English Trial Test

Read the extract below then answer the questions that follow. 

Extract from “Nicholas Nickleby” by Charles Dickens

‘This is the first class in English spelling and philosophy, Nickleby,’ said Squeers, beckoning Nicholas to stand beside him. ‘We’ll get up a Latin one, and hand that over to you. Now, then, where’s the first boy?’ 

‘Please, sir, he’s cleaning the back-parlour window,’ said the temporary head of the philosophical class. 

‘So he is, to be sure,’ rejoined Squeers. ‘We go upon the practical mode of teaching, Nickleby; the regular education system. C-l-e-a- n, clean, verb active, to make bright, to scour. W-i-n, win, d-e-r, der, winder, a casement. When the boy knows this out of book, he goes and does it. It’s just the same principle as the use of the globes. Where’s the second boy?’ 

‘Please, sir, he’s weeding the garden,’ replied a small voice. 

‘To be sure,’ said Squeers, by no means disconcerted. ‘So he is. B-o-t, bot, t-i-n, tin, bottin, n-e-y, ney, bottinney, noun substantive, a knowledge of plants. When he has learned that bottinney means a knowledge of plants, he goes and knows ‘em. That’s our system, Nickleby: what do you think of it?’ 

‘It’s very useful one, at any rate,’ answered Nicholas. 22 

‘I believe you,’ rejoined Squeers, not remarking the emphasis of his usher. ‘Third boy, what’s a horse?’ 

‘A beast, sir,’ replied the boy. 

‘So it is,’ said Squeers. ‘Ain’t it, Nickleby?’ 

‘I believe there is no doubt of that, sir,’ answered Nicholas. 

‘Of course there isn’t,’ said Squeers. ‘A horse is a quadruped, and quadruped’s Latin for beast, as everybody that’s gone through the grammar knows, or else where’s the use of having grammars at all?’ 

‘Where, indeed!’ said Nicholas abstractedly. 

‘As you’re perfect in that,’ resumed Squeers, turning to the boy, ‘go and look after MY horse, and rub him down well, or I’ll rub you down. The rest of the class go and draw water up, till somebody tells you to leave off, for its washing day tomorrow, and they want the coppers filled.’ 

So saying, he dismissed the first class to their experiments in practical philosophy, and eyed Nicholas with a look, half cunning and half doubtful, as if he were not altogether certain what he might think of him by this time. 

‘That’s the way we do it, Nickleby,’ he said, after a pause. 

Nicholas shrugged his shoulders in a manner that was scarcely perceptible, and said he saw it was. 

‘And a very good way it is, too,’ said Squeers. ‘Now, just take them fourteen little boys and hear them some reading, because, you know, you must begin to be useful. Idling about here won’t do.’ 

Mr Squeers said this, as if it had suddenly occurred to him, either that he must not say too much to his assistant, or that his assistant did not say enough to him in praise of the establishment. The children were arranged in a semicircle round the new master, and he was soon listening to their dull, drawling, hesitating recital of those stories of engrossing interest which are to be found in the more antiquated spelling-books.

Answer the questions below by choosing the letter of the correct answer. 

In the extract, what is Mr. Squeers’ approach to teaching spelling and philosophy?

Read the extract below then answer the questions that follow. 

Extract from “Nicholas Nickleby” by Charles Dickens

‘This is the first class in English spelling and philosophy, Nickleby,’ said Squeers, beckoning Nicholas to stand beside him. ‘We’ll get up a Latin one, and hand that over to you. Now, then, where’s the first boy?’ 

‘Please, sir, he’s cleaning the back-parlour window,’ said the temporary head of the philosophical class. 

‘So he is, to be sure,’ rejoined Squeers. ‘We go upon the practical mode of teaching, Nickleby; the regular education system. C-l-e-a- n, clean, verb active, to make bright, to scour. W-i-n, win, d-e-r, der, winder, a casement. When the boy knows this out of book, he goes and does it. It’s just the same principle as the use of the globes. Where’s the second boy?’ 

‘Please, sir, he’s weeding the garden,’ replied a small voice. 

‘To be sure,’ said Squeers, by no means disconcerted. ‘So he is. B-o-t, bot, t-i-n, tin, bottin, n-e-y, ney, bottinney, noun substantive, a knowledge of plants. When he has learned that bottinney means a knowledge of plants, he goes and knows ‘em. That’s our system, Nickleby: what do you think of it?’ 

‘It’s very useful one, at any rate,’ answered Nicholas. 22 

‘I believe you,’ rejoined Squeers, not remarking the emphasis of his usher. ‘Third boy, what’s a horse?’ 

‘A beast, sir,’ replied the boy. 

‘So it is,’ said Squeers. ‘Ain’t it, Nickleby?’ 

‘I believe there is no doubt of that, sir,’ answered Nicholas. 

‘Of course there isn’t,’ said Squeers. ‘A horse is a quadruped, and quadruped’s Latin for beast, as everybody that’s gone through the grammar knows, or else where’s the use of having grammars at all?’ 

‘Where, indeed!’ said Nicholas abstractedly. 

‘As you’re perfect in that,’ resumed Squeers, turning to the boy, ‘go and look after MY horse, and rub him down well, or I’ll rub you down. The rest of the class go and draw water up, till somebody tells you to leave off, for its washing day tomorrow, and they want the coppers filled.’ 

So saying, he dismissed the first class to their experiments in practical philosophy, and eyed Nicholas with a look, half cunning and half doubtful, as if he were not altogether certain what he might think of him by this time. 

‘That’s the way we do it, Nickleby,’ he said, after a pause. 

Nicholas shrugged his shoulders in a manner that was scarcely perceptible, and said he saw it was. 

‘And a very good way it is, too,’ said Squeers. ‘Now, just take them fourteen little boys and hear them some reading, because, you know, you must begin to be useful. Idling about here won’t do.’ 

Mr Squeers said this, as if it had suddenly occurred to him, either that he must not say too much to his assistant, or that his assistant did not say enough to him in praise of the establishment. The children were arranged in a semicircle round the new master, and he was soon listening to their dull, drawling, hesitating recital of those stories of engrossing interest which are to be found in the more antiquated spelling-books.

Answer the questions below by choosing the letter of the correct answer. 

According to Mr. Squeers, what is the purpose of learning the word “clean”?

Read the extract below then answer the questions that follow. 

Extract from “Nicholas Nickleby” by Charles Dickens

‘This is the first class in English spelling and philosophy, Nickleby,’ said Squeers, beckoning Nicholas to stand beside him. ‘We’ll get up a Latin one, and hand that over to you. Now, then, where’s the first boy?’ 

‘Please, sir, he’s cleaning the back-parlour window,’ said the temporary head of the philosophical class. 

‘So he is, to be sure,’ rejoined Squeers. ‘We go upon the practical mode of teaching, Nickleby; the regular education system. C-l-e-a- n, clean, verb active, to make bright, to scour. W-i-n, win, d-e-r, der, winder, a casement. When the boy knows this out of book, he goes and does it. It’s just the same principle as the use of the globes. Where’s the second boy?’ 

‘Please, sir, he’s weeding the garden,’ replied a small voice. 

‘To be sure,’ said Squeers, by no means disconcerted. ‘So he is. B-o-t, bot, t-i-n, tin, bottin, n-e-y, ney, bottinney, noun substantive, a knowledge of plants. When he has learned that bottinney means a knowledge of plants, he goes and knows ‘em. That’s our system, Nickleby: what do you think of it?’ 

‘It’s very useful one, at any rate,’ answered Nicholas. 22 

‘I believe you,’ rejoined Squeers, not remarking the emphasis of his usher. ‘Third boy, what’s a horse?’ 

‘A beast, sir,’ replied the boy. 

‘So it is,’ said Squeers. ‘Ain’t it, Nickleby?’ 

‘I believe there is no doubt of that, sir,’ answered Nicholas. 

‘Of course there isn’t,’ said Squeers. ‘A horse is a quadruped, and quadruped’s Latin for beast, as everybody that’s gone through the grammar knows, or else where’s the use of having grammars at all?’ 

‘Where, indeed!’ said Nicholas abstractedly. 

‘As you’re perfect in that,’ resumed Squeers, turning to the boy, ‘go and look after MY horse, and rub him down well, or I’ll rub you down. The rest of the class go and draw water up, till somebody tells you to leave off, for its washing day tomorrow, and they want the coppers filled.’ 

So saying, he dismissed the first class to their experiments in practical philosophy, and eyed Nicholas with a look, half cunning and half doubtful, as if he were not altogether certain what he might think of him by this time. 

‘That’s the way we do it, Nickleby,’ he said, after a pause. 

Nicholas shrugged his shoulders in a manner that was scarcely perceptible, and said he saw it was. 

‘And a very good way it is, too,’ said Squeers. ‘Now, just take them fourteen little boys and hear them some reading, because, you know, you must begin to be useful. Idling about here won’t do.’ 

Mr Squeers said this, as if it had suddenly occurred to him, either that he must not say too much to his assistant, or that his assistant did not say enough to him in praise of the establishment. The children were arranged in a semicircle round the new master, and he was soon listening to their dull, drawling, hesitating recital of those stories of engrossing interest which are to be found in the more antiquated spelling-books.

Answer the questions below by choosing the letter of the correct answer. 

How does Mr. Squeers teach the meaning of the word “botanist” to his students?

Read the extract below then answer the questions that follow. 

Extract from “Nicholas Nickleby” by Charles Dickens

‘This is the first class in English spelling and philosophy, Nickleby,’ said Squeers, beckoning Nicholas to stand beside him. ‘We’ll get up a Latin one, and hand that over to you. Now, then, where’s the first boy?’ 

‘Please, sir, he’s cleaning the back-parlour window,’ said the temporary head of the philosophical class. 

‘So he is, to be sure,’ rejoined Squeers. ‘We go upon the practical mode of teaching, Nickleby; the regular education system. C-l-e-a- n, clean, verb active, to make bright, to scour. W-i-n, win, d-e-r, der, winder, a casement. When the boy knows this out of book, he goes and does it. It’s just the same principle as the use of the globes. Where’s the second boy?’ 

‘Please, sir, he’s weeding the garden,’ replied a small voice. 

‘To be sure,’ said Squeers, by no means disconcerted. ‘So he is. B-o-t, bot, t-i-n, tin, bottin, n-e-y, ney, bottinney, noun substantive, a knowledge of plants. When he has learned that bottinney means a knowledge of plants, he goes and knows ‘em. That’s our system, Nickleby: what do you think of it?’ 

‘It’s very useful one, at any rate,’ answered Nicholas. 22 

‘I believe you,’ rejoined Squeers, not remarking the emphasis of his usher. ‘Third boy, what’s a horse?’ 

‘A beast, sir,’ replied the boy. 

‘So it is,’ said Squeers. ‘Ain’t it, Nickleby?’ 

‘I believe there is no doubt of that, sir,’ answered Nicholas. 

‘Of course there isn’t,’ said Squeers. ‘A horse is a quadruped, and quadruped’s Latin for beast, as everybody that’s gone through the grammar knows, or else where’s the use of having grammars at all?’ 

‘Where, indeed!’ said Nicholas abstractedly. 

‘As you’re perfect in that,’ resumed Squeers, turning to the boy, ‘go and look after MY horse, and rub him down well, or I’ll rub you down. The rest of the class go and draw water up, till somebody tells you to leave off, for its washing day tomorrow, and they want the coppers filled.’ 

So saying, he dismissed the first class to their experiments in practical philosophy, and eyed Nicholas with a look, half cunning and half doubtful, as if he were not altogether certain what he might think of him by this time. 

‘That’s the way we do it, Nickleby,’ he said, after a pause. 

Nicholas shrugged his shoulders in a manner that was scarcely perceptible, and said he saw it was. 

‘And a very good way it is, too,’ said Squeers. ‘Now, just take them fourteen little boys and hear them some reading, because, you know, you must begin to be useful. Idling about here won’t do.’ 

Mr Squeers said this, as if it had suddenly occurred to him, either that he must not say too much to his assistant, or that his assistant did not say enough to him in praise of the establishment. The children were arranged in a semicircle round the new master, and he was soon listening to their dull, drawling, hesitating recital of those stories of engrossing interest which are to be found in the more antiquated spelling-books.

Answer the questions below by choosing the letter of the correct answer. 

What is Nicholas Nickleby’s initial impression of Mr. Squeers’ teaching method?

Read the extract below then answer the questions that follow. 

Extract from “Nicholas Nickleby” by Charles Dickens

‘This is the first class in English spelling and philosophy, Nickleby,’ said Squeers, beckoning Nicholas to stand beside him. ‘We’ll get up a Latin one, and hand that over to you. Now, then, where’s the first boy?’ 

‘Please, sir, he’s cleaning the back-parlour window,’ said the temporary head of the philosophical class. 

‘So he is, to be sure,’ rejoined Squeers. ‘We go upon the practical mode of teaching, Nickleby; the regular education system. C-l-e-a- n, clean, verb active, to make bright, to scour. W-i-n, win, d-e-r, der, winder, a casement. When the boy knows this out of book, he goes and does it. It’s just the same principle as the use of the globes. Where’s the second boy?’ 

‘Please, sir, he’s weeding the garden,’ replied a small voice. 

‘To be sure,’ said Squeers, by no means disconcerted. ‘So he is. B-o-t, bot, t-i-n, tin, bottin, n-e-y, ney, bottinney, noun substantive, a knowledge of plants. When he has learned that bottinney means a knowledge of plants, he goes and knows ‘em. That’s our system, Nickleby: what do you think of it?’ 

‘It’s very useful one, at any rate,’ answered Nicholas. 22 

‘I believe you,’ rejoined Squeers, not remarking the emphasis of his usher. ‘Third boy, what’s a horse?’ 

‘A beast, sir,’ replied the boy. 

‘So it is,’ said Squeers. ‘Ain’t it, Nickleby?’ 

‘I believe there is no doubt of that, sir,’ answered Nicholas. 

‘Of course there isn’t,’ said Squeers. ‘A horse is a quadruped, and quadruped’s Latin for beast, as everybody that’s gone through the grammar knows, or else where’s the use of having grammars at all?’ 

‘Where, indeed!’ said Nicholas abstractedly. 

‘As you’re perfect in that,’ resumed Squeers, turning to the boy, ‘go and look after MY horse, and rub him down well, or I’ll rub you down. The rest of the class go and draw water up, till somebody tells you to leave off, for its washing day tomorrow, and they want the coppers filled.’ 

So saying, he dismissed the first class to their experiments in practical philosophy, and eyed Nicholas with a look, half cunning and half doubtful, as if he were not altogether certain what he might think of him by this time. 

‘That’s the way we do it, Nickleby,’ he said, after a pause. 

Nicholas shrugged his shoulders in a manner that was scarcely perceptible, and said he saw it was. 

‘And a very good way it is, too,’ said Squeers. ‘Now, just take them fourteen little boys and hear them some reading, because, you know, you must begin to be useful. Idling about here won’t do.’ 

Mr Squeers said this, as if it had suddenly occurred to him, either that he must not say too much to his assistant, or that his assistant did not say enough to him in praise of the establishment. The children were arranged in a semicircle round the new master, and he was soon listening to their dull, drawling, hesitating recital of those stories of engrossing interest which are to be found in the more antiquated spelling-books.

Answer the questions below by choosing the letter of the correct answer. 

How does Mr. Squeers justify the use of grammars in his teaching method?

Read the extract below then answer the questions that follow. 

Extract from “Nicholas Nickleby” by Charles Dickens

‘This is the first class in English spelling and philosophy, Nickleby,’ said Squeers, beckoning Nicholas to stand beside him. ‘We’ll get up a Latin one, and hand that over to you. Now, then, where’s the first boy?’ 

‘Please, sir, he’s cleaning the back-parlour window,’ said the temporary head of the philosophical class. 

‘So he is, to be sure,’ rejoined Squeers. ‘We go upon the practical mode of teaching, Nickleby; the regular education system. C-l-e-a- n, clean, verb active, to make bright, to scour. W-i-n, win, d-e-r, der, winder, a casement. When the boy knows this out of book, he goes and does it. It’s just the same principle as the use of the globes. Where’s the second boy?’ 

‘Please, sir, he’s weeding the garden,’ replied a small voice. 

‘To be sure,’ said Squeers, by no means disconcerted. ‘So he is. B-o-t, bot, t-i-n, tin, bottin, n-e-y, ney, bottinney, noun substantive, a knowledge of plants. When he has learned that bottinney means a knowledge of plants, he goes and knows ‘em. That’s our system, Nickleby: what do you think of it?’ 

‘It’s very useful one, at any rate,’ answered Nicholas. 22 

‘I believe you,’ rejoined Squeers, not remarking the emphasis of his usher. ‘Third boy, what’s a horse?’ 

‘A beast, sir,’ replied the boy. 

‘So it is,’ said Squeers. ‘Ain’t it, Nickleby?’ 

‘I believe there is no doubt of that, sir,’ answered Nicholas. 

‘Of course there isn’t,’ said Squeers. ‘A horse is a quadruped, and quadruped’s Latin for beast, as everybody that’s gone through the grammar knows, or else where’s the use of having grammars at all?’ 

‘Where, indeed!’ said Nicholas abstractedly. 

‘As you’re perfect in that,’ resumed Squeers, turning to the boy, ‘go and look after MY horse, and rub him down well, or I’ll rub you down. The rest of the class go and draw water up, till somebody tells you to leave off, for its washing day tomorrow, and they want the coppers filled.’ 

So saying, he dismissed the first class to their experiments in practical philosophy, and eyed Nicholas with a look, half cunning and half doubtful, as if he were not altogether certain what he might think of him by this time. 

‘That’s the way we do it, Nickleby,’ he said, after a pause. 

Nicholas shrugged his shoulders in a manner that was scarcely perceptible, and said he saw it was. 

‘And a very good way it is, too,’ said Squeers. ‘Now, just take them fourteen little boys and hear them some reading, because, you know, you must begin to be useful. Idling about here won’t do.’ 

Mr Squeers said this, as if it had suddenly occurred to him, either that he must not say too much to his assistant, or that his assistant did not say enough to him in praise of the establishment. The children were arranged in a semicircle round the new master, and he was soon listening to their dull, drawling, hesitating recital of those stories of engrossing interest which are to be found in the more antiquated spelling-books.

Answer the questions below by choosing the letter of the correct answer. 

What is Nicholas Nickleby’s reaction to Mr. Squeers’ dismissal of the first class to their practical tasks?

Read the poem below then answer the questions that follow.

Wind on the Hill by A.A. Milne

No one can tell me,

Nobody knows,

Where the wind comes from,

Where the wind goes.

It’s flying from somewhere 5

As fast as it can,

I couldn’t keep up with it,

Not if I ran.

But if I stopped holding

The string of my kite, 10

It would blow with the wind

For a day and a night.

And then when I found it,

Wherever it blew,

I should know that the wind 15

Had been going there too.

So then I could tell them

Where the wind goes…

But where the wind comes from

Nobody knows. 20

Answer the questions below by choosing the letter of the correct answer. 

In the poem, what is the speaker’s attitude towards the wind?

Read the poem below then answer the questions that follow.

Wind on the Hill by A.A. Milne

No one can tell me,

Nobody knows,

Where the wind comes from,

Where the wind goes.

It’s flying from somewhere 5

As fast as it can,

I couldn’t keep up with it,

Not if I ran.

But if I stopped holding

The string of my kite, 10

It would blow with the wind

For a day and a night.

And then when I found it,

Wherever it blew,

I should know that the wind 15

Had been going there too.

So then I could tell them

Where the wind goes…

But where the wind comes from

Nobody knows. 20

Answer the questions below by choosing the letter of the correct answer. 

According to the poem, what happens when the speaker lets go of the string of their kite?

Read the poem below then answer the questions that follow.

Wind on the Hill by A.A. Milne

No one can tell me,

Nobody knows,

Where the wind comes from,

Where the wind goes.

It’s flying from somewhere 5

As fast as it can,

I couldn’t keep up with it,

Not if I ran.

But if I stopped holding

The string of my kite, 10

It would blow with the wind

For a day and a night.

And then when I found it,

Wherever it blew,

I should know that the wind 15

Had been going there too.

So then I could tell them

Where the wind goes…

But where the wind comes from

Nobody knows. 20

Answer the questions below by choosing the letter of the correct answer. 

What does the speaker suggest they would be able to do if they found their kite after letting go of it?

Read the poem below then answer the questions that follow.

Wind on the Hill by A.A. Milne

No one can tell me,

Nobody knows,

Where the wind comes from,

Where the wind goes.

It’s flying from somewhere 5

As fast as it can,

I couldn’t keep up with it,

Not if I ran.

But if I stopped holding

The string of my kite, 10

It would blow with the wind

For a day and a night.

And then when I found it,

Wherever it blew,

I should know that the wind 15

Had been going there too.

So then I could tell them

Where the wind goes…

But where the wind comes from

Nobody knows. 20

Answer the questions below by choosing the letter of the correct answer. 

What is the main theme or idea conveyed in the poem?

Read the poem below then answer the questions that follow.

Wind on the Hill by A.A. Milne

No one can tell me,

Nobody knows,

Where the wind comes from,

Where the wind goes.

It’s flying from somewhere 5

As fast as it can,

I couldn’t keep up with it,

Not if I ran.

But if I stopped holding

The string of my kite, 10

It would blow with the wind

For a day and a night.

And then when I found it,

Wherever it blew,

I should know that the wind 15

Had been going there too.

So then I could tell them

Where the wind goes…

But where the wind comes from

Nobody knows. 20

Answer the questions below by choosing the letter of the correct answer. 

What is the significance of the line, “But where the wind comes from, Nobody knows” in the poem?

Read the article below then fill in the gaps. 

Gibbons and humans have similar rhythm

Male and female lar gibbons sing duets with notes that are synchronised and occur at regular intervals. 12……………………………….. This could hint at an evolutionary basis for the origins of music.

“I’m pretty sure the gibbon’s isochronous capacities are better than mine,” says Andrea Ravignani at the Max Planck Institute for Psycholinguistics in the Netherlands. 13……………………………….. This ability has previously been noted in indris (Indri indri), a type of lemur found in Madagascar and the only other primate whose calls exhibit distinct rhythms related to those found in human music.

Male and female gibbons regularly sing duets to define territory and form social bonds. Ravignani and his colleagues analysed 215 songs recorded from 12 lar gibbons (Hylobates lar), four pairs living in the wild in Thailand and two pairs from wildlife sanctuaries in Italy. 14…………………………………. They measured how often notes repeated at regular intervals, and the frequency with which male and female notes overlapped during duets.   

They found regular rhythms in all gibbon songs. 15………………………………….. In duets, notes from male and female singers overlapped between 16 to 18 percent of the time, a rate of synchronisation greater than chance.

The researchers also found a link between the two rhythmic qualities, with females singing less regularly when their calls overlapped more with those of males. 16………………………………………. The finding suggests evolution may have selected for such rhythmic capacities in primates as a way to coordinate vocal displays, said Henkjan Honing at the University of Amsterdam.

17………………………………………. They said it could have emerged later through convergent evolution “piggybacking on the same sort of cognitive architecture”, says Simon Townsend at the University of Zurich in Switzerland.

Answer the questions below by choosing the letter of the correct answer.

Fill in the blanks #12

Read the article below then fill in the gaps. 

Gibbons and humans have similar rhythm

Male and female lar gibbons sing duets with notes that are synchronised and occur at regular intervals. 12……………………………….. This could hint at an evolutionary basis for the origins of music.

“I’m pretty sure the gibbon’s isochronous capacities are better than mine,” says Andrea Ravignani at the Max Planck Institute for Psycholinguistics in the Netherlands. 13……………………………….. This ability has previously been noted in indris (Indri indri), a type of lemur found in Madagascar and the only other primate whose calls exhibit distinct rhythms related to those found in human music.

Male and female gibbons regularly sing duets to define territory and form social bonds. Ravignani and his colleagues analysed 215 songs recorded from 12 lar gibbons (Hylobates lar), four pairs living in the wild in Thailand and two pairs from wildlife sanctuaries in Italy. 14…………………………………. They measured how often notes repeated at regular intervals, and the frequency with which male and female notes overlapped during duets.   

They found regular rhythms in all gibbon songs. 15………………………………….. In duets, notes from male and female singers overlapped between 16 to 18 percent of the time, a rate of synchronisation greater than chance.

The researchers also found a link between the two rhythmic qualities, with females singing less regularly when their calls overlapped more with those of males. 16………………………………………. The finding suggests evolution may have selected for such rhythmic capacities in primates as a way to coordinate vocal displays, said Henkjan Honing at the University of Amsterdam.

17………………………………………. They said it could have emerged later through convergent evolution “piggybacking on the same sort of cognitive architecture”, says Simon Townsend at the University of Zurich in Switzerland.

Answer the questions below by choosing the letter of the correct answer.

Fill in the blanks #13

Read the article below then fill in the gaps. 

Gibbons and humans have similar rhythm

Male and female lar gibbons sing duets with notes that are synchronised and occur at regular intervals. 12……………………………….. This could hint at an evolutionary basis for the origins of music.

“I’m pretty sure the gibbon’s isochronous capacities are better than mine,” says Andrea Ravignani at the Max Planck Institute for Psycholinguistics in the Netherlands. 13……………………………….. This ability has previously been noted in indris (Indri indri), a type of lemur found in Madagascar and the only other primate whose calls exhibit distinct rhythms related to those found in human music.

Male and female gibbons regularly sing duets to define territory and form social bonds. Ravignani and his colleagues analysed 215 songs recorded from 12 lar gibbons (Hylobates lar), four pairs living in the wild in Thailand and two pairs from wildlife sanctuaries in Italy. 14…………………………………. They measured how often notes repeated at regular intervals, and the frequency with which male and female notes overlapped during duets.   

They found regular rhythms in all gibbon songs. 15………………………………….. In duets, notes from male and female singers overlapped between 16 to 18 percent of the time, a rate of synchronisation greater than chance.

The researchers also found a link between the two rhythmic qualities, with females singing less regularly when their calls overlapped more with those of males. 16………………………………………. The finding suggests evolution may have selected for such rhythmic capacities in primates as a way to coordinate vocal displays, said Henkjan Honing at the University of Amsterdam.

17………………………………………. They said it could have emerged later through convergent evolution “piggybacking on the same sort of cognitive architecture”, says Simon Townsend at the University of Zurich in Switzerland.

Answer the questions below by choosing the letter of the correct answer.

Fill in the blanks #14

Read the article below then fill in the gaps. 

Gibbons and humans have similar rhythm

Male and female lar gibbons sing duets with notes that are synchronised and occur at regular intervals. 12……………………………….. This could hint at an evolutionary basis for the origins of music.

“I’m pretty sure the gibbon’s isochronous capacities are better than mine,” says Andrea Ravignani at the Max Planck Institute for Psycholinguistics in the Netherlands. 13……………………………….. This ability has previously been noted in indris (Indri indri), a type of lemur found in Madagascar and the only other primate whose calls exhibit distinct rhythms related to those found in human music.

Male and female gibbons regularly sing duets to define territory and form social bonds. Ravignani and his colleagues analysed 215 songs recorded from 12 lar gibbons (Hylobates lar), four pairs living in the wild in Thailand and two pairs from wildlife sanctuaries in Italy. 14…………………………………. They measured how often notes repeated at regular intervals, and the frequency with which male and female notes overlapped during duets.   

They found regular rhythms in all gibbon songs. 15………………………………….. In duets, notes from male and female singers overlapped between 16 to 18 percent of the time, a rate of synchronisation greater than chance.

The researchers also found a link between the two rhythmic qualities, with females singing less regularly when their calls overlapped more with those of males. 16………………………………………. The finding suggests evolution may have selected for such rhythmic capacities in primates as a way to coordinate vocal displays, said Henkjan Honing at the University of Amsterdam.

17………………………………………. They said it could have emerged later through convergent evolution “piggybacking on the same sort of cognitive architecture”, says Simon Townsend at the University of Zurich in Switzerland.

Answer the questions below by choosing the letter of the correct answer.

Fill in the blanks #15

Read the article below then fill in the gaps. 

Gibbons and humans have similar rhythm

Male and female lar gibbons sing duets with notes that are synchronised and occur at regular intervals. 12……………………………….. This could hint at an evolutionary basis for the origins of music.

“I’m pretty sure the gibbon’s isochronous capacities are better than mine,” says Andrea Ravignani at the Max Planck Institute for Psycholinguistics in the Netherlands. 13……………………………….. This ability has previously been noted in indris (Indri indri), a type of lemur found in Madagascar and the only other primate whose calls exhibit distinct rhythms related to those found in human music.

Male and female gibbons regularly sing duets to define territory and form social bonds. Ravignani and his colleagues analysed 215 songs recorded from 12 lar gibbons (Hylobates lar), four pairs living in the wild in Thailand and two pairs from wildlife sanctuaries in Italy. 14…………………………………. They measured how often notes repeated at regular intervals, and the frequency with which male and female notes overlapped during duets.   

They found regular rhythms in all gibbon songs. 15………………………………….. In duets, notes from male and female singers overlapped between 16 to 18 percent of the time, a rate of synchronisation greater than chance.

The researchers also found a link between the two rhythmic qualities, with females singing less regularly when their calls overlapped more with those of males. 16………………………………………. The finding suggests evolution may have selected for such rhythmic capacities in primates as a way to coordinate vocal displays, said Henkjan Honing at the University of Amsterdam.

17………………………………………. They said it could have emerged later through convergent evolution “piggybacking on the same sort of cognitive architecture”, says Simon Townsend at the University of Zurich in Switzerland.

Answer the questions below by choosing the letter of the correct answer.

Fill in the blanks #16

Read the article below then fill in the gaps. 

Gibbons and humans have similar rhythm

Male and female lar gibbons sing duets with notes that are synchronised and occur at regular intervals. 12……………………………….. This could hint at an evolutionary basis for the origins of music.

“I’m pretty sure the gibbon’s isochronous capacities are better than mine,” says Andrea Ravignani at the Max Planck Institute for Psycholinguistics in the Netherlands. 13……………………………….. This ability has previously been noted in indris (Indri indri), a type of lemur found in Madagascar and the only other primate whose calls exhibit distinct rhythms related to those found in human music.

Male and female gibbons regularly sing duets to define territory and form social bonds. Ravignani and his colleagues analysed 215 songs recorded from 12 lar gibbons (Hylobates lar), four pairs living in the wild in Thailand and two pairs from wildlife sanctuaries in Italy. 14…………………………………. They measured how often notes repeated at regular intervals, and the frequency with which male and female notes overlapped during duets.   

They found regular rhythms in all gibbon songs. 15………………………………….. In duets, notes from male and female singers overlapped between 16 to 18 percent of the time, a rate of synchronisation greater than chance.

The researchers also found a link between the two rhythmic qualities, with females singing less regularly when their calls overlapped more with those of males. 16………………………………………. The finding suggests evolution may have selected for such rhythmic capacities in primates as a way to coordinate vocal displays, said Henkjan Honing at the University of Amsterdam.

17………………………………………. They said it could have emerged later through convergent evolution “piggybacking on the same sort of cognitive architecture”, says Simon Townsend at the University of Zurich in Switzerland.

Answer the questions below by choosing the letter of the correct answer.

Fill in the blanks #17

Read the extracts below then answer the questions that follow. 

Extract A: 

Zebras are native to the vast and varied landscapes of Africa, specifically thriving in the grasslands and savannas. These environments are characterised by wide, open spaces, dotted with shrubs and sparse trees, providing ample grazing opportunities. Grasses, which form the bulk of a zebra’s diet, are abundant in these regions, supplemented by herbs, twigs, and leaves. Water sources, crucial in the arid African climate, are often a central feature of their habitats. These settings not only support their dietary needs but also offer strategic advantages for survival. The openness of the savanna allows zebras to spot predators, such as lions and hyenas, from a distance, giving them a better chance to flee from danger. The landscape also supports the social structure of zebra herds, facilitating communication and cohesive movement. Migration is a part of their life, often dictated by the availability of food and water. Seasonal changes lead them to embark on long treks across different terrains, showcasing their adaptability to varying environmental conditions. The interaction between zebras and their habitat is a beautiful example of nature’s balance, where each element plays a crucial role in the ecosystem’s health and sustainability.

Extract B: 

The anatomy of a zebra’s stripes is a remarkable evolutionary feature, unique to each individual. These stripes are not just skin deep; they extend into the zebra’s skin, ensuring that each animal’s pattern is distinct. Scientifically, the stripes are formed by the differential distribution of melanocytes, cells that produce melanin, the pigment that colours the skin. The pattern is believed to be a form of disruptive camouflage, breaking up the outline of the zebra’s body and making it harder for predators to single out an individual from the herd. This is particularly effective in the dappled light of their savanna and grassland habitats.

Research suggests that the stripes may serve multiple purposes beyond camouflage. They are thought to play a role in social interactions, with zebras recognizing each other by their stripe patterns. There’s also a theory that the stripes help regulate body temperature, with the black stripes absorbing heat and the white stripes reflecting it. Another fascinating hypothesis is that the stripes deter biting flies, which are less likely to land on a striped surface. 

Extract C: 

Zebras are among the most interesting creatures in the animal kingdom, captivating observers with their striking patterns and intriguing behaviours. Their social structure is particularly fascinating, with zebras living in well-organised groups known as harems, consisting of a dominant stallion, several mares, and their young. This social arrangement provides security and helps in the rearing and protection of the foals. Zebras communicate with each other through an expressive range of vocalisations and body postures, indicating everything from curiosity to alarm.

Beyond their social lives, zebras are notable for their endurance and agility. They can travel long distances in search of food and water, showcasing remarkable stamina. When threatened, zebras can run at speeds up to 65 kilometres per hour, using zig-zag patterns to evade predators. Their resilience in the face of environmental challenges and predation is a testament to their adaptability and strength.

Extract D: 

Encountering a zebra in the wild is a rare and memorable experience, offering a glimpse into the elegance and resilience of these creatures. On a safari in the African savanna, the sight of a zebra herd moving gracefully across the landscape is mesmerising. The zebras, alert and watchful, move with a sense of purpose and harmony. Observing them up close, one can’t help but be captivated by the precision of their stripes, each pattern as unique as a fingerprint.

A particularly rare experience might involve witnessing a zebra’s birth, a vulnerable time for both the mare and the foal. The newborn, shaky on its legs, is a heartwarming sight. Within a few hours, it starts to walk and even run, a crucial adaptation for survival in the predator-rich environment. Another remarkable behaviour is seeing zebras at a waterhole, interacting cautiously with other wildlife, always alert to the danger of predators.

Answer the questions below by choosing the letter of the correct answer. 

Which extract mentions the unique social structure of zebras involving a dominant stallion and multiple mares?

Read the extracts below then answer the questions that follow. 

Extract A: 

Zebras are native to the vast and varied landscapes of Africa, specifically thriving in the grasslands and savannas. These environments are characterised by wide, open spaces, dotted with shrubs and sparse trees, providing ample grazing opportunities. Grasses, which form the bulk of a zebra’s diet, are abundant in these regions, supplemented by herbs, twigs, and leaves. Water sources, crucial in the arid African climate, are often a central feature of their habitats. These settings not only support their dietary needs but also offer strategic advantages for survival. The openness of the savanna allows zebras to spot predators, such as lions and hyenas, from a distance, giving them a better chance to flee from danger. The landscape also supports the social structure of zebra herds, facilitating communication and cohesive movement. Migration is a part of their life, often dictated by the availability of food and water. Seasonal changes lead them to embark on long treks across different terrains, showcasing their adaptability to varying environmental conditions. The interaction between zebras and their habitat is a beautiful example of nature’s balance, where each element plays a crucial role in the ecosystem’s health and sustainability.

Extract B: 

The anatomy of a zebra’s stripes is a remarkable evolutionary feature, unique to each individual. These stripes are not just skin deep; they extend into the zebra’s skin, ensuring that each animal’s pattern is distinct. Scientifically, the stripes are formed by the differential distribution of melanocytes, cells that produce melanin, the pigment that colours the skin. The pattern is believed to be a form of disruptive camouflage, breaking up the outline of the zebra’s body and making it harder for predators to single out an individual from the herd. This is particularly effective in the dappled light of their savanna and grassland habitats.

Research suggests that the stripes may serve multiple purposes beyond camouflage. They are thought to play a role in social interactions, with zebras recognizing each other by their stripe patterns. There’s also a theory that the stripes help regulate body temperature, with the black stripes absorbing heat and the white stripes reflecting it. Another fascinating hypothesis is that the stripes deter biting flies, which are less likely to land on a striped surface. 

Extract C: 

Zebras are among the most interesting creatures in the animal kingdom, captivating observers with their striking patterns and intriguing behaviours. Their social structure is particularly fascinating, with zebras living in well-organised groups known as harems, consisting of a dominant stallion, several mares, and their young. This social arrangement provides security and helps in the rearing and protection of the foals. Zebras communicate with each other through an expressive range of vocalisations and body postures, indicating everything from curiosity to alarm.

Beyond their social lives, zebras are notable for their endurance and agility. They can travel long distances in search of food and water, showcasing remarkable stamina. When threatened, zebras can run at speeds up to 65 kilometres per hour, using zig-zag patterns to evade predators. Their resilience in the face of environmental challenges and predation is a testament to their adaptability and strength.

Extract D: 

Encountering a zebra in the wild is a rare and memorable experience, offering a glimpse into the elegance and resilience of these creatures. On a safari in the African savanna, the sight of a zebra herd moving gracefully across the landscape is mesmerising. The zebras, alert and watchful, move with a sense of purpose and harmony. Observing them up close, one can’t help but be captivated by the precision of their stripes, each pattern as unique as a fingerprint.

A particularly rare experience might involve witnessing a zebra’s birth, a vulnerable time for both the mare and the foal. The newborn, shaky on its legs, is a heartwarming sight. Within a few hours, it starts to walk and even run, a crucial adaptation for survival in the predator-rich environment. Another remarkable behaviour is seeing zebras at a waterhole, interacting cautiously with other wildlife, always alert to the danger of predators.

Answer the questions below by choosing the letter of the correct answer. 

Which extract is the evolutionary significance of a zebra’s stripes in terms of camouflage and predator evasion discussed?

Read the extracts below then answer the questions that follow. 

Extract A: 

Zebras are native to the vast and varied landscapes of Africa, specifically thriving in the grasslands and savannas. These environments are characterised by wide, open spaces, dotted with shrubs and sparse trees, providing ample grazing opportunities. Grasses, which form the bulk of a zebra’s diet, are abundant in these regions, supplemented by herbs, twigs, and leaves. Water sources, crucial in the arid African climate, are often a central feature of their habitats. These settings not only support their dietary needs but also offer strategic advantages for survival. The openness of the savanna allows zebras to spot predators, such as lions and hyenas, from a distance, giving them a better chance to flee from danger. The landscape also supports the social structure of zebra herds, facilitating communication and cohesive movement. Migration is a part of their life, often dictated by the availability of food and water. Seasonal changes lead them to embark on long treks across different terrains, showcasing their adaptability to varying environmental conditions. The interaction between zebras and their habitat is a beautiful example of nature’s balance, where each element plays a crucial role in the ecosystem’s health and sustainability.

Extract B: 

The anatomy of a zebra’s stripes is a remarkable evolutionary feature, unique to each individual. These stripes are not just skin deep; they extend into the zebra’s skin, ensuring that each animal’s pattern is distinct. Scientifically, the stripes are formed by the differential distribution of melanocytes, cells that produce melanin, the pigment that colours the skin. The pattern is believed to be a form of disruptive camouflage, breaking up the outline of the zebra’s body and making it harder for predators to single out an individual from the herd. This is particularly effective in the dappled light of their savanna and grassland habitats.

Research suggests that the stripes may serve multiple purposes beyond camouflage. They are thought to play a role in social interactions, with zebras recognizing each other by their stripe patterns. There’s also a theory that the stripes help regulate body temperature, with the black stripes absorbing heat and the white stripes reflecting it. Another fascinating hypothesis is that the stripes deter biting flies, which are less likely to land on a striped surface. 

Extract C: 

Zebras are among the most interesting creatures in the animal kingdom, captivating observers with their striking patterns and intriguing behaviours. Their social structure is particularly fascinating, with zebras living in well-organised groups known as harems, consisting of a dominant stallion, several mares, and their young. This social arrangement provides security and helps in the rearing and protection of the foals. Zebras communicate with each other through an expressive range of vocalisations and body postures, indicating everything from curiosity to alarm.

Beyond their social lives, zebras are notable for their endurance and agility. They can travel long distances in search of food and water, showcasing remarkable stamina. When threatened, zebras can run at speeds up to 65 kilometres per hour, using zig-zag patterns to evade predators. Their resilience in the face of environmental challenges and predation is a testament to their adaptability and strength.

Extract D: 

Encountering a zebra in the wild is a rare and memorable experience, offering a glimpse into the elegance and resilience of these creatures. On a safari in the African savanna, the sight of a zebra herd moving gracefully across the landscape is mesmerising. The zebras, alert and watchful, move with a sense of purpose and harmony. Observing them up close, one can’t help but be captivated by the precision of their stripes, each pattern as unique as a fingerprint.

A particularly rare experience might involve witnessing a zebra’s birth, a vulnerable time for both the mare and the foal. The newborn, shaky on its legs, is a heartwarming sight. Within a few hours, it starts to walk and even run, a crucial adaptation for survival in the predator-rich environment. Another remarkable behaviour is seeing zebras at a waterhole, interacting cautiously with other wildlife, always alert to the danger of predators.

Answer the questions below by choosing the letter of the correct answer. 

Which extract describes zebras’ habitat, focusing on grasslands and savannas, and their adaptation to these environments?

Read the extracts below then answer the questions that follow. 

Extract A: 

Zebras are native to the vast and varied landscapes of Africa, specifically thriving in the grasslands and savannas. These environments are characterised by wide, open spaces, dotted with shrubs and sparse trees, providing ample grazing opportunities. Grasses, which form the bulk of a zebra’s diet, are abundant in these regions, supplemented by herbs, twigs, and leaves. Water sources, crucial in the arid African climate, are often a central feature of their habitats. These settings not only support their dietary needs but also offer strategic advantages for survival. The openness of the savanna allows zebras to spot predators, such as lions and hyenas, from a distance, giving them a better chance to flee from danger. The landscape also supports the social structure of zebra herds, facilitating communication and cohesive movement. Migration is a part of their life, often dictated by the availability of food and water. Seasonal changes lead them to embark on long treks across different terrains, showcasing their adaptability to varying environmental conditions. The interaction between zebras and their habitat is a beautiful example of nature’s balance, where each element plays a crucial role in the ecosystem’s health and sustainability.

Extract B: 

The anatomy of a zebra’s stripes is a remarkable evolutionary feature, unique to each individual. These stripes are not just skin deep; they extend into the zebra’s skin, ensuring that each animal’s pattern is distinct. Scientifically, the stripes are formed by the differential distribution of melanocytes, cells that produce melanin, the pigment that colours the skin. The pattern is believed to be a form of disruptive camouflage, breaking up the outline of the zebra’s body and making it harder for predators to single out an individual from the herd. This is particularly effective in the dappled light of their savanna and grassland habitats.

Research suggests that the stripes may serve multiple purposes beyond camouflage. They are thought to play a role in social interactions, with zebras recognizing each other by their stripe patterns. There’s also a theory that the stripes help regulate body temperature, with the black stripes absorbing heat and the white stripes reflecting it. Another fascinating hypothesis is that the stripes deter biting flies, which are less likely to land on a striped surface. 

Extract C: 

Zebras are among the most interesting creatures in the animal kingdom, captivating observers with their striking patterns and intriguing behaviours. Their social structure is particularly fascinating, with zebras living in well-organised groups known as harems, consisting of a dominant stallion, several mares, and their young. This social arrangement provides security and helps in the rearing and protection of the foals. Zebras communicate with each other through an expressive range of vocalisations and body postures, indicating everything from curiosity to alarm.

Beyond their social lives, zebras are notable for their endurance and agility. They can travel long distances in search of food and water, showcasing remarkable stamina. When threatened, zebras can run at speeds up to 65 kilometres per hour, using zig-zag patterns to evade predators. Their resilience in the face of environmental challenges and predation is a testament to their adaptability and strength.

Extract D: 

Encountering a zebra in the wild is a rare and memorable experience, offering a glimpse into the elegance and resilience of these creatures. On a safari in the African savanna, the sight of a zebra herd moving gracefully across the landscape is mesmerising. The zebras, alert and watchful, move with a sense of purpose and harmony. Observing them up close, one can’t help but be captivated by the precision of their stripes, each pattern as unique as a fingerprint.

A particularly rare experience might involve witnessing a zebra’s birth, a vulnerable time for both the mare and the foal. The newborn, shaky on its legs, is a heartwarming sight. Within a few hours, it starts to walk and even run, a crucial adaptation for survival in the predator-rich environment. Another remarkable behaviour is seeing zebras at a waterhole, interacting cautiously with other wildlife, always alert to the danger of predators.

Answer the questions below by choosing the letter of the correct answer. 

Which extract is the experience of observing a zebra herd’s movement in the wild, including their alertness and harmony, detailed?

Read the extracts below then answer the questions that follow. 

Extract A: 

Zebras are native to the vast and varied landscapes of Africa, specifically thriving in the grasslands and savannas. These environments are characterised by wide, open spaces, dotted with shrubs and sparse trees, providing ample grazing opportunities. Grasses, which form the bulk of a zebra’s diet, are abundant in these regions, supplemented by herbs, twigs, and leaves. Water sources, crucial in the arid African climate, are often a central feature of their habitats. These settings not only support their dietary needs but also offer strategic advantages for survival. The openness of the savanna allows zebras to spot predators, such as lions and hyenas, from a distance, giving them a better chance to flee from danger. The landscape also supports the social structure of zebra herds, facilitating communication and cohesive movement. Migration is a part of their life, often dictated by the availability of food and water. Seasonal changes lead them to embark on long treks across different terrains, showcasing their adaptability to varying environmental conditions. The interaction between zebras and their habitat is a beautiful example of nature’s balance, where each element plays a crucial role in the ecosystem’s health and sustainability.

Extract B: 

The anatomy of a zebra’s stripes is a remarkable evolutionary feature, unique to each individual. These stripes are not just skin deep; they extend into the zebra’s skin, ensuring that each animal’s pattern is distinct. Scientifically, the stripes are formed by the differential distribution of melanocytes, cells that produce melanin, the pigment that colours the skin. The pattern is believed to be a form of disruptive camouflage, breaking up the outline of the zebra’s body and making it harder for predators to single out an individual from the herd. This is particularly effective in the dappled light of their savanna and grassland habitats.

Research suggests that the stripes may serve multiple purposes beyond camouflage. They are thought to play a role in social interactions, with zebras recognizing each other by their stripe patterns. There’s also a theory that the stripes help regulate body temperature, with the black stripes absorbing heat and the white stripes reflecting it. Another fascinating hypothesis is that the stripes deter biting flies, which are less likely to land on a striped surface. 

Extract C: 

Zebras are among the most interesting creatures in the animal kingdom, captivating observers with their striking patterns and intriguing behaviours. Their social structure is particularly fascinating, with zebras living in well-organised groups known as harems, consisting of a dominant stallion, several mares, and their young. This social arrangement provides security and helps in the rearing and protection of the foals. Zebras communicate with each other through an expressive range of vocalisations and body postures, indicating everything from curiosity to alarm.

Beyond their social lives, zebras are notable for their endurance and agility. They can travel long distances in search of food and water, showcasing remarkable stamina. When threatened, zebras can run at speeds up to 65 kilometres per hour, using zig-zag patterns to evade predators. Their resilience in the face of environmental challenges and predation is a testament to their adaptability and strength.

Extract D: 

Encountering a zebra in the wild is a rare and memorable experience, offering a glimpse into the elegance and resilience of these creatures. On a safari in the African savanna, the sight of a zebra herd moving gracefully across the landscape is mesmerising. The zebras, alert and watchful, move with a sense of purpose and harmony. Observing them up close, one can’t help but be captivated by the precision of their stripes, each pattern as unique as a fingerprint.

A particularly rare experience might involve witnessing a zebra’s birth, a vulnerable time for both the mare and the foal. The newborn, shaky on its legs, is a heartwarming sight. Within a few hours, it starts to walk and even run, a crucial adaptation for survival in the predator-rich environment. Another remarkable behaviour is seeing zebras at a waterhole, interacting cautiously with other wildlife, always alert to the danger of predators.

Answer the questions below by choosing the letter of the correct answer. 

Which extract explains the scientific basis of a zebra’s stripes, including the role of melanocytes and melanin?

Read the extracts below then answer the questions that follow. 

Extract A: 

Zebras are native to the vast and varied landscapes of Africa, specifically thriving in the grasslands and savannas. These environments are characterised by wide, open spaces, dotted with shrubs and sparse trees, providing ample grazing opportunities. Grasses, which form the bulk of a zebra’s diet, are abundant in these regions, supplemented by herbs, twigs, and leaves. Water sources, crucial in the arid African climate, are often a central feature of their habitats. These settings not only support their dietary needs but also offer strategic advantages for survival. The openness of the savanna allows zebras to spot predators, such as lions and hyenas, from a distance, giving them a better chance to flee from danger. The landscape also supports the social structure of zebra herds, facilitating communication and cohesive movement. Migration is a part of their life, often dictated by the availability of food and water. Seasonal changes lead them to embark on long treks across different terrains, showcasing their adaptability to varying environmental conditions. The interaction between zebras and their habitat is a beautiful example of nature’s balance, where each element plays a crucial role in the ecosystem’s health and sustainability.

Extract B: 

The anatomy of a zebra’s stripes is a remarkable evolutionary feature, unique to each individual. These stripes are not just skin deep; they extend into the zebra’s skin, ensuring that each animal’s pattern is distinct. Scientifically, the stripes are formed by the differential distribution of melanocytes, cells that produce melanin, the pigment that colours the skin. The pattern is believed to be a form of disruptive camouflage, breaking up the outline of the zebra’s body and making it harder for predators to single out an individual from the herd. This is particularly effective in the dappled light of their savanna and grassland habitats.

Research suggests that the stripes may serve multiple purposes beyond camouflage. They are thought to play a role in social interactions, with zebras recognizing each other by their stripe patterns. There’s also a theory that the stripes help regulate body temperature, with the black stripes absorbing heat and the white stripes reflecting it. Another fascinating hypothesis is that the stripes deter biting flies, which are less likely to land on a striped surface. 

Extract C: 

Zebras are among the most interesting creatures in the animal kingdom, captivating observers with their striking patterns and intriguing behaviours. Their social structure is particularly fascinating, with zebras living in well-organised groups known as harems, consisting of a dominant stallion, several mares, and their young. This social arrangement provides security and helps in the rearing and protection of the foals. Zebras communicate with each other through an expressive range of vocalisations and body postures, indicating everything from curiosity to alarm.

Beyond their social lives, zebras are notable for their endurance and agility. They can travel long distances in search of food and water, showcasing remarkable stamina. When threatened, zebras can run at speeds up to 65 kilometres per hour, using zig-zag patterns to evade predators. Their resilience in the face of environmental challenges and predation is a testament to their adaptability and strength.

Extract D: 

Encountering a zebra in the wild is a rare and memorable experience, offering a glimpse into the elegance and resilience of these creatures. On a safari in the African savanna, the sight of a zebra herd moving gracefully across the landscape is mesmerising. The zebras, alert and watchful, move with a sense of purpose and harmony. Observing them up close, one can’t help but be captivated by the precision of their stripes, each pattern as unique as a fingerprint.

A particularly rare experience might involve witnessing a zebra’s birth, a vulnerable time for both the mare and the foal. The newborn, shaky on its legs, is a heartwarming sight. Within a few hours, it starts to walk and even run, a crucial adaptation for survival in the predator-rich environment. Another remarkable behaviour is seeing zebras at a waterhole, interacting cautiously with other wildlife, always alert to the danger of predators.

Answer the questions below by choosing the letter of the correct answer. 

Which extract are zebras’ endurance and agility highlighted, particularly their ability to travel long distances and run at high speeds?

Read the extracts below then answer the questions that follow. 

Extract A: 

Zebras are native to the vast and varied landscapes of Africa, specifically thriving in the grasslands and savannas. These environments are characterised by wide, open spaces, dotted with shrubs and sparse trees, providing ample grazing opportunities. Grasses, which form the bulk of a zebra’s diet, are abundant in these regions, supplemented by herbs, twigs, and leaves. Water sources, crucial in the arid African climate, are often a central feature of their habitats. These settings not only support their dietary needs but also offer strategic advantages for survival. The openness of the savanna allows zebras to spot predators, such as lions and hyenas, from a distance, giving them a better chance to flee from danger. The landscape also supports the social structure of zebra herds, facilitating communication and cohesive movement. Migration is a part of their life, often dictated by the availability of food and water. Seasonal changes lead them to embark on long treks across different terrains, showcasing their adaptability to varying environmental conditions. The interaction between zebras and their habitat is a beautiful example of nature’s balance, where each element plays a crucial role in the ecosystem’s health and sustainability.

Extract B: 

The anatomy of a zebra’s stripes is a remarkable evolutionary feature, unique to each individual. These stripes are not just skin deep; they extend into the zebra’s skin, ensuring that each animal’s pattern is distinct. Scientifically, the stripes are formed by the differential distribution of melanocytes, cells that produce melanin, the pigment that colours the skin. The pattern is believed to be a form of disruptive camouflage, breaking up the outline of the zebra’s body and making it harder for predators to single out an individual from the herd. This is particularly effective in the dappled light of their savanna and grassland habitats.

Research suggests that the stripes may serve multiple purposes beyond camouflage. They are thought to play a role in social interactions, with zebras recognizing each other by their stripe patterns. There’s also a theory that the stripes help regulate body temperature, with the black stripes absorbing heat and the white stripes reflecting it. Another fascinating hypothesis is that the stripes deter biting flies, which are less likely to land on a striped surface. 

Extract C: 

Zebras are among the most interesting creatures in the animal kingdom, captivating observers with their striking patterns and intriguing behaviours. Their social structure is particularly fascinating, with zebras living in well-organised groups known as harems, consisting of a dominant stallion, several mares, and their young. This social arrangement provides security and helps in the rearing and protection of the foals. Zebras communicate with each other through an expressive range of vocalisations and body postures, indicating everything from curiosity to alarm.

Beyond their social lives, zebras are notable for their endurance and agility. They can travel long distances in search of food and water, showcasing remarkable stamina. When threatened, zebras can run at speeds up to 65 kilometres per hour, using zig-zag patterns to evade predators. Their resilience in the face of environmental challenges and predation is a testament to their adaptability and strength.

Extract D: 

Encountering a zebra in the wild is a rare and memorable experience, offering a glimpse into the elegance and resilience of these creatures. On a safari in the African savanna, the sight of a zebra herd moving gracefully across the landscape is mesmerising. The zebras, alert and watchful, move with a sense of purpose and harmony. Observing them up close, one can’t help but be captivated by the precision of their stripes, each pattern as unique as a fingerprint.

A particularly rare experience might involve witnessing a zebra’s birth, a vulnerable time for both the mare and the foal. The newborn, shaky on its legs, is a heartwarming sight. Within a few hours, it starts to walk and even run, a crucial adaptation for survival in the predator-rich environment. Another remarkable behaviour is seeing zebras at a waterhole, interacting cautiously with other wildlife, always alert to the danger of predators.

Answer the questions below by choosing the letter of the correct answer. 

Which extract describes the interaction of zebras with their natural environment, emphasising their migratory behaviour in search of food and water?

Read the extracts below then answer the questions that follow. 

Extract A: 

Zebras are native to the vast and varied landscapes of Africa, specifically thriving in the grasslands and savannas. These environments are characterised by wide, open spaces, dotted with shrubs and sparse trees, providing ample grazing opportunities. Grasses, which form the bulk of a zebra’s diet, are abundant in these regions, supplemented by herbs, twigs, and leaves. Water sources, crucial in the arid African climate, are often a central feature of their habitats. These settings not only support their dietary needs but also offer strategic advantages for survival. The openness of the savanna allows zebras to spot predators, such as lions and hyenas, from a distance, giving them a better chance to flee from danger. The landscape also supports the social structure of zebra herds, facilitating communication and cohesive movement. Migration is a part of their life, often dictated by the availability of food and water. Seasonal changes lead them to embark on long treks across different terrains, showcasing their adaptability to varying environmental conditions. The interaction between zebras and their habitat is a beautiful example of nature’s balance, where each element plays a crucial role in the ecosystem’s health and sustainability.

Extract B: 

The anatomy of a zebra’s stripes is a remarkable evolutionary feature, unique to each individual. These stripes are not just skin deep; they extend into the zebra’s skin, ensuring that each animal’s pattern is distinct. Scientifically, the stripes are formed by the differential distribution of melanocytes, cells that produce melanin, the pigment that colours the skin. The pattern is believed to be a form of disruptive camouflage, breaking up the outline of the zebra’s body and making it harder for predators to single out an individual from the herd. This is particularly effective in the dappled light of their savanna and grassland habitats.

Research suggests that the stripes may serve multiple purposes beyond camouflage. They are thought to play a role in social interactions, with zebras recognizing each other by their stripe patterns. There’s also a theory that the stripes help regulate body temperature, with the black stripes absorbing heat and the white stripes reflecting it. Another fascinating hypothesis is that the stripes deter biting flies, which are less likely to land on a striped surface. 

Extract C: 

Zebras are among the most interesting creatures in the animal kingdom, captivating observers with their striking patterns and intriguing behaviours. Their social structure is particularly fascinating, with zebras living in well-organised groups known as harems, consisting of a dominant stallion, several mares, and their young. This social arrangement provides security and helps in the rearing and protection of the foals. Zebras communicate with each other through an expressive range of vocalisations and body postures, indicating everything from curiosity to alarm.

Beyond their social lives, zebras are notable for their endurance and agility. They can travel long distances in search of food and water, showcasing remarkable stamina. When threatened, zebras can run at speeds up to 65 kilometres per hour, using zig-zag patterns to evade predators. Their resilience in the face of environmental challenges and predation is a testament to their adaptability and strength.

Extract D: 

Encountering a zebra in the wild is a rare and memorable experience, offering a glimpse into the elegance and resilience of these creatures. On a safari in the African savanna, the sight of a zebra herd moving gracefully across the landscape is mesmerising. The zebras, alert and watchful, move with a sense of purpose and harmony. Observing them up close, one can’t help but be captivated by the precision of their stripes, each pattern as unique as a fingerprint.

A particularly rare experience might involve witnessing a zebra’s birth, a vulnerable time for both the mare and the foal. The newborn, shaky on its legs, is a heartwarming sight. Within a few hours, it starts to walk and even run, a crucial adaptation for survival in the predator-rich environment. Another remarkable behaviour is seeing zebras at a waterhole, interacting cautiously with other wildlife, always alert to the danger of predators.

Answer the questions below by choosing the letter of the correct answer. 

Which extract is the rare experience of witnessing a zebra’s birth in the wild and the foal’s immediate adaptability for survival discussed?