READING PASSAGE 1

You shouId spend about 20 minutes on Questions 1-13, which are

based on Reading Passage 1 on pages 2 and 3.

Bovids
The family of mammals as necessary. Bovids are
called bovids belongs to the almost exclusively
Artiodactyl class, which also
includes giraffes. Bovids are *herbivorous: plant-eating
highly diverse group **incisors: front teeth
consisting of 137 species,
some of which are man's most
important domestic animals.

Bovids are well

represented in most parts of
Eurasia and Southeast Asian
islands, but they are by far the
most numerous and diverse in
the latter. Some species of
bovid are solitary, but others
live in large groups with
complex social structures .
Although bovids have
adapted to a wide range of
habitats, from arctic tundra to
deep tropical forest, the
majority of species favour
open grassland, scrub or
desert. This diversity of habitat
is also matched by great
diversity in size and form: at
one extreme is the royal
antelope of West Africa, which
stands a mere 25 cm at the
shoulder; at the other, the
massively built bisons of North
America and Europe, growing
to a shoulder height of 2.2m.

Despite differences in size

and appearance, bovids are
united by the possession of
certain common features. All
species are ruminants, which
means that they retain
undigested food in their
stomachs, and regurgitate it
herbivorous*. Typically tip to tip along the outer curve,
their teeth are highly while the various gazelles
modified for browsing and have horns with a variety of
grazing: grass or foliage is elegant curves.
cropped with the upper lip
Five groups, or sub-
and lower incisors** (the
families, may be distinguished:
upper incisors are usually
Bovinae, Antelope, Caprinae,
absent), and then ground
Cephalophinae and
down by the cheek teeth.
Antilocapridae. The sub-family
As well as having cloven,
Bovinae comprises most of
or split, hooves, the males
the larger bovids, including the
of all bovid species and
African bongo, and nilgae,
the females of most carry
eland, bison and cattle. Unlike
horns. Bovid horns have
most other bovids they are all
bony cores covered in a
non-territorial. The ancestors
sheath of horny material
of the various species of
that is constantly renewed
domestic cattle banteng, gaur,
from within; they are
yak and water buffalo are
unbranched and never
generally rare and
shed. They vary in shape
endangered in the wild, while
and size: the relatively
the auroch (the ancestor of
simple horns of a large
the domestic cattle of Europe)
Indian buffalo may
is extinct.
measure around 4 m from
 oxen in arctic tundra.
The term 'antelope' is not
a very precise zoological name The duiker of Africa belongs
- it is used to loosely to the Cephalophinae sub-family. It
describe a number of bovids is generally small and solitary,
that have followed different often living in thick forest. Although
lines of development. mainly feeding on grass and
Antelopes are typically long- leaves, some duikers - unlike
legged, fast-running species, most other bovids -
often with long horns that may
be laid along the back when
the animal is in full flight.
There are two main sub-
groups of antelope:
Hippotraginae, which includes
the oryx and the addax, and
Antilopinae, which generally
contains slighter and more
graceful animals such as
gazelle and the springbok.
Antelopes are mainly
grassland species, but many
have adapted to flooded
grasslands: pukus, waterbucks
and lechwes are all good at
swimming, us ally feeding in
deep water, while the
sitatunga has long, splayed
hooves that enable it to walk
freely on swampy ground.

The sub-family Caprinae

includes the sheep and the
goat, together with various
relatives such as the goral
and the tahr. Most are woolly
or have long hair. Several
species, such as wild goats,
chamois and ibex, are agile
cliff - and mountain-dwellers.
Tolerance of extreme
conditions is most marked in
this group: Barbary and
bighorn sheep have adapted
to arid deserts, while Rocky
Mountain sheep survive high
up in mountains and musk
are believed to eat
insects and feed on
dead animal carcasses,
and even to kill small
animals.

The pronghorn is
the sole survivor of a
New World sub-family of
herbivorous ruminants,
the Antilocapridae in
North America. It is
similar in appearance
and habits to the Old
World antelope. Although
greatly reduced in
numbers since the arrival
of Europeans, and the
subsequent enclosure of
grasslands, the
pronghorn is still found
in considerable numbers
throughout North
America, from
Washington State to
Mexico. When alarmed
by the approach of
wolves or other
predators, hairs on the
pronghorn's rump stand
erect, so showing and
emphasising the white
patch there. At this
signal, the whole herd
gallops off at speed of
over 60 km per hour.
Questions 1-3

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

Write the correct letter in boxes 1-3 on your answer sheet.

1 In which region is the biggest range of bovids to be found?

A Africa

B Eurasia

c North America

D South-east Asia

2 Most bovids have a preference for living in

A isolation

B small groups

c tropical forest

D wide open spaces

3 Which of the following features do all bovids have in common?

A Their horns are shot

B They have upper incisors

C They store food in the body

D Their hooves are undivided

Questions 4-8

Look at the following characteristics (Question 4-8) and the list of sub-families below.

Match each characteristic with the correct sub-family, A, B, C or D.

Write the correct letter, A, B, C or D, in boxes 4-8 on your answer sheet.

NB You may use any letter more than once

4 can endure very harsh environments

5 includes the ox and the cow

6 may supplement its diet with meat

7 can usually move at speed

8 does not defend a particular area of land

List of sub-families

A Antelope
B Bovinae
C Caprinae
D Cephalophinae

Question 9-13

Answer the questions below.

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

Write your answers in boxes 9-13 on your answer sheet.

9 What is the smallest species of Bovid called?

10 Which species of Bovinae has now died out?

11 What facilitates the movement of the sitatunga over wetland?

12 What sort of terrain do barbary sheep live in?

13 What is the only living member of the Antilocapridae sub-family?

READING PASSAGE 2

You should spend about 20 minutes on Question 14 - 26 which are based on

Reading Passage 2 on pages 6 and 7.

Photovoltaics on the rooftop

A natural choice for powering the family home

A In the past, urban home owners have not always had much choice in the way
electricity is supplied to their homes. Now, however, there is a choice, and a rapidly
increasing number of households worldwide are choosing the solar energy option.
Solar energy, the conversion of sunlight into energy, is made possible through the use
of 'photovoltaics', which are simple appliances that fit onto the roof of a house.

B The photovoltaics-powered home remains connected to the power lines, but no

storage is required on-site, only a box of electronics (the inverter) to the interface
between the photovoltaics and the grid network. Figure 1 illustrates the system.
During the day, when the home may not be using much electricity, excess power from
the solar array is fed back to the grid, to factories and offices that need daytime power.
At night, power flows the opposite way. The grid network effectively provides storage.
If the demand for electricity is well matched to when the sun shines, solar energy is
especially valuable. This occurs in places like California in the US and Japan, where
air-conditioning loads for offices and factories are large but heating loads for homes
are small.

C The first systematic exploration of the use of photovoltaics home began in the US
during the 1970s. A well-conceived program started with the sitting of a number of
residential experiment stations' at selected locations around the country,
representing different climatic zones. These stations contained a number of 'dummy'
houses, each with a different solar-energy system design. Homes within the
communities close to these stations were monitored to see how well their energy use
matched the energy generated by the stations' dummy roofs. A change in US
government priorities in the early 1980s halted this program.

D With the US effort dropping away, the Japanese Sunshine Project came to the
fore. A large residential test station was installed on Rokko Island beginning in 1986.
This installation consists of 18 'dummy' homes. Each equipped with its own 2 - 5
kilowatt photovoltaic system (about 20 - 50 square meters for each system). Some of
these simulated homes have their own electrical appliances inside, such as TV sets,
refrigerators and air conditioning units, which switch on and off under computer
control providing a lavish lifestyle for the non-existent occupants. For the other
systems, electronics simulate these household loads. This test station has allowed
the technical issues involved in using photovoltaics within the electricity network to be
explored in a systematic way, under well-controlled test conditions. With no
insurmountable problems identified, the Japanese have used the experience gained
from this station to begin their own massive residential photovoltaics campaign.
E Meanwhile, Germany began a very important '1,000 roof program' in 1990,
aimed at installing photovoltaics on the roofs of 1,000 private homes. Large federal
and regional government subsidies were involved, accounting in most cases for 70%
of the total system costs. The program proved immensely popular, forcing its
extension to over 2,000 homes scattered across Germany. The success of this
program stimulated other European countries to launch similar programs.

F Japan's 'one million roof program' was prompted by the experience gained in
the Rokko Island test site and the success of the German 1,000 roof program. The
initially quoted aims of the Japanese New Energy Development Organization were to
have 70,000 homes equipped with the photov oltaics by the year 2000, on the way to
1 million by 2010. The program made a modest start in 1994, when 539 systems were
installed with a government subsidy of 50 percent. Under this program, entire new
suburban developments are using photovoltaics.

H This is good news, not only for the photovoltaic industry, but for everyone
concerned with the environment. The use of fossil fuels to generate electricity is not
only costly in financial terms, but also in terms of environmental damage. Gases
produced by the burning of fossil fuels in the production of electricity are a major
contributor to the green house effect. To deal with this problem, many governments
are now proposing stringent targets on the amount of green house gas emissions
permitted. These targets mean that all sources of green house gas emissions
including residential electricity use, will receive closer attention in the future.

I It is likely that in the future, governments will develop building codes that attempt to
constrain the energy demands of new housing. For example , the use of
photovoltaics or the equivalent, it maybe stipulated to lessen demand on the grid
network and hence reduce fossil fuel emissions. Approvals for building renovations
may also be conditional upon taking such energy-saving measures. If this were to
happen, everyone would benefit. Although there is an initial cost in attaching the
system to the rooftop, the householder's outlay is soon compensated with the savings
on energy bills. In addition, everyone living on the planet stands to gain from the more
benign environmental impact.

Figure 1

Photovoltaics on the family home

Residential use of photovoltaics - by day excess power is sent to the grid, and by
night power is supplied to the home.
Question 14 - 19

Reading Passage 2 has nine paragraphs A - I

Which paragraph contains the following information?

Write the correct letter A - I in boxes 14 - 19 on your answer sheet.

NB You may use any letter more than once

14 examples of countries where electricity use is greater during the day than at night

15 a detailed description of an experiment that led to photovoltaics being promoted

throughout the country

16 the negative effects of using conventional means of generating electricity

17 an explanation of the photovoltaics system

18 the long-term benefits of using photovoltaics

19 a reference to wealthy countries being prepared to help less wealthy countries

have access to photovoltaics

Questions 20 - 26

Do the following statements agree with the information given in Reading Passage 2?

In boxes 20 - 26 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

20 Photovoltaics are used to store electricity.

21 Since the 1970s, the US government has provided continuous support for the use
of photovoltaics on homes.

22 The solar-powered houses on Rokko Island are uninhabited.

23 In 1994, the Japanese government was providing half the money required for
installing photovoltaics on homes.

24 Germany, Italy, the Netherlands and Australia all have strict goals with regard to
greenhouse gas emissions.

25 Residential electricity use is the major source of greenhouse gas emission .

26 Energy-saving measures must now be included in the design of all new homes
and improvements to buildings.
READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40 , which are based on Reading
Passage 3 on pages 12 and 13.
Questions 27 - 31

Reading Passage 3 has six sections , A-F.

Choose the correct heading for sections 8-F from the list of headings below.

Write the correct number, i-ix, in boxes 27-31 on your answer sheet.

List of Headings
i
Disagreement about the reading process
ii The roots of the debate
iii A combined approach Methods of
iv teaching reading A controversial
v approach Inconclusive research
vi Research with learners
vii Allowing teachers more control
viii A debate amongst educators
ix

Example

Section A ix

27 Section B

28 Section C

29 Section D

30 Section E

31 Section F
 How should reading be taught?

By Keith Rayner an Ba rbara R Foorman

A Learning to speak is automatic for almost all children, but learning to read requires
elaborate instruction and conscious effort. Well aware of the difficulties, educators
have given a great deal of thought to how they can best help children learn to read.
No single method has triumphed. Indeed, heated arguments about the most
appropriate form of reading instruction continue to polarise the teaching
community.
B Three general approaches have been tried. In one, called whole-word instruction,
children learn by rote how to recognise at a glance a vocabulary of 50 to 100 words.
Then they gradually acquire other words, often through seeing them used over and
over again in the context of a story.

Speakers of most languages learn the relationship between letters and the
sounds associated with them (phonemes). That is, children are taught how to
use their knowledge of the alphabet to sound out words. This procedure
constitutes a second approach to teaching reading - phonics .

Many schools have adopted a different approach: the whole-language method. The
strategy here relies on the child’s experience with language. For example, students
are offered engaging book and are encouraged to guess the words that they do
not know by considering the context of the sentence or by looking for clues in the
story line and illustrations, rather than trying to sound them out .

Many teachers adopted the whole-language approach because of its intuitive

appeal. Making reading fun promises to keep children motivated, and learning to
read depends more on what the student does than on what the teacher does. The
presumed benefits of whole-language instruction - and the contrast to the
perceived dullness of phonics - led to its growing acceptance across America
during the 1990s, and a movement away from phonics.

C However, many linguists and psychologists objected strongly to the abandonment

of phonics in American schools. Why was this so? In short, because research had
clearly demonstrated that understanding how letters related to the component
sounds in words is critically important in reading. This conclusion rests, in part, on
knowledge of how experienced readers make sense of words on a page.
Advocates of whole-language instruction have argued forcefully that people often
derive meanings directly from print without ever determining the sound of the word.
Some psychologists today accept this view, but most believe that reading is
typically a process of rapidly sounding out words mentally. Compelling evidence for
this comes from experiments which show that subjects often confuse homophones
(words that sound the same, such as 'rose' and 'rows' ). This supports the idea that
readers convert strings of letters to sounds.
D In order to evaluate different approaches to teaching reading, a number of
experiments have been carried out, firstly with college students, then with school
pupils. Investigators trained English-speaking college students to read using
unfamiliar symbols such as Arabic letters (the phonics approach), while another
group learned entire words associated with certain strings of Arabic letters
(whole-word). Then both groups were required to read a new set of words
constructed from the original characters. In general, readers who were taught the
rules of phonics could read many more new words than those trained with a whole-
word procedure.

Classroom studies comparing phonics with either whole-word or whole-language

instruction are also quite illuminating. One particularly persuasive study compared
two programmes used in 20 first-grade classrooms. Half the students were offered
traditional reading instruction, which included the use of phonics drills and
applications. The other half were taught using an individualised method that drew
from their experiences with language; these children produced their own booklets
of stories and developed sets of words to be recognised (common components of
the whole-language approach). This study found that the first group scored higher
at year 's end on tests of reading and comprehension.

E If researchers are so convinced about the need for phonics instruction, why does
the debate continue? Because the controv ersy is enmeshed in the philosophical
differences between traditional and progressive (or new) approaches, differences
that have divided educators for years. The progressives challenge the results of
laboratory tests and classroom studies on the basis of a broad Rhilosophical
scepticism about the values of such research. They champion student-centred
learning and teacher empowerment. Sadly, they fail to realise that these very
admirable educational values are equally consistent with the teaching of phonics.
F If schools of education insisted that would-be reading teachers learned something
about the vast research in linguistics and psychology that bears on reading, their
graduates would be more eager to use phonics and would be prepared to do so
effectively. They could allow their pupils to apply the principles of phonics while
reading for pleasure. Using whole-language activities to supplement phonics
instruction certainly helps to make reading fun and meaningful for children , so no
one would want to see such tools discarded. Indeed, recent work has indicated that
the combination of literature-based instruction and phonics is more powerful than
either method used alone.

Teachers need to strike a balance. But in doing so, we urge them to remember that
reading must be grounded in a firm understanding of the connections between
letters and sounds. Educators who deny this reality are neglecting decades of
research. They are also neglecting the needs of their students.
 Questi ons 32 - 36

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

In boxes 32-36 on your answer sheet, write

TRUE if the statement agrees with the information
FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

32 The whole-language approach relates letters to sounds.

33 Many educators believe the whole-language approach to be the most interesting

way to teach children to read.

34 Research supports the theory that we read without linking words to sounds.

35 Research has shown that the whole-word approach is less effective than the
whole-language approach.

36 Research has shown that phonics is more successful than both the whole-word
and whole-language approaches.

Questions 37 - 40

Complete the summary of sections E and F using the list of words, A-G, below.

Write the correct letter, A-G , in boxes 37-40 on your answer sheet.

In the teaching community, 37 ................... question the usefulness of research into

methods of teaching reading. These critics believe that 38 .. .... ... . ........ is
incompatible with student-centred learning. In the future, teachers need to be aware
of 39 ................. . so that they understand the importance of phonics. They should
not, however, ignore the ideas of 40 ............... . ..... which make reading enjoyable for
learners.

A the phonics method

B the whole-word method
C the whole-language method
D traditionalists
E progressives
F linguistics research studies
G