READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading
Passage 1 on pages 2 and 3.
Traditional Maori Medicine
The Maori are the indigenous people of the islands of New Zealand. Their traditional
medicin, which is believed to date back as far as the 13 th century, was a system of
healing that was passed down through the generations orally. It comprised diverse
practices and placed an emphasis on the spiritual dimension of health. Its practice
included remedies made from herbs, and physical therapies such as massage to relieve
discomfort in the muscles and bones.

Maori systems for treating illness were well developed before European arrived in New
Zealand in the late 1700s: they had quite detailed knowledge of anatomy and
recognition of the healing properties of various plants. When Europeans first visited
New Zealand, the average age of death for Maori adults was around 30. However, apart
from this, the people were fit and healthy, and troubled by few diseases.

Illness was often seen as spiritually based. Maori saw themselves as guardians of the
earth, and the focus of their existence was to remain at one with the natural and
supernatural world. Rather than a medical prob em, sickness was often viewed as a
symptom of disharmony with natures.

In Maori culture, illnesses were divided into diseases of the gods (mate atua) and
physical diseases (mate tangata). Diseases sent by the gods were often attributed to
attacks by evil spirits, because the person had broken a religious rule. For instance, for
Maori, Places where people had died, or places where their ancestors were buried were
sacred, so if someone took food from a river where someone had died, or took a stick
form a tree that had held their ancestor's bones and placed it on a cooking fire, it was
believed that the gods could punish them for their disrespectful acts by making them
sick.

More than 200 plants were used medicinally by Maori. The leaves of the flax plant were
used to treat skin infections and food poisoning, and the hard part of the leaf was also
used as a splint or brace for broken bones and injured backs. Flax fibres were used
along with a sharpened stick to sew up bad cuts. The bark and leaves of the pepper tree
were used to heal cuts, wounds and stomach pain. People who had toothache were
instructed to chew the leaves of this same tree, and this was found to be of
considerable benefit. The pepper tree was also used in vapour baths to treat people
with painful joints.
Colonization by European in the 1800s had a significant effect on traditional Maori
healing. Europeans brought many new diseases with them which Maori healers had
limited ability to combat. Though Western medicine was also relatively ineffectual at
the time, this failure still strongly affected Maori confidence in their healers. Some
western missionaries attributed the spread of disease to the fact the Maori did not
believe in Christianity, and as Maori healers appeared powerless, many Maori accepted
this explanation and turned to Christianity Over time the schools of higher learning
which ahd trained healers started to close and the tradition of the Maori healer
declined.
From the late 20th century, there was renewed Maori interest in their traditional
medicine. This was due to several factors. There was a resurgence of all aspects of
Maori culture in New Zealand. Furthermore, people started to be less trusting of
Western medicine-statistics from the 1970s came out revealing that Maori health
continued to be poorer than that of other New Zealanders. There were also problems
with access to health care for Maori. Additionally, there was and still a today a
perceived lack of a spiritual dimension in Western health services.
Although Maori today largely accepted Western concepts of health and illness, and use
the mainstream health systemÄhere is significant demand for traditional medicine. This
is true for unusual illnesses, or those that fail to respond to standard medical treatment,
but also for common ailments such as th3e cold and influenza.
Today's healers differ significantly from those of old times. Training is highly variable,
usually informal, and often less tribally bound than the rigorous education of the
traditional houses of higher learning. Many modern healers work in urban clinics, some
alongside mainstream health professionals. They experiment, incorporating knowledge
from Western and other medical systems. As a result, their modern day work has no
standard system of diagnosis or widespread agreement about treatments. Despite this,
many healers are recognized as having knowledge and ability that has been passed
down from their ancestors. The Maori language is also seen as important by many of
those receiving treatment.

Questions 1-6
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-6 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

1 Early Maori healers learned their skills through studying written texts.
2 The first Europeans in New Zealand were surprised by how long the Maori lived.
3 Diseases of the gods were believed to be more serious than physical diseases.
4 The leaves of the pepper tree were used to treat toothache.
5 Western religion was one reason why traditional Maori medicine became less
popular.
6 Modern day Maori healers often reach the same conclusion about the type of
treatment which is best.

Questions 7-13
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer. Write
your answers in boxes 7-13 on your answer sheet.
A short history of Maori healing Pre-European

Pre-European arrival
 Maori were using plant-based remedies, as well as treatment including massage
 Diseases sent from the gods were thought to be caused by disobeying a spiritual 7
…………………….
 Sickness could be attributed to eating food from a sacred 8 ………………….. or
burning sacred wood

After European arrival

1800s
 The inability of Maori healers to cure new diseases meant the Maori people lost 9
…………… in them
 Eventually the 10 ……………….. for Maori healing began shutting down

1970s
 Published 11 ……………… showed that Maori were not as healthy as Europeans

2000s
 Maori healers can be seen working with Western doctors in 12 ………………….. in cities
 Many patients appreciate the fact that the Maoris 13 …………………….. in used by
healers

READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 on pages 6 and 7.
Questions 14-19
Reading Passage 2 has seven paragraphs, A-F.
Choose the correct heading for each paragraph from the list of heading below. Write
the correct number, i-vii, in boxes 14-19 on your answer sheet.

List of Headings
14 Music comes to be enjoyed in a large variety of situations
15 More people gain access to live music
16 A focus on survival limits the practice of classical music
17 a clash of musical styles takes place
18 A range of scientific advances brings music to a wider audience
19 Listening to music being limited to live performances
20 How classical music has managed to survive for centures

14 Paragraph A
15 Paragraph B
16 Paragraph C
17 Paragraph D
 18 Paragraph E
19 Paragraph F

Classical music over the centuries

A The production of any great art form, and classical music is no exception, does not
usually occur in a society dominated by the basic material demands of food and
shelter-Art and music have flourished in those periods of history, and those parts of
society, in which the luxury of free time and material wealth ahs allowed such a
culture to take precedence over more material matters. In the medieval European
world, it was thus primarily in the closed communities of the church and monastery,
and royal courts that music, literature and learning were able to flourish.
B It was until 18th century that this situation changed to any great extent, and the rise
of an economically independent middle class meant that concert going became a
public activity for anyone who cared to buy a ticket. It is worth remembering that
the idea of classical music widely accepted today did not exist until about 300 years
ago. Performing music in concert halls to a paying audience, as something
inherently pleasurable and significant, was pretty much unheard of until the 18 th
century, and not widely established until the 19 th . The concert venue, the audience,
and the idea of 'masterpiecesZof classical music, were all effectively invented during
the course of the 18th century- in London, Paris, Vienna, Berlin and other European
cities where the arts in general were blossoming.

C Today, music that was originally written for a concert venue may appear, out of its
original context, in an advert of film. Conversely, music written specifically for films
is sometimes performed live. But nothing has changed music over the last century
more radically than the invention and dissemination of recording technologies.
However, although Thomas Edison originally developed the photograph in 1877,
and wax cylinders were used as early as 1880s for recording music, commercial
 recordings of music were not generally available to the majority until 1920s. From
the mid-1980s onwards, the vinyl disc gradually gave way to the new technology of
the CD, but just a decade later, the digital MP3 file was already displacing the CD as
the favoured way to produce records music. Yet now, people have more music
stored on their phones or computers-which they can call up with the touch of a
finger-than world have been contained on all the metres of library shelves of a
proud 'record collector' of the 20th century.
D Before recording, music was a social event-it involved one or more people coming
together to make music. The music lasted for as long as the musicians sang or
played and then it was over. Therefore, the only music that was heard tended to be
composition by recent or living musicians, probably working in the locality; it was
rare to hear music from a past generation, distant place or culture. Even when music
became professionalized, people who wanted to listen to music went to a specific
venue, at a specific time, to hear musicians create a one-off event.

E These days, however, technology makes almost all the world's music instantly and
constantly available to anyone with access to simple and cheap gadgets designed for
playing it. Music thus floats free of any specific occasion or venue. It is no longer
restricted to a particular audience or group of musicians. For the first time, music
(any music) can be entirely personal affair. This is one of the reasons that the
'classical' label becomes harder to pin down. One of its distinctive aspects-a
performance defined by concert halls and opera houses- is dissolved by digital
recording formats. As a consequence all music, classical music included, can become
any person's soundtrack for activities such as commuting, exercising or shopping.
F The ubiquity of music as recorded sound means that it's very easy to overlook
perhaps the most definitive aspect of the classical music tradition-the fact that it is a
written or notated music. Though classical music may lack a precise definition today
and mean quite different things to different people, at its heart is the idea of a
music that has remained viable over the years because it was written down in some
 form. The original of what music historians thinks of as classical music dates from
the ninth century, when a system.of musical notation was first developed. Before
this time, singers in religious services in cathedrals or monasteries had to learn by
heart a huge repertory of chants. The first attempts to notate music were intended
to help them remember these. Over the next thousand years, notation became
more complex, incorporating such aspects as rhythm and pitch, allowing composers
to rework and refine their musical ideas. Put very simply, the history of classical
music, in all its varied forms, is the history of a tradition that grew out of the
possibilities of musical notation.

Questions 20 and 21
Choose TWO letters, A-E
Write the correct letters in boxes 20 and 21 on your answer sheet.
Which TWO of the following statements does the writer make about recording
technologies?
A The vinyl disc was relatively easy to damage
B The sound quality from wax cylinders was inferior to that of the phonograph
C Electronic storage allows people to keep a vast amount of music
D Recorded music sold well immediately after Edison invented the photograph.
E The CD was popular for a relatively brief period.

Questions 22 and 23
Choose TWO letters, A-E
Write the correct letters in boxes 22 and 23 on your answer sheet.
Which TWO of the following statements does the writer make about musical notation?

A The way it is interpreted has changed over time

B It was originally designed as a memory aid.
C It is often ignored by classical musicians today.
 D Classical music could not have survived without it.
E Its importance diminished with the arrival of recording.

Questions 24-26
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 24-26 on your answer sheet.

The impact of today's technology on music

These days, the world's music is instantly and constantly available to almost
everyone. Thus, music is no longer tied to a particular location or occasion, nor is it
associated with a group of musicians or a specific 24 ……………… It can become
uniquely in its history, completely personal to each and every individual. Thanks to
digital recording, the need for venues such as opera houses or 25 ……………. where
concerts are performed has vanished. Digitization has also made it possible for
people to treat music as a 26 ……………………… to their daily activities.

READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 on pages 11 and 12.
Mapping the Mind
Dr Simon Hanson revies Rita Carter's book Mapping the Mind
The often used phrase 'I'll believe it when I see it' betrays a very intimate fact of human
nature. We are visual creatures and we rly on sight to serve as a judge of what is real
and what is not. When discussing the intricacies of the human mind, for most of
society's existence things have not been visible; we have for the most part relied on
intangible concepts, metaphors, and words to explore or inner psyche. I have no idea
what my ego looks like. I must have one because it can be hurt or appeased by how
others treat me. But how do I know it really exist? Recent progress in brain research and
neuroimaging are changing al of this. With our modern technology of functional
imaging, we can now look at the brain as it is working, and attribute activation in certain
areas of the brain to behaviours, thoughts, and feelings. In essence, our new tools are
prompting new thoughts on who we are and how we are organized. Rita Carter's book,
Mapping the Mind, explores these issues and exploits science's ability to look into our
heads as a tool to examine who we are.

In its most basic form, Carter's book serves as a very accessible introduction to the
subject of Neuroanatomy, a subject most of us would not appreciate fully without
investing in a semester of medical school. Mapping the Mind uses beautifully rendered
three-dimensional computer images of the brain to explain anatomical structures and
pathways. The presentation style acknowledges our natural bias towards perceiving and
learning information visually. Presenting the concept of a brain area devoted to
maintaining attention by calling it the 'anterior cingulate cortex' would probably put
most readers to sleep while their brains struggled to use that area to focus on what the
name meant. Showing the reader a three-dimensionally-oriented area that easily
translates to a place we can point to on our skulls grounds the anatomical vocabulary in
something we can all understand- our own heads.
In spite of the title, however, the book is not an exact map or a reference guide. Its
chapters cover concepts such as perception, emotions, memory, and higher
consciousness, and are best read rather than referenced. The book, beautifully
accented with brain-oriented artwork of both pure esthetic and illustrative value, walks
a pleasing line between college textbook and coffee table art book, describing the
subtle nuances of vision, language, thought, and feeling with science and art.
While the art requires no explanations, Carter uses her background as a journalist to
keep the reader engaged in the science. Factual support in the form of documented
cases is liberally employed to show the abstract concepts in recognizable behaviors and
consequences we can all relate to. For example, in describing brain circuitry involved in
controlling anger, Carter uses familiar situations, like suppressing anger when we feel
we have been insulted, to illustrate the neuroscience involved. She follows with a
discussion of children's emotional maturity, pointing out that in children the areas
involved in inhibition of anger are not as well developed as in adults, providing an
explanation for the tantrums of a six-year-old. Carter presents the science in an
engaging yet factual manner, allowing people to draw their own conclusions and
connect the dots between scientific discovery and what it means in our daily lives.
By presenting neuroscience in this manner, Mapping the Mind seems to aim itself at an
audience that is often forgotten: the general reader who wants to know more about a
specific area of scientific study. From a scientific perspective, danger often lurks when
writing for a general audience as scientific credibility can be sacrificed in order to keep
readers engaged. Carter circumvents this problem by including the participation of
research scientists -in the writing. The book is littered with short directed essays written
by specialists in specific areas of brain research.

One of my favorite features of the boo is the optical illusions. As a teacher, I am always
searching for ways to make information relevant to the reader. Mapping the Mind does
this by peppering appropriate chapters with optical illusions that illustrated how the
brain processes information. These delicious enigmas do not stand alone as
supplementary information or unrelated facts but are accompanied by textual
explanations and insights into what causes the perceptual incongruities. I found many
of these explanations so good at conveying basic brain principles that I borrowed some
of them for use in lecturers.
From our unique place history we can, at present, use our overly developed neo-cortex
in combination with the tools of science to examine our own minds at work. Our
journey is to try and figure out who we are. Rather than providing us with an academic
textbook, Mapping the Mind serves as a sort of kiosk map saying 'you are here' with a
big red dot. Mapping the Mind shows us where we are by giving us a snapshot of how
we work. There are many books out there that explain the mind. The unique
perspective of this book is that it uses the brain itself to guide the journey

Questions 27-32
Do the following statements agree with the claims of the writer in Reading Passage
In boxes 27-32 on your answer sheet, write

YES if the statement agrees with 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

27 Our sense of what is real is independent of what we can see.

28 The ego must exist because its reaction can be felt
29 The illustration in Mapping the Mind are in vibrant colours
30 People prefer to learn facts that are presented visually.
31 Mapping the Mind is primarily a decorative book
32 Mapping the Mind leaves the readers to interpret the facts it presents.

Questions 33-37
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 33-37 on your answer sheet.

33 According to the writer, Carter's background in journalism means that

A she has easy access to relevant sources.
 B she cannot explain complex medical ideas
C her writing style maintains "e reader's interest
D her presentation of information is more suited to newspapers

34 When discussing how the brain works in controlling anger, Carter

A gives guidance to parents of young children
B uses examples readers can relate to
C admires the control shown by adults
D criticizes the behaviour of children

34 The writer feels that the way neuroscience is presented in Mapping the Mind
A will not give readers any new information
B could make readers doubt scientific claims.
C will encourage more people to study neuroscience.
D will appeal to readers with no knowledge of the topic

35 The writer especially likes the optical illusions in Mapping the Mind because
they
A help people relate to the topic
B are a long-standing scientific mystery.
C can teach us about the function of the eye
D have never appeared in books about the brain before.

36 The writer says that Mapping the Mind operates as a 'kiosk map' because
A it reveals our current position in terms of our knowledge of the brain.
B the reader can become lost in other textbooks about the brain
C it describes specific areas of the brain such as the neo-cortex
 D its illustrations are particularly clear and accurate.

Questions 38-40
Complete each sentence with the correct ending, A-G, below.
Write the correct letter, A-G, in boxes 38-40 on your answer sheet.

38 A book that uses terms such as 'anterior cingulate cortex'

39 The use of three-dimensional illustrations in the book
40 The inclusion of essays by research scientists in Mapping the Mind

A makes a background in science essential for comprehension

B adds academic integrity to a popular approach
C is not helpful for checking particular data about the brain
D bores and confuses people
E generates more interest in the field of study and promotes research
F solves the difficulty of people's negative reactions to technical language
G has no clear purpose