Online TOEFL - TOEFL trực tuyến, TOEFL, TOEIC, IELTS, TOEFL online, online TOEFL, luyện thi TOEFL, TOEFL test, test TOEFL, TOEIC online, luyện thi TOEIC, học tiếng Anh online, tiếng Anh sách giáo khoa

Nếu không nghe được Audio thì bạn vào menu Help và làm theo hướng dẫn

START

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

Question 1 of 100

Time: 01:00

Total time: 60:00

Script:

Listen to a lecture in a music class.

The trumpet of today, with its long oblong loop of metal and three piston valves, is a brass instrument that has a commanding role in modern-day bands and orchestras. This modem musical instrument has a long and interesting history. As we take a look at the development of the trumpet, you should keep the following points about the trumpet in mind. First, the trumpet is a universal instrument that has been part of numerous cultures. Second, the trumpet has undergone numerous mutations in its development. Third, the trumpet has served a variety of purposes in its various mutations and in different cultures.

The first point that we want to understand about the trumpet is that many early cultures had their own distinct version of a trumpet, so it’s difficult to say that the trumpet originated in one specific culture. Early cultures in Africa and Australia had trumpet-like hollow tubes, and by 1400 B.C. the Egyptians had developed wide-belled trumpets made from bronze and silver. Assyrian, Greek, Etruscan, Roman, Celtic, and Teutonic civilizations all had some form of the trumpet, and during the Crusades in the Middle Ages, the Europeans were introduced the Arab trumpa.

Now for the second point . . . . The second point to understand about the trumpet is that it has undergone extensive changes in construction, both in the materials used and in its shape. In this drawing, you can see various types of trumpets that’ve been used throughout the ages. Some of the materials that′ve been used to construct trumpets are the cane plant, horns or tusks of animals, and metals such as bronze, silver, and brass. In shape, the trumpet began as a long, hollow, straight tube to which a wide-mouthed bell was later added to magnify the sound. Then, as the tubing got longer and longer, it was bent to make the instrument more convenient, first into an S-shape and then into the circling loop of today. To increase the number and accuracy of tones produced, keys and a slide similar to the slide on a trombone were added to the trumpet before the three piston valves of the modem trumpet became the norm.

OK, so far we’ve discussed the first and second points I wanted to make. Now on to the third point. The third point to understand about the trumpet is that it has served a variety of purposes. The trumpet has only relatively recently been considered a musical instrument. For most of its long history, its been used in other ways. First, the trumpet has been used for ceremonial purposes, perhaps to herald the arrival of an important personage or to provide what you could call resonant ornamentation during a celebration or rite. In addition, the trumpet has been used for communication over distances; ancient versions of the trumpet with a limited range of low powerful notes were used for communication from village to village and from mountaintop to mountaintop. Finally, the trumpet has been used by numerous cultures in battle, to announce the charge into battle and to exhort troops to fight more intensely during battle. It wasn’t until the last few centuries, when changes and improvements to the trumpet made it more versatile, that it became established in its role as a musical instrument.

Of course, there’s a whole lot more we could say about the trumpet. However, for today, these points will suffice.

1. What can be concluded about the development of the trumpet?

It has been used in various forms around the world.

Its primary use has traditionally been as a musical instrument.

Its current form is the same as earlier forms.

it was invented fairly recently.

2. Which statements are true about the development of the trumpet?

Many different types of music have been written for the trumpet.

The trumpet has been used in many different ways.

Today's trumpet is much like the earliest trumpet.

The culture where the earliest trumpet developed is known.

3. Which statements are NOT true about the development of the trumpet?

Many different types of music have been written for the trumpet.

The culture where the earliest trumpet developed is known.

Today's trumpet is much like the earliest trumpet.

The trumpet has been used in many different ways.

4. Which was NOT mentioned as a material from which trumpets have been made?

Silver

Cane

Stone

Tusks

5. When did different parts of the trumpet develop?

Valves were added to the trumpet before a bell was added.

The trumpet's tubing was initially straight and later the tubing became looped.

The tubing on the trumpet was looped before a bell was added.

A bell was added to an early trumpet that was a long straight tube.

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

To correct an error he just made

To indicate to the students where he is in his overall outline of points

To summarize all the points in the passage

To make sure that the students are paying attention

7. According to professor′s categorization, which use of a trumpet is for a ceremony?

Announcing an arrival

Beginning a charge

Playing from a mountaintop

8. According to professor′s categorization, which use of a trumpet is for a battle?

Playing from a mountaintop

Announcing an arrival

Beginning a charge

9. According to professor′s categorization, which use of a trumpet is for communication?

Announcing an arrival

Playing from a mountaintop

Beginning a charge

Script:

Listen to part of a lecture in an anthropology class.

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

W: The ability to find food?

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

W: Um ... good eyesight?

M: OK. What else?

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

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

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

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

10. What is the main idea of the lecture?

Rules were developed to make sports fair.

Sports contain many elements of hunting.

Every human society is interested in sports.

Complex cultures have violent sports.

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

To find out if the student did her homework

To contradict the student's answer

To learn about what food the student likes

To encourage the student to elaborate

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

To make the hunt an entertainment for spectators

To put Rome at the center of Olympic sports

To compete with other cities in sports architecture

To shock and offend the enemies of Rome.

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

They are shocking because an animal is killed.

They were performed in the Coliseum of Rome.

They involve skills originally used by hunters.

They are the most popular sporting events today.

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

Running

Baseball

Fencing

Boxing

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

Sports will become even more negative in the future.

Today, only blood sports contain a negative element.

People prefer sports with a strong negative element.

The concept of sportsmanship makes sports less negative.

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.

16. What is the purpose of the discussion?

To share ideas for organizing computer files

To coordinate methods of library research

To compare human memory and computer memory

To review the different types of computer storage

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

Floppy disk

File cabinet

ROM

Monitor

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

To show the student how to be an efficient researcher

To count how many folders a library table can hold

To encourage the student to try a new computer program

To explain the difference between memory and disk storage

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

Hard disk

RAM

ROM

File folder

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

The computer loads the files into RAM.

The librarian lays folders on a table.

The files are returned to disk storage.

The computer is stored in a briefcase.

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.

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

The Native American villages

The strength of the wind

The fragrance of the trees

The density of the forests

22. 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 provided an aromatic spice for food.

It could make wooden ships waterproof.

23. How was the flowering dogwood used?

As an ingredient in soaps and perfumes

As a spring tonic for pioneer children

As a flavoring for candy and soft drinks

As a treatment for fevers and malaria

24. Why does the speaker say this?

She wants the students to smell a piece of wood.

She is demonstrating how to brew tea.

She is giving a recipe for a medicinal tonic.

She needs someone to help her lift a heavy tree.

25. Why was sassafras once considered a wonder tree?

Its fragrance was the sweetest of any American tree.

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

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

It provided more board timber than any other tree.

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

It is available only in drugstores.

It is no longer a legal medicine.

It is too expensive for most people.

It is probably not harmful to humans.

Script:

Listen to part of a discussion in a botany class. The class is talking about flowers.

W1: In a perfect, idealized flower, its four organs are

arranged in four whorls, all attached to the receptacle at the end of the stem. Before we go on, let’s quickly go over the four parts of the flower. First, let’s start from the outside and work in. Which organ is on the outside, closest to the stem?

M: The sepal. That’s the part that kind of looks like a leaf ‘cause it’s usually green. The sepal protects the flower bud before it opens up.

W1: Right. Then what comes next?

W2: The petals, the colorful part of the flower. It’s the petals that make the flower attractive to insects and birds ... and people, too.

W1: Right. And inside the petal layers we have ...?

M: The flower’s reproductive parts — the stamens and carpels.

W1: That’s right. So we have the four parts of a flower: sepals, petals, stamens, and carpels. Now, during the millions of years in the history of flowering plants, numerous variations evolved. In certain flowers, one or more of the four basic floral organs—sepals, petals, stamens, and carpels—have been eliminated. Plant biologists distinguish between complete flowers—those with all four organs—and incomplete flowers—those lacking one or more of the four floral parts. For example, most grasses have incomplete flowers that lack petals.

There are many variations in the size, shape, and color of flowers. One important element in plant classification is the arrangement of flowers on their stalks. The large composite family, for example, which includes asters, daisies, and sunflowers, have flower heads that form a central disk. What appears to be a single flower is actually a collection of hundreds of flowers. The central disk consists of tiny, complete flowers. And what appear to be petals surrounding the central disk are actually imperfect flowers called ray flowers.

M: I’m not sure I got that. Could you say that again?

W1: Sure. The flower head the center part of the plant— actually consists of many tiny, tightly packed complete flowers that stand upright on a flat disk.

The whole arrangement looks like a single, symmetrical flower, but it’s actually a collection of hundreds of separate flowers. The petals—what look like petals—are actually larger flowers called rays that extend from the rim of the disk. Does that help? M: Uh, yeah. I guess so. What you’re saying is. a single sunflower is really hundreds of flowers put together.

W1: That’s right. This will make more sense in the lab this afternoon.

So ... in the composite family, there are about 19.000 different species worldwide. Many are grown as ornamentals—cosmos, zinnia, dahlia, marigold, and aster. Probably the most-recognized composite flower is the English daisy. The daisy was introduced from Europe and now is a wildflower found on lawns, in fields, and at roadsides throughout North America. The name of the daisy has an interesting origin. The word "daisy’’ means "day′s eye" and comes from an older Anglo-Saxon word. The English daisy folds up its rays at night and unfolds them again at dawn—the "eye of the day" or "day’s eye.’’ Several cultivated varieties of English daisy are popular as edging plants or in rock gardens. The English daisy comes in lots of colors rose, lavender, pink, and white. It has a long bloom time, from April to September. The plants are compact and attractive, with flower heads up to two inches across. In the lab, we’ll be looking at some different varieties of the daisy, and you’ll see for yourself why they’re so popular.

27. What aspects of flowers does the class mainly discuss? Click on TWO answers.

The composite family of flowers

The evolution of flowers

The organs of a flower

The uses of flowers in art

28. Which part of the flower attracts insects and birds?

Petals

Stamens

Carpels

Sepals

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

To remind the student that his lab report is due today

To apologize for giving the student incorrect information

To imply that the student will see examples in the lab

To announce that the location of the lab has moved

30. Based on the information in the discussion, choose TWO true sentences.

The arrangement of flowers on the stalk can help identify the plant's family.

Incomplete flowers do not have all four basic flower organs.

All varieties of the English daisy are white with a yellow center.

The sunflower has one large symmetrical flower on its stalk.

31. According to the professor, how did the daisy get its name?

Its central disk resembles the human eye.

It blooms for only one day each year.

Its flowers open at dawn, the “day's eye."

It was named for an Anglo-Saxon chief.

Script:

An epidemiologist has been invited to speak to students in a public health class. Listen to part of the talk.

Epidemiology is the field of medicine that deals with epidemics outbreaks of disease that affect large numbers of people. As an epidemiologist, I look at factors involved in the distribution and frequency of disease in human populations.

For example, what is it about what we do or what we eat, or what our environment is, that leads one group of people to be more likely—or less likely—to develop a disease than another group of people? It′s these factors that we try to identify.

We use statistical analyses, field investigations, and a range of laboratory techniques. We try to determine the cause and distribution of a disease. We also look at how quickly the disease spreads—and by what method—so we can implement measures to control and prevent the disease. Some epidemiologists concentrate on communicable diseases, like tuberculosis and AIDS. Others focus on the growing epidemics in cancer, diabetes, and heart disease.

We gather data in a variety of ways. One way is through what we call descriptive epidemiology, or looking at the trends of diseases over time, as well as ... uh ... trends of diseases in one population relative to another. Statistics are important in descriptive epidemiology, because numbers are a useful way to simplify information.

A second approach is observational epidemiology, where we observe what people do. We take a group of people who have a disease and a group of people who don′t have a disease. We look at their patterns of eating or drinking and their medical history. We also take a group of people who’ve been exposed to something—for example, smoking—and a group of people who haven′t, and then observe them over time to see whether they develop a disease or not. In observational epidemiology, we don’t interfere in the process. We just observe it.

A third approach is experimental epidemiology, sometimes called an intervention study. Experimental research is the best way to establish cause-and-effect relationships between variables. A typical experiment studies two groups of subjects. One group receives a treatment, and the other group—the control group—does not. Thus, the effectiveness of the treatment can be determined. Experimental research is the only type of research that directly attempts to influence a particular variable—called the treatment variable—as a way to test a hypothesis about cause and effect. Some examples of treatments that can be varied include the amount of iron or potassium in the diet, the amount or type of exercise one engages in per week, and the minutes of sunlight one is exposed to per day.

The Health Research Institute, of which I am the director, is mostly involved in experimental studies—I say mostly because we study treatment and non-treatment groups and then compare the outcomes. However, we do collect and study various types of data in any given year. From these different approaches —descriptive, observational, and experimental we can judge whether a particular factor causes or prevents the disease that we’re looking at.

32. What is the talk mainly about?

How epidemiologists gather data

Experimental studies of diseases.

Why diseases change over time

Epidemics around the world

33. What factors do epidemiologists study? Click on TWO answers.

How diseases spread through populations

What causes outbreaks of a disease

Different names for the same disease

Stages in the treatment of a disease

34. Based on the information in the talk, choose TWO answers that describe experimental epidemiology.

A treatment group is compared with a non-treatment group.

Researchers examine the eating habits of sick and well people.

Researchers intervene to test a hypothesis about cause and effect.

Statistics are used to describe the trend of a disease over time.

35. Based on the information in the talk, choose the answer that describes descriptive epidemiology.

Statistics are used to describe the trend of a disease over time.

A treatment group is compared with a non-treatment group.

Researchers intervene to test a hypothesis about cause and effect.

Researchers examine the eating habits of sick and well people.

36. Why do epidemiologists often study two groups of people?

To compare different people's attitudes toward work

To understand cultural differences in approaches to disease.

To learn why some people get a disease and others do not

To explain why some people take better care of themselves

37. Listen again to part of the talk. Then answer the question. Why does the speaker talk about her own work?

To describe her organization's efforts to discover a cure for AIDS

To show how one organization uses various approaches to epidemiology

To encourage students to work at her organization after they graduate.

To inform the students that she prefers doing research to giving lectures

II.

PLATE TECTONICS

According to the theory of plate tectonics, the upper portion of the Earth’s lithosphere, which contains the heavier oceanic and the lighter continental crusts, consists of a series of rigid plates that are in constant motion. This theory provides a cohesive model to explain the integrated actions of continental drift, seafloor spreading, and mountain formation.

The Earth’s plates are estimated to have an average depth of approximately 60 miles (or 100 kilometers), but they are believed to vary considerably in size. Some are estimated to be continental or even hemispheric in size, while other are believed to be much smaller. Though the actual boundaries and sizes and shapes of the plates are not known for sure, it has been postulated that there are six major plates and somewhere around the same number of smaller ones. Most of the plates consist of both sial (continental) and sima (oceanic) crust. They are in constant movement, though they move at an extremely slow pace, and these movements cause frequent interactions between plates.

At this time, scientists have identified three different types of boundaries between plates. At a divergent boundary, plates are moving away from each other. This type of boundary occurs at an oceanic ridge, where new material is being added to the seafloor from deeper within the Earth. Shallow earthquakes and underwater volcanoes are associated with this type of plate activity. At a convergent boundary, plates are moving toward each other and collide, causing vast folding and crumpling along the edges of the plates. In addition to the folding and crumpling, one of the plates slowly folds under the other. Though this subduction is slow, it can nonetheless be quite catastrophic as the crustal material of the submerging plate gradually melts into the fiery hot depths below. The area where subduction occurs is usually an area where the crust is relatively unstable and is characterized by numerous deep earthquakes

and a significant amount of volcanic activity. The boundaries between convergent plates are generally found around the edges of ocean basins and are sometimes associated with deep ocean trenches. A third type of boundary is a transcurrent boundary, which involves two plates sliding past each other laterally, without the folding and crumpling that occurs at a convergent boundary. This third type of boundary is thought to be far less common than the other two types of boundaries.

The concept of plate tectonics provides an understanding of the massive rearrangement of the Earth’s crust that has apparently taken place. It is now generally accepted that the single supercontinent known as Pangaea indeed existed, that Pangaea subsequently broke apart into two giant pieces, Gondwanaland in the south and Laurasia in the north, and that the continents attached to the various crustal plates separated and drifted in various directions. As the plates drifted, they may have diverged, which was associated with the spread of the seafloor, or they may have converged, which resulted in collision, subduction, and mountain building.

(1) The majority of the Earth’s major mountain ranges are found in zones where plates converge. (2) The Himalayas, which are the world’s highest mountains, along with the central Asian mountains of varying heights associated with them, were formed by the crumpling and folding of two massive plates that collided at a convergent boundary. (3) The landmass that is today known as India was originally part of Gondwanaland, the giant supercontinent in the Southern Hemisphere, but it broke off from Gondwanaland approximately 200 million years ago and drifted north to collide with part of Laurasia, the giant supercontinent in the Northern Hemisphere, to create the world’s tallest mountains. (4)

38. The word “cohesive” in paragraph 1 is closest in meaning to ................

contemporary

unified

lengthy

tenacious

Explain:

39. It can be inferred from paragraph 2 that ................

none of the plates has a depth of more than 100 kilometers

some plates are relatively stationary

there are most likely around 6 minor plates

each of the plates has approximately the same dimensions

Explain:

40. The word “postulated” in paragraph 2 is closest in meaning to ................

forgotten

proven

postponed

hypothesized

Explain:

41. The author uses the expression “At this time” at the beginning of paragraph 3 in order to indicate that ................

more types of boundaries might be found in the future

the major plates are all currently moving away from each other

interactions are currently occurring between plates

all possible types of boundaries have already been located

Explain:

42. The word “subduction” in paragraph 3 is closest in meaning to ................

downward force

strong attack

lateral movement

sudden melting

Explain:

43. According to the passage, subduction ................

occurs rapidly

has little effect

causes one of the plates to sink and melt

generally takes place in stable areas

Explain:

44. The phrase “associated with” in paragraph 3 is closest in meaning to ................

found inside

related to

hidden from

working with

Explain:

45. It is NOT stated in paragraph 4 that it is generally accepted that ................

Gondwanaland moved to the south and Laurasia moved to the north

there used to be a giant continent

the continents moved in various directions

the giant continent broke into parts

Explain:

46. The word “drifted” in paragraph 4 is closest in meaning to ................

broke down

were formed

moved slowly

lifted up

Explain:

47. The word “them” in paragraph 5 refers to ................

the Himalayas

two massive plates

zones

central Asian mountains

Explain:

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

The world's tallest mountains used to be in India, but they broke off from India and drifted to the north.

India was formed when a landmass from the Southern Hemisphere broke off and collided with a landmass in the Northern Hemisphere.

Gondwanaland drifted north 200 million years ago to merge with Laurasia.

India was formed 200 million years ago when two giant supercontinents drifted north and collided.

Explain:

49. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Mountain building is clearly explained through the concept of plate tectonics.” can be added to paragraph 5. Where would the sentence best fit?

Number 1

Number 3

Number 4

Number 2

Explain:

50. Choose TWO phrases that describe the divergent boundary

Causes the continents to shift

Can result in the spreading of the seafloor

Is the least common type of boundary

Can result in the creation of mountains

Occurs when plates moving toward each other collide

Occurs when two plates remain stationary in relation to each other

Occurs when plates moving toward each other do not collide

Occurs when plates move away from each other

Explain:

51. Choose TWO phrases that describe the convergent boundary

Occurs when plates moving toward each other collide

Is the least common type of boundary

Can result in the spreading of the seafloor

Can result in the creation of mountains

Occurs when plates moving toward each other do not collide

Causes the continents to shift

Occurs when plates move away from each other

Occurs when two plates remain stationary in relation to each other

Explain:

52. Choose TWO phrases that describe the transcurrent boundary

Can result in the creation of mountains

Is the least common type of boundary

Can result in the spreading of the seafloor

Causes the continents to shift

Occurs when plates moving toward each other collide

Occurs when plates moving toward each other do not collide

Occurs when two plates remain stationary in relation to each other

Occurs when plates move away from each other

Explain:

KETCHUP

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

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

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

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

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

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

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

ingredients

descendents

creators

predecessors

Explain:

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

the Malaysian sauce was similar to the Chinese sauce

the Chinese sauce was in existence in the seventeenth century

the Chinese sauce was made from seafood and spices

the Indonesian sauce was similar to the Chinese sauce

Explain:

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

the resulting solution

a salt brine

this process

a week

Explain:

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

described

transported

traversed

discovered

Explain:

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

difficult to find in England

transported to England from Asia

not part of the original Asian recipe

not native to England

Explain:

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

fashion

distinction

anger

misunderstanding

Explain:

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

provide an example of a sauce using tomatoes

explain why tomatoes were considered dangerous

make a reference to the topic of the previous paragraph

indicate what will be discussed in the coming paragraph

Explain:

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

has fruit that is sometimes quite poisonous

is related to some poisonous plants

was considered poisonous by the Aztecs

has edible leaves

Explain:

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

strong attachments

rare alternatives

necessary utensils

standard elements

Explain:

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

Number 3

Number 4

Number 2

Number 1

Explain:

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

contracted

stemmed

expanded

converted

Explain:

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

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

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

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

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

Explain:

65. An introductory sentence or a brief summary of the passage is: “The history of a sauce known as ketchup.” Complete the summary by selecting the FOUR answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.

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

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

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

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

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

The sauce was first developed in Asia, without tomatoes.

Explain:

PULSARS

There is still much for astronomers to learn about pulsars. Based on what is known, the term pulsar is used to describe the phenomenon of short, precisely timed radio bursts that are emitted from somewhere in space. Though all is not known about pulsars, they are now believed in reality to emanate from spinning neutron stars, highly reduced cores of collapsed stars that are theorized to exist.

Pulsars were discovered in 1967, when Jocelyn Bell, a graduate student at Cambridge University, noticed an unusual pattern on a chart from a radio telescope. What made this pattern unusual was that, unlike other radio signals from celestial objects, this series of pulses had a highly regular period of 1.33730119 seconds. Because day after day the pulses came from the same place among the stars, Cambridge researchers came to the conclusion that they could not have come from a local source such as an Earth satellite.

(1) A name was needed for this newly discovered phenomenon. (2) The possibility that the signals were coming from a distant civilization was considered, and at that point the idea of naming the phenomenon L.G.M. (short for Little Green Men) was raised. (3) However, after researchers had found three more regularly pulsing objects in other parts of the sky over the next few weeks, the name pulsar was selected instead of L.G.M. (4)

As more and more pulsars were found, astronomers engaged in debates over their nature. It was determined that a pulsar could not be a star inasmuch as a normal star is too big to pulse so fast. The question was also raised as to whether a pulsar might be a white dwarf star, a dying star that has collapsed to approximately the size of the Earth and is slowly cooling off. However, this idea was also rejected because the fastest pulsar known at the time pulsed around thirty times per second and a white dwarf, which is the smallest known type of star, would not hold together if it were to spin that fast.

The final conclusion among astronomers was that only a neutron star, which is theorized to be the remaining core of a collapsed star that has been reduced to a highly dense radius of only around 10 kilometers, was small enough to be a pulsar. Further evidence of the link between pulsars and neutron stars was found in 1968, when a pulsar was found in the middle of the Crab Nebula. The Crab Nebula is what remains of the supernova of the year 1054, and inasmuch as it has been theorized that neutron stars sometimes remain following supernova explosions, it is believed that the pulsar coming from the Crab Nebula is evidently just such a neutron star.

(5) The generally accepted theory for pulsars is the lighthouse theory, which is based upon a consideration of the theoretical properties of neutron stars and the observed properties of pulsars. (6) According to the lighthouse theory, a spinning neutron star emits beams of radiation that sweep through the sky, and when one of the beams passes over the Earth, it is detectable on Earth. (7) It is known as the lighthouse theory because the emissions from neutron stars are similar to the pulses of light emitted from lighthouses as they sweep over the ocean; the name lighthouse is therefore actually more appropriate than the name pulsar. (8)

66. The phrase “emanate from” in paragraph 1 is closest in meaning to ................

wander away from

develop from

receive directions from

revolve around

Explain:

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

It was unusual that the period of pulses was only slightly more than a second in length.

It was unusual that the pattern of the pulsars was so regular.

It was unusual for researchers to hear patterns from space.

It was unusual for celestial objects to emit radio signals.

Explain:

68. The word “they” in paragraph 2 refers to ................

the pulses

the stars

Cambridge researchers

day after day

Explain:

69. The word “raised” in paragraph 3 could best be replaced by ................

suggested

lifted

elevated

discovered

Explain:

70. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “This name was selected because it indicates a regularly pulsing radio source.” can be added to paragraph 3. Where would the sentence best fit? ................

Number 4

Number 2

Number 1

Number 3

Explain:

71. The phrase “engaged in” in paragraph 4 could best be replaced by ................

became attached to

made promises about

were disappointed in

took part in

Explain:

72. The word “their” in paragraph 4 refers to ................

weeks

astronomers

details

pulsars

Explain:

73. 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. ................

White dwarfs cannot be dying stars because they cannot pulse at around thirty times per second.

Pulsars cannot spin very fast because they will fall apart if they spin fast.

White dwarfs cannot contain pulsars because white dwarfs spin much faster than pulsars.

Pulsars could not be white dwarfs because the frequency of the pulsars is too high.

Explain:

74. The word “Further” in paragraph 5 is closest in meaning to ................

distant

unreliable

irrelevant

additional

Explain:

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

It is believed that the supernova of1054 created the Crab Nebula, which contains a pulsing neutron star.

It is believed that a pulsar created the Crab Nebula, which exploded in a supernova in 1054.

It is believed that the Crab Nebula is a pulsar that is on the verge of becoming a supernova.

It is believed that a neutron star exploded in the supernova of 1054, creating the Crab Nebula.

Explain:

76. The word “properties” in paragraph 6 is closest in meaning to ................

surroundings

masses

lands

characteristics

Explain:

77. The word “it” in paragraph 6 refers to ................

a spinning neutron star

the sky

the Earth

one of the beams

Explain:

78. Look at the four numbers (5), (6), (7) and (8) which indicate where the sentence “The periodic flashing of pulsars is related to rotation rather than pulsing, so the name pulsar is actually not very accurate.” can be added to paragraph 6. Where would the sentence best fit? ................

Number 6

Number 5

Number 7

Number 8

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.

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

describe the aggressive nature of a school of fish

provide an example of a way that military units travel

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

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

Explain:

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

patterns

masses

shapes

pairs

Explain:

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

it is fully understood

it is quite common

it can involve a number of different fish behaviors

it can involve large numbers of fish

Explain:

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

A large, older fish

A tiny, shiny fish

A young, hungry fish

A smaller, colorful fish

Explain:

83. 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 1

Number 3

Number 2

Number 4

Explain:

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

fish

behavior

function

existence

Explain:

85. 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.

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.

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

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

Explain:

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

interlude

similitude

multitude

solitude

Explain:

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

it is usually successful in wiping out the entire school

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

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

it attacks only schools that lack sense organs

Explain:

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

the bright coloration makes it easier for predators to spot fish

fish in schools rarely have distinct markings

schooling fish tend to have muted coloration

the effect of coloration is multiplied when fish are massed together

Explain:

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

instant

careful

timely

tiny

Explain:

90. 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.

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

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.

Explain:

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

it is unclear how a problem can be resolved

it is necessary to clarify a previously made point

a second issue is about to be presented

contradictory information is about to be presented

Explain:

92. 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:

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

cloudy

warm

clear

deep

Explain:

94. 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 1

Number 3

Number 2

Number 4

Explain:

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

use their sight to stay in schools

stay in schools when they cannot see well

swim in water where the visibility is low

see well in dark water

Explain:

96. 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:

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

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

Fish may move in schools by using various senses.

Fish most likely move in schools in various ways.

Explain:

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

Lateral sense organs enable some fish to school.

Sight enables some fish to school.

Large numbers provide protection.

Lateral sense organs provide protection.

Coloration enables some fish to move.

Sight provides protection.

Coloration provides protection.

Explain:

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

Coloration enables some fish to move.

Sight enables some fish to school.

Large numbers provide protection.

Coloration provides protection.

Lateral sense organs provide protection.

Lateral sense organs enable some fish to school.

Sight provides protection.

Explain:

MUSICAL TALENT

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill as a result of a well-designed instructional regime, such as the Suzuki method for the violin. Some have the good fortune to be born into a musical family in a household filled with music. In a number of interesting cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which the talent is expressed publicly will depend upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, sounds produced at certain auditory frequencies and grouped according to a prescribed system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. (1) During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. (2) Infants as young as two months can match their mother’s songs in pitch, loudness, and melodic shape, and infants at four months can match rhythmic structure as well. (3) Infants are especially predisposed to acquire these core aspects of music, and they can also engage in sound play that clearly exhibits creativity. (4)

Individual differences begin to emerge in young children as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty in producing accurate melodies by the age of five or six. However, by the time they reach school age, most children in any culture have a schema of what a song should be like and can produce a reasonably accurate imitation of the songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable “ear” or extraordinary memory for music and a natural understanding of musical structure. In many of these cases, the child is average in every other way but displays an exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the levels of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and at age nine he was also a master of the art of modulation—transitions from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and 30 other major works. Mozart’s well-developed talent was preserved into adulthood.

Unusual musical ability is a regular characteristic of certain anomalies such as autism. In one case, an autistic girl was able to play “Happy Birthday” in the style of various composers, including Mozart, Beethoven, Verdi, and Schubert. When the girl was three, her mother called her by playing incomplete melodies, which the child would complete with the appropriate tone in the proper octave. For the autistic child, music may be the primary mode of communication, and the child may cling to music because it represents a haven in a world that is largely confusing and frightening.

Glossary:

- schema: a mental outline or model

- anomaly: departure from what is normal; abnormal condition

- autism: a developmental disorder involving impaired communication and emotional separation

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

good luck

strong interest

personal style

advanced skill

Explain:

101. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 1? Incorrect choices change the meaning in important ways or leave out essential information.

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

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

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

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

Explain:

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

vary in emphasis in different cultures

distinguish music from other art forms

make music difficult to learn

express different human emotions

Explain:

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

inclined

pushed

gifted

amused

Explain:

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

between the ages of two and four months

When infants start to babble and produce sound patterns

between ten years old and adolescence

When children learn to sing at two or three years old

Explain:

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

the ability of all babies to acquire core elements of music

Exceptional musical ability in an otherwise average child

Recognition of the emotional power of music

Differences between learning music and learning language

Explain:

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

to compare past and present views of musical talent

to describe the development of individual musical skill

to list musical accomplishments of the eighteenth century

To give an example of a well-known musical prodigy

Explain:

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

modulation

perfect pitch

prodigy

rhythm

Explain:

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

ability to compose major works at a young age

playing a single song in the style of various composers

a remarkable “ear” or perfect memory for music

appreciation for a wide variety of musical styles

Explain:

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

safe place

simple problem

beautiful art

personal goal

Explain:

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

It has been documented and studied but is little understood.

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

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

occurs more frequently in some cultures than in others.

Explain:

111. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “They can even imitate patterns and tones sung by other people.” could be added to the passage. Where would the sentence best fit?

Number 2

Number 3

Number 4

Number 1

Explain:

112. An introductory sentence for a brief summary of the passage is: “Musical talent usually appears early in life.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.

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

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

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

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

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

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

Explain:

BACK

01.

02.

03.

04.

05.

06.

07.

08.

09.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

A	C	E	F	G	H
B	D

51.

A	C	E	F	G	H
B	D

52.

A	C	E	F	G	H
B	D

53.

54.

55.

56.

57.

58.

59.

60.

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.

94.

95.

96.

97.

98.

A	C	D	E	F	G
B

99.

A	C	D	E	F	G
B

100.

101.

102.

103.

104.

105.

106.

107.

108.

109.

110.

111.

112.

Score: 0/10

SCORE NEW TEST

No.

Date

Right Score

Total Score

elearn site

PARTNERS

NEWS