School of Linguistics and Applied Language Studies

New Zealand Speed Readings for

ESL Learners

Book Two

(2000 word level plus AWL)

Sonia Millett

English Language Institute

Occasional Publication No. 22

ISSN 1173-535X
New Zealand Speed Readings for ESL Learners

Book Two

(2000 Word level plus AWL)

Sonia Millett

English Language Institute Occasional Publication No.22

ISSN 1173–535X
2005 (updated 2017)
 School of Linguistics and Applied Language Studies
Victoria University of Wellington
PO Box 600
Wellington
New Zealand
http://www.vuw.ac.nz/lals

To order copies please visit http://www.vicbooks.co.nz

English Language Institute Occasional Publication Number 22

ISBN 978 0 475 10512 7

© Sonia Millett
2005 (updated 2017)

Teachers and staff of the English Language Institute at Victoria University of Wellington
helped to proofread and trial these readings and gave valuable feedback and
suggestions.

The material contained in this book may be photocopied, provided that it is not sold at a
profit and that its source is acknowledged.
Introduction

New Zealand Speed Readings for ESL Learners, Book Two was written at the School of
Linguistics and Applied Language Studies at Victoria University of Wellington, New
Zealand. The programme contains twenty 400 word readings, each with ten
comprehension questions. The passages are written within the first 2000 words (Nation,
1996) plus An AWL (Coxhead, 1998). Exceptions are words that are explained in the
text, titles of passages, content words like country names and animal names, and some
common words like television, cell phone and internet.

Principles of a speed reading programme

A speed reading programme should isolate the skill that is being practised which is
increasing the speed of a student’s reading. It is important not to confuse the purpose
of the exercise with increasing vocabulary, improving reading comprehension or
anything else. A speed reading programme is only a small part of an overall reading
programme and while success with the programme may lead to benefits such as
increasing confidence and the effectiveness and enjoyment of reading, the focus is
speed.

1. The focus is speed. While reading without understanding would be pointless, the
goal of speed reading is not to achieve perfect accuracy in answering the
questions. If students are getting all the answers right, they are reading too
slowly. The goal is the fastest time with about 70 percent accuracy.

2. The readings should be easy. There should be very little unknown vocabulary
and the grammar should be straightforward. There should be nothing to stop the
readers in their tracks. Similarly the questions should test general understanding
rather than detailed knowledge. Questions about specific details slow down
reading.

3. The method of reading is important. Students should not use their fingers or
pens to trace the words as this encourages slow word-by-word reading. By
reading quickly, students are training their eyes to process meaning chunks.

4. Gaining confidence is an important aspect of the programme. A lot of learning is

getting past the ‘I can’t do it’ barrier. A speed reading programme can push the
student through this barrier. Teachers can help by setting individual and class
goals and time limits. Success in speed reading engenders confidence, and
confidence leads to enjoyment, motivation and more success. The virtuous
circle. (Nuttall, 1996).

5. A speed reading programme should be intensive. Complete the twenty readings

by doing them every day for four weeks.

i
6. Speed reading should be an isolated activity. Don’t plan a follow up activity with
the readings. When students realise they will be doing a follow-up activity, they
will concentrate on comprehension and slow down.

7. Recording the time and score is important as seeing daily progress is a very
effective motivator for students. It is also a good way for the teacher to monitor
progress, give feedback and encouragement, and set individual and class goals.

Instructions for teachers

Determine the level of vocabulary knowledge of the class by administering a vocabulary

levels test, for example Schmitt et al. (2001).

Photocopy class sets of the readings. These can be put into plastic sleeves to prolong
life. The readings can be done in any order so that it is not necessary for all students to
be working on the same reading. You could make a few sets and then have students
choose a reading they haven’t done yet.

Introduce the programme to the class by explaining the procedure and the reasons for
doing a speed reading programme:

Over the next month you will be doing a daily speed reading exercise which
involves reading a short passage and answering 10 comprehension questions.

Speed reading is only one of the many ways that the class will be studying
reading. The focus of the speed reading programme will be to increase reading
speed. Accuracy in answering the questions is not the main consideration. Aim
for the fastest time with about 70 percent accuracy.

Reading quickly is an important skill for native and non-native speakers and most
people can double their reading speed with practice (Nation, 1991). This skill will
be necessary at university to cope with heavy reading requirements and for
tests. In addition, the faster you read, the more effective and enjoyable it will be.
Research suggests that an improvement in reading leads to benefits across all
other language skills. An example is the Fiji book flood (see Elley & Mangubhai,
1979).

The passages are all 400 words long and the vocabulary is controlled. The topics
relate to New Zealand and the passages and questions are not supposed to be
difficult.

While reading, don’t use a pointer or your finger to trace each word because this
will make you read slowly word-by-word. Try to read in meaning chunks.

Answer the questions from memory. Don’t turn back and look at the passage.

ii
Instructions to students

1. Give out the answer sheet and graph for recording times and comprehension scores.
2. Display an online stopwatch so that students can time themselves.
3. Give out the readings and say START.
4. Students read as quickly as they can.
5. When they reach the end of the passage, they look up and note down their time.
6. They then turn over the paper and answer the questions without turning back to the
passage.
7. When they finish answering the questions, they check their answers.
8. They record their time and comprehension score on the graph.

As students finish recording their times and scores on their graphs, the teacher can walk
around to check progress and collect the readings. If a student is scoring 8, 9 or 10 on the
comprehension questions, encourage them to read faster next time. You can set
individual goals by drawing a line on a student’s graph.

After about half the readings have been completed, it is time to start reducing the
maximum time allowed from 3 minutes to 2.50 to 2.40. While many students will already
be reading more quickly than this, there will be some who take as long as they are given
and these students can be helped to push through the barrier. If a student does not finish
reading the passage in the time allowed, they should still turn over and try to answer the
questions. Their goal is to finish in the time allowed the next day.

Once students see their graphs going up, they are motivated to read faster each day. By
looking across to the right-hand side they can see their words per minute. If a student
makes no improvement in time and continues to score below 6 correct answers, this is a
signal to the teacher that they need additional reading help.

Speed Reading Booklets

Asian and Pacific Speed Readings for ESL Learners (1000)
New Zealand Speed Readings for ESL Learners 1000 Word List
New Zealand Speed Readings for ESL Learners, Book One (2000)
New Zealand Speed Readings for ESL Learners, Book Two (2000 plus AWL)
Speed Readings for ESL Learners 500 BNC (World stories)
Speed Readings for ESL learners 3000 BNC (General topics)
Speed Readings for ESL learners 4000 BNC (General topics)
Available from: http://www.vicbooks.co.nz and
http://www.victoria.ac.nz/lals/about/staff/sonia-millett

iii
A model of a daily fluency programme incorporating speed readings

A daily fluency programme attends to the fluency component of Nation’s four strands of
a successful English programme (2007). Students use and practise the four skills of
English: writing, speaking, reading and listening, by accessing the language they have
stored in their heads. The focus is fluency so feedback on accuracy is not given.

Each student buys a small exercise book (ideally size 1B4). They tape the speed reading
answer key and graph to the inside back cover for daily use. They bring the exercise
book to class every day and the teacher collects it once a week.

1. Quickwrite
Five to ten minutes writing on a topic generated by the students with emphasis on
fluency and flow of ideas. The goal is to write as much as possible without the use of an
eraser or dictionary. Students write in the back of their journals. The topics might
include: myself, my family, my home town, my best friend, weather, cats, studying
English, a graded reader, a media story, independent study and so on. The topics start
at a very easy level and become more sophisticated over the course of the programme.
The students demonstrate an increasing willingness to tackle any topic.

2. Quickspeak
Three to five minutes of speaking without pauses to a listening partner on the
quickwrite topic. Then students change roles. It is good to number off students to form
pairs as this ensures a different partner every day. It is also a good idea to have the
students stand up while they are speaking. They should be speaking as fluently as they
can and they shouldn’t be reading their quickwrites.

3. Quickread
Speed reading

4. Quicklisten
Each day students listen to a chapter (five to ten minutes) of the audio recording of a
graded reader and simultaneously answer quick questions. Examples of quicklistens and
worksheets are available from http://www.victoria.ac.nz/lals/about/staff/sonia-millett

These activities should take about 40 minutes and may be combined with a weekly
fluency journal depending on the level and needs of the students.

5. Fluency Journals
Students write three pages of free writing every week. They are encouraged to treat
their journals as a quickwrite exercise and take not more than 20 minutes per page.
Topics can be set by the teacher or students can choose their own topics. Examples
might be: one page about their independent learning, one about their extensive reading
and the third page on their own topic. It can be helpful to start the programme with a
brainstorm of possible topics. Journals are collected once a week, read and commented
on for content, not accuracy, by the teacher and returned to students.
iv
New Zealand Speed Readings for ESL Learners - Book Two

1 Votes for Women

2 The Treaty of Waitangi

3 The New Zealand Economy

4 Ernest Rutherford

5 Endangered Species

6 Zealandia

7 Possums – Eating up New Zealand

8 Dame Whina Cooper

9 Earthquakes

10 Genetic Modification

11 Sun Sense

12 The Pacific Ocean

13 Tangata Whenua

14 Sir Āpirana Ngata

15 The Weather

16 Power Sources

17 Volunteers

18 Immigration

19 The Antarctic

20 The Education System in New Zealand

v
vi
1 Votes for Women

On 19 September 1893, New Zealand women received the right to vote. Although women
in some states of the USA had been voting since the 1870s, New Zealand was the first
country in the world to give women the right to vote.

Kate Sheppard was the leader of the group who fought for votes for women. She was
born in 1848 in England and was an unusual person for her time. She was one of the first
women to ride a bicycle and she believed in equality in marriage. She lived in Christchurch
with her husband.

In order to get women the vote she had to have the help of men who were in
Government, but the men in Government generally thought the idea of women voting was
a joke and laughed at the idea. Others were angry and rejected votes for women. Sir John
Hall was one politician who used his influence to help her.

Kate Sheppard and many other women continued to fight for the right to vote. They
believed that women were as intelligent as men and that men and women were equal. In
1879, all men over the age of 21 were given the right to vote but it wasn’t until 1893 that
the government decided, by 20 votes to 18, to allow women the same rights.

The fight for women’s rights first started in England in 1792. In that year, Mary
Wollstonecraft argued that women should have the same education as men. This was the
first time anyone had suggested that women should receive a formal education.

New Zealand was one of the first countries to allow women to go to university. In 1877 a
New Zealand woman received a university degree. She was the second woman in the
world to do so. The first was a Canadian two years earlier. Today, women make up about
half of all university students. Women in most places in the world are able to vote and
can now be voted into government. Some women have become the leaders of their
countries. In the 21st century, women are leaders in government, business and education.

It is difficult to believe that only about 120 years ago women all over the world were
denied the right to vote and the right to a formal education. Courageous women like Kate
Sheppard have led the way in improving the lives of all women.

1
1 Votes for Women

1. When did women get the vote in 6. Where did women first get the
New Zealand? vote?

a. 1793 a. Some parts of the USA

b. 1893 b. New Zealand
c. 1993 c. England

2. What happened in the 1790s? 7. Kate Sheppard was one of the

first women to:
a. Some women in the USA
got the vote. a. go swimming
b. Mary Wollstonecroft b. ride a bicycle
began to fight for c. drive a car
women’s rights.
c. The first woman received 8. Kate Sheppard thought:
a university degree.
a. men were better than
3. Where was Kate Sheppard born? women
b. women were better than
a. In Christchurch men
b. In Canada c. women and men were
c. In England equal

4. Sir John Hall was: 9. When women claimed the right to

vote, many men thought:
a. a politician
b. a lawyer a. it was a good idea
c. a farmer b. women should be leaders
c. it was a joke

5. Who got the vote in New Zealand

10. In universities today there are:
in1879?
a. more men than women
a. All men
b. more women than men
b. Everyone over 21
c. about the same number
c. All men over 21

2
2 The Treaty of Waitangi

In the 1830s the Māori population of New Zealand was approximately 125,000. In
addition, there were around 2,000 British settlers or Pākehā, the Māori name for people
who are not Māori. However, the number of Pākehā settlers was growing very rapidly and
they wanted more and more land. The sale of land caused great conflict between Māori
tribes and the settlers. Because of this, the British wanted to sign an agreement with
Māori that would control the sale of land fairly, and offer protection to both Māori and
Pākehā. The agreement was called the Treaty of Waitangi.

The Treaty of Waitangi had three parts. The first part said the Queen of England had the
right to govern New Zealand. The second ensured Māori chiefs possession of their land
and resources as long as they agreed to sell their land only to the Queen or her
representatives. The third part of the Treaty said that Māori had the same rights as British
people.

The Treaty was signed at Waitangi by 45 Māori chiefs, Governor Hobson and some English
residents on 6 February 1840. After this, it was taken around New Zealand and by the end
of the year, 500 Māori had signed the Treaty.

For some years the Treaty served its purpose in stopping uncontrolled and unfair land
purchases. However, as the number of settlers increased year by year, there was pressure
to acquire more land and this led to the New Zealand wars of the 1860s. During the New
Zealand wars, Māori not only lost the land that they fought over, but the government also
took other large areas of land to punish Māori for fighting against them.

Although Māori have made representations to the government ever since 1840, the Treaty
of Waitangi has largely been ignored. It is only in recent years that Māori calls for the
Treaty to be honoured have been addressed. The Treaty forms the basis of claims for the
return of land that was taken from Māori. In 1975, the Waitangi Tribunal was set up to
advise the government about these cases and Māori have got back some of the land that
was illegally taken from them by the government.

More than 170 years after it was signed, the Treaty of Waitangi is again being seen as a
way to make New Zealand a better place for all people to live, both Māori and Pākehā.

3
2 The Treaty of Waitangi

6. Pākehā means:
1. The population of New Zealand in
the 1830s was:
a. Māori
b. Queen
a. about 1,000
c. other than Māori
b. about 125,000
c. about 1,000,000
7. Treaty means:
2. At that time there were:
a. land
b. conflict
a. more Māori than
c. agreement
Europeans
b. more Europeans than m
Māori
8. What happened in the 1860s?
c. about the same
a. War between Māori and
3. When was the treaty signed? the settlers
b. The Queen visited New
a. 1800
Zealand
b. 1840
c. An agreement was signed
c. 1975
9. After the treaty was signed, the
4. How many main parts does the
number of settlers:
treaty of Waitangi have?
a. increased
a. One
b. decreased
b. Two
c. stayed the same
c. Three

5. How many Māori signed the treaty in 10. What was the cause of the New
total? Zealand wars?

a. 45 a. The Treaty
b. 500 b. Land
c. 3 c. Religion

4
3 The New Zealand Economy

New Zealand has a mixed economy and is dependent on foreign trade. A significant percentage
of exports is made up of agricultural products such as meat, dairy products such as butter and
milk, and wool. Dairy products and meat products together earn billions of dollars for the New
Zealand economy each year. There are 30 million sheep and six million cattle, and meat and
dairy products are exported to 90 countries around the world.

Today New Zealand’s main trading partners are Australia, the United States of America, China,
Britain and Japan, although Korea, Malaysia and Germany are also important. In the past, most
of New Zealand’s trade was with Britain. New Zealand exported agricultural products to Britain
and imported machinery and cars in return. However, when Britain joined the European
Economic Community (EEC) in 1973, New Zealand faced a serious problem. It could no longer
depend on Britain as a market.

New Zealand had to find new places to sell its products, and the new markets didn’t always want
the same things as Britain. In addition, people were becoming more health conscious. They
didn’t want to eat foods with a high fat content like dairy products, so New Zealand had to
diversify its products to meet the needs of new markets. Today animal products are still
important exports, but so are fruit, flowers, wine, wood, fish and light industrial products.
Rather than exporting products in their natural state, New Zealand has developed ways of
adding value to its products by processing them.

Nowadays, an increasingly large proportion of New Zealand’s export earnings comes from
service industries, for example tourism and education. Today tourism is a top foreign exchange
earner, and tourism related industries have been developed to provide facilities for the
increasing numbers of overseas visitors. A further development is the education industry. Large
numbers of international students come to New Zealand to study in schools and universities. It
is estimated that these numbers will continue to grow.

While New Zealand is rich in agricultural products, there is little heavy industry and New Zealand
must import machinery and cars as well as oil. Clothes and other manufactured products are
also imported.

The New Zealand economy is dependent on trade. Increasingly New Zealand is developing
trading relationships with the countries around the Pacific. In changing its markets, New
Zealand must also diversify its products to attract business from these new markets.

5
3 The New Zealand Economy

1. Each year New Zealand earns 6. New Zealand could be described

billions of dollars from: as:

a. animal products a. an industrial country

b. cars b. an agricultural country
c. oil c. a fishing country

7. Nowadays, dairy products are

2. Today meat and dairy products
considered to be unhealthy
are exported to:
because:
a. only a few countries
a. they have a high fat
b. about 90 countries
content
c. Australia mainly
b. they come from animals
c. they are expensive
3. What country was New Zealand’s
traditional market? 8. New Zealand lost its main export
market because:
a. Australia
b. The USA a. people became heath
c. Britain conscious
b. tourism became more
important
4. What does diversify mean?
c. Britain joined the EEC

a. Widen
9. Today service industries have:
b. Stay the same
c. Decrease
a. become more important
b. become less important
5. In New Zealand there are: c. stayed the same
a. more cows than sheep
b. more people than sheep 10. To have a strong economy New
c. more sheep than people Zealand must:

a. import more products

b. rely on traditional markets
c. diversify its products

6
4 Ernest Rutherford

Ernest Rutherford appears on the 100 dollar note, New Zealand’s largest currency note.
This indicates his place as one of the country’s most famous people. He was famous as a
great scientist who worked in the field of nuclear physics. Physics is the study of forces
such as heat, light, sound and electricity, and their relationship to objects.

Rutherford was born in Nelson, New Zealand on 30 August 1871. He was the fourth child
in a family of twelve children. His parents and grandparents were among the earliest
immigrants from England and Scotland, arriving in New Zealand in the 1840s and 1850s.

He was educated at high school in Nelson and at university in Christchurch gaining his
Master’s degree in 1893. In 1894, he received a grant to study and carry out research at
Cambridge University in England. In 1898, he was appointed to a university position in
Montreal, Canada which he held until 1907. He then returned to England where he taught
physics and continued his research.

Rutherford was most famous for his work on the atom. An atom can be described as the
smallest part of an element, or the smallest amount of a substance. His greatest
contribution to science was his discovery of the nucleus. A nucleus is the very small space
in the centre of an atom, which contains all the charge, energy or radioactivity of the atom.

His early work focussed on the intensity of the radioactive energy in the nucleus of an
atom. He noticed that the intensity of the radioactivity in the nucleus decreased over time
as the nucleus broke down. In this way, he discovered the idea of a half-life for radioactive
substances.

Ernest Rutherford’s work on the atom and the nucleus was the foundation of later work on
splitting the atom. Splitting the atom allows energy to be released and this released
atomic or nuclear energy is widely used today to provide electricity and power. A further
result of splitting the atom was the atomic bomb. Atomic bombs were first exploded over
Hiroshima and Nagasaki in Japan in 1945.

During his life, Rutherford received many honours and prizes for his work in the field of
physics. He received the Nobel Prize in 1908, and in 1914 he became Sir Ernest
Rutherford. Rutherford married Mary Newton in 1900 and they had one daughter. He
died in 1937 at the age of 66.

7
4 Ernest Rutherford

1. What currency note does 6. What was Rutherford’s greatest

Rutherford appear on? discovery?

a. $2 a. the atom
b. $10 b. the nucleus
c. $100 c. the atomic bomb

2. He was from: 7. Which statement is true?

a. a large family a. An atom is bigger than a

b. a small family nucleus
c. an average sized family b. A nucleus is bigger than an
atom
c. They are the same size
3. Where were his parents and
grandparents from?
8. Rutherford spent most of his life
a. Britain in:
b. America
c. Canada a. Canada
b. New Zealand
c. England
4. Rutherford was interested in:

a. History 9. Rutherford was:

b. Physics
c. Art a. famous only in New
Zealand
b. famous in many countries
5. How old was he when he
c. not very famous
died?

a. 33 10. Rutherford’s work on splitting the

b. 55 atom had:
c. 66
a. good results for people
b. bad results for people
c. good and bad results for
people

8
5 Endangered Species

There are millions of species (different kinds of animals and plants) on earth. Scientists
have classified about 1.7 million of them. However, it is now thought that there are
between ten million and one hundred million species in the world. Each one has its own
unique part to play in keeping the natural balance of the world.

Over millions of years, countless animals and plants have died out and been replaced by
others. Should we be worried about this? Isn't this a natural process? Why have people
become so concerned about endangered species in recent years?

People are concerned about protecting endangered species because people are the
reason why they are endangered. With rapidly increasing world population, people are
taking land that animals once used. Consequently there is nowhere for some species to
live and they become endangered. Think of the panda in China and the kiwi in New
Zealand. Scientists believe that rain forests like the Amazon in South America may contain
half of the world’s species. However, every year large areas of rainforest are destroyed to
provide land for farms and to produce crops like palm sugar. With every square mile of
land destroyed, more plants and animals are lost.

Nobody knows how many species have died out recently, but they do know the reason
why they have. Human beings. It is our responsibility to save endangered species.

There are four main reasons why people should save and protect endangered species.
The first reason is that all species have a right to share the earth, not just humans.
Another reason is that all species are unique and interesting and they make our world a
richer and better place to live. Third, humans can make useful products from other
species, such as medicines from plants so it is important for us to protect our own
interests by protecting the environment we live in. The fourth reason is that we need
other species. We cannot exist by ourselves. If we change the natural balance of the
world, we may destroy ourselves.

People and governments are learning more about the importance of saving endangered
species, and are taking steps to solve the problem. For example the New Zealand
Government has initiated programmes to help save the kiwi and other endangered
species.

The world would be a much poorer place without kiwi and pandas. We should preserve
our environment for future generations.

9
5 Endangered Species

1. How many species are there on 6. How many reasons are stated for
the earth? saving endangered species?

a. Millions a. Two
b. Thousands b. Four
c. Hundreds c. Six

2. The Amazon rain forest may 7. Why are kiwi endangered?

contain:
a. There are too many kiwi
a. a few of the world’s b. There is no place for them
species to live
b. half of the world’s species c. People are concerned
c. most of the world’s species about kiwi

3. How many of the world’s species 8. Species started dying out:

have died out recently?
a. Recently
a. Half b. Since the beginning of life
b. Quarter on earth
c. Nobody knows c. Since the evolution of
people
4. How much rain forest is destroyed
every year? 9. Humans:

a. A very large amount a. could live alone on earth

b. Not much b. couldn’t live without kiwi
c. Hardly any and pandas
c. need other species to live
5. Endangered means:
10. The main reason why species
a. dangerous become endangered is:
b. may die out completely
c. concerned a. increasing population
b. destruction of rain forests
c. government funded
programmes

10
6 Zealandia

Before humans came to New Zealand, the country was covered with forest and there were
numerous kinds of native birds. Today many of these birds have almost disappeared and
can’t be found except in special safe areas called sanctuaries. Others have died out
completely. The reason why many kinds of birds have almost disappeared is this. Before
people came to New Zealand there were no animals to kill them. Birds had no enemies so
some native birds lost the ability to fly. That all changed when people and their animals
arrived and started hunting and killing birds.

Zealandia is a wild life sanctuary in Wellington which is attempting to recreate the

environment as it was before people and their animals came to New Zealand so that native
birds and plants can have a chance to survive and reproduce.

The first step was to create an area without any animals that kill birds. A special 8.6
kilometre fence was built enclosing an area of one square mile. The fence around this area
is animal proof, which means no animals can get through it, over it or under it. The second
step was to get rid of animals that kill birds from inside the park. Poison was laid and traps
were set to kill rats, mice and other animals, and now the sanctuary is free from all the
enemies of birds. The next step was to introduce birds into the sanctuary. Kiwi and other
native birds have been set free in the sanctuary and they are living there successfully.
However, introducing all the wild life back into the park will take a long time. It is estimated
it will take about 500 years before the plants, trees and birds return to the way they were
800 years ago.

It has taken years of hard work to develop Zealandia. A lot of the work has been done by
volunteers who have worked unpaid on developing the park. The sanctuary is now run by
paid staff members who are helped by volunteers.

Zealandia has three purposes: education, research and recreation. It is open to the public
for tours but expect to have your bag checked before you enter to make sure no animals get
back inside the fence. There are other sanctuaries for native plants and wild life around
New Zealand. Zealandia is special because it is right in the middle of a city.

11
6 Zealandia

1. Before people came to New 6. What does sanctuary mean?

Zealand, the country was covered
in: a. A safe area
b. A place for animals
a. farms c. A recreation area
b. forests
c. flowers 7. Why did some birds lose the ability
to fly?
2. Zealandia is in:
a. They had no enemies.
a. Wellington b. They became too heavy.
b. Auckland c. There were too many trees.
c. Hamilton
8. Why was Zealandia set up?
3. Before people came to New
Zealand: a. For tourists
b. To make money
a. there were a lot of animals c. To preserve birds and
b. there were no birds plants
c. there were a lot of birds
9. The park is:
4. How big is Zealandia?
a. open to the public
a. One square metre b. closed to the public
b. One square kilometre c. only used by researchers
c. One square mile
10. Why is Zealandia special?
5. How long ago did people first
come to New Zealand? a. It was developed by
volunteers.
a. 800 years ago b. It is in the middle of a city.
b. 200 years ago c. There are no animals in it.
c. 500 years ago

12
7 Possums - Eating up New Zealand

Possums are small furry animals with pointed noses, big ears and long, bushy tails. If you
saw a picture of a possum you would think how lovely it looked. However, possums and
other animals that have been introduced from other countries cause major problems in
New Zealand. They are pests, which are defined as plants or animals which destroy food,
plants or other animal species.

Problems occur when animals or plants are introduced into a new country, where they have
no natural enemies to control their growth. The introduced species reproduce rapidly until
they take over the food sources and the natural environments of the native species. This is
where the problem starts. It ends with environmental destruction and native species being
unable to survive. This has happened in New Zealand with possums.

New Zealand has a long history of introducing animals. Before people came to New Zealand
there was a unique balance of birds, plants and forests which were adapted to the
environmental conditions, but the balance has been destroyed by introduced species which
have become pests. The first animals to become pests were rats and dogs introduced a
thousand years ago. Since then many species of plants and animals have been introduced
either accidentally or because people wanted them for their farms and gardens or for pets
or for hunting. They didn’t understand the effects that the new species would have.

Possums are natives of Australia. In Australia they are not pests because they fit into the
environment and co-exist with other wild life. In fact, in Australia possums are a protected
species. They were introduced into New Zealand in 1837 to start a fur industry. However,
with the plentiful food supply in New Zealand and no enemies they quickly became pests. It
is estimated that there are approximately 30 million possums in New Zealand, 6 for every
person. Possums like to eat leaves and plants, but they will also eat insects, berries, birds’
eggs and baby birds. They can eat up to 6 kilograms of plants every day. That’s three
shopping bags full.

To stop possums eating up New Zealand and further destroying native wild life, the
government has initiated programmes to control possum numbers. In the past, nobody
realised how harmful pests could be but now people realise the danger of bringing new
species into a country. We must not make the same mistake ever again.

13
7 Possums - Eating up New Zealand

1. Possums look: 6. Possums are protected in:

a. lovely a. Australia
b. dangerous b. New Zealand
c. frightening c. Indonesia

2. Pests are: 7. Why were possums introduced

into New Zealand?
a. harmful
b. harmless a. To start a fur industry
c. useful b. To control native species
c. Because they look lovely
3. Possums are natives of:
8. How many species have been
a. New Zealand introduced into New Zealand?
b. Australia
c. Indonesia a. Several
b. A lot
4. The number of possums in New c. Very few
Zealand is:
9. Pests can be:
a. much larger than the
number of people a. animals
b. much smaller than the b. plants
number of people in New c. animals or plants
Zealand
c. about the same 10. Why are possums a problem?

5. Possums mainly eat: a. They can’t adapt to New

Zealand life.
a. birds b. They destroy the natural
b. birds’ eggs environment.
c. plants c. They are a protected
species.

14
8 Dame Whina Cooper

Dame Whina Cooper lived from 1895 until 1994. Throughout her life she was a respected
leader of the Māori people. She became most well known as the leader of the Māori Land
March from the far north of New Zealand to Wellington in 1975. For her life's work, she
became known as Whaea o te Motu, Mother of the Nation.

Whina Cooper was born the daughter of a Māori Chief, in the Hokianga in the far north of
New Zealand. She was educated first at Whakarapa Native School and then at St Joseph's
Māori Girl's College in Napier. In 1913, she became a trainee teacher and worked for two
years before returning to her parent's home where she had a variety of jobs. Her political
involvement in land rights began in 1914 when she led a protest against a farmer who
wanted to farm land traditionally used by Māori.

Whina Cooper married Richard Gilbert in 1917 and they had three children. During this
time, she became a leading figure in church and community affairs. She worked at the
local level to develop health and educational facilities, but her interests were wider than
the local community. She supported legislation which enabled Māori to develop their land.

After the death of her first husband in 1935, she married William Cooper in 1941. They
had four children. In 1949, William died suddenly and following this, Cooper decided to
leave the Hokianga and move to Auckland.

Cooper’s involvement in politics continued, and now she became a national leader. She
became the founding president of The Māori Women's Welfare League, which was set up
to deal with such issues as housing for Māori moving to cities, education, crime,
employment and health, as well as issues of discrimination. She stood for government
unsuccessfully in 1963 and her work continued until the early 1970s when her health
declined. At that time she believed her life’s work was over.

However, in the following year at the age of 80, Cooper led the Māori Land March to
protest against the loss of Māori land. Hundreds of thousands of people watched the
march on television and it became the turning point in the fight for Māori land rights.

Cooper devoted her life to improving life for her people. Her work was recognized by the
government and she was made a ‘Dame’ in 1981. She died at the age of 98.

15
8 Dame Whina Cooper

1. Whina Cooper was born in: 6. Why did Cooper lead a march in
1975?
a. 1795
b. 1895 a. To protest against Māori
c. 1995 losing their land
b. To stand for government
2. Whaea o te Motu means: c. To develop health facilities

a. Hokianga region 7. The march finished in:

b. North New Zealand
c. Mother of the Nation a. the far north of New
Zealand
3. Her father was: b. Wellington
c. Auckland
a. a Māori chief
b. a teacher 8. How many people watched the
c. a doctor march on TV?

4. How many times did Cooper a. Thousands

marry? b. Hundreds of thousands
c. Millions
a. 1
b. 2 9. Cooper died when she was:
c. 3
a. young
5. How many children did she have? b. middle aged
c. very old
a. 3
b. 4 10. Dame means:
c. 7
a. a Māori woman
b. an old woman
c. a woman who has
contributed greatly to her
country

16
9 Earthquakes

Earthquakes occur all over the world and nobody knows when and where they will strike.
Recent earthquakes in Europe, China and the Middle East show that nowhere is safe from
the danger of earthquakes. However, some places experience earthquakes more often
than others. Countries around the Pacific Ocean, for example Japan, the west coast of the
United States and New Zealand frequently experience severe earthquakes.

Why do earthquakes happen so often around the edges of the Pacific Ocean?

The earth is made up of several layers. The outer layer is approximately 70 kilometres
thick and consists of about twelve large plates of irregular size and shape. These plates
are not stable; they slide over, under and against each other. Sometimes the movement
is gradual but at other times the plates are locked together and immense pressure is built
up at the points where they meet. When the pressure between the plates reaches
breaking point there is a sudden movement and this causes an earthquake.

The Pacific plate, which roughly corresponds to the Pacific Ocean, and the adjacent
Australian plate are moving towards each other at the rate of about 20 centimetres every
year. New Zealand is on the boundary between these two plates and this is why New
Zealand experiences so many earthquakes. It is also how the high mountain range that
runs the length of the South Island has been formed. The increasing pressure caused by
the plates moving together forces the land upwards. Each year Mount Cook, the highest
mountain in New Zealand, gains 10 millimetres.

It is estimated that New Zealand experiences around 500 earthquakes every day. Most of
these are too small to be felt but every few decades there is an earthquake big enough to
cause serious damage to people and property. Less frequently, extremely severe
earthquakes occur such as the large earthquake in 2016. The 1855 Wellington
earthquake, the largest recorded in New Zealand, raised the land by 1.5 metres. Prior to
this, most of central Wellington was under the sea.

Much scientific research has gone into studying earthquakes. While no method of
predicting them has been found, information about the probability of where and when
they may occur has been compiled. For places with a high likelihood of earthquakes,
progress is being made in designing earthquake-safe buildings. New Zealand has very
strict regulations governing construction of new buildings and strengthening of old ones.

17
9 Earthquakes

1. Earthquakes occur: 6. The plates covering the earth

move:
a. all over the world a. gradually
b. only around the Pacific b. suddenly
c. only around the edges of c. both of the above
plates
7. Earthquakes are caused by:
2. Why do earthquakes frequently
occur in New Zealand? a. the release of pressure
b. pressure building up
a. It is mountainous c. the upward movement of
b. It is situated between two land
plates
c. It is in the Pacific 8. The Wellington earthquake made:

3. How many of the earthquakes a. the harbour

that occur in New Zealand can be b. the centre of Wellington
felt? c. the mountains

a. All of them 9. Research into earthquakes has

b. Many of them been successful in:
c. Hardly any of them
a. preventing earthquakes
4. Every year Mount Cook: b. predicting earthquakes
c. preparing for earthquakes
a. decreases in size
b. gets higher 10. New Zealand has strict regulations
c. stays the same height about:

5. A severe earthquake was a. scientific research

recorded in Wellington in: b. the construction of
buildings
a. 1855 c. where earthquakes can
b. 1755 occur
c. 1655

18
10 Genetic Modification

Genetic modification is a controversial issue in New Zealand. What is it?

Genetic comes from the word gene. A gene is an extremely small part of a cell and cells
are what all living matter is made of. Children receive genes from their parents, and the
genes control how the cells develop. For example, if both your parents have black hair,
you will probably have black hair too. Modification means changing something to make it
better. So genetic modification means changing the composition of a gene to create an
improved product. Many people, however, argue that it is not ethical or safe to change
nature.

Today scientists are able to genetically modify all kinds of things. They can produce food
that tastes better and lasts longer. By creating stronger, disease resistant plants, farmers
can dramatically increase the quality and productivity of their crops. It is possible to put
animal genes into plants, and to clone - make identical copies - of an animal. In 1997, in
Scotland, scientists cloned a sheep called Dolly by using genetic modification. Human
cloning technology continues to advance.

Many people argue that genetic modification is a good thing. Scientists predict that
hunger will be eliminated from the world and that the effects of disease will be reduced
through genetic modification. They claim that genetic modification is not new. Farmers
from earliest times have controlled plants and seeds in an effort to produce better crops
and increase productivity. Genetic modification is a continuation of this improvement
process.

However, other people argue that genetic modification is dangerous. Very little is known
about its long-term effects and once modified genes are released into the environment
there is no way to control them or get them back again. Another argument against
genetic modification is the profit factor: governments and multi-national companies are
pushing genetic modification to make money. People argue that there is enough food for
all the people in the world if food is distributed fairly. There are also religious and ethical
arguments against genetic modification, and people who don’t eat meat don’t want
animal genes in their food.

Independent reports have been released by the New Zealand government which support
trials of genetic modification. These reports state that while there should be strict
controls, genetic modification can be developed for scientific and commercial purposes.

Despite government support there is still strong public opposition to genetically modified
food.

19
10 Genetic Modification

1. A controversial issue is one that 6. Here, modification means:

people:
a. adding
a. feel strongly about b. improving
b. agree with c. designing
c. disagree with
7. If both your parents have black
2. A gene is: hair, you are likely to have:

a. bigger than a cell a. light hair

b. smaller than a cell b. black hair
c. the same size as a cell c. dark hair

3. All living material is made of: 8. Why do people argue that

genetic modification could be
a. genes dangerous?
b. cells
c. plants a. Not enough research has
been done on it.
4. What is a clone? b. It could lead to cloning.
c. It was supported by the
a. An animal gene government
b. An improved copy
c. An exact copy 9. Who will make money from
genetic modification?
5. When did farmers start trying to
improve their crops? a. People without enough
food
a. Recently b. The public
b. Last century c. Multi-national companies
c. Since farming began
10. In New Zealand:

a. most people agree with

genetic modification
b. most people disagree
with genetic modification
c. many agree and many
disagree

20
11 Sun Sense

Until about fifty years ago, New Zealanders loved to go out in the sun. During the summer
holidays, children played outside in the sun all day long and sometimes their skin got
badly burnt. Today, all that has changed. Now people know that the sun can seriously
damage their skin. It can cause a disease called skin cancer.

New Zealand has one of the highest rates of skin cancer in the world, and according to the
Cancer Society of New Zealand, the disease causes about five hundred deaths annually.
One of the causes of skin cancer is ultraviolet (UV) light which is a kind of light from the
sun’s rays. Exposure to UV rays increases the risk of skin cancer.

Because the sun’s UV rays are extremely harmful to people, we could not survive without
protection against them. Nature provides this protection in the form of a layer of ozone
gas which surrounds the globe and stops most of the sun’s harmful rays reaching the
earth. However, scientists have discovered that there is a hole in the ozone layer. As this
hole is over the southernmost area of the world, there is less protection against
dangerous UV rays in New Zealand.

The ozone layer hole is not only a problem for southern countries. The ozone hole is
linked to global weather patterns and may affect and be affected by the warming of the
earth’s temperature.

Scientists believe that the hole in the ozone layer is caused or at least made worse by
humans. Many kinds of chemicals are used in the manufacture of products for human use
and some of these chemicals, called CFCs, destroy the ozone layer. When the use of these
destructive chemicals increases, the hole in the ozone layer gets bigger. Since the
problem was first recognised in the 1980s, there have been global agreements which aim
to reduce the use of CFCs. Progress has been made in reducing the levels of CFCs and it
has been predicted that if this trend continues the ozone hole might disappear completely
by the year 2050.

To avoid exposing themselves to danger, New Zealanders avoid spending long periods of
time in the sun. This doesn’t mean you can’t enjoy the outdoor life of New Zealand, but if
you go out in the sun you should be sensible and cover up your skin, wear sun glasses and
use sun block cream.

21
11 Sun Sense

1. In the last fifty years people have 6. Where is the ozone hole?
become aware of:
a. Over New Zealand
a. the benefits of staying b. Over the southern area of
inside the world
b. the danger of the sun c. Over the world
c. the benefits of holidays
7. What do scientists predict might
2. Skin cancer is: happen to the ozone hole?

a. a chemical a. It might get bigger.

b. a gas b. It might get smaller.
c. a disease c. It might stay the same.

3. Compared to other countries, 8. You should:

New Zealand’s rate of skin cancer
is: a. never go out in the sun
b. be careful when you go
a. high out in the sun
b. medium c. only go out in the sun in
c. low winter

4. Skin cancer is caused by: 9. the ozone hole is:

a. too much UV light a. a global problem

b. too much ozone b. a New Zealand problem
c. too many holidays c. a problem for southern
countries
5. The earth’s protective covering
protects us from: 10. The ozone hole problem could be
solved if:
a. ozone
b. the sun’s rays a. people stopped using
c. CFCs some chemicals
b. a cure was found for
cancer
c. people stayed inside more

22
12 The Pacific Ocean

There are five oceans in the world and the Pacific Ocean is the largest, covering about 155
million square miles. It is about 20 times the size of Australia and makes up 28 percent of
the surface of the globe. In other words, it is larger than all the countries in the world
joined together. The Pacific got its name from early European explorers who found the
waters peaceful compared to the rough seas of the Atlantic Ocean. Pacific means
peaceful.

The region was first populated by the people of Melanesia, Polynesia and Micronesia who
sailed over the Pacific using the stars to guide their small boats. The first Europeans
arrived in ships in the middle of the 16th Century. Three hundred years later, large
numbers of Europeans settled in the larger Pacific countries such as New Zealand and
Australia. During this time, Pacific Island nations became colonies of European countries.
For example, New Zealand and Australia were claimed by Britain while France colonized
smaller island groups.

The Pacific is a region of diversity. There are more than 5,000 islands and some of them
are very small. For example, the island nation of Niue is only 260 square miles and has a
population of around 1,500. In contrast, Australia with an area of almost three million
square miles and a population of 25 million is the largest Pacific nation.

The Pacific is rich in natural resources such as minerals, gas and oil. Other industries
include fishing and tourism. It is estimated that over half of the world’s fish is caught in
the Pacific Ocean. The natural beauty of the islands attracts tourists from all over the
world. Some say it is heaven on earth.

The Pacific region continues to face serious issues. Because of its wide area and low
population, the colonial countries considered the Pacific a convenient place to carry out
nuclear testing. Britain and the USA tested nuclear bombs in the Pacific from the late
1940s until the 1960s and France’s last nuclear tests occurred in the 1990s despite
worldwide anti-nuclear protests. Nuclear testing caused ongoing health problems for
Pacific peoples. Global warming is another issue facing Pacific island nations. As sea levels
rise and climate patterns change, land, the economy and the way of life are threatened.

European New Zealanders once looked to their British colonial past. Now, New Zealand is
firmly established as a Pacific country.

23
12 The Pacific Ocean

6. Early explorers called the ocean

the Pacific because it was:
1. How many oceans are there in
the world? a. large
b. beautiful
a. Five c. peaceful
b. Two
c. Ten 7. What is a colony?

2. Which of the following cover the a. A group of countries

largest area? b. A country ruled by
another country
a. All the countries together c. A small country
b. The Pacific Ocean
c. All the oceans in the world 8. Compared to its area the Pacific
has:
3. Who was the Pacific Ocean
named by? a. a small population
b. an average population
a. People from Melanesia c. a large population
b. Early European explorers
c. Early settlers 9. How did early Pacific Islanders sail
around the Pacific Ocean?
4. How many islands are there in the
Pacific? a. They used maps.
b. They used the stars.
a. 1,000 c. They relied on the Gods.
b. More than 5,000
c. Nobody knows 10. Serious health problems have
been caused by:
5. Tourists sometimes say Pacific
islands are: a. earthquakes
b. tourism
a. hell on earth c. nuclear testing
b. heaven on earth
c. not mentioned

24
13 Tangata Whenua

Tangata Whenua means people of the land or local people. The first people in New Zealand
were Māori.

While there is much debate about dates, it is thought that the islands of New Zealand were
first settled by peoples from the Eastern Pacific about 800 years ago. Tens of thousands of
years before that, people, probably originating in Asia, migrated to the Pacific. Over
thousands of years, the people, known as Polynesians, explored the Pacific in their long
boats called canoes. They used the stars to find their way across the ocean as far as South
America.

Māori history was spoken, not written. Stories were handed down from generation to
generation, and in this way many Māori trace their beginnings back to the arrival of great
canoes bringing people to the land, each canoe being associated with a different tribal area
of the country.

New Zealand was much colder than their former homes, but Māori adapted well to the new
conditions. They settled first around the coastal regions, especially the East Coast of the
North Island where the weather was warmer, and then moved to other areas including the
South Island. It is estimated that in the 1760s the Māori population was around 100,000.

Māori society was based on agriculture, fishing and hunting birds. There were numerous
flightless birds including the moa which stood up to 3.7 metres high and could weigh 200
kilograms. Moa and other birds provided food, clothing from the feathers, and tools from
the bones. While there were no metals for making tools, Māori developed a highly evolved
culture based on using bone and stone to make implements for domestic and agricultural
use, for religion and for war with other tribes. Art was also highly developed and prized.

Māori culture was based on land, which was jointly owned by the tribe, and on respect for
the generations who had gone before. Meeting grounds stood at the centre of Māori
communities. They were, and still are, the places where decisions are made and important
events held.

The arrival of Europeans had a great impact on Māori, almost resulting in the loss of the
culture and society. Today Māori are fighting back and claiming their rights.

Originally the name Tangata Whenua was used by one tribe in relation to visitors from other
places. Today the words are also used to mean Māori, the original people of New Zealand.

25
13 Tangata Whenua

1. Tangata Whenua means: 6. Māori may have originally come

from:
a. people
b. land a. Asia
c. local people b. South America
c. Australia
2. The statement ‘Māori arrived in
New Zealand 800 years ago.’ Is: 7. How did Māori record their
history?
a. a fact
b. a theory a. By writing it down
c. a lie b. By older people telling
younger people
3. Māori population in the 1760s was c. In song
about:
8. Who owned land in Māori culture?
a. 100,000
b. 1,000,000 a. The chief
c. 1,000 b. The tribe
c. Individual people
4. What is a canoe?
9. What impact did Europeans have
a. A tool on Māori?
b. A boat
c. A story a. Great impact
b. Not much impact
5. What were moa like? c. Quite a lot of impact

a. Large and flightless 10. Māori culture is based on:

b. Medium size and heavy
c. Small and tasty a. land
b. canoes
c. implements

26
14 Sir Āpirana Ngata

Āpirana Ngata was born into the Ngāti Porou tribe on the East Coast of New Zealand in
1874. He was educated at Te Aute Māori College, where he received a classical European
education in preparation for university study. The head master of the college encouraged
pride in Māori culture and this was the time when Ngata developed a determination to
help his people. In the late 1800s, it was generally believed that Māori would lose their
culture and language or even completely die out. Ngata devoted his life to ensuring this
didn’t happen.

Ngata gained a political science degree in 1893 and a law degree in 1896. He was the first
Māori to receive a degree from a New Zealand university. In 1895 he married Arihia
Tamati and they returned to the East Coast soon after their marriage. Eleven of their
children survived into adulthood.

While Ngata could have become a lawyer, he decided instead to work to improve the
social and economic situation of Māori. He knew that land was the basis of Māori society,
culture and identity and he began to develop Māori land into productive farms using
modern agricultural methods. Māori land was traditionally owned by the whole tribe and
this meant it could be difficult to develop the land with so many people involved in making
decisions. Ngata developed ways to solve these problems.

Ngata was also involved in Māori land ownership at a national level. Over many years the
New Zealand government had taken land from Māori illegally, and Māori land was still
being lost to Europeans. In order to fight against this injustice, Ngata stood for
government in 1905. He was elected and remained a government member until 1943.
During these years he continued to work for Māori identity, land rights and development.

When the First World War broke out in 1914, Ngata at 40, was too old to fight. However,
he supported the many Māori soldiers who fought beside other New Zealanders.

Ngata continued to work for Māori land rights at the local level and in government
throughout the 1920s. At the same time he became interested in social and cultural
activities and he promoted Māori art, song and dance as well as sport. His commitment to
the Christian Church continued throughout his life.

Sir Āpirana Ngata died in 1950 having made a great contribution to the recovery of Māori
culture and identity.

27
14 Sir Āpirana Ngata

1. In the late 1800s, it was thought 6. What did Ngata believe was the
that Māori might: basis of Māori identity?

a. become successful farmers a. Land

b. die out completely b. The Christian Church
c. lose their land c. Cultural activities

2. How many university degrees did 7. Ngata worked mainly:

Ngata receive?
a. with his own tribe
a. One b. at government level
b. Two c. at local and government
c. Three levels

3. How many children did Ngata 8. Ngata believed that singing and
have? dancing were:

a. A lot a. a waste of time

b. Not many b. culturally important
c. An average number c. against Christian ideas

4. How long did Ngata remain in 9. Ngata was:

government?
a. religious throughout his
a. A few years life
b. Not very long b. religious when he was
c. A very long time young
c. not a religious person
5. Why didn’t Ngata fight in the First
World War? 10. During his life Ngata achieved:

a. He was too old. a. most of his ambitions

b. He didn’t believe in war. b. some of his ambitions
c. He was too busy. c. not many of his ambitions

28
15 The Weather

New Zealand is a long narrow country lying in a north south direction and therefore there
is a wide variety of weather. The far north has high summer temperatures, occasionally as
high as 30 degrees and mild winters, while the south of the South Island experiences
severe cold and snow during winter. There may be a difference of 5 degrees in average
temperatures between the far north and the far south, although regional variations also
occur. For example, Christchurch in the south experiences a hot dry westerly wind that
can raise summer temperatures to the highest in the country.

The coldest months are July and August and the warmest are January and February. In
winter the days are short while in summer they are long. On the shortest day, June 22,
there is only eight hours of daylight, while on the longest day, 22 December, it will be light
at 5.30 am and still light at 10.00 pm. The further south you go the bigger the difference.
To make matters more complicated New Zealand has Daylight Saving, which means that
twice a year the clocks are put forward or back to allow the best use of daylight hours.

New Zealand is a mountainous country and the high regions of both islands experience
cold winters. The Southern Alps, which run the length of the South Island, cut the island
in two. The westerly winds drop rain on the rainforests of the west coast before reaching
the mountains, leaving the flat farming land on the east drier.

In contrast to some Asian countries where the rains come with hotter weather, New
Zealand’s wettest season is winter, although rain falls throughout the year. Another
feature of New Zealand’s weather is its changeability. Overseas visitors are often
surprised to experience four seasons in one day. You can get up in the morning to a
beautiful sunny day and by evening it is pouring with rain after going through cloud, wind
and more sunshine. Deciding what to wear can be a problem.

Because New Zealand is a small island nation it does not have the extremes of
temperature that large land masses experience. Instead the weather is affected by the
sea which has a moderating effect on temperatures. Generally New Zealand’s weather is
characterised by a lack of extreme temperatures, by regional variation, by rainfall
throughout the year and perhaps most of all by unpredictability.

29
15 The Weather

1. Why does New Zealand experience 6. Where is most of the farming in

a wide variety of weather the South Island?
conditions?
a. In the west
a. It is a long country. b. In the east
b. It is in the South. c. In the north
c. It is an island nation.
7. There are mountains:
2. High temperatures are
experienced: a. in the South Island
b. in the North Island
a. only in the far north c. in both islands
b. in all areas of the country
c. mainly in the east 8. Large land masses often
experience:
3. What causes the west of the South
Island to be wetter than the east? a. extreme temperatures
b. high rainfall
a. The Sothern Alps c. long daylight hours
b. The ocean
c. The southerly wind 9. In the South Island, the wind
usually blows from the:
4. The shortest day is in:
a. north
a. winter b. west
b. summer c. east
c. spring
10. What is the main characteristic of
5. What is Daylight Saving? New Zealand weather?

a. Changing the temperature a. It is extreme.

b. Making the days longer b. It is unpredictable.
c. Changing the clocks c. High rainfall

30
16 Power Sources

New Zealand is a country of mountains and rivers and most of our electricity comes from
these areas. About 75 percent of electricity for domestic and industrial purposes comes
from water. The use of fast flowing rivers to turn machines called turbines to produce
electricity is called hydroelectric power generation.

At first, the rapidly flowing rivers generated enough power. However, as the demand for
electricity increased, the rivers couldn’t meet the demand and large artificial lakes were
constructed by damming (blocking) rivers. The water stored in these lakes could then be
released when it was needed to run the turbines and generate power.

A number of problems are associated with hydroelectric power. Dams are expensive to
build and the formation of artificial lakes destroys the natural environment. In New
Zealand, most of the power stations are in the South Island whereas most people live in
the North Island. To get power to where it is needed it must be transported through
expensive power lines. Furthermore, the major problem is that hydroelectric power is
completely dependent on the weather. In times of low rainfall the water level in rivers
and lakes drops and there is not enough water to generate power.

To deal with these problems, alternative power sources are being used. Power stations
using fuels such as coal and oil are used in times of low rainfall. However, the fuels are
expensive and they cause pollution. Solar power is a renewable power source using heat
from the sun. Solar heating units can be seen on the roofs of some New Zealand houses.
Wind power is another option. Wind farms are being developed, where large wind driven
turbines produce power that can supplement national power reserves.

Nuclear power is an option that some countries have used to solve the problem of
electricity supply. However, nuclear power generation has never gained public approval in
New Zealand which is proud of its nuclear free status.

One of the problems associated with electric power is it cannot be easily stored. It must be
generated at the time it is needed. The demand for electricity is at its highest in winter
when people need to heat their houses, but in times of low rainfall, insufficient power can
be generated, and there may be power cuts to reduce electricity consumption.

To ensure a reliable, affordable, environmentally-friendly supply of power is a major

challenge facing New Zealand.

31
16 Power Sources

1. How much of New Zealand’s 6. Nuclear power is:

power is hydroelectric?
a. used in New Zealand
a. Most b. popular in New Zealand
b. Half c. not popular in New Zealand
c. Less than half
7. Which of the following is a
2. Hydro means: renewable resource?

a. power a. Coal
b. water b. Oil
c. mountain c. Wind

3. Artificial lakes are made by: 8. Electricity:

a. rivers a. can be easily stored

b. power lines b. cannot be easily stored
c. dams c. cannot be stored

4. A turbine is: 9. Lack of rain has caused power cuts

in:
a. a machine for making
electricity a. summer
b. a way of transporting b. spring
electricity c. winter
c. a kind of electricity
10. Producing power from coal and oil
5. Hydroelectric power is dependent is:
on:
a. cheap
a. demand b. dirty
b. the public c. unreliable
c. the weather

32
17 Volunteers

Volunteers are people who work without being paid. They do the work because they want
to. We need volunteers because there are many things that need to be done in society
which the Government can’t afford to pay for.

Volunteers are motivated by a desire to help others and to make the world a better place,
and more than one million people do voluntary work in New Zealand. Some volunteers do
the kind of work that they are particularly interested in, but perhaps haven’t had the
opportunity to do during their working lives. Others make use of their professional skills
and experience.

Volunteers contribute to society in a number of ways. Some give their time to help
preserve the natural environment. While there are government run projects to maintain
national parks and forests, the projects would not succeed without volunteers. Similarly,
programmes to preserve endangered species such as the kiwi rely heavily on voluntary
workers. Other environmental organisations rely solely on voluntary labour.

Some volunteers give their time to help animals. The Society for the Prevention of Cruelty
to Animals (SPCA) receives very little financial support from the Government and is run on
contributions from the public. The Auckland branch of the SPCA has over 2,500 volunteers
who donate their time to help animals in need.

“Meals on Wheels” is a voluntary organisation run by the Red Cross, which delivers meals
to elderly people who are unable to cook for themselves. Every year drivers deliver over
200,000 meals and this enables elderly people to remain living in their own houses.

Some people give their time to help new Zealanders, for example refugees. Refugees are
people who are forced to leave their own countries because of war or food shortages.
Refugees and other immigrants need help to learn English and to settle into life in a new
country.

Volunteer Service Abroad (VSA) was started in 1962 and sends volunteers to poor
countries. To be a volunteer you should be healthy, between the ages of 25 and 77 and
have a skill or ability that is requested by the country. Volunteers spend two years helping
the local people improve their lives. Two years is a long time, but when they return, many
volunteers say: ‘It was the best two years of my life.’

These are only a few of the many possibilities open to anyone who wants to become a
volunteer.

33
17 Volunteers

1. Volunteers are people who: 6. Which volunteer organisation

helps animals?
a. get paid for their work
b. don’t get paid for their a. VSA
work b. SPCA
c. don’t work c. The Red Cross

7. How much environmental work is

2. How many people do voluntary paid for by the government?
work in New Zealand?
a. All
a. A lot b. None
b. Not many c. Some
c. Hardly any
8. Where does the SPCA mainly get
3. People become volunteers money?
because:
a. The public
a. they want to gain work b. The government
experience c. Volunteers
b. they want to travel
overseas 9. Volunteers usually:
c. they want to help other
people a. love their work
b. hate their work
4. In the Auckland SPCA, there are: c. quite like their work

a. about 1,000 volunteers 10. How many kinds of work can

b. about 2,500 volunteers volunteers do?
c. about 5,000 volunteers
a. Five
5. VSA volunteers are: b. Not many
c. Many
a. mainly old
b. mainly young
c. almost any age

34
18 Immigration

New Zealand is a nation of immigrants. The arrival of Māori one thousand years ago has
been followed by wave after wave of immigrants from different parts of the world, all of
whom have helped to produce the multi-cultural society that exists in New Zealand today.

In 1839, the population consisted of 100,000 Māori and 2,000 Europeans. However, the
signing of the Treaty of Waitangi in 1840, which made New Zealand a British colony, saw
the start of government assisted immigration from Britain. Twenty years later, the
populations of Māori and European were almost equal. The discovery of gold in the 1860s
brought migrants from around the world flooding into the country. Many Chinese New
Zealanders can trace their families back to the gold rushes of the1860s.

Some parts of New Zealand have been associated with immigrants from particular
countries. For example, in the far north, migrants from Dalmatia arrived in the 1890s.
They were farmers and they established wineries. Today some of the country’s best
known wines are produced by Dalmatian companies set up in the early 1900s. Dunedin
attracted large numbers of Scottish immigrants and the city’s buildings and customs
reflect this influence. On the other hand, large numbers of Dutch migrants arrived in the
1950s and settled throughout the country. Around 100,000 New Zealanders have Dutch
origins.

In the 1960s and 70s large numbers of Pacific Islanders migrated to New Zealand to fill a
severe labour shortage. Today Pacific Islanders make up 7 percent of the total population,
most living in Auckland which has the largest Pacific Island population of any city in the
world.

The most recent wave has been from Asia. Over the last 20 years Asian immigrants from
many countries have made significant contributions to the New Zealand economy
especially in the areas of business and the professions. During the same period refugees
from Africa and the Middle East have started new lives in New Zealand after leaving their
countries because of war.

Here are some interesting statistics. Auckland has over 200 different ethnic groups. One
in four New Zealanders was born overseas; 74 percent are of European origin; 15 percent
identify as Māori and 12% as Asian. Pacific Islanders are the fourth largest group.
Increasingly people are recognising the complexity of their origins and identifying with
more than one nationality group.

Some just say, ‘I’m a New Zealander’ or even ‘I’m a Kiwi’.

35
18 Immigration

1. In 1839 there were: 6. In this reading, wave means:

a. more Europeans than a. successive increase

Māori b. gold rush
b. more Māori than c. ocean movement
Europeans
c. about the same 7. A refugee is a person who:
a. has to leave their country
2. New Zealand is: b. chooses to leave their
country
a. a mono-cultural country c. visits a new country
b. a bi-cultural country
c. a multi-cultural country 8. What was the most recent group
to immigrate to New Zealand?
3. The first Chinese immigrants came
to new Zealand: a. Asians
b. British
a. to dig for gold c. Pacific Islanders
b. as business people
c. as farmers 9. How multi-cultural is Auckland?

4. How many New Zealanders were a. Quite

born overseas? b. Very
c. Not very
a. About half
b. About 25% 10. Recently people are beginning to:
c. Most
a. identify with a nationality
5. Auckland has the biggest group
population of Pacific Islanders: b. identify with more than
one nationality group
a. in New Zealand c. not identify with any
b. in the Pacific nationality group
c. in the world

36
19 The Antarctic

Antarctica is the large area of land at the bottom of the globe. Extending over an area of
approximately 5.5 million square kilometres, almost twice the size of Australia, it is almost
completely covered in ice sheets up to 4 kilometres deep. Over 70 percent of the world’s
fresh water is contained in the ice sheets.

The Antarctic is the coldest place on earth and because of its southern location it has two
distinct seasons. From May to August, the winter months, there is no daylight. It is dark
for 24 hours a day. On the other hand, in the summer months of December through
February there is continuous daylight. The sun never sets. The Antarctic is extremely
windy, with winds often reaching 100 kilometres an hour, although winds of up to 320
kilometres an hour have been recorded. A combination of wind and below freezing
temperatures can reduce the temperature to -100C. Snow storms occur frequently and
without warning and can reduce visibility to zero.

While it is too cold for plants or animals to survive on the ice, a rich wild life of birds and
sea creatures lives in the coastal waters surrounding the Antarctic. A bird called the
Arctic tern migrates over 70,000 kilometres each year to spend its summers in both the
Antarctic and the Arctic Circle at the opposite end of the globe.

Because of the Antarctic’s unspoiled environment many countries have established

scientific research bases there. At Scott Base, New Zealand scientists carry out research
on seismology, the scientific study of earthquakes, on the weather, on birds and on life
under the waters of the Southern Ocean. Most of the scientific research is carried out in
the summer months of continuous day light. During the summer there may be up to 80
people at Scott Base, including scientists and support staff, while in winter there may be
only a quarter of that number. One of the tasks of the staff wintering over at the base is
to look after the 25 dogs that help with transport on the ice.

With more countries interested in establishing research bases and increasing numbers of
tourists, it is feared the natural beauty and scientific significance of Antarctic will be lost.

In 2016, 1.55 million square kilometres of the Antarctic Ocean became the world’s largest
marine park. Many hope Antarctica itself will become a world park in the future.

37
19 The Antarctic
6. Why is most research carried out
in summer?
1. The Antarctic is:
a. It is light 24 hours a day.
a. the same size as Australia b. There are more people.
b. twice the size of Australia c. It is warm.
c. half the size of Australia
7. How many countries have
2. How much of the world’s fresh research bases in Antarctica?
water is locked up in the
Antarctic? a. Many
b. Only New Zealand
a. Over half c. Only New Zealand and
b. Half Australia
c. Less than half
8. Because of the extreme cold,
3. How many distinct seasons does there is very little wild life:
the Antarctic have?
a. on the ice
a. Two b. on the coast
b. Three c. in the water
c. Five
9. There is concern that the Antarctic
4. The Arctic circle is: is getting:

a. in the south a. colder

b. in the north b. polluted
c. in the west c. darker

5. Why are dogs useful in the 10. Some people would like to see the
Antarctic? Antarctic turned into:

a. As guard dogs a. a world park

b. For transport b. a research base
c. As pets c. a tourist attraction

38
20 The Education System in New Zealand

Education in New Zealand is compulsory between the ages of six and sixteen. This means that
all children between these ages must attend school. Most children, however, begin their
schooling at the age of five. Compulsory education includes primary and secondary education
and is free up to the age of 19. Before this, many children attend early childhood centres, and
afterwards secondary school students may continue on to university, technical institutions or
other forms of tertiary education both private and public.

Early childhood covers the period from birth to six years old and may include both care and
education. There are a variety of options such as play centres and kindergartens (a German
word meaning children's garden). Most of these centres are taught in English although Kohanga
Reo (language nests) offer instruction in Māori. The value of early childhood education is
increasingly recognized and 95 percent of children under five participate in some form of pre-
school education, usually for about 20 hours a week.

Children attend primary school for 8 years or up to the age of about 13, before progressing to
secondary schools for a further 5 years, although some students may decide to leave school at
16.

The school year is divided into four terms and classes run from 9 am till 3 or 3.30 pm. Most
government funded schools are co-educational although there are some single-sex schools at
secondary level. There are also private schools, which receive some government funding but are
run by religious or other special interest groups. Most schools use English as the language of
instruction, while Kura Kaupapa Māori are taught in Māori. The average teacher: student
classroom ratio is around 1: 27, but this can vary according to class level. While education at
primary and secondary level is free in government run schools, parents are expected to pay for
books, uniforms and extra costs such as sports and trips. Private schools can be very expensive.

Tertiary education means any education or training that takes place after secondary school.
In New Zealand this includes 8 universities, more than 30 technical institutes and colleges, and
around 1,000 private or industry run training institutes. Educational facilities are controlled by
the New Zealand Qualifications Authority which ensures the quality of educational programmes.

As New Zealand becomes more multi-cultural and welcomes more international students, the
education system is adapting to meet the needs of different cultural groups.

39
20 The Education System in New Zealand

1. What does compulsory mean? 6. It is cheaper to send your child to:

a. You have to do something a. a government school

b. You can choose to do b. a private school
something c. a religious school
c. You must not do something
7. Co-educational means:
2. What age do most children begin
school? a. primary and secondary
b. boys and girls
a. 7 c. English and Māori language
b. 6
c. 5 8. The average class size is:

3. What period of schooling is free in a. about thirty

New Zealand? b. about twenty
c. about forty
a. Early childhood and primary
b. Primary and secondary 9. The language of instruction in
c. Secondary and tertiary Kohanga Reo is:

4. Kindergarten means: a. English

b. German
a. children’s garden c. Māori
b. play centre
c. Kohanga Reo 10. The New Zealand Qualifications
Authority controls:

5. How many New Zealand four-year- a. the price of education

olds attend pre-school? b. the quality of education
c. exams
a. Not many
b. About half
c. Most

40
New Zealand Speed Readings for ESL Learners - Book Two

Answer Key

1. 1.b 2.b 3.c 4.a 5.c 6.a 7.b 8.c 9.c 10.c
2. 1.b 2.a 3.b 4.c 5.b 6.c 7.c 8.a 9.a 10.b
3. 1.a 2.b 3.c 4.a 5.c 6.b 7.a 8.c 9.a 10.c
4. 1.c 2.a 3.a 4.b 5.c 6.b 7.a 8.c 9.b 10.c
5. 1.a 2.b 3.c 4.a 5.b 6.b 7.b 8.b 9.c 10.a
6. 1.b 2.a 3.c 4.c 5.a 6.a 7.a 8.c 9.a 10.b
7. 1.a 2.a 3.b 4.a 5.c 6.a 7.a 8.b 9.c 10.b
8. 1.b 2.c 3.a 4.b 5.c 6.a 7.b 8.b 9.c 10.c
9. 1.a 2.b 3.c 4.b 5.a 6.c 7.a 8.b 9.c 10.b
10. 1.a 2.b 3.b 4.c 5.c 6.b 7.b 8.a 9.c 10.c
11. 1.b 2.c 3.a 4.a 5.b 6.b 7.b 8.b 9.a 10.a
12. 1.a 2.c 3.b 4.b 5.b 6.c 7.b 8.a 9.b 10.c
13. 1.c 2.b 3.a 4.b 5.a 6.a 7.b 8.b 9.a 10.a
14. 1.b 2.b 3.a 4.c 5.a 6.a 7.c 8.b 9.a 10.a
15. 1.a 2.c 3.a 4.a 5.c 6.b 7.c 8.a 9.b 10.b
16. 1.a 2.b 3.c 4.a 5.c 6.c 7.c 8.b 9.c 10.b
17. 1.b 2.a 3.c 4.b 5.c 6.b 7.c 8.a 9.a 10.c
18. 1.b 2.c 3.a 4.b 5.c 6.a 7.a 8.a 9.b 10.b
19. 1.b 2.a 3.a 4.b 5.b 6.a 7.a 8.a 9.b 10.a
20. 1.a 2.c 3.b 4.a 5.c 6.a 7.b 8.a 9.c 10.b

41
Progress Graph
Progr

Put an X in one of the boxes to show your reading time and words-per-minute reading rate.
Then write your score in the box under the number.

time wpm

1.00 400

1.10 345

1.20 300

1.30 265

1.40 240

1.50 220

2.00 200

2.10 185

2.20 170

2.30 160

2.40 150

2.50 140

3.00 135

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

score

42
Progress Graph

Put an X in one of the boxes to show your reading time and words-per-minute reading rate.
Then write your score in the box under the number.

time wpm

1.00 400

1.10 345

1.20 300

1.30 265

1.40 240

1.50 220

2.00 200

2.10 185

2.20 170

2.30 160

2.40 150

2.50 140

3.00 135

3.10 125

3.20 120

3.30 115

3.40 110

3.50 105

4.00 100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

score

43
Progress Graph

Write the number of the passage under the #.

Put an X in one of the boxes to show your reading time and words-per-minute reading rate.
Then write your score in the box under the number.

44
References

Coxhead, A. (1998). An academic word list. (ELI Occasional Publication No. 18). Wellington, New
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Wellington.

Elley, W. B., & Mangubhai, F. (1979). A research report on reading in Fiji. Fiji English Teachers Journal,
15, 1-7.

Millett, S. (2017) New Zealand speed readings for ESL learners, Book One (Revised 2017). (ELI
Occasional Publication No. 19). Wellington, New Zealand: Victoria University of Wellington,
School of Linguistics and Applied Language Studies.

Millett, S. (2017) New Zealand speed readings for ESL learners, Book Two (Revised 2017). (ELI
Occasional Publication No. 22). Wellington, New Zealand: Victoria University of Wellington,
School of Linguistics and Applied Language Studies.

Millett, S. (2017) New Zealand speed readings for ESL learners, 1000 Word List. (ELI Occasional
Publication No. 25). Wellington, New Zealand: School of Linguistics and Applied Language
Studies, Victoria University of Wellington.

Millett, S. (2017) Speed readings for ESL learners, 500 BNC. (ELI Occasional Publication No. 28).
Wellington, New Zealand: School of Linguistics and Applied Language Studies, Victoria
University of Wellington.

Millett, S. (2017) Speed readings for ESL learners, 3000 BNC. (ELI Occasional Publication No. 26).
Wellington, New Zealand: School of Linguistics and Applied Language Studies, Victoria
University of Wellington.

Millett, S. (2017) Speed readings for ESL learners, 4000 BNC. (ELI Occasional Publication No. 27).
Wellington, New Zealand: School of Linguistics and Applied Language Studies, Victoria
University of Wellington.

Nation, I. S. P. (1996) Vocabulary lists. (ELI Occasional Publication No. 17). Wellington, New Zealand:
School of Linguistics and Applied Language Studies, Victoria University of Wellington.

Nation, I.S.P. (2007) The four strands. Innovation in Language Learning and Teaching 1, 1: 1-12.

Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Oxford: Heinemann.

Quinn, E., Nation, I. S. P. and Millett, S. (2007) Asian and Pacific speed readings for ESL learners,
(Revised 2017). (ELI Occasional Publication No 24). Wellington, New Zealand: School of
Linguistics and Applied Language Studies, Victoria University of Wellington.

Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new
versions of the Vocabulary Levels Test. Language Testing, 18, 1: 55-88.

45