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READING PASSAGE 1
Answer Questions 1-16, which are based on Reading Passage 1 on pages 2 and 3.

Gobekli Tepe: a remarkable discovery

Between roughly 10,000 and 11,000 BC, in a remote corner of Mesopotamia, now in modern-
day Turkey, a people who pre-dated the invention of the wheel and lacked even basic
technology such as metal tools, built an enormous complex of stone pillars called Gobekli Tepe
(Potbelly Hill). To achieve this, they shaped blocks of limestone into pillars at a stone quarry.
They then moved each pillar, weighing between 11 and 22 tons, a distance of 100 to 500
metres from the quarry to the Gobekli Tepe site. There, the pillars were arranged in rings,
which usually consisted of eight upright pillars. Each pillar comprised two stones placed
together in the form of a 'T'. Typically, six of these pillars, connected by low walls, made up the
circumference of each ring and two taller pillars were situated in the centre. The tallest pillars
reached almost five metres in height, and the largest rings were almost 20 metres in diameter.
To date, nearly 200 pillars have been found by archaeologists at the site. A menagerie of
animals, including bulls, foxes, snakes, spiders, donkeys, gazelles and lions had been carved in
relief on the stones. There are also strange depictions of human-like forms on the stones.
Experts have noted that art from other sites around the world created at roughly the same time
typically depicts animals in herds, while at Gobekli Tepe, the images are of individual fierce-
looking beasts.
Although archaeologists had been aware since the 1960s that there were old limestone slabs at
Gobekli Tepe, these were for years generally dismissed as nothing more than a jumble of
broken stones of fairly recent origin and uncertain purpose, and the site was essentially
ignored. Then in 1994, German archaeologist Klaus Schmidt took a closer look and realised that
the unusually rounded appearance of the hill was something that 'only man could have created'
and archaeologists began studying the site more carefully.
In addition to traditional excavation, which has uncovered a treasure trove of flint tools as well
as four rings of pillars, geomagnetic surveys were also conducted. The surveys revealed 16
additional rings buried in the hill that had been left undisturbed. It appears that every now and
then, ancient builders filled in a ring, pillars and all, with dirt, gravel, flint and old tools. They
then erected a new circle over or near the old, buried one.
There are differing opinions about the purpose of Gobekli Tepe. The stones display prominent
depictions of vultures, which are birds commonly associated with the dead, and it is possible
that Gobekli Tepe was built as an ancient cemetery. However, some people say that the great
age of the stones and the lack of any writing on them make interpreting the builders'
motivations virtually impossible.
Of the many discoveries made at the site, perhaps the most intriguing is that the builders do
not appear to have become settled before constructing the monuments. The indications are, in
fact, that they were nomadic hunter-gatherers. This is remarkable because, up until this
discovery, most experts believed that in order to build massive structures like those found at
Gobekli Tepe, a society needed to have the organisation and resources that could only come
about through people living in a settled agricultural community. The evidence found at Gobekli
Tepe, however, appears to seriously challenge this conventional wisdom.
Archaeologists have been digging at the site for more than 20 years, evidence of a well-
established ancient settlement such as houses, hearths, cooking sites, or rubbish dumps.
However, they have found 100,000 fragments of the bones of wild game animals like boar,
gazelle and deer, which strongly suggests the site was used by hunters. And, unlike the dry
landscape found around Gobekli Tepe today, 11,000 years ago the region was a paradise that
would have provided ample natural nourishment. It would have been full of fruit and nuts, all
readily available to be collected by gatherers without the need for farming.
All of the evidence suggests that these vast monuments at Gobekli Tepe were not built after a
settled way of life had been adopted, but that the process of construction itself eventually
caused the builders to abandon hunting and gathering. It seems that a large number of the
enormous population required to build the complex eventually chose to remain nearby. Only
after the monuments were finished did they adopt a more permanent lifestyle. They began
cultivating wild grasses in order to feed themselves and in this way started basic agricultural
practices. In fact, the original strains of the modern wheat that people farm today have been
traced to an ancient village only 32 kilometres from Gobekli Tepe. In addition, there are
indications that the first pigs raised in domestic conditions were kept at a village about 100
kilometres away.
Question 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. The builders of Gobekli Tepe used tools made of iron.

2. Pillars were carved from stone at a quarry and then taken to Gobbekli Tepe
3. The arrangement of the pillars in rings is thought to relate to the seasons of the year.
4. Specially trained workers carved the animals on the stones.
5. The stone carvings of creatures at Gobekli Tepe are similar to those found at other sites
from the same period.
6. Until the 1990s, archaelogists believed that Gobekli Tepe site was of little importance .
7. Klaus Schmidt thought that hill at Gobekli Tepe was formed naturally.
8. Archaelogists had to get permission before they could start studying the Gobekli Tepe
site.
Questions 9-16
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 9-16 on your answer sheet.

Gobekli Tepe
Purpose of Gobekli Tepe

 the kind of bird shown on many stone suggests the site may have been a 9…………….
 it is impossible to know why the site was constructed because there’s no 10 …………… on
the stones

Discoveries made at the site

 no remains of houses have been found to indicate a permanent 11 ……………

 many pieces of animal 12 …………… have been found indicating an abundance of wild
animals

What we have learned about Gobekli Tepe and the area

 Gobekli Tepe was in a region where 13 …………… as well as fruit were easy to find
 after the 14 …………… of Gobekli Tepe many people chose to remain in the region
 an early form of 15 …………… was grown near Gobekli Tepe
 domesticated 16 …………… were kept at a place nearby
READING PASSAGE 2
Answer Questions 17-29, which are based on Reading Passage 2

Sports Science
When the first Olympics took place in Greece 3,000 years ago, athletes could get by with little
more than raw strength. These days, however, talent and guts just aren't enough to make it on
the international circuit
A Olympic athletes today train with a dedicated team of sports scientists, each applying the
latest research and technology to their quest for success. Everything from the fibres in their
muscles to the cells in their brains is put through a rigorous workout programme to ensure that,
on the big day, they walk out of their changing room with a perfectly designed body and a
focused mind. It's not difficult to find examples of this, but what's behind this never-ending
increase in performance? Most experts agree that part of it is down to huge advances in sports
science, bringing not only a better understanding of the body and mind, but massive
improvements in equipment design.
B Sports science can be split into four areas: biomechanics, physiology, psychology and
technology. Biomechanics is the science that applies engineering principles to the motion of the
body. Biomechanists analyse an athlete's movements using video, motion tracking, force
transducers and instruments to measure electrical muscle activity and gauge internal and
external forces on the body. 'We need to know which muscles are working when, and how
hard, to understand technique and co-ordination,' says Dr Neil Fowler, a biomechanist at
Manchester Metropolitan University and biomechanics chair for the British Association of
Sport and Exercise Sciences.
C Over the years, Fowler has worked with his fair share of elite athletes, including Olympic
javelin throwers and long jumpers, and has plenty of examples of when biomechanics has made
a difference to performance. 'We found that in the long jump, it's best if the foot is moving
backwards when it hits the board, like a kind of pawing movement. One of our elite jumpers
made a radical jumping strategy change as a result of this advice and that season there was a
substantial increase in their personal best.'
D But to get the best from biomechanics, an athlete has to be physically capable of making
the changes — and that's where the physiology comes in. Physiologists often work closely with
biomechanists to fill the physiological gaps that could make the difference between success and
failure. What physiologists measure varies from sport to sport and even between events. For an
endurance athlete, for example, a priority is to get enough oxygen to the muscles so they can
work aerobically for as long as possible. Once your body reaches the maximum rate at which it
can process oxygen, your muscles begin to work anaerobically and produce lactic acid, which
leads to muscle fatigue. With this in mind, physiologists try to establish what is the maximum
sustainable speed where lactic acid levels no longer rise.
E 'We know in general that if you want to get stronger, you lift a lot (bones become bigger
and there's an increase in density leading to more strength); if you want to be a good
endurance runner, you run a lot — but it's really about targeting each of these determinants of
performance and training at the correct intensity, for the correct duration, at the correct
frequency,' says Dr Greg Whyte, physiologist and sports science co-ordinator for the English
Institute of Sport.
F But it does seem there is a limit to what the body can do, and in some parts there may now
be little room for improvement. So this is where equipment can play an important role. The
Sports Engineering Group at Sheffield University is just one group which is designing high-tech
sporting equipment that can make changes. However, sometimes not everyone wants the same
from technology. 'We get it from all angles,' says the group's Dr Matt Carre. Mithin industry, a
company might want to make tennis rackets that can hit balls faster, but we also get governing
bodies who want to know what's happening. Obviously they want new technology, but if it
starts to spoil the game then they need to bring in some rule changes to stop that happening.'
G Even with a perfect body and the best equipment, the athlete's mind could let them down
on the day. Professor Ian Maynard from Sheffield Hallam University is psychology advisor to the
British Olympic Association, and works with the sailing and diving teams. As he explains, mental
preparation can begin up to two months before the event, with competitors striving to
maintain a positive frame of mind. 'The whole idea is that consistent preparation leads to
consistent performance,' says Maynard. 'They might have videos, music, arrange to meet
friends and family, anything that would be a positive distraction.' They are also trained to
refocus quickly and put themselves back on track in case something goes wrong mid-event.
H Visualisation can add an extra dimension to training. 'Reliving your best performances is
one of the best ways to build confidence, so we go through a performance in the mind's eye,
reliving the emotions and the technical aspects of it,' says Maynard. Research also suggests
visualisation is almost as good as practice. 'The neurophysiological explanation is that if you
imagine a movement, you go through the same synaptic pathways in the brain as if you were
actually executing it,' he says.
Question 17-19
Reading Passage 2 has eight paragraphs, A-H
Which paragraph contains the following information?
Write the correct letter A-H in boxes 17-19 on your answer sheet.
17. a reference to a particular sports event which has benefited from close analysis of
performance
18. a reference to the importance for athletes of recalling past successes
19. examples of devices used to gather data

Questions 20-24
Look at the following statements (Questions 20-24) and the list of people below
Match each statement with the correct person, A-D.
Write the correct letter, A-D, in boxes 20-24 on your answer sheet.
NB you may use any letter more than once.
20. He mentions the difficulty in satisfying conflicting demands.
21. He aims to prevent athletes from being deterred by unforeseen problems.
22. He describes an occasion when a small adjustment in technique led to improved
performance.
23. He explains the need to observe athletes in action.
24. He mentions the importance of research in helping to decide upon the right amount of
physical preparation.

List of People
A Dr Neil Fowler
B Dr Greg Whyte
C Dr Matt Carre
D Professor Ian Maynard
Questions 25-29
Label the diagram below
Choose NO MORE THAN TWO WORDS from the passage for each answer

Write your answers in boxes 25-29 on your answer sheet.

READING PASSAGE 3
Answer Questions 30-46, which are based on Reading Passage 3

Learning to be bilingual
Dr Chisato Danjo, Lecturer in Japanese and Linguistics, examines the bilingual family home
Few people would consider mastering more than one language a bad idea. Consequently,
parents who speak different languages from each other are generally keen for their children to
learn both. They understand that the family setting they create is central to this, and seek ways
to ensure their children thrive bilingually. One of the best-known approaches is the 'one-
parent-one-language' strategy (OPOL). Each parent uses their native language when
communicating with their children, so the children learn both simultaneously. OPOL
emphasises consistency - each parent sticking to one language - as key to its approach. But this
creates the myth that mixing languages should always be avoided. My recent study, part of a
new wave of multilingualism studies, would suggest that this received wisdom is just that: a
myth. My research looked at Japanese-British families living in the UK with pre- and early
school-age children who were following a more-or-less strict OPOL language policy. I was
particularly interested in examining the impact of OPOL in the family home - how does this
unique language environment affect the way children use languages?
Most of the Japanese mothers who participated were fluent in Japanese and English, while the
fathers possessed merely an elementary grasp of Japanese. This made English the primary
language of communication between the parents and outside the home. For this reason, the
mothers were careful to carve out additional space for more sustained Japanese language
learning with their children. In other words, this dedicated space for communicating in
Japanese was time the children spent exclusively with their mother. This seemed to create a
connection between `Japanese language' and 'motherhood' in the children's perception. This
link became apparent in the way the children used Japanese as a means of emotional bonding
with their mother. In addition, they adopted a broader behavioural repertoire than that which
is usually associated with a language. For example, switching to Japanese could sometimes
serve as a method to appease Mum when she seemed unhappy. At other times, refusing to
communicate in Japanese was a useful means of defiance, even when the dispute was not
related to language.
The OPOL approach emphasises the need for parents to monitor children's language closely
and correct them if they mix the two languages. In practice, many parents speaking the
minority language are bilingual themselves - so they understand what their children are saying
even when they do mix the two. In addition, parents feel it's problematic to keep correcting
children when they mix languages. This is particularly the case when children show annoyance
at being corrected. The parents believe it is a lot more important to have a meaningful
conversation with their children.
But what if a child uses language that cannot readily be categorised as either one language or
the other? An example from my study involved the use of English words adapted to
accommodate Japanese pronunciation. One of these borrowed words, `ice cream', is usually
pronounced `aisukurimu'. The distinction between singular and plural does not exist in
Japanese nouns in the English language sense, so whether using singular or plural, even in a
borrowed word, `aisukurimu' is the form normally used. But one of my child participants
showed his mother a drawing of two cones of ice cream and described them as `aisukurimuzu',
with a Japanese pronunciation but in English plural form. The child had created something in
between.
Another example from my study focused on the interaction between Japanese-English bilingual
siblings. In one case, a six-year-old girl was trying to convince her four-year-old brother to let
her play with his toys. Following firm rejections by her brother, the girl drew on her
communicative repertoire to convince him. To start with, she shifted from an authoritative
demand to a softer and humbler appeal. She rephrased the question by using various polite
forms. Then, her voice became more nasal, suggesting she was about to burst into tears. Even
more interestingly, while the negotiation had begun in English, in the middle she shifted to
Japanese. Although this may give the impression of language mixing, a considerably more
complex process was taking place. The shift was accompanied by the incorporation of Japanese
cultural elements, such as honorific titles that emphasise emotional attachment, a relationship
of dependence between sister and brother, and an assumed obligation to care on the part of
the brother. She succeeded.
These examples show how creatively and strategically human beings use language in their daily
communication. Whether bilingual or not, we all constantly select from our repertoire anything
that will best serve our purpose. For instance, imagine you want to ask a neighbour a favour.
You would use polite language in a friendly voice. But what about your facial expression? Your
body language? It is likely you would make appropriate choices. For bilinguals, shifting between
languages is all part of their repertoire.
Our language repertoires are shaped by meaning, based on knowledge gathered throughout
our lives, and the ways we use language also shape its meaning. The use of OPOL in the family
brings specific meaning to language used at home, and children make full use of emergent
meaning in their own interactions.
The popularity of OPOL amongst parents rests on the simplicity of its message, which is that it
should be applied consistently. But when we see a child actively using, adapting and negotiating
their repertoire, it casts doubt on the belief that it's bad for children to mix languages. What
they could actually be doing is demonstrating high-level flexibility and interpersonal skills.
Being bilingual isn't simply about an ability to speak two languages. Rigidly policing consistency
in the OPOL approach could actually inhibit bilingual children's linguistic ability and creativity.
And in the same way, it could also limit their parents' ability to reveal their own bilingual skills,
using their own repertoires.
Questions 30 — 35
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 30-35 on your answer sheet.
30. What does the writer say about families in which the parents speak different languages?
A. They constantly research ways to help their children learn both languages.
B. They realise the importance of their role in their children's language learning.
C. They prioritise their children's language learning over their own.
D. They find the OPOL approach the easiest to adopt.
31. The writer uses the term 'received wisdom' in the first paragraph to illustrate that
A. the success of OPOL depends on the languages spoken by the parents.
B. OPOL fails if the parents are not consistent in its use.
C. one generally accepted principle of OPOL is incorrect.
D. there has been a lack of research into OPOL.
32. The mothers who took part in the writer's research
A. compensated for the fact that their children were exposed to more English than
Japanese.
B. took their children's language learning more seriously than their partners did.
C. used language learning to increase the time they spent with their children.
D. were reluctant for their partners to speak Japanese to their children.
33. The writer says that the children in her study
A. preferred to use Japanese exclusively for communicating with their mothers.
B. understood their mothers better as their knowledge of Japanese increased.
C. argued about things that would be unimportant for monolingual children.
D. used language in a way that is uncommon.
34. What does the writer suggest about correcting children who are learning to be bilingual?
A. It is usually avoided if it causes bad feeling.
B. Parents tend to prioritise it over maintaining a conversation.
C. It is unnecessary with the OPOL method of learning.
D. Parents are less likely to do it if they speak both languages.
35. The writer gives the 'ice cream' example to show that
A. bilingual children find the use of borrowed words less confusing than other children.
B. bilingual children like to test their parents with words they know to be wrong.
C. knowledge of two languages leads bilingual children to invent new word forms.
D. it may be difficult to distinguish which language a bilingual child is using.
Questions 36 — 41
Complete the summary using the list of words, A-J, below.
Write the correct letter, A-J, in boxes 36-41 on your answer sheet

A bilingual child negotiates with her brother

Faced with her little brother's 36…………….. to let her play with his toys, a young bilingual child
used all of her communication 37…………….. to change his mind. First, she expressed her
38…………….. in gentler, more polite language, and pretended to be about to cry. Having
switched from English to Japanese, she exploited 39…………….. of Japanese culture, such as
reminding him of his 40…………….. to her as her brother. She succeeded in her 41…………….. to
convince him.

A request B attempts C strategies D misunderstandings

E responsibility F agreement G judgement H refusal
I behavior J aspects

Questions 42 — 46
Do the following statements agree with the claims of the writer in Reading Passage 3?

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

42. Even people who speak only one language know how to adapt their way of communicating
according to the situation.
43. People who grow up in OPOL families will go on to use this approach with their own
children.
44. The reason the OPOL approach is favoured by many parents is that it encourages them to
switch languages when necessary.
45. Bilingual children who mix languages eventually develop a preference for one of the
languages.
46. The OPOL approach may restrict people's capacity to be resourceful in their use of
language.