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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 part of a conversation between two students. They are studying for an economics test.

M: OK ... so what do we do next?

W: Why don’t we go over the chapter on analysis of costs? That’ll be on the test.

M: OK.

W: Let’s start with “opportunity cost.” That part’s still confusing to me. I understand fixed cost and variable cost, and marginal cost, the cost of producing one more unit of something. I′m sure there’ll be a question about that on the test. But I don’t get “opportunity cost.”

M: Opportunity cost that’s when you have to consider the things you give up when you make a certain decision. You have an opportunity cost when you’re forced to choose between different alternatives.

W: OK. That sort of makes sense.

M: Say you want to have your own business, so you. so you open a restaurant. You put in 60 hours a week, but you don′t pay yourself wages. At the end of the first year, your restaurant shows a profit of... um ... say. 30 thousand dollars—looks pretty good for a small business. But is it really that good? An economist would say no. because you have to count your own labor as a cost, even if you don’t get paid. You have to consider that you had alternative opportunities for work, and you have to count that lost opportunity as a cost. You could have taken a job at, say. an accounting firm and earned 50 thousand a year. This is the opportunity cost the earnings you gave up—because you decided to open your own business instead.

W: OK. So what that means is ... um ... if I lost 50 thousand dollars by not taking an accounting job. then ... my restaurant′s profit of 30 thousand isn’t that great after all—at least in an economic sense. Maybe I had more enjoyment, though I mean the enjoyment of being my own boss.

M: Right. But your enjoyment comes with a cost. An economist would say the real profit of your restaurant isn’t 30 thousand dollars. You’d have to subtract the 50 thousand opportunity cost of your own labor.

When you subtract 50 thousand from 30 thousand, you find you have a net loss of 20 thousand dollars!

W: Wow! That means the enjoyment of having my own business cost me 20 thousand dollars!

M: Yeah. Something like that.

W: This is really different from what we learned about costs in my accounting class. I think an accountant would say my 30 thousand -dollar profit made me a viable business. But an economist—if I understand it correctly—an economist would say my business is a loser!

M: Right. And that’s because an economist tries to look at all the factors, all the costs. An economist would count the opportunity cost.

W: An economist looks at the big picture.

M: Right. An economists definition of costs is broader than an accountants. Opportunity cost is actually a very broad concept. It takes into account the cost of the choices we make. When we choose one thing, we have to give up something else.

W: That′s right. We chose to go to college, so that means we had to give up full time employment, for the time being.

M: Right! So, how do you measure the true cost of a college education?

W: Well, it′s more than what we pay for tuition and books! We have to subtract the income we lose by not working full time.

M: Yeah, and that′s why college is really more expensive than it seems.

1. What are the students mainly discussing?

The concept of opportunity cost

Various costs that businesses face

Differences between economics and accounting

The rising costs of owning a business

2. How does the man help the woman understand a concept that she finds difficult?

He reads a passage from their textbook.

He asks her to explain a similar concept.

He illustrates the concept with an example.

He makes a list of terms for her to study.

3. Listen again to part of the conversation. Then answer the question. Why does the man ask this?

To suggest that the profit is less than it seems

To evaluate the food at a restaurant

To find out how much money the woman made

To express his concerns about owning a business

4. According to the man, how does an economist′s view of costs differ from that of an accountant?

An economist tries to lessen the effect of costs.

An economist uses a computer to calculate costs.

An economist's definition of costs never changes.

An economist looks at a broader range of costs.

5. What can be inferred about the true cost of a college education?

It is not as expensive as it appears.

It continues to increase each year.

It is more than the woman can afford.

It includes the cost of lost income.

Script:

Listen to a conversation between two students.

W: Our design class is getting really interesting, don′t you think?

M: Yeah. I like Professor Vargas, but sometimes he goes too fast, and I feel like I′m missing something. There’s a lot we have to remember.

W: True. There are a lot of details about all the different styles.

M: Yeah, there′s Art Nouveau, and Art Deco, and Art Moderne ... I have a hard time keeping it all straight.

W: I know what you mean.

M: For example, it seems to me that Art Deco and Art Moderne are the same thing.

W: Well, there is some overlap. They were both popular in the 1930s, although Art Deco came a little before Moderne. I think Professor Vargas said Art Deco started at an exhibition in Paris in 1925.

M: So, they were about the same time. That′s one thing that gets confusing. Another thing is, they seem so similar it’s hard to see why they′re considered different styles.

W: Art Deco has more decoration than Art Moderne. Art Deco is the style you see in a lot of movie theaters and hotels that were built in the twenties and thirties. It has facades with geometric designs ... and uh ... strips of windows with decorative spandrels. Art Deco uses a lot of straight lines and slender forms. “Sleekness” is the word that comes to mind. At the time, it was considered “modernistic”.

M: But that′s what gets confusing! Doesn′t “modernistic” also apply to Art Moderne?

W: Art Moderne is simpler than Deco. It has ... uh ... things like more rounded corners. Hat roofs, and ... the walls are smooth and don’t have any decoration. It’s more streamlined than Deco. Art Moderne buildings remind me of boats. The walls are smooth, and the trim is usually stainless steel. A lot of the windows are round, kind of like the portholes on a boat.

M: Oh ... I know a building like that. It′s right here in town, on Second Avenue. It has a rounded corner and round windows. It used to be a gas station, but now it’s a restaurant. We should go there sometime.

W: Yeah, I′d like to see that. My favorite building is the Maritime Building. It’s downtown, right across from my father′s office. Its Art Deco -built in 1927—I know that from the cornerstone. You should see the lobby! It′s just beautiful. There’s a geometric pattern in the tile on the floor kind of a big circle with lots of triangles. And you should see the elevator doors. They’re gorgeous.

M: You know we should go around and look at some of these buildings.

W: Yeah, that would be fun.

M: And ... you know what else ... this is an idea Tor our project. We could take pictures of the buildings and do a slide show in class.

W: Oh, that′s a cool idea! But don’t we need to get permission to take photographs? Especially of the interior ... we need pictures of the lobby of the Maritime Building.

M: We could ask for permission. That shouldn′t be a problem. Let’s talk to Professor Vargas and see what he thinks.

W: OK. Why don′t you do that, and I’ll go down to the Maritime Building and see if there′s anyone there— like a building superintendent—who can give us permission. I’ll let you know. Why don’t we meet again on Thursday?

M: OK. Fine with me.

6. What are the students mainly discussing?

Characteristics of two design styles

Taking photographs of buildings

The relationship of design to architecture

Popular styles of the 1930s

7. Listen again to part of the conversation. Then answer the question. Select the sentence that best expresses how the man probably feels.

“I'm bored with the designs we are studying.”

“I'm concerned about the amount we have to learn.”

“I'm pleased that our professor knows so much.”

“I'm surprised that so many styles exist.”

8. How does the woman help the man?

She traces the history of architectural design.

She promises to speak to their professor.

She offers to help him study for an examination.

She contrasts the details of two design styles.

9. Choose true sentence that describes Art Moderne.

This is the style of a downtown building that the woman likes.

This style has straight lines, slender forms, and geometric patterns.

This style has rounded corners, smooth walls, and little decoration.

10. Choose true sentences that describe Art Deco.

This is the style of a downtown building that the woman likes.

This style has rounded corners, smooth walls, and little decoration.

This style has straight lines, slender forms, and geometric patterns.

11. What can be inferred from the conversation?

The students' professor is not available for help outside class.

The man does not care much about the history of design.

The woman's father is the superintendent of an office building.

The students are required to do a project for their design class.

Script:

Listen to part of a talk in a business management class.

What do we mean when we talk about leadership? First, it’s important not to confuse leadership with power. It’s true that— by definition—leaders always have some degree of power. Leaders have power because of their ability to influence other people. However, many power holders do not have the qualities of leadership. Consider the headwaiter in your favorite restaurant. The headwaiter has power to some degree—for example, the power to scat you at the best table by the window-—but he doesn′t necessarily have the qualities we associate with leadership.

We have to distinguish between leaders and power holders. There are a lot of powerful people who lack leadership skills. A military dictator has power. So does the robber who sticks a gun in your face and demands your wallet. Leadership is something else.

Leadership and power arc not the same thing, although they are similar in this one way. Both leadership and power involve the ability to ... bring about the results you want, and to ... prevent the results that you don’t want to happen.

Here′s another way to think of it. In sociological terms, uh ... power is simply the ability to bring about certain behavior in other people. For example, parents have power over their children, and they use it to get their children to behave in acceptable ways. Teachers have power, and so do mid-level managers—all as a result of their position.

Where does power come from? The sources are varied. Probably the oldest source of power is the ability to use physical force—a source available to both the military and the biggest kid on the playground. The power that comes from physical might is not the same as leadership. Just think of the military dictator... or the school bully. We don’t usually think of these power holders as leaders—despite the brute force they use to control others.

Wealth, position, the ability to motivate - all of these are sources of power. Being close to others with power is a source of power. That’s why people gravitate toward political leaders. Some power comes from qualities people were born with -like physical beauty, or the ability to influence friends. Science and technology are also sources of power. Corporations understand this and spend huge amounts of money on research, information systems, and consultants.

Although leadership and power arc different things, they′re related in important ways. Consider, for example, a chief executive officer who has the ability to motivate people, a CEO with vision, who can lift the spirit of his or her employees and bring about a rise in productivity—that is leadership. But consider this scenario. The company realizes they′re sort of falling behind in the technology race, so the CF.O responds by increasing the amount of money available to the company’s research division. That is the exercise of power. Authorizing a spending increase could have been made only by a chief executive with the power to do so. Remember, both leadership and power involve the ability to accomplish the results you want, and successful managers understand how the two work together to make this happen.

12. What is the talk mainly about?

Why too much power can lead to evil

Leaders of the restaurant industry

the changing concept of leadership

How leadership and power are related

13. Why does the professor talk about the headwaiter in a restaurant?

to give an example of leadership in everyday life

to explain how leaders influence other people

to compare the quality of service in two restaurants

To show that having power doesn't imply leadership

14. Why does the professor say this?

to explain why dictators have so much power

to compare qualities of dictators and robbers

To distinguish between leaders and power holders

to warn students about the presence of danger

15. According to the professor, how are leadership and power similar?

Both involve the ability to bring about wanted results.

Both require the ability to exercise physical force.

Both are benefits one gets from a university education

both are necessary for people who commit crimes.

16. According to the professor, which of the following are sources of power? Click on TWO answers.

The ability to follow orders

the ability to motivate people

The ability to eat in a restaurant

The ability to use physical force

17. Listen again to part of the talk. Then answer the question. What does the professor imply about successful managers?

Their leadership skills are present from birth.

Their power comes from the use of physical force.

They know how and when to use their power.

They are the only ones who can increase spending.

Script:

Listen to a conversation between a student and a worker in a university office.

Office worker: Yes, how can I help you?

Student: I’m not sure if I’m in the right place . . . I’m looking for an application for the Academic Scholarship program. Is that something I can pick up here?

Office worker: Yes, you’re in the right place. Applications for the Academic Scholarship program are right here. Let me get one for you. . . . Here you are.

Student: Thanks very much. ... By the way, is there anything I need to know to complete the application, or is the application self-explanatory?

Office worker: It’s fairly self-explanatory, but let me go over a few things with you, just to be sure. .. . OK, the first really important thing is the date. The application’s due by March 1, by the end of the business day on March 1.

Student: That′s really soon . . .

Office worker: It is, and the date is absolute. No applications will be accepted after the first.

Student: I’ll have to hurry to get it done.

Office worker: You will.

Student: Anything else?

Office worker: Uh, yes . . . make sure you fill the application out completely. Every single question must be answered. If you omit any questions, your application won′t be considered.

Student: But some of these questions don′t seem to pertain to me.

Office worker: Like what, for example?

Student: Well, look, question number 20 asks about my high school ranking.

Office worker: Why doesn’t that pertain to you?

Student: Well, the high school I attended didn’t give rankings. I didn′t go to high school here in the United States, and my high school didn’t give out rankings.

Office worker: Well, for that question, just give the explanation you gave me. Just be sure not to omit any questions; if you think a question doesn′t pertain to you, then write an explanation why.

Student: OK, I can do that. . . . Anything else you can tell me?

Office worker: Well, there’re the essays. . . . You know you have to write two essays to accompany the application?

Student: Oh, my. That’s a lot of work. I assume the essay questions are included somewhere in the application?

Office worker: Yes, on page seven of the application. .. . Do you see them . . . at the bottom of the page?

Student: Yes, I see them . . . there are four questions there. ... I thought you said I needed to write two essays . . . oh . . . I see. It says to choose two of the four essay questions to answer. . . . Now, is that all I need to do? That must be all. . . .

Office worker: Well, not quite.

Student: Oh, no! What else?

Office worker: There are the letters of reference.

Student: Letters of reference? Are these letters that I write?

Office worker: (laughs) Oh, no . . . you don′t write the letters of reference yourself. You need to get three people to write letters of reference for you.

Student: Do the letters of reference need to be written by professors, or can they be written by other people?

Office worker: Two of the three letters need to be written by professors . . . you’re applying for an academic scholarship, after all.

Student: So I need two letters of reference from professors and one from someone else?

Office worker: Yes.

Student: Can the third letter of reference be written by a friend, by a student?

Office worker: No, the third letter can’t be written by a student.

Student: How about by my advisor? Would that be OK?

Office worker: That would be great.

Student: And do I need all of this by March 1st, even the letters of reference?

Office worker: All of it, if you want to be considered for the Academic Scholarship program.

18. Why does the student go to see this office worker?

To turn in an application for a scholarship

To ask for a letter of reference

To find out how to apply for a particular program

To ask for an application for university admission

19. Which items are emphasized by the office worker?

The date the completed application is due

The need to answer all questions

The length of the essays

The information to be included in the reference letters

20. Which items are NOT emphasized by the office worker?

The information to be included in the reference letters

The need to answer all questions

The length of the essays

The date the completed application is due

21. Why does the student ask about the question on high school ranking?

He thinks the question should be answered by someone else.

He thinks that his high school ranking might be too low.

It seems like a question that would take too much time to answer.

It is an example of a question he finds difficult to answer.

22. What does the advisor say about the essays?

The student needs to answer two of the four essay questions on page seven.

The student needs to answer the four essay questions on page two.

The student needs to answer the two essay questions on page four.

The student needs to answer all four essay questions on page seven.

23. What does the advisor say about the letters of reference?

Only one can be written by a professor.

The student needs two of them.

The student needs three of them.

Two must be written by professors.

Script:

A botanist has been invited to speak to a geography class. She will be discussing aromatic trees of North America. Listen to part of the talk.

When European explorers first approached the coast of North America, even before their ships landed, the first thing they noticed was the pungent aroma carried to the ships by the offshore breezes. Some sea captains thought this aroma was the scent of the valuable Oriental spices that had prompted their voyages of exploration. But in fact, the agreeable smells didn’t come from spices: they came from the lush vegetation of the North American forests.

The fragrance came from the blossoms of numerous trees and from the volatile oils in pine sap. Pine sap is a resinous fluid that pine trees put out to heal wounds caused by wind, fire, and lightning, and also to protect the pine tree’s seeds.

Pine sap was a valuable commodity to the sailors who explored the coast. The smell of pine meant there was an abundant supply of what were known as naval stores pitch and pine tar. Pitch and pine tar were thick, sticky, semi-solid substances that were made by distilling pinewood. Sailors used naval stores for caulking and waterproofing their wooden ships, which kept them seaworthy.

The Europeans found fragrant trees all along the Atlantic coast, from Massachusetts in the north to Florida in the south. Everywhere along the coast, the air was filled with the strong perfume of the flowering dogwood. The Native Americans already knew about the medicinal properties of the dogwood, and they used its bark and roots to treat malaria and other fevers. They brewed the aromatic bark into a bitter, astringent tea. European settlers also used the dogwood to relieve attacks of malaria. They soaked the dogwood bark in whiskey and drank the strong infusion. This was before they knew’ about quinine from South America, and before quinine became available.

In the south, probably the best-known aromatic tree was the sassafras. The sassafras is a fast growing tree, a member of the laurel family. Like the other fragrant laurels cinnamon, bay. and camphor sassafras is noted for its aromatic bark, leaves, roots, flowers, and fruit. I have a sassafras twig with me here, which I′ll pass around so you can all enjoy its smell. Just give it a small scrape with your thumbnail to release the scent.

I think you’ll find it strong but pleasant.

The Choctaw Indians used powdered sassafras leaves as a spice. Other Native American tribes used sassafras tonic as a cure for everything from fever to stomachache. News of this wonder tree reached Europe in the sixteenth century by way of the French and the Spanish, and sassafras was one of the first exports from North America to Europe. It sold for a high price on the London market, which sort of inspired other English explorers to ... um ... seek their fortunes in the North American colonies.

For centuries, sassafras enjoyed a fantastic reputation as a cure for almost every disease. Maybe you′ve heard of the medicinal spring tonic of the old days. Well, sassafras was a main ingredient in spring tonic—the stuff pioneer parents gave their kids. My grandmother had to take the spring tonic that her grandmother made from sassafras.

Sassafras leaves, bark, and roots used to provide the flavoring for root beer and chewing gum. Sassafras was also used in soaps and perfumes. However, in the 1960s, the United States Food and Drug Administration found sassafras oil to be a potential carcinogen for humans because it caused cancer in rats. Since that time, sassafras has been banned for human consumption. No one really knows just how harmful it is to human beings, but some studies show that one cup of strong sassafras tea contains more than four times the amount of the volatile oil safrole that is hazardous to humans if consumed on a regular basis.

24. According to the speaker, what did European explorers notice as they sailed toward the shores of North America?

The fragrance of the trees

The density of the forests

The strength of the wind

The Native American villages

25. According to the speaker, why was pine sap a valuable commodity?

It was an effective cure for headaches.

It was a good material for starting fires.

It could make wooden ships waterproof.

It provided an aromatic spice for food.

26. How was the flowering dogwood used?

As a treatment for fevers and malaria

As a spring tonic for pioneer children

As an ingredient in soaps and perfumes

As a flavoring for candy and soft drinks

27. Why does the speaker say this?

She wants the students to smell a piece of wood.

She needs someone to help her lift a heavy tree.

She is giving a recipe for a medicinal tonic.

She is demonstrating how to brew tea.

28. Why was sassafras once considered a wonder tree?

Its sap could be made into a tar to seal wooden ships.

It was thought to be a cure for almost every disease.

Its fragrance was the sweetest of any American tree.

It provided more board timber than any other tree.

29. Listen again to part of the talk. Then answer the question. What does the speaker imply about sassafras?

It is too expensive for most people.

It is available only in drugstores.

It is no longer a legal medicine.

It is probably not harmful to humans.

Script:

Listen to a discussion between a student and her tutor.

W: My first test in computer science is on Monday, and I’m sure there′ll be a question about memory. So, can we go over memory again?

M: Sure. Just remember the term "memory” is used a bit loosely. It describes an important element inside the system unit—the part of your computer where information is stored. Technically, memory can be either of two things: RAM or ROM.

W: RAM and ROM—two kinds of memory. I need to be able to explain them. Now, what′s the difference between RAM and ROM?

M: RAM—or random -access memory—stores the programs and data you′re using in your current work session. When you turn off the computer, the information in RAM is lost. ROM—read- only memory— stores the information your computer needs to perform basic functions and run programs that are built into your computer ... like the program to start up the computer. ROM is permanent memory.

W: OK. You said RAM stores the programs and the data. OK, then what does the hard disk store? I guess I don’t understand the difference between the memory and the disk storage.

M: That’s a really good question. I′ll answer it with an analogy. Imagine you’re at the library, doing research for a new product your company wants to make. You′ve found a cabinet of one hundred file folders with all the information you need. You also have five sheets of instructions from your boss on how to use the information. So, what do you do? You sit down at a table, open several folders, and lay out only the instruction sheet you need for this part of tile research. After all, the library table is only so big. When you finish gathering data from the first set of folders, you put them back and get another bunch. Similarly, when you complete the first page of your boss′s instructions, you put that page back in your briefcase and pull out another page. Now, which part of your computer′s memory is sort of like the library table?

W: RAM?

M: That′s right. RAM. Why is that?

W: Because RAM stores only the program and data I need for this part of mv W0ĩkẳ RAM is sort of my work area—the tabletop—it’s what 1 use when I work with files in a program.

M: That′s right. And what are the one hundred file folders?

W: I get it now. The file folders are the disk storage. In a program, when I ask for another file, the computer gets it from the disk—the file cabinet—and loads it into RAM. What I mean is, it sort of puts the file on my work table.

M: That′s right! And by keeping in RAM only the files needed for your current work session, you can work much faster and more efficiently. When you’re finished, before you leave the library, you clear the table and return all the folders to the cabinet. It′s exactly like what the computer docs. When you finish your work session on the computer, all the files are returned to disk storage.

30. What is the purpose of the discussion?

To compare human memory and computer memory

To review the different types of computer storage

To share ideas for organizing computer files

To coordinate methods of library research

31. Where does the computer store information to run programs that are built in?

Monitor

File cabinet

ROM

Floppy disk

32. Why does the tutor describe doing research at the library?

To show the student how to be an efficient researcher

To explain the difference between memory and disk storage

To count how many folders a library table can hold

To encourage the student to try a new computer program

33. In the tutor′s analogy, what does the library table represent?

Hard disk

RAM

File folder

ROM

34. The tutor briefly describes what happens during a work session on the computer. Choose TWO sentences are steps in the process.

The librarian lays folders on a table.

The files are returned to disk storage.

The computer loads the files into RAM.

The computer is stored in a briefcase.

II.

FACTORS THAT INFLUENCE TIDES

Tides are a natural phenomenon involving the alternating rise and fall in the earth’s large bodies of water caused by the gravitational pull of the moon and the sun. The combination of these two variable forces produces the complex recurrent cycle of the tides. Tides may occur in both oceans and seas, to a limited extent in large lakes, the atmosphere, and, to a very minute degree, in the earth itself.

The force that generates tides results from the interaction of two forces: the centrifugal force produced by the revolution of the earth around the center-of-gravity of the earth - moon system; and the gravitational attraction of the moon acting upon the earth’s waters. Although the moon is only 238,852 miles from the earth, compared with the sun’s much greater distance of 92,956,000 miles, the moon’s closer distance outranks its much smaller mass, and thus the moon’s tide-raising force is more than twice that of the sun.

The tide-generating forces of the moon and sun ‘cause a maximum accumulation of the waters of the oceans at two opposite positions on the earth’s surface. At the same time, compensating amounts of water are drawn from all points 90 degrees away from these tidal bulges. As the earth rotates, a sequence of two high tides and two low tides is produced each day. Successive high tides occur on an average of 12.4 hours apart. High tide at any given location occurs when the moon is overhead and low tide when it is at either horizon.

The highest and lowest levels of high tide, called spring tide and neap tide, each occur twice in every lunar month of about 27.5 days. A spring tide occurs at the new moon and at the full moon, when the moon and earth are lined up with the sun, and thus the moon’s pull is reinforced by the sun’s pull. At spring tide, the difference between high and low tides is the greatest. A neap tide, the lowest level of high tide, occurs when the sun-to- earth direction is at right angles to the moon-to-earth direction. When this happens, the gravitational forces of the moon and sun counteract each other: thus, the moon’s pull is at minimum strength, and the difference between high and low tides is the least. Spring and neap tides at any given location have a range of about 20 percent more or less, respectively, than the average high tide.

The vertical range of tides—the difference between high and low—varies according to the size, surface shape, and bottom topography of the basin in which tidal movement occurs. In the open water of the central Pacific, the range is no more than about a foot; in the relatively small, shallow North Sea, it is about 12 feet. Along the narrow channel of the Bay of Fundy in Nova Scotia, the difference between high and low tides may reach 45 feet under spring tide conditions—the world’s widest tidal range. At New Orleans, which is at the mouth of the Mississippi River, the periodic rise and fall of the tides varies with the river’s stage, being about ten inches at low stage and zero at high. In every case, actual high or low tide can vary considerably from the average.

Several factors affect tidal ranges, including abrupt changes in atmospheric pressure or prolonged periods of extreme high or low pressure. (1) They are also influenced by the density and volume of seawater, variations in ocean-current velocities, earthquakes, and the growing or shrinking of the world’s glaciers. (2) In fact, any of these factors alone can alter sea level. (3) The greater and more rapid the change of water level, the greater the erosive effect of the tidal action, and thus in the amount of material transported and deposited on the shore. (4)

35. The word “recurrent” in paragraph 1 is closest in meaning to

repeating

interrupted

simultaneous

mysterious

Explain:

36. According to the passage, the force that generates tides on the earth is

the gravitational pull of the earth's core

a combination of gravity and centrifugal force

the same force that generates tides on the moon

abrupt changes in atmospheric pressure

Explain:

37. According to the passage, the moon

affects tides more than the sun does

is farther from the earth than the sun

has a greater mass than the sun

has a gravitational pull toward the sun

Explain:

38. The word “bulges” in paragraph 3 is closest in meaning to

ridges

increases

currents

waves

Explain:

39. What can be inferred from paragraph 3 about tides in different places on the earth?

When it is high tide in some places, it is low tide in other places.

High tide occurs at every location on the earth at the same time.

The time between high and low tides is the same in different places.

Some places have two high tides each day, but others have only one.

Explain:

40. A spring tide occurs at the time of the lunar month when

the moon's gravitational pull is at its strongest

the sun does not exert any gravitational force

the difference between high and low tides is the least

the moon appears as a crescent or half-circle

Explain:

41. The word “counteract” in paragraph 4 is closest in meaning to

avoid

oppose

signal

enhance

Explain:

42. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information.

There has been a 20 percent change in the number of spring tides and neap tides that occur at certain locations.

Spring tides are 20 percent more, and neap tides 20 percent less, than the average high tide in a particular place.

If the location of a spring tide is known, then a neap tide in the same location will be 20 percent less.

20 percent of both spring tides and neap tides always occur in the same location.

Explain:

43. The author mentions “the Bay of Fundy” in paragraph 5 in order to

show how rivers can affect the rise and fall of tides

give the most extreme example of a tidal range

compare the Bay of Fundy with larger bodies of water

explain why a narrow channel is dangerous to ships

Explain:

44. The word prolonged in paragraph 6 is closest in meaning to

surprising

dangerous.

predicted

extended

Explain:

45. All of the following are mentioned as influences on the vertical range of tides EXCEPT

sudden changes in atmospheric pressure

changes in the size of the world's glaciers

increasing levels of pollution in the oceans

the size and shape of the body of water

Explain:

46. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Storm surges, such as the heaping up of ocean water by hurricane winds, are yet another factor.” could be added to the passage. Where would the sentence best fit?

Number 4

Number 1

Number 3

Number 2

Explain:

47. An introductory sentence for a brief summary of the passage is: “Many factors influence the phenomenon of tides, the alternating rise and fall in the earth′s large bodies of water.” 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.

Scientists have been studying the moon's influence on tides for several centuries.

Tides occur in the earth's atmosphere and also in the earth itself.

The stage of the Mississippi River determines the level of tides at New Orleans.

The level of high tide varies throughout the lunar month.

The character of the basin and various environmental conditions affect the vertical range of tides.

The gravitational forces of the moon and the sun together produce the cycle of the tides.

Explain:

EARLY AUTOS

America’s passion for the automobile developed rather quickly in the beginning of the twentieth century. At the turn of that century, there were few automobiles, or horseless carriages, as they were called at the time, and those that existed were considered frivolous playthings of the rich. They were rather fragile machines that sputtered and smoked and broke down often; they were expensive toys that could not be counted on to get one where one needed to go; they could only be afforded by the wealthy class, who could afford both the expensive upkeep and the inherent delays that resulted from the use of a machine that tended to break down time and again. These early automobiles required repairs so frequently both because their engineering was at an immature stage and because roads were unpaved and often in poor condition. Then, when breakdowns occurred, there were no services such as roadside gas stations or tow trucks to assist drivers needing help in their predicament. Drivers of horse-drawn carriages considered the horseless mode of transportation foolhardy, preferring instead to rely on their four-legged “engines,” which they considered a tremendously more dependable and cost-effective means of getting around.

Automobiles in the beginning of the twentieth century were quite unlike today’s models. Many of them were electric cars, even though the electric models had quite a limited range and needed to be recharged frequently at electric charging stations; many others were powered by steam, though it was often required that drivers of steam cars be certified steam engineers due to the dangers inherent in operating a steam-powered machine. The early automobiles also lacked much emphasis on body design; in fact, they were often little more than benches on wheels, though by the end of the first decade of the century they had progressed to leather-upholstered chairs or sofas on thin wheels that absorbed little of the incessant pounding associated with the movement of these machines.

In spite of the rather rough and undeveloped nature of these early horseless carriages, something about them grabbed people’s imagination, and their use increased rapidly, though not always smoothly. In the first decade of the last century, roads were shared by the horse-drawn and horseless variety of carriages, a situation that was rife with problems and required strict measures to control the incidents and accidents that resulted when two such different modes of transportation were used in close proximity. New York City, for example, banned horseless vehicles from Central Park early in the century because they had been involved in so many accidents, often causing injury or death; then, in 1904, New York state felt that it was necessary to control automobile traffic by placing speed limits of 20 miles per hour in open areas, 15 miles per hour in villages, and 10 miles per hour in cities or areas of congestion. However, the measures taken were less a means of limiting use of the automobile and more a way of controlling the effects of an invention whose use increased dramatically in a relatively short period of time. Under 5,000 automobiles were sold in the United States for a total cost of approximately $5 million in 1900, while considerably more cars, 181,000, were sold for $215 million in 1910, and by the middle of the 1920s, automobile manufacturing had become the top industry in the United States and accounted for 6 percent of the manufacturing in the country.

48. Based on the information in paragraph 1, who would have been most likely to own a car in 1900? ................

A successful investor

A scholarship student

A skilled laborer

A rural farmer

Explain:

49. The word “frivolous” in paragraph 1 is closest in meaning to ................

essential

trivial

natural

delicate

Explain:

50. It is indicated in paragraph 1 that it was necessary to repair early autos because of ................

the immature drivers

the lack of roads

the elaborate engines

the rough roads

Explain:

51. The author refers to “four-legged engines” in paragraph 1 in order to indicate that ................

automobile engines were evaluated in terms of their horsepower

early autos had little more than an engine and wheels

it was foolish to travel on a four-legged animal

horses were an effective mode of transportation

Explain:

52. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “These horrendous road conditions forced drivers to use their automobiles on grooved, rutted, and bumpy roads.” can be added to paragraph 1. Where would the sentence best fit? ................

Number 1

Number 4

Number 2

Number 3

Explain:

53. The phrase “many others” in paragraph 2 refers to ................

electric charging stations

automobiles in the beginning of the twentieth century

electric models

today's models

Explain:

54. It is stated in paragraph 2 that the owners of steam-powered cars ................

often had to take their automobiles to charging stations

had to hire drivers to operate their cars

were often in danger because of the limited range of their automobiles

sometimes had to demonstrate knowledge of steam engineering

Explain:

55. Why does the author mention “benches on wheels” in paragraph 2? ................

To show how remarkably automobile design had progressed

To show that car designs of the time were neither complex nor comfortable

To emphasize how the early automobiles were designed to absorb the pounding of the machine on the road

To indicate that early automobiles had upholstered chairs or sofas

Explain:

56. The word “incessant” in paragraph 2 is closest in meaning to ................

jolting

continual

heavy

bothersome

Explain:

57. The phrase “rife with” in paragraph 3 could be replaced by ................

dangerous due to

occurring as a result of

full of

surrounded by

Explain:

58. It can be inferred from paragraph 3 that the government of New York state believed that ................

all horseless vehicles should be banned from all public parks

horseless and horse-drawn vehicles should not travel on the same roads

strict speed limits should be placed on horse-drawn carriages

it was safer for cars to travel faster where there was less traffic and fewer people

Explain:

59. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 3? Incorrect choices change the meaning in important ways or leave out essential information. ................

It was necessary to take a measured approach in dealing with inventions such as the automobile.

It was important to lawmakers to discover the causes of the problems relating to automobiles.

The various laws were needed because the use of automobiles grew so fast.

The dramatic look of the automobile changed considerably over a short period of time.

Explain:

60. According to paragraph 3, it is NOT true that ................

automobile manufacturing represented more than 5 percent of total U.S. manufacturing by 1925

sales of cars increased by more than 175,000 from 1900 to 1910

automobile manufacturing was the top U.S. industry in 1920

the total cost of the automobiles sold in the United States in 1900 was around $5 million

Explain:

THE DEVELOPMENT OF REFRIGERATION

Cold storage, or refrigeration, is keeping food at temperatures between 32 and 45 degrees F in order to delay the growth of microorganisms—bacteria, molds, and yeast— that cause food to spoil. Refrigeration produces few changes in food, so meats, fish, eggs, milk, fruits, and vegetables keep their original flavor, color, and nutrition. Before artificial refrigeration was invented, people stored perishable food with ice or snow to lengthen its storage time. Preserving food by keeping it in an ice-filled pit is a 4,000-year-old art. Cold storage areas were built in basements, cellars, or caves, lined with wood or straw, and packed with ice. The ice was transported from mountains, or harvested from local lakes or rivers, and delivered in large blocks to homes and businesses.

Artificial refrigeration is the process of removing heat from a substance, container, or enclosed area, to lower its temperature. The heat is moved from the inside of the container to the outside. A refrigerator uses the evaporation of a volatile liquid, or refrigerant, to absorb heat. In most types of refrigerators, the refrigerant is compressed, pumped through a pipe, and allowed to vaporize. As the liquid turns to vapor, it loses heat and gets colder because the molecules of vapor use energy to leave the liquid. The molecules left behind have less energy and so the liquid becomes colder. Thus, the air inside the refrigerator is chilled.

Scientists and inventors from around the world developed artificial refrigeration during the eighteenth and nineteenth centuries. (1) William Cullen demonstrated artificial refrigeration in Scotland in 1748, when he let ethyl ether boil into a partial vacuum. In 1805, American inventor Oliver Evans designed the first refrigeration machine that used vapor instead of liquid. (2) In 1842, physician John Gorrie used Evans’s design to create an air-cooling apparatus to treat yellow-fever patients in a Florida hospital. (3) Gorrie later left his medical practice and experimented with ice making, and in 1851 he was granted the first U.S. patent for mechanical refrigeration. (4) In the same year, an Australian printer, James Harrison, built an ether refrigerator after noticing that when he cleaned his type with ether it became very cold as the ether evaporated. Five years later, Harrison introduced vapor-compression refrigeration to the brewing and meatpacking industries.

Brewing was the first industry in the United States to use mechanical refrigeration extensively, and in the 1870s, commercial refrigeration was primarily directed at breweries. German-born Adolphus Busch was the first to use artificial refrigeration at his brewery in St. Louis. Before refrigeration, brewers stored their beer in caves, and production was constrained by the amount of available cave space. Brewing was strictly a local business, since beer was highly perishable and shipping it any distance would result in spoilage. Busch solved the storage problem with the commercial vapor-compression refrigerator. He solved he shipping problem with the newly invented refrigerated railcar, which was insulated with ice bunkers in each end. Air came in on the top, passed through the bunkers, and circulated through the car by gravity. In solving Busch’s spoilage and storage problems, refrigeration also revolutionized an entire industry. By 1891, nearly every brewery was equipped with mechanical refrigerating machines.

The refrigerators of today rely on the same basic principle of cooling caused by the rapid evaporation and expansion of gases. Until 1929, refrigerators used toxic gases— ammonia, methyl chloride, and sulfur dioxide—as refrigerants. After those gases accidentally killed several people, chlorofluorocarbons (CFCs) became the standard refrigerant. However, they were found to be harmful to the earth’s ozone layer, so refrigerators now use a refrigerant called HFC 134a, which is less harmful to the ozone.

61. What is the main reason that people developed methods of refrigeration?

They wanted to expand the production of certain industries.

They needed to slow the natural processes that cause food to spoil.

They needed a use for the ice that formed on lakes and rivers.

They wanted to improve the flavor and nutritional value of food.

Explain:

62. The word “perishable” in paragraph 1 is closest in meaning to ................

capable of spoiling

of animal origin

uncooked

highly

Explain:

63. What can be inferred from paragraph 1 about cold storage before the invention of artificial refrigeration?

It was not a safe method of preserving meat.

It was dependent on a source of ice or snow.

It kept food cold for only about a week.

It required a container made of metal or wood.

Explain:

64. Artificial refrigeration involves all of the following processes EXCEPT ................

the rapid expansion of certain gases

the transfer of heat from one place to another

the evaporation of a volatile liquid

the pumping of water vapor through a pipe

Explain:

65. 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.

During evaporation, the vapor molecules use energy, and the liquid becomes colder.

It takes a lot of energy to transform a liquid into a vapor, especially when the vapor loses heat.

Some gases expand rapidly and give off energy when they encounter a very cold liquid.

When kinetic energy is changed to heat energy, liquid molecules turn into vapor molecules.

Explain:

66. According to the passage, who was the first person to use artificial refrigeration for a practical purpose?

Oliver Evans

Adolphus Busch

William Cullen

John Gorrie

Explain:

67. The word “it” in paragraph 3 refers to ................

refrigerator

ether

type

printer

Explain:

68. Why does the author discuss the brewing industry in paragraph 4?

To describe the unique problems that brewers faced

To show how refrigeration changed a whole industry

To praise the accomplishments of a prominent brewer

To compare cave storage with mechanical refrigeration

Explain:

69. The word “constrained” in paragraph 4 is closest in meaning to ................

alternated

spoiled

improved

restricted

Explain:

70. According to the passage, the first refrigerated railcar used what material as a cooling agent?

Ammonia

Ice

CFCs

Ether

Explain:

71. The word “toxic” in paragraph 5 is closest in meaning to ................

dense

expensive

poisonous

rare

Explain:

72. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Gorrie′s basic principle of compressing a gas, and then sending it through radiating coils to cool it, is the one most often used in refrigerators today.” could be added to the passage. Where would the sentence best fit?

Number 2

Number 1

Number 3

Number 4

Explain:

73. An introductory sentence for a brief summary of the passage is: “Methods of refrigeration have changed throughout history.” 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.

Practical uses of vapor-compression refrigeration were introduced in the nineteenth century.

CFCs have not been used as refrigerants since they were found to damage the earth's ozone layer.

People used to preserve food by packing it with ice or snow in cold storage areas.

A refrigerator has an evaporator that makes the inside of the refrigerator cold.

Artificial refrigeration was made possible by the compression and evaporation of a volatile substance.

William Cullen developed a method of artificial refrigeration in 1748.

Explain:

AQUATIC SCHOOLS

Many species of fish, particularly smaller fish, travel in schools, moving in tight formations often with the precision of the most highly disciplined military unit on parade. (1) Some move in synchronized hordes, while others move in starkly geometric forms. (2) In addition to the varieties of shapes of schools of fish, there are countless varieties of schooling behaviors. (3) Some fish coalesce into schools and then spread out in random patterns, while others move into close formations at specific times, such as feeding times, but are more spread out at other times. (4) Some move in schools composed of members of all age groups, while others move in schools predominantly when they are young but take up a more solitary existence as they mature. Though this behavior is quite a regular, familiar phenomenon, there is much that is not completely known about it, particularly the exact function that it serves and what mechanisms fish use to make it happen.

Numerous hypotheses have been proposed and tested concerning the purpose of schooling behavior in fish. Schooling certainly promotes the survival of the species, but questions arise as to the way the schooling enables fish to have a better chance of surviving. Certainly, the fact that fish congregate together in schools helps to ensure their survival in that schooling provides numerous types of protection for the members of the school. One form of protection derives from the sheer numbers in the school. When a predator attacks a school containing a huge number of fish, the predator will be able to consume only a small percentage of the school. Whereas some of the members of the school will be lost to the predator, the majority of the school will be able to survive. Another form of protection comes from the special coloration and markings of different types of fish. Certain types of coloration or markings such as stripes or patterns in vibrant and shiny colors create a visual effect when huge numbers of the fish are clustered together, making it more difficult for a potential predator to focus on specific members of the school. A final form of protection comes from a special sense that fish possess, a sense that is enhanced when fish swim in schools. This special sense is related to a set of lateral line organs that consist of rows of pores leading to fluid-filled canals. These organs are sensitive to minute vibrations in the water. The thousands of sets of those special organs in a school of fish together can prove very effective in warning the school about an approaching threat.

(1) It is also unclear exactly how fish manage to maintain their tight formations. (2) Sight seems to play a role in the ability of fish to move in schools, and some scientists believe that, at least in some species, sight may play the principal role. (3) However, many experiments indicate that more than sight is involved. Some fish school quite well in the dark or in murky water where visibility is extremely limited. (4) This indicates that senses other than eyesight must be involved in enabling the schooling behavior. The lateral line system most likely plays a significant role in the ability of fish to school. Because these lateral line organs are sensitive to the most minute vibrations and currents, this organ system may be used by fish to detect movements among members of their school even when eyesight is limited or unavailable.

74. The author mentions “the most highly disciplined military unit on parade” in paragraph 1 in order to ................

create a mental image of the movement of a school of fish

provide an example of a way that military units travel

describe the aggressive nature of a school of fish

contrast the movement of a military unit with that of a school of fish

Explain:

75. The word “hordes” in paragraph 1 is closest in meaning to ................

pairs

patterns

shapes

masses

Explain:

76. All of the following are stated in paragraph 1 about schooling EXCEPT that ................

it can involve a number of different fish behaviors

it can involve large numbers of fish

it is fully understood

it is quite common

Explain:

77. Which fish would be least likely to be in a school? ................

A large, older fish

A smaller, colorful fish

A young, hungry fish

A tiny, shiny fish

Explain:

78. Look at the four numbers (1), (2), (3) and (4) in paragraph 1 which indicate where the sentence “These may take the shape, for example, of wedges, triangles, spheres, or ovals.” can be added to paragraph 1. Where would the sentence best fit?

Number 4

Number 3

Number 2

Number 1

Explain:

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

behavior

fish

existence

function

Explain:

80. Which of the sentences below expresses the essential information in the first highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information.

Many facts about the way that fish congregate in schools have been studied.

After an attack, the fish that survive tend to move into schools.

Fish travel in schools to protect themselves in various ways.

The survival of fish depends upon their ability to bring new members into the school.

Explain:

81. The phrase “sheer numbers” in paragraph 2 could best be replaced by ................

similitude

solitude

interlude

multitude

Explain:

82. It can be inferred from the passage that, when a predator attacks, ................

it is usually successful in wiping out the entire school

it rarely manages to catch any fish that are part of a school

it cannot possibly consume all members of a school if the school is large enough

it attacks only schools that lack sense organs

Explain:

83. It is stated in paragraph 2 that ................

the bright coloration makes it easier for predators to spot fish

schooling fish tend to have muted coloration

the effect of coloration is multiplied when fish are massed together

fish in schools rarely have distinct markings

Explain:

84. The word “minute” in paragraph 2 is closest in meaning to ................

instant

tiny

timely

careful

Explain:

85. Which of the sentences below expresses the essential information in the second highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information.

Because so many fish are in a school, all of their sense organs work well together to provide warnings.

The fish in a large school use their lateral line organs to send out warnings of the arrival of the school.

There are thousands of ways that special organs warn fish about a predator.

When the fish in a school work together, they can use their sense organs to scare off any approaching threat.

Explain:

86. The author begins paragraph 3 with “it is also unclear” in order to indicate that ................

a second issue is about to be presented

it is unclear how a problem can be resolved

it is necessary to clarify a previously made point

contradictory information is about to be presented

Explain:

87. According to paragraph 3, ................

fish cannot see well

not all fish use sight to remain in schools

fish can see quite well in the dark

sight is the only sense used by fish to remain in schools

Explain:

88. The word “murky” in paragraph 3 is closest in meaning to ................

clear

cloudy

warm

deep

Explain:

89. Look at the four numbers (1), (2), (3) and (4) in paragraph 3 which indicate where the sentence “The purpose of schooling behavior is not the only aspect of schooling that is not fully understood.” can be added to paragraph 3. Where would the sentence best fit?

Number 2

Number 3

Number 1

Number 4

Explain:

90. The word “This” in paragraph 3 refers to the ability of fish to ................

use their sight to stay in schools

see well in dark water

stay in schools when they cannot see well

swim in water where the visibility is low

Explain:

91. It is NOT stated in the passage that the lateral line system ................

contains lines of pores

in fish is similar to sense organs in other animals

Explain:

92. An introductory sentence or a brief summary of the passage is: “Schooling behavior in certain fish.” Complete the summary by selecting the TWO 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.

Fish may move in schools by using various senses.

Fish may move in schools at various times of the day or night.

Fish most likely move in schools in various types of water.

Fish most likely move in schools in various ways.

Explain:

93. Choose THREE sentences that relate to hypotheses related to purpose

Coloration enables some fish to move.

Sight enables some fish to school.

Large numbers provide protection.

Sight provides protection.

Coloration provides protection.

Lateral sense organs enable some fish to school.

Lateral sense organs provide protection.

Explain:

94. Choose TWO sentences that relate to hypotheses related to manner

Sight enables some fish to school.

Coloration enables some fish to move.

Coloration provides protection.

Sight provides protection.

Lateral sense organs enable some fish to school.

Large numbers provide protection.

Lateral sense organs provide protection.

Explain:

CANADIAN ENGLISH

Canadian English is a regional variety of North American English that spans almost the entire continent. Canadian English became a separate variety of North American English after the American Revolution, when thousands of Loyalists, people who had supported the British, left the United States and fled north to Canada. Many Loyalists settled in southern Ontario in the 1780s, and their speech became the basis for what is called General Canadian, a definition based on the norms of urban middle-class speech.

Modern Canadian English is usually defined by the ways in which it resembles and differs from American or British English. Canadian English has a great deal in common with the English spoken in the United States, yet many Americans identify a Canadian accent as British. Many American visitors to Canada think the Canadian vocabulary sounds British—for example, they notice the British “tap” and “braces” instead of the American “faucet” and “suspenders.” On the other hand, many British people identify a Canadian accent as American, and British visitors think the Canadians have become Americanized, saying “gas” and “truck” for “petrol” and “lorry.”

People who live outside North America often find it difficult to hear the differences between Canadian and American English. There are many similarities between the two varieties, yet they are far from identical. Canadian English is instantly recognizable to other Canadians, and one Canadian in a crowded room will easily spot the other Canadian among the North Americans.

There is no distinctive Canadian grammar. The differences are mainly in pronunciation, vocabulary, and idioms. Canadian pronunciation reflects the experience of a people struggling for national identity against two strong influences. About 75 percent of Canadians use the British “zed” rather than the American “zee” for the name of the last letter of the alphabet. On the other hand, 75 percent of Canadians use the American pronunciation of “schedule,” “tomato,” and “missile.” The most obvious and distinctive feature of Canadian speech is probably its vowel sound, the diphthong “ou.” In Canada, “out” is pronounced like “oat” in nearby U.S. accents. There are other identifying features of Canadian vowels; for example, “cot” is pronounced the same as “caught” and “collar” the same as “caller.”

An important characteristic of the vocabulary of Canadian English is the use of many words and phrases originating in Canada itself, such as “kerosene” and “chesterfield” (“sofa”). Several words are borrowed from North American Indian languages, for example, “kayak,” “caribou,” “parka,” and “skookum” (“strong”). The name of the country itself has an Indian origin; the Iroquois word “kanata” originally meant “village.” A number of terms for ice hockey—“face-off,” “blue-line,” and “puck”—have become part of World Standard English.

Some features of Canadian English seem to be unique and are often deliberately identified with Canadian speakers in such contexts as dramatic and literary characterizations. Among the original Canadian idioms, perhaps the most famous is the almost universal use of “eh?” as a tag question, as in “That’s a good movie, eh?” “Eh” is also used as a filler during a narrative, as in “I’m walking home from work, eh, and I’m thinking about dinner.

I finally get home, eh, and the refrigerator is empty.”

The traditional view holds that there are no dialects in Canadian English and that Canadians cannot tell where other Canadians are from just by listening to them. The linguists of today disagree with this view. While there is a greater degree of homogeneity in Canadian English compared with American English, several dialect areas do exist across Canada. Linguists have identified distinct dialects for the Maritime Provinces, Newfoundland, the Ottawa Valley, southern Ontario, the Prairie Provinces, the Arctic North, and the West.

diphthong: a speech sound that begins with one vowel and changes to another vowel

95. According to the passage, how did Canadian English become a distinct variety of North American English?

Linguists noticed that Canadians spoke a unique dialect.

A large group of Loyalists settled in one region at the same time.

Growth of the middle class led to a standard school curriculum.

Canadians declared their language to be different from U.S. English.

Explain:

96. The word “norms” in paragraph 1 is closest in meaning to ................

patterns

history

words

ideas

Explain:

97. The phrase “a great deal in common with” in paragraph 2 is closest in meaning to

many similarities to

easier pronunciation than

the same problems as

different words for

Explain:

98. In paragraph 2, what point does the author make about Canadian English?

Canadians speak English with an accent that Americans cannot understand.

Canadian English has many words that are not in other varieties of English.

American and British visitors define Canadian English by their own norms.

Canadian English is more similar to American than to British English.

Explain:

99. The phrase the two varieties in paragraph 3 refers to ................

People who live outside North American

British English and Canadian English

General Canadian and North American

Canadian English and American English

Explain:

100. The word “spot” in paragraph 3 is closest in meaning to ................

find

prefer

ignore

describe

Explain:

101. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information.

Canada is the only nation where people can deliberately choose which pronunciation they prefer.

Canadians have tried to distinguish themselves as a nation, and this effort is shown in their pronunciation.

Canadian English has been strongly influenced by both British and American English.

Many newcomers to Canada must work hard to master the national style of pronouncing English.

Explain:

102. All of the following words originated in North American Indian languages EXCEPT ................

kerosene

kayak

parka

Canada

Explain:

103. Which of the following can be inferred from paragraph 5 about vocabulary?

Canadians use more North American Indian words than Americans do.

Vocabulary is the most distinctive feature of Canadian English.

Much of the vocabulary for ice hockey originated in Canada.

World Standard English has a very large vocabulary.

Explain:

104. The author discusses the expression “eh” in paragraph 6 as an example of ................

a word that cannot be translated into other languages

an idiom that uniquely characterizes Canadian speech

a style of Canadian drama and literature

an expression that few people outside Canada have heard

Explain:

105. The word “homogeneity” in paragraph 7 is closest in meaning to

creativity

change

accent

sameness

Explain:

106. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Thus, “out” rhymes with “boat,” so the phrase “out and about in a boat” sounds like “oat and aboat in a boat” to American ears.” could be added to the passage. Where would the sentence best fit?

Number 2

Number 4

Number 3

Number 1

Explain:

107. An introductory sentence for a brief summary of the passage is: “Canadian English is a variety of North American English that contains several distinguishing features.” 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.

Canadians pronounce most words the same way as Americans do.

Canadian English contains elements of both British and American English.

Words and idioms originating in Canada also help to define Canadian English.

Canadian English asserts its distinctiveness through pronunciation.

Most Canadians cannot identify where other Canadians are from.

Several unique varieties of English have evolved in North America.

Explain:

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61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

A	C	D	E	F	G
B

94.

A	C	D	E	F	G
B

95.

96.

97.

98.

99.

100.

101.

102.

103.

104.

105.

106.

107.

Score: 0/10

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Right Score

Total Score

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