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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: Yes, Sean, what can I do for you? Do you have a question?

Student: Yes, I do.

Advisor: Then come on in and take a seat. . . . OK, what’s your question?

Student: I’m working on planning my schedule for next quarter, and I’m trying to decide which biology class to take. There seem to be two that are quite similar.

Advisor: Which two courses are you considering? Student: One is Introduction to Biological Science and the other is Biology 101. I thought that a 101-numbered course was a beginning course, so Biology 101 should be an introductory-level course, but then Introduction to Biological Science also seems to be an introductory-level course. Advisor: Well, uh, there’s a difference between the courses. Introduction to Biological Science is an overview of biology in a more general way, and Biology 101 is a more detailed and scientific view of the material.

Student: I′m sorry, but I don’t quite understand the difference. . . .

Advisor: Well, uh, a clear example of the difference is the fact that there’s work in the lab as part of Biology 101, but there’s no lab work in Introduction to Biological Science. Introduction to Biological Science is a lecture class, while Biology 101 includes both lecture and lab.

Student: You mean that in Introduction to Biological Science, the students read about science, and in Biology 101, the students actually take part in science experiments in the lab.

Advisor: Mmhm. You could put it that way.

Student: It seems like Biology 101 is a lot more work than Introduction to Biological Science, with the lab work and all.

Advisor: It certainly is. That’s why Biology 101 is a four-unit course, and Introduction to Biological Science is only a three-unit course. . . . Um, listen, there’s another really important difference between these two courses, and it has to do with what your major is. What is your major, by the way?

Student: I′m not actually sure, yet.... Is that . . . um ... a problem?

Advisor: You’re a freshman, aren’t you? You′re in your first year?

Student: Yes, I am.

Advisor: OK, so you actually don’t need to declare your major until the end of your second year. But, you would be better off making certain decisions a bit earlier than that, and, uh, right now you’re making one of them. One really important difference between Biology 101 and Introduction to Biological Science has to do with majors. Biology 101 is required for students who’re majoring in science, while Introduction to Biological Science satisfies a general education requirement in science for students who’re majoring in subjects outside of science. ... I know you haven’t decided on your major, but have you at least decided whether you’ll be majoring in some area within the sciences or an area outside of science?

Student: No, I haven’t even gotten that far in deciding on a major. I may want to major in science, or maybe not.

Advisor: OK, well, what I can suggest to you is that you really should start narrowing down your choices for a major area of studies. Perhaps if you’re considering a major in science, you should take Biology 101 as a way of helping you to decide whether or not you enjoy studying science.

Student: If I take Biology 101 and then decide not to major in science, will I still need to take Introduction to Biological Science after Biology 101 to satisfy the general education requirement in science?

Advisor: No, absolutely not! If you take Biology 101, that’ll also satisfy the general education requirement for non-science majors. Student: OK, that makes sense. It’ll be a good way to help me either to decide that I want to major in science or to find out that I really don’t like science.

1. What problem does the student have?

Deciding whether or not to take an introductory-level course

Deciding whether to take a 100- or 200- level course

Deciding whether or not to study biology

Deciding between two seemingly similar courses

2. What differentiates Biology 101 from the other course?

Biology 101 has more lectures.

Biology 101 is a more general course.

Biology 101 has fewer units.

Biology 101 has a laboratory component.

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

“You really should have said it differently.”

“You have your opinion, and I have mine.”

“It would have been better to have said something else.”

“It's not how I would say it, but it's close in meaning.”

4. What decision does the advisor seem to think that the student should make fairly soon?

Whether his major will be within the sciences or not

How he should fulfill the general education requirements

Whether or not to study biology

Exactly what his major is

5. What can be concluded from the conversation?

That the student has decided which course to take

That the student has completed his general education requirements

That the student really does not like science

That the student has made a decision on a major

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.

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

The Native American villages

The fragrance of the trees

The strength of the wind

The density of the forests

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

It was a good material for starting fires.

It could make wooden ships waterproof.

It was an effective cure for headaches.

It provided an aromatic spice for food.

8. How was the flowering dogwood used?

As a treatment for fevers and malaria

As an ingredient in soaps and perfumes

As a spring tonic for pioneer children

As a flavoring for candy and soft drinks

9. Why does the speaker say this?

She is demonstrating how to brew tea.

She wants the students to smell a piece of wood.

She is giving a recipe for a medicinal tonic.

She needs someone to help her lift a heavy tree.

10. Why was sassafras once considered a wonder tree?

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

Its fragrance was the sweetest of any American tree.

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

It provided more board timber than any other tree.

11. 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 no longer a legal medicine.

It is available only in drugstores.

It is probably not harmful to humans.

Script:

Listen to part of a lecture in a physics class. The professor is discussing energy and work.

In physics, energy is defined as the ability to do work. And in physics, work doesn′t refer to what you do at your job. In physics, work means moving an object when there is some resistance to its movement. Every time we lift an object, push it, pull it, or carry it, we are doing work.

Two things are necessary for work to occur. First, force—or energy must be applied to the object. If no energy is used no work has been done. Second the object must be moved a distance. If the object is pushed or pulled but it doesn′t move, no work has been done.

When we move an object, there’s always some resistance, or opposition to movement. Resistance is a force that tends to oppose or slow down movement. Whenever an object meets resistance, more energy is needed to do the work. A good example is what happens when a farmer′s plow moves through the soil. The plow encounters resistance if it gets too deep into the soil, or if rocks and roots in the soil make the soil hard to turn. When this happens, the tractor’s engine has to work harder. The engine strains under the load and uses more fuel.

Each time we do work, we use energy. If our muscles do the work, energy in the form of food is required. If a machine does the work, energy in the form of oil, gas. coal, electricity, or some other source is required. Without energy, no work can be done.

Energy comes in several different forms. It can take the form of heat, light, motion, electricity, chemical energy, nuclear energy, and so on. Energy can change forms, but it cannot be created or destroyed. Energy is always conserved -that is a law of nature. This law is known as the law of conservation of energy, or the First law of thermodynamics. The law states that energy can be converted from any form to any other form, but no matter what form it takes, it’s still energy, and none of the energy disappears when it changes form.

Machines do work by converting one form of energy to another. For example, a car converts the chemical energy in gasoline to kinetic energy to motion. A stove converts electrical energy or chemical energy into heat energy that cooks our food. The law of conservation of energy tells us that a machine needs to have a source of energy. And a machine can′t supply more power than it gets from its energy source. When the fuel runs out. the machine stops. The same rule applies to living organisms: if the organism doesn’t have food, it dies.

The law of conservation of energy tells us that the energy of any system- whether the system is a machine, a living organism, or an ecosystem—that the energy must balance out in the end. The amount of energy in the system is conserved, even though the energy changes forms.

The earth as a whole is a complex system that receives almost all its energy from the sun in the form of light. Some of the solar energy converts to heat, which warms the earth. Some of it evaporates water, forms clouds, and produces rain. Some energy is captured by plants, and is turned into chemical energy during photosynthesis. The first law of thermodynamics— conservation of energy—says the earth must end up with the same amount of energy it started out with. The energy changes forms, but no energy is lost or gained.

12. How does the field of physics define “work”?

Work is the research done by physicists in a laboratory.

Work is the ability to move an object.

Work is the amount of energy in the solar system.

Work is the change in speed of a falling object.

13. Listen again to part of the lecture. Then answer the question. Why does the professor talk about a plow?

To explain what happens when a moving object meets resistance

To show that a plow is the least efficient piece of farm equipment

To give reasons for the failure of agriculture in some areas

To describe recent improvements in agricultural technology

14. Based on the information in the lecture, choose the statements that reflects the first law of thermodynamics.

Nuclear energy is regulated by international law.

The amount of energy in any system stays the same.

Electricity can be converted to heat or light.

15. Which TWO sentences illustrate the conversion of energy from one form to another? Click on TWO answers.

A tractor engine stops when the fuel tank is empty.

A light bulb bums out after being on for one hundred hours.

A car changes the chemical energy in gasoline to motion.

An electric stove converts electricity to heat energy.

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

To recommend the development of new energy sources

To explain why organisms must create their own energy

To support the idea of giving food aid to needy people

To show that both machines and living things need energy

17. What can be inferred about the energy in the earth as a whole system?

The system gradually gains energy in the form of heat.

No new' energy is created, and no energy is destroyed.

Plants contribute more energy than animals contribute.

If there is no sunlight, the earth makes its own energy.

Script:

A cultural historian has been invited to speak to an urban studies class. Listen to part of the lecture.

The agricultural revolution of ten thousand years ago started the great shift from rural to urban living. As human settlements evolved from simple groups of huts to larger villages, and then to towns and cities, their basic pattern changed.

The early rural villages grew naturally—sort of organically—as if they were plants or bushes, and buildings were clustered near water sources, and around village gardens, with trees for shade and pastures for animals.

A lot of us yearn to escape to these simpler, more romantic settlements of the past. But there are probably more of us who have a powerful urge to explore new ideas and to build bigger and better structures. We now have super settlements called cities. Our city planners and architects have converted the organic pattern of the village into a geometrically perfect grid. Our natural habitat has been transformed into an expanse of hard straight surfaces, with stone and metal and concrete and glass.

Of course, the city is still a wonderful place for stimulation, for opportunity, and for cultural interaction. In fact, you could say the city is our most spectacular creation. And believe it or not it still has elements of the rural past.

In the average North American city, about one-third of the surface is given to streets and buildings. The rest is covered by trees and grass foresters call it the "urban forest” -meaning all the trees in city parks, the trees planted along streets and highways, and the trees in people’s yards. The extent of this forest is sort of amazing—two-thirds of our urban space.

The concept of a tree-lined village green has a long history, but one of North America′s first public parks - that was sort of created as a unified project—was Central Park in New York City. Central Park was designed by landscape architects Olmsted and Vaux in the late nineteenth century. They took their inspiration from the gardens of European estates and the romantic landscape paintings from that period.

Central Park was set in a rectangular site covering over 800 acres in the middle of Manhattan Island. By the nineteenth century, the original forest was long gone. The area had been used as a common pasture for farm animals, but eventually it deteriorated into a kind of urban wasteland, dotted with garbage dumps.

Olmsted and Vaux transformed this wasteland into something like its original appearance, with rolling hills, grassy meadows, and woody thickets with thousands of trees. The result is sort of an oasis in the middle of steel and stone. Central Park has been called “the city’s lung" because of its purifying effect on the air, not to mention its effect on the human psyche. It remains one of the best examples of what we can do with the open spaces of our cities.

When you look at how far we’ve come as humans, when you consider that we′ve developed something called civilization, you come to realize that the finest evidence of our civilization is the city. The city is a symbol of experimentation and creation, a place where we can come together for work and entertainment, for art and culture, for wonder and opportunity. And. like the rural villages of the past, the city is where we come together to share cultural experiences with other humans—indeed, to define what it is to be human.

18. What topics does the speaker discuss? Click on TWO answers.

Why people prefer living in romantic villages

A change in the design of human settlements

Causes and effects of the agricultural revolution

The significance of trees in urban spaces

19. How did early rural villages differ from the cities of today?

Villages provided better economic opportunities.

Villages were more likely to inspire landscape painters.

Villages were designed as perfect rectangular grids.

Villages grew organically around features of the land.

20. What is the “urban forest”?

A park designed by an architect

The trees cultivated on farms

The forest surrounding a city

All of the trees in an urban area

21. Why does the speaker talk about New York City?

To recommend places to visit in New York

To give an example of an urban park project

To compare New York to other large cities

To describe urban architecture and culture

22. Listen again to part of the lecture. Then answer the question. What does the speaker imply about New York′s Central Park?

It contains beautiful buildings of steel and stone.

It is the largest urban forest in the world.

It was the first park to be designed by architects.

It contributes to the quality of life in the city.

23. What is the speaker′s opinion of the city?

The city is too hard, straight, and unnatural.

The city is a like an organic machine.

The city is a symbol of human achievement.

The city is better than a traditional village.

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.

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

Plato's teachings about culture

Plato's views on education

Plato's rules for good government

Plato's effect on other philosophies

25. 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

26. 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.

27. 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 finds it complex and difficult to understand.

She disagrees with its emphasis on truth.

She thinks it does not give students useful knowledge.

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

Idealism remains the only true philosophy.

Idealism has diminished in influence.

Idealism has been criticized unfairly.

Idealism changes how people think.

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

It is overly concerned with economic development.

It discourages student creativity and questioning.

Its focus on abstract thinking is unfair to many students.

It gives students immoral ideas about learning.

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 review the different types of computer storage

To compare human memory and computer memory

To coordinate methods of library research

To share ideas for organizing computer files

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

ROM

File cabinet

Floppy disk

Monitor

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?

File folder

RAM

Hard disk

ROM

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

The files are returned to disk storage.

The computer is stored in a briefcase.

The librarian lays folders on a table.

The computer loads the files into RAM.

II.

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

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

Linguists noticed that Canadians spoke a unique dialect.

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

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

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

Explain:

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

patterns

history

ideas

words

Explain:

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

easier pronunciation than

the same problems as

different words for

many similarities to

Explain:

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

Canadians speak English with an accent that Americans cannot understand.

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

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

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

Explain:

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

General Canadian and North American

British English and Canadian English

Canadian English and American English

People who live outside North American

Explain:

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

describe

find

ignore

prefer

Explain:

41. 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:

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

kayak

parka

Canada

kerosene

Explain:

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

World Standard English has a very large vocabulary.

Canadians use more North American Indian words than Americans do.

Much of the vocabulary for ice hockey originated in Canada.

Vocabulary is the most distinctive feature of Canadian English.

Explain:

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

a word that cannot be translated into other languages

a style of Canadian drama and literature

an idiom that uniquely characterizes Canadian speech

an expression that few people outside Canada have heard

Explain:

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

creativity

accent

sameness

change

Explain:

46. 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 3

Number 4

Number 1

Explain:

47. 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.

Most Canadians cannot identify where other Canadians are from.

Canadian English asserts its distinctiveness through pronunciation.

Canadian English contains elements of both British and American English.

Canadians pronounce most words the same way as Americans do.

Several unique varieties of English have evolved in North America.

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

Explain:

DECISIONS

In a theoretical model of decision making, a decision is defined as the process of selecting one option from among a group of options for implementation. (1) Decisions are formed by a decision maker, the one who actually chooses the final option, in conjunction with a decision unit, all of those in the organization around the decision maker who take part in the process. (2) In this theoretical model, the members of the decision unit react to an unidentified problem by studying the problem, determining the objectives of the organization, formulating options, evaluating the strengths and weaknesses of each of the options, and reaching a conclusion. (3) Many different factors can have an effect on the decision, including the nature of the problem itself, external forces exerting an influence on the organization, the internal dynamics of the decision unit, and the personality of the decision maker. (4)

During recent years, decision making has been studied systematically by drawing from such diverse areas of study as psychology, sociology, business, government, history, mathematics, and statistics. Analyses of decisions often emphasize one of three principal conceptual perspectives (though often the approach that is actually employed is somewhat eclectic).

In the oldest of the three approaches, decisions are made by a rational actor, who makes a particular decision directly and purposefully in response to a specific threat from the external environment. It is assumed that this rational actor has clear objectives in mind, develops numerous reasonable options, considers the advantages and disadvantages of each option carefully, chooses the best option after careful analysis, and then proceeds to implement it fully. A variation of the rational actor model is a decision maker who is a satisfier, one who selects the first satisfactory option rather than continuing the decision-making process until the optimal decision has been reached.

A second perspective places an emphasis on the impact of routines on decisions within organizations. It demonstrates how organizational structures and routines such as standard operating procedures tend to limit the decision-making process in a variety of ways, perhaps by restricting the information available to the decision unit, by restricting the breadth of options among which the decision unit may choose, or by inhibiting the ability of the organization to implement the decision quickly and effectively once it has been taken. Pre-planned routines and standard operating procedures are essential to coordinate the efforts of large numbers of people in massive organizations. However, these same routines and procedures can also have an inhibiting effect on the ability of the organization to arrive at optimal decisions and implement them efficiently. In this sort of decision-making process, organizations tend to take not the optimal decision but the decision that best fits within the permitted operating parameters outlined by the organization.

A third conceptual perspective emphasizes the internal dynamics of the decision unit and the extent to which decisions are based on political forces within the organization. This perspective demonstrates how bargaining among individuals who have different interests and motives and varying levels of power in the decision unit leads to eventual compromise that is not the preferred choice of any of the members of the decision unit.

Each of these three perspectives on the decision-making process demonstrates a different point of view on decision making, a different lens through which the decision-making process can be observed. It is safe to say that decision making in most organizations shows marked influences from each perspective; i.e., an organization strives to get as close as possible to the rational model in its decisions, yet the internal routines and dynamics of the organization come into play in the decision.

48. It can be inferred from the information in paragraph 1 that the theoretical decision-making process ................

does not work in real situations

requires the contemplation of numerous options

is made without the decision unit

involves only the decision maker

Explain:

49. The phrase “in conjunction with” in paragraph 1 could best be replaced by ................

apart from

connected to

tied to

along with

Explain:

50. All of the following are listed in paragraph 1 as having an effect on decisions EXCEPT ................

focus on objectives

evaluation of the problem

open-ended discussions

generation of options

Explain:

51. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Additionally, when a decision must be made in a crisis situation, both stress and the speed at which events are progressing can have an effect, often a negative one, on the decision process.” can be added to the passage. Where would the sentence best fit? ................

Number 2

Number 4

Number 3

Number 1

Explain:

52. The word “eclectic” in paragraph 2 is closest in meaning to ................

bizarre

personal

organized

mixed

Explain:

53. It can be inferred from paragraph 3 that a “rational actor” would be least likely to ................

deal with a specific threat

ponder various options

work in a random fashion

consider disadvantages of options

Explain:

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

the best option

variation

each option

careful analysis

Explain:

55. Why does the author mention “a satisfier, one who selects the first satisfactory option rather than continuing the decision-making process until the optimal decision has been reached” in paragraph 3? ................

A satisfier shares some characteristics with a rational actor.

A satisfier is the predecessor of a rational actor.

A satisfier shows contrasting behavior to a rational actor.

A satisfier exhibits more common behavior than a rational actor.

Explain:

56. The word “places” in paragraph 4 could best be replaced by ................

sets

locates

finds

puts

Explain:

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

Organizations need to set up strict procedures to maximize the effectiveness of decisions.

Set routines within organizations tend to constrain decisions.

Procedures are needed to ensure that decisions are implemented quickly and effectively.

The restriction of information limits the number of options in a decision.

Explain:

58. The word “dynamics” in paragraph 5 is closest in meaning to ................

emotions

explosions

interactions

philosophies

Explain:

59. According to paragraph 5, what is the end result of political bargaining within an organization? ................

No decision is ever reached.

The members of the decision unit leave the unit.

Differing interests and motives are changed.

No one is completely satisfied with the final outcome.

Explain:

60. An introductory sentence or a brief summary of the passage is: “Different models for analyzing the process of decision making.” 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. ................

One model looks at how well a decision maker has analyzed a problem and possible solutions to achieve the optimal solution.

One model looks at how rational actors are able to work within organizational structures and routines to achieve optimal solutions.

One model looks at how satisfied all participants are after a given decision has been made.

One model looks at how organizational structure and procedures influence a decision and how much a decision has been limited by these procedures.

One model looks at how much a decision-making process has been manipulated and limited by factions within the organization.

One model looks at how the decision-making process differs in diverse areas such as psychology, sociology, business, government, history, mathematics, and statistics.

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.

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

A skilled laborer

A scholarship student

A successful investor

A rural farmer

Explain:

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

trivial

natural

essential

delicate

Explain:

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

the elaborate engines

the rough roads

the immature drivers

the lack of roads

Explain:

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

automobile engines were evaluated in terms of their horsepower

it was foolish to travel on a four-legged animal

horses were an effective mode of transportation

early autos had little more than an engine and wheels

Explain:

65. 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 2

Number 1

Number 4

Number 3

Explain:

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

today's models

electric charging stations

electric models

automobiles in the beginning of the twentieth century

Explain:

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

sometimes had to demonstrate knowledge of steam engineering

often had to take their automobiles to charging stations

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

had to hire drivers to operate their cars

Explain:

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

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

To show how remarkably automobile design had progressed

To indicate that early automobiles had upholstered chairs or sofas

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

Explain:

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

bothersome

continual

jolting

heavy

Explain:

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

occurring as a result of

full of

dangerous due to

surrounded by

Explain:

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

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

strict speed limits should be placed on horse-drawn carriages

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

all horseless vehicles should be banned from all public parks

Explain:

72. 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:

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

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

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

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

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

Explain:

THE ART OF THEATER

The means by which an art form presents its message is referred to as the medium. Thus, sound produced by instruments or human voices is the medium of music. Paint on canvas or paper is the medium of painting. For literature, the medium is written language. For theater, it is a story performed by actors on a stage.

Drama is sometimes seen as a branch of literature because plays, like literature, are often printed in book form. However, there is an important difference between the two forms. Unlike a novel, a play is written to be performed, and the script of a play is not a finished work; it is an outline for a performance. The physical production of the play - the scenery, lighting, and costumes - will affect the performance, and so will the actors. How the actors interpret their roles greatly influences the play's effect on the audience.

The basic encounter in theater is between the performers and the audience. This is a special type of encounter because the performers are playing other people, characters. Moreover, the characters are part of a human story that has been written by a dramatist. This combination of elements distinguishes theater from other art forms.

Theater has several other distinctive characteristics. First, the subject matter of theater is always human beings. Second, theater is universal - there is an impulse toward creating theater in all societies. Third, theater is transitory in nature - a play is an event that occurs through time. Finally, theater is set apart by its basic elements: audience, performers, director, dramatist, purpose, viewpoint, and setting.

Human beings and human concerns are always the subject matter of drama, even when the performers play animals, objects, or abstract ideas. In the medieval play Everyman, some of the roles are abstract ideas such as Beauty, Knowledge, and Strength. The central character is Everyman, a human character, and the subject is death arriving before we want it to come - a theme that is universal to humans. The focus of drama is on human beings, even though different human concerns have been emphasized in different plays.

In view of the human-centered quality of theater, it is not surprising that the impulse toward theater is universal. (1) The urge to create drama has existed wherever human society has developed: in Europe, Asia, Africa, Australia, and the Americas. In every culture recorded in history or studied by anthropologists, we find rituals, ceremonies, and celebrations that include elements of theater. (2) At various times, these ceremonies and stories developed into a separate realm of theater. In Greece, a fully developed theater emerged almost 2,500 years ago. In India, theater became well-established around 2,000 years ago. (3) Wherever theater has become a separate art form, it has had certain essential qualities: a story - the play - is presented by one group - the performers - to another group - the audience. (4)

One special quality of a theater performance is its immediacy. In the theater, we live in the perpetual present tense. Theater is a transitory art. A performance changes from moment to moment, and each moment is a direct, immediate adventure for the audience. The transitory nature of theater is a quality it shares with music and dance, and sets it apart from literature and the visual arts. A novel or a painting is a fixed object; it exists as a finished product. The performing arts, on the other hand, are not objects but events. Theater occurs through time; it is an experience created by a series of sights, sounds, and impressions.

74. How does the art of theater convey its message?

A camera converts light to images on film.

An instrument or voice produces sound.

A person writes a story for others to read.

People perform a story for another group.

Explain:

75. The author discusses literature in paragraph 2 in order to illustrate what point?

Literature and drama are both written forms of communication.

Reading a novel and attending a play are different experiences.

Many actors prefer roles from classic works of literature.

Both novelists and dramatists use an outline to organize ideas.

Explain:

76. 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.

A successful dramatist knows how to blend purpose, viewpoint, and theme into a unique performance.

Theater is a distinct art form by the way it joins characters and audience in the telling of a story.

Theater is the only art form that mixes more than one medium in a single work of art.

A play's scenery, lighting, and costumes contribute to the message of the play.

Explain:

77. Why does the author mention “Everyman” in paragraph 5?

To give an example of a play in which abstract ideas arc characters

To compare the importance of beauty, knowledge, and strength

To illustrate the universal human desire to create theater

To show that the definition of theater has evolved over time

Explain:

78. The word “theme” in paragraph 5 refers to ................

Everyman as a central character

performers playing animals, objects, or ideas

beauty, knowledge, and strength

death arriving before we want it to come

Explain:

79. The word “urge” in paragraph 6 is closest in meaning to ................

money

education

motivation

patience

Explain:

80. The word “realm” in paragraph 6 is closest in meaning to ................

ritual

science

tool

form

Explain:

81. Which of the following can be inferred from paragraph 6 about the development of theater?

Theater could not have developed without the support of political leaders.

In every human society, theater appeared before other forms of art.

People created theater as a way to promote peace between rival groups.

Theater emerged as a distinct art form at different times around the world.

Explain:

82. The word “transitory” in paragraph 7 is closest in meaning to ................

beautiful

expressive

temporary

surprising

Explain:

83. How is theater similar to the other performing arts?

It is based on works of literature.

It is presented the same way every time.

It is an event that occurs through time.

It exists as a finished product.

Explain:

84. According to the passage, all of the following are true of theater EXCEPT ................

The impulse toward theater is universal.

The medium of theater is written language.

Theater is a distinct form of art.

The focus of theater is always human.

Explain:

85. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Thus, theater is a shared event, an experience that includes both those who perform and those who observe.” could be added to the passage. Where would the sentence best fit?

Number 4

Number 2

Number 3

Number 1

Explain:

86. An introductory sentence for a brief summary of the passage is: “Several qualities distinguish theater from other forms of art.” 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.

Each theater performance is an immediate yet transitory experience.

Theater developed as a separate art very early in Greece and India.

An actor must change his voice to play certain characters.

Theater requires a human story, performers, and an audience.

Theater is a form of literature because we can read plays in books.

The tendency toward creating theater occurs in all human societies.

Explain:

87. How does the art of theater convey its message?

A camera converts light to images on film.

People perform a story for another group.

An instrument or voice produces sound.

A person writes a story for others to read.

Explain:

FEEDING HABITS OF EAST AFRICAN HERBIVORES

Buffalo, zebras, wildebeests, topi, and Thomson's gazelles live in huge groups that together make up some 90 percent of the total weight of mammals living on the Serengeti Plain of East Africa. They are all herbivores (plant-eating animals), and they all appear to be living on the same diet of grasses, herbs, and small bushes. This appearance, however, is illusory. When biologist Richard Bell and his colleagues analyzed the stomach contents of four of the five species (they did not study buffalo), they found that each species was living on a different part of the vegetation. The different vegetational parts differ in their food qualities: lower down, there are succulent, nutritious leaves; higher up are the harder stems. There are also sparsely distributed, highly nutritious fruits, and Bell found that only the Thomson's gazelles eat much of these. The other three species differ in the proportion of lower leaves and higher stems that they eat: zebras eat the most stem matter, wildebeests eat the most leaves, and topi are intermediate.

How are we to understand their different feeding preferences? The answer lies in two associated differences among the species, in their digestive systems and body sizes. According to their digestive systems, these herbivores can be divided into two categories: the nonruminants (such as the zebra, which has a digestive system like a horse) and the ruminants (such as the wildebeest, topi, and gazelle, which are like the cow). Nonruminants cannot extract much energy from the hard parts of a plant; however, this is more than made up for by the fast speed at which food passes through their guts. Thus, when there is only a short supply of poor-quality food, the wildebeest, topi, and gazelle enjoy an advantage. They are ruminants and have a special structure (the rumen) in their stomachs, which contains microorganisms that can break down the hard parts of plants. Food passes only slowly through the ruminant's gut because ruminating—digesting the hard parts—takes time. The ruminant continually regurgitates food from its stomach back to its mouth to chew it up further (that is what a cow is doing when "chewing cud"). Only when it has been chewed up and digested almost to a liquid can the food pass through the rumen and on through the gut. Larger particles cannot pass through until they have been chewed down to size. Therefore, when food is in short supply, a ruminant can last longer than a nonruminant because it can derive more energy out of the same food. The difference can partially explain the eating habits of the Serengeti herbivores. The zebra chooses areas where there is more low-quality food. It migrates first to unexploited areas and chomps the abundant low-quality stems before moving on. It is a fast-in/fast-out feeder, relying on a high output of incompletely digested food. By the time the wildebeests (and other ruminants) arrive, the grazing and trampling of the zebras will have worn the vegetation down. As the ruminants then set to work, they eat down to the lower, leafier parts of the vegetation. All of this fits in with the differences in stomach contents with which we began.

The other part of the explanation is body size. Larger animals require more food than smaller animals, but smaller animals have a higher metabolic rate. Smaller animals can therefore live where there is less food, provided that such food is of high energy content. That is why the smallest of the herbivores, Thomson's gazelle, lives on fruit that is very nutritious but too thin on the ground to support a larger animal. By contrast, the large zebra lives on the masses of low-quality stem material.

The differences in feeding preferences lead, in turn, to differences in migratory habits. (1) The wildebeests follow, in their migration, the pattern of local rainfall. (2) The other species do likewise. (3) But when a new area is fueled by rain, the mammals migrate toward it in a set order to exploit it. (4) The larger, less fastidious feeders, the zebras, move in first; the choosier, smaller wildebeests come later; and the smallest species of all, Thomson's gazelle, arrives last. The later species all depend on the preparations of the earlier one, for the actions of the zebra alter the vegetation to suit the stomachs of the wildebeest, topi, and gazelle.

88. The word “illusory” in the passage is closest in meaning to ................

misleading

definite

illuminating

exceptional

Explain:

89. The word “sparsely” in the passage is closest in meaning to ................

widely

thinly

freshly

clearly

Explain:

90. Which of the following questions about Richard Bell′s research is NOT answered in paragraph 1?

Why were buffalo excluded from the research study?

Which of the herbivores studied is the only one to eat much fruit?

Where did the study of herbivores' eating habits take place?

Which part of the plants do wildebeests prefer to eat?

Explain:

91. The word "associated” in the passage is closest in meaning to ................

expected

obvious

connected

significant

Explain:

92. The author mentions the cow and the horse in paragraph 2 in order to

distinguish the functioning of their digestive systems from those of East African mammals

illustrate differences between ruminants and nonruminants through the use of animals likely to be familiar to most readers

emphasize similarities between the diets of cows and horses and the diets of East African mammals

emphasize that their relatively large body size leads them to have feeding practices similar to those of East African mammals

Explain:

93. According to paragraph 2, which of the following herbivores has to eat large quantities of plant stems be-cause it gains relatively little energy from each given quantity of this food?

The gazelle

The wildebeest

The topi

The zebra

Explain:

94. Paragraph 2 suggests that which of the following is one of the most important factors in determining differences in feeding preferences of East African herbivores?

The physical nature of vegetation in the environment

The differences in stomach structure

The ability to migrate when food supplies are low

The availability of certain foods

Explain:

95. According to paragraph 2, all of the following are true of East African gazelles EXCEPT ................

They digest their food very quickly.

They survive well even if food sup-plies are not abundant.

Microorganisms help them digest their food.

They are unable to digest large food particles unless these are chewed down considerably.

Explain:

96. The phrase “provided that” in the passage is closest in meaning to ................

as long as

even though

as if

unless

Explain:

97. The word “fastidious” in the passage is closest in meaning to ................

determined

flexible

rapid

demanding

Explain:

98. According to paragraph 4, which of the following mammals exhibits a feeding behavior that is beneficial to the other herbivores that share the same habitat?

Gazelle

Topi

Zebra

Wildebeest

Explain:

99. According to the passage, which of the following is true of wildebeests?

They are able to digest large food particles if the food is of a high quality.

They eat more stem matter than zebras do.

They tend to choose feeding areas in which the vegetation has been worn down.

They are likely to choose low-quality food to eat in periods when the quantity of rainfall is low.

Explain:

100. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “The sequence in which they migrate correlates with their body size.” could be added to the passage. Where would the sentence best fit?

Number 3

Number 4

Number 2

Explain:

101. An introductory sentence for a brief summary of the passage is “East African herbivores, though they all live in the same environment, have a range of feeding preferences.”. 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 survival of East African mammals depends more than anything else on the quantity of highly nutritious fruits that they are able to find.

A herbivore's size and metabolic rate affect the kinds of food and the quantities of food it needs to eat.

Patterns in the migratory habits of East African herbivores are hard to establish.

The different digestive systems of herbivores explain their feeding preferences.

Zebras and wildebeests rarely compete for the same food resources in the same locations.

Migratory habits are influenced by feeding preferences.

Explain:

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