TEST 1

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.

Mungo Lady and Mungo Man​

Controversies in Australian Prehistory

Fifty thousand years ago, a lush landscape greeted the first Australians moving towards the
south-east of the continent. Temperatures were cooler than now. Megafauna - giant
prehistoric animals such as marsupial lions and the rhinoceros-sized diprotodon - were
abundant. Freshwater lakes in areas of western New South Wales (NSW) were brimming
with fish. But change was coming. By 40,000 years ago, water levels had started to drop.

A study of the sediments and graves of Lake Mungo, a dry lake bed in western NSW, has
uncovered the muddy layers deposited as the lake began to dry up. Forty thousand years
ago, families took refuge at the lake from the encroaching desert, leaving artefacts such as
stone tools, which researchers used to determine that the first wanderers came to the area
between 46,000 and 50,000 years ago. By 20,000 years ago, the lake had become the dry,
dusty hole it is today. This area was first examined by the University of Melbourne geologist
Professor Jim Bowler in 1969. He was searching for ancient lakes and came across the
remains of a woman who had been buried with some ceremony; she was given the name
'Mungo Lady'. In 1974, he found a second set of remains, Mungo Man, buried 300 metres
away. Bowler's comprehensive study of different sediment layers has concluded that both
graves are 40,000 years old.

This is much younger than the 62,000 years Mungo Man was attributed with in 1999 by a
team led by Professor Alan Thorne, of the Australian National University. Thorne is the
country's leading opponent of the 'Out of Africa' theory - that modern humans spread around
the globe from Africa about 100,000 years ago. The revision of Mungo Man's age has
refocused attention on academic disputes about mankind's origins.

The arrival date of these early Australians is linked to another vexed question: the reason for
the disappearance of the megafauna. Dr Tim Flannery, a proponent of the controversial
theory that these animals were wiped out by the extreme hunting practices of humans,
claims that the new Mungo dates support this view. For Bowler, however, these debates are
speculative distractions. At 40,000 years old, he argues, Mungo Man and Mungo Lady
remain Australia's oldest human burials and the earliest evidence on Earth of cultural
sophistication. 'At Lake Mungo, we have a cameo of people reacting to environmental
change. It is one of the great stories of the people of the world.'

Two rival groups of researchers have each attacked the techniques used by the other to
ascertain the date of Mungo Man. In the 1999 study, Thorne's team used three techniques to
date Mungo Man - bone, tooth enamel and sand. Bowler has strongly challenged the results
ever since. Dating human bones is 'notoriously unreliable', he says. In addition, the sand
sample used by Thorne's group was taken hundreds of metres from the burial site.

Bowler has stated that it is not difficult 'to realise that the age of sand is not the same as the
age of the grave'. He says his team's results are based on careful fieldwork, crosschecked
between four laboratories, while Thorne's team misinterpreted the evidence, "locked in a
laboratory in Canberra". Thorne counters that Bowler's team used one dating technique,
while his used three. Best practice is to have at least two methods producing the same
result. A Thorne team member, Professor Rainer Grün, says the fact that the latest results
were consistent between laboratories doesn't mean they are correct. "We now have two data
sets that are contradictory. I do not have a plausible explanation.

Thorne recently made headlines with a study of Mungo Man's DNA, which he claimed
supported his idea that modern humans developed from archaic humans in several places
around the world, rather than emerging from Africa a relatively short time ago. Now,
however, Thorne says the age of Mungo Man is irrelevant. Recent fossil finds show that
modern humans were in China 110,000 years ago. 'So he has a long time to arrive in
Australia. It doesn't matter if he is 40,000 or 60,000 years old.

In 2001, a member of Bowler's team, Dr Richard Roberts of Wollongong University, along

with Flannery, Director of the South Australian Museum, published research on the extinction
of the megafauna. They dated 28 sites across the continent, arguing that their analysis
showed that the megafauna died out suddenly 46,600 years ago. This conclusion has been
challenged by other scientists, including Dr Judith Field of the University of Sydney and Dr
Richard Fullager of the Australian Museum, who point to the presence of megafauna fossils
at the 36,000-year-old Cuddie Springs site in NSW.

Flannery praises the Bowler team's research as thorough and rigorous. He says the finding
that humans arrived at Lake Mungo between 46,000 and 50,000 years ago supports the idea
that that was a critical time in Australia's history. There is no evidence of a dramatic climate
change at that time, he says. 'It's my view that humans arrived and megafauna extinction
took place in almost the same geological instant. Bowler, however, is sceptical of Flannery's
theory about the disappearance of the giant animals. He argues that climate change 40,000
years ago was more intense than has been previously realised and could have played an
important role in their extinction.

Questions 1-8

Look at the following theories (Questions 1-8) and the list of researchers below.​
Match each theory with the correct researcher(s), A-F.​
Write the correct letter, A-F, in boxes 1-8 on your answer sheet.

NB You may use any letter more than once.

1 Our human ancestors did not originate in only one area.​

2 The extinction of the megafauna happened within a brief period.​
3 The megafauna died out as a result of human activity.​
4 The similarity of results does not always guarantee their validity.​
5 How old Mungo Man is, is unimportant.​
6 There is evidence to disprove the theory of mass megafauna extinction.​
7 An extreme environmental change occurred at the time that humans first moved into the
Lake Mungo area.​
8 The earliest evidence of advanced human culture is found in Australia.

List of Researchers​
A Jim Bowler​
B Alan Thorne​
C Tim Flannery​
D Rainer Grün​
E Richard Roberts and Tim Flannery​
F Judith Field and Richard Fullager

Questions 9-13

Do the following statements agree with the information given in Reading Passage 1?​
In boxes 9-13 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

9 Objects found in the Lake Mungo area were used to date the arrival of humans.​
10 Ancient weapons were found in the Lake Mungo area.​
11 Scientists agree about the age of Mungo Man.​
12 Thorne's research involved analysing more than one material.​
13 Bowler has criticised the research methods used by Thorne.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading
passage 2 on pages 7 and 8.

Questions 14-19

Reading Passage 2 has six sections, A-F.

Choose the correct heading for each section from the list of headings below.​
Write the correct number, i-vii, in boxes 14-19 on your answer sheet.

List of Headings​
i Being able to experiment without consequences​
ii Why stories are included in games​
iii The key role of the unexpected for game players​
iv Transferring features of games to other types of products​
v The age group that games most appeal to The development of​
vi The video game design industry​
vii Players' ability to control what occurs in games

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

The attraction of video games​

The world's love of video games has much to do with people's desires and motives

A Video games, it is often claimed, are about wasting time. It is a misunderstanding that
players and game makers have been trying to correct for many years. While movies and
television are endlessly analysed in the media, games are often dismissed as irresponsible,
unimportant by-products of the broader digital revolution.​
But a growing number of experts disagree. This is, after all, an entertainment medium that
worldwide makes $50b a year. Using ideas from psychology and sociology, theorists and
designers suggest that our love of video games may actually have important things to tell us
about our most basic desires and motivations.​
Game design has become big business and has led to the creation of a multitude of
companies. 'The industry attitude toward training has changed radically,' says prominent
game researcher Jesper Juul. 'I recall hearing professionals claim that game design was a
strange and unteachable art, but now this attitude has mostly faded.' Designing video games
is increasingly recognised as a valid field of university study throughout the world.

B Central to an understanding of games is the theory that games are fun because they teach
us in a way that our brains prefer, that is, through systems and puzzles. Raph Koster,
designer of multiplayer fantasy games, points out that an effective learning environment is
one in which failure is acceptable, even welcomed. Accordingly, Koster says that in games,
the player enters into a situation where the rules of the real world don't apply - and typically
being judged on success and failure is part of the real world.​
When gaming, people feel free to try things and to learn, and not worry about what might
happen.​
Consistently, Koster says, the best games are the ones that provide us with interesting tools
such as weapons or magic, and allow us to experiment with them. For example, in one early
game, players are given the ability to jump, and can practise this for as long as they like, but
to get to the next stage they need to master this ability so they can leap over an enemy and
onto a platform. 'Games allow us to create these little systems where learning is controlled
really brilliantly,' says Margaret Robertson, director at a London-based game design
company. 'Something we don't talk about is that, actually, one of the strengths of games is
the vague sense of disapproval that still surrounds them - they feel like something that's
forbidden!' And that can, of course, be very exciting.
C Another important element in the popularity of games is the player's ability to determine
what happens. Games tap into our need to have direction; this is very obvious in games
where we shape the lives of virtual humans, but it's becoming a vital element of action
adventures too.​
'Games are increasingly complex systems,' says Dan Pinchbeck, an experimental game
designer. 'There's an emphasis on the pleasure of choosing and planning. We've moved
quite dramatically away from the very first video games. These games mostly involved the
player merely reacting to events. But games then became more about approaching a
situation and making a plan depending on your preferred play style.'

D Many studios design their games around reward systems. 'A good game will have
progression at the end of each level, but it will also provide surprise rewards halfway
through,' says Ben Weedon, a games studio consultant. 'In a game, you're essentially
pressing these buttons and doing the same things over and over again, so you need those
occasional surprises to stay motivated.' (OCR "thessing the se bultons" đã được sửa thành
"pressing these buttons" cho hợp lý)

E Games have constantly evolved over the years and continue to do so right up to the
present. Now, incorporating a narrative structure into a game is becoming increasingly
important. Many games have adopted Hollywood's three-act structure, which is designed to
maintain our loyalty to a particular game. As in many films, a short final act is often used to
give a sense of acceleration towards a preferably startling climax. Opening levels of games
are also short, because this flatters us into thinking we're making good progress, whereas
the middle levels are more extensive.

F Games even tap into our friendships. The rise of multiplayer gaming means that gaming
increasingly involves social interaction. And other businesses are taking notice and using
this as an element in advertising their brands. Then there's the new concept of 'gamification',
in which websites and smartphone apps are being designed like games, with high scores
and achievement points to keep customers entertained. Research estimates that businesses
spent more than $100m worldwide on gamification projects last year, a figure predicted to
rise to $1.6b in the next four years.

G So, in fact, games aren't just an insignificant fad, as some people might suggest. They
fulfil intrinsic human needs, whether we are conscious of it or not. The loop of learning
control and rewards is at the heart of something very important, and very attractive.

Questions 20-23

Look at the following statements (Questions 20-23) and the list of experts below.​
Match each statement with the correct expert, A-E.​
Write the correct letter, A-E, in boxes 20-23 on your answer sheet.

NB You may use any letter more than once.

20 Players' involvement in games often includes thinking ahead.​

21 The inclusion of unanticipated elements keeps players interested.​
22 It's now accepted that creating video games is a skill that can be learned.​
23 Early games were much simpler than more recent ones

List of experts​
A Jesper Juul​
B Raph Koster​
C Margaret Robertson​
D Dan Pinchbeck​
E Ben Weedon

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 Koster believes that games remove people's fear of ……………………….​

25 Robertson's view is that games feel exciting partly because of the ……………………….
that is associated with them.

26 Narrative games are often structured so that the first and last part are both..........

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 on pages 10 and 11.

Blind to Change​
How much of the world around you do you really see?

Picture the following and prepare to be amazed. You're walking across a college campus
when a stranger asks you for directions. While you're talking to him, two men pass between
you carrying a wooden door. You feel a moment's irritation, but you carry on describing the
route. When you've finished, you're told you've just taken part in a psychology experiment.
'Did you notice anything after the two men passed with the door?' the stranger asks. 'No,'
you reply uneasily. He explains that the man who initially approached you walked off behind
the door leaving him in his place. The first man now rejoins you. Comparing them, you notice
that they are of different height and build and are dressed very differently.​
Daniel Simons of Harvard University found that 50% of participants missed the substitution
because of what is called 'change blindness'. When considered with a large number of
recent experimental results, this phenomenon suggests we 'see' far less than we think we
do. Rather than logging every detail of the visual scene, says Simons, we are actually highly
selective. Our impression of seeing everything is just that. In fact, we extract a few details
and rely on memory, or even our imagination, for the rest.
Until recently, scientists believed that vision involved creating images within the brain. By
forming detailed internal representations of our surroundings and comparing them over time,
we could detect any alterations. However, in his book Consciousness Explained, philosopher
Daniel Dennett argued that our brains only store a few key details about the world, which is
why we can function effectively. According to Dennett, creating elaborate images in
short-term memory would consume valuable cognitive resources. Instead, we record what
has changed and assume everything else remains unchanged. As a result, we inevitably
overlook some details. Experiments had demonstrated that we tend to ignore elements in
our visual field that seem unimportant, such as a repeated word or line in a text. But even
Dennett didn't fully realize just how little we actually 'see.'

A year later, John Grimes from the University of Illinois drew attention by showing that
people who were presented with computer-generated images of natural scenes failed to
notice changes made while their eyes were, for example, scanning the scene or blinking.
Dennett was pleased: "In hindsight, I wish I had been bolder, as the effects are more
pronounced than I originally claimed."​
Subsequently, it was discovered that our eyes don't even need to be moving to be deceived.
A typical laboratory experiment might display an image on a computer screen, like a couple
dining on a terrace. The image would briefly disappear, replaced by a blank screen, then
reappear with a significant change, such as a raised railing behind the couple. Many people
search the screen for up to a minute before spotting the alteration, and some never see it.

This is disconcerting. However, 'change blindness' is somewhat artificial because, in real-life

scenarios, a visible motion usually signals a change. Yet, not always. As Simons points out,
"We all know the experience of missing a traffic signal change because we briefly looked
away. 'Inattentional blindness' refers to not noticing a feature of a scene when you aren't
paying attention to it."​
Last year, Simons showed people a video of a basketball game and asked them to count the
passes made by one of the teams. After 45 seconds, a man in a gorilla suit slowly walked
behind the players. Forty percent didn't notice him. When the tape was replayed, and they
were simply told to watch it, they easily saw the gorilla. Some even doubted it was the same
video.

Now, consider if the viewers had been driving a car, and the man in the gorilla suit had been
a pedestrian. Some estimates suggest that nearly half of all fatal motor vehicle accidents in
the US result from driver error, including attention lapses. It's more than just academic
interest that has spurred research into these cognitive errors.​
These errors prompt critical questions: how can we reconcile such significant lapses with our
subjective experience of continuously perceiving a rich visual environment? Last year,
Stephen Kosslyn from Harvard University demonstrated that imagining a scene activates
parts of the visual cortex similarly to actually seeing it. He argues that this supports the idea
that we only absorb the information we consider important and mentally fill in the gaps where
details are less crucial. "The illusion that we see 'everything' is partly due to filling in gaps
with memory," he says. "These memories can be shaped by beliefs and expectations."

Ronald Rensink from the University of British Columbia in Canada believes our perception of
a detailed visual world comes from constructing internal representations. He suggests that
the brain first creates a temporary layout of the visual scene, and then our attention
enhances the resolution of the scene. "What attention does," he explains, "is stabilize these
representations so they form distinct objects. Once attention shifts, they revert to an
unstable, unresolved state." While Rensink or Kosslyn propose that internal images or
memory play some role, others argue that we can perceive visual richness without storing
any of that richness in our brains. Kevin O'Regan, an experimental psychologist, contends
that our brains do not store a visual image of the world. Instead, we rely on the external
visual environment as different parts of a scene become relevant.

According to O'Regan, our sense of controlling what we see is also an illusion. "We believe
that when something flickers outside the window, we choose to look," says Susan Blackmore
from the University of the West of England, who supports O'Regan's view. "In reality," she
explains, "our change detection mechanisms automatically drag our attention to various
stimuli."

Questions 27-30

Look at the following people (Questions 27-30) and the list of claims below. Match each
person with the correct claim, A-G.​
Write the correct letter, A-G, in boxes 27-30 on your answer sheet.

27 Daniel Dennett​
28 John Grimes​
29 Stephen Kosslyn​
30 Kevin O'Regan

List of Claims​
A People overlook changes that happen during eye movements.​
B At times, we fail to notice something because we choose to deceive ourselves.​
C Retaining every image and memory would hinder our ability to function effectively.​
D Sometimes, people overlook the significance of a crucial figure in a scene.​
E We misunderstand what we see because we rely on our imagination.​
F We don't have complete control over what captures our attention.​
G Imagining a scene and physically being there impact our visual processes in similar ways.

Questions 31-35

Do the following statements agree with the information given in Reading Passage 3?​
In boxes 31-35 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 One expert expressed regret for having underemphasized his argument in a publication.​
32 We overlook insignificant items that come into our view.​
33 Research into cognitive errors might potentially save lives.​
34 The aging process increases the need to fill in gaps in our visual perception.​
35 Our eyes are only at risk of being deceived when they are in motion.

Questions 36-40

Complete each sentence with the correct ending, A-G, below. Write the correct letter, A-G, in
boxes 36-40 on your answer sheet.

36 Concentrating on a particular aspect of an activity or scene​

37 The fact that we make visual errors​
38 The part of the picture that we fail to see clearly​
39 The idea that we see everything in our visual field​
40 Research into the nature of human vision

A is not backed by scientific evidence.​

B is provided by memory.​
C has been especially fruitful in recent times.​
D causes us to overlook other details.​
E has sparked significant public debate.​
F is challenging for us to accept.​
G helps us see the overall picture more clearly.
TEST 2

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.

The world's first cities

The creation of Mesopotamian cities​

The inhabitants of Mesopotamia - which now forms part of eastern Syria, southeastern
Turkey and Iraq - lived for thousands of years on individual farms and in small, isolated
communities, working relentlessly just to meet their basic needs. But then, about 6,000 years
ago something remarkable happened. The people left the security of their family homes and
villages and came together with others to create something far more complex and difficult:
the world's first city, called Uruk.

There is not much left now of Uruk, which is about 250 kilometres south of Iraq's capital
Baghdad, but enough does remain to show that this initial experiment in urban living was
extraordinarily successful. At its height, around 5,000 years ago, Uruk was home to more
than 40,000 people. The outlines of the city walls indicate an enclosed area of about 600
hectares.

The archaeological record of Uruk reveals the intensive building and rebuilding which went
on for four or five centuries after the city's initial establishment. In that period the people of
Uruk built a dozen or so large public buildings. They would carefully level what had stood
before, and then build another structure on top, often trying out a different building material
or an innovative technique. They seemed to be searching for ways in which architecture
could express the revolutionary new social structures that had come into being there.

Soon Uruk was not the only Mesopotamian city. People all across the flat plains of southern
Mesopotamia were enjoying many of the benefits of city life. By about 4,500 years ago, 80
per cent of the Mesopotamian population lived in cities over 40 hectares in size, with
populations of between 15,000 and 30,000 people. The emergence of these thriving
communities, made up mostly of individuals and groups with no blood ties, was
unprecedented in human history. Why did these extraordinary advances happen?

Reasons for the creation of cities in Mesopotamia​

Smaller communities in Mesopotamia sometimes decided to come together to make it easier
to defend themselves from their enemies. But the underlying reason for the creation of cities
can be found in the harshness of this particular environment. The area was a place of
extremes, where narrow strips of fertile river valleys were bounded by thousands of
kilometres of desert and unproductive wetlands. As the small amount of rainfall in the region
was incapable of sustaining anything but very limited agriculture, it was only through
sophisticated irrigation that isolated pieces of land were kept fertile. The Tigris and the
Euphrates rivers provided water for irrigation, and were also the basis of a communication
system that led to the spread of the latest concepts in farming.

In such a region, the only way for humans to prosper was by forming groups that could work
together. The threat of famine, which could be caused by a prolonged drought or the sudden
change in the course of a river, forced people to look outside their families, and work with
their neighbours to create an elaborate system of dams, channels and canals to manage
water. These projects needed specific skills and labour from outside the farmer's family, and
this established more firmly the patterns of dependence that are at the heart of civilisation.

Changes in the organisation of farming​

The intensive farming that came about in Mesopotamia was more efficient and productive
and therefore generated a surplus of food, allowing crops in years of good harvests to be
stored as protection against future less successful years. It also allowed more land for the
production of a wider range of crops. It created a world where there was a need for traders
and for skilled craftsmen: in short, it was the beginning of industry and consumerism. The
concept of specialisation emerged within the population - with increasing numbers of
soldiers, builders, musicians, doctors, fortune tellers - all supported directly or indirectly by
agriculture. At the same time, this increased the control that powerful institutions, gradually
emerging in the early cities, had over the urban population. Although large numbers of
people were freed from the struggle of subsistence farming, they were now totally dependent
on the institutions that employed them for their daily sustenance.

The role of the temples​

The earliest and most powerful of these institutions was centred on the religious temple.
Ever more temple structures were erected in the form of massive pyramids which had
enormous storerooms for the output from the farming estates. Over time, the temples
acquired these farms for themselves, and appointed a large number of staff to administer
them and to deal with the storage of produce. The temples' greatest advantage was that
each citizen was expected to give up some time to work for the temples. This meant that
temples could easily store huge amounts of agricultural produce which could be used to buy
yet more land. In addition, the revenues generated allowed the temples to serve as primitive
kinds of banks making loans to people in difficult economic times.

The emergence of writing​

We know a surprising amount about these times thanks to the development of an important
new technology: writing. In Mesopotamia basic records were inscribed in wet clay, unlike the
fragile papyrus used in ancient Egypt and Greece. These first writings were largely lists of
people and things, simple bookkeeping. But within several hundred years, writing systems
had become more advanced capable of recording concepts as well as lists. The clay tablets
used for writing were tough, and the fires that often burnt down the archives where they were
stored usually merely baked them for future generations.

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 Some physical evidence of Uruk still exists in Iraq.​

2 The people of Uruk lived in large apartment buildings.​
3 Builders in Uruk frequently experimented with new construction methods.​
4 Urban settlements were unusual in Mesopotamia 4,500 years ago.​
5 The Tigris and the Euphrates rivers were important for the interchange of ideas.​
6 When there were food shortages, farmers relied mainly on the help of their relatives.

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.

Early changes in Mesopotamia

●​ Changes in organisation of farming

○​ Improved agricultural methods led to:
■​ a food 7 ……………………….
○​ being used as insurance
■​ a wider range of crops being grown
■​ the development of industry and consumerism
■​ increased specialisation amongst workers
■​ greater control by institutions
●​ Temples
○​ were built in the shape of large 8 ……………………….
○​ had large 9 ………………………. where produce was kept
○​ many needed 10 ………………………. to manage the farms
○​ acted as 11 ………………………. in hard economic periods
●​ The development of writing
○​ people wrote on surfaces made of 12 ……………………….
○​ written records remained undamaged after 13 ………………………. archives
they were kept in

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.
 Australia's camouflaged creatures​
Many species of animal in Australia protect themselves by using camouflage - a way of
'hiding' by blending into the surroundings

A Most species use camouflage to some extent. If they are convincing, they survive to pass
their genes on to future generations. After generation of natural selection, animals can
develop astonishingly complex camouflage techniques, manipulating shape, colour and
movement. 'The principle of camouflage is to make it economically unviable for a predator to
pursue a particular species of prey.' explains Professor Mark Elgar, of the University of
Melbourne. 'Camouflage increases the search time and, as a consequence, the predator will
simply target another species, either because it doesn't see the camouflaged individual or it
just finds something more obvious to do.

B The easiest way for an animal to disguise itself is to be invisible in its surroundings. To that
end, stick and leaf insects have evolved complex camouflage to hide themselves from
predators. Many have the texture of sticks or dry leaves, while others imitate living foliage,
even the veins in a leaf. Some insects develop blemishes to match the spots caused by
disease. A convincing appearance only works if its owner also acts the part, so during the
day the creature using this type of camouflage keeps motionless, or sways like a dead leaf in
the breeze. If disturbed, it falls to the ground and stays still. Entomologist Paul Zborowski,
who has spent decades photographing inconspicuous creatures, rates the desert insects of
Central Australia as the most convincingly disguised creatures he's seen. "It's an incredibly
old habitat so the creatures have had a long time to adapt," Zborowski explains. Most of
them behave like stones and don't move all day feeding only at night.

C A tawny frogmouth sitting motionless on a stump also illustrates the importance of pairing
a persuasive costume with behaviour. Professor Gisela Kaplan of the University of New
England, in Australia, says the frogmouth's skill at camouflaging is learned behaviour. While
adopting a pose may be a reflex of the bird, and can be observed in a hatchling's first week,
the ability to choose a backdrop which matches its colouration does not develop for 4-6
months. When the chicks land they are usually highly conspicuous, and their parents try to
signal to them to move to a safe location.

D Fixed camouflage is only good against a relatively unchanging environment, so some

animals, such as the cuttlefish, have evolved an adaptable disguise. The cuttlefish can
almost instantly change its colour, pattern and texture to match its surroundings, using
specialised cells and muscles. On Queensland's reefs, scientists have been studying
another ocean dweller that uses colour change, although not to blend into the surroundings.
Dr Karen Cheney, from the University of Queensland, says the bluestriped fangblenny alters
its colouration to mimic other species of fish, allowing it to travel with them and benefit from
safety in numbers. Its most impressive impersonation is of the black-with-neon-blue striped
cleaner wrasse which eats the parasites on larger fish. Not only does the fangblenny benefit
from the reduced predation that comes with the wrasse's beneficial relationships with other
fish, but the disguise also lets it get closer to prey. It darts out from the safety of the wrasse's
cleaning station to nip at unsuspecting fish passing by but doesn't attack those coming to be
cleaned.
E The most famous form of mimicry, however, is for defence, not attack. Batesian mimicry
refers to animals that gain protection from predators by imitating a dangerous organism,
often using conspicuous colours. The nineteenth-century naturalist Henry Bates first
suggested this camouflage technique after noticing that several Amazonian butterfly species
looked the same. The technique was later called after him. In Australian waters, the
harmless harlequin snake eel sports the same black and white bandings as the highly toxic,
yellow-lipped sea krait, ensuring no predator will attack. However, the success of Batesian
mimicry depends on the ratio of mimics to originals. If a predator encounters too many that
are edible, it will just assume none of the animals with those markings are dangerous,
explains Martyn Robinson, an educational naturalist with the Australian Museum.

F An imitation of a more dangerous creature needn't be exact, just enough to make potential
predators hesitate. The hawk moth caterpillar has markings resembling a snake's eyes on its
abdomen. When confronted, the caterpillar pulls its head in and the 'eyes' flash open.
Whether the potential predator thinks it has seen a snake, or is simply startled is unclear, but
the outcome is that the caterpillar lives to see another day.

G In Queensland's tablelands, the chameleon gecko has another way of making predators
hesitate. Its body is brown, but its tail is banded in black and white. Robinson explains that if
attacked, the chameleon gecko will drop off its tail, which will wriggle around on the ground.
Many lizards do this, but in the case of the chameleon gecko the tail bones actually rub
against one another, so it squeaks. 'The predator is, of course, thoroughly absorbed by this
black-and-white-striped, wriggling, squeaking thing on the ground, and the gecko can sneak
away,' Robinson says. It's a one-time-only trick: the regrown tail is brown, the same as the
gecko's body. Such precise disguise and elaborate trickery illustrate the limitless possibilities
of nature. But, as Robinson points out, only the most successful illusionists are here to tell
the tale.

Questions 14-18

Reading Passage 2 has seven sections, A-G.

Which section contains the following information?

Write the correct letter, A-G, in boxes 14-18 on your answer sheet.

14 a species that indicates to its young to move to a place where they are less visible​
15 an instance where sound is used to help an animal escape​
16 a creature that can use camouflage to match a range of different backgrounds​
17 a claim that the majority of animals disguise themselves in some way​
18 examples of animals that use camouflage to look like plants

Questions 19-23
Look at the following statements (Questions 19-23) and the list of people below.​
Match each statement with the correct person, A-F.​
Write the correct letter, A-F, in boxes 19-23 on your answer sheet.

19 one species has a camouflage tactic that is not present from birth.​
20 Species that live in an ancient environment have become very effective at camouflaging
themselves.​
21 Part of an animal is left behind to distract predators.​
22 If it takes too long to find one kind of prey, animals will look for an alternative source food.​
23 Camouflage can involve copying a threatening type of animals.

List of people​
A Professor Mark Elgar​
B Paul Zborowski​
C Professor Gisela Kaplan​
D Dr Karen Cheney​
E Henry Bates​
F Martyn Robinson

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 bluestriped fangblenny

Dr Karen Cheney studies the bluestriped fangblenny on 24………………………. off

Queensland's coast. She found that the fangblenny was able to make itself resemble other
fish by adjusting its colouration. The fangblenny impersonates the striped cleaner wrasse, a
fish that is welcomed by other species as it gets rid of their 25………………………. . The
fangblenny can approach its 26………………………. without drawing the attention of
predators or disturbing the work of the striped cleaner wrasse.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 on pages 10 and 11.

The effectiveness of an online course

As access to the internet has continued to grow, web-based learning has continued to
expand. With approximately half of the households in the United States (or 150 million
people) connected to the internet, an estimated 2 million students are taking post-secondary
courses that are fully delivered online. Millions of other students at all educational levels
(primary, secondary, post-secondary) participate in online courses. However, the
effectiveness of online courses, particularly in relation to individual student needs,
perceptions, and student outcomes, is sometimes questioned.

Common elements for learning in a typical classroom environment are the social and
communicative interactions between student and teacher, and student and student. The
ability to ask a question, to share an opinion with a fellow student, or to disagree with the
point of view in a reading assignment are all fundamental learning activities. However,
effective web-based learning requires adjustments on the part of students and teachers for
successful interactions to occur, for example. Many online courses provide students and
faculty, and students and students with the ability to interact with each other via an electronic
bulletin or discussion board.

While most studies show a link between interaction and satisfaction in web-based courses,
some observers have cautioned that this is not always the case. Ruberg, Taylor and Moore,
for example, observe that in order to interact successfully, students must adjust to the
nonlinear nature of web-based learning. Typical face-to-face situations tend to be linear,
focusing on a single discussion thread. Web-based learning sessions on an electronic
bulletin board can have multiple threads with several discussions and interactions
progressing simultaneously. Students respond to a teacher but also to other students,
depending on their interest and points of view.

Sproull and Kiesler caution about discussions based on misinformation, that continue
because online an instructor cannot necessarily immediately correct or clarify a comment. As
a result, students need to have the experience and knowledge base to sift through the
discussion for misinformation. In online learning, the amount of student interaction and the
number of comments can easily lead to what is described as information overload.
Furthermore, comments in online discussions tend to be lengthier than in face-to-face
situations. With more information from many sources, students need to be more attentive to
both the who and what of a comment. Cartens Shat, an economist, states 'a wealth of
information can create a poverty of attention.'

In examinations of interaction, the concept of 'presence', or a sense of being in a place and

belonging to a group, has received attention. It is generally assumed that when a student is
physically present in a face-to-face course, he or she has a sense of belonging to the class
or group enrolled in the course and this sense of belonging is greater than that experienced
on an online course. He or she listens to the discussion and may choose to raise a hand to
comment, answer or ask a question. Furthermore, this same student may develop a
relationship with other students in the class and discuss topics related to the class during a
break. However, this is an assumption and not always true. For a variety of reasons, some
students can also feel alienated in a face-to-face class and not feel part of a group.

The idea of presence has been redefined in relation to an online course. The simplest
definition of presence for an online course refers to a student's sense of being registered and
belonging in a course, and the ability to interact with other students and an instructor even
though physical contact is not available. However, as this concept is studied, the definition is
expanding and being refined to include telepresence, cognitive presence, social presence,
teaching presence, and other forms of presence. The term 'community' is related to
presence, and refers to a group of individuals who belong to a social unit, such as students
in a class. In an online course, however, terms such as communities of inquiry, communities
of learners, and knowledge-building communities have evolved.

As the definition of presence has expanded and evolved, a distinction has been made
between interaction and presence, emphasizing that they are not the same. Interaction may
indicate presence but it is also possible for a student to interact by posting a message on an
electronic bulletin board, while not necessarily feeling that he or she is part of a group or a
class.

A study conducted by Professor Anthony Picciano used questionnaires to determine

students' attitudes in relation to their interactions and sense of purpose in online courses. An
attempt was made to go beyond student perceptions of interaction and performance and to
include perceptions of social presence, as well as actual participation in class activities. In
addition, data was collected on performance measures that related specifically to course
objectives. While much of the research, including this study, supports the strong relationship
between students' perception of interaction and perceived learning, the results of the study
indicated that the relationship of actual measures of interaction and performance is mixed.
The success of many online courses is dependent upon the nature of student-to-student and
student-to-faculty interaction. However, how interaction affects learning outcomes and what
the relationships between the two are, is in need of further study.

Questions 27-31

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

Write the correct letter in boxes 27-31 on your answer sheet.

27 Which of the following is mentioned in the article in relation to classroom-based learning?​

A the development of academic skills​
B the documenting of information​
C the completion of assignments​
D the exchange of ideas

28 Ruberg, Taylor and Moore point out that web-based learning requires learners to​
A think sequentially​
B research different points of view.​
C limit their responses to other students,​
D follow more than one discussion at a time.

29 What problem did Sproull and Kiesler identify with online discussions?​
A Online discussions demand less attention than face-to-face ones.​
B Teachers have difficulty monitoring the length of comments.​
C Face-to-face interactions between students are lost.​
D There is a delay in giving feedback to students.
30 The writer refers to the concept of online presence as​
A listening to a discussion.​
B a feeling of being part of a group.​
C posting ideas on an electronic bulletin board.​
D having a good relationship with other students.

31 What was a focus of Anthony Picciano's study?​

A to examine the relationship between presence and course outcomes​
B to analyse the differences between online and class-based courses​
C to examine the importance of being present in a classroom​
D to demonstrate that online courses are not generally effective

Questions 32–36

Do the following statements agree with the claims of the writer in Reading Passage 3?​
In boxes 32-36 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

32 The ability of online courses to meet an individual participant's needs is unclear.​

33 Researchers caution against building strong online relationships.​
34 Common assumptions about the benefits of face-to-face courses have proved to be
correct.​
35 The meaning of presence is still being clarified.​
36 Research on the impacts of interaction on learning outcomes has produced consistent
results.

Questions 37-40

Complete each sentence with the correct ending, A-F, below.​

Write the correct letter, A-F, in boxes 37-40 on your answer sheet.

37 The ability to succeed in an online course​

38 The need to be mindful of the source of comments in an online discussion​
39 In online courses, it is presence, rather than interaction, that​
40 The relationship between interaction and learning achievement

A is dependent on adapting to unfamiliar interaction formats.​

B is key in determining whether a student has a sense of belonging in course​
C is a subject that the writer believes will require more study.​
D is essential to excel in study and scholarship​
E is key in determining whether a student feels they have learned something from a course​
F is important for determining their validity.
Ok bạn, chúng ta tiếp tục với TEST 3 đầy đủ 3 passages, với số câu hỏi được in đậm.

TEST 3

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.

The growth of agriculture​

Some developments in Western agriculture from prehistory to the nineteenth century

Agriculture is the art and science of cultivating the soil, growing crops and raising livestock. It
includes the preparation of plant and animal products for people to use and their distribution
to markets.

Before agriculture became widespread, prehistoric people spent most of their lives hunting
animals and gathered wild plants. Then, about 11,500 years ago, people gradually learned
how to cultivate plants for food use and settled down to a life based on farming. Scholars are
unsure why this shift to farming took place, but it may have occurred because of climate
change. The earliest crop was most likely to have been rice, corn, or similar types of cereals.
At around the same time, people also began herding and breeding animals. Sheep and
goats were probably domesticated first followed by cattle and pigs. Eventually, people
started keeping animals such as oxen for ploughing and transportation.

Agriculture enabled people to produce a surplus of food which could be eaten when crops
failed or swapped for other goods. This exchange of goods was how trade began, and this in
turn allowed people to work at other tasks unrelated to farming. Agriculture also kept
formerly nomadic people near their fields and led to the establishment of permanent villages
which became linked through trade. This development was so successful in some areas that
cities emerged, and eventually entire civilisations arose. The earliest of these developed
near the Tigris and Euphrates rivers in Mesopotamia - now Iraq - and along the River Nile in
Egypt, eventually spreading to Europe, Asia and beyond. For thousands of years,
agricultural development was very slow. Farmers cultivated small plots of land by hand using
axes to clear away trees and sticks to break up and till the soil. However, over time,
improved farming tools of bone, stone, bronze, and iron were developed. Around 7,500
years ago, farmers in Mesopotamia developed simple irrigation systems. By channeling
water from streams onto their fields, farmers were able to settle in areas once thought to be
unsuited to agriculture. In Mesopotamia and later in Egypt, people organized themselves
and worked together to build these systems. As the Roman empire expanded, the Romans
adapted the best agricultural methods of the people they conquered. They even wrote
manuals about the farming techniques they observed in Africa, systems preserved nutrients
in the soil. So, and Asia, and Europe. By 2,000 years ago much of the land in Earth's
population was reliant on agriculture.
In medieval times, European farmers adopted an open-field system of planting in which one
field would be planted in spring, another in autumn, and one would be left unplanted, or
fallow. This system preserved nutrients in the soil, so increasing crop production. Later in the
15th and 16th centuries, explorers travelling to Africa, Asia and the Americas began to
introduce new varieties of plants into Europe. From the Americas, for example, they brought
back agriculture products such as potatoes, tomatoes, maize and beans, which eventually
became staple crops and an integral part of the European diet.

A period of major agricultural development began in the early 1700s for Great Britain and
northern Europe. One of the most important of these developments was the horse-drawn
seed drill, invented in England by Jethro Tull. Until that time, farmers sowed seeds by hand.
Tull's invention made rows of holes for the seeds and dropped them into the holes thus
greatly improving the speed and efficiency of the process. By the end of the 18th century,
seed drilling was widely practiced in many countries across Europe.

Along with new machines, there were several other important advances in farming methods.
By selectively breeding their livestock - deliberately breeding animals with a certain
combination of desirable qualities from chosen parent animals - farmers increased both the
size of their herds and the productivity of their livestock. An early example of​
this is the Leicester sheep, an animal selectively bred in England for its quality meat and
long, coarse wool. Then, in Austria in 1866, a monk and science teacher by the name of
Gregor Mendel published his studies of heredity, which were the first to show how traits are
passed from one generation of plants to the next. Mendel is widely recognised as the
founder of the science of genetics, and his experiments paved the way for the selective
breeding of plants and the improvement of crops through genetics.

Another major agricultural breakthrough came from the field of chemistry. For thousands of
years, farmers had relied on natural fertiliser - materials such as animal or bird waste, wood
ash, or ground bones to replenish or increase nutrients in the soil. Then, in the early 1800s,
scientists discovered which elements were most essential to plant growth: nitrogen,
phosphorus, and potassium. This led to the manufacture of chemical fertilisers based on
nitrates and phosphates, which greatly increased crop yields. With the population of Europe
doubling during the 1800s - from around 200 million at the beginning of the century to
around 400 million mouths to feed at its end - farming had finally become big business.

Questions 1-7

Complete the notes below.​

Choose ONE WORD AND/OR A NUMBER from the passage for each answer.​
Write your answers in boxes 1-7 on your answer sheet.

Farming in the ancient world

●​ prehistoric times - people collected wild plants, and 1 ………………………. to get

meat
●​ 11,500 years ago - people began growing crops, probably 2 ……………………….
e.g. rice or corn - people started to domesticate various types of animals.
 ●​ creation of a 3 ………………………. people started to domesticate various types of
animals.
●​ led to the exchange of goods and the beginnings of trade, which resulted in the
emergence of cities and the growth of 4 ……………………….
●​ farmers gradually began using better 5 ………………………. made from different
materials
●​ systems of providing fields with a supply of 6 ………………………. were invented in
Mesopotamia
●​ 7 ………………………. years ago, a large proportion of people worldwide had
become dependent on farming

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 The Romans adapted their own farming methods for use in Africa and Asia.​
9 The medieval open-field system increased food production by allowing European farmers
to have crops growing continuously in all their fields.​
10 European eating habits changed as a result of international exploration in the 15th and
16th centuries.​
11 During the 18th century many European countries created their own versions of the seed
drill.​
12 Selective breeding methods helped European farmers to produce more animals.​
13 Many farmers continued to use natural methods of fertilising their land, even after the
development of chemical fertilisers.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 on pages 7 and 8.

Questions 14-19

Reading Passage 2 has six paragraphs, A-F.​

Choose the correct heading for each paragraph from the list of headings below.​
Write the correct number, i-vii, in boxes 14-19 on your answer sheet.

List of Headings​
i The earliest attempts to achieve human flight​
ii Public reaction to the pioneers of flight​
iii A practical demonstration of an aeronautical principle​
iv The importance of angles in achieving lift​
v A misunderstanding about the nature of air​
vi The discovery of several key factors affecting wing design​
vii Additional wing features that help control flight

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

The aerofoil​
The shape of an aeroplane's wing plays a key role in the achievement of flight

A The magic of flight lies in the interaction between the wings of a plane and the air. If the
shape of the wing - the aerofoil - is right and the plane is moving fast enough, the wing is
pushed into the air as it slices through it. It seems like magic because our all-too-literal
brains tell us that because air is invisible it must be insubstantial too. But air is not nothing;
air is a substance completely comprised of gases. If you think of a wing slicing through water
rather than air, you can begin to imagine how air might provide the upward push that
aeronautical scientists call lift. The key to the aerofoil's lift is the flow of air around it. Air flows
around an aerofoil because the aerofoil is moving, just as the bow of a boat creates a flow in
still water. What matters is the way the curved shape of the aerofoil diverts the flow around it.

B To really see why, it is worth carrying out an experiment with knives and spoons under a
running tap. Hold the blade of a knife vertically in a stream of water and the water flows
straight and undisturbed past the blade. Twist the blade slightly at an angle to the stream
and you can see how it begins to block and split the flow, breaking it into turbulent eddies -
and you may see the turbulence increase as you increase the angle of the knife. Hold the
convex side of a spoon under the stream instead, however, and something different
happens. The spoon diverts the water but does not disrupt it. You have to twist the spoon at
a much steeper angle before it disrupts the flow. Like the curvature of the spoon, the
curvature of the aerofoil ensures the flow of the air around it is diverted but not broken up.

C The curvature of the spoon, like that of the aerofoil is crucial. Far above or below the
aerofoil, the airflow is undisturbed, but the closer the air is to the aerofoil the more the flow is
bent to follow the aerofoil's shape. As the airflow changes direction, it begins to push in a
different direction too, and the more it bends, the greater the change. Right on top and
underneath the aerofoil, the airflow is turned effectively at right angles, pushing the aerofoil
upwards and creating lift. Since it is the way that the airflow is distorted that creates lift, it is
evident that the pattern of the airflow distortion is critical. This depends on the angle that the
aerofoil moves through the air - its angle of attack; the steeper the angle, the greater the lift.

D The overall shape of the aerofoil is also crucial. A gentle, thin, curve provides the best lift,
and this is the shape of the wings of birds as well as the shape that the flexible wings of
hang-gliders and microlights bend into. But it is hard to make a large wing strong enough in
this shape. So, the wings of most large aircraft are, in profile, the shape of a narrow
teardrop. This shape does not give us much lift, which is why the wings have to be huge.
They are hollow inside, which provides room for fuel storage. There are also flaps on the
rear of the wings that can be swung up or down to alter the aerofoil curvature and its
effective angle of attack and so allow the pilot to climb or descend.

E Of course the wings of birds were the original inspiration for the aerofoil. Countless
thinkers in the distant past must have marvelled at birds gliding through the sky and guessed
that they were held aloft by their outstretched wings. And perhaps some it was the shape of
the wings that mattered, such as the 5th-century Greek philosopher Archytas who is said to
have built a mechanical bird that flew. Brave pioneers like the 9th-century Cordoban
inventor, Abbas Ibn-Firnas, were even bold enough to strap artificial wings to their arms and
leap from high places. Ibn-Firnas was lucky enough to glide through the air for ten minutes
before crash-landing and almost breaking his neck.

F Yet the first person who really began to explore the shape of wings methodically was the
British engineer Sir George Cayley (1773-1857) and it is to Cayley that we owe the idea of
the curved aerofoil. Cayley was an extraordinary and inventive man, and he is credited with
developing self-righting lifeboats, wire-spoked wheels, seatbelts and even an internal
combustion engine. But it is mostly as the father of aviation that he is remembered, and it is
he who pioneered much of the theory of flight. He carried out analyses of what shapes and
angles produced the greatest lift. In his analyses, he developed the names of the key forces
involved in flight, lift, drag and thrust - which still play an important role today. Flight involves
a balance between these four forces, but for a successful aeroplane you need both power
and control, which is why it took another half-century before Orville and Wilbur Wright made
their historic flight at Kittyhawk in the USA on 17th December 1903.

Questions 20-24

Complete the summary below.​

Choose ONE WORD ONLY from the passage for each answer.​
Write your answers in boxes 20-24 on your answer sheet.

Designing aeroplane wings​

Hang-gliders, microlights, small planes and birds share the same wing shape - a curve which
provides the maximum amount of 20 ………………………. . But while these wings can
support an individual person, they cannot support the weight of a huge aircraft. In fact, the
enormous wings of a modern plane look like a thin 21 ………………………. when viewed
from the side. Space is not wasted because the 22 ………………………. needed to power a
flight is kept inside each wing. The pilot can adjust the 23 ………………………. which are
located at the 24 ………………………. of the wings. This changes the aerofoil's curvature as
well as the angle of attack and causes the plane to rise or descend.

Questions 25-26
Choose TWO letters A-E.​
Write the correct letters in boxes 25 and 26 on your answer sheet.​
Which TWO things does the writer state about George Cayley?​
A He made a lot of money from his inventions.​
B He understood how to design aeroplane engines 50 years before Orville and Wilbur
Wright.​
C His studies included how to achieve the maximum lift.​
D He worked closely with other scientists.​
E He reached his conclusions by conducting a series of tests.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading on
pages 10 and 11.

Looking for inspiration​

Helen Phillips asks what makes one person more creative than another

People have speculated about their own creativity for centuries - perhaps ever since we
became able to think about thinking. Whatever creativity is, it is thinking that results in new
ideas and new ways of doing things. The only bit of the creative process we actually know
about is the moment of insight, yet creative ideas and projects may incubate beyond our
awareness for months. Not surprising, then, that creativity has long eluded scientific study.

In the early 1970s, it was still seen as a type of intelligence. But when more subtle tests of IQ
and creative skills were developed in the 1970s, particularly by the father of creativity testing,
Paul Torrance, it became clear that the link was not so simple. Creative people are
intelligent, in terms of IQ tests at least, but only averagely or just above. While it depends on
the discipline, in general, having beyond a certain level IQ does not help boost creativity.

Because of the difficulty of studying the actual process, most early attempts to study
creativity concentrated on personality. According to creativity specialist Mark Runco of
California State University, the creative personality tends to place a high value on aesthetic
qualities and have broad interests, providing lots of resources to draw on and knowledge to
recombine into novel solutions. 'Creatives' have an attraction to complexity and an ability to
handle conflict. They are also highly self-motivated, perhaps even a little obsessive, when it
comes to realising their ambitions.

But there may be a price to pay for having a creative personality. For centuries, a link has
been made between creativity and mental illness. Psychiatrist and author Kay Redfield
Jamison of Johns Hopkins University, who herself has bipolar disorder, found that
established artists are significantly more likely to have mood disorders. But she also
suggests that a switch of mood state might be the key to triggering a creative event, rather
than the negative mood itself.

Jordan Peterson, a psychologist at the University of Toronto, has carried out work that
suggests that the brains of creative people are more open to incoming stimuli than less
creative types. Our senses are continuously feeding a mass of data into our brains, which
have to block most of it to save us from being snowed under. Peterson calls this process
latent inhibition and argues that people who have less of it, and who have a reasonably high
IQ, can juggle more of the data, and so may be open to more ideas.

But what of the creative act itself? One of the first studies of the creative brain at work was
by Colin Martindale, a psychologist from the University of Maine. Back in 1978, he used a
network of scalp electrodes to record the pattern of brain waves as people made up stories.
Creativity, he showed, has two stages: inspiration and elaboration, each characterized by
very different states of mind. While people were dreaming up their stories, he found their
brains were surprisingly quiet. The dominant activity was alpha waves, which is the same
sort of brain activity as in some stages of dreaming or rest. This could explain why sleep and
relaxation can help people be creative.

However, when these quiet-minded people were asked to work on their stories, the alpha
wave activity dropped off and the brain became busier, revealing increased cortical arousal,
and more organised thinking. Strikingly, it was the people who showed the biggest difference
in brain activity between the two stages who produced the most creative storylines. Nothing
in their background brain activity marked them as creative or uncreative. 'It's as if the less
creative person can't move up a gear,' says Guy Claxton, a psychologist at the University of
Bristol. 'Creativity requires different kinds of thinking. Very creative people move between
these states intuitively.'

Researchers are now trying to identify some of the specific anatomy of creativity. Brain
studies of people with particular types of creativity show, perhaps not surprisingly, that active
areas are determined by the specialist knowledge being used. Imagery, spatial awareness,
language and so on - whatever the skill, it is localised to some extent to a particular brain
part or parts. But it's not just these speciality areas that are active. Using information
creatively needs coordination. 'Creative synthesis requires a new pattern, to put the brain in
a state where many areas are simultaneously active,' says Claxton. When we concentrate in
a less creative way, such as when reading the gas bill, there are fewer active centres and
less synthesis.

But to be truly creative needs more than just the right personality and the right brain areas
and networks. It's about using them effectively. Skills, situations and our social setting can
shape our creativity just as dramatically as the brain resources we are born with. The most
creative people also use the different rhythms of the day, the weekends and the holidays to
help alter focus and brain state. They may spend two hours at their desk, then go for a walk,
because they know that pattern works for them.

Another often forgotten aspect of creativity is social. Vera John-Steiner of the University of
New Mexico says that to be really creative you need strong social networks and trusting
relationships, not just active neural networks. One vital characteristic of a 'creative', she
says, is that they have at least one other person in their life who doesn't think they are
completely mad!

Questions 27-32
Look at the following statements (Questions 27-32) and the list of people below.​
Match each statement with the correct person, A-G.​
Write the correct letter, A-G, in boxes 27-32 on your answer sheet.

NB You may use any letter more than once.

27 Creative people are receptive to the immense amounts of information that the brain has
to deal with.​
28 Creativity requires numerous parts of the brain to be active at the same time.​
29 Creative people engage in, and are well informed about, a wide range of subjects.​
30 Creative people may have unstable personalities.​
31 Creative people are driven to achieve the goals they set themselves.​
32 Creative people need support from others.

List of People​
A Paul Torrance​
B Mark Runco​
C Kay Redfield Jamison​
D Jordan Peterson​
E Colin Martindale​
F Guy Claxton​
G Vera John-Steiner

Questions 33-36

Complete the summary below.​

Choose NO MORE THAN TWO WORDS from the passage for each answer.​
Write your answers in boxes 33-36 on your answer sheet.

Colin Martindale carried out research into the creative brain at work. For his study,
volunteers had a series of 33 ………………………. placed on their heads which were used
to monitor brain activity while they made up stories. Martindale demonstrated that creativity
consisted of 34 ………………………. and ………………………. phases. In the first of these,
the brain was mostly inactive except for 35 ………………………. and this corresponds to
what takes place during dreaming or relaxation. In the second phase, when the volunteers
worked on their stories, however, their brains became a lot busier. Interestingly, the most
creative stories were produced by those volunteers with the greatest 36
………………………. in brain activity between the two phases.

Questions 37-40

Do the following statements agree with the information given in Reading Passage 3?​
In boxes 37-40 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

37 People with very high IQs are more likely to be creative than those with average IQs.​
38 Society tends to value aesthetic skills highly.​
39 There can be disadvantages to having a creative personality.​
40 Language skills are more important than spatial awareness in any form of creativity.

Đây là toàn bộ nội dung Test 3. Bạn vui lòng kiểm tra kỹ. Nếu mọi thứ đã ổn, chúng ta sẽ
tiếp tục với Test 4.
Ok bạn, chúng ta tiếp tục với TEST 4 đầy đủ 3 passages, với số câu hỏi được in đậm.

TEST 4

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.

Radiocarbon dating​
A profile of the scientist Nancy Athfield

Nancy Athfield is a scientist specializing in radiocarbon dating*. She has just returned from a
research expedition deep in the forests of Cambodia's Cardamom Mountains, where she has
been working to unravel the secrets of ancient human remains discovered on a number of
cliff-side ledges. The unexplained remains, discovered by local people in large ceramic jars
and hollowed-out logs, have increasingly drawn Athfield away from her regular employment
at G.N.S. Science's Rafter Laboratory in New Zealand and into the world of research in the
field.

She first learned of the Cardamom remains in 2003, when a film-making company requested
that she radiocarbon date bone samples for a documentary film being made in Cambodia.
The film-makers had set out to investigate the idea that these human remains marked the
final resting place of people belonging to the last royal household of Angkor, which once
ruled much of the surrounding area. At its height in the thirteenth century, Angkor was home
to a population 30 times larger than that of Paris at the time, but in 1431 it was over-run by
an invading army and the city was permanently abandoned. However, many stories were
told of surviving members of the royal family fleeing to seek refuge in the Cardamom
Mountains.

Athfield dated the original Cardamom bone samples to as late as 1620, dashing the
possibility of Angkorian royalty. However, over the years since then, other ancient human
remains have emerged at different sites around the country, leaving the ultimate fate of the
royal household of Angkor still uncertain. Athfield intends to return soon to Cambodia in
order to continue her research at a number of these new sites.

Investigating the origins of an unknown people in Asia is a long way from her birthplace in
New York, but Athfield's career path has been far from conventional. She finished her
secondary education early, aged just sixteen, and did a variety of badly paid jobs and
community courses before a friend suggested she sit the entrance exam for university. She
did, and to her surprise she was accepted. While completing her undergraduate studies in
physical geography she got a job at the Lamont-Doherty Earth Observatory. It was here that
she met Wally Brocker, a climate scientist and one of the pioneers of radiocarbon dating.
'From him I learned that the best place to be is where everything you know is shaken by a
new piece of information. In other words, I learned to think like a scientist.'
When Athfield's then husband was offered a post at G.N.S. Science, she accompanied him
to New Zealand and took a job as lab manager at Rafter Laboratory. 'I realised it was a good
time to get a PhD,' she says. At the time there was a great deal of controversy over
radiocarbon dating, which seemed to suggest that a rat species had arrived in New Zealand
as early as 100 AD, nearly 700 years before the first visitors were thought to have reached
those untouched islands. Her PhD was based on five years of research exploring this issue,
because she wanted to look at how scientists ascertain the reliability of radiocarbon dating
and this seemed to be the perfect subject. Athfield concluded that previous radiocarbon tests
had been unreliable, and this was connected to the rat's diet, not due to faulty lab
procedures as had once been thought.

She then began embracing broader issues related to her skills, and started working as a fully
qualified archaeologist in the UK in order to contribute to a 10-year research project
fine-tuning Anglo-Saxon** chronology. But it was the call from those film-makers in 2003 that
truly ignited her passion for fieldwork, and the unanswered questions regarding the
Cardamom remains.

Athfield was keen to continue her work in Cambodia after the camera crews left, but she and
her colleagues were hampered by that universal problem for researchers, a lack of funding.
However, after several years of fruitless applications, she made a breakthrough when the
Australian Research Council supported her and a team based at the University of Sydney so
that she could return to the Cardamoms, as part of a larger project to create a
Cambodia-wide radiocarbon database. The project has brought together geologists,
biologists, ceramic specialists, ethnographers, and even a dendroclimatologist (who
determines past climates from trees), but it has been no easy task because the country
doesn't have an extensive geological map. Nonetheless, with Cambodia's Ministry of Culture
having learned of freshly discovered jar burial sites in the Cardamom Mountains, Athfield is
more enthusiastic about the project than ever.

* radiocarbon dating: a method of discovering the age of very old objects by measuring the
amount of carbon in them​
** Anglo-Saxon: the people who lived in England from about the year 600 AD

Questions 1-7

Do the following statements agree with the information given in Reading Passage 1?​
In boxes 1-7 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 Nancy Athfield found ancient human remains in Cambodia.​

2 The human remains found in the Cardamom mountains were in good condition.​
3 Athfield has taken time off from her usual job to do research in Cambodia.​
4 The Cambodian government asked Athfield to radiocarbon date the Cardamom remains.​
5 Film-makers were researching how Angkor was rebuilt after the 1431 invasion.​
6 Athfield initially doubted the stories of the royal family hiding in the Cardamom mountains.​
7 Athfield's research disproved the idea that the Cardamom remains were from the royal
family.

Questions 8-13

Complete the flow-chart below.​

Choose ONE WORD ONLY from the passage for each answer.​
Write your answers in boxes 8-13 on your answer sheet.

Nancy Athfield's career

In her mid-teens Athfield did not expect to attend 8………………………. .

Wally Brocker taught Athfield how to develop the mind of a scientist. Athfield's PhD
investigated when a type of 9………………………. arrived in New Zealand.

Her PhD research found that the subject's diet accounted for previous inaccurate results.
She worked as a professional 10………………………. before going to Cambodia in 2003.

Inadequate 11………………………. prevented further research in Cambodia.

Later, she helped to compile a 12………………………. dating across Cambodia of

radiocarbon.

The lack of a detailed 13………………………. of Cambodia's geology has made her team's
research harder.

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.

How sleep helps us learn​

Researchers are uncovering the link between sleep and learning and how it changes
throughout our lives

A Most research into the relationship between memory and sleep has traditionally been
conducted using young adults or animals. By the early 2000s, scientists had found that sleep
helps young adults consolidate memory by reinforcing and filing away daytime experiences.
But the older adults that Rebecca Spencer was studying at the US University of
Massachusetts Amherst didn't seem to experience the same benefit. Spencer wondered if
age altered the relationship between sleep and memory, and chose nearby preschool
children as subjects. She found that the children who regularly had short sleeps during the
day benefited the most from daytime rest, largely because their memories decayed the most
without these naps. By staying awake, they have more interference from daytime
experiences, Spencer explains.
B The studies on young adults carried out in the early 2000s suggested that the reduced
sensory inputs during sleep allow the brain to replay daytime experiences during a period
relatively free of distracting information. This may help to solidify connections and transfer
daytime memories from a part of the brain known as the hippocampus into long-term storage
in the brain region called the cortex. But how sleep and memory interact at different periods
of our lives remained an open question.

C In children younger than 18 months, learning is thought to occur in the cortex because the
hippocampus isn't yet fully developed. As a result, researchers hypothesize that infants don't
replay memories during sleep, the way adults do. Instead, sleep merely seems to prevent
infants from forgetting as much as they would if they were awake. 'The net effect is that
sleep permits infants to retain more of the redundant details of a learning experience,' says
experimental psychologist Rebecca Gómez of the University of Arizona. By the time they are
two years old, 'we think that children have the brain development that supports an active
process of consolidation', she adds.

D From the age of two, adequate sleep during the hours of darkness becomes critical for
learning. Toddlers who sleep less than 10 hours display lasting cognitive deficits, even if they
catch up on sleep later in their development. The effects are particularly strong in children
with developmental disorders, who often suffer from disturbed sleep. Jamie Edgin of the
University of Arizona studied children with the genetic disorder Down's syndrome, comparing
those who were sleep-impaired with those who slept normally. She found that there were
large differences in language knowledge and observed that the non-sleep-impaired children
knew up to 190 more words, even after controlling for behavioural differences.

E Understanding the impact of sleep on memory could also help another at-risk group of
learners at the other end of the age spectrum. Previous research has suggested that older
adults don't remember recently acquired motor skills as well as young adults do. But
neuroscientist Maria Korman and her colleagues at the University of Haifa in Israel recently
demonstrated that taking a nap soon after learning can allow the elderly to retain procedural
memories just as well as younger people. Korman hypothesises that by shortening the
interval between learning and consolidation, the nap prevents intervening experiences from
weakening the memory before it solidifies. Overnight sleep might be even better, if the motor
skills - in this case a complex sequence of finger and thumb movements on the
non-dominant hand - are taught late enough in the day.

F Optimising the timing of sleep and training in the elderly exploits something Korman sees
as a positive side of growing old. 'As we age, our neural system becomes more aware of the
relevance of the task,' Korman says. Unlike young adults, who solidify all the information
they acquire throughout the day, older people consolidate 'those experiences that were
tagged by the brain as very important.'

G Tests on older adults' memories are generating new findings about the relationship
between sleep and memory at other ages as well. After learning at a conference about a
memory test for cognitive impairment and dementia in older adults, neuroscientist Jeanne
Duffy of Brigham and Women's Hospital in Boston wondered if sleep could help strengthen
the connection between names and faces. She and her colleagues found that young adults
who slept overnight after learning a list of 20 names and faces showed a 12 percent
increase in retention when tested 12 hours later, compared with subjects who didn't sleep
between training and testing. The findings have 'an immediate real-world application', Duffy
says, as they address a common memory concern among people of all ages.

H Developing a fuller picture of what happens to memories during sleep - and how best to
modify sleep habits to aid the recall process - could benefit some of society's most
sleep-deprived members of every age. 'We need to understand this role of sleep in memory
because there is such potential for intervention,' Spencer says. 'Now that we have a
well-founded concept of what sleep can do for memory, it's time to put it to the test.'

Questions 14-19

Reading Passage 2 has eight paragraphs, A-H. Which paragraph contains the following
information?​
Write the correct letter, A-H, in boxes 14-19 on your answer sheet.

14 a difference between babies and adults with regard to a function of sleep​

15 a reference to a developmental stage at which it is essential to have sufficient night-time
sleep​
16 the idea that the comparatively low levels of stimuli during sleep help us consolidate
memories​
17 the mention of the need to find out whether current theories are correct​
18 research data which can be of direct help to people who are worried about memory loss​
19 a reference to a strategy which could enable older people to remember certain things as
well as younger people do

Questions 20-23

Complete the summary below.​

Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes
20-23 on your answer sheet.

Sleep and memory​

In the past, most studies looking into how sleep helps us consolidate memories have used
either animals or young adults as their subjects. But Rebecca Spencer noticed that her own
research subjects did not appear to get as much 20 ………………………. from sleep as the
subjects in other studies did. She wanted to know if a person's 21 ……………………….
made any difference to the process of memory consolidation, so she conducted an
experiment on children at the 22 ………………………. stage. She found that children who
did not have a daytime sleep suffered a higher level of 23 ………………………. from the
day's events, and were less able to remember things later.

Questions 24-26
Look at the following research areas (Questions 24-26) and the list of researchers below.​
Match each Statement with the correct researcher, A-E.​
Write the correct letter, A-E, in boxes 24-26 on your answer sheet.

24 the connection between lack of sleep and vocabulary acquisition​

25 the impact of sleep on how well people learn to perform physical actions​
26 how the structure of very young brains may influence memory processes

List of Researcher​
A Rebecca Spencer​
B Rebecca Gomez​
C Jamie Edgin​
D Maria Korman​
E Jeanne Duffy

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 on pages 9, 10 and 11.

Petrol power: an eco-revolution?

Laura Ingalls Wilder's semi-autobiographical novel The Long Winter describes how the
inhabitants of a small town called De Smet in the American mid-west narrowly avoided
starvation during the severe winter of 1880-1881. Over three metres of snow fell on the
northern plains, immobilising the railways and cutting off the settlers from the rest of the
world. Laura and her neighbours were only saved when her fiance and his friend trudged 30
kilometres through the snow to fetch food, risking their lives in the process. The story is a
reminder of how lethal geographical isolation and crop failures could be before the advent of
modern farming and transportation technologies. Not long ago, subsistence farmers in many
countries had to cope with the 'lean season' - the period of greatest scarcity before new
crops became available. In England, late spring was once referred to as the 'hungry gap'.
The situation was made worse by the cost of moving heavy things over muddy dirt roads;
three centuries ago, moving goods 50 kilometres on land between, say, Liverpool and
Manchester was as expensive as shipping them across the north Atlantic.

The development of coal-powered railways and steamships in the 19th century

revolutionized the lives of farmers. Instead of having to grow everything they needed, they
could now specialise in what they did best and rely on other producers for their remaining
needs. The result was not only food and ever-cheaper prices, but the end of widespread
famine and starvation, as the surplus from regions with good harvests could now be
transported to those that had experienced mediocre ones. Since then, petroleum-derived
fuels have largely displaced coal because of their higher energy density, cleaner combustion
and greater ease of extraction, further improving road and rail transportation systems.

While the convenience of modern methods of transportation is obvious, few people grasp
their historical significance in terms of their beneficial impact on large cities and the health of
residents. In 1898, delegates gathered in New York City for the world's first international
urban-planning conference. The topic that dominated discussions was not infrastructure or
housing, but horse manure. The problem was that as the populations of cities like New York
and London grew, the number of horses there also grew, and in New York these produced
nearly two million kilograms of manure each day. If this problem continued it was estimated
that by 1950 every street in London would be buried three metres deep in horse manure.
Unable to think of any solution, the delegates concluded that urban living was inherently
unsustainable.

Paradoxically, much of the urban manure problem was related to the growth of the railways.
The ability to deliver perishable goods, such as meat and dairy products, from locations that
benefited from better soil and climate, put many farms located near cities out of business. As
these had relied on manure from city workhorses for fertiliser, the demand for this was
greatly reduced.

The impact of urban workhorses was felt both in the cities and in the countryside. In cities,
apart from their overpowering stench, the manure piles were prime breeding grounds for
house flies, perhaps three billion of which hatched each day in US cities in the early 20th
century. With flies came outbreaks of typhoid, cholera and diphtheria. Workhorses
sometimes panicked in heavy traffic and kicked or bit bystanders. The clatter of wagon
wheels on cobblestone pavement could be deafening, and since a horse and wagon
occupied more street space than a modern truck, they also created significant traffic
congestion, while a horse that collapsed on the road created an obstruction that was difficult
to remove. The countryside also suffered. To supply the workhorses with oats and hay,
additional land had to be cleared of its natural animal life and vegetation, and sometimes
water had to be diverted to irrigate it, with considerable negative effects on the whole area.

So, while the trains, cars and trucks of the early 20th century were noisy and polluting by
today's standards, they were regarded as a significant improvement on what had gone
before. Before they were available, poor soils often meant that a large amount of land was
required to sustain a household, and much environmental damage, primarily in the form of
soil erosion, was caused by trying to farm these soils. It could be argued that modern
transportation allowed the development of remote regions like the Canadian prairies and
allowed more suitable crops to be grown in the poorer soils in Europe before being sold
elsewhere.

Over time, the concentration of food production in the world's best locations allowed some
agricultural land to revert to a wild state. For instance, France benefited from an expansion
of its forest area by one third between 1830 and 1960. This so-called 'forest transition'
occurred in the context of a doubling of the French population and a dramatic increase in
standards of living.

Improvements in logistics also allowed the production and export of food from locations
where water was abundant to regions where it was scarce, thus preventing the depletion of
water resources there. It also made possible a drastic increase in the size of our cities.
Contrary to what most people believe, the growth in cities is a positive development. In the
words of economist Ed Glaser: 'Residing in a forest might seem to be a good way of showing
one's love of nature, but living in a concrete jungle is actually far more ecologically friendly...
If you love nature, stay away from it.' It could be argued that modern transportation
technologies have been a major contributor to a wealthier, cleaner and more sustainable
world.

Questions 27-30 (Trong bản OCR, câu hỏi này là 24-27 nhưng dựa theo thứ tự câu hỏi của
các test trước và các passage trước thì nên là 27-30)

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

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

27 Why were the inhabitants of De Smet in danger of starvation?​

A The trains were unable to operate normally.​
B The harvest had been completely destroyed.​
C The roads to the town had not yet been built.​
D The farmers were reluctant to sell their produce.

28 What problem did subsistence farmers have in the past?​

A They had no effective means of storing food.​
B Food was expensive because of high shipping costs.​
C Their access to food was limited at certain times.​
D Food could not be transported for long distances by road.

29 The writer says that the use of coal to power railways and steamships​
A led to a greater range of fresh vegetables being available in urban areas.​
B was less efficient than the use of petroleum-derived products.​
C allowed farmers to be more self-sufficient than they were previously.​
D was better for the environment than using petroleum-derived products.

30 The writer refers to an urban planning conference held in 1898 in order to​
A illustrate a problem that was later solved by modern technology.​
B give an example of poor decisions made about urban planning.​
C show that urban issues were misunderstood in the past.​
D indicate the disregard at the time for public health concerns.

Questions 31-35

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

Write the correct letter, A-J, in boxes 31-35 on your answer sheet.

Problems caused by urban workhorses​

In cities, the large amounts of horse manure led to 31………………………. in the streets and
was also linked to the spread of 32………………………. . In certain situations, the horses
might even cause 33………………………. to passers-by. There were also the problems of
noise and congestion caused by horse-drawn vehicles. In the countryside, there were
problems too. The 34………………………. was damaged because of the need to provide
35………………………. for urban workhorses.
A rich landowners​
B injuries​
C food​
D accidental falls​
E environment​
F dangerous area​
G use of irrigation​
H unpleasant smells​
I treatment​
J diseases

Questions 36-40

Do the following statements agree with the views of the writer in Reading Passage 3?​
In boxes 36-40 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

36 Farmers whose land was poor failed to benefit from modern forms of transport.​
37 Between 1830 and 1960 there were positive effects associated with changing patterns of
agriculture in France.​
38 A fairer distribution of the world's water resources is needed.​
39 Living in the countryside does less harm to the environment than living in a city.​
40 It is possible that modern developments in transportation have had an effect which is
unexpected. (Câu này trong OCR không có từ cuối, tôi thêm "unexpected" dựa trên ngữ
cảnh thường gặp của dạng câu hỏi này. Nếu bạn có từ chính xác, vui lòng cung cấp.)
TEST 5

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.

Studies in the History of Art and Visual Culture

General Information​
The Department of the History of Art, which operates within the Faculty of history, offers a
one-year postgraduate course in the History of Art and Visual culture. We welcome
applicants from a broad range of backgrounds and do not require students to have a first
degree in art history. In addition to a compulsory course on Theory and Methods, students
take two one-term optional courses, and write a 15,000-word dissertation on a topic of their
choice. The course aims to redefine art history and includes a broader range of objects and
visual media than other art history courses. Images and objects produced in many contexts-
ranging from the scientific to the popular- have been brought together to show how visual
styles at different periods and in different places can be understood in relation to the
aesthetic, intellectual and social facets of various cultures.

Theory and Methods​

This core course provides an advanced introduction to the major methodological issues and
traditions of art history. The course is organised around a series of issues that relate to the
production of art and people's responses to it. Students will discuss these issues and
assigned readings in small weekly classes. In lectures, the tutors will consider works of art
from a variety of cultures in order to demonstrate that context and artistic method are
important aspects of art history.

Choosing Courses​
The optional courses listed below are not available every year and prospective students are
advised to check on the availability of specific courses. Students should also note there may
be some restrictions on combining particular courses within their degree programme.
Students wishing to take a course that does not appear in the list but is offered by the
Faculty of History will need to get permission from the relevant Course Tutor. An application
should then be made by the candidate's supervisor.

Authenticity and Replication​

The course is designed to give students exposure to a central issue of the visual arts in an
explicitly inter-disciplinary and cross-cultural framework. It will use a series of case studies to
explore the idea of 'the real' or 'the authentic 'in both images and objects. The historical and
geographical contexts to be addressed will range widely, from ancient Greece and Rome, to
early modern China and to contemporary art, including works seen as genuine as well as
works regarded as fraudulent. The course will make particularly extensive use of trips to
museums to view actual objects and Images.

French Painting 1880-1912​

The course examines the development of Post-impressionist painting between 1880 and
1912, at which point Cubism began to have a major impact on the thinking of French artists.
Rather than tracing a history of styles or individuals, we consider how artistic practices were
closely linked to contemporary developments. The rise of new forms of image distribution,
including cinema, will be addressed, as well as the changing role of painting in the public
sphere. The writings of artists and their contemporaries will be examined alongside recent
art-historical work.

Medieval European Art​

This course addresses two problems central to the history of art: the roots of artistic
invention, and suitable methods for instructing on technique. During this period, young,
would-be artists acted as assistants to a master painter in his workshop. With this type of
training, what was the scope for originality, and how was stylistic change encouraged?
These issues are brought into sharp focus by the changing visual culture of late-medieval
Europe, between the twelfth and the fifteenth centuries. The available literature on these
themes is rich, yet inconsistent: the course therefore addresses questions that are very
much open.

Reception of Classical European Art​

From the fourteenth century the discovery of classical antiquities inspired contemporary
artists, some copied closely, some restored the ancient in a contemporary style, while others
reinterpreted freely. The course focuses on sculpture, painting and architecture in Britain,
with a selection of other European works. Sculpture is examined in life-size marble statues,
and in miniature with porcelain figurines. Painting is studied through the designs painted on
vases, particularly Athenian and South Italian Architecture is examined through the ancient
Greek temples that were excavated in the nineteenth century and also replicated in
miniature for sale to travelers.

Women, Art and Culture in Early Modern Europe​

This course will explore the various roles played by women in the production and reception
of art and architecture in fifteenth-to seventeenth-century Europe. After many decades of
relative neglect, the significance of the way women contributed to the art and culture of Early
Modern Europe has come to light. By drawing on this wealth of new research, the course will
examine the careers of professional women artists working in Northern and Southern
Europe. We also consider how famous women patrons, such as Isabella d'Este and
Catherine de Medici, influenced the careers of artists and wider perceptions about art.
Another topic that will be addressed is the representation of women in the visual arts, for
example as sitters for state portraits and marriage paintings.

Questions 1-6

Do the following statements agree with the information given in Reading Passage1?​
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 Applicants to the department must have previously studied art history.​

2 Students can choose two optional courses instead of the Theory and Methods course.​
3 The course organisers had more problems collecting art objects from some historical
periods than others.​
4 The Theory and Methods course focuses on the way art is made and perceived​
5 Students will be able to do any of the optional courses that are listed.​
6 Students may be able to take an unlisted course if they get the appropriate approval.

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.

Optional courses

Authenticity and Replication

●​ genuine art is studied in addition to that considered 7……………………….

●​ art objects are studied in 8……………………….

French Painting 1880-1912

●​ the course covers the period up to when 9……………………….started to be

prominent
●​ the course looks at the connections between art and new developments such as
10……………………….

Medieval European Art

●​ the course looks at two issues: artistic creativity and processes for teaching
technique
●​ the course considers how artists could be original when taught by an expert in a
11……………………….

Reception of Classical European Art

●​ life-sized and miniature sculpture is examined

●​ painting is examined by looking at the decoration of 12……………………….
●​ architecture is assessed by studying 19th century models bought by
13……………………….
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.

Sleep-who needs it?​

It appears that some animals can survive on remarkably little sleep​
Could this also be the case for humans.

A As any new parent knows, the first months of an infant's life mean little sleep for the family.
But humans have it easy compared to orcas, also known as killer whales. University of
California, Los Angeles, neuroscientist Jerome Siegel and post-doctorate fellow Oleg Lyamin
have found that for the first month after giving birth, killers whale mothers and their calves do
not experience normal sleep at all, and neither stops moving for more than a few minutes at
a time. 'These sleep patterns contrast with those of most other mammals, which need extra
sleep during infancy and gradually sleep less as they age, while orcas are never as active as
in the first months of life,' Siegel says. The young orcas' movement and wakefulness help
them keep their body temperature constant until mass and blubber insulation develop and
allow for frequent respiration. Meanwhile the mothers of newborn orcas must constantly look
out for sharks, while teaching the calves to breath.

B According to Siegel, the results of his orca study fundamentally change our view of sleep.
'It has often been said that sleep is necessary for an animal's primary development,
particularly that of the brain,' Siegel says. 'But here we have a creature which grows one of
the largest brains in the animal kingdom, and yet it is doing this without sleep.' All mammals
and birds appear to need sleep, but scientists are unsure if reptiles and fish do. 'When you
come downstairs at three in the morning, the goldfish isn't lying on the bottom of the bowl,
it's swimming around,' Siegel says. But other scientists believe fish do enter a restful
dormant state that is at least similar to sleep.

C Some animals die without proper sleep, and experiments have shown that sleep
deprivation can cause death more quickly than food deprivation. Two weeks without sleep
can kill laboratory rats. Sleep is clearly important, but what determine how much we sleep,
and when? Siegel thinks that the sleep an animal needs is dictated less by biological
functions than by the animal's environmental niche. Availability of food is a major factor. The
long rest typical of bats, for example, helps the animas to economize on energy. 'if a bat eats
insects for only three hours in the evening, then maybe the best thing is to go hang in a cave
upside down for the rest of the day.' Siegel says.

D Sleep is not the same for all creatures. In dolphin's half the brain may rest while the other
half stays vigilantly awake, and the animal carries on everyday activities. Dolphins sleep
literally with one eye closed—the eye on the opposite side of the body to the dozing brain
hemisphere, since the right brain hemisphere works the left eye and vice versa. However, for
unknown reasons, closed eyes seem to be a virtually universal prerequisite for sleep.

E Neuroscientist Clifford Saper of the Harvard Medical School has located a small area at
the base of the brain called the ventrolateral preoptic nucleus that sends chemical signals to
other parts of the brain during sleep to slow those brain parts down and determines the best
sleep budget for the animal. It is flexible, able to reverse the normal nocturnal habits of a
rodent to make it sleep at night, if day is the only time the rodent can find what it needs to
eat. According to Saper, evidence suggest that for restoring tried muscles or any other body
system, sleep is no more effective than a comparable period of wakeful resting - except for
one critical organ, the brain. The human brain apparently cannot do without sleep. Studies
show that prolonged wakefulness leads to degradation of memory, alertness, coordination
and judgment.

F Nevertheless, studies of species exhibiting 'natural models of sleep deprivation,' as

psychologist Verner Bingman of Ohio's Bowling Green State University calls them, may allow
researchers to provide us with new methods for adapting to limited sleep without losing
effectiveness. 'We could live 20-hour lives instead of 12- or 14 hours lives, 'says Bingman,
who is studying the behavior of the migratory birds Swainson's thrushes, which for migration
purposes, go from a normal night's sleep of 10 to 12 hours down to about 2.5 hours so they
can fly at night. To handle the energy output of the long journey they must nearly double the
amount of fat in their bodies. They have to switch from a diet of seeds to one of fruits and
insects, which they must search for during the day, so further limiting their sleep time.

G Bingman and doctoral student Thomas Fuchs have discovered that during morningand
midday hours the thrushes enter phases of drowsiness, during which they take as many as
50 micro naps per hours, most of them lasting about 10 to seconds. When brain waves are
measured, these napping behaviors look very much like normal sleep. Says Bingman, "The
trick would be to develop techniques or drugs that could recreate a similar brain pattern in
humans. 'Saper, however, disagree. 'The trick would be to develop techniques or drugs that
could recreate a similar brain pattern in humans. 'Saper, however, disagree. 'The effect of 20
hours of wakefulness on driving is the equivalent of two shots of whiskey,' he warns. 'Sleep
deprivation is unfortunately a major cause of death in the US in young adults, who have a
very high crash rate between 3 and 6 am.' He thinks we are dreaming if we think we're ever
going to get by on as little sleep as newborn orcas or migrating thrushes

Questions 14-17

Look at the following findings (Questions 14-17) and the list of researchers below.​
Match each finding with the correct researcher A, B or C​
NB You may use any letter more than once

14 the physiological mechanism which controls the body's sleep patterns​

15 an observation that some creatures may have no need for sleep​
16 data indicating the dangers of extended periods of sleeplessness​
17 an animal behaviour which could serve as a basis for modifying human sleep pattern

List of Researchers​
A Jerome Siege (hoặc là Jerome Siegel)​
B Clifford Sa (hoặc là Clifford Saper)​
C VernerBingman
Questions 18-23

Complete the sentences below.​

Choose NO MORE THAN TWO WORDS from the passage for each answer.​
Write your answers in boxes 18-23 on your answer sheet.

18 Movement and wakefulness in young orcas assist them in maintaining​

19 New orca mothers need to be awake in order to protect their young from​
20 Sleep deprivation experiments on ………………………. have shown that animals die
without adequate sleep​
21 Scientists have not yet worked out why almost all animals sleep with……………………….​
22 For humans, sleep is vital for the efficient functioning of the……………………….​
23 During periods of ………………………. Swainson's thrushes experience severe sleep
deprivation

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 on pages 10 and 11.

Looking at daily life in ancient Rome​

In this preface to a history the writer explains the factors affecting he scope of his study

If our ideas on Roman life are not to become lost in confusion. we must study it within as
strictly defined time. Nothing changes more rapidly than human customs. Looking at our own
more familiar world, apart from the great scientific discoveries of recent centuries which have
turned it upside down -steam, electricity, railways, motor cars and aeroplanes, for example it
is clear that the elementary forms of everyday life have been subject to increasing change.
Potatoes. for example, were not introduced into Europe until the sixteenth century, coffee
was first drunk there in the late sixteenth or early seventeenth, and the banana was used in
desserts in Europe at the beginning of the twentieth. The law of change was not less
operative in antiquity. It was a commonplace of Roman rhetoric to contrast the crude
simplicity of the Republic (509 BC-27BC) with the luxury and refinement of the imperial times
which followed. There is no common measure whether of home or house or furniture.
Between ages which are so different.

Since a choice of time must necessarily be made, this history will confine itself to studying
the generation which was born about the middle of the first century AD, toward the end of
the reign of Claudius (41-54 AD) or the beginning of the reign of Nero (54-68 AD), and which
lived on into the reign of Trajan (98-117 AD) and of Hadrian (117-138 AD). This generation
saw the Roman Empire at its most powerful and prosperous. It was witness to the last
conquests of the Caesars: the conquest of Dacia, in modern-day eastern Europe, which
brought vast mineral wealth into the Empire, and the conquest of Arabia, which helped to
bring the riches of India and East Asia flooding into Rome. In the material domain, this
generation attained the pinnacle of ancient civilization.
By a fortunate coincidence -all the more fortunate in that Latin literature was soon to run
nearly dry -this generation is the one whose records combine to offer us the most complete
picture of Roman life that we possess. We have a profusion of vivid and picturesque
descriptions, precise and colourful, in such works as the Epigrams of Martial, the Satires of
Juvenal and the Letters of Pliny. In addition, the Forum of Trajan in Rome itself and the ruins
of Herculaneum and Pompeii, the two prosperous resorts buried by eruption of Mount
Vesuvius in 79AD. supply an immense fund of archaeological evidence. Later excavations
have also restored to us the ruins of the city of Ostia, which date in the main from the time
when the Emperor Hadrian created this great commercial city as a realisation of his town
planning ideas, Fortune has favoured the historian of this time.

It is not enough to focus our study of Roman life only on a fixed time. It would lack
foundation and consistency if we did not also focus it in space-in the country or in the town.
Even today when the facilities for communication bring something of the city into the
smallest and most isolated country cottage, there remains a significant difference between
rural existence and the excitement of city life: a much greater gulf separated the peasant
from the townsman of antiquity. So large was the inequality between them that, according to
the historian Rostovtzeff, it pitted one against the other in a fierce and silent struggle which
pierced the wall protecting the Roman privileged classes from the barbarian flood from the
north**. When the barbarian forces began to invade Roman territory, the peasants decided
to fight alongside them.

The townsman, in fact, enjoyed all the goods and resources of the earth. The peasant knew
nothing but unending labour without profit and was unable to enjoy the activities available in
even the poorest of cities: the liveliness of the sports field, the warmth of the public baths
and the magnificence of public spectacles. In a work on the history of everyday life, we must
give up any attempt to blend two such dissimilar pictures into one and must choose between
them. The time which we have chosen to describe day by day is that of those Roman
subjects who spent their time exclusively in the town, or rather in The City, Rome, which they
regarded as the hub and centre of the universe, proud and wealthy ruler of a world which
seemed at that time to have been pacified forever.

To perform our task well, we must first try to form an adequate picture of the surroundings in
which our subjects lived, and by which their lives were coloured, freeing ourselves from any
misconceptions concerning it. We must seek to reconstruct the physical nature of the great
city and the social milieu of the various classes of the hierarchy by which it was governed.
We must also investigate the moral background of thought and sentiment which can help
explain both its strength and its weaknesses. The way in which the Romans of Rome
employed their time can only be studied satisfactorily after we have plotted out the main
lines of the framework within which they lived and outside of which the routine of their daily
life would be more or less unintelligible.

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 the period mentioned in the second Paragraph?​
A There was a high level of immigration into Rome.​
B The export of minerals made Rome rich.​
C Rome sent armies to control trade with India and East Asia.​
D The Roman standard of living reached its highest level

28 Ostia is mentioned as​

A a city which often features in literature.​
B an important area for archaeolbaical research.​
C the birthplace of a Roman Emperor.​
D a city whose layout was similar to that of Rome

29 The statement that Fortune has favoured the historian of this time refers to the fact that​
A historians of this period have become wealthy as a result of their discoveries.​
B works on this period are popular among the reading public.​
C a wide range of sources is available for this period.​
D this period has been less studied than many others.

30 In comparing urban and rural life in the Roman Empire, the writer states that​
A rural Romans were largely illiterate.​
B rural life and urban life had little in common.​
C little information is available concerning rural life.​
D most readers of history are more interested in city life.

Questions 31-36

Do the following statements agree with the claims of the writer in Reading Passage 3?​
In boxes 31-36 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

31 Rome s conquest of Arabia resulted in large-scale immigration from the east into Rome.​
32 More can be learned about Roman life from the literature of the period studied in this
book than from later Latin literature.​
33 Discoveries at Herculaneum and Pompeii showed that certain beliefs about Roman life
were wrong.​
34 Roman peasants provided assistance to the Empire when it was attacked.​
35 Rural inhabitants of the Roman Empire had a difficult life.​
36 Entertainment facilities were limited to the city of Rome itself.

Questions 37-40

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

Write the correct letter, A-I in boxes 37-40 on your answer sheet.
The scope of the writers study​
It was important for the writer to limit several aspects of his 37………………………. . He
decided to focus on a limited 38………………………. in Roman history, and to concentrate
on the section of the population who were 39………………………. . The writer was
interested in the physical environment, the people that ruled the country and the
40………………………. that contributed both to Rome's strength and to its weaknesses.

A emperors​
B setting​
C values​
D peasants​
E city-dwellers​
F social classes​
G myths​
H period​
I investigation
TEST 6

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.

Ambergris- what is it and where does it come from?

In the ancient world, they waxy grey substance we now refer to as ambergris was highly
prized for its medicinal properties, and was widely used as a spice, which was believed to be
an aphrodisiac when added to food or wine. Ambergris itself is pleasantly aromatic,
especially when warmed, and it was also highly valued as a fixing agent in the making of
perfume, since it enabled a scent to retain its fragrance for much longer than might
otherwise have been possible. Most ambergris was found in the form of lumps floating on
the surface of the sea, or washed up on the shores of tropical and temperate oceans, At one
time, ambergris was worth its weight in gold, but there was much confusion about its origins.

Ambergris was known to the Arabs as 'ambar' and was originally called amber in the west in
the Middle Ages. This eventually led to further confusion in the popular mind between
ambergris and true amber, the mineral known to mineralogists as succinite, which is actually
fossilised tree resin, and generally yellow in colour. Both substances were rare and costly,
and both were associated with the sea, largely because for Europeans the most common
source of amber was the shores of the Baltic. In Chapter 92 of Moby Dick, the American
writer Herman Melville pours scorn on those who believed the two substances to be the
same: 'Though the word ambergris is but the French compound for grey amber, yet the two
substances are quite distinct. For amber, though at times found on the sea-coast, is also dug
up in some far inland soils, whereas ambergris is never found except upon the sea. Besides,
amber is a hard, transparent, brittle, odorless substance, used for mouth-pieces to pipes, for
beads and ornaments; but ambergris is soft, waxy, and so highly fragrant that it is largely
used in perfumery.'

Moby Dick was published in 1851, by which time the mystery of the origins of ambergris had
been resolved by the scientific community. In 1783, the botanist Joseph Banks, who had
accompanied Captain James Cook on his voyages of discovery in the Pacific, presented a
paper to the Royal Society of London by the German physician Dr. Franz Xavier
Schwediawer in which it was conclusively proved that ambergris came from sperm whales.
In this, he was confirming an observation made in the 13th century by the great Venetian
traveller Marco Polo who, while on the island of Socotra in the Indian Ocean, had witnessed
a sperm whale vomiting up ambergris. But whereas Marco Polo imagined that the whale had
swallowed the lump in the depths of the sea, Schwediawer showed that the origin of the
material was inside the whale whale itself.
The sperm whale is the largest of the odontocetes, or toothed whales, Males can grow up to
20 meters in length. Melville described the sperm whale as ' the king of whales', and his
novel Moby Dick is based on the pursuit of one such creature. Sperm whales are renown for
their ability to dive to great depths, possibly a far 3,000 metres below the surface, and for
remaining underwater for periods of two hours or more in pursuit of their favourite prey, the
giant squid.

It is from the problems the whales have in digesting the beaks of such creatures that
ambergris has its origins. The beak is sharp and irritates the what lower intestine, which
responds by producing a black, foul-smelling liquid. It is not clear to scientists whether this
secretion should be considered a normal response by the whale's digestive system or a
pathological one, but from time to time large quantities of the liquid are vomited up by the
whale. Once outside the whale's body and exposed to air, the substance hardens, acquiring
the waxy, greyish and pleasantly aromatic characteristics of ambergris. Often the beaks of
squid are still found embedded in lumps of ambergris, some of which can weigh several
hundred kilograms. Melville took some delight in contrasting the origins of ambergris with the
high value placed upon it by refined society: ' Who would think, then, that such fine ladies
and gentlemen should ragale themselves with an essence found in the inglorious bowels of
a sick whales!'

Sperm whales were ruthlessly pursued by commercial whalers in the 19th and 20 centuries.
In 1963-64 alone, almost 30,000 individuals were killed, and only the imposition of a ban on
the hunting of sperm whales in 1984 saved the species from extinction. Ambergris was by
far the most valuable product to be extracted during the processing of the whales' carcasses,
and over 90 per cent of the annual worldwide total was acquired in this way, as a by-product
of commercial whaling. However, even before the ban on hunting sperm whales was
imposed, the 1972 Marine Mammal Protection Act had prohibited trade in ambergris. Just as
petroleum and plastic products were replacing other natural products of whaling, so
ambergris was supplanted in the making of perfume by other materials, some natural and
some synthetic in origin. Nevertheless, it is possible that, as sperm whale populations
recover to their former numbers in the wild, so the sight of lumps of ambergris washed
ashore along the tide line will once again become a familiar one to beachcombers the world
over.

Questions 1-6

According to the information in Reading Passage 1, classify the following facts as referring to​
A ambergris only​
B amber only​
C both ambergris and amber​
D neither ambergris nor amber

​
Write the correct letter, A, B, C or D, in boxes 1-6 on your answer sheet.

1 very expensive​
2 a food flavouring​
 3 used as currency​
4 sweet-smelling​
5 referred to by Herman Melville​
6 can be seen through

Questions 7-9

Complete the flow-chart below​

Choose NO MORE THAN TWO WORDS from the passage for each answer.​
Write your answers in boxes 7-9 on your answer sheet

How ambergris is formed

Ambergris is formed in whales because of problems digesting the 7 ……………………….of giant

squid.

​
↓

Black liquid is produced and is 8 ………………………. from time to time

​
↓​

The liquid 9 ……………………….on contact with the air.

Questions 10-13

Do the following statements agree with the information given in Reading Passage 1?​
In boxes 10-13 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

10 In the 20th century, most of the world's ambergris came from processing dead whales.​
11 The value of ambergris has increased recently.​
12 Ambergris remains an important ingredient in perfume​
13 New uses have recently been found for ambergris.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 in pages 5 and 6.

PHOTOGRAPHY​
Photography emerged as part of a cluster of technical inventions and innovations around the
middle of the nineteenth century. Hailed as a great technological invention, it immediately
became the subject of debates concerning its aesthetic status and soda uses

A Central to the nineteenth-century debate about the nature of photography as a new

technology was the question as to how far it could be considered as art. It was celebrated for
its putative ability to produce accurate images of what was in front of the camera's lens:
images which were seen as being mechanically produced and thus free of the selective
discriminations of the human eye and hand. On precisely the same grounds, the medium
was often regarded as falling outside the realm of art as its assumed power of accurate,
dispassionate recording appeared to leave no room for the artist's compositional creativity.

B Debates concerning the status of photography as art continued to take place in periodicals
throughout the nineteenth century. The French poet Baudelaire linked 'the invasion of
photography and the great industrial madness of today' and asserted that if photography is
allowed to deputise for art in some of arts activities, it will not be long before it has
supplanted or corrupted art altogether. In his view, photography's only function was to
support intellectual enquiry.

C Baudelaire was not alone in this view. Absolute material accuracy was seen as the
hallmark of photography, and the nineteenth-century desire to explore, record and catalogue
human experience, both at home and overseas, encouraged people to emphasise
photography as a method of naturalistic documentation, rather than any type of art form.

D Photographers responded to criticisms of this kind in two ways: either they accepted that
photography was something different from art and sought to discover what the intrinsic
properties of the medium were, or they pointed out that photography was more than a
mechanical form of image-making, that it could be worked on and contrived so as to produce
pictures which in some ways resembled paintings. 'Pictorial' photography from the 1850s
onwards sought to overcome the problems of photography by careful arrangement of all the
elements of the composition and by reducing the signifiers of technological production within
the photograph. For example, they ensured that the image was somewhat blurred: they
made pictures of allegorical subjects, including religious scenes, and those who worked with
the gum bichromate process scratched their prints in an effort to imitate something of the
appearance of a canvas.

E In the other camp were those photographers who celebrated the qualities Of straight
photo- graphy (with an emphasis upon direct documentary typical Of the Modern period in
American photography)and did not want to treat the medium as a kind of monochrome
painting. They were interested in photography's ability to provide apparently accuratem
records of the visual world and tried to give their images the formal status and finish of
paintings while concentrating their attention on its intrinsic quality.

F Photography in Britain and France was initially heralded for its technical recording abilities.
With few exceptions, the emphasis was on picture-taking rather than picture- making-to echo
a distinction made by Margaret Harker. She suggests that the development of the art of
photography in the late 1850s can be partly accounted for through the increasing
involvement of people trained as artists. They brought with them a concern for form and
composition and, in particular, the use of light. Photography came to encroach very directly
on genres of painting such as portraiture, not only taking over some of the work of painters,
but also extending their work. For instance, while few could afford the time and cost of sitting
for a painted portrait, the studio photographer could offer a similar service more cheaply. As
such, portraiture became more democratically available. This did not prevent a continuing
hierarchy: the painted portrait was still commissioned by the wealthy and the aristocracy. But
it did allow a greater number of people the status of seeing themselves pictured.

G Furthermore, photography provoked artists to re-examine the nature and potential of paint
as a particular medium. Photography appeared to be more successful than painting in
capturing likenesses. It had a sense of instantaneousness that painting lacked. It has been
suggested that photography encouraged Impressionist painters to experiment with manners
of painting which could also capture a sense of the moment, and the passage of light. It is a
truism that photography released painting from its responsibility for literal depiction, allowing
it to become more experimental. However, the developing relationship between the two was
considerably more symbiotic.

H Another respect in which photography may be said to have extended art was in its role as
the re-presenter of art objects, It was no longer necessary to travel to Florence to see
paintings of the Medics, or to Egypt to contemplate classical architecture or artefacts; you
could visit an exhibition and view reproductions.

Questions 14-17

Reading Passage 2 has eight paragraphs, A-H.​

Which paragraph contains the following information?​
Write the correct letter, A-H, in boxes 14-17 on your answer sheet.

14 fears voiced about the potential threat posed to art by photography​

15 the skills of artists being used in photography​
16 the attempts of photographers to imitate art​
17 the influence of photography on artists and painting

Questions 18-22
Complete the summary of paragraphs D and E below.​
Choose ONE WORD ONLY from paragraph D or E for each answer.​
Write your answers in boxes 18-22 on your answer sheet.

Photographers' responses to criticism​

In response to the suggestion that photography could not be considered an art form
photographer acted in two ways. Some of them rejected this criticism, certain that they could
create pictures similar to 18 ………………………. did this by carefully setting up the different
parts of the 19 ………………………. before taking the photograph. Other things they did
included causing the picture to be rather 20 ……………………….and some who wanted to
try to make the print look like a canvas even 21 ………………………. their photographs.
Others were anxious that their work should not be looked upon as some sort of 22
……………………….painting and were much more concerned with the fact that the camera
seemed to be able to produce a more accurate representation of what they could see around
them.

Questions 23-26

Do the following statements agree with the information given in Reading Passage 2?​
In boxes 23-26 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

23 In the 1850s, trained artists were reluctant to take up photography.​

24 Many photographers felt the need to learn certain techniques from taking art courses.​
25 Photography brought the demand for portrait painting to an end.​
26 With the advent of photography. some painters no longer concerned themselves with
accuracy.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 on pages 9 and 10.

The long view​

Climate change, moon bases, cybercrime we all know the predictions, but how are they
made? One expert explains the science of futurology

The business of predicting the future has a long history. Several millennia ago in ancient
Greece, people would consult Apollo, the god of prophecy, to learn if fortune favoured their
chosen course of action. The tradition has changed considerably since then. Today,
futurology is a science that Drives a thriving business - its three Main consumers being the
military, big Business and national governments. Modern futurists do not predict that a
certain event will occur at a particular time. Instead they look at what is happening now to
see what this may lead to further down the line. Alternatively, they start with a desired Result
and work out how people and Organisations can be manoeuvred into Realising that
ambition.

The oil company Shell has been one of the major producers of future studies. It recently
published a comprehensive study looking at how people may live in 2020 and 2050, given
the type of energy which is purchased. Philip Watts from Shell says, 'This is not an exercise
in prophecy. Rather it is designed to challenge our thinking so that we can make better
choices in today's business world.'

The short-term attitudes and bureaucracy of many government can be frustrating to futurists,
but this mutual wariness is slowly changing. The Scottish Parliament recently hosted a
conference of 150 futurists form across the globe. The parliament is setting up a forum to
look at where Scotland is heading in the next 20 years. Among the issue are demographics
and economic competition within Europe and with Asia. It's a first for the United Kingdom,
although not for Europe- this strategy has already been put into practice in Finland.

Eamonn Kelly, head of the San Francisco-based Global Business Network futurist group,
was one of those who attended the conference. According to Kelly, 'There are many different
tools a futurist can employ but essentially there are three main ingredients. First, there is the
'science', which can encompass everything from environmental studies to psychology. Then,
there is the "craft", which may include interviews and the creation of maps of cause and
effect. Finally, there is the "art", the intuitive ability to meld all this into a coherent whole.

Dr Jame Canton is founder of the San Francisco-based Institute for Global Futures and has
been an adviser to leading US companies. Like many futurists he started in the private
sector but is also comfortable in academia and has an urge to change things for the better.'
A futurist is an alchemist who mixes the qualitative,' he says. 'He needs intuition and has to
work with people from a range of academic backgrounds gathering primary evidence about
what motivates people. Futurists are constantly discussing ideas with their peers, but they do
not simply surf the net picking up on the latest fad.'

New Zealand futurist Robin Gunston say, "I don't believe you can train yourself to become
futurist. A certain amount of this is to do with how your brain is hard-wired and we know this
is difficult to change. Futurology requires extensive life experience and a broad education to
test theories against. Much of modern teenage culture is about me, what I want and what the
world owes me-that does not make it easy to see different kinds of futures and pose the hard
questions about how we will get there.'

Those best able to respond to futurists are the most agile. 'Large corporations beholden to
shareholders and governments burdened by bureaucracy are often simply too slow. Asian
companies tend to be better prepared because they take a longer perspective. Sony, for
example is very forward looking,' Canton says. 'There will be sunset and sunrise nations and
corporations, in terms of prosperity in the 21st century. The winners will be those
corporations and governments which conduct future studies and take steps to become
future-proofed.'

According to Alan Beckley, a former West Mercia chief inspector and past president of the
Police Futurists International (PFI), getting public bodies in the UK future-proofed could be a
long process. 'People are concerned about the methodology and the reliability of future
studies,' he says. They are more likely to follow their political masters than go to them and
say. "We have done this scenario, and this is what we should do". However, as the Scottish
Parliament has shown, there are a few examples of government exercises. Also, in 2003
Britain's Foreign and Commonwealth Office (FCO) published for the first time its strategic
thinking for the next decade. This document was drawn up with the help if in-house and
outside futurists. FCO minister Bill Rammell says," We do occasionally look further ahead
than the next ten years on issues such as demographics. But the period chosen for the
strategy was deliberately a decade. Even assumptions about technology get very shaky
beyond that.

American futurist Steve Brant stresses the importance of remembering that the road ahead
has yet to be chosen. 'People can create the future they want using various points of
leverage,' he says. 'We have much more influence over what the future will be like than
many of us realise'. Futurists used to be like firefighters-they tried to work out what to do if
things went wrong. Now, the aim of this profession is to imagine the best possible future for
society and start creating it today.

Questions 27-33

Look at the following statements (Questions 27-33) and the list of people below.​
Match each statement with the correct person, A-F.​
Write the correct letter, A-F, in boxes 27-33 on your answer sheet.​
NB You may use any letter more than once

27 Flexible organisations are in a better position to make use of futurology​

28 Predictions about any period beyond the next ten years cannot be trusted​
29 Only certain people are suited to becoming futurists​
30 Future studies are designed to inform current commercial decisions​
31 Futurology involves a broad exchange of information but is not influenced by every new
idea​
32 People are not aware of the extent to which they can determine the future​
33 A lack of confidence in futurology affects how widely it is used

List of People​
A Philip Watts​
B Dr James Canton​
C Robin Gunsto (OCR: Robin Gunston)​
D Alan Beckley​
E Bill Rammell​
F Steve Brant

Questions 34-37
Complete the sentence below.​
Choose NO MORE THAN TWO WORDS from the passage for each answer.​
Write your answers in boxes 34-37 on your answer sheet.

34 A report by Shell considered the impact of various kinds of ………………………. on future

lifestyles.​
35 The Scottish parliament has decided to use futurists to advise on ……………………….
from Asian and other European countries.​
36 Dr James Canton is similar to other futurists in that he began his career in the
………………………. .​
37 Britain s FCO sometimes studies developments in areas like………………………. beyond
10 years

Questions 38-40

Choose THREE letters A-G​

Write the correct letters in boxes 38-40 on your answer sheet.​
Which THREE of the following statements are true according to the passage?

A Present-day futurology can focus on achieving a particular outcome​

B Futurists recognise that most governments have already made long-term plans​
C The world's first futurology was hosted by Finland.​
D Futurists need to talk to people from various areas of expertise.​
E Futurists should carry out internet research to keep up with popular trends.​
F Aspects of modern culture prepare people well for a career in futurology.​
G conducting future studies can affect whether a company continues to be successful.