CAMBRIDGE 7

Let's Go Bats
A. Bats have a problem: how to find their way around in the dark.They hunt at night,
and cannot use light to help them find prey and avoid obstacles. You might say
that this is a problem of their own making, one that they could avoid simply by
changing their habits and hunting by day. But the daytime economy is already
heavily exploited by other creatures such as birds. Given that there is a living to be
made at night, and given that alternative daytime trades are thoroughly
occupied, natural selection has favoured bats that make a go of the night-hunting
trade. It is probable that the nocturnal trades go way back in the ancestry of all
mammals. In the time when the dinosaurs dominated the daytime economy, our
mammalian ancestors probably only managed to survive at all because they found
ways of scraping a living at night. Only after the mysterious mass extinction of the
dinosaurs about 65 million years ago were our ancestors able to emerge into the
daylight in any substantial numbers.
B. Bats have an engineering problem: how to find their way and find their prey in the
absence of light. Bats are not the only creatures to face this difficulty today.
Obviously the night-flying insects that they prey on must find their way about
somehow. Deep-sea fish and whales have little or no light by day or by night. Fish
and dolphins that live in extremely muddy water cannot see because, although
there is light, it is obstructed and scattered by the dirt in the water. Plenty of other
modern animals make their living in conditions where seeing is difficult or
impossible.
C. Given the questions of how to manoeuvre in the dark, what solutions might an
engineer consider? The first one that might occur to him is to manufacture light, to
use a lantern or a searchlight. Fireflies and some fish (usually with the help of
bacteria) have the power to manufacture their own light, but the process seems to
consume a large amount of energy. Fireflies use their light for attracting
mates.This doesn't require a prohibitive amount of energy: a male’s tiny pinprick
of light can be seen by a female from some distance on a dark night, since her eyes
are exposed directly to the light source itself. However using light to find one's
own way around requires vastly more energy, since the eyes have to detect the tiny
fraction of the light that bounces off each part of the scene. The light source must
therefore be immensely brighter if it is to be used as a headlight to illuminate the
path, than if it is to be used as a signal to others. In any event, whether or not the
reason is the energy expense, it seems to be the case that, with the possible
 exception of some weird deep-sea fish, no animal apart from man uses
manufactured light to find its way about.
D. What else might the engineer think of? Well, blind humans sometimes seem to
have an uncanny sense of obstacles in their path. It has been given the name 'facial
vision’, because blind people have reported that it feels a bit like the sense of
touch, on the face. One report tells of a totally blind boy who could ride his
tricycle at good speed round the block near his home, using facial vision.
Experiments showed that, in fact, facial vision is nothing to do with touch or the
front of the face, although the sensation may be referred to the front of the face,
like the referred pain in a phantom limb.The sensation of facial vision, it turns out,
really goes in through the ears.
E. Blind people, without even being aware of the fact, are actually using echoes of
their own footsteps and of other sounds, to sense the presence of obstacles. Before
this was discovered, engineers had already built instruments to exploit the
principle, for example to measure the depth of the sea under a ship. After this
technique had been invented, it was only a matter of time before weapons
designers adapted it for the detection of submarines. Both sides in the Second
World War relied heavily on these devices, under such codenames as Asdic
(British) and Sonar (American), as well as Radar (American) or RDF (British),
which uses radio echoes rather than sound echoes.
F. The Sonar and Radar pioneers didn't know it then, but all the world now knows
that bats, or rather natural selection working on bats, had perfected the system tens
of millions of years earlier; and their radar' achieves feats of detection and
navigation that would strike an engineer dumb with admiration. It is technically
incorrect to talk about bat 'radar', since they do not use radio waves. It is sonar. But
the underlying mathematical theories of radar and sonar are very similar; and
much of our scientific understanding of the details of what bats are doing has
come from applying radar theory to them. The American zoologist Donald Griffin,
who was largely responsible for the discovery of sonar in bats, coined the term
'écholocation' to cover both sonar and radar, whether used by animals or by human
instruments.

Questions 1-5
Reading Passage 1 has five paragraphs, A-E.
Which paragraph contains the following information?
Write the correct letter. A-E, in boxes 1-5 on your answer sheet.

1. examples of wildlife other than bats which do not rely on vision to navigate by
2. how early mammals avoided dying out
3. why bats hunt in the dark
4. how a particular discovery has helped our understanding of bats
5. early military uses of echolocation

Questions 6-9
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 6-9 on your answer sheet.

Facial Vision
Blind people report that so-called 'facial vision' is comparable to the sensation of touch
on the face. In fact, the sensation is more similar to the way in which pain from a
6…………… arm or leg might be felt. The ability actually comes from perceiving
7………….. through the ears. However, even before this was understood, the principle
had been applied in the design of instruments which calculated the 8 ………….. of the
seabed. This was followed by a wartime application in devices for finding
9……………….. .

Question 10-13
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 10-13 on your answer sheet.
10 Long before the invention of radar, …………… had resulted in a sophisticated radar-
like system in bats.
11 Radar is an inaccurate term when referring to bats because ……………….…… are
not used in their navigation system.
12 Radar and sonar are based on similar……………
13 The word 'echolocation' was first used by someone working as a ……………

Making Every Drop Count

A The history of human civilization is intertwined with the history of ways we have
learned to manipulate water resources. As towns gradually expanded, water was brought
from increasingly remote sources, leading to sophisticated engineering efforts such as
dams and aqueducts. At the height of the Roman Empire, nine major systems, with an
innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as
much water per person as is provided in many parts of the industrial world today.

B During the industrial revolution and population explosion of the 19th and 20th
centuries, the demand for water rose dramatically. Unprecedented construction of tens of
thousands of monumental engineering projects designed to control floods, protect clean
water supplies, and provide water for irrigation and hydropower brought great benefits to
hundreds of millions of people. Food production has kept pace with soaring populations
mainly because of the expansion of artificial irrigation system that makes possible the
growth of 40% of the world’s food. Nearly one-fifth of all the electricity generated
worldwide is produced by turbines spun by the power of falling water.

C Yet there is a dark side to this picture: despite our progress, half of the world’s
population till suffers, with water services inferior to those available to the ancient
Greeks and Romans. As the United Nations report on access to water reiterated in
November 2001, more than one billion people lack access to clean drinking water: some
two and half billion do not have adequate sanitation services. Preventable water-related
diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence
suggests that we are falling behind in efforts to solve their problems.
D The consequences of our water policies extend beyond jeopardizing human health.
Tens of millions of people have been forced to move from their homes – often with little
warning or compensation – to make way for the reservoirs behind dams. More than 20%
of all freshwater fish species are now threatened or endangered because dams and water
withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain
irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater
aquifers* are being pumped down faster than they are naturally replenished in part of
India, China, the USA and elsewhere. And disputes over shared water resources have led
to violence and continue to raise local, national and even international tensions.

E At the outset of the new millennium, however, the way resource planners think about
water is beginning to change. The focus is slowly shifting back to the provision of basic
human and environmental needs as a top priority – ensuring ‘some for all,’ instead of
‘more for some’. Some water experts are now demanding that existing infrastructure be
used in smarter ways rather than building new facilities, which is increasingly considered
the option of last, not first, resort. This shift in philosophy has not been universally
accepted, and it comes with strong opposition from some established water organizations.
Nevertheless, it may be the only way to address successfully the pressing problems of
providing everyone with clean water to drink, adequate water to grow food and a life free
from preventable water-related illness.

F Fortunately – and unexpectedly – the demand for water is not rising as rapidly as some
predicted. As a result, the pressure to build now water infrastructures has diminished over
the past two decades. Although population, industrial output and economic productivity
have continued to soar in developed nations, the rate at which people withdraw water
from aquifers, rivers and lacks has slowed. And in a few parts of the world, demand has
actually fallen.

G What explains this remarkable turn of events? Two factors: people have figured out
how to use water more efficiently, and communities are rethinking their priorities for
water use. Throughout the first three-quarters of the 20th century, the quantity of
freshwater consumed per person doubled on average; in the USA, water withdrawals
increased tenfold while the population quadrupled. But since 1980, the amount of water
consumed per person has actually decreased, thanks to a range of new technologies that
help to conserve water in homes and industry. In 1965, for instance, Japan used
approximately 13 million gallons* of water to produce $1 million of commercial output;
by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) – almost a
quadrupling of water productivity. In the USA, water withdrawals have fallen by more
than 20% from their peak in 1980.

H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to
be built, particularly in developing countries where basic human needs have not been
met. But such projects must be built to higher specifications and with more accountability
to local people and their environment than in the past. And even in regions where new
projects seem warranted, we must find ways to meet demands with fewer resources,
respecting ecological criteria and to smaller budget.

Questions 14-20
Reading Passage 2 has seven paragraphs, A-H
Choose the correct heading for paragraphs A and C-H from the list of headings below.
Write the correct number, i-xi, in boxes 14-20 on your answer sheet.

List of Headings
i) Scientists’ call for revision of policy
ii) An explanation for reduced water use
iii) How a global challenge was met
iv) Irrigation systems fall into disuse
v) Environmental effects
vi) The financial cost of recent technological improvements
vii) The relevance to health
viii) Addressing the concern over increasing populations
ix) A surprising downward trend in demand for water
x) The need to raise standards
xi) A description of ancient water supplies

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

Question 21-26
Do the following statement agree with the information given in Reading Passage 2.
In boxes 21-26 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

21. Water use per person is higher in the industrial world than it was in Ancient Rome.
22. Feeding increasing populations is possible due primarily to improved irrigation
systems
23. Modern water systems imitate those of the ancient Greeks and Romans.
24. Industrial growth is increasing the overall demand for water.
25. Modern technologies have led to reduction in the domestic water consumption.
26. In the future, governments should maintain ownership of water infrastructures.
Educating Psyche
A. Educating Psyche by Bernie Neville is a book which looks at radical new
approaches to learning, describing the effects of emotion, imagination and the
unconscious on learning. One theory discussed in the book is that proposed by
George Lozanov, which focuses on the power of suggestion.
B. Lozanov's instructional technique is based on the evidence that the connections
made in the brain through unconscious processing (which he calls non-specific
mental reactivity) are more durable than those made through conscious processing.
Besides the laboratory evidence for this, we know from our experience that we
often remember what we have perceived peripherally, long after we have forgotten
what we set out to learn. If we think of a book we studied months or years ago, we
will find it easier to recall peripheral details - the colour, the binding, the typeface,
the table at the library where we sat while studying it - than the content on which
we were concentrating. If we think of a lecture we listened to with great
concentration, we will recall the lecturer's appearance and mannerisms, our place
in the auditorium, the failure of the air-conditioning, much more easily than the
ideas we went to learn. Even if these peripheral details are a bit elusive, they come
back readily in hypnosis or when we relive the event imaginatively, as in
psychodrama. The details of the content of the lecture, on the other hand, seem to
have gone forever.
C. This phenomenon can be partly attributed to the common counterproductive
approach to study (making extreme efforts to memorise, tensing muscles, inducing
fatigue), but it also simply reflects the way the brain functions. Lozanov therefore
made indirect instruction (suggestion) central to his teaching system. In
suggestopedia, as he called his method, consciousness is shifted away from the
curriculum to focus on something peripheral. The curriculum then becomes
peripheral and is dealt with by the reserve capacity of the brain.
D. The suggestopedic approach to foreign language learning provides a good
illustration. In its most recent variant (1980), it consists of the reading of
vocabulary and text while the class is listening to music. The first session is in two
parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the
teacher reads the text slowly and solemnly, with attention to the dynamics of the
music. The students follow the text in their books. This is followed by several
minutes of silence. In the second part, they listen to baroque music (Bach, Corelli,
Handel) while the teacher reads the text in a normal speaking voice. During this
time they have their books closed. During the whole of this session, their attention
is passive; they listen to the music but make no attempt to learn the material.
E. Beforehand, the students have been carefully prepared for the language learning
experience. Through meeting with the staff and satisfied students they develop the
expectation that learning will be easy and pleasant and that they will successfully
learn several hundred words of the foreign language during the class. In a
preliminary talk, the teacher introduces them to the material to be covered, but
does not 'teach' it. Likewise, the students are instructed not to try to learn it during
this introduction.
F. Some hours after the two-part session, there is a follow-up class at which the
students are stimulated to recall the material presented. Once again the approach is
indirect. The students do not focus their attention on trying to remember the
vocabulary, but focus on using the language to communicate (e.g. through games
or improvised dramatisations). Such methods are not unusual in language
teaching. What is distinctive in the suggestopedic method is that they are devoted
entirely to assisting recall. The 'learning' of the material is assumed to be
automatic and effortless, accomplished while listening to music. The teacher's task
is to assist the students to apply what they have learned paraconsciously, and in
doing so to make it easily accessible to consciousness. Another difference from
conventional teaching is the evidence that students can regularly learn 1000 new
words of a foreign language during a suggestopedic session, as well as grammar
and idiom.
G. Lozanov experimented with teaching by direct suggestion during sleep, hypnosis
and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva
mind-control, religious ceremonies and faith healing are all associated with
successful suggestion, but none of their techniques seem to be essential to it. Such
rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding
suggestion in his own system is also a placebo, but maintains that without such a
placebo people are unable or afraid to tap the reserve capacity of their brains. Like
any placebo, it must be dispensed with authority to be effective. Just as a doctor
calls on the full power of autocratic suggestion by insisting that the patient take
precisely this white capsule precisely three times a day before meals, Lozanov is
categoric in insisting that the suggestopedic session be conducted exactly in the
manner designated, by trained and accredited suggestopedic teachers.
H. While suggestopedia has gained some notoriety through success in the teaching of
modern languages, few teachers are able to emulate the spectacular results of
Lozanov and his associates. We can, perhaps, attribute mediocre results to an
inadequate placebo effect. The students have not developed the appropriate mind
 set. They are often not motivated to learn through this method. They do not have
enough 'faith'. They do not see it as 'real teaching', especially as it does not seem to
involve the 'work' they have learned to believe is essential to learning.
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 The book Educating Psyche is mainly concerned with

A. the power of suggestion in learning
B. a particular technique for learning based on emotions.
C. the effects of emotion on the imagination and the unconscious.
D. ways of learning which are not traditional.

28 Lozanov's theory claims that then we try to remember things,

A. unimportant details are the easiest to recall.
B. concentrating hard produces the best results.
C. the most significant facts are most easily recalled.
D. peripheral vision is not important.

29 In this passage, the author uses the examples of a book and a lecture to illustrate that
A. both these are important for developing concentration.
B. his theory about methods of learning is valid.
C. reading is a better technique for learning than listening.
D. we can remember things more easily under hypnosis.

30 Lozanov claims that teachers should train students to

 A. memorise details of the curriculum.
B. develop their own sets of indirect instructions.
C. think about something other than the curriculum content.
D. avoid overloading the capacity of the brain.

Questions 31-36
Do the following statement agree with the information given in Reading Passage?
In boxes 31-36 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. In the example of suggestopedic teaching in the fourth paragraph, the only variable
that changes is the music.
32. Prior to the suggestopedia class, students are made aware that the language
experience will be demanding.
33. In the follow-up class, the teaching activities are similar to those used in conventional
classes.
34. As an indirect benefit, students notice improvements in their memory.
35. Teachers say they prefer suggestopedia to traditional approaches to language
teaching.
36. Students in a suggestopedia class retain more new vocabulary than those in ordinary
classes.

Questions 37-40
Complete the summary using the list of words, A - K, below.
Write the correct letter A -K in boxes 37-40 on your answer sheet.

Sugestopedia uses a less direct method of suggestion than other techniques such as
hypnosis. However, Lozanov admits that a certain amount of 37.................. is necessary
in order to convince students, even if this is just a 38......................... Furthermore, if the
method is to succeed, teachers must follow a set procedure. Although Lozanov's method
has become quite 39..................., the result of most other teachers using this method have
been 40........................

A spectacular
B teaching
C lesson
D authoritarian
E unpopular
F ritual
G unspectacular
H placebo
I involved
J appropriate
K well known