AB1 D3

SECTION 1:Questions 1 and 2: Choose the correct letter, A, B or C.

Example: In the library George found A) a book B) a brochure C) a newspaper

(1) In the lobby of the library George saw

A)a group playing music B) a display of instruments C) a video about the festival

(2) George wants to sit at the back so they can A) see well B) hear clearly C) pay less

Questions 3-10: Complete the form using NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

SUMMER MUSIC FESTIVAL BOOKING FORM

Name: George O’Neil Address: (3) ____________________,
Westsea
Postcode: (4) ____________________ Telephone: (5)
____________________

DATE EVENT PRICE PER TICKET NO. OF TICKETS

5 June Instrumental Group - Guitarrini £ 7.50 2
17 Singer - price includes (6)____________________ £6 2
June in garden
22 (7) ____________________(Anna Ventura) £ 7.00 1
June
23 Spanish Dance & Guitar Concert (8) £ (9)
June _________________ ________________
___ ____
NB: Children/Students/Senior Citizens have (10) ____________________ discount on all tickets

SECTION 2:Questions 11-15: Complete the sentences NO MORE THAN TWO WORDS AND/OR A NUMBER.
THE DINOSAUR MUSEUM
(11) The museum closes at ____________________ pm on Mondays.
(12) The museum is not open on ____________________.
(13) School groups are met by tour guides in the ____________________.
(14) The whole visit takes 90 minutes, including ____________________ minutes for theguided tour.
(15) There are ____________________ behind the museum where students can have lunch.

Questions 16-18: Choose THREE letters from options A - G.

“Which THREE things can students have with them in the museum?”
A) Food B) Water C) Cameras D) Books E) Bags F) Pens G) Worksheets

Questions 19 & 20: Choose TWO letters from options A-E. “Which TWO activities can students do after the tour
at present?”
A) build model dinosaurs B) watch films C) draw dinosaurs
D) find dinosaur eggs E) play computer games

SECTION 3:Questions 21-24: Choose the correct letter, A, B or C.

Field Trip Proposal
(21) The tutor thinks that Sandra's proposal A) should be re-ordered in some parts
B)needs a contents page C) ought to include more information
 AB1 D3

(22) The proposal would be easier to follow if Sandra A) inserted subheadings

B)used more paragraphs C) shortened her sentences

(23) What was the problem with the formatting on Sandra's proposal? A) Separate points were not clearly
identified
B) The headings were not always clear C) Page numbering was not used in an appropriate way

(24) Sandra became interested in visiting the Navajo National Park through A) articles she read
B)movies she saw as a child C) photographs she found on the internet

Questions 25-27: Choose THREE letters from A - G.“Which THREE topics does Sandra agree to include in the
proposal?”
A) climate change B) field trip activities C) geographical features D)
impact of tourism
E) myths and legends F) plant and animal life G) social history

Questions 28-30: Complete the sentences using ONE WORD AND/OR A NUMBER for each answer.
(28) The tribal park covers ____________________ hectares.
(29) Sandra suggests that they share the ____________________ for transport.
(30) She says they could also explore the local ____________________.

SECTION 4:Questions 31-40: Complete the notes using ONE WORD ONLYfor each answer.

GEOGRAPHY

Studying geography helps us to understand:

~the effects of different processes on the (31)____________________ of the Earth
~ the dynamic between (32)____________________ and population

Two main branches of study:

~ physical features
~ human lifestyles and their (33)____________________

Specific study areas: biophysical, topographic, political, social, economic,historical and

(34)____________________ geography,and also cartography

Key point: geography helps us to understand our surroundings and theassociated (35)____________________

What do geographers do?

~ find data - e.g. conduct censuses, collect information in the form of (36)____________________ using
computer and satellite technology
~ analyse data - identify (37)____________________, e.g. cause and effect
~ publish findings in form of:
a)maps
 AB1 D3
-easy to carry
- can show physical features of large and small areas
- BUT a two-dimensional map will always have some (38)____________________

b) aerial photos
- can show vegetation problems, (39)____________________ density, ocean floor etc.

c) Landsat pictures sent to receiving stations

- used for monitoring (40)____________________ conditions etc.

Reading Passage 1: LAND OF THE RISING SUM

A) Japan has a significantly better record in terms of average mathematical attainment than England and Wales.
Large sample international comparisons of pupils’ attainments since the 1960s have established that not only
did Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion
of ‘low’ attainers in England, where, incidentally, the variation in attainment scores was much greater. The
percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is
this higher and more consistent attainment in maths achieved?
B) Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth
grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector.
Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and
pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-
minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and
mutual bowing, and then concentrate on whole-class teaching. Classes are large - usually about 40 - and are
unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class -
identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by
school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get
into the ‘better’ school in a particular arm.
C) Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own
notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook
supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up
to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out
and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths
textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides
approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be
delivered.
D) Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the
board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is
an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so
that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn
from them. After the homework has been discussed, the teacher explains the topic of the lesson, slowly and
with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook
are worked through first with the class, and then the class is set questions from the textbook to do individually.
Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature
of the textbooks and their comprehensive coverage of different types of examples, combined with the relative
homogeneity of the class, renders work sheets unnecessary. At this point, the teacher would circulate and make
sure that all the pupils were coping well.
 AB1 D3
E) It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their
compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after
school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or
quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other -
anyway, it is in their interests since the class progresses together. This scarcely seems adequate help to enable
slow learners to keep up. However, the Japanese attitude towards education runs along the lines of ’if you work
hard enough, you can do almost anything’. Parents are kept closely informed of their children's progress and
will play a part in helping their children to keep up with class, sending them to ‘Juku’ (private evening tuition) if
extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the
school population.
F) So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important.
Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject
throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy. Other relevant
points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class,
and the positive emphasis on learning for oneself and improving one’s own standard. And the view of
repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese
classes, may be unfair and unjustified. No poor maths lessons were observed. They were mainly good and one
or two were inspirational.

Questions 1 - 5: Choose the correct heading for sections B-F from the list of headings (i - ix) below.
List of Headings: i) The influence of Monbusho ii) Helping less successful students
iii) The success of compulsory education iv) Research findings concerning achievements
in maths
v) The typical format of a maths lesson vi) Comparative expenditure on maths education
vii) Background to middle-years education in Japan viii) The key to Japanese successes in maths education
ix) The role of homework correction

(1) Section B (2) Section C (3) Section D (4) Section E (5) Section F

Questions 6 - 9: Write: YES - if the statement agrees with the claims of the writer; NO - if the statement
contradicts the claims of the writer or NOT GIVEN - if it is impossible to say what the writer thinks about this.
(6) There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese
counterparts.
(7) The percentage of Gross National Product spent on education generally reflects the level of attainment in
mathematics.
(8) Private schools in Japan are more modern and spacious than state-run lower secondary schools.
(9) Teachers mark homework in Japanese schools.

Questions 10 - 13: Choose the correct letter, A, B, C or D.

(10) Maths textbooks in Japanese schools are
A) cheap for pupils to buy.
B) well organised and adapted to the needs of the pupils.
C) written to be used in conjunction with TV programmes.
D) not very popular with many Japanese teachers.

(11) When a new maths topic is introduced,

A) students answer questions on the board.
B) students rely entirely on the textbook.
C) it is carefully and patiently explained to the students.
 AB1 D3
D) it is usual for students to use extra worksheets.

(12) How do schools deal with students who experience difficulties?

A) They are given appropriate supplementary tuition.
B) They are encouraged to copy from other pupils.
C) They are forced to explain their slow progress.
D) They are placed in a mixed-ability class.

(13) Why do Japanese students tend to achieve relatively high rates of success in maths?
A) It is a compulsory subject in Japan.
B) They are used to working without help from others.
C) Much effort is made and correct answers are emphasised.
D) There is a strong emphasis on repetitive learning.

Reading Passage 2: BIOLOGICAL CONTROL OF PESTS

The continuous and reckless use of synthetic chemicals for the control of pests which pose a threat to
agricultural crops and human health is proving to be counter-productive. Apart from engendering widespread
ecological disorders, pesticides have contributed to the emergence of a new breed of chemical-resistant, highly
lethal superbugs.
According to a recent study by the Food and Agriculture Organisation (FAO), more than 300 species of
agricultural pests have developed resistance to a wide range of potent chemicals. Not to be left behind are the
disease-spreading pests, about 100 species of which have become immune to a variety of insecticides now in
use.
One glaring disadvantage of pesticides’ application is that, while destroying harmful pests, they also
wipe out many useful non-targeted organisms, which keep the growth of the pest population in check. This
results in what agro ecologists call the ‘treadmill syndrome’. Because of their tremendous breeding potential
and genetic diversity, many pests are known to withstand synthetic chemicals and bear offspring with a built-in
resistance to pesticides.
The havoc that the ‘treadmill syndrome’ can bring about is well illustrated by what happened to cotton
farmers in Central America. In the early 1940s, basking in the glory of chemical- based intensive agriculture, the
farmers avidly took to pesticides as a sure measure to boost crop yield. The insecticide was applied eight times
a year in the mid-1940s, rising to 28 in a season in the mid-1950s, following the sudden proliferation of three
new varieties of chemical- resistant pests.
By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests,
necessitating pesticide spraying to such an extent that 50% of the financial outlay on cotton production was
accounted for by pesticides. In the early 1970s, the spraying frequently reached 70 times a season as the
farmers were pushed to the wall by the invasion of genetically stronger insect species.
Most of the pesticides in the market today remain inadequately tested for properties that cause cancer
and mutations as well as for other adverse effects on health, says a study by United States environmental
agencies. The United States National Resource Defense Council has found that DDT was the most popular of a
long list of dangerous chemicals in use.
In the face of the escalating perils from indiscriminate applications of pesticides, a more effective and
ecologically sound strategy of biological control, involving the selective use of natural enemies of the pest
population, is fast gaining popularity - though, as yet, it is a new field with limited potential. The advantage of
biological control in contrast to other methods is that it provides a relatively low-cost, perpetual control system
with a minimum of detrimental side-effects. When handled by experts, bio-control is safe, non-polluting and
self-dispersing.
 AB1 D3
The Commonwealth Institute of Biological Control (CIBC) in Bangalore, with its global network of
research laboratories and field stations, is one of the most active, non-commercial research agencies engaged
in pest control by setting natural predators against parasites. CIBC also serves as a clearing house for the export
and import of biological agents for pest control world-wide.
CIBC successfully used a seed-feeding weevil, native to Mexico, to control the obnoxious parthenium
weed, known to exert devious influence on agriculture and human health in both India and Australia. Similarly
the Hyderabad-based Regional Research Laboratory (RRL), supported by CIBC, is now trying out an Argentinian
weevil for the eradication of water hyacinth, another dangerous weed, which has become a nuisance in many
parts of the world. According to Mrs Kaiser Jamil of RRL, ‘The Argentinian weevil does not attack any other
plant and a pair of adult bugs could destroy the weed in 4-5 days.’ CIBC is also perfecting the technique for
breeding parasites that prey on ‘disapene scale’ insects - notorious defoliants of fruit trees in the US and India.
How effectively biological control can be pressed into service is proved by the following examples. In
the late 1960s, when Sri Lanka's flourishing coconut groves were plagued by leaf-mining hispides, a larval
parasite imported from Singapore brought the pest under control. A natural predator indigenous to India,
Neodumetia sangawani, was found useful in controlling the Rhodes grass scale insect that was devouring forage
grass in many parts of the US. By using Neochetina bruci, a beetle native to Brazil, scientists at Kerala
Agricultural University freed a 12-kilometre long canal from the clutches of the weed Salvinia molesta,
popularly called ‘African Payal’ in Kerala. About 30,000 hectares of rice fields in Kerala are infested by this weed.

Questions 14 - 17: Choose the correct letter, A, B, C, or D.

(14) The use of pesticides has contributed to
A) a change in the way ecologies are classified by agro-ecologists.
B) an imbalance in many ecologies around the world.
C) the prevention of ecological disasters in some parts of the world.
D) an increase in the range of ecologies which can be usefully farmed.

(15) The Food and Agriculture Organisation has counted more than 300 agricultural pests which ,
A) are no longer responding to most pesticides in use.
B) can be easily controlled through the use of pesticides.
C) continue to spread disease in a wide range of crops.
D) may be used as part of bio-control’s replacement of pesticides.

(16) Cotton farmers in Central America began to use pesticides

A) because of an intensive government advertising campaign.
B) in response to the appearance of new varieties of pest.
C) as a result of changes in the seasons and the climate.
D) to ensure more cotton was harvested from each crop.

(17) By the mid-1960s, cotton farmers in Central America found that pesticides
A) were wiping out 50% of the pests plaguing the crops.
B) were destroying 50% of the crops they were meant to protect.
C) were causing a 50% increase in the number of new pests reported.
D) were costing 50% of the total amount they spent on their crops.

Questions 18 - 21: Write: YES - if the statement agrees with the claims of the writer; NO - if the statement
contradicts the claims of the writer or NOT GIVEN - if it is impossible to say what the writer thinks about this.
(18) Disease-spreading pests respond more quickly to pesticides than agricultural pests do.
(19) A number of pests are now born with an innate immunity to some pesticides.
 AB1 D3
(20) Biological control entails using synthetic chemicals to try and change the genetic make-up of the pests’
offspring.
(21) Bio-control is free from danger under certain circumstances.

Questions 22 - 26: Complete each sentence with the correct ending, A-l, below.
(22) Disapene scale insects feed on (23) Neodumetia sangawani ate (24) Leaf-mining
hispides blighted
(25) An Argentinian weevil may be successful in wiping out (26) Salvinia molesta plagues

A) forage grass B) rice fields C) coconut trees D) fruit trees E) water

hyacinth
F) parthenium weed G) Brazilian beetles H) grass-scale insects I) larval parasites

Writing task

The graph shows the average annual expenditures on cell phone and residential phone services from between
2001 and 2010.