Reading Passage 1

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

A song on the brain

S o m e s o n g s ju s t w o n 't le a v e y o u a lo n e . B u t t h is m a y g iv e u s c lu e s a b o u t h o w o u r b r a in w o r k s

A Everyone knows the situation where you can't get a song out of your head. You hear a pop
song on the radio - or even just read the song's title and it haunts you for hours, playing over
and over in your mind until you're heartily sick of it. The condition now even has a medical
name 'song-in-head syndrome'.

В But why does the mind annoy us like this? No one knows for sure, but it's probably because
the brain is better at holding onto information than it is at knowing what information is
important. Roger Chaf n, a psychologist at the University of Connecticut says, 'It's a
manifestation of an aspect of memory which is normally an asset to us, but in this instance it
can be a nuisance.'

С This eager acquisitiveness of the brain may have helped our ancestors remember important
information in the past. Today, students use it to learn new material, and musicians rely on it to
memorise complicated pieces. But when this useful function goes awry it can get you stuck on a
tune. Unfortunately, super cial, repetitive pop tunes are, by their very nature, more likely to
stick than something more inventive.

D The annoying playback probably originates in the auditory cortex. Located at the front of the
brain, this region handles both listening and playback of music and other sounds.
Neuroscientist Robert Zatorre of McGill University in Montreal proved this some years ago
when he asked volunteers to replay the theme from the TV show Dallas in their heads. Brain
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imaging studies showed that this activated the same region of the auditory cortex as when the
people actually heard the song.

E Not every stored musical memory emerges into consciousness, however. The frontal lobe of
the brain gets to decide which thoughts become conscious and which ones are simply stored
away. But it can become fatigued or depressed, which is when people most commonly suffer
from song-in-head syndrome and other intrusive thoughts, says Susan Ball, a clinical
psychologist at Indiana University School of Medicine in Indianapolis. And once the unwanted
song surfaces, it's hard to stuff it back down into the subconscious. 'The more you try to
suppress a thought, the more you get it,' says Ball. 'We call this the pink elephant phenomenon.
Tell the brain not to think about pink elephants, and it's guaranteed to do so,' she says.

F For those not severely af icted, simply avoiding certain kinds of music can help. 'I know
certain pieces that are kind of "sticky" to me, so I will not play them in the early morning for fear
that they will run around in my head all day,' says Steven Brown, who trained as a classical
pianist but is now a neuroscientist at the University of Texas Health Science Center at San
Antonio. He says he always has a song in his head and, even more annoying, his mind never
seems to make it all the way through. 'It tends to involve short fragments between, say, 5 or 15
seconds. They seem to get looped, for hours sometimes,' he says.

G Brown's experience of repeated musical loops may represent a phenomenon called

'chunking', in which people remember musical phrases as a single unit of memory, says
Caroline Palmer, a psychologist at Ohio State University in Columbus. Most listeners have little
choice about what chunks they remember. Particular chunks may be especially 'sticky' if you
hear them often or if they follow certain predictable patterns, such as the chord progression of
rock 'n' roll music. Palmer's research shows that the more a piece of music conforms to these
patterns, the easier it is to remember. That's why you're more likely to be haunted by the tunes
of pop music than by those of a classical composer such as J. S. Bach.

H But this ability can be used for good as well as annoyance. Teachers can tap into memory
reinforcement by setting their lessons to music. For example, in one experiment students who
heard a history text set as the lyrics to a catchy song remembered the words better than those
who simply read them, says Sandra Calvert, a psychologist at Georgetown University in
Washington DC.

I This sort of memory enhancement may even explain the origin of music. Before the written
word could be used to record history, people memorised it in songs, says Leon James, a
psychologist at the University of Hawaii. And music may have had an even more important role.
‘All music has a message.' he says. ‘This message functions to unite society and to standardise
the thought processes of people in society.’

Questions 1-3
Choose the correct answer, A,B, C or D

page 3
Write your answers in boxes 1-3 on your answer sheet.

1 The writer says that song-in-head syndrome' may occur because the brain

A confuses two different types of memory.

B cannot decide what information it needs to retain.

C has been damaged by harmful input.

D cannot hold onto all the information it processes.

2 A tune is more likely to stay in your head if

A it is simple and unoriginal.

B you have musical training.

C it is part of your culture.

D you have a good memory.

3 Robert Zatorre found that a part of the auditory cortex was activated when
volunteers

A listened to certain types of music.

B learned to play a tune on an instrument.

C replayed a piece of music after several years.

D remembered a tune they had heard previously

Questions 4-7
Look at the following theories (Questions 4-7) and the list of people below.

Match each theory with the person it is credited to.

Write the correct letter A-F in boxes 4-7 on your answer sheet.

4 The memorable nature of some tunes can help other learning

processes.

5 Music may not always be stored in the memory in the form of

separate notes.

6 People may have started to make music because of their need

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to remember things.

7 Having a song going round your head may happen to you

more often when one part of the brain is tired.

A Roger Chaffin

B Susan Ball

C Steven Brown

D Caroline Palmer

E Sandra Calvert

F Leon James

Questions 8-13
Reading Passage 1 has nine paragraphs labelled A-l.

Which paragraph contains the following information?

Write the correct letter A-l in boxes 8-13 on your answer sheet.

NB You may use any letter more than once.

8 a claim that music strengthens social bonds

9 two reasons why some bits of music tend to stick in your

mind more than others

10
an example of how the brain may respond in opposition to
your wishes

11
the name of the part of the brain where song-in-head
syndrome begins

12
examples of two everyday events that can set off song-m-
head syndrome

13
a description of what one person does to prevent song-in-
head syndrome

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

Worldly Wealth
C a n t h e fu t u r e p o p u la t io n o f t h e w o r ld e n jo y a c o m fo r t a b le life s t y le , w it h p o s s e s s io n s , s p a c e
a n d m o b ilit y , w it h o u t c r ip p lin g t h e e n v ir o n m e n t ?

The world's population is expected to stablize at around nine billion. Will it be possible for nine
billion people to have the lifestyle enjoyed today only by the wealthy? One school of thought
says no: not only should the majority of the world's people resign themselves to poverty
forever, but rich nations must also revert to simpler lifestyles in order to save the planet.

Admittedly, there may be political or social barriers to achieving a rich world. But in fact there
seems to be no insuperable physical or ecological reason why nine billion people should not
achieve a comfortable lifestyle, using technology only slightly more advanced than that which
we now possess. In thinking about the future of civilization, we ought to start by asking w hat
people want. The evidence demonstrates that as people get richer they w ant a greater range
of personal technology, they want lots of room (preferably near or in natural surroundings) and
they w ant greater speed in travel. More possessions, more space, more mobility.

In the developed world, the personal technologies of the wealthy, including telephones,
washing machines and ears, have become necessities within a generation or two. Increasing
productivity that results m decreasing costs for such goods has been responsible for the
greatest gains in the standard of living, and there is every reason to believe that this will
continue.

As affluence grows, the amount of energy and raw- materials used for production of machinery
w ill therefore escalate. But this need not mean an end to the machine age. Rather than being
throw n away, materials from old machinery can be recycled by manufacturers. And long before
all fossil fuels are exhausted, their rising prices may compel industrial society not only to
become more energy efficient but also to find alternative energy sources sufficient for the
demands of an advanced technological civilization nuclear fission, nuclear fusion, solar energy,
chemical photosynthesis, geothermal, biomass or some yet unknown source of energy.

The growth of cities and suburbs is often seen as a threat to the environment. However, in fact
the increasing amount of land consumed by agriculture is a far greater danger than urban
sprawl. Stopping the growth of farms is the best way to preserve many of the world's
remaining wild areas. But is a dramatic downsizing of farmland possible? Thanks to the grow th
of agricultural productivity, reforestation and ‘re-wilding’ has been under way in the industrial
countries for generations. Since 1950 more land in the US has been set aside in parks than has
been occupied by urban and suburban growth. And much of what was farmland in the
nineteenth century is now forest again. Taking the best Iowa maize growers as the norm for
world food productivity, it has been calculated that less than a tenth of present cropland could
support a population of 10 billion.

In The Environment Game, a vision of a utopia that would be at once high-tech and
environmentalist. Nigel Calder suggested that ‘nourishing but unpalatable primary food
produced by industrial techniques - like yeast from petroleum may be fed to animals, so that
we can continue to eat our customary meat, eggs. milk, butter, and cheese and so that people
in underdeveloped countries can have adequate supplies of animal protein for the first time.'

In the long run. tissue-cloning techniques could be used to grow desired portions of meat by
themselves. Once their DNA has been extracted to create cow less steaks and chicken less
drumsticks, domesticated species of livestock, bred for millennia to be stupid or to have
grotesquely enhanced traits, should be allowed to become extinct, except for a few specimens
in zoos. However, game such as wild deer, rabbits and wild ducks w ill be ever more abundant
as farms revert to wilderness, so this could supplement the laboratory-grown meat in the diets
of tomorrow's affluent.

With rising personal incomes come rising expectations of mobility. This is another luxury of
today’s rich that could become a necessity of tomorrow’s global population - particularly if its
members choose to live widely dispersed in a post-agrarian wilderness. In his recent book Free
Flight. James Fallows, a pilot as well as a writer, describes serious attempts by both state and
private entrepreneurs in the USA to promote an ‘air taxi' system within the price range of
today’s middle class and perhaps tomorrow’s global population.

Two of the chief obstacles to the science fiction fantasy of the personal plane or hover car are
price and danger. While technological improvements are driving prices down, piloting an
aircraft in three dimensions is still more difficult than driving a car in two. and pilot error causes
more fatalities than driver error. But before long our aircraft and cars will be piloted by
computers which arc never tired or stressed.

So perhaps there are some grounds for optimism when viewing the future of civilization. With
the help of technology, and without putting serious strains on the global environment,
possessions, space and mobility can be achieved for all the projected population of the world.
page 7
Questions 14-19
Do the following statements reflect the claims of the writer in Reading Passage 2?

In boxes 14-19 on your answer sheet write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

14
Today's wealthy people ignore the fact that millions are
living in poverty.

15
There are reasons why the future population of the world
may not enjoy a comfortable lifestyle.

16
The first thing to consider when planning for the future is
environmental protection.

17
As manufactured goods get cheaper, people will benefit
more from them.

18
It may be possible to find new types of raw materials for
use in the production of machinery.

19
The rising prices of fossil fuels may bring some benefits.

Questions 20-25
Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 20-25 on your answer sheet.

Space for an increased population

According to the writer, the use of land for 20 is the most serious
threat to the environment. However, in the US. there has already been an
increase in the amount of land used for 21 and forests. Far less land
would be required to feed the world's population if the 22 of the land

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 could be improved worldwide. It has also been claimed that the industrial
production of animal foods could allow greater access to animal 23 by
the entire world’s population.

Scientists could use 24 from domesticated animals to help produce

meat by tissue cloning, and these species could then be allowed to die out. In
addition to this type of meat. 25 will also be widely available.

Questions 26-27
Choose the correct answer, A. B, C or D

Write your answers in boxes 26-27 on your answer sheet.

26 Greater mobility may be a feature of the future because of changes in

A the location of housing.

B patterns of employment.

C centres of transport.

D the distribution of wealth.

27 Air transport will be safe because of

A new types of aircraft.

B better training methods.

C three-dimensional models.

D improved technology.

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

Space: The Final Archaeological Frontier

S p a c e t r a v e l m a y s t ill h a v e a lo n g w a y t o g o , b u t t h e n o t io n o f a r c h a e o lo g ic a l r e s e a r c h a n d
h e r it a g e m a n a g e m e n t in s p a c e is a lr e a d y c o n c e r n in g s c ie n t is t s a n d e n v ir o n m e n t a lis t s .

In 1993, University of Hawaii’s anthropologist Ben Finney, who for much of his career has
studied the technology once used by Polynesians to colonize islands in the Pacific, suggested
that it would not be premature to begin thinking about the archaeology of Russian and
American aerospace sites on the Moon and Mars. Finney pointed out that just as todays
scholars use archaeological records to investigate how Polynesians diverged culturally as they
explored the Pacific, archaeologists will someday study off-Earth sites to trace the
development of humans in space. He realized that it was unlikely anyone would be able to
conduct fieldwork in the near future, but he was convinced that one day such work would be
done.

There is a growing awareness, however, that it won’t be long before both corporate
adventurers and space tourists reach the Moon and Mars. There is a wealth of important
archaeological sites from the history of space exploration on the Moon and Mars and measures
need to be taken to protect these sites. In addition to the threat from profit- seeking
corporations, scholars cite other potentially destructive forces such as souvenir hunting and
unmonitored scientific sampling, as has already occurred in explorations of remote polar
regions. Already in 1999 one company was proposing a robotic lunar rover mission beginning
at the site of Tranquility Base and rumbling across the Moon from one archaeological site to
another, from the wreck of the Ranger S probe to Apollo 17 s landing site. The mission, which
would leave vehicle tyre- marks all over some of the most famous sites on the Moon, was
promoted as a form of theme-park entertainment.

According to the vaguely worded United Motions Outer Space Treaty of 1967. what it terms
‘space junk’ remains the property of the country that sent the craft or probe into space. But the
treaty doesn’t explicitly address protection of sites like Tranquility Base, and equating the
remains of human exploration of the heavens with ‘space junk’ leaves them vulnerable to
scavengers. Another problem arises through other international treaties proclaiming that land
in space cannot be owned by any country or individual. This presents some interesting
dilemmas for the aspiring manager of extraterrestrial cultural resources. Does the US own Neil
Armstrong's famous first footprints on the Moon but not the lunar dust in which they were
recorded? Surely those footprints are as important in the story of human development as those
left by hominids at Laetoli, Tanzania. But unlike the Laetoli prints, which have survived for 3.5
million years encased in cement-like ash. those at Tranquility Base could be swept away with a
casual brush of a space tourist’s hand. To deal with problems like these, it may be time to look
to innovative international administrative structures for the preservation of historic remains on
the new frontier.

The Moon, with its wealth of sites, will surely be the first destination of archaeologists trained
to work in space. But any young scholars hoping to claim the mantle of history’s first lunar
archaeologist will be disappointed. That distinction is already taken.

On November 19. 1969. astronauts Charles Conrad and Alan Bean made a difficult manual
landing of the Apollo 12 lunar module in the Moon’s Ocean of Storms, just a few hundred feet
from an unmanned probe. Surveyor J. that had landed in a crater on April 19. 1967.
Unrecognized at the time, this was an important moment in the history of science. Bean and
Conrad were about to conduct the first archaeological studies on the Moon.

After the obligatory planting of the American flag and some geological sampling, Conrad and
Bean made their way to Surveyor 3. They observed that the probe had bounced after
touchdown and carefully photographed the impressions made by its footpads. The whole
spacecraft was covered in dust, perhaps kicked up by the landing.

The astronaut-archaeologists carefully removed the probes television camera, remote sampling
arm. and pieces of tubing. They bagged and labelled these artefacts, and stowed them on
board their lunar module. On their return to Earth, they passed them on to the Daveson Space
Center in Houston, Texas, and the Hughes Air and Space Corporation in bl Segundo, California.
There, scientists analyzed the changes in these aerospace artefacts.

One result of the analysis astonished them. A fragment of the television camera revealed
evidence of the bacteria Streptococcus mitis. I or a moment it was thought Conrad and Bean
had discovered evidence for life on the Moon, but after further research the real explanation
became apparent. While the camera was being installed in the probe prior to the launch,
someone sneezed on it. The resulting bacteria had travelled to the Moon, remained in an
alternating freezing.' boiling vacuum for more than two years, and returned promptly to life
upon reaching the safety of a laboratory back on Earth.

The finding that not even the vastness of space can stop humans from spreading a sore throat
was an unexpected spin-off. But the artefacts brought back by Rean and Conrad have a
broader significance. Simple as they may seem, they provide the first example of extraterrestrial
archaeology and perhaps more significant for the history of the discipline formational
archaeology, the study of environmental and cultural forces upon the life history of human
artefacts in space.

Questions 28-33
Complete each sentence with the correct ending A-H from the box below.

Write the correct letter A-H in boxes 28-33 on your answer sheet.

A activities of tourists and scientists have harmed the environment.

B some sites in space could be important in the history of space exploration.

C vehicles used for tourism have polluted the environment.

D it may be unclear who has responsibility for historic human footprints.

E past explorers used technology in order to find new places to live.

F man-made objects left in space are regarded as rubbish.

G astronauts may need to work more closely with archaeologists.

H important sites on the Moon may be under threat.

28
Ben Finney's main academic work investigates the way that

29
Ben Finney thought that in the long term

30
Commercial pressures mean that in the immediate future

31
Academics are concerned by the fact that in isolated regions
on Earth.

32
One problem with the 1967 UN treaty is that

33
The wording of legal agreements over ownership of land in
space means that

Questions 34-38
page 12
Complete the flow chart below.

Choose NO MORE THAN ONE WORD from the passage for each answer.

During the assembly of the Surveyor 3 probe, someone 34 on a TV camera.

The TV Camera was carried to the Moon on Surveyor 3

The TV Camera remained on the Moon for over 35 years

Apollo 12 astronauts 36 the TV camera

The TV camera was returned to Earth for 37

The Streptococcus mitis bacteria were found.

The theory that this suggested there was 38 on the Moon was rejected.

Scientists concluded that the bacteria can survive lunar conditions.

Questions 39-40
Choose TWO letters A-E

The TWO main purposes of the writer of this text are to explain

A the reasons why space archaeology is not possible.

B the dangers that could follow from contamination of objects from space.

C the need to set up careful controls over space tourism.

page 13
D the need to preserve historic sites and objects in space.
E the possible cultural effects of space travel.
LISTENING

Questions 1-10
Complete the form below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Council Youth Scheme Application for Funding for Group Project

Example Answer

Name Ralph Pearson

Contact address 1 Drayton DR6 8AB

Telephone number 01453 586098

Name of group Community Youth Theatre Group

amateur theatre group ( 2

Description of group members)

involved in drama 3

Amount of money requested 4 (£)

Description of project to produce a short 5 play for

young children

6 for scenery

Money needed for costumes

cost of 7
8
sundries

How source of funding will be credited acknowledged in the 9 given

to audience

Other organisations approached for funding National Youth Services - money was
(and outcome) 10

Questions 11-15
Choose the correct answer, A, B or C

page 1
11 Joanne says that visitors to Darwin are often surprised by

A the number of young people.

B the casual atmosphere.

C the range of cultures.

12 To enjoy cultural activities, the people of Darwin tend to

A travel to southern Australia.

B bring in artists from other areas.

C involve themselves in production.

13 The Chinese temple in Darwin

A is no longer used for its original purpose.

B was rebuilt after its destruction in a storm.

C was demolished to make room for new buildings.

14 The main problem with travelling by bicycle is

A the climate.

B the traffic.

C the hills

15 What does Joanne say about swimming in the sea?

A It is essential to wear a protective suit.

B Swimming is only safe during the winter.

C You should stay in certain restricted areas.

Questions 16-20
What can you find at each of the places below?

Choose your answers from the box and write the correct letter A-H next to
Questions 16-20.

page 2
16
Aquascene

17
Smith Street Mall

18
Cullen Bay Marina

19
Fannie Bay

20
Mitchell Street

A a flower market

B a chance to feed the fish

C good nightlife

D international arts and crafts

E good cheap international food

F a trip to catch fish

G shops and seafood restaurants

H a wide range of different plants

Questions 21-23
Complete the sentences below.

Write NO MORE THAN THREE WORDS breach answer.

Effects of weather on mood

Phil and Stella's goal is to 21 the hypothesis that weather has an effect on
a person's mood.

They expect to find that 'good' weather (weather which is 22 ) has a

positive effect on a person's mood.

Stella defines effect on mood' as a 23 in the way a person feels.

Questions 24-27
What information was given by each writer?

Choose your answers from the box and write the letters A-F next to Questions 24-
27 .

page 3
24
Vickers

25
Whiteboume

26
Haverton

27
Stanfield

A the benefits of moving to a warmer environment

B the type of weather with the worst effect on mood

C how past events affect attitudes to weather

D the important effect of stress on mood

E the important effect of hours of sunshine on mood

F psychological problems due to having to cope with bad weather

Questions 28-30
Choose THREE letters A-H.

Which THREE things do Phil and Stella still have to decide on?

A how to analyse their results

B their methods of presentation

C the design of their questionnaire

D the location of their survey

E weather variables to be measured

F the dates of their survey

G the size of their survey

H the source of data on weather variables

Questions 31-32
Choose TWO letters A-F

Which TWO of the following problems are causing concern to educational

authorities in the USA?

page 4
 A differences between rich and poor students

B high numbers dropping out of education

C falling standards of students

D poor results compared with other nationalities

E low scores of overseas students

F differences between rural and urban students

Questions 33-34
Choose TWO letters A-F

According to the speaker, what are two advantages of reducing class sizes?

A more employment for teachers

B improvement in general health of the population

C reduction in number of days taken off sick by teachers

D better use of existing buildings and resources

E better level of education of workforce

F availability of better qualified teachers

Questions 35-40
Complete the table below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

USA RESEARCH PROJECTS INTO CLASS SIZES

Number of
State Schools involved students Key findings Problems
participating

significant benefit
• lack of agreement
in total especially for
Tennessee about 70 schools on implications of
35 36
data
pupils

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 • shortage of
38
, especially in poorer
37 areas
California 1.8 million very little benefit
schools
• no proper method
for 39
of project

14 schools (with
pupils from similar results to
Wisconsin
40 Tennessee project
families)

page 6