?
4. Which restaurant will give you an extra serving if you present the coupon?
5. Which restaurant does not offer a takeaway service?
6. Which restaurant will bring the food you order to your house?
Read the instruction on how to use a Microwave Oven below and answer questions
7-12.
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Questions 7-12
The following text is a series of general instructions for using a microwave oven. Part
of each instruction is underlined.
In boxes 7-12 on your answer sheet write:
E if the underlined section gives an EXAMPLE of the instruction.

R if the underlined section gives a REASON for the instruction.
CR if the underlined section is a CORRECT PROCEDURE.
GENERAL INSTRUCTIONS FOR THE USE OF YOUR MICROWAVE

Example Do not boil eggs in their shell (unless otherwise stated).
7. Whilst heating liquids which contain air (e.g. milk or milk-based fluids), stir
several times during heating to avoid spillage of the liquid from the container.
8. Potatoes, apples, egg yolks, whole squash and sausages are all foods with non-
porous skins. This type of food must be pierced before cooking. to prevent bursting.
9. Do not dry clothes or other materials in the oven. They may catch on fire.
10. Do not cook food directly on glass oven tray unless indicated in recipes. Food
should be placed in a suitable cooking utensil.
11. Do not hit control panel. Damage to controls may occur.
12. Clean the oven, the door and the seals with water and a mild detergent at regular
26
intervals. Never use an abrasive cleaner that may scratch the surfaces around the
door.
27
A.D.D. - Missing Out on Learning

Study requires a student's undivided attention. It is impossible to acquire a complex
skill or absorb information about a subject in class unless one learns to concentrate
without undue stress for long periods of time.
Students with Attention Deficit Disorder (A.D.D.) are particularly deficient in this
respect for reasons which are now known to be microbiological and not behavioral,
as was once believed. Of course, being unable to concentrate, and incapable of
pleasing the teacher and oneself in the process, quickly leads to despondence and low
self-esteem. This will naturally induce behavioral problems. It is estimated that 3 - 5
% of all children suffer from Attention Deficit Disorder. There are three main types
of Attention Deficit Disorder: A.D.D. without Hyperactivity, A.D.D. with
Hyperactivity (A.D.H.D.), and Undifferentiated A.D.D.
The characteristics of a person with A.D.D. are as follows:
• has difficulty paying attention
• does not appear to listen
• is unable to carry out given instructions
• avoids or dislikes tasks which require sustained mental effort
• has difficulty with organization
• is easily distracted
• often loses things
• is forgetful in daily activities
Children with A.D.H.D. also exhibit excessive and inappropriate physical activity,
such as constant fidgeting and running about the room. This boisterousness often
28
interferes with the educational development of others. Undifferentiated A.D.D.

sufferers exhibit some, but not all, of the symptoms of each category.
It is important to base remedial action on an accurate diagnosis. Since A.D.D. is a

physiological disorder caused by some structural or chemically-based
neurotransmitter problem in the nervous system, it responds especially well to certain
psycho stimulant drugs, such as Ritalin. In use since 1953, the drug enhances the
ability to structure and complete a thought without being overwhelmed by non-
related and distracting thought processes.
Psycho stimulants are the most widely used medications for persons with A.D.D. and
A.D.H.D. Recent findings have validated the use of stimulant medications, which
work in about 70 - 80% of A.H.D.D. children and adults (Wilens and Biederman,
1997). In fact, up to 90% of destructibility in A.D.D. sufferers can be removed by
medication. The specific dose of medicine varies for each child, but such drugs are
not without side effects, which include reduction in appetite, loss of weight, and
problems with falling asleep.
Not all students who are inattentive in class have Attention Deficit Disorder. Many
are simply unwilling to commit themselves to the task at hand. Others might have a
specific learning disability (S.L.D.). However, those with A.D.D. have difficulty
performing in school not usually because they have trouble learning 1 , but because
of poor organization, inattention, compulsion and impulsiveness. This is brought
about by an incompletely understood phenomenon, in which the individual is,
perhaps, best described as 'tuning out' for short to long periods of time. The effect is
analogous to the switching of channels on a television set. The difference is that an
A.D.D. sufferer is not 'in charge of the remote control'. The child with A.D.D. is
unavailable to learn - something else has involuntarily captured his or her whole
attention.
29
It is commonly thought that A.D.D. only affects children, and that they grow out of
the condition once they reach adolescence. It is now known that this is often not the
case. Left undiagnosed or untreated, children with all forms of A.D.D. risk a lifetime
of failure to relate effectively to others at home, school, college and at work. This
brings significant emotional disturbances into play, and is very likely to negatively
affect self-esteem. Fortunately, early identification of the problem, together with
appropriate treatment, makes it possible for many victims to overcome the substantial
obstacles that A.D.D. places in the way of successful learning.
1 approximately 15% of A.D.H.D. children do, however, have learning disabilities

Alternative Treatments for A.D.D. Evaluation
30
• expensive
• EEG Biofeedback • trials flawed - (sample groups
• Dietary intervention (removal of food small, no control groups)
additives -preservatives, colorings etc.) • ineffective
• Sugar reduction (in A.D.H.D.) • numerous studies disprove link.
• Correction of (supposed) inner-ear • slightly effective (but only for a
disturbance small percentage of children)
• Correction of (supposed) yeast infection • undocumented, unscientific
(Candida albicans) studies
• Vitamin/mineral regimen for (supposed) • inconsistent with current theory
genetic abnormality • lack of evidence
• Body manipulations for (supposed) • inconsistent with current theory
misalignment of two bones in the skull • lack of evidence
• theory disproved in the 1970s
• lack of evidence
• inconsistent with current theory
Figure 1. Evaluations of Controversial Treatments for A.D.D.
Questions 27-29
You are advised to spend about 5 minutes on Questions 27-29.
Refer to Reading Passage 13 "A.D.D. - Missing Out On Learning", and decide which
of the answers best completes the following sentences. Write your answers in
boxes 27 - 29 on your Answer Sheet. The first one has been done for you as an
example.
31
Example: The number of main types of A.D.D. is:

a) 1
b) 2
c) 3
d) 4
Q. 27. Attention Deficit Disorder:

a) is a cause of behavioural problems
b) is very common in children
c) has difficulty paying attention
d) none of the above
Q. 28. Wilens and Biederman have shown that:

a) stimulant medications are useful
b) psychostimulants do not always work
c) hyperactive persons respond well to psychostimulants
d) all of the above
Q. 29. Children with A.D.D.:

a) have a specific learning disability
b) should not be given medication as a treatment
c) may be slightly affected by sugar intake
d) usually improve once they become teenagers
32
Questions 30-37
You are advised to spend about 10 minutes on Questions 30 - 37.
The following is a summary of Reading Passage 13.
Complete each gap in the text by choosing 30 - 37 on your Answer Sheet.

Write your answers in boxes. Note that there are more choices in the box than gaps.
You will not need to use all the choices given, but you may use a word, or phrase
more than once.
Attention Deficit Disorder is a neurobiological problem that affects 3 - 5% of all
.....(Ex:). ...... Symptoms include inattentiveness and having difficulty getting (30) , as
well as easily becoming distracted. Sometimes, A.D.D. is accompanied by (31) In
these cases, the sufferer exhibits excessive physical activity. Psychostimulant drugs
can be given to A.D.D. sufferers to assist them with the (32) of desired thought
processes, although they might cause (33) Current theory states that medication is the
only (34) that has a sound scientific basis. This action should only be taken after an
33
accurate diagnosis is made. Children with A.D.D. do not necessarily have trouble
learning; their problem is that they involuntarily (35) their attention elsewhere. It is
not only (36) that are affected by this condition. Failure to treat A.D.D. can lead to
lifelong emotional and behavioral problems. Early diagnosis and treatment, however,
are the key to (37) overcoming learning difficulties associated with A.D.D.
side effects successfully completion adults
medicine switch drug Ritalin
hyperactivity organized losing weight A.D.H.D.
children attention remedial action paying
Questions 38 - 40
You are advised to spend about 5 minutes on Questions 38 - 40.
Refer to Reading Passage 13, and decide which of the following pieces of advice is
best suited for child listed in the table below.
Write your answers in boxes 38 - 40 on your Answer Sheet.
ADVICE:
A current treatment ineffective - suggest increased dosage of Ritalin.
B supplement diet with large amounts of vitamins and minerals.
C probably not suffering from A.D.D. - suggest behavioral counseling.
D bone manipulation to realign bones in the skull.
E EEG Biofeedback to self-regulate the child's behavior.
F daily dose of Ritalin in place of expensive unproven treatment.
CHILD 1 CHILD 2 CHILD 3
34
Problems • does not listen to • often forgets to do • excessively active

given homework • unable to pay attention
instructions • sleeps in class • dislikes mental effort
• loses interest • disturbs other • disturbs other students
easily students
• cannot complete
tasks
• quiet and
withdrawn
Current • EEG Feedback • none • diet contains no food

Treatment additives
• low dose of Ritalin
Best (38)……………. (39)……………… (40)……………..

Advice
35
THE TRUTH ABOUT THE ENVIRONMENT
For many environmentalists, the world seems to be getting worse. They have
developed a hit-list of our main fears: that natural resources are running out, that the
population is ever growing, leaving less and less to eat, that species are becoming
extinct in vast numbers, and that the planet's air and water are becoming ever more
polluted.
But a quick look at the facts shows a different picture. First, energy and other natural
resources have become more abundant, not less so, since the book 'The Limits to
Growth' was published in 1972 by a group of scientists. Second, more food is now
produced per head of the world's population than at any time in history. Fewer people
are starving. Third, although species are indeed becoming extinct, only about 0.7% of
them are expelled to disappear in the next 50 years, not 25-50%, as has so often been
predicted. And finally, most forms of environmental pollution either appear to have
been exaggerated, or are transient - associated with the early phases of
industrialisation and therefore best cured not by restricting economic growth, but by
accelerating it. One form of pollution - the release of greenhouse gases that causes
global warming - does appear to be a phenomenon that is going to extend well into
our future, but its total impact is unlikely to pose a devastating problem. A bigger
problem may well turn out to be an inappropriate response to it.
Yet opinion polls suggest that many people nurture the belief that environmental
standards are declining and four factors seem to cause this disjunction between
perception and reality.
One is the lopsidedness built into scientific research. Scientific funding goes mainly
to areas with many problems. That may be wise policy but it will also create an
impression that many more potential problems exist than is the case.
36
Secondly, environmental groups need to be noticed by the mass media. They also
need to keep the money rolling in. Understandably, perhaps, they sometimes
overstate their arguments. In 1997, for example, the World Wide Fund for Nature
issued a press release entitled: 'Two-thirds of the world's forests lost forever'. The
truth turns out to be nearer 20%.
Though these groups are run overwhelmingly by selfless folk, they nevertheless share
many of the characteristics of other lobby groups. That would matter less if people
applied the same degree of skepticism to environmental lobbying as they do to lobby
groups in other fields. A trade organisation arguing for, say, weaker pollution control
is instantly seen as self-interested. Yet a green organisation opposing such a
weakening is seen as altruistic, even if an impartial view of the controls in question
might suggest they are doing more harm than good.
A third source of confusion is the attitude of the media. People are dearly more
curious about bad news than good. Newspapers and broadcasters are there to provide
what the public wants: That, however, can lead to significant distortions of
perception. An example was America's encounter with EI Nino in 1997 and 1998.
This climatic phenomenon was accused of wrecking tourism, causing allergies,
melting the ski-slopes, and causing 22 deaths. However, according to an article in the
Bulletin of the American Meteorological Society, the damage it did was estimated at
US$4 billion but the benefits amounted to some US$19 billion. These came from
higher winter temperatures (which saved an estimated 850 lives, reduced heating
costs and diminished spring floods caused by melt waters).
The fourth factor is poor individual perception. People worry that the endless rise in
the amount of stuff everyone throws away will cause the world to run out of places to
dispose of waste. Yet, even if America's trash output continues to rise as it has done
37
in the past, and even if the American population doubles by 2100, all the rubbish
America produces through the entire 21st century will still take up only one-12,000th
of the area of the entire United States.
So what of global warming? As we know, carbon dioxide emissions are causing the
planet to warm. The best estimates are that the temperatures will rise by 2-3°C in this
century, causing considerable problems, at a total cost of US$5,000 billion.
Despite the intuition that something drastic needs to be done about such a costly
problem, economic analyses dearly show it will be far more expensive to cut carbon
dioxide emissions radically than to pay the costs of adaptation to the increased
temperatures. A model by one of the main authors of the United Nations Climate
Change Panel shows how an expected temperature increase of 2.1 degrees in 2100
would only be diminished to an increase of 1.9 degrees. Or to put it another way, the
temperature increase that the planet would have experienced in 2094 would be
postponed to 2100.
So this does not prevent global warming, but merely buys the world six years. Yet the
cost of reducing carbon dioxide emissions, for the United States alone, will be higher
than the cost of solving the world's single, most pressing health problem: providing
universal access to clean drinking water and sanitation. Such measures would avoid 2
million deaths every year, and prevent half a billion people from becoming seriously
ill.
It is crucial that we look at the facts if we want to make the best possible decisions
for the future. It may be costly to be overly optimistic - but more costly still to be too
pessimistic.
38
Questions 27-32
Do the following statements agree with the information given in Reading Passage
75?
In boxes 27-32 on your answer sheet, write:

YES if the statement agrees with the writer's claims
NO if the statement contradicts the writer's claims
27 Environmentalists take a pessimistic view of the world for a number of reasons.

28 Data on the Earth's natural resources has only been collected since 1972.
29 The number of starving people in the world has increased in recent years.
30 Extinct species are being replaced by new species.
31 Some pollution problems have been correctly linked to industrialisation.
32 It would be best to attempt to slow down economic growth.
Questions 33-37
Choose the correct letter, A, B, C or D.
33 What aspect of scientific research does the writer express concern about in
paragraph 4?
A. A the need to produce results
B. the lack of financial support
C. the selection of areas to research
D. the desire to solve every research problem
34 The writer quotes from the Worldwide Fund for Nature to illustrate how
A. influential the mass media can be.
B. effective environmental groups can be.
39
C. the mass media can help groups raise funds.

D. environmental groups can exaggerate their claims.
35 What is the writer's main point about lobby groups in paragraph 6?

A. Some are more active than others.
B. Some are better organised than others.
C. Some receive more criticism than others.
D. Some support more important issues than others.
36 The writer suggests that newspapers print items that are intended to
A educate readers.
B meet their readers' expectations.
C encourage feedback from readers.
D mislead readers.
37 What does the writer say about America's waste problem?

A It will increase in line with population growth.
B It is not as important as we have been led to believe.
C It has been reduced through public awareness of the issues.
D It is only significant in certain areas of the country.
Questions 38-40
Complete the summary with the list of words A-I below.
Write the correct letter A-I in boxes 38-40 on your answer sheet.
GLOBAL WARMING
The writer admits that global warming is a 38 ....................... challenge, but says that
it will not have a catastrophic impact on our future if we deal with it in
the 39 ....................... way. If we try to reduce the levels of greenhouse gases, he
believes that it would only have a minimal impact on rising temperatures. He feels it
40
would be better to spend money on the more 40 ....................... health problem of

providing the world's population with clean drinking water.
A unrealistic B agreed C expensive D right
E long-term F usual G surprising H personal
I urgent
41
DESTINATIONS FOR INTERNATIONAL ENGLISH STUDENTS
Paragraph (i)
At any given time, more than a million international students around the world are
engaged in the study of the English language in a predominantly English-speaking
country. The five most popular destinations, in order of popularity, are the U. S.,
Britain, Australia, New Zealand, and Canada. The reasons for choosing to study
English abroad differ with each individual, as do the reasons for the choice of
destination.
Paragraph (ii)
Numerous studies conducted in Britain and the United States show that the country of
choice depends to a large extent on economic factors. While this should not provoke
much surprise, careful analysis of the data suggests that students and their parents are
most influenced by the preconceptions they have of the countries considered for
study abroad, which, in turn, influence the amount they or their parents are prepared
to outlay for the experience. The strength of international business connections
between countries also gives a good indication of where students will seek tuition. In
the main, students tend to follow the traditional pattern of study for their national
group.
Paragraph (iii)
The United States attracts the most diverse array of nationalities to its English
language classrooms - this heterogeneity being largely due to its immense pulling
power as the world's foremost economy and the resulting extensive focus on U.S.
culture. Furthermore, throughout the non-European world, in Asia and North and
South America especially, the course books used to teach English in most elementary
and high schools introduce students to American English and the American accent
42
from a very early age. Canada also benefits from worldwide North American
exposure, but has the most homogenous group of students - most with French as their
first language. Before furthering their English skills, students in Europe study from
predominantly British English material; most Europeans, naturally, opt for
neighbouring Britain, but many Asian, Middle-Eastern, and African students decide
upon the same route too.
Paragraph (iv)
Australia and New Zealand are often overlooked, but hundreds of thousands of
international students have discovered the delights of studying in the Southern
Hemisphere. The majority are Asian for reasons that are not difficult to comprehend:
the proximity of the two countries to Asia, (Jakarta, the capital of Australia's closest
Asian neighbor, Indonesia, is only 5506 kilometers from Sydney), the comparatively
inexpensive cost of living and tuition, and, perhaps of most importance to many
Asian students whose English study is a prelude to tertiary study, the growing
awareness that courses at antipodean universities and colleges are of an exceptionally
high standard. In addition, revised entry procedures for overseas students have made
it possible for an increasing number to attend classes to improve their English for
alternative reasons.
Paragraph (v)
Australia and New Zealand have roughly the same mix of students in their language
classrooms, but not all students of English who choose these countries are from Asia.
The emerging global consciousness of the late twentieth century has meant that
students from as far as Sweden and Brazil are choosing to combine a taste for exotic
travel with the study of English 'down under' and in 'the land of the long white cloud'.
But even the Asian economic downturn in the 1990s has not significantly altered the
demographic composition of the majority of English language classrooms within the
region.
Paragraph (vi)
Nor have the economic problems in Asia caused appreciable drops in full-time
43
college and university attendances by Asian students in these two countries. This is
partly because there has always been a greater demand for enrolment at Australian
and New Zealand tertiary institutions than places available to overseas students. In
addition, the economic squeeze seems to have had a compensatory effect. It has
clearly caused a reduction in the number of students from affected countries who are
financially able to study overseas. However, there has been a slight but noticeable
shift towards Australia and New Zealand by less wealthy Asian students who might
otherwise have chosen the United States for English study.
Paragraph (vii)
The U.S. and Britain will always be the first choice of most students wishing to study
the English language abroad, and it is too early to tell whether this trend will
continue. However, economic considerations undoubtedly wield great influence upon
Asian and non-Asian students alike. If student expectations can be met in less
traditional study destinations, and as the world continues to shrink, future
international students of English will be advantaged because the choice of viable
study destinations will be wider.
Questions 1-4
Complete the missing information in the table below by referring to Reading Passage
1
"Destinations for International English Students".
Write your answers in boxes 1 - 4 on your Answer Sheet. The first one has been done
for you as an example.
U.S. Britain Australia New Canada

Zealand
44
order of popularity 1st Ex:… 3rd 4th 5th

2nd…
American 2…….. not given not given
type of English in course 1………..
books used in this country 1 3……. Equal 3 5
student heterogeneity 2
(1 = most heterogenous
5 = least heterogenous)
You are advised to spend about 5 minutes on Questions 4 -9.
Choose the most suitable heading from the list of headings below for the seven
paragraphs of Reading Passage 1 "Destinations for International English Students".
Write your answers in boxes 5 - 10 on your Answer Sheet.
List of Heading
A. Heterogeneity in the language classroom
B. Enrollment demand in Australia & New Zealand.
C. Reasons for the choice of destination
D. The attractions of studying in the antipodes
Example: E. Conclusion
F. Additional student sources
G. Student destinations
Q 4. Paragraph (i) ............... Q 5. Paragraph (ii) ...............

Q 6. Paragraph (iii)............... Q 7. Paragraph (iv)...............
Q 8. Paragraph (v)............... Q 9. Paragraph (vi)...............
45
Example: Paragraph (vii) ...... E..............

Questions 10-15
You are advised to spend about 10 minutes on questions 10 -15.
Refer to Reading Passage 1 "Destinations for International English Students", and
look at the statements below.
Write your answers in boxes 10 -15 on your Answer Sheet.

Write T if the statement is True; F if the statement is False; N if the information is
Not Given in the text.
Example: There are presently more than 1,000,000 foreign students of English
abroad.
T F N
Q10. Study destination choices are mostly influenced by proximity to home.
T F N
Q11. Students who wish to study business will probably study English overseas.
T F N
Q12. Students of the same nationality usually make similar study choices.
T F N
Q13. English language classrooms in the U.S. have the widest range of student
nationalities.
T F N
Q14. Standards at Australian and New Zealand tertiary institutions are improving.
T F N
46
Q15. Despite the 1990s Asian economic crisis, Asian students still dominate the
English language classrooms of Australia and New Zealand.
T F N
BENEATH THE CANOPY

1. The world's tropical rainforests comprise some 6% of the Earth's land area and
contain more than half of all known life forms, or a conservative estimate of about 30
million species of plants and animals. Some experts estimate there could be two or
even three times as many species hidden within these complex and fast- disappearing
ecosystems, scientists will probably never know for certain, so vast is the amount of
study required.
2. Time is running out for biological research. Commercial development is
responsible for the loss of about 17 million hectares of virgin rainforest each year - a
figure approximating 1% of what remains of the world's rainforests.
3. The current devastation of once impenetrable rainforest is of particular concern
because, although new tree growth may in time repopulate felled areas, the
biologically diverse storehouse of flora and fauna is gone forever. Losing this
bountiful inheritance, which took millions of years to reach its present highly evolved
state,
would be an unparalleled act of human stupidity.
4. Chemical compounds that might be extracted from yet-to-be-discovered species
hidden beneath the tree canopy could assist in the treatment of disease or help to
control fertility. Conservationists point out that important medical discoveries have
already been made from material found in tropical rainforests. The drug aspirin, now
synthesised, was originally found in the bark of a rainforest tree. Two of the most
47
potent anti- cancer drugs derive from the rosy periwinkle discovered in the 1950s in
the tropical rainforests of Madagascar.
5. The rewards of discovery are potentially enormous, yet the outlook is bleak.
Timber-rich countries mired in debt, view potential financial gain decades into the
future as less attractive than short-term profit from logging. Cataloguing species and
analysing newly-found substances takes time and money, both of which are in short
supply.
6. The developed world takes every opportunity to lecture countries which are the
guardians of rainforest . Rich nations exhort them to preserve and care for what is
left, ignoring the fact that their wealth was in large part due to the exploitation of
their own natural world.
7. It is often forgotten that forests once covered most of Europe. Large tracts of forest
were destroyed over the centuries for the same reason that the remaining rainforests
are now being felled - timber. As well as providing material for housing, it enabled
wealthy nations to build large navies and shipping fleets with which to continue their
plunder of the world's resources.
8. Besides, it is not clear that developing countries would necessarily benefit
financially from extended bioprospecting of their rainforests. Pharmaceutical
companies make huge profits from the sale of drugs with little return to the country in
which an original discovery was made.
9. Also, cataloguing tropical biodiversity involves much more than a search for
medically useful and therefore commercially viable drugs. Painstaking biological
fieldwork helps to build immense databases of genetic, chemical and behavioural
information that will be of benefit only to those countries developed enough to use
them.
10. Reckless logging itself is not the only danger to rainforests. Fires lit to clear land
for further logging and for housing and agricultural development played havoc in the
late 1990s in the forests of Borneo. Massive clouds of smoke from burning forest
fires swept across the southernmost countries of South-East Asia choking cities and
48
reminding even the most resolute advocates of rainforest clearing of the swiftness of
nature's retribution.
11. Nor are the dangers entirely to the rainforests themselves. Until very recently, so-
called "lost" tribes - indigenous peoples who have had no contact with the outside
world - still existed deep within certain rainforests. It is now unlikely that there are
any more truly lost tribes. Contact with the modern world inevitably brings with it
exploitation, loss of traditional culture, and, in an alarming number of instances,
complete obliteration.
12. Forest-dwellers who have managed to live in harmony with their environment
have much to teach us of life beneath the tree canopy. If we do not listen, the impact
will be on the entire human race. Loss of biodiversity, coupled with climate change
and ecological destruction will have profound and lasting consequences.
Questions 16-20
Refer to Reading Passage 15 "Beneath the Canopy" and answer the following
questions. The left-hand column contains quotations taken directly from the reading
passage. The right-hand column contains explanations of those quotations. Match
each quotation with the correct explanation. Select from the choices A - F below
and write your answers in boxes 16 - 20 on your Answer Sheet.
Example: ' a conservative estimate'
......B......
Quotation Explanation
49
Ex: 'a conservative A. with many trees but few financial

estimate' (paragraph 1) resources
16. 'biologically diverse storehouse of B. purposely low and cautious reckoning
flora and fauna' (paragraph 3) C. large-scale use of plant and wildlife
17. 'timber-rich countries mired in D. profit from an analysis of the plant
debt' (paragraph 5) and animal life
18. 'exploitation of their own natural E. wealth of plants and animals
world' (paragraph 6) F. being less rich in natural wealth
19. 'benefit financially from extended
bioprospecting of their
rainforests' (paragraph 8)
20. 'loss of biodiversity' (paragraph 12)
Questions 21-23
You are advised to spend about 5 minutes on Questions 21-23.Refer to Reading
Passage 2, and look at Questions 21-23 below. Write your answers in boxes 21 - 23
on your Answer Sheet.
Q21. How many medical drug discoveries does the article mention?
Q22. What two shortages are given as the reason for the writer's pessimistic outlook?
Q23. Who will most likely benefit from the bioprospecting of developing countries'
rainforests?
Questions 24-26
You are advised to spend about 7 minutes on Questions 24-26. Refer to Reading
Passage 15, and decide which of the answers best completes the sentences.
Write your answers in boxes 24-26 on your Answer Sheet.
Q 24. The amount of rainforest destroyed annually is:
a) approximately 6% of the Earth's land area
b) such that it will only take 100 years to lose all the forests
50
c) increasing at an alarming rate

d) responsible for commercial development
Q 25. In Borneo in the late 1990s:

a) burning forest fires caused air pollution problems as far away as Europe
b) reckless logging resulted from burning forest fires
c) fires were lit to play the game of havoc
d) none of the above
Q 26. Many so-called "lost" tribes of certain rainforests:

a) have been destroyed by contact with the modern world
b) do not know how to exploit the rainforest without causing harm to the
environment
c) are still lost inside the rainforest
d) must listen or they will impact on the entire human race.
51
You should spend about 20 minutes on Questions 1-13, which are based on Reading
Passage 82 on the following pages.
The Impact of Wilderness Tourism
A
The market for tourism in remote areas is booming as never before. Countries all
across the world are actively promoting their 'wilderness' regions - such as
mountains, Arctic lands, deserts, small islands and wetlands - to high-spending
tourists. The attraction of these areas is obvious: by definition, wilderness tourism
requires little or no initial investment. But that does not mean that there is no cost. As
the 1992 United Nations Conference on Environment and Development recognized,
these regions are fragile (i.e. highly vulnerable to abnormal pressures) not just in
terms of their ecology, but also in terms of the culture of their inhabitants. The three
most significant types of fragile environment in these respects, and also in terms of
the proportion of the Earth's surface they cover, are deserts, mountains and Arctic
areas. An important characteristic is their marked seasonality, with harsh conditions
prevailing for many months each year. Consequently, most human activities,
including tourism, are limited to quite clearly defined parts of the year. Tourists are
drawn to these regions by their natural landscape beauty and the unique cultures of
their indigenous people. And poor governments in these isolated areas have
welcomed the new breed of 'adventure tourist', grateful for the hard currency they
bring. For several years now, tourism has been the prime source of foreign exchange
in Nepal and Bhutan. Tourism is also a key element in the economies of Arctic zones
such as Lapland and Alaska and in desert areas such as Ayers Rock in Australia and
Arizona's Monument Valley.
B
Once a location is established as a main tourist destination, the effects on the local
community are profound. When hill-farmers, for example, can make more money in
a few weeks working as porters for foreign trekkers than they can in a year working
52
in their fields, it is not surprising that many of them give up their farm-work, which is
thus left to other members of the family. In some hill-regions, this has led to a serious
decline in farm output and a change in the local diet, because there is insufficient
labour to maintain terraces and irrigation systems and tend to crops. The result has
been that many people in these regions have turned to outside supplies of rice and
other foods.
In Arctic and desert societies, year-round survival has traditionally depended on
hunting animals and fish and collecting fruit over a relatively short season. However,
as some inhabitants become involved in tourism, they no longer have time to collect
wild food; this has led to increasing dependence on bought food and stores. Tourism
is not always the culprit behind such changes. All kinds of wage labour, or
government handouts, tend to undermine traditional survival systems. Whatever the
cause, the dilemma is always the same: what happens if these new, external sources
of income dry up? The physical impact of visitors is another serious problem
associated with the growth in adventure tourism. Much attention has focused on
erosion along major trails, but perhaps more important are the deforestation and
impacts on water supplies arising from the need to provide tourists with cooked food
and hot showers. In both mountains and deserts, slow-growing trees are often the
main sources of fuel and water supplies may be limited or vulnerable to degradation
through heavy use.
C
Stories about the problems of tourism have become legion in the last few years. Yet it
does not have to be a problem. Although tourism inevitably affects the region in
which it takes place, the costs to these fragile environments and their local cultures
can be minimized. Indeed, it can even be a vehicle for reinvigorating local cultures,
as has happened with the Sherpas of Nepal's Khumbu Valley and in some Alpine
villages. And a growing number of adventure tourism operators are trying to ensure
that their activities benefit the local population and environment over the long term.
53
In the Swiss Alps, communities have decided that their future depends on integrating
tourism more effectively with the local economy. Local concern about the rising
number of second home developments in the Swiss Pays d'Enhaut resulted in limits
being imposed on their growth. There has also been a renaissance in communal
cheese production in the area, providing the locals with a reliable source of income
that does not depend on outside visitors. Many of the Arctic tourist destinations have
been exploited by outside companies, who employ transient workers and repatriate
most of the profits to their home base. But some Arctic communities are now
operating tour businesses themselves, thereby ensuring that the benefits accrue
locally. For instance, a native corporation in Alaska, employing local people, is
running an air tour from Anchorage to Kotzebue, where tourists eat Arctic food, walk
on the tundra and watch local musicians and dancers. Native people in the desert
regions of the American Southwest have followed similar strategies, encouraging
tourists to visit their pueblos and reservations to purchase high-quality handicrafts
and artwork. The Acoma and San Ildefonso pueblos have established highly
profitable pottery businesses, while the Navajo and Hopi groups have been similarly
successful with jewellery. Too many people living in fragile environments have lost
control over their economies, their culture and their environment when tourism has
penetrated their homelands. Merely restricting tourism cannot be the solution to the
imbalance, because people's desire to see new places will not just disappear. Instead,
communities in fragile environments must achieve greater control over tourism
ventures in their regions; in order to balance their needs and aspirations with the
demands of tourism. A growing number of communities are demonstrating that, with
firm communal decision-making, this is possible. The critical question now is
whether this can become the norm, rather than the exception.
Questions 1-3
Reading Passage 82 has three paragraphs, A-C.
Choose the correct heading for each section from the list of headings below.
54
Write the correct number i-vi in boxes 1-3 on your answer sheet.
List of Headings
i. The expansion of international tourism in recent years.

ii. How local communities can balance their own needs with the demands of wilderness
tourism.
iii. Fragile regions and the reasons for the expansion of tourism there.
iv. Traditional methods of food-supply in fragile regions.
v. Some of the disruptive effects of wilderness tourism.
vi. The economic benefits of mass tourism.
1 Section A
2 Section B
3 Section C
Questions 4-9
Do the following statements reflect the claims of the writer in Reading Passage 82?
In boxes 4-9 on your answer sheet, write

YES if the statement reflects the claims of the writer
NO if the statement contradicts the claims of the writer
4. The low financial cost of setting up wilderness tourism makes it attractive to many
countries.
5. Deserts, mountains and Arctic regions are examples of environments that are both
ecologically and culturally fragile.
6. Wilderness tourism operates throughout the year in fragile areas.
7. The spread of tourism in certain hill-regions has resulted in a fall in the amount of
food produced locally.
55
8. Traditional food-gathering in desert societies was distributed evenly over the

year.
9. Government handouts do more damage than tourism does to traditional patterns of
food-gathering.
Questions 10-13
Choose ONE WORD from Reading Passage 82 for each answer.
The positive ways in which some local communities have

responded to tourism
People/Location Activity
Swiss Pays d'Enhaut Revived production

of 10 ........................................
Arctic communities Operate 11 ........................................
businesses
Acoma and San Produce and
Ildefonso sell 12 ........................................
Produce and
Navajo and Hopi sell 13 ........................................
Activity
56
TRY IT AND SEE

In the social sciences, it is often supposed that there can be no such
thing as a controlled experiment. Think again.
A In the scientific pecking order, social scientists are usually looked down on by
their peers in the natural sciences. Natural scientists do experiments to test their
theories or, if they cannot, they try to look for natural phenomena that can act in lieu
of experiments. Social scientists, it is widely thought, do not subject their own
hypotheses to any such rigorous treatment. Worse, they peddle their untested
hypotheses to governments and try to get them turned into policies.
B Governments require sellers of new medicines to demonstrate their safety and

effectiveness. The accepted gold standard of evidence is a randomised control trial, in
which a new drug is compared with the best existing therapy (or with a placebo, if no
treatment is available). Patients are assigned to one arm or the other of such a study at
random, ensuring that the only difference between the two groups is the new
treatment. The best studies also ensure that neither patient nor physician knows
which patient is allocated to which therapy. Drug trials must also include enough
patients to make it unlikely that chance alone may determine the result.
C But few education programmes or social initiatives are evaluated in carefully

conducted studies prior to their introduction. A case in point is the 'whole-language'
approach to reading, which swept much of the English-speaking world in the 1970s
and 1980s. The whole-language theory holds that children learn to read best by
absorbing contextual clues from texts, not by breaking individual words into their
component parts and reassembling them (a method known as phonics).
Unfortunately, the educational theorists who pushed the whole-language notion so
successfully did not wait for evidence from controlled randomised trials before
advancing their claims. Had they done so, they might have concluded, as did an
analysis of 52 randomised studies carried out by the US National Reading Panel in
57
2000, that effective reading instruction requires phonics.
D To avoid the widespread adoption of misguided ideas, the sensible thing is to

experiment first and make policy later. This is the idea behind a trial of restorative
justice which is taking place in the English courts. The experiment will include
criminals who plead guilty to robbery. Those who agree to participate will be
assigned randomly either to sentencing as normal or to participation in a conference
in which the offender comes face-to-face with his victim and discusses how he may
make emotional and material restitution. The purpose of the trial is to assess whether
such restorative justice limits re-offending. If it does, it might be adopted more
widely.
E The idea of experimental evidence is not quite as new to the social sciences as
sneering natural scientists might believe. In fact, randomised trials and systematic
reviews of evidence were introduced into the social sciences long before they became
common in medicine. An apparent example of random allocation is a study carried
out in 1927 of how to persuade people to vote in elections. And randomised trials in
social work were begun in the 1930s and 1940s. But enthusiasm later waned. This
loss of interest can be attributed, at least in part, to the fact that early experiments
produced little evidence of positive outcomes. Others suggest that much of the
opposition to experimental evaluation stems from a common philosophical malaise
among social scientists, who doubt the validity of the natural sciences and therefore
reject the potential of knowledge derived from controlled experiments. A more
pragmatic factor limiting the growth of evidence-based education and social services
may be limitations on the funds available for research.
F Nevertheless, some 11,000 experimental studies are known in the social sciences
{compared with over 250,000 in the medical literature). Randomised trials have been
used to evaluate the effectiveness of driver-education programmes, job¬training
58
schemes, classroom size, psychological counselling for post-traumatic stress disorder

and increased investment in public housing. And where they are carried out, they
seem to have a healthy dampening effect on otherwise rosy interpretations of the
observations.
G The problem for policymakers is often not too few data, but what to make of
multiple and conflicting studies. This is where a body called the Campbell
Collaboration comes into its own. This independent non-profit organisation is
designed to evaluate existing studies, in a process known as a systematic review. This
means attempting to identify every relevant trial of a given question (including
studies that have never been published), choosing the best ones using clearly defined
criteria for quality, and combining the results in a statistically valid way. An
equivalent body, the Cochrane Collaboration, has produced more than 1,004 such
reviews in medical fields. The hope is that rigorous review standards will allow
Campbell, like Cochrane, to become a trusted and authoritative source of
information.
Questions 27-32
You should spend about 20 minutes on questions 27-40, which are based on Reading
Passage 3.
Reading Passage 3 has seven paragraphs A-G.
Choose the correct heading for paragraphs B-G from the list of headings below.
Write the correct number i-x in boxes 27-32 on your answer sheet.
List of Headings
i Why some early social science methods lost popularity
59
ii The cost implications of research

iii Looking ahead to an unbiased assessment of research
iv A range of social issues that have been usefully studied
v An example of a poor decision that was made too quickly
vi What happens when the figures are wrong
vii One area of research that is rigorously carried out
viii The changing nature of medical trials
ix An investigative study that may lead to a new system
x Why some scientists' theories are considered second-rate
Example Paragraph A Answer X

27 Paragraph B
28 Paragraph C
29 Paragraph D
30 Paragraph E
31 Paragraph F
32 Paragraph G
Questions 33-36
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Fighting Crime
Some criminals in England are agreeing to take part in a trial designed to help reduce
their chances of 33....................... . The idea is that while one group of randomly
selected criminals undergoes the usual 34....................... the other group will discuss
the possibility of making some repayment for the crime by meeting
the 35 ........................ It is yet to be seen whether this system, known
as 36 ....................... will work.
60
Questions 37-40
Classify the following characteristics as relating to
A Social Science
B Medical Science
C Both Social Science and Medical Science
D Neither Social Science nor Medical Science
Write the correct letter A, B, C or D in boxes 37-40 on your answer sheet.
37 a tendency for negative results in early trials

38 the desire to submit results for independent assessment
39 the prioritisation of research areas to meet government needs
40 the widespread use of studies that investigate the quality of new products
61
You should spend about 20 minutes on Questions 1–13, which are based on Reading
Passage 96 below.
MAKING TIME FOR SCIENCE
Chronobiology might sound a little futuristic – like something from a science fiction
novel, perhaps – but it’s actually a field of study that concerns one of the oldest
processes life on this planet has ever known: short-term rhythms of time and their
effect on flora and fauna.
This can take many forms. Marine life, for example, is influenced by tidal patterns.
Animals tend to be active or inactive depending on the position of the sun or moon.
Numerous creatures, humans included, are largely diurnal – that is, they like to come
out during the hours of sunlight. Nocturnal animals, such as bats and possums, prefer
to forage by night. A third group are known as crepuscular: they thrive in the lowlight
of dawn and dusk and remain inactive at other hours.
When it comes to humans, chronobiologists are interested in what is known as the

circadian rhythm. This is the complete cycle our bodies are naturally geared to
undergo within the passage of a twenty-four hour day. Aside from sleeping at night
62
and waking during the day, each cycle involves many other factors such as changes
in blood pressure and body temperature. Not everyone has an identical circadian
rhythm. ‘Night people’, for example, often describe how they find it very hard to
operate during the morning, but become alert and focused by evening. This is a
benign variation within circadian rhythms known as a chronotype.
Scientists have limited abilities to create durable modifications of chronobiological

demands. Recent therapeutic developments for humans such as artificial light
machines and melatonin administration can reset our circadian rhythms, for example,
but our bodies can tell the difference and health suffers when we breach these natural
rhythms for extended periods of time. Plants appear no more malleable in this
respect; studies demonstrate that vegetables grown in season and ripened on the tree
are far higher in essential nutrients than those grown in greenhouses and ripened by
laser.
Knowledge of chronobiological patterns can have many pragmatic implications for

our day-to-day lives. While contemporary living can sometimes appear to subjugate
biology – after all, who needs circadian rhythms when we have caffeine pills, energy
drinks, shift work and cities that never sleep? – keeping in synch with our body clock
is important.
The average urban resident, for example, rouses at the eye-blearing time of 6.04 a.m.,
which researchers believe to be far too early. One study found that even rising at 7.00
a.m. has deleterious effects on health unless exercise is performed for 30 minutes
afterwards. The optimum moment has been whittled down to 7.22 a.m.; muscle
aches, headaches and moodiness were reported to be lowest by participants in the
study who awoke then.
Once you’re up and ready to go, what then? If you’re trying to shed some extra
63
pounds, dieticians are adamant: never skip breakfast. This disorients your circadian
rhythm and puts your body in starvation mode. The recommended course of action is
to follow an intense workout with a carbohydrate-rich breakfast; the other way round
and weight loss results are not as pronounced.
Morning is also great for breaking out the vitamins. Supplement absorption by the
body is not temporal-dependent, but naturopath Pam Stone notes that the extra boost
at breakfast helps us get energised for the day ahead. For improved absorption, Stone
suggests pairing supplements with a food in which they are soluble and steering clear
of caffeinated beverages. Finally, Stone warns to take care with storage; high potency
is best for absorption, and warmth and humidity are known to deplete the potency of
a supplement.
After-dinner espressos are becoming more of a tradition – we have the Italians to

thank for that – but to prepare for a good night’s sleep we are better off putting the
brakes on caffeine consumption as early as 3 p.m. With a seven hour half-life, a cup
of coffee containing 90 mg of caffeine taken at this hour could still leave 45 mg of
caffeine in your nervous system at ten o’clock that evening. It is essential that, by the
time you are ready to sleep, your body is rid of all traces.
Evenings are important for winding down before sleep; however, dietician Geraldine
Georgeou warns that an after-five carbohydrate-fast is more cultural myth than
chronobiological demand. This will deprive your body of vital energy needs.
Overloading your gut could lead to indigestion, though. Our digestive tracts do not
shut down for the night entirely, but their work slows to a crawl as our bodies prepare
for sleep. Consuming a modest snack should be entirely sufficient.
64
Questions 1–7
Do the following statements agree with the information given in Reading Passage 96?
In boxes 1–7 on your answer sheet, write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1. Chronobiology is the study of how living things have evolved over time.
2. The rise and fall of sea levels affect how sea creatures behave.
3. Most animals are active during the daytime.
4. Circadian rhythms identify how we do different things on different days.
5. A ‘night person’ can still have a healthy circadian rhythm.
6. New therapies can permanently change circadian rhythms without causing harm.
7. Naturally-produced vegetables have more nutritional value.
Questions 8–13
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 8–13 on your answer sheet.
8. What did researchers identify as the ideal time to wake up in the morning?
A 6.04
B 7.00
C 7.22
D 7.30
9. In order to lose weight, we should

A avoid eating breakfast
B eat a low carbohydrate breakfast
C exercise before breakfast
D exercise after breakfast
65
10. Which is NOT mentioned as a way to improve supplement absorption?

A avoiding drinks containing caffeine while taking supplements
B taking supplements at breakfast
C taking supplements with foods that can dissolve them
D storing supplements in a cool, dry environment
11. The best time to stop drinking coffee is

A mid-afternoon
B 10 p.m.
C only when feeling anxious
D after dinner
12. In the evening, we should
A stay away from carbohydrates
B stop exercising
C eat as much as possible
D eat a light meal
13. Which of the following phrases best describes the main aim of Reading Passage
96?
A to suggest healthier ways of eating, sleeping and exercising
B to describe how modern life has made chronobiology largely irrelevant
C to introduce chronobiology and describe some practical applications
D to plan a daily schedule that can alter our natural chronobiological rhythms
66
You should spend about 20 minutes on Questions 1-15, which are based on Reading
Passage 94 on the following pages.
A D A M'S WIN E
A A Water is the giver and, at the same time, the taker of life. It covers most of the
surface of the planet we live on and features large in the development of the human
race. On present predictions, it is an element that is set to assume even greater
significance.
B Throughout history, water has had a huge impact on our lives. Humankind has
always had a rather ambiguous relationship with water, on the one hand receiving
enormous benefit from it, not just as a drinking source, but as a provider of food and
a means whereby to travel and to trade. But forced to live close to water in order to
survive and to develop, the relationship has not always been peaceful or beneficial. In
fact, it has been quite the contrary. What has essentially been a necessity for survival
has turned out in many instances to have a very destructive and life-threatening
side.
C Through the ages, great floods alternated with long periods of drought have
assaulted people and their environment, hampering their fragile fight for survival.
The dramatic changes to the environment that are now a feature of our daily news are
not exactly new: fields that were once lush and fertile are now barren; lakes and
rivers that were once teeming with life are now long gone; savannah has been turned
to desert. What perhaps is new is our naive wonder when faced with the forces of
nature.
D Today, we are more aware of climatic changes around the world. Floods in far-
flung places are instant hews for the whole world. Perhaps these events make us feel
better as we face the destruction of our own property by floods and other natural
disasters.
67
E In 2002, many parts of Europe suffered severe flood damage running into
billions of euros. Properties across the continent collapsed into the sea as waves
pounded the coastline wreaking havoc with sea defences. But it was not just the seas.
Rivers swollen by heavy rains and by the effects of deforestation carried large
volumes of water that wrecked many communities.
F Building stronger and more sophisticated river defences against flooding is the
expensive short-term answer. There are simpler ways. Planting trees in highland
areas, not just in Europe but in places like the Himalayas, to protect people living in
low-lying regions like the Ganges Delta, is a cheaper and more attractive solution.
Progress is already being made in convincing countries that the emission of carbon
dioxide and other greenhouse gases is causing considerable damage to the
environment. But more effort is needed in this direction.
G And the future? If we are to believe the forecasts, it is predicted that two¬thirds
of the world population will be without fresh water by 2025. But for a growing
number of regions of the world, the future is already with us. While some areas are
devastated by flooding, scarcity of water in many other places is causing conflict.
The state of Texas in the United States of America is suffering a shortage of water
with the Rio Grande failing to reach the Gulf of Mexico for the first time in 50 years
in the spring of 2002, pitting region against region as they vie for water sources. With
many parts of the globe running dry through drought and increased water
consumption, there is now talk of water being the new oil.
H Other doom-laden estimates suggest that, while tropical areas will become drier
and uninhabitable, coastal regions and some low-lying islands will in all probability
be submerged by the sea as the polar ice caps melt. Popular exotic destinations now
visited by countless tourists will become no-go areas. Today's holiday hotspots of
68
southern Europe and elsewhere will literally become hotspots - too hot to live in or
visit. With the current erratic behaviour of the weather, it is difficult not to subscribe
to such despair.
I Some might say that this despondency is ill-founded, but we have had ample
proof that there is something not quite right with the climate. Many parts of the world
have experienced devastating flooding. As the seasons revolve, the focus of the
destruction moves from one continent to another. The impact on the environment is
alarming and the cost to life depressing. It is a picture to which we will need to
become accustomed.
Questions 1-8
Reading Passage 94 has eight paragraphs labelled A-I.
Choose the most suitable headings for paragraphs B-I from the list of headings
below.
Write the appropriate numbers (i-xiii) in boxes 1-8 on your answer sheet.
One of the headings has been done for you as an example.

Note: There are more headings than paragraphs, so you will not use all of them.
List of Headings
i Environmental change has always been with us

ii The scarcity of water
iii Rivers and seas cause damage
iv Should we be despondent? Or realistic?
v Disasters caused by the climate make us feel better
vi Water, the provider of food
vii What is water?
viii How to solve flooding
69
ix Far-flung flooding
x Humans' relationship with water
xi The destructive force of water in former times
xii Flooding in the future
xiii A pessimistic view of the future
1 Paragraph B
2 Paragraph C
3 Paragraph D
4 Paragraph E
5 Paragraph F
6 Paragraph G
7 Paragraph H
8 Paragraph I
Example Answer
Paragraph A vii
Questions 9-15
Choose the appropriate letters A-D and write them in boxes 9-15 on your answer
sheet.
9 The writer believes that water

A is gradually becoming of greater importance.
B will have little impact on our lives in future.
C is something we will need more than anything else.
D will have even greater importance in our lives in the future.
10 Humankind's relationship with water has been

A two-sided.
B one-sided.
70
C purely one of great benefit.

D fairly frightening.
11 The writer suggests that

A we are in awe of the news we read and see on TV every day.
B change to the environment leaves us speechless.
C we should not be in awe of the news we read and see on TV every day.
D our surprise at the environmental change brought about by nature is something
new.
12 According to the text, planting trees

A has to be co-ordinated internationally.
B is more expensive than building sea and river defences.
C is a less expensive answer to flooding than building river defences.
D is not an answer to the problem of flooding in all regions.
13 By 2025, it is projected that

A at least half the world population will have fresh water.
B the majority of the world population will have fresh water.
C one-third of the world population will have fresh water.
D fresh water will only be available to half of the world population.
14 According to the text, in the future low-lying islands

A will still be habitable.
B will not be under water.
C are likely to be under water.
D will probably not be under water.
15 According to the writer,

71
A people do not need to get used to environmental damage.

B people will need to get used to climate changes that cause environmental
damage.
C people are now more used to environmental damage than they have been in the
past.
D the general despondency about environmental changes is ill-founded.
72
Air Rage
(A) The first recorded case of an airline passenger turning seriously violent during a
flight, a phenomenon now widely known as “air rage”, happened in 1947 on a flight
from Havana to Miami. A drunk man assaulted another passenger and bit a flight
attendant. However, the man escaped punishment because it was not then clear under
whose legal control a crime committed on plane was, the country where the plane
was registered or the country where the crime was committed. In 1963, at the Tokyo
convention, it was decided that the laws of the country where the plane is registered
take precedence.
(B) The frequency of air rage has expanded out of proportion to the growth of air
travel. Until recently few statistics were gathered about air rage, but those that have
been indicated that passengers are increasingly likely to cause trouble or engage in
violent acts. For example, in 1998 there were 266 air rage incidents out of
approximately four million passengers, a 400% increase from 1995. In the same
period, American Airlines showed a 200% rise. Air travel is predicted to rise by 5%
internationally by 2010 leading to increased airport congestion. This, coupled with
the flying public’s increased aggression, means that air rage may become a major
issue in coming years.
(C) Aside from discomfort and disruption, air rage poses some very real dangers to
flying. The most extreme of these is when out of control passengers enter the cockpit.
This has actually happened on a number of occasions, the worst of which have
resulted in the death and injury of pilots or the intruder taking control of the plane,
almost resulting in crashes. In addition, berserk passengers sometimes attempt to
open the emergency doors while in flight, putting the whole aircraft in danger. These
are extreme examples and cases of air rage more commonly result in physical
assaults on fellow passengers and crew such as throwing objects, punching, stabbing
or scalding with hot coffee.
73
(D) The causes of air rage are not known for certain, but it is generally thought that
factors include: passenger behavior and personality, the physical environment and
changes in society. A recent study has identified the issues that start the incidents to
be as follows.
Alcohol 25%
Seating 16%
Smoking 10%
Carry on luggage 9%
Flight attendants 8%
Food 5%
(E) One of the major causes seems to be the passenger’s behavior or their
personality. Fear of flying and the feeling of powerlessness associated with flying can
lead to irritable or aggressive passengers. Also, alcohol consumed on a plane
pressurized to 8000ft affects the drinker more quickly and the effects are stronger.
Many people do not take account of this and drinking may increase any negative
reaction to the flying environment they have, which, combined with the lowering of
their inhibitions, may cause air rage. Smoking withdrawal, which some liken in
severity to opiate withdrawal, is another major cause of air rage incidents. Passengers
caught smoking in the toilets occasionally assault flight attendants and have been
known to start fires. When conflicts occur in these conditions, they can escalate into
major incidents if the passenger has a violent personality or a fear of flying and
because of the enclosed nature of a plane offers no option of retreat as would be
natural in a “fight or flight” reaction.
(F) Some people feel that the physical environment of a plane can lead to air rage.
Seats on most airlines have become smaller in recent years as airlines try to increase
profits. This leads to uncomfortable and irritated passengers. Also, space for carry on
74
luggage is often very small. Because up to 8% of checked-in luggage is lost,

misdirected or stolen, passengers have been trying to fit larger carry on items into
these small storage areas and this can lead to disputes that can escalate into air rage.
Airlines could also be to blame by raising passengers’ expectations too high with
their marketing and advertising. Many air rage incidents start when disappointed
passengers demand to be reseated. Finally, there is some evidence to show that low
oxygen levels can raise aggression level and make people feel more desperate.
Airlines have lowered oxygen levels to save money. Now the level of oxygen in the
air that the pilots breathe is ten times higher than in cabin class.
(G) Another reason that has been suggested is that society is getting ruder and less
patient. The increased congestion at airports, longer queues and increased delays
have only added to this. In addition, some air rage incidents have been linked to the
demanding nature of high achieving business people, who do not like people telling
them what to do and resent the power that the cabin staff have over them. For them, a
flight attendant is a waiter or waitress who should do what the passenger wants.
(H) The strongest calls for action to control air rage have come from pilots and
aircrew. The International Transport Workers’ Federation argues that there are too
many loopholes that let people escape punishment and that the penalties are too light.
They want to notify all passengers of the penalties for air rage before taking off,
rather than after the passenger begins to cause serious problems, when it may be too
late. The Civil Aviation Organisation has been organizing international cooperation
and penalties have increased in recent years. The most severe punishment so far has
been a 51-month jail sentence, a fine to pay for the jet fuel used and 200 hours
community service for a man who attempted to enter the cockpit and to open the
emergency door of a domestic US flight.
(I) Various other measures are being used to control air rage. Aircrews are getting
75
training on how to calm passengers and how to predict where incidents might result
in air rage and take action to prevent this. Other measures include strengthening
doors to stop people entering the cockpit, training crew in the use of plastic restraints
to tie down unruly passengers and having pilots divert their planes if passengers
cause problems. Banning passengers who are guilty of air rage from flying has also
been tried to a lesser extent.
Questions 1 – 8
The IELTS reading sample passage has nine paragraphs A – I.
From the list below choose the most suitable headings for B – I.
Write the appropriate number (i – xiv) beside in boxes 1 – 8 on your answer sheet.
NB There are more headings than paragraphs, so you do not have to use them all.
List of headings
i The traveler’s character.

ii Disproportionate growth.
iii Pilots and aircrew.
iv Additional action.
v Smaller seats.
vi Uncomfortable aeroplanes
vii Origins.
viii A major threat.
ix Demands for change.
x Business people.
xi The roots of the problem.
xii The pace of life.
xiii Links to the surroundings.
xiv Personal experience.
76
Example: Paragraph A Answer: vii

Questions 9 – 14
Do the following statements agree with the information in the above reading sample
text?
Mark them as follows:
T if the statement agrees with the information in the text.

F if the statement does not agree with the information in the text.
NG if there is no information on this in the text.
9. In the first case of air rage, the man was not punished because the plane was not
registered.
10. The statistics on air rage were collected by private monitoring groups.
11. The second most common catalyst for incidents is problems with seating.
12. The environment in a plane makes disagreements more likely to become serious
problems.
13. Airlines have been encouraging passengers to bring more items onboard as carry-
on luggage.
14. It has been impossible to ban passengers with histories of air-rage.
77
You are advised to spend about 15 minutes on Questions 1 - 14 which refer to

FINDING THE LOST FREEDOM

1. The private car is assumed to have widened our horizons and increased our
mobility. When we consider our children's mobility, they can be driven to more
places (and more distant places) than they could visit without access to a motor
vehicle. However, allowing our cities to be dominated by cars has progressively
eroded children's independent mobility. Children have lost much of their freedom to
explore their own neighbourhood or city without adult supervision. In recent surveys,
when parents in some cities were asked about their own childhood experiences, the
majority remembered having more, or far more, opportunities for going out on their
own, compared with their own children today. They had more freedom to explore
their own environment.
2. Children's independent access to their local streets may be important for their own
personal, mental and psychological development. Allowing them to get to know their
own neighbourhood and community gives them a 'sense of place'. This depends on
active exploration', which is not provided for when children are passengers in cars.
(Such children may see more, but they learn less.) Not only is it important that
children be able to get to local play areas by themselves, but walking and cycling
journeys to school and to other destinations provide genuine play activities in
themselves.
3. There are very significant time and money costs for parents associated with
transporting their children to school, sport and to other locations. Research in the
United Kingdom estimated that this cost, in 1990, was between 10 billion and 20
billion pounds.
4. The reduction in children's freedom may also contribute to a weakening of the

78
sense of local community. As fewer children and adults use the streets as pedestrians,
these streets become less sociable places. There is less opportunity for children and
adults to have the spontaneous of the community. This in itself may exacerbate fears
associated with assault and molestation of children, because there are fewer adults
available who know their neighbours' children, and who can look out for their safety.
5. The extra traffic involved in transporting children results in increased traffic

congestion, pollution and accident risk. As our roads become more dangerous, more
parents drive their children to more places, thus contributing to increased levels of
danger for the remaining pedestrians. Anyone who has experienced either the reduced
volume of traffic in peak hour during school holidays, or the traffic jams near schools
at the end of a school day, will not need convincing about these points. Thus, there
are also important environmental implications of children's loss of freedom.
6. As individuals, parents strive to provide the best upbringing they can for their
children. However, in doing so, (e.g. by driving their children to sport, school or
recreation) parents may be contributing to a more dangerous environment for
children generally. The idea that 'streets are for cars and backyards and playgrounds
are for children' is a strongly held belief, and parents have little choice as individuals
but to keep their children off the streets if they want to protect their safety.
7. In many parts of Dutch cities, and some traffic calmed precincts in Germany,
residential streets are now places where cars must give way to pedestrians. In these
areas, residents are accepting the view that the function of streets is not solely to
provide mobility for cars. Streets may also be for social interaction, walking, cycling
and playing. One of the most important aspects of these European cities, in terms of
giving cities back to children, has been a range of 'traffic calming' initiatives, aimed
at reducing the volume and speed of traffic. These initiatives have had complex
interactive effects, leading to a sense that children have been able to 'recapture' their
79
local neighbourhood, and more importantly, that they have been able to do this in
safety. Recent research has demonstrated that children in many German cities have
significantly higher levels of freedom to travel to places in their own neighbourhood
or city than children in other cities in the world.
8. Modifying cities in order to enhance children's freedom will not only benefit
children. Such cities will become more environmentally sustainable, as well as more
sociable and more livable for all city residents. Perhaps it will be our concern for our
children's welfare that convinces us that we need to challenge the dominance of the
car in our cities.
Questions 1 - 5
Read statements 1-5 which relate to Paragraphs 1, 2, and 3 of the reading passage.
Answer T if the statement is true, F if the statement is false, or NI if there is no
information given in the passage.
Write your answers in the spaces numbered 1-5 on the answer sheet.
One has been done for you as an example
Example: The private car has made people more mobile. Answer: T
1. The private car has helped children have more opportunities to learn.
2. Children are more independent today than they used to be.
3. Walking and cycling to school allows children to learn more.
4. Children usually walk or cycle to school.
5. Parents save time and money by driving children to school.
Questions 6-9
In Paragraphs 4 and 5, there are FOUR problems stated. These problems, numbered
as questions 6-9, are listed below.
Each of these problems has a cause, listed A - G.
Find the correct cause for each of the problems.
80
Write the corresponding letter A -G, in the spaces numbered 6 - 9 on the answer
sheet.
One has been done for you as an example.
There are more causes than problems so you will not use all of them and you may
use any cause more than once
Problem Causes
Example: low sense of community feeling Answer: F
6. streets become less sociable A few adults know local children
7. fewer chances for meeting friends B fewer people use the streets
8. fears of danger for children C increased pollution
9. higher accident risk D streets are less friendly
E less traffic in school holidays
F reduced freedom for children
G more children driven to school
Questions 10-14
Questions 10 -14 are statement beginnings which represent information given in
Paragraphs 6, 7 and 8.
In the box below, there are some statement endings numbered i-x.
Choose the correct ending for each statement.
Write your answers i - x, in the spaces numbered 10 - 14 on the answer sheet.
One has been done for you as an example.
There are more statement endings than you will need.
Example: By driving their children to school, parents help create ... Answer: i
10. Children should play ...
11. In some German towns, pedestrians have right of way ...
81
12. Streets should also be used for ...

13. Reducing the amount of traffic and the speed is ...
14. All people who live in the city will benefit if cities are ...
List of statement endings

i ... a dangerous environment.
ii ... modified.
iii ...on residential streets.
iv ... modifying cities.
v ... neighbourhoods.
vi ... socialising.
vii ...in backyards.
viii ...for cars.
ix ... traffic calming.
x ... residential
82
You spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 152 below.
Literate women make better mothers?

Children in developing countries are healthier and more likely to survive past the age
of five when their mothers can read and write. Experts in public health accepted this
idea decades ago, but until now no one has been able to show that a woman's ability
to read in itself improves her children's chances of survival.
Most literate women learnt to read in primary school, and the fact that a woman has
had an education may simply indicate her family's wealth or that it values its children
more highly. Now a long-term study carried out in Nicaragua has eliminated these
factors by showing that teaching reading to poor adult women, who would otherwise
have remained illiterate, has a direct effect on their children's health and survival.
In 1979, the government of Nicaragua established a number of social programmes,

including a National Literacy Crusade. By 1985, about 300,000 illiterate adults from
all over the country, many of whom had never attended primary school, had learnt
how to read, write and use numbers.
During this period, researchers from the Liverpool School of Tropical Medicine, the
Central American Institute of Health in Nicaragua, the National Autonomous
University of Nicaragua and the Costa Rican Institute of Health interviewed nearly
3,000 women, some of whom had learnt to read as children, some during the literacy
crusade and some who had never learnt at all. The women were asked how many
children they had given birth to and how many of them had died in infancy. The
research teams also examined the surviving children to find out how well-nourished
they were.
83
The investigators' findings were striking. In the late 1970s, the infant mortality rate
for the children of illiterate mothers was around 110 deaths per thousand live births.
At this point in their lives, Those mothers who later went on to learn to read had a
similar level of child mortality(105/1000).For women educated in primary school,
however, the infant mortality rate was significantly lower, at 80 per thousand.
In 1985, after the National Literacy Crusade had ended, the infant mortality figures
for those who remained illiterate and for those educated in primary school remained
more or less unchanged. For those women who learnt to read through the campaign,
the infant mortality rate was 84 per thousand, an impressive 21 points lower than for
those women who were still illiterate. The children of the newly-literate mothers
were also better nourished than those of women who could not read.
Why are the children of literate mothers better off? According to Peter Sandiford of
the Liverpool School of Tropical Medicine, no one knows for certain. Child health
was not on the curriculum during the women's lessons, so he and his colleagues are
looking at other factors. They are working with the same group of 3,000 women, to
try to find out whether reading mothers make better use of hospitals and clinics, opt
for smaller families, exert more control at home, learn modem childcare techniques
more quickly, or whether they merely have more respect for themselves and their
children.
The Nicaraguan study may have important implications for governments and aid
agencies that need to know where to direct their resources. Sandiford says that there
is increasing evidence that female education, at any age, is 'an important health
intervention in its own right' .The results of the study lend support to the World
Bank's recommendation that education budgets in developing countries should be
increased, not just to help their economies, but also to improve child health. 'We've
known for a long time that maternal education is important,' says John Cleland of the
84
London School of Hygiene and Tropical Medicine. 'But we thought that even if we
started educating girls today, we'd have to wait a generation for the pay-off. The
Nicaraguan study suggests we may be able to bypass that.'
Cleland warns that the Nicaraguan crusade was special in many ways, and similar
campaigns elsewhere might not work as well. It is notoriously difficult to teach adults
skills that do not have an immediate impact on their everyday lives, and many
literacy campaigns in other countries have been much less successful. 'The crusade
was part of a larger effort to bring a better life to the people,' says Cleland.
Replicating these conditions in other countries will be a major challenge for
development workers.
Questions 14-18
Complete the summary using the list of words, A-J, below.
Write the correct letters, A-J, in boxes 14-18 on your answer sheet.
NB You may use any letter more than once.
The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate
14 .................. to read and write. Public health experts have known for many years
that there is a connection between child health and 15.................. However, it has not
previously been known whether these two factors were directly linked or not. This
question has been investigated by 16.................... in Nicaragua. As a result, factors
such as 17 ...................... and attitudes to children have been eliminated, audit has
been shown that 18................ can in itself improve infant health and survival.
____________________________________________________________________
______
A child literacy B men and women C an international research team
D medical care E mortality F maternal literacy
85
G adults and children H paternal literacy I a National Literacy Crusade

J family wealth
____________________________________________________________________
______
Questions 19-24
Do the following statements agree with the claims of the writer in Reading Passage
152?
In boxes 19-24 on your answer sheet, write:
YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer
19 About a thousand or the women interviewed by the researchers had learnt to read
they were children.
20 Before the National Literacy Crusade, illiterate women had approximately the
same levels of infant mortality as those who had learnt to read in primary school.
21 Before and after the National Literacy Crusade, the child mortality rate for the
illiterate women stayed at about 110 deaths for each thousand live births.
22 The women who had learnt to read through the National Literacy Crusade showed
the greatest change in infant mortality levels.
23 The women who had learnt to read through the National Literacy Crusade had the
lowest rates of child mortality.
24 After the National Literacy Crusade, the children of the women who remained
illiterate were found to be severely malnourished.
Questions 25 and 26
Choose TWO letters, A-E
86
Write the correct letters in boxes 25 and 26 on your answer sheet
Which TWO important implications drawn from the Nicaraguan study are mentioned
by the writer of the passage?
A. It is better to educate mature women than young girls

B. Similar campaigns in other countries would be equally successful.
C. The effects of maternal literacy programmes can be seen very quickly
D. Improving child health can quickly affect a country's economy.
E. Money spent on female education will improve child health.
87

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HOCTIENGANHCUNGTRIEU

17 BÀI ĐỌC TỦ READING IELTS

BIÊN SOẠN VÀ SƯU TẦM: THẦY DƯƠNG LÊ HẢI

( NGHIÊM CẤM SAO CHÉP DƯỚI MỌI HÌNH

Private schools are extortionately expensive, being as much as £18,000 a year at

Choose the correct letter A, B, C or D. Write the correct answer (A, B, C or D) in

A. it tries to make state and private equal.

16. A lot of parents often send their children to private schools

A. because they are not well-informed.

17. It is suggested that some parents of children at private schools are

A. prejudiced and superficial.

18. Private schools

A. always have their own beaches.

19. The writer thinks that private-school buildings

A. are very attractive and luxurious.

A. It isn’t fair that those without money can’t attend them.

The reading passage has seven paragraphs, A-G.

Example: Paragraph A: viii

i Research into whether organic food is better for us

Organic food: why?

Choose TWO letters, A-E for questions 20-21

A. the occasional use of pesticides

A. who prepares the food

A. Consumers complain about the extra cost.

Changing Our Understanding of Health

contribute to the creation of health do not operate separately or independently of each

23 Doctors have been instrumental in improving living standards in Western society.

While reading a certain amount of writing is as crucial as it has ever been in

The decision of some car manufacturers to issue their instructions to mechanics as a

Nevertheless, there is a crisis in literacy and it would be foolish to ignore it. To

Choose the appropriate letters A-D for questions 14 to 17.

Write A-D in boxes 14-17 on your answer sheet.

A. children cannot read and write as well as they used to.

15. In the 4th paragraph, the writer’s main point is that

A. the printed word is both gaining and losing power.

A. how best to teach the skills of reading and writing.

17. At the end of the article, the writer is suggesting that

A. literature and culture cannot be divorced.

In boxes 18-23 on your answer sheet write

YES if the statement agrees with the writer

18. It is not as easy to analyse literacy levels as it used to be.

Write your answers in boxes 24-26 on your answer sheet.

Use NO MORE THAN THREE WORDS for each answer.

There are 5 advertisements (A-E) below. Read the advertisements and

Jaspar’s Macquarie Plaza

Winter Dishes and Dessert

Phone: 271 8600 12 Oxford St. EPPING

There are 5 advertisements A-E in the text above.

Answer question 1-6 by choosing the correct advertisements.

1. Which advertisement is not for a restaurant?

In boxes 7-12 on your answer sheet write:

E if the underlined section gives an EXAMPLE of the instruction.

GENERAL INSTRUCTIONS FOR THE USE OF YOUR MICROWAVE

11. Do not hit control panel. Damage to controls may occur.

A.D.D. - Missing Out on Learning

without undue stress for long periods of time.

interferes with the educational development of others. Undifferentiated A.D.D.

It is important to base remedial action on an accurate diagnosis. Since A.D.D. is a