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TOEFL MODEL TEST --> TOEFL iBT --> Model test

Question 1 of 100

Time: 01:00

Total time: 60:00

Script:

Listen to a conversation between a student and an advisor.

Advisor: Thanks for coming in, Beth.

Student: You wanted to see me? Is there some sort of problem?

Advisor: Well, not exactly a problem, but there is something we need to discuss. I asked you to come here because I want to talk with you about your schedule. I mean about the courses you’ve already taken and the courses you′ve signed up to take next year.

Student: Is there something wrong?

Advisor: It’s not exactly wrong, but it’s something we need to deal with. Let me lay it out for you . . . here it is. . . . You’ve declared that your major is sociology?

Student: Yes, that’s right.

Advisor: But you haven’t been taking too many sociology courses.

Student: No, I guess I haven’t.

Advisor: There are some required courses for a sociology major that you should’ve taken but you haven’t. If you want to graduate on time with a degree in sociology, then you’re behind . . . you haven’t taken some courses that you should’ve taken by now.

Student: I guess I understand that, I mean, I know I haven′t taken some courses I need for a sociology major, but let me tell you what I’ve done and why. When the new schedule of classes comes out each semester, I like to sign up for courses that seem interesting to me ... so I take a whole bunch of really interesting classes, and I don’t seem to sign up for the required classes, particularly the ones I need for a sociology major.

Advisor: Well, if you aren′t really interested in the courses that’re required for sociology, maybe you’re not in the right major.

Student: I think I was coming to that conclusion . . . each time the class schedule comes out, the courses that’re offered in sociology don’t seem very interesting to me.

Advisor: Is there some other major that interests you? Have you thought about that?

Student: Well, you can see from the list of courses I’ve already taken that I’m not very interested in a single subject. I seem to enjoy courses in a bunch of different areas.

Advisor: Well, then, I have something to suggest to you. There’s a major in General Studies at this university. To get a degree in General Studies, you need to take courses from four different departments, so you need to take a wide variety of courses.

Student: That sounds like it might be the best thing for me.

Advisor: Let me give you some information about the General Studies degree, and you can look it over and see what you think.

Student: I′ll do that....

Advisor: And then come back to see me after you’ve made a decision about it.

Student: I′ll do that, too!

1. Listen again to part of the passage. Then answer the question. What does the advisor mean when he says this?

“I'm telling you the truth.”

“i need to put it down.”

“I'm going to say it directly.”

“It's no big deal.”

2. What problem does the student have?

She has not taken some courses she needs for her major.

She does not know what the required courses for her major are.

She has not yet declared a major field of study.

She has taken too many courses in her major.

3. What is stated about the courses the student has taken?

She has taken only courses she finds interesting.

She has taken a wide variety of courses.

She has taken only required courses.

She has taken only courses in her major.

4. Which sentence best describes what the advisor seems to think?

“I'm really not sure what you've been doing; why don't you tell me?”

“You seem to have a bit of a problem; let's look for a solution.”

“I'm extremely impressed with what you've been doing; keep doing it!”

“This is really terrible; you'll never be able to graduate.”

5. What does the advisor suggest?

Moving into different classes now

Changing to a major with broader requirements

Changing the way that she chooses courses

Taking the required courses for her major as soon as possible

Script:

Listen to part of a conversation between two students.

M: Oh. Hi! It’s good to see you. What’s happening?

W: I′m busy with my classes. The quarter’s going by really quickly. How′ about you? What have you been up to?

M: Busy with school and work. Hey. What are you taking spring quarter?

W: Literature, sociology ... botany, and ... uh ... I’m hoping to do something in the arts, maybe some sort of work experience or internship.

M: No kidding! I didn’t know - you were artistic. What do you have in mind?

W: Well, there′s this theater group I just found out about in Chester. I went to a couple of their plays. They’re an interesting company. They perform a lot of new works, and they also do older plays that aren’t very well known, and ... well ... I’m really impressed and would love to work with them in some way.

M: No kidding! I didn’t know you were into theater. Do you act?

W: Not really ... I took drama in high school, but I was awful on stage. No ... it’s not acting that interests me as much as ... all the other stuff.

M: Like what? Directing? Lighting ?

W: All of it. Actually, This theater I told you about — they have the best sets! I’d like to build sets. Or make costumes, find props — I don’t know, even work in the office. It’s the whole atmosphere of theater that I find exciting.

M: It sounds like you need to be a theater intern.

W: But. as far as that goes ... my problem is I don’t know anything about setting it up.

M: What, the internship?

W: Yeah.

M: Do you know anyone who works there?

W: No. I only found out about it cause I went to a couple of plays.

M: Better go see your adviser about this. Doesn’t the advising department post a list of internships that are available?

W: Yeah, there’s a list. I already checked it, and there was nothing in theater. But I’ll talk to Sherry, of course. She’s my adviser.

M: You know′ what you could do? When I had to do an observation last year for my psychology class—we had to observe a work group for two weeks—what I did—how I got started was, I picked out a couple of law firms and then just sent formal letters of introduction. I told them I was a student, and had to do a report for one of my classes, and asked if 1 could meet with them to arrange an observation in their workplace.

W: Oh ... really? And what happened?

M: I said I’d call them, and the first firm I called said I could do it there.

W: Wow! You make it sound so easy. I wonder if that’d work with the theater.

M: It’s worth a try, isn’t it?

W: It’s worth a try. Hey, I’m glad I ran into you!

6. What are the students mainly discussing?

The man's experience in a law firm.

The woman's interest in an internship

The classes that they are taking

The theater program at their school

7. What does the woman like about theater?

The chance to meet interesting people

The entire atmosphere of theater

The opportunity to improve her acting

The efficiency of theater management.

8. What is the woman′s opinion of her own acting ability?

She thinks she needs more acting experience.

She thinks she is not very skilled at acting.

She thinks she is better at acting than directing.

She is excited about learning new acting skills.

9. Why does the man say this?

To state what he likes about the theater

To compliment the woman on her abilities.

To learn more about the woman's interests

To imply that the woman should be a director

10. What does the man suggest the woman do? Click on TWO answers.

To learn more about the woman's interests

To compliment the woman on her abilities.

To imply that the woman should be a director

To state what he likes about the theater

Script:

Listen to part of a discussion in a philosophy class. The class is studying Plato.

M1: Plato believed the only true reality consists of ideas. Thus, we often refer to his philosophy as “idealism." He didn’t think people could create ideas; rather, we discovered them. For instance, the mathematical concept of two plus two equals four—this is an idea that’s always existed. It’s always been true that two plus two equals four—even before people discovered it. Plato’s ideas were—and still are—valuable because they’ve stimulated a great deal of thinking about the meaning and purpose of humanity, society, and education. The ideas of Plato survive in our thinking today, and survive in our educational system. Another important principle—yes?

W: Excuse me. Dr. MacDonald, but could you ... like ... uh ... say more about how Plato’s ideas are in education today?

M1: Sure. Plato believed the state should take an active role in education—most governments today agree— and the state should create a curriculum that leads students from thinking about concrete information toward thinking about abstract ideas. Higher-level thinking would develop the individual student’s character, and thus ultimately benefit the larger society. Plato believed our most important goal was the search for truth. The idealists of today generally agree that a major focus of education should be on the search for knowledge, but some feel it’s not truth per se that’s important as much as the search for truth. Idealists favor learning that’s holistic over learning that′s specialized. For instance, idealists consider subjects like chemistry and physics useful, but they’re of real value only when they help us to see the whole picture of our universe. Idealists aren’t concerned with turning out graduates with specific technical skills as much as giving students a broad understanding of the world they live in.

W: But isn’t that kind of impractical? I mean, most of us go to college because we want knowledge about certain subjects, not the whole universe.

M1: Idealists believe that education should teach students to think—not what to think, but how to think. Thinking is the skill that develops character. If you develop the ability to think, you—and all of humanity—will become more noble and rational.

M2: The philosophy of idealism seems kind of conservative.

M1: Idealism is often criticized as being a conservative philosophy because so much of its emphasis is on character development and preserving traditions. Idealists care about ultimate truths, so their notion of education is largely a matter of passing on knowledge.

M2: But what s the ultimate truth? Who gets to decide what’s true?

MI: Who gets to decide what’s true? Excellent question ... and it’s questions like this that have led to a weakening of idealism today. Developments in science and technology have changed what we’ve thought of as true. Our contemporary emphasis on relevance, usefulness, and innovation—as opposed to lasting values—all of these trends have cut idealism down to size.

W: I think all the concern with character development is kind of old-fashioned. Doesn’t that make people ... uh ... doesn’t it just lead to conformity?

M1: Good point. Critics of idealism would agree with you that "character development” comes at the expense of creativity, and that too much emphasis on traditional values can be harmful—if it makes students stop questioning what they’re being taught.

11. What aspect of Plato′s philosophy does the professor mainly discuss?

Plato's effect on other philosophies

Plato's teachings about culture

Plato's views on education

Plato's rules for good government

12. Why does the professor mention the mathematical concept of 2 + 2 = 4?

To show the simplicity of Plato's philosophy

To compare philosophy and mathematics

To give an example of a lasting truth

To discover which students like mathematics

13. What do idealists believe about higher-level thinking? Click on TWO answers.

It gives teachers too much power.

It makes all people equal.

It benefits the whole society.

It develops a person's character.

14. Listen again to part of the discussion. Then answer the question. What is the woman′s attitude toward the idealist view of education?

She considers it the most liberal system of education.

She disagrees with its emphasis on truth.

She finds it complex and difficult to understand.

She thinks it does not give students useful knowledge.

15. Listen again to part of the discussion. Then answer the question. What does the professor mean when he says this?

Idealism has been criticized unfairly.

Idealism has diminished in influence.

Idealism remains the only true philosophy.

Idealism changes how people think.

16. According to the professor, what do critics say about idealism?

It gives students immoral ideas about learning.

It discourages student creativity and questioning.

It is overly concerned with economic development.

Its focus on abstract thinking is unfair to many students.

Script:

Listen to a discussion by a group of students in an oceanography class.

Instructor: OK, in this course, we′ve discussed a number of the ocean’s unusual features. Today we’re going to discuss atolls and how they′re formed. First, can you tell me what an atoll is? Beth?

Beth: An atoll’s a ring-shaped mass of coral and algae.

Instructor: That’s right. An atoll’s made of coral and algae, and it’s in the shape of a ring. . . . And where’re atolls found? Jim?

Jim: Atolls′re found in tropical and subtropical areas of the ocean.

Instructor: It’s true that atolls’re found in tropical and subtropical areas. . . . Why is that, do you think?

Jim: It’s where the water temperature’s fairly warm. The coral and reef-building algae grow best in fairly warm water.

Instructor: OK, now, let’s look at how atolls’re formed. We’ll look at a series of three diagrams and discuss what′s happening in each. This diagram shows the first step in the process. What does the diagram show? Linda?

Linda: Well, it . . . uh . . . looks like a volcano.

Instructor: (dryly) It certainly does . . . but perhaps there’s something more you could add.

Linda: Uh, it’s a volcanic island ... a newer volcanic island that has formed recently.

Instructor: And what’s growing around the volcanic island?

Linda: Ah ... a coral reefs growing around this new volcanic island.

Instructor: Yes, good. ... OK, now let’s look at the second diagram. Beth, can you describe what’s happening in this diagram?

Beth: The second diagram shows that the volcanic island has started to erode – it’s wearing down.

Instructor: And what’s been happening with the coral reef while the volcanic island has been eroding?

Beth: The coral reef has continued to grow.

Instructor: Excellent. Now let’s look at the third diagram in the series. What’s happening in this diagram? Jim?

Jim: Well, in this diagram, you can see that the volcanic island has, um, worn down so far that it’s below the level of the ocean. The coral has built up even further, so the coral′s above the water, and the remains of the volcano are under water.

Instructor: Yes, and it’s at this stage when the ring of coral’s called an atoll. The volcano has sunk, and there’s a pool of water inside the atoll. Now, what do we call the pool of water that remains inside an atoll? Linda?

Linda: The pool of water inside the atoll is called a lagoon.

Instructor: That’s correct. The body of water inside an atoll is called a lagoon.

Well, you seem to understand quite clearly how atolls result when coral reefs around volcanic islands continue to grow as the volcanic island themselves diminish. That’s all for today. I′ll see you next class.

17. What is this discussion mainly about?

The formation of lagoons

Where atolls most likely occur

How oceanic volcanoes occur

The formation of certain coralline structures

18. What is an atoll made of?

Only of coral

A combination of algae and volcanic ash

Only of algae

A combination of coral and algae

19. Where do atolls tend to grow?

In tropical areas

In arctic areas

In warm water

In cool water

20. Listen again to part of the discussion. Then answer the question. Why does the instructor say this?

She does not understand the student's response.

The student's response was incorrect.

She would like a more thorough response from the student.

The diagram they are looking at is not clear enough.

21. Which occurs in the first step?

The volcano disappears underwater.

The volcano erodes.

A volcanic island forms.

Coral begins to grow.

22. Which occurs in the second step?

The volcano disappears underwater.

A volcanic island forms.

Coral begins to grow.

The volcano erodes.

23. Which occurs in the third step?

Coral begins to grow.

The volcano disappears underwater.

The volcano erodes.

A volcanic island forms.

24. Which occurs in the fourth step?

A volcanic island forms.

Coral begins to grow.

The volcano disappears underwater.

The volcano erodes.

25. What is true about a lagoon?

It encircles an atoll.

It is surrounded by an atoll.

It is made of coral.

It is a body of water.

Script:

Listen to part of a lecture in an anthropology class.

M: Every human society has developed some interest in activities that could be considered sports. The more complex the culture, the more various the range of sporting behavior. There are certain elements in all human sports that are clues to the common underlying structure of sports. Sports tell us a great deal about the kinds of behavior that our prehistoric ancestors evolved—activities that were basic survival skills. Now, let me ask you—what skills were most important to the survival of our ancestors? Yes, Lynne?

W: The ability to find food?

M: Yeah.... But what skills were necessary to find food?

W: Um ... good eyesight?

M: OK. What else?

W: Well, if they were hunters, they also had to be fast runners ... and they had to have good eyes and a good arm—I mean a good aim—so they could kill game.

M: Yes! And isn′t it interesting that you just used the word “game"? Our prehistoric ancestors were gamers—they hunted game animals to survive. Look at the number of sports that originated in hunting. First, hunting itself. But for some societies, the ancient pattern of killing prey is kept alive in the form of blood sports—these are sports that involve the killing of an animal. Even in places where the killing is no longer a matter of survival, it still survives as a sport. The animals—like ducks or pheasant, certain fish—are often eaten as luxury foods. It′s the personal sense of mastery, the sort of delight in the skills of the hunter... these are more important than the food itself. For our prehistoric ancestors, the climax of the hunt was always a group celebration, with songs of praise for the hunters. As hunting sort of became more symbolic, spectators became more important. The ancient Romans brought the hunt to the people by confining it to an arena— the Coliseum. The Coliseum made the hunting field smaller, and this sort of intensified the activity for the entertainment of the spectators. The systematic killing of animals for sport still survives in parts of the world today - think of bullfights and cock fights. But animal sports are only part of the picture. Today, people find human competition more satisfying than competition involving just animals. Take track and field sports. These don’t involve animals, but they did originate in hunting. The earliest sports meetings—or meets, as we call them—were probably ritualized competitions of important skills. Think of how many Olympic sports there are that involve aiming, throwing, and running—which are all hunting skills.

The difference is that now the hunting has become totally symbolic. In some sports, there’s still a strong symbolic element of the kill. Wrestling, boxing, fencing, martial arts all these are examples of ritualized fighting. Even tennis is kind of a fight— of course, an abstract one. There are lots of direct references to fighting in the language of sports, too. For example, what do soccer and chess players do? They “attack" or "defend.”

Today, even the most violent fighting sports have strict rules that are designed to prevent serious injury. There′s also some kind of referee to make sure that the rules are observed. In sports, the objective is victory, not the actual destruction of your opponent. Another objective is to impress and entertain the spectators—not to shock or offend them. Because sports contain such a powerful negative element, most have an ideal of acceptable behavior — something we call "sportsmanship." There′s also a universal convention in sports where the winner honors the defeated opponent with a handshake, with words of praise, or some token of respect.

26. What is the main idea of the lecture?

Complex cultures have violent sports.

Rules were developed to make sports fair.

Every human society is interested in sports.

Sports contain many elements of hunting.

27. Listen again to part of the discussion. Then answer the question. Why does the professor say this?

To learn about what food the student likes

To contradict the student's answer

To find out if the student did her homework

To encourage the student to elaborate

28. According to the professor, why did the ancient Romans build the Coliseum?

To put Rome at the center of Olympic sports

To make the hunt an entertainment for spectators

To shock and offend the enemies of Rome.

To compete with other cities in sports architecture

29. What point does the professor make about track and field sports?

They are shocking because an animal is killed.

They were performed in the Coliseum of Rome.

They involve skills originally used by hunters.

They are the most popular sporting events today.

30. Which sports contain a symbolic element of the kill? Click on TWO answers.

Running

Boxing

Baseball

Fencing

31. What does the professor imply about the negative element of sports?

The concept of sportsmanship makes sports less negative.

Today, only blood sports contain a negative element.

Sports will become even more negative in the future.

People prefer sports with a strong negative element.

Script:

Listen to part of a lecture in a biology class.

Professor:

We′ve been discussing animal communication. Um today we′re going to talk about dolphins. Now, dolphins make a wide range of communicative sounds and also display something called vocal learning, which is the ability of an animal to modify its vocalizations based on its experience with other animals.

Ah there are many types of dolphin vocalizations. We we still don′t know their precise meanings—partly, I suppose, because we haven′t really tried that hard to figure out their precise meanings—but we do know that dolphins use vocalizations as a way of communicating with one another. And we′ve categorized their vocalizations into three types: whistles, clicks, and burst pulses.

The dolphin whistles are very high frequency sounds, ah partially above the range of human hearing. What′s fascinating is, each dolphin has a signature whistle, which is unique to each individual dolphin. It allows them to call to and identify each other. (seeing hand raised) Jennifer?

Female Student: Kind of like learning someone′s name? So . . . do dolphin parents choose names for their children?

Professor: Well, again that′s something we don′t know, but we do know that no two signature whistles sound identical. And, members of the same family, their signature whistles have similar elements. Dolphins use them as contact calls—ah they they call to each other while traveling and foraging. It helps keep the group together, and helps mothers and children find each other. Think of it like . . . ah if you were traveling in the forest with one other person who was just out of sight, you′d call out, "Are you there?" and the other person would respond. But if there were several people in the forest, you would have to call that person′s name to call to them.

In in addition to whistles, dolphins produce clicks, which are actually sonar or sound waves. They use the clicks to communicate, but, more importantly, to navigate and hunt. How? Well, the sonar clicks bounce off objects, and then the dolphins convert the incoming signals into a three dimensional picture . . . a a mental map . . . of what′s around them. The clicks are extremely sensitive and accurate. The sonar clicks are also very strong. And there′s this theory that, one reason dolphins swim side by side is to avoid interference from each others′ sonar clicks. Interference would be confusing . . . it would prevent them from getting an accurate picture of their surroundings. Ah and what′s interesting is, dolphins will turn off their sonar when another dolphin passes in front.

Ah the third category of dolphin vocalizations is burst pulses. These are all this other sounds the dolphin makes—squawks, squeals, barks, groans, and so on. Burst pulses are used to display aggression, show dominance, and attract a mate. But whistles, clicks, and burst pulses aren′t the only ways dolphins communicate. Um does anyone remember any other ways?

Male Student:

In the book, it said that they also slap their tails against the water? Oh, and . . . the air that comes out when they breathe or whistle . . . the . . . ah . . . the bubble streams? They can control how the air bubbles come out? I thought that was really interesting.

Professor:

Yes . . . the bubble streams are very interesting. Dolphins can identify and locate each other by their bubble streams, and they can imitate the bubble stream patterns of other dolphins . . . sort of like saying hello. So as you can see, dolphins use many different sounds and behaviors to convey messages to each other.

I′d like to tell you about when I was a graduate student . . . and . . . I spent one summer on a boat in the Atlantic Ocean studying marine life. One morning there were about 25 dolphins swimming with the boat. We could hear their clicks and whistles as they called to each other. Now, we were there as impartial scientists, to do research, but . . . how could we not notice the beauty as the bubble streams made patterns in the water and the dolphins appeared to dance and play? It′s wonderful when you do field work and actually experience something you′ve been studying in a classroom. So if you ever have the opportunity . . . go for it.

32. What is the lecture mainly about?

Various ways dolphins communicate with one another

The professor's experience with dolphins on a research boat

How dolphins produce the sounds they make

How dolphins teach their young to identify signature whistles

33. According to a theory the professor mentions, why do dolphins travel side by side?

To hear each other's signature whistles

To avoid interfering with other dolphins' sonar clicks

To keep mothers close to their young

To view each other's bubble streams

34. What does the professor imply about bubble streams?

Their function is similar to that of signature whistles.

They help protect dolphins from predators.

They do not appear to serve a communicative function.

Dolphins use them to sense the movement of the water.

35. Why does the professor mention the time she spent on a boat doing research?

To inform students about a paper she wrote

To show how scientists collect data on marine life

To illustrate that dolphins are difficult to locate

To encourage students to do field work

36. Listen again to part of the lecture. Then answer the question. What does this example illustrate?

One reason dolphins travel in large groups

The importance of burst pulses as a way dolphins communicate

One way dolphins use signature whistles

The differences between land and marine mammals

II.

GREEN ICEBERGS

Icebergs are massive blocks of ice, irregular in shape; they float with only about 12 percent of their mass above the sea surface. They are formed by glaciers—large rivers of ice that begin inland in the snows of Greenland, Antarctica, and Alaska—and move slowly toward the sea. The forward movement, the melting at the base of the glacier where it meets the ocean, and waves and tidal action cause blocks of ice to break off and float out to sea.

Icebergs are ordinarily blue to white, although they sometimes appear dark or opaque because they carry gravel and bits of rock. They may change color with changing light conditions and cloud cover, glowing pink or gold in the morning or evening light, but this color change is generally related to the low angle of the Sun above the horizon. However, travelers to Antarctica have repeatedly reported seeing green icebergs in the Weddell Sea and, more commonly, close to the Amery Ice Shelf in East Antarctica.

One explanation for green icebergs attributes their color to an optical illusion when blue ice is illuminated by a near-horizon red Sun, but green icebergs stand out among white and blue icebergs under a great variety of light conditions. Another suggestion is that the color might be related to ice with high levels of metallic compounds, including copper and iron. Recent expeditions have taken ice samples from green icebergs and ice cores—vertical, cylindrical ice samples reaching down to great depths—from the glacial ice shelves along the Antarctic continent. Analyses of these cores and samples provide a different solution to the problem.

The ice shelf cores, with a total length of 215 meters (705 feet), were long enough to penetrate through glacial ice—which is formed from the compaction of snow and contains air bubbles—and to continue into the clear, bubble-free ice formed from seawater that freezes onto the bottom of the glacial ice. The properties of this clear sea ice were very similar to the ice from the green iceberg. The scientists concluded that green icebergs form when a two-layer block of shelf ice breaks away and capsizes (turns upside down), exposing the bubble-free shelf ice that was formed from seawater.

A green iceberg that stranded just west of the Amery Ice Shelf showed two distinct layers: bubbly blue-white ice and bubble-free green ice separated by a one- meter-long ice layer containing sediments. The green ice portion was textured by seawater erosion. Where cracks were present, the color was light green because of light scattering; where no cracks were present, the color was dark green. No air bubbles were present in the green ice, suggesting that the ice was not formed from the compression of snow but instead from the freezing of seawater. Large concentrations of single-celled organisms with green pigments (coloring substances) occur along the edges of the ice shelves in this region, and the seawater is rich in their decomposing organic material. The green iceberg did not contain large amounts of particles from these organisms, but the ice had accumulated dissolved organic matter from the seawater. It appears that unlike salt, dissolved organic substances are not excluded from the ice in the freezing process. Analysis shows that the dissolved organic material absorbs enough blue wavelengths from solar light to make the ice appear green.

Chemical evidence shows that platelets (minute flat portions) of ice form in the water and then accrete and stick to the bottom of the ice shelf to form a slush (partially melted snow). The slush is compacted by an unknown mechanism, and solid, bubblefree ice is formed from water high in soluble organic substances. When an iceberg separates from the ice shelf and capsizes, the green ice is exposed.

The Amery Ice Shelf appears to be uniquely suited to the production of green ice-bergs. Once detached from the ice shelf, these bergs drift in the currents and wind systems surrounding Antarctica and can be found scattered among Antarctica's less colorful icebergs.

37. According to paragraph 1, all of the following are true of icebergs EXCEPT ................

Most of their mass is above the sea surface.

Waves and tides cause them to break off glaciers.

They do not have a regular shape.

They are formed where glaciers meet the ocean.

Explain:

38. According to paragraph 2, what causes icebergs to sometimes appear dark or opaque? ................

The low angle of the Sun above the horizon

The presence of large cracks in their surface

The presence of gravel or bits of rock

A heavy cloud cover

Explain:

39. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

One explanation notes that green icebergs stand out among other icebergs under a great variety of light conditions, but this is attributed to an optical illusion.

One explanation for green icebergs attributes their color to a great variety of light conditions, but green icebergs stand out best among other icebergs when illuminated by a near-horizon red Sun.

One explanation for the color of green icebergs attributes their color to an optical illusion that occurs when the light from a near-horizon red Sun shines on a blue iceberg.

One explanation attributes the color of green icebergs to an optical illusion under special light conditions, but green icebergs appear distinct from other icebergs under a great variety of light conditions.

Explain:

40. The word “penetrate” in the passage is closest in meaning to ................

pierce

melt

collect

endure

Explain:

41. According to paragraph 4, how is glacial ice formed?

By the capsizing of a two-layer block of shelf ice

By the compaction of snow

By breaking away from the ice shelf

By the freezing of seawater on the bottom of ice shelves

Explain:

42. According to paragraph 4, ice shelf cores helped scientists explain the formation of green icebergs by showing that ................

glacial ice is lighter and floats better than sea ice

bubble-free ice is found at the top of the ice shelf

the ice at the bottom of green icebergs is bubble-free ice formed from frozen seawater

the clear sea ice at the bottom of the ice shelf is similar to ice from a green iceberg

Explain:

43. Why does the author mention that "The green ice portion was textured by seawater erosion"?

To explain why cracks in the iceberg appeared light green instead of dark green

To explain how the air bubbles had been removed from the green ice

To support the idea that the green ice had been the bottom layer before capsizing

To suggest that green ice is more easily eroded by seawater than white ice is

Explain:

44. The word “accumulated” in the passage is closest in meaning to ................

released

collected

covered

frozen

Explain:

45. The word “excluded” in the passage is closest in meaning to ................

compressed

gathered together

kept out

damaged

Explain:

46. The word “accrete” in the passage is closest in meaning to

advance

come together

transfer

flatten out

Explain:

47. Which of the following is NOT explained in the passage?

Why green icebergs contain large amounts of dissolved organic pigments

Why blocks of ice break off where glaciers meet the ocean

Why blocks of shelf ice sometimes capsize after breaking off

Why green icebergs are commonly produced in some parts of Antarctica

Explain:

48. The passage supports which of the following statements about the Amery Ice Shelf?

The Amery Ice Shelf produces green icebergs because its ice contains high levels of metallic compounds such as copper and iron.

The Amery Ice Shelf produces only green icebergs.

No green icebergs are found far from the Amery Ice Shelf.

The Amery Ice Shelf produces green icebergs because the seawater is rich in a particular kind of soluble organic material.

Explain:

49. Look at the four numbers (1), (2), (3) and (4) that indicate where the sentence “Scientists have differed as to whether icebergs appear green as a result of light conditions or because of something in the ice itself.” could be added to the passage. Where would the sentence best fit?

Number 1

Number 2

Number 3

Number 4

Explain:

50. An introductory sentence for a brief summary of the passage is “Several suggestions, ranging from light conditions to the presence of metallic compounds, have been offered to explain why some icebergs appear green.”. 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.

In a green iceberg, the sea ice contains large concentrations of organic matter from the seawater.

All ice shelves can produce green icebergs, but the Amery Ice Shelf is especially well suited to do so.

Ice cores and samples revealed that both ice shelves and green icebergs contain a layer of bubbly glacial ice and a layer of bubble-free sea ice.

Green icebergs form when a two- layer block of ice breaks away from a glacier and capsizes, exposing the bottom sea ice to view.

Ice cores were used to determine that green icebergs were formed from the compaction of metallic compounds, including copper and iron.

Green icebergs are white until they come into contact with seawater containing platelets and soluble organic green pigments.

Explain:

THE SCIENCE OF ANTHROPOLOGY

(1) Through various methods of research, anthropologists try to fit together the pieces of the human puzzle—to discover how humanity was first achieved, what made it branch out in different directions, and why separate societies behave similarly in some ways but quite differently in other ways. (2) Anthropology, which emerged as an independent science in the late eighteenth century, has two main divisions: physical anthropology and cultural anthropology. (3) Physical anthropology focuses on human evolution and variation and uses methods of physiology, genetics, and ecology. Cultural anthropology focuses on culture and includes archaeology, social anthropology, and linguistics. (4)

Physical anthropologists are most concerned with human biology. Physical anthropologists are detectives whose mission is to solve the mystery of how humans came to be human. They ask questions about the events that led a tree-dwelling population of animals to evolve into two-legged beings with the power to learn—a power that we call intelligence. Physical anthropologists study the fossils and organic remains of once-living primates. They also study the connections between humans and other primates that are still living. Monkeys, apes, and humans have more in common with one another physically than they do with other kinds of animals. In the lab, anthropologists use the methods of physiology and genetics to investigate the composition of blood chemistry for clues to the relationship of humans to various primates. Some study the animals in the wild to find out what behaviors they share with humans. Others speculate about how the behavior of non-human primates might have shaped human bodily needs and habits.

A well-known family of physical anthropologists, the Leakeys, conducted research in East Africa indicating that human evolution centered there rather than Asia. In 1931, Louis Leakey and his wife Mary Leakey began excavating at Olduvai Gorge in Tanzania, where over the next forty years they discovered stone tool and hominid evidence that pushed back the dates for early humans to over 3.75 million years ago. Their son, Richard Leakey, discovered yet other types of hominid skulls in Kenya, which he wrote about in Origins (1979) and Origins Reconsidered (1992).

Like physical anthropologists, cultural anthropologists study clues about human life in the distant past; however, cultural anthropologists also look at the similarities and differences among human communities today. Some cultural anthropologists work in the field, living and working among people in societies that differ from their own. Anthropologists doing fieldwork often produce an ethnography, a written description of the daily activities of men, women, and children that tells the story of the society’s community life as a whole. Some cultural anthropologists do not work in the field but rather at research universities and museums doing the comparative and interpretive part of the job. These anthropologists, called ethnologists, sift through the ethnographies written by field anthropologists and try to discover cross-cultural patterns in marriage, child rearing, religious beliefs and practices, warfare—any subject that constitutes the human experience. They often use their findings to argue for or against particular hypotheses about people worldwide.

A cultural anthropologist who achieved worldwide fame was Margaret Mead. In 1923, Mead went to Samoa to pursue her first fieldwork assignment—-a study that resulted in her widely read book Coming of Age in Samoa (1928). Mead published ten major works during her long career, moving from studies of child rearing in the Pacific to the cultural and biological bases of gender, the nature of cultural change, the structure and functioning of complex societies, and race relations. Mead remained a pioneer in her willingness to tackle subjects of major intellectual consequence, to develop new technologies for research, and to think of new ways that anthropology could serve society.

Glossary:

- primates: the order of mammals that includes apes

- humans hominid: the family of primates of which humans are the only living species

51. The phrase “branch out” in paragraph 1 is closest in meaning to ................

separate

hurry

originate

look

Explain:

52. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information.

Some animal populations have the power to ask questions and to learn from the events of the past.

There are unanswered questions about why some tree-dwelling animals have evolved only two legs.

Physical anthropologists investigate how intelligent human beings evolved from creatures that lived in trees.

People want to know more about the behavior of animals and how some animals acquire the ability to learn.

Explain:

53. The word “speculate” in paragraph 2 is closest in meaning to ................

disagree

forget

think

worry

Explain:

54. Why does the author discuss the Leakey family in paragraph 3?

To contradict earlier theories of human evolution

To argue for an increase in the amount of research in Africa

To give examples of fieldwork done by physical anthropologists

To compare hominid evidence from Tanzania with that from Kenya

Explain:

55. Which of the following is of major interest to both physical and cultural anthropologists?

Child rearing in societies around the world

Religious beliefs and practices

Clues about human beings who lived long ago

Methods of physiology and genetics

Explain:

56. According to paragraph 4, cultural anthropologists who do fieldwork usually ................

develop new technologies for gathering cultural data

discover hominid evidence indicating when humans evolved

write an account of the daily life of the people they study

work at universities and museums interpreting the work of others

Explain:

57. The phrase “sift through” in paragraph 4 is closest in meaning to ................

sort

contradict

avoid

discuss

Explain:

58. The word “They” in paragraph 4 refers to ................

field anthropologists

ethnologists

research universities

museums

Explain:

59. According to the passage, Margaret Mead wrote about all of the following subjects EXCEPT ................

economic systems of pioneer women

the nature of cultural change

the biological basis of gender

relations between people of different races

Explain:

60. It can be inferred from paragraph 5 that Margaret Mead′s work ................

is not widely read by anthropologists today

made an impact on the field of anthropology

contradicted that of the Leakey family

opened Samoa to outside influences

Explain:

61. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Anthropology is the study of the origin, development, and varieties of human beings and their societies.” could be added to the passage. Where would the sentence best fit?

Number 2

Number 1

Number 3

Number 4

Explain:

62. Choose THREE sentences that describe the Physical Anthropology

The story of humanity's origins is a major topic of investigation.

The focus is on the similarities and differences among cultures.

Researchers observe similarities between humans and other primates.

Researchers live and work in other societies and write ethnographies.

It is the study of the origin, history, and structure of the earth.

Scientists examine the fossils and skulls of early humans.

This field studies life on many different scales of size and time.

Explain:

63. Choose TWO sentences that describe the Cultural Anthropology

The story of humanity's origins is a major topic of investigation.

Researchers live and work in other societies and write ethnographies.

It is the study of the origin, history, and structure of the earth.

This field studies life on many different scales of size and time.

Researchers observe similarities between humans and other primates.

Scientists examine the fossils and skulls of early humans.

The focus is on the similarities and differences among cultures.

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

64. The word “precocity” in paragraph 1 is closest in meaning to ................

advanced skill

personal style

good luck

strong interest

Explain:

65. 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.

Children with exceptional musical talent will look for the best way to express themselves through music-making.

Every child is naturally gifted, and it is the responsibility of the public schools to recognize and develop these talents.

Children may be born with superior musical ability, but their environment will determine how this ability is developed.

Some musically talented children live in an environment surrounded by music, while others have little exposure to music.

Explain:

66. The author makes the point that musical elements such as pitch and rhythm ................

make music difficult to learn

express different human emotions

distinguish music from other art forms

vary in emphasis in different cultures

Explain:

67. The word “predisposed” in paragraph 3 is closest in meaning to ................

inclined

pushed

gifted

amused

Explain:

68. According to the passage, when does musical talent usually begin to appear?

When infants start to babble and produce sound patterns

between the ages of two and four months

between ten years old and adolescence

When children learn to sing at two or three years old

Explain:

69. According to the passage, which of the following suggests that musical talent is a separate form of intelligence?

Differences between learning music and learning language

Recognition of the emotional power of music

Exceptional musical ability in an otherwise average child

the ability of all babies to acquire core elements of music

Explain:

70. Why does the author discuss Mozart in paragraph 6?

to describe the development of individual musical skill

to list musical accomplishments of the eighteenth century

To give an example of a well-known musical prodigy

to compare past and present views of musical talent

Explain:

71. In music, the change from one key to another is known as ................

rhythm

prodigy

modulation

perfect pitch

Explain:

72. All of the following are given as examples of exceptional musical talent EXCEPT ................

a remarkable “ear” or perfect memory for music

appreciation for a wide variety of musical styles

ability to compose major works at a young age

playing a single song in the style of various composers

Explain:

73. The word “haven” in paragraph 7 is closest in meaning to ................

safe place

beautiful art

simple problem

personal goal

Explain:

74. Which of the following can be inferred from the passage about exceptional musical ability?

occurs more frequently in some cultures than in others.

It has been documented and studied but is little understood.

It is evidence of a superior level of intelligence in other areas.

It is the result of natural talent and a supportive environment.

Explain:

75. 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?

Number 1

Number 3

Number 4

Number 2

Explain:

76. 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.

While all children have a basic ability to make music, some exhibit extraordinary skill at a very early age.

Very young children can develop exceptional skill in playing the violin by the Suzuki method.

Wolfgang Amadeus Mozart had composed several major works and symphonies by the age of eleven

Autistic children cannot relate to their environment realistically and therefore have difficulty in communicating.

Prodigies have a natural understanding of musical structure that enables them to play and compose music with great skill.

Exceptional musical ability is often part of an otherwise disabling condition such as autism.

Explain:

KETCHUP

The sauce that is today called ketchup (or catsup) in Western cultures is a tomato-based sauce that is quite distinct from the Eastern ancestors of this product. A sauce called ke-tiap was in use in China at least as early as the seventeenth century, but the Chinese version

of the sauce was made of pickled fish, shellfish, and spices. The popularity of this Chinese sauce spread to Singapore and Malaysia, where it was called kechap. The Indonesian sauce ketjab derives its name from the same source as the Malaysian sauce but is made from very different ingredients. The Indonesian ketjab is made by cooking black soy beans, fermenting them, placing them in a salt brine for at least a week, cooking the resulting solution further, and sweetening it heavily; this process results in a dark, thick, and sweet variation of soy sauce.

Early in the eighteenth century, sailors from the British navy came across this exotic sauce on voyages to Malaysia and Singapore and brought samples of it back to England on return voyages. English chefs tried to recreate the sauce but were unable to do so exactly because key ingredients were unknown or unavailable in England; chefs ended up substituting ingredients such as mushrooms and walnuts in an attempt to recreate the special taste of the original Asian sauce. Variations of this sauce became quite the rage in eighteenth-century England, appearing in a number of recipe books and featured as an exotic addition to menus from the period.

The English version did not contain tomatoes, and it was not until the end of the eighteenth century that tomatoes became a main ingredient, in the ketchup of trie newly created United States. It is quite notable that tomatoes were added to the sauce in that tomatoes had previously been considered quite dangerous to health. The tomato had been cultivated by the Aztecs, who had called it tomatl; however, early botanists had recognized that the tomato was a member of the Solanacaea family, which does include a number of poisonous plants. The leaves of the tomato plant are poisonous, though of course the fruit is not.

(1) Thomas Jefferson, who cultivated the tomato in his gardens at Monticello and served dishes containing tomatoes at lavish feasts, often receives credit for changing the reputation of the tomato. (2) Soon after Jefferson had introduced the tomato to American society, recipes combining the newly fashionable tomato with the equally fashionable and exotic sauce known as ketchap began to appear. (3) By the middle of the nineteenth century, both the tomato and tomato ketchup were staples of the American kitchen. (4)

Tomato ketchup, popular though it was, was quite time-consuming to prepare. In 1876, the first mass produced tomato ketchup, a product of German-American Henry Heinz, went on sale and achieved immediate success. From tomato ketchup, Heinz branched out into a number of other products, including various sauces, pickles, and relishes. By 1890, his company had expanded to include sixty-five different products but was in need of a marketing slogan. Heinz settled on the slogan “57 Varieties” because he liked the way that the digits 5 and 7 looked in print in spite of the fact that this slogan understated the number of products that he had at the time.

77. The word “ancestors” in paragraph 1 is closest in meaning to ................

creators

descendents

ingredients

predecessors

Explain:

78. It is NOT stated in paragraph 1 that ................

the Chinese sauce was in existence in the seventeenth century

the Chinese sauce was made from seafood and spices

the Malaysian sauce was similar to the Chinese sauce

the Indonesian sauce was similar to the Chinese sauce

Explain:

79. The word “it” in paragraph 1 refers to ................

this process

a week

a salt brine

the resulting solution

Explain:

80. The expression “came across” in paragraph 2 could best be replaced by ................

traversed

transported

described

discovered

Explain:

81. It can be inferred from paragraph 2 that mushrooms and walnuts were ................

difficult to find in England

not native to England

not part of the original Asian recipe

transported to England from Asia

Explain:

82. The word “rage” in paragraph 2 could best be replaced by ................

anger

fashion

distinction

misunderstanding

Explain:

83. The author mentions “The English version” at the beginning of paragraph 3 in order to ................

explain why tomatoes were considered dangerous

provide an example of a sauce using tomatoes

indicate what will be discussed in the coming paragraph

make a reference to the topic of the previous paragraph

Explain:

84. According to paragraph 3, the tomato plant ................

was considered poisonous by the Aztecs

has edible leaves

has fruit that is sometimes quite poisonous

is related to some poisonous plants

Explain:

85. The word “staples” in paragraph 4 could best be replaced by ................

standard elements

strong attachments

necessary utensils

rare alternatives

Explain:

86. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “It turned from very bad to exceedingly good.” can be added to paragraph 4. Where would the sentence best fit?

Number 3

Number 1

Number 4

Number 2

Explain:

87. The expression “branched out” in paragraph 5 is closest in meaning to ................

contracted

stemmed

converted

expanded

Explain:

88. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 5? Incorrect choices change the meaning in important ways or leave out essential information.

Heinz was eventually able to settle a dispute about which slogan would be the best for his company.

Heinz was unable to print out the actual number of varieties, so he printed out a different number.

Heinz's company actually had far fewer products than the slogan indicated that it did

Heinz selected a certain slogan even though it was inaccurate because he liked the look of it.

Explain:

89. An introductory sentence or a brief summary of the passage is: “The history of a sauce known as ketchup.” Complete the summary by selecting the FOUR 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.

An English variation of the sauce, without tomatoes, became popular after sailors returned home with samples.

The American version added the exotic and newly fashionable tomato as a main ingredient.

A businessman achieved success with the introduction of a mass-produced tomato-based sauce.

A plant called the tomatl is known to have been cultivated by the Aztecs.

The sauce was first developed in Asia, without tomatoes.

The sauce known as ketjab was a variation of the Chinese sauce that contained tomatoes.

Explain:

THE UNDERGROUND RAILROAD

Slavery was legal for over 200 years in some parts of North America, particularly the southern states of the United States, where the plantation system of agriculture depended on the labor of slaves, most of whom came from Africa. Slaves had no rights or freedoms because they were thought of as property. From the time of its origin, slavery had opponents. The abolitionist movement began in the 1600s when the Quakers in Pennsylvania objected to slavery on moral grounds and wanted to abolish the institution.

In 1793, Canada passed a law abolishing slavery and declared that any escaped slaves who came to Canada would be free citizens. Slavery was already illegal in most northern states; however, slaves captured there by slave hunters could be returned to slavery in the South. Canada refused to return runaway slaves or to allow American slave hunters into the country. It is estimated that more than 30,000 runaway slaves immigrated to Canada and settled in the Great Lakes region between 1830 and 1865.

The American antislavery movement was at the height of its activity during the 1800s, when abolitionists developed the Underground Railroad, a loosely organized system whereby runaway slaves were passed from safe house to safe house as they fled northwards to free states or Canada. The term was first used in the 1830s and came from an Ohio clergyman who said, “They who took passage on it disappeared from public view as if they had really gone to ground." Because the Underground Railroad was so secret, few records exist that would reveal the true number of people who traveled it to freedom. The most active routes on the railroad were in Ohio, Indiana, and western Pennsylvania.

Runaway slaves usually traveled alone or in small groups. Most were young men between the ages of 16 and 35. (1) The fugitives hid in wagons under loads of hay or potatoes, or in furniture and boxes in steamers and on rafts. (2) They traveled on foot through swamps and woods, moving only a few miles each night, using the North Star as a compass. Sometimes they moved in broad daylight. (3) Boys disguised themselves as girls, and girls dressed as boys. In one well-known incident, twenty-eight slaves escaped by walking in a funeral procession from Kentucky to Ohio. (4)

The “railroad” developed its own language. The “trains” were the large farm wagons that could conceal and carry a number of people. The “tracks” were the backcountry roads that were used to elude the slave hunters. The “stations” were the homes and hiding places where the slaves were fed and cared for as they moved north. The “agents” were the people who planned the escape routes. The “conductors” were the fearless men and women who led the slaves toward freedom. The “passengers” were the slaves who dared to run away and break for liberty. Passengers paid no fare and conductors received no pay.

The most daring conductor was Harriet Tubman, a former slave who dedicated her life to helping other runaways. Tubman made 19 trips into the South to guide 300 relatives, friends, and strangers to freedom. She was wanted dead or alive in the South, but she was never captured and never lost a passenger. A determined worker, she carried a gun for protection and a supply of drugs to quiet the crying babies in her rescue parties.

A number of white people joined the effort, including Indiana banker Levi Coffin and his wife Catherine, who hid runaways in their home, a “station” conveniently located on three main escape routes to Canada. People could be hidden there for several weeks, recovering their strength and waiting until it was safe to continue on their journey. Levi Coffin was called the “president of the Underground Railroad” because he helped as many as 3,000 slaves to escape.

The people who worked on the railroad were breaking the law. Although the escape network was never as successful or as well organized as Southerners thought, the few thousand slaves who made their way to freedom in this way each year had a symbolic significance out of proportion to their actual numbers. The Underground Railroad continued operating until slavery in the United States was finally abolished in 1865.

90. The word “abolish” in paragraph 1 is closest in meaning to

defend

end

expand

legalize

Explain:

91. Why did thousands of runaway slaves immigrate to Canada?

They preferred the climate of the Great Lakes region.

Canada had no laws restricting immigration.

Working conditions for slaves were better in Canada.

Former slaves could live as free citizens in Canada.

Explain:

92. The phrase “The term” in paragraph 3 refers to

antislavery movement

Underground Railroad

abolitionist

free state

Explain:

93. 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.

The Underground Railroad's records were not accurate, so the true number of travelers is difficult to estimate.

We do not know exactly how many slaves escaped on the Underground Railroad because it was a secret organization.

The Underground Railroad kept secret records in which all of the passengers and trips were documented.

Few people understood why the Underground Railroad would not reveal how many people chose to travel in this way.

Explain:

94. The word “fugitives” in paragraph 4 is closest in meaning to

leaders

runaways

brave ones

old men

Explain:

95. All of the following arc mentioned as methods of escape on the Underground Railroad EXCEPT

hiding in hay wagon

walking in a procession

riding in a railcar

wearing a disguise

Explain:

96. The author discusses the language of the Underground Railroad in paragraph 5 in order to

illustrate the secret nature of the escape network

point out that some words have more than one meaning

compare the Underground Railroad to other railways.

trace the history of American English words

Explain:

97. The word “elude” in paragraph 5 is closest in meaning to

avoid

assist

find

Explain:

98. Which of the following statements is true about passengers on the Underground Railroad?

They paid the conductors at the end of the journey.

Their babies were disguised to look like baggage.

Their destination was in the northern states or Canada.

They were not allowed to make stops during the journey.

Explain:

99. Why was Harriet Tubman wanted dead or alive in the South?

She refused to return the runaway slaves that she captured

She was an escaped slave who led others to freedom.

She was a criminal who carried a gun and sold drugs.

She became the president of the Underground Railroad.

Explain:

100. It can be inferred from paragraph 8 that the author most likely believes which of the following about the Underground Railroad?

The people who worked on the railroad should have been arrested.

The railroad was unsuccessful because it could not help every slave.

The railroad represented a psychological victory for abolitionists.

Southerners did not know about the railroad until after it closed.

Explain:

101. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Women and children also escaped, but they were more easily captured.” could be added to the passage. Where would the sentence best fit?

Number 1

Number 4

Number 3

Number 2

Explain:

102. An introductory sentence for a brief summary of the passage is: “Underground Railroad was a secret network that helped thousands of people escape slavery.” 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.

The president of the Underground Railroad 1 was an Indiana banker named Levi Coffin.

The railroad was part of the American abolitionist movement that opposed slavery for moral reasons.

Most slaves were captured in West Africa and transported to North America on slave ships.

“Conductors” and “agents” led “passengers" north to free states and Canada.

Slaves that were captured in the North could be returned to slavery in the South.

The railroad was a loosely organized system that provided guides, hiding places, and food to runaway slaves.

Explain:

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74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

101.

102.

Score: 0/10

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Date

Right Score

Total Score

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