THE CREATION MYTH

You should spend about 20 minutes on Questions 1-15, which are based on
Reading Passage below.

Questions 1-5

Reading Passage 1 below has 5 paragraphs (A-E). Which paragraph focuses on

the Information  below? Write the appropriate letters (A-E) in Boxes 1-5 on your
answer sheet.

NB. Write only ONE letter for each answer.

1. The way parameters in the mind help people to be creative

2. The need to learn rules in order to break them
3. How habits restrict us and limit creativity
4. How to train the mind to be creative
5. How the mind is trapped by the desire for order

A. It is a myth that creative people arc born with their talents: gifts from God or
nature. Creative genius is, in fact, latent within many of us, without our
realising, But how far do we need to travel to find the path to creativity? For
many people, a long way, In our everyday lives, we have to perform many acts
out of habit to survive, like opening the door, shaving, getting dressed, walking
to work, and so on. If this were not the case, we would, in all probability,
become mentally unhinged. So strongly ingrained are our habits, though this
varies from person to person, that, sometimes, when a conscious effort is
made to be creative, automatic response takes over. We may try, for example,
to walk to work following a different route, but end up on our usual path. By
then it is too late to go back and change our minds. Another day, perhaps. The
same applies to all other areas of our lives. When we arc solving problems, for
example, we may seek different answers, but, often as not, find ourselves
walking along the same well-trodden paths.

B. So, for many people, their actions and behaviour arc set in immovable
blocks, their minds clogged with the cholesterol of habitual actions, preventing
them from operating freely, and thereby stifling creation. Unfortunately,
mankind’s very struggle for survival has become a tyranny – the obsessive
desire to give order to the world is a case in point. Witness people’s attitude to
time, social customs and the panoply of rules and regulations by which the
human mind is now circumscribed.

C. The groundwork for keeping Creative ability in check begins at school.

School, later university and then work teach us to regulate our lives, imposing
a continuous process of restrictions, which is increasing exponentially with the
advancement of technology. Is it surprising then that creative ability appears to
be so rare? It is trapped in the prison that we have erected. Yet, even here in
this hostile environment, the foundations for creativity arc being laid; because
setting off on the creative path is also partly about using rules and regulations,
Such limitations are needed so that once they arc learnt, they can be broken.

D. The truly creative mind is often seen as totally free and unfettered. But a
better image is of a mind, which can be free when it wants, and one that
recognises that rules and regulations arc parameters, or barriers, to be raised
and dropped again at will. An example of how the human mind can be trained
to be creative might help here. People’s minds arc just like tense muscles that
need to be freed up and the potential unlocked. One strategy is to erect
artificial barriers or hurdles in solving a problem, As a form of stimulation, the
participants in the task can be forbidden to use particular solutions or to follow
certain lines of thought to solve a problem. In this way, they arc obliged to
explore unfamiliar territory, which may lead to some startling discoveries.
Unfortunately, the difficulty in this exercise, and with creation itself, is
convincing people that creation is possible, shrouded as It is in so much myth
and legend. There is also an element of fear involved, however subliminal, as
deviating from the safety of one’s own thought patterns is very much akin to
madness. But, open Pandora’s box, and a whole new world unfolds before
your very eyes.

E. Lifting barriers into place also plays a major part in helping the mind to
control ideas rather than letting them collide at random. Parameters act as
containers for ideas, and thus help the mind to fix on them. When the mind is
thinking laterally, and two ideas from different areas of the brain come or are
brought together, they form a new idea, just like atoms floating around and
then forming a molecule. Once the idea has been formed, it needs to be
contained or it will fly away, so fleeting is its passage. The mind needs to hold it
in place for a time so that it can recognise it or call on it again. And then the
parameters can act as channels along which the ideas can flow, developing and
expanding. When the mind has brought the idea to fruition by thinking it
through to its final conclusion, the parameters can be brought down and the
idea allowed to float off and come in contact with other ideas.

Questions 6-10

Choose the appropriate letters A-D and write them in Boxes 6-10 on your
answer sheet.

6. According to the writer, creative people

A. are usually born with their talents

B. are born with their talents

C. are not born with their talents

D. are geniuses

7. According to the writer, creativity is …

A. a gift from God or nature

B. an automatic response

C. difficult for many people to achieve

D. a well-trodden path

8. According to the writer, …

A. the human race’s fight to live is becoming a tyranny

B. the human brain is blocked with cholesterol

C. the human race is now circumscribed by talents

D. the human race’s light to survive stifles creative ability

9. Advancing technology …

A. holds creativity in check

B. improves creativity
C. enhances creativity

D. is a tyranny

10.According to the author, creativity

A. is common

B. is increasingly common

C. is becoming rarer and rarer

D. is a rare commodity

Questions 11-15

Do the statements below agree with the Information in Reading Passage 1?

In Boxes 11-15, write:

Yes if the statement agrees with the information in the passage

No  if the statement contradicts the information in the passage

Not Given if there is no information about the statement in the passage

Example: In some people, habits are more strongly Ingrained than in others,

Answer: Yes

11.Rules and regulations arc examples of parameters.

12.The truly creative mind is associated with the need for free speech
and a totally free society.
13.One problem with creativity is that people think it is impossible.
14.The act of creation is linked to madness.
15.Parameters help the mind by holding ideas and helping them to
develop.

Answer

1. E. (The paragraph is about the fact that parameters help our minds to
be creative.)
2. C. (the key phrases: … keeping creative ability in check (in the first
sentence) and Such limitations are needed so that once they are
learnt, they can be broken (the last sentence of the paragraph). The
 focus sentence is a combination of these two ideas. Note how the
word yet divides the paragraph. It indicates the focus of the
paragraph against the background in the first part. It also marks the
division of Information In the whole passage.)
3. A. (The writer wrote the paragraph to show that habits limit our
creativity and the habits we need to survive play a role in this
limitation.)
4. D. (The theme of the paragraph is how creativity works.)
5. B, (The paragraph deals with how parameters help the mind to be
creative.)
6. C. (in the first line of the passage: It is a myth that creative people are
born with their talents. Here, it is a myth = are not.)
7. C, (paragraph A. The actual words are not in the paragraph, but the
meaning is clear. A is not correct, because this is a myth; B is not
correct, because the passage states that when we try to be creative,
our automatic response takes over. D is not correct, because the well-
trodden paths prevent creativity. Compare number 13 below.)
8. D. (paragraph B: Unfortunately, mankind’s very struggle for survival
has become a tyranny. The answer paraphrases this statement. A is
not correct, because the passage says the struggle has become, i.e. is
a tyranny, not that it is becoming so; B is not correct, because
cholesterol is not mentioned in relationship to the brain, but the
mind, C is incorrect, because it is the mind which is circumscribed.)
9. A, (paragraph C: a continuous process of restrictions, which is
increasing exponentially with the advancement of technology. The
statement Is a paraphrase of this section. Note B and C are basically
the same; it is, therefore, not possible to have either of these two
alternatives as your answer. Watch out for this feature In multiple
choice questions.)
10.D. (paragraph C: Is it surprising then that creative ability appears to
be so rare. This is a question and has the same meaning as the
statement given, i.e. It is not surprising. Note C is not possible,
because the passage doesn’t indicate whether the rarity is increasing
or decreasing.)
11.Yes. (at the beginning of paragraph D: … and one that recognises that
rules and regulations are parameters….)
 12.Not Given. There is no reference to this statement in the passage.
13.Yes. (paragraph D: The difficulty in this exercise and with creation
itself, is convincing people that creation is possible. The answer is a
paraphrase of this part of the text. Compare number 7 above)
14.Yes. (at the end of paragraph D: leaving the safety of one’s own
thought patterns is very much akin to madness; akin to – like.)
15.Yes. (in the latter half of paragraph E.)

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 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 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.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.

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.

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

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.

It has been shown that after leaving school, the only things that a lot of people

write are 26 ........................

 Answer:

14. C

15. A

16. B

17. D

18. YES

19. NO

20. NOT GIVEN

21. YES

22. YES

23. NO

24. manuscript

25. (tabloid) newspapers

26. shopping lists

ALTERNATIVE MEDICINE IN AUSTRALIA

The first students to study alternative medicine at  university  level in Australia

began their four-year, full-time course at the University of Technology, Sydney,

in early 1994. Their course covered, among other therapies, acupuncture. The
theory they learnt is based on the traditional Chinese explanation of this

ancient healing art: that it can regulate the flow of ‘Qi’ or energy through

pathways in the body. This course reflects how far some alternative therapies

have come in their struggle for acceptance by the medical establishment.

Australia has been unusual in the Western world in having a very

conservative attitude to natural or alternative therapies, according to Dr Paul

Laver, a lecturer in Public Health at the University of Sydney. ‘We’ve had a

tradition of doctors being fairly powerful and I guess they are pretty loath to

allow any pretenders to their position to come into it.’ In many other

industrialized countries, orthodox and alternative medicines have worked

‘hand in glove’ for years. In Europe, only orthodox doctors can prescribe herbal

medicine. In Germany, plant remedies account for 10% of the national

turnover of pharmaceutical. Americans made more visits to alternative

therapist than to orthodox doctors in 1990, and each year they spend about

$US 12 billion on the therapies that have not been scientifically tested.

Disenchantment with orthodox medicine has seen the popularity of

alternative therapies in Australia climb steadily during the past 20 years. In a

1983 national health survey, 1.9% of people said they had contacted a

chiropractor, naturopath, osteopath, acupuncturist or herbalist in the two

weeks prior to the survey. By 1990, this figure had risen to 2.6% of the

population. The 550,000 consultations with alternative therapists reported in

the 1990 survey represented about an eighth of the total number of

consultations with medically qualified personnel covered by the survey,

according to Dr Laver and colleagues writing in the Australian Journal of Public

Health in 1993. ‘A better educated and less accepting public has become

disillusion with the experts in general and increasingly skeptical about science

and empirically based knowledge,’ they said. ‘The high standing of

professionals, including doctors, has been eroded as a consequence.’

Rather than resisting or criticizing this trend, increasing numbers of

Australian doctors, particularly younger ones, are forming group practices with

alternative therapists or taking courses themselves, particularly in acupuncture

and herbalism. Part of the incentive was financial, Dr Laver said. ‘The bottom

line is that most general practitioners are business people. If they see potential

clientele going elsewhere, they might want to be able to offer a similar

service.’

In 1993, Dr Laver and his colleagues published a survey of 289 Sydney

people who attended eight alternative therapists’ practices in Sydney. These

practices offered a wide range of alternative therapies from 25 therapists.

Those surveyed had experience chronic illnesses, for which orthodox medicine

had been able to provide little relief. They commented that they liked the

holistic approach of their alternative therapists and the friendly, concerned

and detailed attention they had received. The cold, impersonal manner of

orthodox doctors featured in the survey. An increasing exodus from their

clinics, coupled with this and a number of other relevant surveys carried out in
Australia, all pointing to orthodox doctors’ inadequacies, have led mainstream

doctors themselves to begin to admit they could learn from the personal style

of alternative therapists. Dr Patrick Store, President of the Royal College of

General Practitioners, concurs that orthodox doctors could learn a lot about

besides manner and advising patients on preventative health from alternative

therapists.

According to the Australian Journal of Public Health, 18% of patients

visiting alternative therapists do so because they suffer from musculo-skeletal

complaints; 12% suffer from digestive problems, which is only 1% more than

those suffering from emotional problems. Those suffering from respiratory

complaints represent 7% of their patients, and candida sufferers represent an

equal percentage. Headache sufferers and those complaining of general ill

health represent 6% and 5% of patients respectively, and a further 4% see

therapists for general health maintenance.

The survey suggested that complementary medicine is probably a better

term than alternative medicine. Alternative medicine appears to be an adjunct,

sought in times of disenchantment when conventional medicine seems not to

offer the answer.

Question 14 and 15

Choose the correct letter, A, B, C or D. Write your answers in boxes 14 and 15

on your answer sheet.

14.  Traditionally, how have Australian doctors differed from doctors in many
Western countries?

     A     They have worked closely with pharmaceutical companies.

     B     They have often worked alongside other therapists.

     C     They have been reluctant to accept alternative therapists.

     D     They have regularly prescribed alternative remedies.

15.  In 1990, Americans

     A     were prescribed more herbal medicines than in previous years.

     B     consulted alternative therapists more often than doctors.

     C     spent more on natural therapies than orthodox medicines.

     D     made more complaints about doctors than in previous years.

Questions 16-23

Do the following statements agree with the views of the writer in Reading

Passage 141?

In boxes 16-23 on your answer sheet write

YES                 if the statement agrees with the views of the writer

NO                  if the statements contradicts the views of the writer

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

16.  Australians have been turning to alternative therapies in increasing

numbers over the past 20 years.

17.  Between 1983 and 1990 the numbers of patients visiting alternative

therapists rose to include a further 8% of the population.

18.  The 1990 survey related to 550,000 consultations with alternative

therapists.

19.  In the past, Australians had a higher opinion of doctors than they do today.

20.  Some Australian doctors are retraining in alternative therapies.

21.  Alternative therapists earn higher salaries than doctors.

22.  The 1993 Sydney survey involved 289 patients who visited alternative

therapists for acupuncture treatment.

23.  All the patients in the 1993 Sydney survey had long-term medical

complaints.

Questions 24 -26

Complete the vertical axis on the table below.Choose NO MORE THAN THREE

WORDS from the Reading Passage 141 for each answer.

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

 Answ

er:

14 C

15 B

16 YES

17 NO

18 YES

19 YES

20 YES

21 NOT GIVEN

22 NO

23 YES

24 emotional/emotional problems
25 headache / headaches

26 general ill health

SECRETS OF THE FOREST

You should spend about 20 minutes on Questions 13-25 which are based on

Reading Passage 27 on the following pages.

A. In 1942 Allan R Holmberg, a doctoral student in anthropology from Yale

University, USA, ventured deep into the jungle of Bolivian Amazonia and

searched out an isolated band of Siriono Indians. The Siriono, Holmberg later

wrote, led a "strikingly backward" existence. Their villages were little more

than clusters of thatched huts. Life itself was a perpetual and punishing search

for food: some families grew manioc and other starchy crops in small garden

plots cleared from the forest, while other members of the tribe scoured the

country for small game and promising fish holes. When local resources became

depleted, the tribe moved on. As for technology, Holmberg noted, the Siriono

"may be classified among the most handicapped peoples of the world". Other

than bows, arrows and crude digging sticks, the only tools the Siriono seemed

to possess were "two machetes worn to the size of pocket-knives".

B. Although the lives of the Siriono have changed in the intervening decades,

the image of them as Stone Age relics has endured. Indeed, in many respects,

the Siriono epitomize the popular conception of life in Amazonia. To casual

observers, as well as to influential natural scientists and regional planners, the

luxuriant forests of Amazonia seem ageless, unconquerable, a habitat totally

hostile to human civilization. The apparent simplicity of Indian ways of life has

been judged an evolutionary adaptation to forest ecology, living proof that

Amazonia could not - and cannot - sustain a more complex society.

Archaeological traces of far more elaborate cultures have been dismissed as

the ruins of invaders from outside the region, abandoned to decay in the

uncompromising tropical environment.

C. The popular conception of Amazonia and its native residents would be

enormously consequential if it were true. But the human history of Amazonia
in the past 11,000 years betrays that view as myth. Evidence gathered in
recent years from anthropology and archaeology indicates that the region has
supported a series of indigenous cultures for eleven thousand years; an
extensive network of complex societies - some with populations perhaps as
large as 100,000 - thrived there for more than 1,000 years before the arrival of
Europeans. (Indeed, some contemporary tribes, including the Siriono, still live
among the earthworks of earlier cultures.) Far from being evolutionarily
retarded, prehistoric Amazonian people developed technologies and cultures
that were advanced for their time. If the lives of Indians today seem
"primitive", the appearance is not the result of some environmental
adaptation or ecological barrier; rather it is a comparatively recent adaptation
to centuries of economic and political pressure. Investigators who argue
otherwise have unwittingly projected the present onto the past.

D. The evidence for a revised view of Amazonia will take many people by

surprise. Ecologists have assumed that tropical ecosystems were shaped

entirely by natural forces and they have focused their research on habitats

they believe have escaped human influence. But as the University of Florida

ecologist, Peter Feinsinger, has noted, an approach that leaves people out of
the equation is no longer tenable. The archaeological evidence shows that the

natural history of Amazonia is to a surprising extent tied to the activities of its

prehistoric inhabitants.

E. The realization comes none too soon. In June 1992 political and

environmental leaders from across the world met in Rio de Janeiro to discuss

how developing countries can advance their economies without destroying

their natural resources. The challenge is especially difficult in Amazonia.

Because the tropical forest has been depicted as ecologically unfit for large-

scale human occupation, some environmentalists have opposed development

of any kind. Ironically, one major casualty of that extreme position has been

the environment itself. While policy makers struggle to define and implement

appropriate legislation, development of the most destructive kind has

continued apace over vast areas.

F. The other major casualty of the "naturalism" of environmental scientists has

been the indigenous Amazonians, whose habits of hunting, fishing, and slash-

and-burn cultivation often have been represented as harmful to the habitat. In

the clash between environmentalists and developers, the Indians, whose

presence is, in fact, crucial to the survival of the forest, have suffered the most.

The new understanding of the pre-history of Amazonia, however, points

toward a middle ground. Archaeology makes clear that with judicious

management selected parts of the region could support more people than
anyone thought before. The long-buried past, it seems, offers hope for the

future.

 Questions 13-15
Reading Passage 27 has six sections A-F.
Choose the most suitable headings for sections A, B and D from the list of
headings below.
Write the appropriate numbers i-vii in boxes 13-15 on your answer sheet.

                        List of Headings

 i     Amazonia as unable to sustain complex societies

ii    The role of recent technology in ecological research in Amazonia

iii   The hostility of the indigenous population to North American

influences

iv    Recent evidence

v     Early research among the Indian Amazons

vi    The influence of prehistoric inhabitants on Amazonian natural

history

vii    The great difficulty of changing local  attitudes and practices

13   Section A

14   Section B

15   Section D

Questions 16-21

Do the following statements agree with the views of the writer in Reading
Passage 27? In boxes 16—21 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

16. The reason for the simplicity of the Indian way of life is that Amazonia has

always been unable to support a more complex society.

17. There is a crucial popular misconception about the human history of

Amazonia.

18. There are lessons to be learned from similar ecosystems in other parts of

the world.

19. Most ecologists were aware that the areas of Amazonia they were working

in had been shaped by human settlement.

20. The indigenous Amazonian Indians are necessary to the well-being of the

forest.

21. It would be possible for certain parts of Amazonia to support a higher

population.

Questions 22-25

Choose the appropriate letters A-D and write them in boxes 22-25 on your

answer sheet.
22. In 1942 the US anthropology student concluded that the Siriono

    A. were unusually aggressive and cruel.

    B. had had their way of life destroyed by invaders.

    C. were an extremely primitive society.

    D. had only recently made permanent settlements.

23. The author believes recent discoveries of the remains of complex societies

in Amazonia

    A. are evidence of early indigenous communities.

    B. are the remains of settlements by invaders.

    C. are the ruins of communities established since the European invasions.

    D. show the region has only relatively recently been covered by forest.

24. The assumption that the tropical ecosystem of Amazonia has been created

solely by natural forces

    A. has often been questioned by ecologists in the past.

    B. has been shown to be incorrect by recent research.

    C. was made by Peter Feinsinger and other ecologists.

    D. has led to some fruitful discoveries.

25. The application of our new insights into the Amazonian past would

    A. warn us against allowing any development at all.

    B. cause further suffering to the Indian communities.

    C. change present policies on development in the region.

    D. reduce the amount of hunting, fishing, and ‘slash-and-burn’.

 Answer:

13. V

14. i

15. vi

16. NO

17. YES

18. NOT GIVEN

19. NO

20. YES

21. YES

22. C

23. A

24. B

25. C

THE CONCEPT OF ROLE THEORY

  Any individual in any situation occupies a role in relation to other people.

The particular individual with whom one is concerned in the analysis of any

situation is usually given the name of focal person. He has the focal role and
can be regarded as sitting in the middle of a group of people, with whom he

interacts in some way in that situation. This group of people is called his role

set. For instance, in the family situation, an individual’s role set might be

shown as in Figure 6.

The role set should include all those with whom the individual has more

than trivial interactions.

Role definition

The definition of any individual’s role in any situation will be a combination

of the role expectations that the members of the role set have of the focal

role. These expectations are often occupationally denned, sometimes even

legally so. The role definitions of lawyers and doctors are fairly clearly defined

both in legal and in cultural terms. The role definitions of, say, a film star or

bank manager, are also fairly clearly defined in cultural terms, too clearly

perhaps. Individuals often find it hard to escape from the role that cultural

traditions have defined for them. Not only with doctors or lawyers is the

required role behavior so constrained that if you are in that role for long it
eventually becomes part of you, part of your personality. Hence, there is some

likelihood that all accountants will be alike or that all blondes are similar - they

are forced that way by the expectations of their role.

It is often important that you make it clear what your particular role is at a

given time. The means of doing this are called, rather obviously, role signs. The

simplest of role signs is a uniform. The number of stripes on your arm or pips

on your shoulder is a very precise role definition which allows you to do certain

very prescribed things in certain situations. Imagine yourself questioning a

stranger on a dark street at midnight without wearing the role signs of a

policeman!

In social circumstances, dress has often been used as a role sign to indicate

the nature and degree of formality of any gathering and occasionally the social

status of people present. The current trend towards blurring these role signs in

dress is probably democratic, but it also makes some people very insecure.

Without role signs, who is to know who has what role?

Place is another role sign. Managers often behave very differently outside

the office and in it, even to the same person. They use a change of location to

indicate a change in role from, say, boss to friend. Indeed, if you wish to

change your roles you must find some outward sign that you are doing so or

you won’t be permitted to change - the subordinate will continue to hear you

as his boss no matter how hard you try to be his friend. In very significant cases

of role change, e.g. from a soldier in the ranks to officer, from bachelor to
married man, the change of role has to have a very obvious sign, hence rituals.

It is interesting to observe, for instance, some decline in the emphasis given to

marriage rituals. This could be taken as an indication that there is no longer

such a big change in role from single to married person, and therefore no need

for a public change in sign.

In organizations, office signs and furniture are often used as role signs. These

and other perquisites of status are often frowned upon, but they may serve a

purpose as a kind of uniform in a democratic society; roles without signs often

lead to confused or differing expectations of the role of the focal person.

Role ambiguity

Role ambiguity results when there is some uncertainty in the minds, either of

the focal person or of the members of his role set, as to precisely what his role

is at any given time. One of the crucial expectations that shape the role

definition is that of the individual, the focal person himself. If his occupation of

the role is unclear, or if it differs from that of the others in the role set, there

will be a degree of role ambiguity. Is this bad? Not necessarily, for the ability to

shape one’s own role is one of the freedoms that many people desire, but the

ambiguity may lead to role stress which will be discussed later on. The virtue of

job descriptions is that they lessen this role ambiguity.

Unfortunately, job descriptions are seldom complete role definitions,

except at the lower end of the scale. At middle and higher management levels,

they are often a list of formal jobs and duties that say little about the more
subtle and informal expectations of the role. The result is, therefore, to give

the individual an uncomfortable feeling that there are things left unsaid, i.e. to

heighten the sense of role ambiguity.

Looking at role ambiguity from the other side, from the point of view of

the members of the role set, lack of clarity in the role of the focal person can

cause insecurity, lack of confidence, irritation and even anger among members

of his role set. One list of the roles of a manager identified the following:

executive, planner, policy maker, expert, controller of rewards and

punishments, counselor, friend, teacher. If it is not clear, through role signs of

one sort or another, which role is currently the operational one, the other

party may not react in the appropriate way — we may, in fact, hear quite

another message if the focal person speaks to us, for example, as a teacher

and we hear her as an executive.

You should spend about 20 minutes on Questions 14-28 which are based on

Reading Passage 137 on the following pages.

Questions 14-18

Reading Passage 136 has six sections A-F.

Choose the most suitable headings for sections A-D and F from the list of

headings below.

Write the appropriate numbers i-ix in boxes 14-18 on your answer sheet.

List of Headings
i  The probable effects of the new international trade
agreement
ii  The environmental impact of modern farming
iii  Farming and soil erosion
iv  The effects of government policy in rich countries
v  Governments and management of the environment
vi  The effects of government policy in poor countries
vii  Farming and food output
viii  The effects of government policy on food output
ix  The new prospects for world trade
14  Section  A

15  Section  B

16  Section  C

17  Section  D

18  Section  F

Questions 29-35

Do the following statements reflect the views of the writer in Reading Passage

138?

In boxes 29-35 on your answer sheet write:

YES if the statement reflects the views of the writer

NO if the statement contradicts the views of the writer

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

29 It would be a good idea to specify the role definitions of soldiers more

clearly.

30 Accountants may be similar to one another because they have the same
type of job.

31 It is probably a good idea to keep dress as a role sign even nowadays.

32 The decline in emphasis on marriage rituals should be reversed.

33 Today furniture operates as a role sign in the same way as dress has always

done.

34 It is a good idea to remove role ambiguity.

35 Job descriptions eliminate role ambiguity for managers.

Questions 36-39

Choose ONE OR TWO WORDS from Reading Passage 3 for each answer.

Write your answers in boxes 36-39 on your answer sheet.

36 A new headmaster of a school who enlarges his office and puts in expensive

carpeting is using the office as a .............

37 The graduation ceremony in many universities is an important............

38 The wig which judges wear in UK courts is a ..........

39 The parents of students in a school are part of the headmaster’s .............

Question 40

Choose the appropriate letter A-D and write it in box 40 on your answer sheet.

This text is taken from ....

   A   a guide for new managers in a company.

   B   a textbook analysis of behaviour in organisations.

   C   a critical study of the importance of role signs in modern society.

   D   a newspaper article about role changes.

 Answer:

29 NOT GIVEN

30 YES

31 YES

32 NOT GIVEN

33 YES

34 NO

35 NO

36 role sign

37 ritual

38 role sign

39 role set

40 C

VOTES FOR WOMEN

The suffragette movement, which campaigned for votes for women in the early

twentieth century, is most commonly associated with the Pankhurst family and

militant acts of varying degrees of violence. The Museum of London has drawn
on its archive collection to convey a fresh picture with its exhibition.   [The

Purple, White and Green: Suffragettes in London 1906 – 14]

The name is a reference to the colour scheme that the Women's Social and

Political Union (WSPU) created to give the movement a uniform, nationwide

image. By doing so, it became one of the first groups to project a corporate

identity, and it is this advanced marketing strategy, along with the other

organisational and commercial achievements of the WSPU, to which the

exhibition is devoted.

Formed in 1903 by the political campaigner Mrs Emmeline Pankhurst and her

daughters Christabel and Sylvia, the WSPU began an educated campaign to put

women's suffrage on the political agenda. New Zealand, Australia and parts of

the United States had already enfranchised women, and growing numbers of

their British counterparts wanted the same opportunity.

With their slogan 'Deeds not words', and the introduction of the colour

scheme, the WSPU soon brought the movement the cohesion and focus it had

previously lacked. Membership grew rapidly as women deserted the many

other, less directed, groups and joined it. By 1906 the WSPU headquarters,

called the Women's Press Shop, had been established in Charing Cross Road

and in spite of limited communications (no radio or television, and minimal use

of the telephone) the message had spread around the country, with members

and branch officers stretching to as far away as Scotland.

 The newspapers produced by the WSPU, first Votes for Women and later

The Suffragette, played a vital role in this communication. Both were sold

throughout the country and proved an invaluable way of informing members

of meetings, marches, fund-raising events and the latest news and views on

the movement.

Equally importantly for a rising political group, the newspaper returned a

profit. This was partly because advertising space was bought in the paper by

large department stores such as Selfridges, and jewellers such as Mappin &

Webb. These two, together with other like-minded commercial enterprises

sympathetic to the cause, had quickly identified a direct way to reach a huge

market of women, many with money to spend.

The creation of the colour scheme provided another money-making

opportunity which the WSPU was quick to exploit. The group began to sell

playing cards, board games, Christmas and greeting cards, and countless other

goods, all in the purple, white and green colours. In 1906 such merchandising

of a corporate identity was a new marketing concept.

But the paper and merchandising activities alone did not provide sufficient

funds for the WSPU to meet organisational costs, so numerous other fund-

raising activities combined to fill the coffers of the 'war chest'. The most

notable of these was the Woman's Exhibition, which took place in 1909 in a

Knightsbridge ice-skating rink, and in 10 days raised the equivalent of £250,000

today.
 The Museum of London's exhibition is largely visual, with a huge number

of items on show. Against a quiet background hum of street sounds, copies of

The Suffragette, campaign banners and photographs are all on display,

together with one of Mrs Pankhurst's shoes and a number of purple, white and

green trinkets.

Photographs depict vivid scenes of a suffragette's life: WSPU members on

a self-proclaimed 'monster' march, wearing their official uniforms of a white

frock decorated with purple, white and green accessories; women selling The

Suffragette at street corners, or chalking up pavements with details of a

forthcoming meeting.

Windows display postcards and greeting cards designed by women

artists for the movement, and the quality of the artwork indicates the wealth

of resources the WSPU could call on from its talented members.

Visitors can watch a short film made up of old newsreels and cinema

material which clearly reveals the political mood of the day towards the

suffragettes. The programme begins with a short film devised by the 'antis' -

those opposed to women having the vote -depicting a suffragette as a fierce

harridan bullying her poor, abused husband. Original newsreel footage shows

the suffragette Emily Wilding Davison throwing herself under King George V's

horse at a famous race.

Although the exhibition officially charts the years 1906 to 1914, graphic display

boards outlining the bills of the enfranchisement of 1918 and 1928, which gave
the adult female populace of Britain the vote, show what was achieved. It

demonstrates how advanced the suffragettes were in their thinking, in the

marketing of their campaign, and in their work as shrewd and skilful image-

builders. It also conveys a sense of the energy and ability the suffragettes

brought to their fight for freedom and equality. And it illustrates the

intelligence employed by women who were at that time deemed by several

politicians to have 'brains too small to know how to vote'.

Questions 14 and 15

Choose the appropriate letters A-D and write them in boxes 14 and 15 on your

answer sheet.

14. What is the main aspect of the suffragette movement's work to which the

exhibition at the Museum of London is devoted?

     A. the role of the Pankhurst family in the suffrage movement

     B. the violence of the movement's political campaign

     C. the success of the movement's corporate image

     D. the movement's co-operation with suffrage groups overseas

15. Why was the WSPU more successful than other suffrage groups?

     A. Its leaders were much better educated.

     B. It received funding from movements abroad.

     C. It had access to new technology.

     D. It had a clear purpose and direction.

Question 16

Choose TWO letters A-E and write them in boxes 16 on your answer sheet.

In which TWO of the following years were laws passed allowing British women

to vote?

     A 1906

     B 1909

     C 1914

     D 1918

     E 1928

Questions 17-19

Complete the notes below.

Choose NO MORE THAN THREE WORDS from Reading Passage for each

answer.

write the answers in boxes 17-19  on your answer sheet.

Three ways in which the WSPU raised money:

•  the newspapers: mainly through selling ..........17..........

•  merchandising activities: selling a large variety of goods produced in

their ..........18..........
•  additional fund-raising activities: for example, ..........19..........
Questions 20-26

Do the following statements reflect the situation as described by the writer in

Reading Passage?

Write:

YES if the statement reflects the situation as described by the writer

NO if the statement contradicts the writer

NOT GIVEN if it is impossible to know what the situation is from the passage

20. In 1903 women in Australia were still not allowed to vote.

21 .The main organs of communication for the WSPU were its two newspapers.

22. The work of the WSPU was mainly confined to London and the south.

23 .The WSPU's newspapers were mainly devoted to society news and gossip.

24. The Woman's Exhibition in 1909 met with great opposition from

Parliament.

25. The Museum of London exhibition includes some of the goods sold by the

movement.

26. The opponents of the suffragettes made films opposing the movement.

Question 27

Choose the appropriate letter, A-D and write it in boxes 27 on your answer

sheet.

The writer of the article finds the exhibition to be

     A misleading.
     B exceptional.

     C disappointing.

     D informative.

Answer:

14. С

15. D

16. D and E

17. (selling) advertising (space)

18. colour scheme // (three) colours // purple, white (and) green

19. (the) Woman’s Exhibition

20. NO

21. YES

22. NO

23. NO

24. NOT GIVEN

25. YES

26. YES

27. D

HIGHS AND LOWS

 Hormone levels - and hence our moods –may be affected by the weather.

Gloomy weather can cause depression, but sunshine appears to raise the

spirits. In Britain, for example, the dull weather of winter drastically cuts down

the amount of sunlight that is experienced which strongly affects some people.

They become so depressed and lacking in energy that their work and social life

are affected. This condition has been given the name SAD (Seasonal Affective

Disorder). Sufferers can fight back by making the most of any sunlight in winter

and by spending a few hours each day under special, full-spectrum lamps.

These provide more ultraviolet and blue-green light than ordinary fluorescent

and tungsten lights. Some Russian scientists claim that children learn better

after being exposed to ultraviolet light. In warm countries, hours of work are

often arranged so that workers can take a break, or even a siesta, during the

hottest part of the day. Scientists are working to discover the links between

the weather and human beings’ moods and performance.

It is generally believed that tempers grow shorter in hot, muggy

weather. There is no doubt that ‘crimes against the person’ rise in the summer,

when the weather is hotter and fall in the winter when the weather is colder.

Research in the United States has shown a relationship between temperature

and street riots. The frequency of riots rises dramatically as the weather gets

warmer, hitting a peak around 27-30°C. But is this effect really due to a mood

change caused by the heat? Some scientists argue that trouble starts more

often in hot weather merely because there are more people in the street when
the weather is good.

Psychologists have also studied how being cold affects performance.

Researchers compared divers working in icy cold water at 5°C with others in

water at 20°C (about swimming pool temperature). The colder water made the

divers worse at simple arithmetic and other mental tasks. But significantly,

their performance was impaired as soon as they were put into the cold water –

before their bodies had time to cool down. This suggests that the low

temperature did not slow down mental functioning directly, but the feeling of

cold distracted the divers from their tasks.

Psychologists have conducted studies showing that people become less

skeptical and more optimistic when the weather is sunny However, this

apparently does not just depend on the temperature. An American

psychologist studied customers in a temperature-controlled restaurant. They

gave bigger tips when the sun was shining and smaller tips when it wasn’t,

even though the temperature in the restaurant was the same. A link between

weather and mood is made believable by the evidence for a connection

between behavior and the length of the daylight hours. This, in turn, might

involve the level of a hormone called melatonin, produced in the pineal gland

in the brain. The amount of melatonin falls with greater exposure to daylight.

Research shows that melatonin plays an important part in the seasonal

behavior of certain animals. For example, food consumption of stags increases

during the winter, reaching a peak in February/ March. It falls again to a low
point in May, then rises to a peak in September, before dropping to another

minimum in November. These changes seem to be triggered by varying

melatonin levels.

In the laboratory, hamsters put on more weight when the nights are

getting shorter and their melatonin levels are falling. On the other hand, if they

are given injections of melatonin, they will stop eating altogether. It seems that

time cues provided by the changing lengths of day and night trigger changes in

animals’ behavior - changes that are needed to cope with the cycle of the

seasons. People’s moods too, have been shown to react to the length of the

daylight hours. Skeptics might say that longer exposure to sunshine puts

people in a better mood because they associate it with the happy feelings of

holidays and freedom from responsibility. However, the belief that rain and

murky weather make people more unhappy is borne out by a study in Belgium,

which showed that a telephone counseling service gets more telephone calls

from people with suicidal feelings when it rains.

When there is a thunderstorm brewing, some people complain of the air

being ‘heavy’ and of feeling irritable, moody and on edge. They may be

reacting to the fact that the air can become slightly positively charged when

large thunderclouds are generating the intense electrical fields that cause

lightning flashes. The positive charge increases the levels of serotonin (a

chemical involved in sending signals in the nervous system). High levels of

serotonin in certain areas of the nervous system make people more active and
reactive and, possibly, more aggressive. When certain winds are blowing, such

as the Mistral in southern France and the Fohn in southern Germany, mood

can be affected - and the number of traffic accidents rises. It may be significant

that the concentration of positively charged particles is greater than normal in

these winds. In the United Kingdom, 400,000 ionizers are sold every year.

These small machines raise the number of negative ions in the air in a room.

Many people claim they feel better in negatively charged air.

Questions 26-28

Choose the appropriate letters A—D and write them in boxes 26—28 on your

answer sheet.

26 Why did the divers perform less well in colder conditions?

     A They were less able to concentrate.

     B Their body temperature fell too quickly.

     C Their mental functions were immediately affected by the cold.

     D They were used to swimming pool conditions.

27 The number of daylight hours

     A affects the performance of workers in restaurants.

     B influences animal feeding habits.

     C makes animals like hamsters more active.

     D prepares humans for having greater leisure time.

28 Human irritability may be influenced by

     A how nervous and aggressive people are.

     B reaction to certain weather phenomena.

     C the number of ions being generated by machines.

     D the attitude of people to thunderstorms.

Questions 29-34

Do the following statements agree with the information in Reading Passage

139?

In boxes 29-34 on your answer sheet write:

TRUE if the statement is true according to the passage

FALSE if the statement is false according to the passage

NOT GIVEN if the information is not given in the passage

29 Seasonal Affective Disorder is disrupting children’s education in Russia.

30 Serotonin is an essential cause of human aggression.

31 Scientific evidence links ‘happy associations with weather’ to human mood.

32 A link between depression and the time of year has been established.

33 Melatonin levels increase at certain times of the year.

34 Positively charged ions can influence eating habits.

Questions 35-37

According to the text which THREE of the following conditions have been

scientifically proved to have a psychological effect on humans?

Choose THREE letters A—G and write them in boxes 35—37 on your answer

sheet.
A    lack of negative ions

B    rainy weather

C    food consumption

D    high serotonin levels

E    sunny weather

F    freedom from worry

G   lack of counselling facilities

Questions 38-40

Complete each of the following statements with the best ending from the box

below.

Write the appropriate letters A-G in boxes 38—40 on your answer sheet.

38 It has been established that social tension increases significantly in the

United States during .......

39 Research has shown that a hamster’s bodyweight increases according to its

exposure to.......

40 Animals cope with changing weather and food availability because they are

influenced by.......

A  daylight

B  hot weather

C  melatonin

D  moderate temperatures
E  poor co-ordination

F  time cues

G  impaired performance

 Answer:

26 A

27 B

28 B

29 NOT GIVEN

30 FALSE

31 FALSE

32 TRUE

33 TRUE

34 NOT GIVEN

35 -37

  B // rainy weather

  D // high serotonin levels

  E // sunny weather

        ( IN ANY ORDER)

38 B 39 A

40 F

DISAPPEARING DELTA
 A
The fertile land of the Nile delta is being eroded along Egypt’s Mediterranean
coast at an astounding rate, in some parts estimated at 100 metres per year. In
the past, land scoured away from the coastline by the currents of the
Mediterranean Sea used to be replaced by sediment brought dawn to the delta
by the River Nile, but this is no longer happening.

B
Up to now, people have blamed this loss of delta land on the two large dams at
Aswan in the south of Egypt, which hold back virtually all of the sediment that
used to flow down the river. Before the dams were built, the Nile flowed
freely, carrying huge quantities of sediment north from Africa’s interior to be
deposited on the Nile delta. This continued for 7,000 years, eventually covering
a region of over 22,000 square kilometres with layers of fertile silt. Annual
flooding brought in new, nutrient-rich soil to the delta region, replacing what
had been washed away by the sea, and dispensing with the need for fertilizers
in Egypt’s richest food-growing area. But when the Aswan dams were
constructed in the 20th century to provide electricity and irrigation, and to
protect the huge population centre of Cairo and its surrounding areas from
annual flooding and drought, most of the sediment with its natural fertilizer
accumulated up above the dam in the southern, upstream half of Lake Nasser,
instead of passing down to the delta.

C
Now, however, there turns out to be more to the story. IF appears that the
sediment-free water emerging from the Aswan dams picks up silt and sand as
it erodes the river bed and banks on the 800-kilometre trip to Cairo. Daniel
Jean Stanley of the Smithsonian Institute noticed that water samples taken in
Cairo, just before the river enters the delta, indicated that the river sometimes
carries mare than 850 grams of sediment per cubic metre of water – almost
half of what it carried before the dams were built. ‘I’m ashamed to say that the
significance of this didn’t strike me until after I had read 50 or 60 studies,’ says
Stanley in Marine Geology. There is still a lot of sediment coming into the
delta, but virtually no sediment comes out into the Mediterranean to replenish
the Coastline. So this sediment must be trapped on the delta itself.’

D
Once north of Cairo, most of the Nile water is diverted into more than 10,000
kilometres of irrigation canals and only a small proportion reaches the sea
directly through the rivers in the delta. The water in the irrigation canals is still
or very slow-moving and thus cannot carry sediment, Stanley explains. The
sediment sinks to the bottom of the canals and then is added to fields by
farmers or pumped with the water into the four large freshwater lagoons that
are located near the outer edges of the delta. So very little of it actually
reaches the coastline to replace what is being washed away by the
Mediterranean currents.

E
The farms on the delta plains and fishing and aquaculture in the lagoons
account for much of Egypt’s food supply. But by the time the sediment has
come to rest in the fields and lagoons, it is laden with municipal, industrial and
agricultural waste from the Cairo region, which is home to more than 40
million people. ‘Pollutants are building up faster and faster’ says Stanley.

Based on his investigations of sediment from the delta lagoons, Frederic Siegel
of George Washington University concurs. ‘In Manzalah Lagoon, for example,
the increase in mercury, lead, copper and zinc coincided with the building of
the High Dam at Aswan, the availability of cheap electricity, and the
development of major power-based industries he says. Since that time the
concentration of mercury has increased significantly. Lead from engines that
use leaded fuels and from other industrial sources has also increased
dramatically. These poisons can easily enter the food chain, affecting the
productivity of Fishing and Farming. Another problem is that agricultural
wastes include fertilizers which stimulate increases in plant growth in the
lagoons and upset the ecology of the area, with serious effects on the fishing
industry.

F
According to Siegel, international environmental organisations are beginning to
pay closer attention to the region, partly because of the problems of erosion
and pollution of the Nile delta, but principally because they fear the impact this
situation could have on the whole Mediterranean coastal ecosystem. But there
are no easy solutions. In the immediate Future, Stanley believes that one
solution would be to make artificial floods to flush out the delta waterways, in
the same way, that natural floods did before the construction of the dams. He
says, however, that in the long term an alternative process such as desalination
may have to be used to increase the amount of water available, ‘In my view,
Egypt must devise a way to have more water running through the river and the
delta’ says Stanley. Easier said than done in a desert region with a rapidly
growing population.

Questions 14-17
You should spend about 20 minutes on Questions 14-26, which are based on
Reading Passage 2 on the following pages.
Reading Passage 80 has six paragraphs, A-F.

Choose the correct heading for paragraphs B and D-F from the list of headings

below..
Write the correct number i-viii in boxes 14-17 on your answer sheet.
List of Headings
i Effects of irrigation on sedimentation

ii The danger of flooding the Cairo area

iii Causing pollution in the Mediterranean

iv Interrupting a natural process

v The threat to food production

vi Less valuable sediment than before

vii Egypt’s disappearing coastline

viii Looking at the long-term impact

14     Paragraph  B

15     Paragraph D
16     Paragraph E
17     Paragraph F

Questions 11-13
Do the following statements reflect the claims of the writer in Reading Passage
2?

In boxes 18-23 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
NOT GIVEN    if it is impossible to say what the writer thinks about this

18 Coastal erosion occurred along Egypt’s Mediterranean coast before the

building of the Aswan dams.
19 Some people predicted that the Aswan dams would cause land loss before
they were built.
20 The Aswan dams were built to increase the fertility of the Nile delta.
21 Stanley found that the levels of sediment in the river water in Cairo were
relatively high.
22 Sediment in the irrigation canals on the Nile delta causes flooding.
23 Water is pumped from the irrigation canals into the lagoons.

Questions 24-26
Complete the summary of paragraphs E and F with the list of words A-H below.
Write the correct letter A-H in boxes 24-26 on your answer sheet.

In addition to the problem of coastal erosion, there has been a marked

increase in the level of 24…………………… contained in the silt deposited in the
NileDeltaa. To deal with this, Stanley suggests the use of 25 ………………….. in
the short term, and increasing the amount of water available
through 26…………………… in the longer term.
A artificial floods B desalination C delta waterways D natural floods
E nutrients F pollutants G population control H sediment
 

Answer: 
14. iv   15.i   16. v   17. viii   18. YES  19. NOT GIVEN  20. NO   21. YES   22. NOT
GIVEN   23. YES   24. (F) pollutant   25. (A) artificial floods   26. (b) desalination