READING PASSAGE 1

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

How basketball was invented

It was the winter of 1891-1892. Inside the International YMCA Training School located
in Springfield. Massachusetts, USA, there was a group of restless college students.
The young men had to be there; they were required to participate in indoor

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activities to burn off the energy that had been building up since the summer sports
season had ended. The college offered them activities such as marching, gymnastic
exercises and apparatus work, but they considered them poor substitutes for the
more exciting games that they played outside in warmer seasons.
The instructor of this class was James Naismith, a 31-year-old graduate student.
Naismith had recently moved from his native Canada to study physical education
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at the Springfield college and today renowned as the father of physical education
and recreation in the United States.
Two instructors had already tried and failed to devise activities that would engage
the young men. There had been a meeting of college teaching staff to discuss what
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was becoming a persistent problem with the student’s uncontrolled energy and
disinterest in their studies. Naismith felt that the kind of work needed to motivate
and inspire the students ‘should be of a recreative nature, something that would
appeal to their play instincts’. Before the end of the meeting, Gullick placed the
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problem squarely in Naismith’s lap, and charged him with the task of coming up
with a solution.

So Naismith went to work. His challenge was to create a game that was easy to
learn, yet complex enough to be interesting. It had to be playable in the winter in
the college gymnasium, and by a large number of players all at once. It should give
people sufficient exercise, yet without the roughness of outdoor games such as
rugby, as players would be likely to end up with injuries if they played such games
in a confined space.

Much time and thought went into this new creation. It became an adaptation of
many sports of its time, adopting features of games including American rugby
(passing the ball), English rugby (the technique known as jump ball) and soccer
(the shape and size of the ball), and something called ‘duck on a rock,’ a game
Naismith had played with his childhood friends.
Naismith approached the college janitor, hoping he could find two small square
boxes to use as goals. Instead, the janitor came back with two baskets that had
 Reading Passage 1

contained peaches from the school canteen. Naismith then nailed them to an
elevated track, 10 feet (3 meters) from the ground. A man was stationed at each end
of the balcony to pick the ball out of the basket and put it back into play. It wasn’t
until a few years later that the bottoms of the baskets were cut to let the ball fall
loose.

Naismith then drew up 13 rules, which described the method of moving the ball
and what constituted a foul, among other issues. The game, he decided, would be
divided into two 15-minute halves with a five-minute resting period in between.
Naismith’s secretary typed up the rules and tacked them on the bulletin board. A
short time later, the class met, and the teams were chosen with three centers, three
forwards, and three guards per side. Two of the centers met at mid-court, Naismith
tossed the ball, and a new game was born.

A short while later, Frank Mahan, one of the players, approached Naismith, asking
him what he intended to call his new game. Naismith replied that he hadn’t

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thought of it because he had been focused on just getting the game started.
Mahan suggested that it be called ‘Naismith ball’, at which Naismith laughed,
saying that a name like that would kill any game. Mahan then said, ‘Why not call it
basketball?’ Naismith replied, ‘We have a basket and a ball, and it seems to me that
would be a good name for it.’

Word of the new game spread like wildfire. It was an instant success. The rules
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were printed in the college’s magazine, which was mailed to other YMCA schools
across the country. Because of the college’s well-represented international student
body, the game of basketball was introduced to many other nations in a relatively
short period of time. High schools and colleges around the world began to play the
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new game, and by 1905, basketball was officially recognized as a permanent winter
sport.
The rules have been slightly altered, but by-and-large the game has not changed
drastically since Naismith’s original list of 13 Rules was tacked up on that college
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bulletin board.
Questions 1–7

Complete the notes below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 1–7 on your answer sheet.

The invention of basketball

When, where and who

• winter 1891/1892

• International YMCA Training School, Springfield, Massachusetts

• James Naismith, a sports instructor born in Canada

The challenge

to invent an interesting game which:

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• could be played inside the 1 ………… at the college

• involved a large number of players

• provided enough 2 …………

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• had a low risk of any 3 ………… to the players

Equipment
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Naismith created a game with:

• A ball based on the one used for playing 4 …………

• Two baskets that 5 ………… had been stored in

The rules

Naismith’s game had thirteen rules, including:

• how to move the ball

• the definition of a 6 …………

The rules were put in a 7 ………… and sent to schools around the USA
 Reading Passage 1

Questions 8–13

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

In boxes 8–13 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

8 In 1891, the students of the International YMCA Training School preferred outdoor
sports to indoor ones.

9 During a meeting with his colleagues, Naismith offered to try to create a game for the
students.

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10 Naismith was initially angry with the college janitor for giving him baskets instead of
boxes.

11 In the early days of the game, someone had to remove the ball from the basket after
each goal was scored.
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12 It took a long time for the new game to become popular.

13 There has been disagreement about how Naismith’s rules should be altered.
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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.

The city of Great Zimbabwe

A The ruins of the city of Great Zimbabwe in southern Africa are a unique testimony
to the civilisation of the Shona1 people. The Shona word ‘zimbabwe’ means a large
stone house, but the ruins consist of the largest stone complex in of Africa ancient
built before modem of era, aside from the monumental architecture of ancient Egypt.
Their method of construction is unique to African architecture and, although there

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are examples of similar work elsewhere, none are as distinguished and imposing as
Great Zimbabwe. The city was an important trading centre and has been renowned
for centuries. The modem country of Zimbabwe, where the ruins are situated,
was named after it, and in 1986 Great Zimbabwe was designated both a national
monument and a World Heritage site.
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B Great Zimbabwe is located on a plain at an altitude of some 1,100 metres in a
sparsely populated region. The city, built between 1100 and 1450 AD, extends over
seven square kilometres, and is divided into three areas: the Hill Complex, the Great
Enclosure and the Valley Complex.
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The Hill Complex, forming a huge granite mass on top of a north-east/southwest-
facing ridge, was continuously occupied from the 12th to the 15th century, and traces
of human settlements are found in numerous layers. Rough granite rubble-stone
blocks form distinct enclosures, accessed by narrow, partly covered passageways.
This complex is generally considered a ‘royal city’; the west enclosure is thought
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to have been the residence of successive chiefs and the east enclosure, where six
soapstone posts topped with figurines of birds were found, is considered to have
served a ritual purpose.

C The Great Enclosure, which is oval shaped, is located to the south of the hills, and
dates to the 13th century. The external walls were built of cut granite blocks, laid in
regular courses, and within these walls there are community and living areas, and
a narrow passage leading to a high conical tower, which may have functioned as a
granary warehouse. Interior walls mark off each family’s area, generally comprising
a kitchen, two living huts and a yard. Huts were made of mud bricks, composed of a
mixture of granitic sand and clay.

_______________________
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Shona: an ethnic group native to Zimbabwe neighbouring countries
 Reading Passage 2

D The Valley Complex, which dates back to the 15th century, is a series of living
quarters scattered throughout the valley. Each one has similar characteristics: many
of the structures are in brick (huts, indoor flooring, benches, basins, etc.) and dry
stone walls provide insulation. Construction work was carried out to a high standard
of craftsmanship, incorporating an impressive display of V-shaped and checked wall
decorations.

E Scientific research has shown that Great Zimbabwe was founded around 1100 on
a site which had been sparsely occupied in the prehistoric period by the Shona. By
the 14th century, it was the principal city of a major state extending over the gold-
rich area; its population exceeded 10,000. However, in about 1450 the capital was
abandoned. The reasons for this are debated, but suggestions include a shortage of
food for the overpopulated city, and deforestation. The resulting migration benefited
Khami, which then became the most influential city in the region, and signalled Great
Zimbabwe’s waning political power.

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Archaeological excavations at Great Zimbabwe have revealed glass beads and
porcelain from China and Persia, and gold and Arab coins from the Indian Ocean
island of Kilwa, which testify to long-standing trade with the outer world. Other
evidence, including fragments of pottery and ironware, gives a further insight into
the city’s socio-economic complexity and into farming and pastoral activities in the
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surrounding area. A monumental granite cross, located at a traditionally revered and
sacred site, also illustrates contact with Christian missionaries.

In the late 19th century, numerous soapstone figurines in the form of birds were
found mounted on columns, buried among the ruins. These are testimony to the use
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of the site as a place of worship from the 12th century to the present day. The birds,
which had some human features, were subsequently described as the Zimbabwe
Birds, and a design based on them became a national symbol, incorporated into the
Zimbabwe flag and shown in other prestigious contexts.
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G Despite the importance of the site, it has suffered some deterioration due to
variations in temperature and soil moisture content, as well as pressure from tourism,
encroaching invasive vegetation, and incorrect preservation methods. The site would
benefit if attention was given to conservation techniques and the materials employed,
as well as to the need for conservation standards that meet the international
benchmark, but which are balanced with the traditional activities still taking place
there.

The site has been legally protected since 1893, and today is managed by the
Zimbabwean Ministry of Home Affairs. Funding for the management and conservation
of the site comes mainly from central government, with limited revenue generated by
the sale of publications and charging an entrance fee for the site.
Questions 14–19

Reading passage 2 has seven sections, A–G.

Which section contains the following information?

Write the correct letter, A–G, in boxes 14–19 on your answer sheet.

NB You may use any letter more than once.

14 a list of factors which have resulted in some damage to Great Zimbabwe

15 proof of the former commercial significance of Great Zimbabwe

16 an indication of the global importance attached to Great Zimbabwe nowadays

17 an overview of the layout of the archaeological site

18

19

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a reference to the quality of comparable buildings in other places

theories about the eventual desertion of Great Zimbabwe

Questions 20–23
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Look at the following aspects of Great Zimbabwe and the list of areas below.

Match each aspect with the correct area, A, B or C.

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Write the correct letter, A, B or C, in boxes 20-23 on your answer sheet.

NB You may use any letter more than once.

20 Its outer walls are curved.

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21 Part of it may have been used for ceremonies.

22 Some of its buildings feature geometric patterns.

23 It includes a structure that could have been used for storage.

List of People

A Hill Complex
B Great Enclosure
C Valley Complex
 Reading Passage 2

Questions 24–26

Complete the sentences below.

Choose ONE WORD ONLY from the passage for each answer.

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

24 An image based on the bird sculptures found at Great Zimbabwe now appears on the
national ………… .

25 The impact of nature on Great Zimbabwe, as well as that of ………… needs to be

carefully managed.

26 A small part of Great Zimbabwe’s income comes from selling tickets and ………… .

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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.

The conservation of rare species

When a naturalist says that a bird or a plant is rare, he or she may mean one of several
different things (Harper 1981, Rabinowitz 1981). The concept of rarity can refer to
one of three characteristics: geographic range, habitat specificity, or local population
size, and a classification based on the interplay between these variables yields seven
different types of rarity. For example, certain species may be locally abundant over a
wide geographic range, but found in only a very specific habitat, whilst others may be

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found in several habitats, but only in small numbers and in a geographically restricted
area. We must therefore recognise that the kinds of management which will be
appropriate for protecting species threatened with extinction will vary.
Classic rare species are often those which have a small geographic range and narrow
habitat specificity. Many plants of this type are restricted endemics, and are often
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endangered or threatened (Rabinowitz 1981). Other rare species have very large
geographic ranges and occur widely in different habitats but are always at low
density. These species are ecologically interesting but almost never appear on lists of
endangered species. So the important point is that not all rare species are problems for
conservationists.
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The reasons why a particular species is rare vary. In some cases we can observe a
species declining over time for example, the African elephant population since 1950.
This is a direct result of ivory poaching (Caughley et al. 1990). But not all species that
have declined to rarity are so well understood. Some plant and animal species undergo
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bursts of colonisation and decay so that they persist as a mosaic of increasing and
declining populations (Harper 1981).
For species with small geographic ranges or narrow habitat specificity we must be
concerned with the spatial distribution of the population. The number or size of
habitable sites may be too small, and this could be one reason the species is rare. Or, if
there are many habitable sites that are not occupied, a species may be rare its limited
dispersal powers. Within habitable sites, competition from other species, predation,
disease or social interactions may restrict abundance. One example that illustrates
some of these factors is the red-cockaded woodpecker.
The red-cockaded woodpecker is an endangered species of bird endemic to eastern
parts of the United States of America. It was once abundant from New Jersey in the
north to Texas in the south, and from the coast inland as far as Missouri, but it is
now nearly extinct in the northern and inland parts of its geographic range. The red-
cockaded woodpecker is adapted to pine savannas, but most of this woodland has
been destroyed for agriculture and timber production. The birds feed on insects and
 Reading Passage 3

nest in cavities in old pine trees, and because old pines have been mostly cut down,
their available habitats have been reduced (Walters 1991).
Designing a recovery programme for the red-cockaded woodpecker has been
complicated by the social organisation of the species. The birds live in groups of a
breeding pair and up to four helpers, nearly all males. Helpers do not breed but assist
in incubation and feeding. Young birds have a choice of dispersing or staying to help
in a breeding group. If they stay, they become breeders by inheriting breeding status
on the death of older birds. Helpers may wait many years before they acquire breeding
status.
From a conservation viewpoint, the problem is that red-cockaded woodpeckers
compete for breeding vacancies in existing groups, rather than forming new groups
and occupying abandoned territories, or starting at a new site. The key problem is the
excavation of new breeding cavities. Because of the energy and time needed, typically
several years, birds are better off competing for existing territories than building new

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ones.
To test this idea, Walters (1991) and his colleagues artificially constructed cavities in
trees at 20 sites in the young pine forests of North Carolina. The results were dramatic
– 18 of 20 sites were colonised by red-cockaded woodpeckers and new breeding
groups were formed only on areas where artificial cavities were drilled. This experiment
showed clearly that much suitable habitat is not occupied by this woodpecker
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because of a shortage of cavities. Therefore, management of this endangered species
was not directed at reducing mortality of the birds, but instead focused on physical
characteristics of their chosen habitat.
The rescue of the red-cockaded woodpecker is a good example of how successful
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conservation biology depends on identifying and alleviating limiting factors. However,
there can be no general prescription for rescuing rare species. Detailed information on
resource requirements, social organisation, and dispersal powers are required before
recovery plans can be specified.
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Questions 27–30

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

Write the correct letter in boxes 27–30 on your answer sheet.

27 What does the writer say about rarity?

A There is more than one criterion for defining it.

B The term is a cause of dispute amongst naturalists.
C It applies to only a very small number of species.
D It is a phenomenon which has been widely researched.

28 What does the writer say about the threat of extinction?

A All types of rarity present a problem.

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B Few plant species are known to be vulnerable.
C Low density by itself does not endanger species.
D Lists of endangered species are not reliable.

29 Which of the following makes it difficult for the red-cockaded woodpecker to increase
in number?
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A A proportion of male birds are sterile.
B Birds leave the parental nest too early.
C There is too much competition for food.
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D Individuals may not breed for several years.

30 What was the basis of the recovery programme for the red-cockaded woodpecker?
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A Birds were bred in captivity.

B Nesting holes were created.
C Pine forests were planted.
D Food supplements were provided.
 Reading Passage 3

Questions 31–37

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

In boxes 31–37 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

31 Species with various habitat types are not necessarily widely distributed.

32 The rate of decline of the African elephant has slowed down.

33 The causes of rarity are generally easy to establish.

34 The traditional habitat of the red-cockaded woodpecker has been destroyed by

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36
human activity.

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The red-cockaded woodpecker prefers to leave its nest before breeding

It usually takes years for the red-cockaded woodpecker to make a nesting hole.
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37 The project to rescue the red-cockaded woodpecker is ongoing.

Questions 38 and 39
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Answer the questions below.

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

Write your answers in boxes 38 and 39 on your answer sheet.

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38 What does the red-cockaded woodpecker feed on?

39 Which TWO parental tasks do the helper woodpeckers perform?

Question 40

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

Write the correct letter in box 40 on your answer sheet.

40 In this article, the writer’s purpose is to

A alert the reader to the plight of the red-cockaded woodpecker.

B explain how Walters’s recovery programme can be applied to other species.
C illustrate the factors that must be considered when dealing with rarity.
D persuade readers that rarity is a neglected ecological issue.

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