I.
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.
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1. What is the main idea of the lecture?
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A. |
Rules were developed to make sports fair. |
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B. |
Complex cultures have violent sports. |
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C. |
Sports contain many elements of hunting. |
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D. |
Every human society is interested in sports. |
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2. Listen again to part of the discussion. Then answer the question. Why does the professor say this?
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A. |
To find out if the student did her homework |
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B. |
To encourage the student to elaborate |
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C. |
To contradict the student's answer |
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D. |
To learn about what food the student likes |
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3. According to the professor, why did the ancient Romans build the Coliseum?
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A. |
To make the hunt an entertainment for spectators |
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B. |
To shock and offend the enemies of Rome. |
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C. |
To compete with other cities in sports architecture |
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D. |
To put Rome at the center of Olympic sports |
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4. What point does the professor make about track and field sports?
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A. |
They are shocking because an animal is killed. |
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B. |
They were performed in the Coliseum of Rome. |
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C. |
They are the most popular sporting events today. |
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D. |
They involve skills originally used by hunters. |
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5. Which sports contain a symbolic element of the kill? Click on TWO answers.
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6. What does the professor imply about the negative element of sports?
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A. |
Today, only blood sports contain a negative element. |
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B. |
People prefer sports with a strong negative element. |
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C. |
Sports will become even more negative in the future. |
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D. |
The concept of sportsmanship makes sports less negative. |
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Script:
Listen to part of a lecture in a Canadian studies class. The professor is talking about art. The painter Arthur Lismer wrote, "Most creative people, whether in painting, writing or music, began to have a guilty feeling that Canada was as yet unwritten, unpainted, unsung." According to Lismer, there was a job to be done, and so a generation of artists set out to create a school of painting that would record the Canadian scene and reinforce a distinctive Canadian identity. Calling themselves the Group of Seven, they proclaimed that quote, “Art must grow and flower in the land before the country will be a real home for its people." The Group′s origins date back to the 1911 showing in Toronto of the painting “At the Edge of the Maple Wood” by A.Y. Jackson of Montreal. This painting’s vibrant color and texture made a deep impression on local artists. They persuaded Jackson to come to Toronto and share a studio with them. Jackson began to accompany another painter, Tom Thomson, on sketching trips to Algonquin Park, north of the city. Several of the artists worked at the same Toronto commercial design firm, and it was here that they met and discovered their common artistic interests. After work, they socialized together at the Arts and Letters Club. They talked about finding a new direction for Canadian art. a distinctly Canadian style of painting. It was a romantic quest—mainly fueled by the restless spirit of Tom Thomson, who led the others to the Canadian wilderness to sketch and paint. A patron gave the artists the famous Studio Building in Toronto. It was here that Thomson did some of his finest paintings from sketches made in the wild. Among them was “The Jack Pine,” one of the nation’s best-loved pictures. But then, suddenly and tragically, Thomson died in 1917 drowning in a canoe accident—shocking his fellow painters and Canadian art lovers. The other artists continued their sketching trips to the vast wilderness of northern Ontario. It was there that they found inspiration for some of their greatest paintings. Each artist had his own vision and his own technique, but they all captured the essence of wilderness Canada—a bleak, somber, incredibly beautiful landscape of rock outcroppings, storm-driven lakes, and jack pine trees—a land totally uninhabited by people. After a 1919 trip to the wilderness, the artists decided to organize an exhibition and to formally call themselves the Group of Seven. The seven founding artists were Jackson, Lismer, Harris, MacDonald, Varley, Johnston, and Carmichael. Their 1920 exhibition was an important moment in Canadian art. It proclaimed that Canadian art must be inspired by Canada itself. However, the initial response was less than favorable. Several major art critics ignored the show, while others called the paintings crude and barbaric. Yet, when British critics praised the Group’s distinctly Canadian vision, the Canadian public took another look. Later exhibitions drew increasing acceptance for the Group’s work, establishing them as the “national school.” Before long, they were the most influential painters in the country, and several of their paintings have become icons of Canada. A.Y. Jackson was influential for his analysis of light and shadow’. Arthur Lismer’s work has an intensity all its own— particularly his painting of the "Canadian Jungle.” the violently colored forest in the fall. Lawren Harris went further than the rest in simplifying the forms of nature into sculptural shapes, organizing an entire scene into a single, unified image, and eventually into abstraction.
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7. Which of the following best describes the organization of the lecture?
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A. |
A comparison of schools of art |
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B. |
A description of a painting |
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C. |
A history of an art movement |
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D. |
A list of influential painters |
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8. What is the professor′s point of view concerning the Group of Seven?
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A. |
They produced a style of painting that was crude and barbaric. |
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B. |
They deserve more attention than they have received. |
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C. |
They influenced new trends in Canadian literature and music. |
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D. |
They created a distinctive Canadian art inspired by Canada itself. |
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9. Listen again to part of the lecture. Then answer the question. Why does the professor say this?
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A. |
to state that the Group earned very little money |
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B. |
To show how one artist inspired the Group's direction |
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C. |
to explain why the Group's work was misunderstood |
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D. |
to contrast the methods of different artists in the Group |
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10. What subjects did the Group of Seven paint? Click on TWO answers.
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C. |
Uninhabited landscapes |
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11. What does the professor mean by this statement?
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A. |
Canada has more painters now than at any time in the past. |
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B. |
People come from all over the world to study Canadian art. |
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C. |
Much of the Group's work has come to represent Canada. |
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D. |
Art lovers pay high prices for the Group's paintings. |
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12. Listen again to part of the lecture. Then answer the question. What can be concluded about the Group of Seven′s style of painting?
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A. |
The Group did not share a single style of painting. |
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B. |
All artists in the Group followed the style of Jackson. |
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C. |
Three artists are responsible for the Group's style. |
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D. |
The Group started the abstract style of painting. |
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Script:
Listen to a conversation between a student and a professor. Professor: Come in, Will. Did you want to discuss something with me? Student: Thank you, yes, I have something I need to talk about with you. It’s about our group presentation. I′m here on behalf of our group. We’ve been trying to plan our presentation, but . . . well . . . we’re kind of stuck. So we decided that one of us should come here and talk about it with you, and I’m the one. Professor: That’s fine, but can you be a bit more specific? I’m not quite sure how′ to answer your question. Student: Well, we’re not sure how′ to get started, how to get organized. We’ve had a number of meetings, but we just sit around discussing how we should prepare the presentation, and we never set anywhere. Sometimes it seems like everyone in the group has a different idea about how to proceed. Professor: OK, I see. . . . Tell me, what’s the topic of your presentation? I mean, which company are you discussing? Student: The Northwest Paper Company. Professor: OK, so, with your group, first of all you should be outlining what issues the Northwest Paper Company is facing. Student: But we’ve been trying to divide up tasks first, trying to figure out who’s going to do what part of the presentation. Professor: That most likely won’t work. You need to concentrate on the issues first, as a group and not individually. Student: OK, so we should concentrate on the issues first. . . . You did say "issues,” didn’t you? There can be more than one issue? Professor: Certainly. The company may be facing more than one issue . . . maybe two or three issues. Just concentrate on the major issues. Student: So, as a group, the first thing we need to do is to decide what the issues are, maybe two or three main issues. Professor: That′s right. Then, after the group has agreed on what the issues are, as a group, you need to decide on the best solution for each issue. Student: OK, first we figure out the issues, and then we figure out the best solutions for the issues. Professor: Yes. Together as a group, you should agree on the issues and the solutions. And then, only then, you should think about how you’re going to organize your presentation. Student: And how would you suggest that we organize our presentation? Professor: Oh, there are many different ways to organize the presentation ... let me give you a couple of examples. How many students are in your group? Four or five? Student: Four. Our group has four members. Professor: Well, let’s say you decide that there are two major issues. Then, one person could introduce the presentation, give an overview, you know, and a second person could discuss one issue and its solution, and the third person could discuss the second issue and its solution, and the fourth person could summarize it all. Or maybe you decide that there′re three issues and three of you present issues and solutions and one person introduces and summarizes the presentation. Or maybe two of you present issues and the other two of you discuss possible solutions. Student: OK. I understand. . . . Professor: What, exactly, do you understand? Student: That we need to figure out what the issues and solutions are together as a group before we can decide how we’re going to organize the presentation. Professor: Exactly!
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13. Why does the student go to talk with the professor?
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A. |
To find out who else is working on his group presentation |
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B. |
To set up a meeting with his group and the professor |
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C. |
To discuss how to resolve a problem his group is having |
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D. |
To discuss the issues his group has developed for their presentation |
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14. Listen again to part of the passage. Then answer the question. What does the professor mean when she says this?
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A. |
“Your question is a really good one.” |
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B. |
“I can't answer until I understand better what your question is.” |
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C. |
“Can you please specify what your presentation is about?” |
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D. |
“Your question is too hard for me to answer." |
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15. What does the professor think the students have done wrong?
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A. |
They need to determine more than one issue. |
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B. |
They are concentrating on dividing up topics too early. |
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C. |
They have come up with too many issues. |
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D. |
They have determined the issues but not the solutions. |
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16. What should the students do first?
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A. |
Determine which part of the presentation each student should work on |
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B. |
Determine how to organize their presentation |
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C. |
Determine the main issues and how to solve them |
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D. |
Find the main issue the company is facing |
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17. Listen again to part of the passage. Then answer the question. Why does the professor say this?
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A. |
To suggest that there are many possible ways to organize the presentation |
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B. |
To apologize for not knowing how the students should organize the presentation |
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C. |
To outline how the students should organize the presentation |
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D. |
To clarify that the students should discuss two issues |
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Script:
Listen to a conversation between a student and a music professor. M: Hi, Professor Casey. How are you? W: Fine, thanks. Michael. I heard you got the scholarship for the summer program at Silverwood. Congratulations! M: Thank you. I mean, thank you very much—I’m sure your recommendation helped me a lot. W: I was happy to do it. So are you ready for summer? M: I wish it was next week, but I ... uh ... still have a lot to do before exams. But I’m looking forward to it. I’ll be studying oboe with Peter Stanley—he heads the woodwind ensemble there. W: I know him. You couldn′t ask for a better teacher. That’s great. I′m really happy for you. M: Thanks. I’m looking forward to it. He was on the panel for my interview. I′ll be studying oboe with him, and also orchestra- Dr. Fine is the conductor— and I’m hoping to do the French horn, too, and maybe take up the krummhorn—it has such a cool sound. They’re supposed to have an early music specialist there, but I forgot her name. W: The krummhorn! M: Yeah. W: That’s right. You did tell me of your interest in medieval and Renaissance music. I hope you get a chance to pursue that. There’s been a revival of interest there. Well. Michael, it looks like you’ll have a full plate this summer. M: I know. I’m sure I’ll be working hard! But it’ll be great. W: So what comes after that? What are your plans for next year? You’ll be a sophomore, right? M: Right. I′ll be coming back here, so I’m sure I’ll be seeing you. You′ll still be teaching theory and composition, right? W: Of course I will. And I look forward to having you in class. M: What will you be doing this summer? W: I’ll be teaching Theory I and II and coaching voice. M: Uh-huh. You′re also in a band, aren′t you? I mean, outside of school? W: Yes. I am—a jazz quintet. We do mostly standards. I play piano and sing. For me, that′s fun and relaxation time. M: My girlfriend said she heard you at the Back Alley. W: Yes. we play there every Wednesday night. You should come hear us sometime. M: I’d like that. I′ll bring my girlfriend. She says you were really good. W: Well then, I hope to see you some Wednesday night. M: I’ll be there. Well ... I gotta go now. I′m supposed to meet my German teacher in fifteen minutes. And thanks again for the recommendation. W: It′s my pleasure. Michael. You′ll make the most of it. I’m certain. Good luck!
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18. What topics do the speakers mainly discuss? Click on TWO answers.
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C. |
Their mutual acquaintances |
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D. |
Their musical interests |
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19. What does the professor mean when she says this?
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A. |
Some teachers are more effective than others. |
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B. |
Students are not allowed to select their teachers. |
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C. |
You should ask for a different teacher. |
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D. |
He is one of the best teachers available. |
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20. Why does the professor say this?
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A. |
To predict which courses the student will like |
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B. |
To comment on the man's summer workload |
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C. |
To explain why the summer program is popular |
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D. |
To praise the excellent food at Silverwood |
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21. What does the professor do for relaxation?
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22. What can be inferred from the conversation?
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A. |
The professor used to be on the faculty at Silverwood. |
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B. |
The student wants to study music in graduate school. |
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C. |
The summer program at Silverwood is not well known. |
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D. |
The professor recommended the student for a scholarship. |
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Script:
Listen to a conversation between a student and a professor. Student: Hello, Professor Norton. May I speak with you now? ... I mean, is now a good time to talk with you? Professor: Uh ... I have ... let me see . . . just a few minutes before I have to head over to Anderson Hall for a class, so if it′s a short question, I can handle it. Student: My question is about . . . about . . . my grade on the last exam. . . . My grade . . . it was . . . well, it wasn’t very high. In fact, . . . it was pretty bad ... a 62. And, well . . . I was wondering if there′s anything I can do about it, some extra credit . . . or retaking the exam . . . something? Professor: A 62? That’s quite low. Student: I know. Professor: That may even have been the lowest in the class. Student: Oh . . . Professor: What happened? ... I mean, why was the grade so low? Student: I don’t know. . . . Professor: Did you attend class regularly? Student: All the time. . . . Professor: And were you paying attention and taking good notes . . . things like that? Student: I guess I didn’t take very good notes, and then, well ... uh ... I didn′t study as much as I should’ve. Professor: Clearly . . . now ... uh ... as to your original question about retaking the exam... Student: Or maybe an extra credit assignment, something like that. . . . Professor: I don’t do things like that. . . . The grades in my courses are based solely on the exams. Student: Oh.... Professor: But there is something you can do about that grade. ... Student: There is? What is it? Professor: Well, you know, I explained about my grading system on the first day of the course. Did you understand it then? Student: I think so, but . . . well . . . maybe you could explain it again, so I can see how it can help me out of this predicament. Professor: Well, there are three unit exams in the course, you just had one of them, the one you did so poorly on. Student: Yes... Professor: And then there’s a final exam, a cumulative final exam. Student: Cumulative? Professor: That means it covers all the material in the course. Student: Including the material on the exam we just took? Professor: Yes, including the material on the exam you just took. ... Student: And how will the cumulative exam help me? Professor: Because the final exam is cumulative, it counts for half of your final grade. The three unit exams together count as the other half. That means, if you do well on the remaining two unit exams and then do really well on the cumulative final, then your grade won’t suffer too much. Student: It also means that the material I didn’t understand too well on the last exam is also going to be tested again on the final. Professor: It certainly does mean that. Student: So I need to work some more on the unit we just finished in addition to working hard on the next two units. . . . Professor: That’s exactly what it means. Oh, look what time it is! I need to get going now! Student: Well, thanks for your help, I guess.
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23. Why does the student go to see the professor?
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A. |
To retake an exam she failed |
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B. |
To look for a solution to the problem of a bad grade |
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C. |
To make up an exam that she missed |
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D. |
To explain to the professor why the grade was so low |
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24. Listen again to part of the passage. Then answer the question. Why does the professor say this?
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A. |
To revert to an earlier topic |
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B. |
To clarify what the student's question was |
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C. |
To reinforce what he just said |
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D. |
To ask the student a question |
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25. What are the professor′s grades based on?
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C. |
Several cumulative exams |
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26. What is a cumulative exam?
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A. |
An exam that covers all the units in the course |
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B. |
The first exam given in the course |
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C. |
An exam on the final unit in the course |
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D. |
The exam with the highest grade |
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27. What solution does the professor offer to the student?
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A. |
To accept a bad grade in the course |
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B. |
To prepare well for future exams |
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C. |
To submit extra credit assignments |
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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.
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28. What is the talk mainly about?
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A. |
Why diseases change over time |
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B. |
Epidemics around the world |
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C. |
How epidemiologists gather data |
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D. |
Experimental studies of diseases. |
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29. What factors do epidemiologists study? Click on TWO answers.
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A. |
Different names for the same disease |
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B. |
How diseases spread through populations |
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C. |
Stages in the treatment of a disease |
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D. |
What causes outbreaks of a disease |
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30. Based on the information in the talk, choose TWO answers that describe experimental epidemiology.
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A. |
Statistics are used to describe the trend of a disease over time. |
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B. |
Researchers examine the eating habits of sick and well people. |
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C. |
A treatment group is compared with a non-treatment group. |
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D. |
Researchers intervene to test a hypothesis about cause and effect. |
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31. Based on the information in the talk, choose the answer that describes descriptive epidemiology.
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A. |
Statistics are used to describe the trend of a disease over time. |
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B. |
Researchers examine the eating habits of sick and well people. |
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C. |
Researchers intervene to test a hypothesis about cause and effect. |
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D. |
A treatment group is compared with a non-treatment group. |
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32. Why do epidemiologists often study two groups of people?
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A. |
To compare different people's attitudes toward work |
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B. |
To explain why some people take better care of themselves |
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C. |
To understand cultural differences in approaches to disease. |
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D. |
To learn why some people get a disease and others do not |
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33. Listen again to part of the talk. Then answer the question. Why does the speaker talk about her own work?
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A. |
To encourage students to work at her organization after they graduate. |
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B. |
To inform the students that she prefers doing research to giving lectures |
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C. |
To show how one organization uses various approaches to epidemiology |
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D. |
To describe her organization's efforts to discover a cure for AIDS |
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II.
GREEN ICEBERGS Icebergs are massive blocks of ice, irregular in shape; they float with only about 12 percent of their mass above the sea surface. They are formed by glaciers—large rivers of ice that begin inland in the snows of Greenland, Antarctica, and Alaska—and move slowly toward the sea. The forward movement, the melting at the base of the glacier where it meets the ocean, and waves and tidal action cause blocks of ice to break off and float out to sea. Icebergs are ordinarily blue to white, although they sometimes appear dark or opaque because they carry gravel and bits of rock. They may change color with changing light conditions and cloud cover, glowing pink or gold in the morning or evening light, but this color change is generally related to the low angle of the Sun above the horizon. However, travelers to Antarctica have repeatedly reported seeing green icebergs in the Weddell Sea and, more commonly, close to the Amery Ice Shelf in East Antarctica. One explanation for green icebergs attributes their color to an optical illusion when blue ice is illuminated by a near-horizon red Sun, but green icebergs stand out among white and blue icebergs under a great variety of light conditions. Another suggestion is that the color might be related to ice with high levels of metallic compounds, including copper and iron. Recent expeditions have taken ice samples from green icebergs and ice cores—vertical, cylindrical ice samples reaching down to great depths—from the glacial ice shelves along the Antarctic continent. Analyses of these cores and samples provide a different solution to the problem. The ice shelf cores, with a total length of 215 meters (705 feet), were long enough to penetrate through glacial ice—which is formed from the compaction of snow and contains air bubbles—and to continue into the clear, bubble-free ice formed from seawater that freezes onto the bottom of the glacial ice. The properties of this clear sea ice were very similar to the ice from the green iceberg. The scientists concluded that green icebergs form when a two-layer block of shelf ice breaks away and capsizes (turns upside down), exposing the bubble-free shelf ice that was formed from seawater. A green iceberg that stranded just west of the Amery Ice Shelf showed two distinct layers: bubbly blue-white ice and bubble-free green ice separated by a one- meter-long ice layer containing sediments. The green ice portion was textured by seawater erosion. Where cracks were present, the color was light green because of light scattering; where no cracks were present, the color was dark green. No air bubbles were present in the green ice, suggesting that the ice was not formed from the compression of snow but instead from the freezing of seawater. Large concentrations of single-celled organisms with green pigments (coloring substances) occur along the edges of the ice shelves in this region, and the seawater is rich in their decomposing organic material. The green iceberg did not contain large amounts of particles from these organisms, but the ice had accumulated dissolved organic matter from the seawater. It appears that unlike salt, dissolved organic substances are not excluded from the ice in the freezing process. Analysis shows that the dissolved organic material absorbs enough blue wavelengths from solar light to make the ice appear green. Chemical evidence shows that platelets (minute flat portions) of ice form in the water and then accrete and stick to the bottom of the ice shelf to form a slush (partially melted snow). The slush is compacted by an unknown mechanism, and solid, bubblefree ice is formed from water high in soluble organic substances. When an iceberg separates from the ice shelf and capsizes, the green ice is exposed. The Amery Ice Shelf appears to be uniquely suited to the production of green ice-bergs. Once detached from the ice shelf, these bergs drift in the currents and wind systems surrounding Antarctica and can be found scattered among Antarctica's less colorful icebergs. Icebergs are massive blocks of ice, irregular in shape; they float with only about 12 percent of their mass above the sea surface. They are formed by glaciers—large rivers of ice that begin inland in the snows of Greenland, Antarctica, and Alaska—and move slowly toward the sea. The forward movement, the melting at the base of the glacier where it meets the ocean, and waves and tidal action cause blocks of ice to break off and float out to sea.
| 34. According to paragraph 1, all of the following are true of icebergs EXCEPT ................ |
34
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A. |
Most of their mass is above the sea surface. |
| |
B. |
They do not have a regular shape. |
| |
C. |
They are formed where glaciers meet the ocean. |
| |
D. |
Waves and tides cause them to break off glaciers. |
|
Explain: |
| 35. According to paragraph 2, what causes icebergs to sometimes appear dark or opaque? ................ |
35
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A. |
The low angle of the Sun above the horizon |
| |
B. |
The presence of gravel or bits of rock |
| |
C. |
The presence of large cracks in their surface |
|
Explain: |
| 36. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information. |
36
| |
A. |
One explanation notes that green icebergs stand out among other icebergs under a great variety of light conditions, but this is attributed to an optical illusion. |
| |
B. |
One explanation attributes the color of green icebergs to an optical illusion under special light conditions, but green icebergs appear distinct from other icebergs under a great variety of light conditions. |
| |
C. |
One explanation for the color of green icebergs attributes their color to an optical illusion that occurs when the light from a near-horizon red Sun shines on a blue iceberg. |
| |
D. |
One explanation for green icebergs attributes their color to a great variety of light conditions, but green icebergs stand out best among other icebergs when illuminated by a near-horizon red Sun. |
|
Explain: |
| 37. The word “penetrate” in the passage is closest in meaning to ................ |
37
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Explain: |
| 38. According to paragraph 4, how is glacial ice formed? |
38
| |
A. |
By the freezing of seawater on the bottom of ice shelves |
| |
B. |
By the compaction of snow |
| |
C. |
By the capsizing of a two-layer block of shelf ice |
| |
D. |
By breaking away from the ice shelf |
|
Explain: |
| 39. According to paragraph 4, ice shelf cores helped scientists explain the formation of green icebergs by showing that ................ |
39
| |
A. |
bubble-free ice is found at the top of the ice shelf |
| |
B. |
the ice at the bottom of green icebergs is bubble-free ice formed from frozen seawater |
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C. |
the clear sea ice at the bottom of the ice shelf is similar to ice from a green iceberg |
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D. |
glacial ice is lighter and floats better than sea ice |
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Explain: |
| 40. Why does the author mention that "The green ice portion was textured by seawater erosion"? |
40
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A. |
To support the idea that the green ice had been the bottom layer before capsizing |
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B. |
To suggest that green ice is more easily eroded by seawater than white ice is |
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C. |
To explain why cracks in the iceberg appeared light green instead of dark green |
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D. |
To explain how the air bubbles had been removed from the green ice |
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Explain: |
| 41. The word “accumulated” in the passage is closest in meaning to ................ |
41
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Explain: |
| 42. The word “excluded” in the passage is closest in meaning to ................ |
42
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Explain: |
| 43. The word “accrete” in the passage is closest in meaning to |
43
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Explain: |
| 44. Which of the following is NOT explained in the passage? |
44
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A. |
Why blocks of ice break off where glaciers meet the ocean |
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B. |
Why blocks of shelf ice sometimes capsize after breaking off |
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C. |
Why green icebergs contain large amounts of dissolved organic pigments |
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D. |
Why green icebergs are commonly produced in some parts of Antarctica |
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Explain: |
| 45. The passage supports which of the following statements about the Amery Ice Shelf? |
45
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A. |
The Amery Ice Shelf produces green icebergs because the seawater is rich in a particular kind of soluble organic material. |
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B. |
The Amery Ice Shelf produces only green icebergs. |
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C. |
No green icebergs are found far from the Amery Ice Shelf. |
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D. |
The Amery Ice Shelf produces green icebergs because its ice contains high levels of metallic compounds such as copper and iron. |
|
Explain: |
| 46. Look at the four numbers (1), (2), (3) and (4) that indicate where the sentence “Scientists have differed as to whether icebergs appear green as a result of light conditions or because of something in the ice itself.” could be added to the passage. Where would the sentence best fit? |
46
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Explain: |
| 47. An introductory sentence for a brief summary of the passage is “Several suggestions, ranging from light conditions to the presence of metallic compounds, have been offered to explain why some icebergs appear green.”. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
47
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A. |
In a green iceberg, the sea ice contains large concentrations of organic matter from the seawater. |
| |
B. |
Green icebergs form when a two- layer block of ice breaks away from a glacier and capsizes, exposing the bottom sea ice to view. |
| |
C. |
Green icebergs are white until they come into contact with seawater containing platelets and soluble organic green pigments. |
| |
D. |
Ice cores were used to determine that green icebergs were formed from the compaction of metallic compounds, including copper and iron. |
| |
E. |
All ice shelves can produce green icebergs, but the Amery Ice Shelf is especially well suited to do so. |
| |
F. |
Ice cores and samples revealed that both ice shelves and green icebergs contain a layer of bubbly glacial ice and a layer of bubble-free sea ice. |
|
Explain: |
THE UNDERGROUND RAILROAD Slavery was legal for over 200 years in some parts of North America, particularly the southern states of the United States, where the plantation system of agriculture depended on the labor of slaves, most of whom came from Africa. Slaves had no rights or freedoms because they were thought of as property. From the time of its origin, slavery had opponents. The abolitionist movement began in the 1600s when the Quakers in Pennsylvania objected to slavery on moral grounds and wanted to abolish the institution. In 1793, Canada passed a law abolishing slavery and declared that any escaped slaves who came to Canada would be free citizens. Slavery was already illegal in most northern states; however, slaves captured there by slave hunters could be returned to slavery in the South. Canada refused to return runaway slaves or to allow American slave hunters into the country. It is estimated that more than 30,000 runaway slaves immigrated to Canada and settled in the Great Lakes region between 1830 and 1865. The American antislavery movement was at the height of its activity during the 1800s, when abolitionists developed the Underground Railroad, a loosely organized system whereby runaway slaves were passed from safe house to safe house as they fled northwards to free states or Canada. The term was first used in the 1830s and came from an Ohio clergyman who said, “They who took passage on it disappeared from public view as if they had really gone to ground." Because the Underground Railroad was so secret, few records exist that would reveal the true number of people who traveled it to freedom. The most active routes on the railroad were in Ohio, Indiana, and western Pennsylvania. Runaway slaves usually traveled alone or in small groups. Most were young men between the ages of 16 and 35. (1) The fugitives hid in wagons under loads of hay or potatoes, or in furniture and boxes in steamers and on rafts. (2) They traveled on foot through swamps and woods, moving only a few miles each night, using the North Star as a compass. Sometimes they moved in broad daylight. (3) Boys disguised themselves as girls, and girls dressed as boys. In one well-known incident, twenty-eight slaves escaped by walking in a funeral procession from Kentucky to Ohio. (4) The “railroad” developed its own language. The “trains” were the large farm wagons that could conceal and carry a number of people. The “tracks” were the backcountry roads that were used to elude the slave hunters. The “stations” were the homes and hiding places where the slaves were fed and cared for as they moved north. The “agents” were the people who planned the escape routes. The “conductors” were the fearless men and women who led the slaves toward freedom. The “passengers” were the slaves who dared to run away and break for liberty. Passengers paid no fare and conductors received no pay. The most daring conductor was Harriet Tubman, a former slave who dedicated her life to helping other runaways. Tubman made 19 trips into the South to guide 300 relatives, friends, and strangers to freedom. She was wanted dead or alive in the South, but she was never captured and never lost a passenger. A determined worker, she carried a gun for protection and a supply of drugs to quiet the crying babies in her rescue parties. A number of white people joined the effort, including Indiana banker Levi Coffin and his wife Catherine, who hid runaways in their home, a “station” conveniently located on three main escape routes to Canada. People could be hidden there for several weeks, recovering their strength and waiting until it was safe to continue on their journey. Levi Coffin was called the “president of the Underground Railroad” because he helped as many as 3,000 slaves to escape. The people who worked on the railroad were breaking the law. Although the escape network was never as successful or as well organized as Southerners thought, the few thousand slaves who made their way to freedom in this way each year had a symbolic significance out of proportion to their actual numbers. The Underground Railroad continued operating until slavery in the United States was finally abolished in 1865.
| 48. The word “abolish” in paragraph 1 is closest in meaning to |
48
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|
Explain: |
| 49. Why did thousands of runaway slaves immigrate to Canada? |
49
| |
A. |
Working conditions for slaves were better in Canada. |
| |
B. |
Former slaves could live as free citizens in Canada. |
| |
C. |
Canada had no laws restricting immigration. |
| |
D. |
They preferred the climate of the Great Lakes region. |
|
Explain: |
| 50. The phrase “The term” in paragraph 3 refers to |
50
|
|
Explain: |
| 51. 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. |
51
| |
A. |
The Underground Railroad's records were not accurate, so the true number of travelers is difficult to estimate. |
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B. |
Few people understood why the Underground Railroad would not reveal how many people chose to travel in this way. |
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C. |
We do not know exactly how many slaves escaped on the Underground Railroad because it was a secret organization. |
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D. |
The Underground Railroad kept secret records in which all of the passengers and trips were documented. |
|
Explain: |
| 52. The word “fugitives” in paragraph 4 is closest in meaning to |
52
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Explain: |
| 53. All of the following arc mentioned as methods of escape on the Underground Railroad EXCEPT |
53
| |
C. |
walking in a procession |
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Explain: |
| 54. The author discusses the language of the Underground Railroad in paragraph 5 in order to |
54
| |
A. |
trace the history of American English words |
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B. |
point out that some words have more than one meaning |
| |
C. |
illustrate the secret nature of the escape network |
| |
D. |
compare the Underground Railroad to other railways. |
|
Explain: |
| 55. The word “elude” in paragraph 5 is closest in meaning to |
55
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|
Explain: |
| 56. Which of the following statements is true about passengers on the Underground Railroad? |
56
| |
A. |
They were not allowed to make stops during the journey. |
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B. |
Their destination was in the northern states or Canada. |
| |
C. |
They paid the conductors at the end of the journey. |
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D. |
Their babies were disguised to look like baggage. |
|
Explain: |
| 57. Why was Harriet Tubman wanted dead or alive in the South? |
57
| |
A. |
She became the president of the Underground Railroad. |
| |
B. |
She refused to return the runaway slaves that she captured |
| |
C. |
She was an escaped slave who led others to freedom. |
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D. |
She was a criminal who carried a gun and sold drugs. |
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Explain: |
| 58. It can be inferred from paragraph 8 that the author most likely believes which of the following about the Underground Railroad? |
58
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A. |
The railroad represented a psychological victory for abolitionists. |
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B. |
The people who worked on the railroad should have been arrested. |
| |
C. |
Southerners did not know about the railroad until after it closed. |
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D. |
The railroad was unsuccessful because it could not help every slave. |
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Explain: |
| 59. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Women and children also escaped, but they were more easily captured.” could be added to the passage. Where would the sentence best fit? |
59
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|
Explain: |
| 60. An introductory sentence for a brief summary of the passage is: “Underground Railroad was a secret network that helped thousands of people escape slavery.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
60
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A. |
Most slaves were captured in West Africa and transported to North America on slave ships. |
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B. |
The railroad was a loosely organized system that provided guides, hiding places, and food to runaway slaves. |
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C. |
The president of the Underground Railroad 1 was an Indiana banker named Levi Coffin. |
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D. |
Slaves that were captured in the North could be returned to slavery in the South. |
| |
E. |
The railroad was part of the American abolitionist movement that opposed slavery for moral reasons. |
| |
F. |
“Conductors” and “agents” led “passengers" north to free states and Canada. |
|
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.
| 61. The author mentions “the most highly disciplined military unit on parade” in paragraph 1 in order to ................ |
61
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A. |
create a mental image of the movement of a school of fish |
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B. |
provide an example of a way that military units travel |
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C. |
contrast the movement of a military unit with that of a school of fish |
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D. |
describe the aggressive nature of a school of fish |
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Explain: |
| 62. The word “hordes” in paragraph 1 is closest in meaning to ................ |
62
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Explain: |
| 63. All of the following are stated in paragraph 1 about schooling EXCEPT that ................ |
63
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A. |
it can involve a number of different fish behaviors |
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B. |
it is fully understood |
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C. |
it can involve large numbers of fish |
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Explain: |
| 64. Which fish would be least likely to be in a school? ................ |
64
| |
B. |
A smaller, colorful fish |
|
Explain: |
| 65. 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? |
65
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|
Explain: |
| 66. The word “it” in paragraph 1 refers to ................ |
66
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|
Explain: |
| 67. 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. |
67
| |
A. |
After an attack, the fish that survive tend to move into schools. |
| |
B. |
Many facts about the way that fish congregate in schools have been studied. |
| |
C. |
The survival of fish depends upon their ability to bring new members into the school. |
| |
D. |
Fish travel in schools to protect themselves in various ways. |
|
Explain: |
| 68. The phrase “sheer numbers” in paragraph 2 could best be replaced by ................ |
68
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Explain: |
| 69. It can be inferred from the passage that, when a predator attacks, ................ |
69
| |
A. |
it is usually successful in wiping out the entire school |
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B. |
it rarely manages to catch any fish that are part of a school |
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C. |
it cannot possibly consume all members of a school if the school is large enough |
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D. |
it attacks only schools that lack sense organs |
|
Explain: |
| 70. It is stated in paragraph 2 that ................ |
70
| |
A. |
schooling fish tend to have muted coloration |
| |
B. |
fish in schools rarely have distinct markings |
| |
C. |
the bright coloration makes it easier for predators to spot fish |
| |
D. |
the effect of coloration is multiplied when fish are massed together |
|
Explain: |
| 71. The word “minute” in paragraph 2 is closest in meaning to ................ |
71
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|
Explain: |
| 72. 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. |
72
| |
A. |
When the fish in a school work together, they can use their sense organs to scare off any approaching threat. |
| |
B. |
Because so many fish are in a school, all of their sense organs work well together to provide warnings. |
| |
C. |
There are thousands of ways that special organs warn fish about a predator. |
| |
D. |
The fish in a large school use their lateral line organs to send out warnings of the arrival of the school. |
|
Explain: |
| 73. The author begins paragraph 3 with “it is also unclear” in order to indicate that ................ |
73
| |
A. |
a second issue is about to be presented |
| |
B. |
contradictory information is about to be presented |
| |
C. |
it is unclear how a problem can be resolved |
| |
D. |
it is necessary to clarify a previously made point |
|
Explain: |
| 74. According to paragraph 3, ................ |
74
| |
A. |
fish can see quite well in the dark |
| |
C. |
sight is the only sense used by fish to remain in schools |
| |
D. |
not all fish use sight to remain in schools |
|
Explain: |
| 75. The word “murky” in paragraph 3 is closest in meaning to ................ |
75
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|
Explain: |
| 76. 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? |
76
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|
Explain: |
| 77. The word “This” in paragraph 3 refers to the ability of fish to ................ |
77
| |
A. |
use their sight to stay in schools |
| |
B. |
stay in schools when they cannot see well |
| |
C. |
see well in dark water |
| |
D. |
swim in water where the visibility is low |
|
Explain: |
| 78. It is NOT stated in the passage that the lateral line system ................ |
78
| |
A. |
can detect movement in the water © quite possibly helps fish to remain in schools |
| |
B. |
contains lines of pores |
| |
C. |
in fish is similar to sense organs in other animals |
|
Explain: |
| 79. 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. |
79
| |
A. |
Fish most likely move in schools in various ways. |
| |
B. |
Fish may move in schools at various times of the day or night. |
| |
C. |
Fish most likely move in schools in various types of water. |
| |
D. |
Fish may move in schools by using various senses. |
|
Explain: |
| 80. Choose THREE sentences that relate to hypotheses related to purpose |
80
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A. |
Sight provides protection. |
| |
B. |
Coloration enables some fish to move. |
| |
C. |
Lateral sense organs enable some fish to school. |
| |
D. |
Coloration provides protection. |
| |
E. |
Lateral sense organs provide protection. |
| |
F. |
Sight enables some fish to school. |
| |
G. |
Large numbers provide protection. |
|
Explain: |
| 81. Choose TWO sentences that relate to hypotheses related to manner |
81
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A. |
Coloration provides protection. |
| |
B. |
Sight provides protection. |
| |
C. |
Large numbers provide protection. |
| |
D. |
Lateral sense organs enable some fish to school. |
| |
E. |
Lateral sense organs provide protection. |
| |
F. |
Sight enables some fish to school. |
| |
G. |
Coloration enables some fish to move. |
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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.
| 82. Based on the information in paragraph 1, who would have been most likely to own a car in 1900? ................ |
82
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| 83. The word “frivolous” in paragraph 1 is closest in meaning to ................ |
83
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| 84. It is indicated in paragraph 1 that it was necessary to repair early autos because of ................ |
84
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| 85. The author refers to “four-legged engines” in paragraph 1 in order to indicate that ................ |
85
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A. |
horses were an effective mode of transportation |
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B. |
automobile engines were evaluated in terms of their horsepower |
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C. |
early autos had little more than an engine and wheels |
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D. |
it was foolish to travel on a four-legged animal |
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| 86. 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? ................ |
86
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| 87. The phrase “many others” in paragraph 2 refers to ................ |
87
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A. |
automobiles in the beginning of the twentieth century |
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D. |
electric charging stations |
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| 88. It is stated in paragraph 2 that the owners of steam-powered cars ................ |
88
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A. |
were often in danger because of the limited range of their automobiles |
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B. |
sometimes had to demonstrate knowledge of steam engineering |
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C. |
had to hire drivers to operate their cars |
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D. |
often had to take their automobiles to charging stations |
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| 89. Why does the author mention “benches on wheels” in paragraph 2? ................ |
89
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To emphasize how the early automobiles were designed to absorb the pounding of the machine on the road |
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B. |
To show that car designs of the time were neither complex nor comfortable |
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C. |
To show how remarkably automobile design had progressed |
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D. |
To indicate that early automobiles had upholstered chairs or sofas |
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| 90. The word “incessant” in paragraph 2 is closest in meaning to ................ |
90
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| 91. The phrase “rife with” in paragraph 3 could be replaced by ................ |
91
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D. |
occurring as a result of |
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| 92. It can be inferred from paragraph 3 that the government of New York state believed that ................ |
92
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A. |
horseless and horse-drawn vehicles should not travel on the same roads |
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B. |
it was safer for cars to travel faster where there was less traffic and fewer people |
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C. |
strict speed limits should be placed on horse-drawn carriages |
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D. |
all horseless vehicles should be banned from all public parks |
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| 93. 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. ................ |
93
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A. |
The dramatic look of the automobile changed considerably over a short period of time. |
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B. |
It was important to lawmakers to discover the causes of the problems relating to automobiles. |
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The various laws were needed because the use of automobiles grew so fast. |
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D. |
It was necessary to take a measured approach in dealing with inventions such as the automobile. |
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| 94. According to paragraph 3, it is NOT true that ................ |
94
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the total cost of the automobiles sold in the United States in 1900 was around $5 million |
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B. |
sales of cars increased by more than 175,000 from 1900 to 1910 |
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automobile manufacturing represented more than 5 percent of total U.S. manufacturing by 1925 |
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automobile manufacturing was the top U.S. industry in 1920 |
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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.
| 95. The word “ancestors” in paragraph 1 is closest in meaning to ................ |
95
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| 96. It is NOT stated in paragraph 1 that ................ |
96
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the Indonesian sauce was similar to the Chinese sauce |
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B. |
the Chinese sauce was made from seafood and spices |
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C. |
the Chinese sauce was in existence in the seventeenth century |
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D. |
the Malaysian sauce was similar to the Chinese sauce |
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| 97. The word “it” in paragraph 1 refers to ................ |
97
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D. |
the resulting solution |
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| 98. The expression “came across” in paragraph 2 could best be replaced by ................ |
98
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| 99. It can be inferred from paragraph 2 that mushrooms and walnuts were ................ |
99
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A. |
difficult to find in England |
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B. |
not part of the original Asian recipe |
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C. |
transported to England from Asia |
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| 100. The word “rage” in paragraph 2 could best be replaced by ................ |
100
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| 101. The author mentions “The English version” at the beginning of paragraph 3 in order to ................ |
101
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make a reference to the topic of the previous paragraph |
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B. |
indicate what will be discussed in the coming paragraph |
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C. |
provide an example of a sauce using tomatoes |
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D. |
explain why tomatoes were considered dangerous |
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| 102. According to paragraph 3, the tomato plant ................ |
102
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A. |
was considered poisonous by the Aztecs |
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C. |
has fruit that is sometimes quite poisonous |
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D. |
is related to some poisonous plants |
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| 103. The word “staples” in paragraph 4 could best be replaced by ................ |
103
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| 104. 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? |
104
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| 105. The expression “branched out” in paragraph 5 is closest in meaning to ................ |
105
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| 106. 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. |
106
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A. |
Heinz was eventually able to settle a dispute about which slogan would be the best for his company. |
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B. |
Heinz was unable to print out the actual number of varieties, so he printed out a different number. |
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C. |
Heinz's company actually had far fewer products than the slogan indicated that it did |
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D. |
Heinz selected a certain slogan even though it was inaccurate because he liked the look of it. |
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Explain: |
| 107. 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. |
107
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A. |
A businessman achieved success with the introduction of a mass-produced tomato-based sauce. |
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B. |
An English variation of the sauce, without tomatoes, became popular after sailors returned home with samples. |
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C. |
The sauce known as ketjab was a variation of the Chinese sauce that contained tomatoes. |
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D. |
The American version added the exotic and newly fashionable tomato as a main ingredient. |
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E. |
The sauce was first developed in Asia, without tomatoes. |
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F. |
A plant called the tomatl is known to have been cultivated by the Aztecs. |
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Explain: |
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