1、READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on pages 3 and 4.Questions 1-6Reading Passage 1 has six paragraphs, A-F.Choose the correct heading for each paragraph from the list of headings below.Write the correct number, i-ix, in boxes 1-
2、6 on your answer sheet.List of Headings The appearance and location of different seaweeds The nutritional value of seaweeds How seaweeds reproduce and grow How to make agar from seaweeds The under-use of native seaweeds Seaweed species at risk of extinction Recipes for how to cook seaweeds The range
3、 of seaweed products Why seaweeds dont sink or dry out1 Paragraph A2 Paragraph B3 Paragraph C4 Paragraph D5 Paragraph E6 Paragraph F3Seaweeds of New ZealandA Seaweed is a particularly wholesome food, which absorbs and concentrates traces of a wide variety of minerals necessary to the bodys health. M
4、any elements may occur in seaweed-aluminum, barium, calcium, chlorine, copper, iodine and iron, to name but a few-traces normally produced by erosion and carried to the seaweed beds by river and sea currents. Seaweeds are also rich in vitamins; indeed, Inuits obtain a high proportion of their bodily
5、 requirements of vitamin C from the seaweeds they eat. The health benefits of seaweed have long been recognized. For instance, there is a remarkably low incidence of goiter among the Japanese, and also among New Zealands indigenous Maori people, who have always eaten seaweeds, and this may well be a
6、ttributed to the high iodine content of this food. Research into historical Maori eating customs shows that jellies were made using seaweeds, nuts, fuchsia and tutu berries, cape gooseberries, and many other fruits both native to New Zealand and sown there from seeds brought by settlers and explores
7、 As with any plant life, some seaweeds are more palatable than others, but in a survival situation, most seaweeds could be chewed to provide a certain sustenance.B New Zealand lays claim to approximately 700 species of seaweed, some of which have no representation outside that country. Of several s
8、pecies grown worldwide, New Zealand also has a particularly large share. For example, it is estimated that New Zealand has some 30 species of Gigartina, a close relative of carrageen of Irish moss. These are often referred to as the New Zealand carrageens. The substance called agar which can be extr
9、acted from these species gives them great commercial application in the production of seameal, from which seameal custard (a food product) is made, and in the canning, paint and leather industries. Agar is also used in the manufacture of cough mixtures, cosmetics, confectionery and toothpastes. In f
10、act, during World War II, New Zealand Gigartina were sent to Australia to be used in toothpaste.C New Zealand has many of the commercially profitable red seaweeds, several species of which are a source of agar ( Pterocladia, Gelidium, Chondrus, Gigartina). Despite this, these seaweeds were not much
11、utilized until several decades ago. Although distribution of the Gigartina is confined to certain areas according to species. And even then, the east coast, and the area around Hokianga, have a considerable supply of the two species of Pterocladia from which agar is also made. New Zealand used to im
12、port the Northern Hemisphere Irish moss ( Chondrus crispus) from England and ready-made agar from Japan.D Seaweeds are divided into three classes determined by colour-red, brown and green-and each tends to live in a specific position. However, expect for the unmistakable sea lettuce (Ulva), few are
13、totally one colour; and especially when dry, some species can change color significantly-a brown one may turn quite black, or a red one appear black, brown, pink or purple. Identification is nevertheless facilitated by the fact that the factors which determine where a seaweed will grow are quite pre
14、cise, and they tend therefore to occur in very well-defined zones. Although there are exceptions, the green seaweeds are mainly shallow-water algae; the browns belong to the medium depths; and the reds are plants of the deeper water, furthest from the shore. Those shallow-water species able to resis
15、t long periods of exposure to sun and air are usually found on the upper shore, while those less able to withstand such exposure occur nearer to, of below, the low-water mark. Radiation from the sun, the temperature level, and the length of time immersed also play a part in the zoning of seaweeds. F
16、lat rock surfaces near mid-level tides are the most usual habitat of sea-bombs, Venus necklace, and most brown seaweeds. This is also reddish-purple lettuce. Deep-water rocks on open coasts, exposed only at very low tide, are usually the site of bull-kelp, strapweeds and similar tough specimens. Kel
17、p, or bladder kelp, has stems that rise to the surface from massive bases or holdfasts, the leafy branches and long ribbons of leaves surging with the swells beyond the line of shallow coastal breakers or covering vast areas of calmer coastal water. E Propagation of seaweeds occurs by seed-like spor
18、es, or by fertilization of egg cells. None have roots in the usual sense; few have leaves; and none have flowers, fruits or seeds. The plants absorb their nourishment through their leafy fronds when they are surrounded by water; the holdfast of seaweeds is purely an attaching organ not an absorbing
19、one.F Some of the large seaweeds stay on the surface of the water by means of air-filled floats; others, such as bull-kelp, have large cells filled with air, often reduce dehydration either by having swollen stems that contain water, or they may (like Venus necklace) have swollen nodules, or they ma
20、y have a distinctive shape like a sea-bomb. Others, like the sea cactus, are filled with a slimy fluid or have a coating of mucilage on the surface. In some of the larger kelps, this coating is not only to keep the plant moist, but also to protect it from the violent action of waves.5Questions 7-10C
21、omplete the flow-chart below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes7-10 on your answer sheet.Gigartina seaweed(other name：7 )Produces8 Is used to make is used to make 9 -medicines, such As 10 Is used to make -cosmeticsA type of custard -sweets -t
22、oothpastesQuestions 11-13Classify the following characteristics as belong to A brown seaweed B green seaweed C red seaweedWrite the correct letter, A, B or C, in boxes 11-13 on your answer sheet.11 can survive the heat and dryness at the high-water mark12 grow far out in the open sea13 share their s
23、ite with karengo seaweed6READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on pages 6 and 7.TWO WINGS AND A TOOLKIT A research team at Oxford University discover the remarkable toolmaking skills of New Caledonian crowns Betty and her mate Abe
24、l are captive crows in the care of Alex Kacelnik, an expert in animal behavior at Oxford University. They belong to a forest-dwelling species of bird (Corvus moneduloides) confined to two islands in the South Pacific. New Caledonian crows are tenacious predators, and the only birds that habitually u
25、se a wide selection of self-made tools to find food. One of the wild crows cleverest tools in the crochet hook, made by detaching a side twig from a larger one, leaving enough of the larger twig to shape into a hook. Equally cunning is a tool crafted from the barbed vine-leaf, which consists of a ce
26、ntral rib with paired leaflets each with a rose-like thorn at the top, which remains as a ready-made hook to prise out insects from awkward cracks. The crows also make an ingenious tool called a padanus probe from padanus tree leaves. The tool has a broad base, sharp tip, a row of tiny hooks along o
27、ne edge, and a tapered shape created by the crow nipping and tearing to form a progression of three or four steps along the other edge of the leaf. What makes this tool special is that they manufacture it to a standard design, as if following a set of instructions. Although it is rare to catch a cro
28、w in the act of clipping out a padanus probe, we do have ample proof of their workmanship: the discarded leaves from which the tools are cut. The remarkable thing that these counterpart leaves tell us is that crows consistently produce the same design every time. With no in-between or trail versions
29、 Its left the researchers wondering whether, like people, they envisage the tool before they start and perform the actions they know are needed to make it. Research has revealed that genetics plays a part in the less sophisticated toolmaking skills of finches in the Galapagos islands. No one knows
30、if thats also the case for New Caledonian crows, but its highly unlikely that their toolmaking skills are hardwired into the brain. “The picture so far points to a combination of cultural transmission-from parent birds to their young-and individual resourcefulness”, says Kacelnik. In a test at Oxfor
31、d, Kacelniks team offered Betty and Abel an original challenge-food in a bucket at the bottom of a well. The only way to get the food was to hook the bucket out by its handle. Given a choice of tools- a straight length of wire and one with a hooked end- the birds immediately picked the hook, showing
32、 that they did indeed understand the functional properties of the tool.7But do they also have the foresight and creativity to plan the construction of their tools?It appears they do. In one bucket-in-the-well test. Abel carried off the hook, leaving Betty with nothing but the straight wire. What hap
33、pened next was absolutely amazing, says Kacelnik. She wedged the tip of the wire into a crack in a plastic dish and pulled the other end to fashion her own hook. Wild crows dont have access to pliable, bendable material that retains its shape, and Bettys only similar experience was a brief encounter
34、 with some pipe cleaners a year earlier. In nine out of ten further tests, she again made hooks and retrieved the bucket. The question of whats going on in a crows mind will take time and a lot more experiments to answer, but there could be a lesson in it for understanding our own evolution. Maybe o
35、ur ancestors, who suddenly began to create symmetrical tools with carefully worked edges some 1.5 million years ago, didnt actually have the sophisticated mental abilities with which we credit them. Close scrutiny of the brains of New Caledonian crows might provide a few pointers to the special attr
36、ibutes they would have needed. If were lucky we may find specific developments in the brain that set these animals apart, says Kacelnik. One of these might be a very strong degree of laterality-the specialization of one side of the brain to perform specific tasks. In people, the left side of the bra
37、in controls the processing of complex sequential tasks, and also language and speech. One of the consequences of this is thought to be right-handedness. Interestingly, biologists have noticed that most padanus proves are cut from the left side of the leaf, meaning that the handedness. The team think
38、s this reflects the fact that the left side of the crows brain is specialized to handle the sequential processing required to make complex tools. Under what conditions might this extraordinary talent have emerged in these two species? They are both social creatures, and wide-ranging in their feeding
39、 habits. These factors were probably important but, ironically, it may have been their shortcomings that triggered the evolution of toolmaking. Maybe the ancestors of crows and humans found themselves in a position of where they couldnt make the physical adaptations required for survival so they had
40、 to change their behavior instead. The stage was then set for the evolution of those rare cognitive skills that produce sophisticated tools. New Caledonian crows may tell us what those crucial skills are.8Questions 14-17Label the diagrams below.Choose NO MORE THAN TWO WORDS from the passage for each
41、 answer.Write your answers in boxes 14-17 on your answer sheet.THREE TOOLS MADE BY CROWS9Questions 18-23Do the following statements agree with the information given in Reading Passage 2?In boxes 18-23 on your answer sheet, write TRUE if the statements agree with the information FALSE if the statemen
42、ts contradicts the information NOT GIVEN if there is no information on this18 there appears to be a fixed patter for the padanus probes construction.19 there is plenty of evidence to indicate how the crows manufacture the padanus prove20 crows seem to practice a number of times before making a usabl
43、e padanus probe21 the researchers suspect the crows have a mental images of the padanus probe before they create it.22 research into how the padanus probe is made as helped to explain the toolmaking skills of many other bird species.23 the researchers believe the ability to make the padanus probe is
44、 passed down to the crows in their genesQuestions 24-26Choose THREE letters, A-GWrite the correct letters in boxes 24-26 on you answer sheet.According to the information in the passage, which THREE of the following features are probably common to both New Caledonian crows and human beings?A keeping
45、the same mate for lifeB having few natural predatorsC having a bias to the right when workingD being able to process sequential tasksE living in extended family groupsF eating a variety of foodstuffsG being able to diverse habitats10READING PASSAGE 3You should spend about 20 minutes on Questions 27-
46、40, which are based on Reading Passage 3 on pages 10 and 11. How did writing begin? Many theories, few answersThe Sumerians, an ancient people of the Middle East, had a story explaining the invention of writing more than 5000 years ago. It seems a messenger of the king of Uruk arrived at the court o
47、f a distant ruler so exhausted that he was unable to deliver the oral message. So the king set down the words of his next messages on a clay tablet. A charming story, whose retelling at a recent symposium at the university of Pennsylvania amused scholars. They smiled at the absurdity of a letter which the recipient woul
