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TOEFL MODEL TEST --> TOEFL iBT --> Section test
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Question 1 of 100 |
Time: 01:00 |
Total time: 60:00 |
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Reading Section
CARETAKER SPEECH Children learn to construct language from those around them. Until about the age of three, children tend to learn to develop their language by modeling the speech of their parents, but from that time on, peers have a growing influence as models for language development in children. It is easy to observe that, when adults and older children interact with younger children, they tend to modify their language to improve communication with younger children, and this modified language is called caretaker speech. Caretaker speech is used often quite unconsciously; few people actually study how to modify language when speaking to young children but, instead, without thinking, find ways to reduce the complexity of language in order to communicate effectively with young children. (1) A caretaker will unconsciously speak in one way with adults and in a very different way with young children. (2) Caretaker speech tends to be slower speech with short, simple words and sentences which are said in a higher-pitched voice with exaggerated inflections and many repetitions of essential information. (3) It is not limited to what is commonly called baby talk, which generally refers to the use of simplified, repeated syllable expressions such as ma-ma, boo-boo, bye-bye, wa-wa, but also includes the simplified sentence structures repeated in sing-song inflections. (4) Caretaker speech serves the very important function of allowing young children to acquire language more easily. The higher-pitched voice and the exaggerated inflections tend to focus the small child on what the caretaker is saying, the simplified words and sentences make it easier for the small child to begin to comprehend, and the repetitions reinforce the child’s developing understanding. Then, as a child’s speech develops, caretakers tend to adjust their language in response to the improved language skills, again quite unconsciously. Parents and older children regularly adjust their speech to a level that is slightly above that of a younger child; without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-old and in a progressively more complex way as the child reaches the age of two or three. (1) An important point to note is that the function covered by caretaker speech, that of assisting a child to acquire language in small and simple steps, is an unconsciously used but extremely important part of the process of language acquisition and as such is quite universal. (2) Studying cultures where children do not acquire language through caretaker speech is difficult because such cultures are difficult to find. (3) The question of why caretaker speech is universal is not clearly understood; instead proponents on either side of the nature vs. nurture debate argue over whether caretaker speech is a natural function or a learned one. (4) Those who believe that caretaker speech is a natural and inherent function in humans believe that it is human nature for children to acquire language and for those around them to encourage their language acquisition naturally; the presence of a child is itself a natural stimulus that increases the rate of caretaker speech among those present. In contrast, those who believe that caretaker speech develops through nurturing rather than nature argue that a person who is attempting to communicate with a child will learn by trying out different ways of communicating to determine which is the most effective from the reactions to the communication attempts; a parent might, for example, learn to use speech with exaggerated inflections with a small child because the exaggerated inflections do a better job of attracting the child’s attention than do more subtle inflections. Whether caretaker speech results from nature or nurture, it does play an important and universal role in child language acquisition.
| 1. According to paragraph 1, children over the age of three ................ |
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A. |
are influenced more and more by those closer to their own age |
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B. |
first begin to respond to caretaker speech |
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C. |
are no longer influenced by the language of their parents |
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D. |
learn little language from those around them |
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Explain: |
| 2. The word “modeling” in paragraph 1 could best be replaced by ................ |
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Explain: |
| 3. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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A. |
People generally seem to be able to adapt their language to the level of a child's language without thinking consciously about it. |
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B. |
Young children tend to use caretaker speech quite unconsciously in order to reduce the complexity of their thoughts to language that they can express. |
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C. |
The unconscious use of caretaker speech involves a reduction in the complexity of language, while the conscious use of caretaker speech involves an increase in complexity. |
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D. |
Most people are quite aware of the use of caretaker speech because of thorough study and research about it. |
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Explain: |
| 4. The word “It” in paragraph 2 refers to ................ |
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D. |
a higher-pitched voice |
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Explain: |
| 5. Look at the four numbers (1), (2), (3) and (4) in paragraph 2 which indicate where the sentence “Examples of these are expressions such as “Say bye-bye” or “Where′s da-da?”” can be added to paragraph 2. Where would the sentence best fit? ................ |
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Explain: |
| 6. All of the following are mentioned in paragraph 3 as characteristics of caretaker speech EXCEPT ................ |
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the tendency to repeat oneself |
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the use of rhyming sounds |
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overemphasized inflections |
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D. |
the use of easier words and structures |
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Explain: |
| 7. It is indicated in paragraph 3 that parents tend to ................ |
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speak in a progressively less complex way as a child matures |
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speak in basically the same way to a one-year-old and a three-year-old |
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C. |
modify their speech according to the language development of a child |
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D. |
use language that is far above the language level of a child |
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Explain: |
| 8. The word “reaches” in paragraph 3 could best be replaced by ................ |
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Explain: |
| 9. The word “that” in paragraph 4 refers to ................ |
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Explain: |
| 10. Which of the sentences beiow expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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Caretaker speech is one of many natural functions that are used to stimulate young children to develop more rapidly. |
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The natural human tendency to acquire language makes caretaker speech unimportant in improving the rate of language acquisition by children. |
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C. |
It is human nature for children to develop the use of caretaker speech in order to take part effectively in conversations around them. |
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D. |
People who believe in nature over nurture feel that adults or older children who are around younger children will naturally make changes in their language. |
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Explain: |
| 11. According to paragraph 4, it is NOT expected that someone who believes in nurture over nature ................ |
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would believe that caretaker speech is more of a learned style of language - than a natural one |
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would use different styles of caretaker speech with children in response to what is working best |
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C. |
would learn to use different styles of caretaker speech with different children |
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D. |
would use less caretaker speech than do those who believe in nature over nurture |
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Explain: |
| 12. The phrase “trying out” in paragraph 4 is closest in meaning to ................ |
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Explain: |
| 13. Look at the four numbers (1), (2), (3) and (4) in paragraph 4 which indicate where the sentence “It is not merely a device used by English-speaking parents.” can be added to paragraph 4. Where would the sentence best fit? ................ |
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Explain: |
THE GREENHOUSE EFFECT AND GLOBAL WARMING Carbon dioxide and other naturally occurring gases in the earth’s atmosphere create a natural greenhouse effect by trapping and absorbing solar radiation. These gases act as a blanket and keep the planet warm enough for life to survive and flourish. The warming of the earth is balanced by some of the heat escaping from the atmosphere back into space. Without this compensating flow of heat out of the system, the temperature of the earth’s surface and its atmosphere would rise steadily. Scientists are increasingly concerned about a human-driven greenhouse effect resulting from a rise in atmospheric levels of carbon dioxide and other heat-trapping greenhouse gases. The man-made greenhouse effect is the exhalation of industrial civilization. A major contributing factor is the burning of large amounts of fossil fuels—coal, petroleum, and natural gas. Another is the destruction of the world’s forests, which reduces the amount of carbon dioxide converted to oxygen by plants. Emissions of carbon dioxide, chlorofluorocarbons. nitrous oxide, and methane from human activities will enhance the greenhouse effect, causing the earth’s surface to become warmer. The main greenhouse gas, water vapor, will increase in response to global warming and further enhance it. There is agreement within the scientific community that the buildup of greenhouse gases is already causing the earth’s average surface temperature to rise. This is changing global climate at an unusually fast rate. According to the World Meteorological Organization, the earth’s average temperature climbed about 1 degree F in the past century, and nine of the ten warmest years on record have occurred since 1990. A United Nations panel has predicted that average global temperatures could rise as much as 10.5 degrees F during the next century as heat-trapping gases from human industry accumulate in the atmosphere. What are the potential impacts of an enhanced greenhouse effect? According to estimates by an international committee, North American climatic zones could shift northward by as much as 550 kilometers (340 miles). Such a change in climate would likely affect all sectors of society. In some areas, heat and moisture stress would cut crop yields, and traditional farming practices would have to change. For example, in the North American grain belt, higher temperatures and more frequent drought during the growing season might require farmers to switch from corn to wheat and to use more water for irrigation. Global warming may also cause a rise in sea level by melting polar ice caps. A rise in sea level would accelerate coastal erosion and inundate islands and low-lying coastal plains, some of which are densely populated. Millions of acres of coastal farmlands would be covered by water. Furthermore, the warming of seawater will cause the water to expand, thus adding to the potential danger. Global warming has already left its fingerprint on the natural world. Two research teams recently reviewed hundreds of published papers that tracked changes in the range and behavior of plant and animal species, and they found ample evidence of plants blooming and birds nesting earlier in the spring. Both teams concluded that rising global temperatures are shifting the ranges of hundreds of species—thus climatic zones—northward. These studies are hard evidence that the natural world is already responding dramatically to climate change, even though the change has just begun. If global warming trends continue, changes in the environment will have an enormous impact on world biology. Birds especially play a critical role in the environment by pollinating plants, dispersing seeds, and controlling insect populations; thus, changes in their populations will reverberate throughout the ecosystems they inhabit.
| 14. According to the passage, how do carbon dioxide and other greenhouse gases affect the earth-atmosphere system? |
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A. |
They create the conditions for new forms of life to emerge. |
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B. |
They collect solar radiation that warms the earth's surface. |
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They decrease the amount of oxygen in the atmosphere. |
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D. |
They cause heat to flow from the atmosphere into space. |
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Explain: |
| 15. All of the following are contributing factors to global warming EXCEPT ................ |
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A. |
the loss of forest lands |
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B. |
the buildup of water vapor in the atmosphere |
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the burning of coal and petroleum |
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D. |
the conversion of carbon dioxide to oxygen |
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Explain: |
| 16. The word “enhance” in paragraph 2 is closest in meaning to ................ |
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Explain: |
| 17. What can be inferred from paragraph 3 about global climate change? |
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It is difficult to predict the effects of climate change over the next century. |
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Climate change will have both positive and negative effects on human society. |
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International organizations have been studying climate change only since 1990. |
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Climate change is likely to continue as long as heat-trapping gases accumulate. |
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Explain: |
| 18. According to paragraph 4, what is one effect that climate change could have on agriculture in North America? |
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Changes in the crops that farmers can grow |
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Movement of farms to the northernmost regions |
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C. |
Return to more traditional methods of farming |
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D. |
Less water available for irrigating crops |
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Explain: |
| 19. The word “inundate” in paragraph 5 is closest in meaning to ................ |
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Explain: |
| 20. Why does the author use the word “fingerprint” in paragraph 6? |
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To describe a method used by two research teams |
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To suggest that people do not cause global warming |
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To introduce conclusive evidence of global warming |
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D. |
To show that hundreds of fingerprints were examined |
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Explain: |
| 21. The word “they” in paragraph 6 refers to ................ |
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Explain: |
| 22. The word “hard” in paragraph 6 is closest in meaning to ................ |
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Explain: |
| 23. What evidence does the author give that climatic zones have shifted northward? |
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A. |
Solar radiation escapes from the atmosphere back into space. |
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B. |
Birds no longer pollinate plants or control insect populations. |
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C. |
The water in the ocean expands as it gets warmer. |
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D. |
Plants bloom and birds build nests earlier in the spring. |
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Explain: |
| 24. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “The combination of melting ice caps with the expansion of water could raise the sea level several centimeters by the year 2100.” could be added to the passage. Where would the sentence best fit? |
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Explain: |
| 25. An introductory sentence for a brief summary of the passage is: “Scientists are concerned about the greenhouse effect and its role in global warming.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
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A. |
Nine of the ten warmest years on record have occurred since 1990. |
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B. |
Some scientists think the temperature trend indicates man-made global warming, while others believe it is natural climate variability. |
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C. |
Global warming could result in job loss for millions of farmers in coastal areas. |
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D. |
A rise in atmospheric levels of carbon dioxide and other greenhouse gases is causing the earth's surface to become warmer. |
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E. |
A rising sea level and shifts in climatic zones are probable effects of global warming. |
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F. |
Global warming will alter the range and behavior of plants and animals, changing the balance of ecosystems. |
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Explain: |
MUSICAL TALENT Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill as a result of a well-designed instructional regime, such as the Suzuki method for the violin. Some have the good fortune to be born into a musical family in a household filled with music. In a number of interesting cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which the talent is expressed publicly will depend upon the environment in which the child lives. Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, sounds produced at certain auditory frequencies and grouped according to a prescribed system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex. All children have some aptitude for making music. (1) During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. (2) Infants as young as two months can match their mother’s songs in pitch, loudness, and melodic shape, and infants at four months can match rhythmic structure as well. (3) Infants are especially predisposed to acquire these core aspects of music, and they can also engage in sound play that clearly exhibits creativity. (4) Individual differences begin to emerge in young children as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty in producing accurate melodies by the age of five or six. However, by the time they reach school age, most children in any culture have a schema of what a song should be like and can produce a reasonably accurate imitation of the songs commonly heard in their environment. The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable “ear” or extraordinary memory for music and a natural understanding of musical structure. In many of these cases, the child is average in every other way but displays an exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the levels of performance or composition that would constitute mastery of the musical sphere. Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and at age nine he was also a master of the art of modulation—transitions from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and 30 other major works. Mozart’s well-developed talent was preserved into adulthood. Unusual musical ability is a regular characteristic of certain anomalies such as autism. In one case, an autistic girl was able to play “Happy Birthday” in the style of various composers, including Mozart, Beethoven, Verdi, and Schubert. When the girl was three, her mother called her by playing incomplete melodies, which the child would complete with the appropriate tone in the proper octave. For the autistic child, music may be the primary mode of communication, and the child may cling to music because it represents a haven in a world that is largely confusing and frightening. Glossary: - schema: a mental outline or model - anomaly: departure from what is normal; abnormal condition - autism: a developmental disorder involving impaired communication and emotional separation
| 26. The word “precocity” in paragraph 1 is closest in meaning to ................ |
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Explain: |
| 27. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 1? Incorrect choices change the meaning in important ways or leave out essential information. |
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A. |
Some musically talented children live in an environment surrounded by music, while others have little exposure to music. |
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B. |
Children may be born with superior musical ability, but their environment will determine how this ability is developed. |
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C. |
Every child is naturally gifted, and it is the responsibility of the public schools to recognize and develop these talents. |
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D. |
Children with exceptional musical talent will look for the best way to express themselves through music-making. |
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Explain: |
| 28. The author makes the point that musical elements such as pitch and rhythm ................ |
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A. |
express different human emotions |
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B. |
make music difficult to learn |
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C. |
vary in emphasis in different cultures |
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D. |
distinguish music from other art forms |
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Explain: |
| 29. The word “predisposed” in paragraph 3 is closest in meaning to ................ |
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Explain: |
| 30. According to the passage, when does musical talent usually begin to appear? |
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A. |
When infants start to babble and produce sound patterns |
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B. |
between ten years old and adolescence |
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C. |
When children learn to sing at two or three years old |
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D. |
between the ages of two and four months |
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Explain: |
| 31. According to the passage, which of the following suggests that musical talent is a separate form of intelligence? |
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A. |
the ability of all babies to acquire core elements of music |
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B. |
Exceptional musical ability in an otherwise average child |
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Recognition of the emotional power of music |
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D. |
Differences between learning music and learning language |
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Explain: |
| 32. Why does the author discuss Mozart in paragraph 6? |
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to compare past and present views of musical talent |
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to list musical accomplishments of the eighteenth century |
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C. |
To give an example of a well-known musical prodigy |
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D. |
to describe the development of individual musical skill |
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Explain: |
| 33. In music, the change from one key to another is known as ................ |
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Explain: |
| 34. All of the following are given as examples of exceptional musical talent EXCEPT ................ |
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A. |
ability to compose major works at a young age |
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appreciation for a wide variety of musical styles |
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a remarkable “ear” or perfect memory for music |
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D. |
playing a single song in the style of various composers |
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Explain: |
| 35. The word “haven” in paragraph 7 is closest in meaning to ................ |
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Explain: |
| 36. Which of the following can be inferred from the passage about exceptional musical ability? |
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A. |
It is the result of natural talent and a supportive environment. |
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B. |
It has been documented and studied but is little understood. |
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C. |
occurs more frequently in some cultures than in others. |
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D. |
It is evidence of a superior level of intelligence in other areas. |
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Explain: |
| 37. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “They can even imitate patterns and tones sung by other people.” could be added to the passage. Where would the sentence best fit? |
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Explain: |
| 38. An introductory sentence for a brief summary of the passage is: “Musical talent usually appears early in life.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
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A. |
Prodigies have a natural understanding of musical structure that enables them to play and compose music with great skill. |
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B. |
Very young children can develop exceptional skill in playing the violin by the Suzuki method. |
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C. |
Wolfgang Amadeus Mozart had composed several major works and symphonies by the age of eleven |
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D. |
Autistic children cannot relate to their environment realistically and therefore have difficulty in communicating. |
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E. |
While all children have a basic ability to make music, some exhibit extraordinary skill at a very early age. |
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F. |
Exceptional musical ability is often part of an otherwise disabling condition such as autism. |
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Explain: |
MARY COLTER AND FRANK LLOYD WRIGHT In the early twentieth century, the thrust in American architecture was toward a style rooted in the American landscape and based on American rather than European forms. Two architects who worked independently yet simultaneously at endorsing an American architecture were Mary Colter (1869-1958) and Frank Lloyd Wright (1867-1959). Both developed regional styles that paralleled the regionalism seen in the other visual arts. Colter created a uniquely Southwestern idiom incorporating desert landscapes with Native American arts: Wright and his followers in Chicago developed the Prairie style of domestic architecture that reflected the natural landscape of the Midwest. Mary Colter’s hotels and national park buildings are rooted so masterfully in the history of the Southwest that they seem to be genuine pieces of that history. Her magnificent Watchtower, overlooking the Grand Canyon in Arizona, was built to suggest an ancient Native American ruin preserved for the delight of the present-day traveler. Colter was a lifelong student of art history, natural history, and human civilization. Her well-rounded artistic talents empowered her to work historical references into buildings constructed with modem methods and materials. She preferred to use materials indigenous to the region, such as Kaibab limestone and yellow pine. She took great stock in materials and setting, gathering many of her materials on-site and incorporating them in their natural state into her projects. She treated building and site as integral halves of a single composition and merged them seamlessly. Her Lookout Studio, for example, appears to rise straight from the rim of the Grand Canyon because its layering of stonework matches the texture, pattern, and color of the canyon wall below it. When Colter designed the Watchtower, she wanted the building to be a part of its environment while also enhancing the view' of the surrounding desert and the canyon and river below'. She decided to recreate a Native American watchtower because it would provide the necessary height while assuming the appearance of a prehistoric building. Colter was familiar with the architectural remains of ancient villages scattered about the Southwest and was especially fascinated by the stone towers—round, square, and oval monoliths. The ancient Round Tower at Mesa Verde became the direct inspiration for the form and proportions of the Watchtower. TheTwin Towers ruin at Hovenweep, whose stone was closer to that available at the Grand Canyon, was the model for the Watchtower’s masonry. The Watchtower is perhaps the best example of Colter’s integration of history, architecture, and landscape in a unified work of art. Like Mary Colter, Frank Lloyd Wright believed that architecture was an extension of the natural environment. Wright was appalled by much of what he saw in the industrialized world. He was not fond of cities, and although he designed office buildings and museums, his favorite commissions were for homes, usually in the country. Wright is associated with the Prairie style of residential architecture, whose emphasis on horizontal elements reflected the prairie landscapes of the Midwest. Most Prairie-style homes have one or two stories and are built of brick or timber covered with stucco. The eaves of the low-pitched roof extend well beyond the walls, enhancing the structure’s horizontality. Wright’s own studio-residence in Wisconsin was completely integrated with the surrounding landscape. (1) He nestled his house in the brow of a hill and gave it the name Taliesin, which means “shining brow” in Welsh. (2) Every element of the design corresponded to the surrounding landscape. The yellow stone came from a quarry a mile away, so Taliesin looked like the outcroppings on the local hills. (3) The exterior wood was the color of gray tree trunks. (4) The stucco walls above the stone had the same tawny color as the sandbanks in the river below. Wright’s most famous house, Falling Water, was built right over a waterfall in Pennsylvania. The house blends harmoniously with its surroundings, yet it departs from the Prairie philosophy of being a completely integrated extension of the natural landscape. Glossary: Indigenous: originating or growing in an area; native
| 39. The word “thrust” in paragraph 1 is closest in meaning to |
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Explain: |
| 40. According to the passage, both Mary Colter and Frank Lloyd Wright designed buildings that |
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A. |
reflected the history of the region |
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B. |
blended into the natural environment |
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C. |
relied on the assistance of other artists |
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D. |
emphasized the architect's individuality |
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Explain: |
| 41. The author mentions “Kaibab limestone and yellow pine” in paragraph 3 as examples of |
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A. |
references to art history and natural history |
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B. |
materials that are native to the Southwest |
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C. |
traditional materials that are now scarce |
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D. |
materials with high artistic value |
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Explain: |
| 42. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 3? Incorrect choices change the meaning in important ways or leave out essential information. |
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A. |
Materials and setting were equally important to Colter, who was very skilled at choosing the right materials for the job. |
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B. |
Colter valued materials and location, so she blended into her works many natural materials collected from the building site. |
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C. |
Because Colter used various types of materials, it was often difficult to combine them in a way that would look natural. |
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D. |
Colter bought stock in corporations that made building materials and delivered them directly to the project site. |
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Explain: |
| 43. The word “them” in paragraph 3 refers to |
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A. |
modern methods and materials |
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B. |
texture, pattern, and color |
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Explain: |
| 44. What was the main inspiration for Mary Colter′s design of the Watchtower? |
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A. |
Architectural remains of masonry homes. |
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B. |
The ancient Round Tower at Mesa Verde |
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C. |
The colorful stone cliffs of the Grand Canyon |
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D. |
The beautiful views of the American Southwest |
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Explain: |
| 45. What can be inferred from the passage about the Watchtower? |
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A. |
The Watchtower's success inspired other architects to design tall buildings. |
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B. |
The Watchtower was the only building Colter designed at the Grand Canyon. |
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C. |
The Watchtower's purpose was to help people appreciate the desert scenery. |
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D. |
Colter used landscape design to enhance the beauty of the Watchtower. |
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Explain: |
| 46. All of the following characterize the Prairie style of architecture EXCEPT |
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A. |
a concern for the surrounding landscape |
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B. |
a low roof that extends beyond the walls |
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C. |
an emphasis on horizontal elements |
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D. |
a direct reference to the region's history |
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Explain: |
| 47. The word “nestled” in paragraph 6 is closest in meaning to |
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Explain: |
| 48. Why does the author mention “Falling Water” in paragraph 7? |
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A. |
To provide the best illustration of the Prairie style |
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B. |
To show that Wright did not work in just one style |
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C. |
To criticize Wright's most famous house design |
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D. |
To give an example of an artistic use of a waterfall |
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Explain: |
| 49. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Taliesin′s rough stone facades and low-slung roofs blurred the distinction between the manmade and the natural.” could be added to the passage. Where would the sentence best fit? |
49
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Explain: |
| 50. Choose THREE sentences that describe the architect Mary Colter. |
50
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A. |
The architect preferred designing country residences. |
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B. |
The architect developed a style integrating the history and landscape of the American Southwest. |
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C. |
Native American culture provided the architect with ideas and inspiration. |
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D. |
Others followed the architect in developing a style that would suit the landscape of the prairies. |
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E. |
The architect worked exclusively with modern materials and methods. |
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F. |
The architect designed structures that would blend into the desert environment. |
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G. |
The architect improved the designs of famous architects of the past. |
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Explain: |
| 51. Choose TWO sentences that describe the architect Frank Lloyd Wright. |
51
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A. |
The architect preferred designing country residences. |
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B. |
The architect improved the designs of famous architects of the past. |
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C. |
The architect worked exclusively with modern materials and methods. |
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D. |
The architect designed structures that would blend into the desert environment. |
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E. |
Native American culture provided the architect with ideas and inspiration. |
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F. |
Others followed the architect in developing a style that would suit the landscape of the prairies. |
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G. |
The architect developed a style integrating the history and landscape of the American Southwest. |
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Explain: |
ESTUARIES Fresh water from land enters the ocean through rivers, streams, and groundwater-flowing through valleys. These valleys that channel fresh water from land to the salty ocean, which range from extremely narrow stream-cut channels to remarkably broad lagoons behind long barrier islands, are called estuaries. A number of types of estuaries are commercially vital. Many commercially important estuaries are the mouths of major rivers. The powerful flow of water in major rivers maintains channels that are deep enough for navigation by ocean-bound vessels, and the rivers themselves provide transportation of goods to points farther inland. In addition, estuaries formed as a result of tectonic or glacial activity are sometimes sufficiently deep to provide ports for oceangoing vessels. The types of estuaries that are not viable as ports-of-call for ocean commerce are those that are not wide enough, not deep enough, and not powerful enough to prevent the buildup of sediment. Estuary systems, which vary to reject the geology of the coasts where they are found, can be broadly categorized as one of two different types. One type of estuary system is the type that is found in flooded coastal plains, the broad land areas that extend out to the continental shelves, on the Atlantic coasts of North and South America, Europe, and Africa, for example. The other category of estuary system encompasses the mountainous coasts, with their rugged topography, such as those found along the Pacific coasts of North and South America. Today, much of the eastern coast of the United States is a flooded coastal plain. During the last ice age, much of what is today the submerged continental shelf was exposed as an extended part of the continent. Intricate river systems composed of main rivers and their tributaries cut valleys across the plains to the edge of the shelf, where they released the fresh water that they carried into the ocean. Then, as the ice melted at the end of the ice age, rising waters extended inland over the lower areas, creating today’s broad drowned river valleys. On today’s flooded coastal plains, the water is comparatively shallow and huge amounts of sand and sediment are deposited. (1)These conditions foster the growth of extensive long and narrow offshore deposits, many of which are exposed above the water as sandspits or barrier islands. (2)These Deposits are constantly being reshaped, sometimes extremely slowly and sometimes quite rapidly, by the forces of water and wind. (3)It is common along flooded coastal plains for drowned river valleys to empty into lagoons that have been created behind the sandspits and barrier islands rather than emptying directly into the ocean. (4)These lagoons support vigorous biological activity inasmuch as they are shallow, which causes them to heat up quickly, and they are fed by a constant inflow of nutrient-rich sediments. Unlike the flooded coastal plains, the mountainous coasts have a more rugged and irregular topography with deeper coastal waters. There is less sand and sediment, and external systems of barrier islands are not as pervasive as they are on flooded coastal plains because the mountainous topography blocks the flow of sediments to the coast and because the deeper ocean water inhibits the growth of barrier islands, and without the protection of barrier beaches, mountainous coasts are more exposed to direct attack by the erosive forces of waves. Different geological processes contribute to the rugged topography along mountain coasts. The tectonic activity that creates the mountains along a mountainous coast can cause large blocks of the Earth's crust tc fall below sea level; San Francisco Bay in California and the Strait of Juan de Fuca in Washington state in the north formed in this way. In the northern latitudes, coastal fjords were created as glaciers cut impressive u-shaped valleys through mountains and now carry fresh water from the land to the ocean.
| 52. The phrase “commercially vital” in paragraph 2 is closest in meaning to ................ |
52
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B. |
the essence of professionality |
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D. |
by-products of business |
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Explain: |
| 53. The word “viable” in paragraph 2 is closest in meaning to ................ |
53
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Explain: |
| 54. The passage indicates that all of the following are estuaries with commercial potential as ports of call EXCEPT ................ |
54
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A. |
estuaries formed by glaciers |
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B. |
estuaries formed from tectonic activity |
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C. |
estuaries on flooded coastal plains |
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D. |
estuaries at the mouths of powerful rivers |
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Explain: |
| 55. The word “Intricate” in paragraph 4 is closest in meaning to ................ |
55
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Explain: |
| 56. According to the passage, drowned river valleys ................ |
56
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A. |
are covered with deep water |
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B. |
are covered with shallow water |
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D. |
are land areas with rivers cutting through |
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Explain: |
| 57. The word “foster” in paragraph 4 is closest in meaning to ................ |
57
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Explain: |
| 58. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Some changes to the deposits can take place gradually over decades, while other changes can be quite radical changes in a period of only a few hours as the result of major storm activity.” can be added to paragraph 4. Where would the sentence best fit? |
58
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Explain: |
| 59. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information. |
59
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A. |
Biological activity contributes to the formation of lagoons by heating them up and providing a source of food. |
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B. |
A lot of life exists in lagoons for two reasons: the low water level and the steady source of new residue. |
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C. |
Lagoons become more and more shallow as they heat up and flow into the ocean. |
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D. |
The flow of sediments into lagoons causes biological activity, which in turn causes the lagoons to heat up. |
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Explain: |
| 60. The author begins paragraph 5 with the phrase “Unlike the flooded coastal plains” in order to ................ |
60
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A. |
show that flooded coastal plains and mountainous coasts have some similarities in spite of their differences |
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B. |
indicate that a thorough discussion of flooded coastal plains follows |
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C. |
indicate that the discussion is moving from one type of estuary system to the other |
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D. |
clarify the ideas of flooded coastal plains that were previously presented |
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Explain: |
| 61. The phrase “not as pervasive as” in paragraph 5 is closest in meaning to ................ |
61
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Explain: |
| 62. The phrase “this way” in paragraph 5 refers to ................ |
62
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A. |
glaciers cutting valleys through mountains |
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B. |
large blocks of crust sinking as a result of tectonic activity |
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C. |
the sea level rising along the mountainous coast |
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D. |
geological processes contributing to rugged topography |
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Explain: |
| 63. It is implied in the passage that fjords ................ |
63
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A. |
are found throughout the world |
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B. |
are a type of mountainous estuary system |
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C. |
have as much sediment as flooded coastal plains |
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D. |
were formed in the same way as the San Francisco Bay |
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Explain: |
| 64. Choose FOUR phrases that describe the estuary systems on flooded coastal plains |
64
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A. |
Are the primary way that fresh water is channeled to the ocean |
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B. |
Have smaller amounts of deposits |
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C. |
Were created by tectonic or glacial activity |
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D. |
Are never commercially viable |
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E. |
Are covered with shallow water |
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F. |
Are protected by barrier beaches |
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G. |
Lead into deeper bodies of water |
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H. |
Were created on part of a submerged continent |
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I. |
Are not protected by barrier beaches |
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G. |
Have huge amounts of deposits |
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Explain: |
| 65. Choose FOUR phrases that describe the estuary systems on mountainous coasts |
65
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A. |
Lead into deeper bodies of water |
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B. |
Are covered with shallow water |
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C. |
Have smaller amounts of deposits |
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D. |
Were created on part of a submerged continent |
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E. |
Are protected by barrier beaches |
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F. |
Are not protected by barrier beaches |
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G. |
Were created by tectonic or glacial activity |
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H. |
Are never commercially viable |
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I. |
Are the primary way that fresh water is channeled to the ocean |
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G. |
Have huge amounts of deposits |
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Explain: |
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Score: 0/10
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