PREVIEW TEST

01 SECTION 1 Questions 1-10

Questions 1-10
Complete the form below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

NATIONAL UNIVERSITY
ACC OMMODATION REQUEST FORM

Surname: ....�!?.t.� ........................................

First name: 1 ··························································

ID number: 2 ........... ...... . ... ................................

Gender: ...J�J.�.. ······ ···································

Email address: d.bl.g�e@inte.rnet.com

Telephone number: 3 ...........................................................

Course attending: 4 .........................................................

Start date: 5 ...................................................... .

Accommodation type: 6 ................................................... .....

Room type: 7 ........... .. . .. .............................

Type of bathroom: 8 ........................................ ......... ... ....

-

Vehicle: 9 ................................... ....................

Amount of deposit: 10 ( .. ...... . ..... ................. ........

. .. ..

8 LISTENING
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02 SECTION 2 Questions 11-20

Questions 1 1- 1 6
Where c a n you find each o f the following items?
Choose FIVE answers from the box and write the correct letter,
A-H,next to questions 1 1- 16.

Places
A immediately inside the kitchen
B in the manager's office
c near the back door
D beside the entrance
E behind the bar
F underneath the cash desk
G outside the staffroom
H in the food preparation area

Useful items
11 cutlery
12 clean tablecloths
13 spare menus
14 fresh flowers
15 paper towels
16 first-aid kit

Questions 17-20
Who should each type of complaint be referred to in the first instance?
Write the correct letter, A B or C, next to questions 17-20.

A the manager
B the head chef
C the head waiter

17 complaints received before the meal

18 complaints about a particular dish
19 complaints about a whole meal
20 complaints after payment has been made

LISTENING 9
 PREVIEWTEST

03 SECTION 3 Questions 21-30

Questions 27 and 22
Choose TWO letters, A-E.

Which TWO sources of data will Mark look at next?

A local history collection
B newspaper reports
C planning applications
D contracts
E geological survey

Questions 23 and 24
Choose TWO letters, A-E.
Which TWO tasks will Kirsty do next?
A approach individual gardeners
B design a questionnaire
C draw a plan of the site
D look at previous research studies
E get permission from the management

Questions 25-27
Choose the correct letter, A, B or C.
25 What will their research focus on?
A the productivity of the land
B the attitude of the gardeners
C the problems facing the gardeners
26 They agree to consult their tutor
A before going any further.
B when a detailed plan is in place.
C once they have set u p some interviews.
27 They agree that their main difficulty will be
A writing an adequate proposal.
B constructing a valid questionnaire.
C deciding how many interviews to conduct.

Questions 28-30
Label the diagram below.
Write the correct letter, A-G, next to questions 28-30.
CREEPING BUTIERCUP
28 no sepals
29 polygonal shape
30 stolon

10 LISTENING
 Ffofi'!§lfjl
04 SECTION 4 Questions 31-40

1
Questions 3 1-36

Complete the sentences below.

I
Write NO MORE THAN TWO WORDS for each answer.
I

I
Problems affecting small areas of rainforest
I
31 A process called ............... ............ has a negative effect in these areas.
32 There is less food, especially ................... ....... . , for animals to eat.

I 33 Larger animals may see a fall in ............................ because of lack of contact with other
populations.
.. . and the amount of light at the forest
34 The 'edge effect' can change both the
edges.
35 There is probably more .. . . .. ............ . activity in forest areas close to farmland.
36 Small animals which have a particular ... ....................... may be most at risk.

Questions 37-40
Complete the notes below.

Write ONE WORD ONLY for each answer.

ASSESSING BIODIVERSITY

Basic method:

• Walk through the forest

• So1T1e animals make a lot of noise, for example 37 .

• Some birds have easily identified nests

• Some animals always hide in certain places, for example

38 .. . ... ..............................

Trapping methods:

• Simple traps using a sheet of plastic and 39 . .. .. ................. for small

animals

• Mist nets can trap birds

o Camera traps for other species

• A 40 ..... . ..... ........ . . .. . .... can be used to identify animals trapped more
. . .

than once

LISTENING 11
 PREVIEW TEST

READING PASSAGE 1

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

Black Bears and Grizzlies i n Canada

Black bears and grizzly bears are both found in North America, and, because they look quite similar to each
other, are often confused. Although closely related, however, the two species are in fact quite distinct. Part
of the confusion arises out of the fact that both species are characterised by considerable colour variations,
and there are also variations in size and weight. So using those criteria alone. it is not easy to make a
confident identification. A large black bear, for example, could be either a black bear or a grizzly bear, and so
could a smaller, paler individual.
Black bears have a wider geographic range than grizzlies, and can be found in every Canadian province
except Prince Edward Island. Today, grizzlies are found only in western and far northern Canada and in small
pockets of the western U nited States. Black bears are primarily adapted to forested areas and their edges
and clearings. Although grizzly bears make substantial use of forested areas, they also make much more
use of large, non-forested meadows and valleys than black bears do. Black bears have short, curved claws
better suited to climbing trees than digging. In contrast. grizzly bears have longer, less curved claws and a
larger shoulder muscle mass more suited to digging than climbing. This enables grizzlies to forage efficiently
for foods which must be dug from the soil, such as roots, bulbs, corms and tubers. as well as to catch
burrowing rodents. The primary difference between the dietary habits of black bears and grizzly bears is the
amount of meat, fish and root foods eaten. Grizzly bears tend to be more carnivorous. whereas black bears
eat more plant material.
A behavioural difference between black bears and grizzly bears is the length of time cubs are under their
mother's care. Black bear cubs are born in the winter hibernation den, spend the summer following birth
with their mother, stay with her in her den again in the fall, then separate from her early the next summer
as yearlings, whereas grizzly bear cubs can spend up to three and a half years under their mother's care
before separation.
Black bears are generally much less aggressive than grizzly bears and rely on their ability to climb trees to
allow themselves and their cubs to escape predators such as wolves, grizzly bears or other black bears.
Grizzly bears are more likely to rely on their size and aggressiveness to protect themselves and their cubs
from predators or other perceived threats.
One behavioural difference between the two varieties of bears is significant if you hike in the backcountry.
There are two types of bear attacks, the defensive attack and the predatory attack. The former can occur
when hikers are walking into the wind so that bears do not smell them corning.
If you come within three to six metres of a grizzly bear, and it suddenly notices you, he/she may react
defensively and even attack out of response to a possible threat. This is especially likely if you disturb a
mother grizzly bear and her cubs. According to some experts, in this type of attack, you should play dead.
This enforces the impression to the grizzly that you are not a threat and the bear most often walks away
once the perceived threat is gone. The predatory attack. on the other hand, is most often launched by black
bears; this is its natural method of hunting animals. While it is highly unlikely that people will be stalked by
a predatory black bear, if they are, the recommended response is just the opposite to that for a defensive
attack. Shout! Wave your arms and try to appear as large as possible. Don't run. If actually attacked, throw
rocks at them. All bears prefer not to have to fight for their food, and if you put up a strong enough defence.
they will likely leave you alone.

68 ACADEMIC READING
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Questions 1-8
Do the following statements agree with the information given in Reading Passage 1 ?

In boxes 1-8 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 It can be difficult to distinguish a black bear from a grizzly bear.

2 Grizzly bears have fewer colour variations than black bears.
3 Black bears are generally heavier than grizzly bears.
4 Both types of bear can be found in forested areas.
5 Generally, black bears are better at digging than grizzly bears.
6 Both types of bear eat fish in preference to other foods.
7 The diet of grizzly bears includes a larger proportion of meat.
8 Both types of bear build a hibernation den.

Questions 9-13
A nswer the questions below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 9-13 on your answer sheet.

9 What do black bears do if threatened by predators?

10 What type of attack on humans is more typical of grizzly bears?
11 What are people advised to do if a mother grizzly bear defending cubs attacks them?
1 2 What shouldn't people do if a predatory black bear threatens them?
1 3 What weapons should you use to counter a black bear attack?

ACADEMIC READING 69
 PREVIEWTEST

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2.

Questions 14-20

Reading Passage 2 has seven paragraphs, A-G.

Choose the correct heading for paragraphs A-G from the list of headings below.

Write the correct number, i-x, in boxes 14-20 on your answer sheet.

A possible explanation for why a discovery was made in a particular location

ii A recent study casts doubt on an accepted interpretation of events
iii Analysis reveals the origins of objects discovered by chance
iv Documentary evidence that supports the study's initial findings
v How the current study is going to be organised
vi Evidence suggesting that traders once lived on the Wessel Islands
vii A long-standing suggestion that further discoveries are possible
viii The significance of a chance discovery goes undetected
ix The aims of the current study
x Written and anecdotal evidence of early trade in the region

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

70 ACADEMIC READING
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African Coins

A I n 1770, the explorer James Cook landed on the east coast of Australia and claimed the territory for
Great Britain. It seems that, contrary to popular myth, he may not actually have been the first European
to set foot on the continent. A new expedition, led by an Australian anthropologist, is investigating the
possibility that ancient exploration may have taken place long before Cook and other Europeans ever
journeyed to the continent. The expedition will follow a seventy-year-old treasure map to a sandy beach
where a cache of mysterious ancient coins was discovered in the 1940s. The researchers are setting out
to discover how the coins ended up in the sand; whether they washed ashore following shipwrecks and
whether they can provide more details about ancient trade routes.

B The coins were originally found by an Australian soldier named Maurie Isenberg, who was stationed
in a remote area known a s the Wessel Islands. The Wessel Islands are part of Arnhem Land, a region
in Australia's vast Northern Territory. Isenberg was assigned to a radar station located on the Wessel
Islands, and during his off-duty hours, he often went fishing along the idyllic beaches. One day in 1 944,
he came across a few old coins and put them in a tin. He marked the spot where he'd found the coins
with an X on a hand-drawn map, but didn't think that he'd unearthed anything of great note.

C Indeed, it wasn't until 1 979 that Isenberg sent the coins to be authenticated and learned that some
of them were estimated to be of great age. As it turned out, five of them had been produced in the
sultanate of Kilwa in East Africa and are thought to date back to the twelfth century. Kilwa was a
prosperous trading centre in those days, located on a n island that is part of present-day Tanzania.
Australian anthropologist Mike Owen, a heritage consultant in Darwin, is leading the upcoming
expedition, and he says that the coins. 'have the capacity to redraft Australian history'. The copper coins.
which were seldom used outside of East Africa. probably held very little monetary value in Kilwa: 'Yet,
there they were - on a beach ten thousand kilometres to the east.'

D Along with the African coins, there were a number of seventeenth and eighteenth-century Dutch coins
in the cache of the type known as duits. The first record of European activity in the islands actually
dates back to 1 623, when sailors aboard a Dutch ship called the Wesel gave the islands their current
name. However, oral history from the indigenous Yolngu people who inhabit the islands suggests that
they played host to many visitors over the centuries. The expedition's main researcher is Australian
anthropologist Dr Ian Mcintosh, who has spoken in depth with the Yolngu people. 'There was much talk
of the Wessel Islands as a place of i n tense contact history,' he says.

E Mcintosh points out that Northern Australia may have drawn early visitors because it lies close to the
terminus of the ancient Indian Ocean trade route that linked Africa's east coast with Arabia, Persia, India
and the Spice Islands (now part of Indonesia). 'This trade route was already very active, a very long time
ago, and this find may be evidence of early exploration by peoples from East Africa or the Middle East.'
According to Mci ntosh, the shape of the Wessel Islands serves as a 'big catching arm' for any ships
blown off course, which may point to the coins coming from a shipwreck. or even multiple shipwrecks.

F It is difficult to tell whether there was routine contact with the outside world or whether there is any
connection between the Dutch coins and the far older African coins, which may simply have ended
up in the same place, but it is hoped that more evidence may come to light. Adding to the sense of
anticipation is a persistent rumour that, in one of the many caves in the islands, there are more coins and
antique weaponry.

G The expedition is sponsored by the Australian Geographic Society and intends to follow the hand-drawn
map given to them by Isenberg. Included in the team is a geomorphologist, whose task is to examine
how the coastal landscape has changed over time. If shipwrecks are involved, how the coins washed
up may provide clues to the location of a wreck, say the experts. Meanwhile, a heritage specialist has
the job of looking after the documentation and ensuring that the site is protected. and anthropologists
working with local indigenous people hope to identify likely sites of contact with foreign visitors. 'There
is great interest on the part of the Yolngu in this project, and in u ncovering aspects of their own past,'
says Mcintosh.

ACADEMIC READING 71
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Questions 2 1 -26
Complete the sentences below.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each
answer

.
Write your answers in boxes 2 1 -26 on your answer sheet.

21 Maurie Isenberg first discovered the coins in the year ......... ......... ........... .. ... ............
22 The African coins which Isenberg found were made of ......................................................... .

23 The African coins are thought to have been made in the ......................................................... century.
24 The later coins Isenberg found are called ......................................................... .
25 The islands where Isenberg found the coins are named after a .......... ............................................. .
26 Local people think there may be ......................................................... as well as more coins on the islands.

72 ACADEMIC READING
 READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3.

When Tablet Tu rns Teacher

I remember the day, years ago, when I took an iPad home for the first time. It was a humbling experience.
Within minutes, my two young daughters had seized on the device, and were handling it with far more
dexterity than me. So much so, in fact, that after that, whenever I felt flummoxed by a phone or computer, I'd
give it straight to my kids to sort out. And if we were ever trapped in a car, train or anything else, I was apt to
hand over whatever device I was using at the time, and let them explore its functions - something people of
my generation never seem to have the skill or patience to do.
But does their dexterity arise because my children are 'digital natives' - kids who have grown up in a world
surrounded by mobile phones and keypads? Or is the ability to decode an electronic gadget innate to all
young human brains, irrespective of where they live? These are the fascinating questions which a group of
researchers from Boston in the USA have been exploring in the unlikely setting of Ethiopia. A few years ago,
Nicholas Negroponte, formerly of the Massachusetts Institute ofTechnology, co-founded a group known as
One Laptop per Child, which has been successfully distributing ultra-cheap computers to the world's poor as
part of an educational campaign. But now Negroponte and Matt Keller, a fellow researcher who previously
worked with the World Food Programme, have launched an experiment so bold it might be science fiction.
Six months ago, they dropped dozens of boxed iPads into two extremely remote villages in Ethiopia, where
the population was completely unable to read and write and had no prior exposure to electronics. No
instructions were left with the packages, aside from telling the village elders that the iPads were designed for
kids aged four to eleven. They also showed one adult how to charge the iPads with a solar-powered device.
Then the researchers vanished and monitored what happened next by making occasional visits and tracking
the behaviour of the children via S I M cards, USB sticks and cameras installed in the iPads.
The results were thought-provoking, particularly for anyone involved in the education business. Within minutes
of the iPads landing, they'd unpacked the boxes and worked out how to turn them on. Then, in both villages,
activity coalesced around a couple of child leaders, who made the mental leap to explore those tablets - and
taught the others what to do. I n one village, this leader turned out to be a partly disabled child: although he had
never been a dominant personality before, he was a natural explorer, so became the teacher.
The discovery process then became intense. When the children used the iPads, however, they didn't sit with
a machine each on their laps in isolation as western kids might be expected to do. Instead they huddled
together, touching and watching each other's machines, constantly swapping knowledge. Within days, they
were using the pre-installed apps, with games, movies and educational lessons. After a couple of months,
some were singing the 'alphabet song' in English and recognising letters - at the request of the Ethiopian
government, the machines were all in English. More startling still, one group of kids even worked out how to
disable a block that the Boston-based researchers had installed into the machines, which was supposed to
stop them taking pictures of themselves. And all of this apparently happened without any adult supervision -
and without anyone in that community having handled text on screen before.
This experiment still has much further to run, and has not been independently audited. But the researchers
have already drawn three tentative conclusions. The first is that, 'no matter how remote children are, or how
illiterate their community, they have the ability to figure out sophisticated technology,' as Keller says. Secondly,
and leading from that first point, technology can potentially be a potent self-learning tool. And thirdly - and
more controversially - Keller concludes that 'getting kids access to technology may be much more important
than giving them schools.' In other words, instead of pouring money into shiny buildings and teacher training,
aid groups might do better just to distribute mobile phones and laptops with those self-teaching games.
Many people would dispute that. After all, the technology world is full of hype; and some economists and
development experts such as C.K. Prahalad have questioned whether poor communities can truly derive the
benefits of modern technology without help. Singing an 'alphabet song' is one thing; reading calculus is quite
another. But at the very least. Negroponte and Keller's experiments raise two further questions in my mind.
Firstly, what is all this technology doing to our kids' neural networks and the way future societies will conceive
of the world? Secondly, and more practically, could these lessons about self-learning be applied to the West?
Should someone who worries about the failures of the US education system to reach the American poor,
for example, be looking to iPads for a possible solution? The answers aren't clear. But the next tirne my kids
grab my own devices. I may not feel quite so much parental guilt. Those devices may now be unleashing an
evolutionary leap - with consequences that my tech-challenged generation cannot imagine.

ACADEMIC READING 73
 Questions 27-33

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

In boxes 27-33 on your answer sheet, write

YES if the statement agrees with the views/claims of the writer

NO if the statement contradicts the views/claims of the writer

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

27 The writer accepts that young people are more adept at using electronic devices.
28 The writer is surprised that the Boston researchers chose Ethiopia for their research project.
29 The writer regards the project in Ethiopia as very ambitious.
30 The villagers in Ethiopia were unaware that the gadgets were intended for children.
31 The behaviour of the Ethiopian children was similar to that observed in western children.
32 The researchers would have preferred the textual content on the laptops to have been in the
local language.
33 The researchers predicted that the children would learn how to enable the laptops' camera
function.

Questions 34-37

Complete the summary using the list of words, A-N, below.

Write the correct letter, A-N, in boxes 34-37 on your answer sheet.

Although the research project is 34 .. ...... .. ..... , i t is possible to identify some preliminary findings.
. . ..

Firstly, the ability to 35 . .. .. . . the workings of digital hardware and software seems not to
. .. ... ... ...

depend on levels of 36 .. ... ... ... .. nor on experience of using technology. What's more, faced with
. . .. . .

the challenge presented by the computers, the village children behaved in a highly
37 ........ . . .. .. way, with leaders emerging who took on the role of teacher to the benefit of the
. . . ..

whole community.

A inconsequential B instruction c literacy D disrupt

E numeracy F independent G invalid H competitive
co-operative J ongoing I< design L intuition
M decode N input

74 ACADEMIC READING
 PREVIEW TEST

Questions 38-40

Choose the correct letter, A, 8, C or D.

Write the correct letter in boxes 38-40 on your answer sheet.

38 What do the preliminary findings suggest to Matt Keller?

A Current educational policies may be misguided.
B Certain teaching methods are counter-productive.
C Technology is not as hard to understand as was thought.
D Formal instruction may make technical subjects harder to grasp.
39 In the final paragraph the writer suggests that the project
A has revealed dangers that young people using technology might face.
B has overstated the case for how much can be self-taught about technology.
C has the potential to provide a model for dealing with education elsewhere.
D has made her re-evaluate her own attitude towards the misuse of technology.
40 I n the passage as a whole, the writer's main aim is to
A criticise the way some teachers make use of technology.
B question the findings of one study into children's use of technology.
C compare the effects of technology on children in various parts of the world.
D explore the idea that young people have a natural ability to engage with technology.

ACADEMIC READING 75