Part 1
Questions 1-13 Australian artist Margaret Preston
Australian artist Margaret Preston
Margaret Preston’s vibrant paintings and prints of Australian flowers, animals and landscapes have delighted the Australian public since the early 1920s.
Margaret Preston was born Margaret Rose McPherson in Port Adelaide, South Australia in 1875, the daughter of David McPherson, a Scottish marine engineer and his wife Prudence Lyle. She and her sister were sent at first to a private school, but when family circumstances changed, her mother took the girls to Sydney where Margaret attended a public high school. She decided early in life to become an artist and took private art lessons. In 1888, she trained for several months with Sydney landscape painter William Lister, and in 1893 enrolled at the National Gallery of Victoria Art School, where she studied for just over four years.
In 1898, after her father died, Margaret returned to Adelaide to study and then teach at the Adelaide School of Design. Her early artwork was influenced by the German aesthetic tradition, in which subjects of the natural world were depicted in a true to life manner.
Margaret’s first visit to Europe in 1904, and her studies in Paris, France had little impact on this naturalism that dominated her work from this early period. However some eight years later, after returning to Paris, she began to recognise the decorative possibilities of art.
With the outbreak of the First World War, Margaret traveled to England, where she had exhibitions and continued her studies of art. She was a student of pottery, but at some time developed her interest in various techniques of printmaking and design. In England’s West Country, she taught basket weaving at a rehabilitation unit for servicemen. It was on board a boat returning to Australia that she met wealthy businessman William Preston, whom she married in 1919. Together Margaret and William settled in the Sydney harbourside suburb of Mosman. The most characteristic prints from her early years in Sydney are views of boats floating on Sydney Harbour and of houses clustered on foreshore hills. Although Sydney was their home, the couple traveled regularly, both overseas and within Australia.
Her first major showing in Australia was with her friend Thea Proctor, in exhibitions in Melbourne and Sydney in 1925. Many of Preston’s prints were hand-coloured in rich scarlet reds, blues and greens, and all of them were set in Chinese red lacquer frames. Harbour views were again prominent, but in comparison with earlier artworks, they were compact and busy, using striking contrasts of black and white combined with elaborate patterns and repetitions. Other prints from this period featured native flora. It was with these still-life subjects that she convinced the public that Australian native flowers were equal in beauty to any exotic species.
From 1932 to 1939, Preston moved away from Sydney and lived with her husband at Berowra, on the upper reaches of the Hawkesbury River. The area was one of rugged natural beauty, and for the first time Preston found herself living in a home surrounded by bush. Prior to this, the native flowers that featured in her paintings and prints had been purchased from local florists; they now grew in abundance around her home. Preston’s prints became larger, less complex and less reliant on the use of bright colours. Flowers were no longer arranged in vases, and Preston began to concentrate instead on flowers that were growing wild.
While living at Berowra, and undoubtedly prompted by the Aboriginal rock engravings found near her property, Preston also developed what was to be a lifelong interest in Aboriginal art. On returning to Sydney in 1939, she became a member of the Anthropological Society of New South Wales, and later visited many important Aboriginal sites throughout Australia. Preston believed that Aboriginal art provided the key to establishing a national body of art that reflected the vast and ancient continent of Australia.
During the 1940s, symbols used by Aboriginal people, together with dried, burnt colours found in traditional Aboriginal paintings, became increasingly prominent in her prints. The artist’s titles from this period frequently acknowledge her sources, and reveal the extent to which she drew inspiration from traditional Aboriginal art to create her own art.
It was in 1953, at the age of 78, that Preston produced her most significant prints. The exhibition at Macquarie Galleries in Sydney included 29 prints made using the ancient technique known as stenciling. Many of the artworks in the exhibition incorporated her fusion of Aboriginal and Chinese concepts. Preston had admired Chinese art since 1915, when she acquired the first of her many books on the subject, and she had visited China on two occasions. Chinese elements may be found in several of her earlier paintings.
However, in her prints of the 1950s, Preston combined Chinese ideas with her understanding of the Dreamtime creation stories of Aboriginal Australians. Preston did not let age alter her habit of working hard. As she got older, her love of painting, printmaking and travel continued. By the time of her death in 1963, when she was 88, she had produced over 400 paintings and prints. In a career spanning almost 60 years, she created a body of work that demonstrates her extraordinary originality and the intensity of her commitment to Australian art.
Questions 1--7
Do the following statements agree with the information given in Reading Passage 1?
Choose:
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. Artists in the German aesthetic tradition portrayed nature realistically.
2. Margaret attended a famous art college in Paris.
3. Margaret met her husband William while teaching a craft at a rehabilitation unit.
4. Margaret Preston and Thea Proctor explored similar themes in their art.
5. Margaret’s 1925 artworks of Sydney Harbour were simpler than her previous ones.
6. The colours in Margaret’s Berowra prints were very bright.
7. When living in Berowra, Margaret painted flowers in their natural location.
Questions 8--13
Complete the notes below.
Choose ONE WORD AND/OR A NUMBER from the passage for each answer.
Margaret Preston’s Later Life
Aboriginal Influence
• Interest in Aboriginal art was inspired by seeing rock engravings close to her Berowra home.
• Incorporated 8 and colours from Aboriginal art in her own work.
• Often referred to Aboriginal sources in the 9 she gave her artworks.
1953 Exhibition
• Very old method of 10 was used for some prints.
• Was inspired by 11 about Chinese art that she had started collecting in 1915.
• Combination of Chinese and Aboriginal elements.
Old Age
• Still interested in 12 and art.
• Worked for nearly six decades making more than 13 artworks.
• Dedicated to Australian art and the originality of her work is seen in Preston’s long career.
Part 2
Questions 14-26 Pantomime
Pantomime
Paragraph AA pantomime performance is a unique blend of eccentricity and absurdity, a wild mixture of songs, jokes, outrageous costumes and slapstick physical humour. For many British children, their first family trip to see a pantomime in the Christmas holiday season is their introduction to the magic of the theatre. But what has become a quintessentially British form of entertainment is more than just simple fun. As an art form, pantomime presents a tale of good and evil, where hope finally triumphs after danger and virtual despair.
Paragraph BThe story of pantomime begins with the commedia dell’arte tradition in 16th-century Italy. These improvised shows took place in streets and marketplaces in Italy and eventually throughout Europe. Distinctive masks enabled audiences to recognise the people in these stories immediately; they also allowed actors to be rude or disrespectful without fear of being recognised. The key roles in the cast were invariably rich old men, usually portrayed as cowardly and disreputable; young lovers whose parents refuse to let them marry; and ingenious and quick-witted servants. Many commedia plots show the latter, whose lives are a constant struggle to find food and money, outwitting the old men or overthrowing their masters. This theme of the victory of the underdog is still an essential feature of pantomime today.
Paragraph CIn the 18th century, the tradition crossed the Channel to England, where it merged with existing British folk plays, seasonal festivals, and the Harlequinade--a comic interlude featuring the mischievous Harlequin. John Rich, an actor-manager, was instrumental in shaping early English pantomime by combining silent mime, dance, and elaborate special effects. By the Victorian era, pantomime had become a Christmas fixture, with theatres competing to stage the most spectacular productions. The familiar fairy-tale and nursery-rhyme stories--like Cinderella, Aladdin, and Dick Whittington--became standard plots, adapted to include topical jokes, audience participation, and cross-dressing roles, most notably the "Dame" played by a man and the "Principal Boy" played by a woman.
Paragraph DAudience interaction is a defining characteristic of pantomime. Children are encouraged to shout warnings to the hero ("He’s behind you!") and boo the villain whenever he or she appears. This participatory element breaks the "fourth wall" and creates a shared, lively experience that bridges the stage and the seats. The predictable call-and-response rituals give the performance a communal, almost ritualistic quality, turning spectators into active contributors to the story.
Paragraph EDespite its popularity, pantomime has sometimes been criticized by cultural commentators as frivolous, unsophisticated, or excessively commercial. Defenders argue that its enduring appeal lies precisely in its accessibility and its blend of tradition with contemporary relevance. Pantomimes often include witty references to current events, celebrities, and politics, ensuring that each production feels fresh and connected to the moment, even as it retells centuries-old stories.
Paragraph FToday, pantomime remains a vibrant and commercially successful part of British theatre, with professional productions in major cities and countless amateur performances in village halls. While its form continues to evolve--incorporating pop songs, celebrity guest stars, and digital scenery--its heart remains unchanged: a celebration of resilience, justice, and communal joy, wrapped in glitter and laughter.
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--viii, in boxes 14--19.
* Drag a heading and drop it into the blank space.
Questions 20--22
Complete the sentences below.
Write ONE WORD ONLY from the passage for each answer.
20. Commedia dell’arte actors used 20 to disguise their real identity.
21. The key theme of the underdog’s victory remains an 21 feature of pantomime.
22. In Victorian times, pantomime became a Christmas 22.
Questions 23--26
Choose FOUR letters, A--G.
Which FOUR of the following are mentioned as characteristics of pantomime?
Part 3
Questions 27-40 The facility for verbal language
The facility for verbal language
A Animal language works through rather limited vocabularies of calls, postures and sometimes scents that appear to convey concrete meanings. Konrad Lorenz, the great ethologist, has paraphrased the most universal animal signal as: ‘I am here; where are you?’ Animals clearly remember the past and sometimes plot elaborately to manipulate the behavior of others in their social group. Monkeys have been observed to give an alarm call, indicating that a predator is near when it is not, in order to distract other monkeys from a favorite food source. However, non-human animals apparently cannot discuss the distant past, the remote future, or abstract or hypothetical ideas.
B True or full language must include two specific categories of words, according to linguist Derek Bickerton. First there are those words that refer to concrete objects, perceptible attributes, and real actions -- what linguists call ‘lexical items’. At least some animals use lexical items in their language. In addition, true or full language includes a number of words that are primarily relational, numerical, referential, temporal, directional, and so on -- which linguists call ‘grammatical items’. It is the grammatical items that allow us to generate sentences and to understand a single sentence without confusing our listeners; they eliminate ambiguities or, as linguists say, they ‘disambiguate our utterances’.
C In contrast to full language users, individuals who have missed the opportunity to learn language normally, and indeed apes who have undergone considerable training, all use much simplified language. There is only one tense, the present tense. Moreover, grammatical items are rudimentary or often completely absent. This restricted or ‘bare bones’ language is what Bickerton calls protolanguage. He believes it is the first means of verbal communication that we learn as children and is probably a fair approximation of the first means of verbal communication that we developed evolutionarily too. It is the form of language that we share with a few talented and trained apes. Bickerton suggests that proto-language is a robust if limited means of communication that survives even horrendous deprivation. It is the fallback rudimentary type of language also used by people fully adept in one language who are trying to express themselves in another; thus, proto-language lies at the root of pidgin language. Proto-language is the sort of language we can readily envision as developing by small increments into the exact and elaborate verbal communication that marks out human utterances today.
D Bickerton argues that proto-language and full language are two systems separated not only by their modes of expression but also by their genesis. In his view, proto-language and true language developed independently to serve different purposes, and they probably have different neurological bases. This is why proto-language does not become full language as the speaker matures or learns more. A trained ape, for example, does not suffer from arrested development of language; it is capable of fully developed proto-language but will never develop the other system that is full language. Under normal conditions, proto-language is supplemented and eventually supplanted by full language in humans.
E Why have apes failed to learn full language? It is not because they are physically ill-adapted for speech (which they are), nor is it because they cannot grasp the use of symbols. Experiments conducted by Allen and Beatrice Gardiner, working with a chimpanzee called Washoe, by Penny Patterson with the gorilla Koko, and by Sue Savage-Rumbaugh with the pygmy chimp named Kanzi have all demonstrated that apes have an impressive ability to learn symbols. Savage-Rumbaugh’s work with Kanzi has effectively demolished the criticism that ape language was a product of wishful thinking on the researchers’ part. Clearly, apes exposed to appropriate language opportunities learn to combine symbols into multi-word utterances and to participate in meaningful dialogues. The problem, according to Bickerton, is that apes do not have the elaborate representational system that humans possess and so they never progress from proto-language to full language. There is an absolute limit to the complexities of their utterances, a limit that is both grammatical and conceptual.
F Bickerton hypothesizes that proto-language developed as a communication system, based on the neurological template that we share with apes. However, he believes that the neurological basis for full language evolved as a complex system for taking in sensory information about the environment, processing it, storing it, and perhaps evaluating it as a basis for future actions. The basis for full language, argues Bickerton, was a sort of mapping function, a means of representing the world internally. While all creatures map their world to some extent, humans have developed a stunningly intricate representational system that far exceeds that of other organisms in complexity and subtlety. In order to make a highly detailed and accurate map, one that changes minute by minute as new information is added, we interpose a tremendous amount of mental processing between the experience and our mental representation of it. This permits us to think about circumstances or events that are not occurring and may never occur. Without a detailed mental symbol that represents yourself, you cannot think about yourself in any complex way.Tg:@originalexams. Apes seem to have only a rudimentary sense of self and a limited degree of consciousness, and they lack the elaborate representational system that would enable them to develop truly complex thoughts and full language.
Questions 27-32
Reading Passage 3 has six paragraphs, A--F. Which paragraph contains the following information? Write the correct letter, A--F, in boxes 27--32 on your answer sheet.
| A | B | C | D | E | F | |
|---|---|---|---|---|---|---|
| 27. a discussion of some of the linguistic features of proto-language | ||||||
| 28. a theory that two types of language differ in both form and origin | ||||||
| 29. a reference to case studies that show that apes have an ability to learn connected words that make sense | ||||||
| 30. an explanation of how language enables people to speculate | ||||||
| 31. a description of the features of language that enable people to communicate clearly | ||||||
| 32. an example of the ability of animals to plan and produce desired outcomes through their use of ‘language’ |
Questions 33-37
Classify the following features as characteristic of
A proto-language B full language C both proto-language and full language D neither proto-language nor full language
Write the correct letter, A, B, C or D, in boxes 33--37 on your answer sheet.
33. It contains a range of grammar-based words.
34. It can be learned by both humans and apes.
35. It can be easily taught to a wide range of different animal species.
36. It can be used to express abstract concepts.
37. It contains words that allow events and objects to be identified.
Questions 38-40
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 38--40 on your answer sheet.
38 Monkeys have been seen to manipulate other monkeys by making a misleading 38
39 Words used to describe such things as quantities, times and locations are often termed 39
40 Proto-language is believed by Bickerton to be the initial form of language that develops in 40 when they learn to communicate.