I.
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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1. Why does the student go to see the professor?
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A. |
To make up an exam that she missed |
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B. |
To retake an exam she failed |
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C. |
To look for a solution to the problem of a bad grade |
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D. |
To explain to the professor why the grade was so low |
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2. Listen again to part of the passage. Then answer the question. Why does the professor say this?
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A. |
To clarify what the student's question was |
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B. |
To ask the student a question |
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C. |
To reinforce what he just said |
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D. |
To revert to an earlier topic |
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3. What are the professor′s grades based on?
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C. |
Several cumulative exams |
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4. What is a cumulative exam?
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A. |
An exam on the final unit in the course |
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B. |
The first exam given in the course |
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C. |
An exam that covers all the units in the course |
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D. |
The exam with the highest grade |
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5. What solution does the professor offer to the student?
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A. |
To prepare well for future exams |
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C. |
To submit extra credit assignments |
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D. |
To accept a bad grade in the course |
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Script:
Listen to part of a conversation between two students. They are studying for an economics test. M: OK ... so what do we do next? W: Why don’t we go over the chapter on analysis of costs? That’ll be on the test. M: OK. W: Let’s start with “opportunity cost.” That part’s still confusing to me. I understand fixed cost and variable cost, and marginal cost, the cost of producing one more unit of something. I′m sure there’ll be a question about that on the test. But I don’t get “opportunity cost.” M: Opportunity cost that’s when you have to consider the things you give up when you make a certain decision. You have an opportunity cost when you’re forced to choose between different alternatives. W: OK. That sort of makes sense. M: Say you want to have your own business, so you. so you open a restaurant. You put in 60 hours a week, but you don′t pay yourself wages. At the end of the first year, your restaurant shows a profit of... um ... say. 30 thousand dollars—looks pretty good for a small business. But is it really that good? An economist would say no. because you have to count your own labor as a cost, even if you don’t get paid. You have to consider that you had alternative opportunities for work, and you have to count that lost opportunity as a cost. You could have taken a job at, say. an accounting firm and earned 50 thousand a year. This is the opportunity cost the earnings you gave up—because you decided to open your own business instead. W: OK. So what that means is ... um ... if I lost 50 thousand dollars by not taking an accounting job. then ... my restaurant′s profit of 30 thousand isn’t that great after all—at least in an economic sense. Maybe I had more enjoyment, though I mean the enjoyment of being my own boss. M: Right. But your enjoyment comes with a cost. An economist would say the real profit of your restaurant isn’t 30 thousand dollars. You’d have to subtract the 50 thousand opportunity cost of your own labor. When you subtract 50 thousand from 30 thousand, you find you have a net loss of 20 thousand dollars! W: Wow! That means the enjoyment of having my own business cost me 20 thousand dollars! M: Yeah. Something like that. W: This is really different from what we learned about costs in my accounting class. I think an accountant would say my 30 thousand -dollar profit made me a viable business. But an economist—if I understand it correctly—an economist would say my business is a loser! M: Right. And that’s because an economist tries to look at all the factors, all the costs. An economist would count the opportunity cost. W: An economist looks at the big picture. M: Right. An economists definition of costs is broader than an accountants. Opportunity cost is actually a very broad concept. It takes into account the cost of the choices we make. When we choose one thing, we have to give up something else. W: That′s right. We chose to go to college, so that means we had to give up full time employment, for the time being. M: Right! So. how do you measure the true cost of a college education? W: Well, it′s more than what we pay for tuition and books! We have to subtract the income we lose by not working full time. M: Yeah, and that′s why college is really more expensive than it seems.
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6. What are the students mainly discussing?
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A. |
Differences between economics and accounting |
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B. |
The rising costs of owning a business |
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C. |
The concept of opportunity cost |
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D. |
Various costs that businesses face |
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7. How does the man help the woman understand a concept that she finds difficult?
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A. |
He reads a passage from their textbook. |
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B. |
He makes a list of terms for her to study. |
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C. |
He asks her to explain a similar concept. |
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D. |
He illustrates the concept with an example. |
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8. Listen again to part of the conversation. Then answer the question. Why does the man ask this?
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A. |
To express his concerns about owning a business |
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B. |
To evaluate the food at a restaurant |
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C. |
To find out how much money the woman made |
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D. |
To suggest that the profit is less than it seems |
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9. According to the man, how does an economist′s view of costs differ from that of an accountant?
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A. |
An economist uses a computer to calculate costs. |
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B. |
An economist's definition of costs never changes. |
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C. |
An economist looks at a broader range of costs. |
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D. |
An economist tries to lessen the effect of costs. |
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10. What can be inferred about the true cost of a college education?
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A. |
It is more than the woman can afford. |
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B. |
It continues to increase each year. |
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C. |
It includes the cost of lost income. |
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D. |
It is not as expensive as it appears. |
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Script:
Listen to part of a discussion in an ecology class. The class is studying the hydrologic cycle. W1: Water is essential for life, and in parts of the world, it’s a precious commodity. Water continuously circulates from the ocean to the atmosphere, to the land, and back to the ocean, providing us with a renewable supply of purified water. This complex cycle—known as the hydrologic cycle—balances the amount of water in the ocean, in the atmosphere, and on the land. We get our understanding of how the cycle operates from research in climatology and hydrology. So ... who can tell me what climatology is? M: It’s the study of climate ... and ... uh ... the causes and effects of different climates. W1: That right. And what is hydrology? Sarah? W2: Well, "hydro” means "water", so it’s something to do with water... like the study of water. W1: Yes, the prefix “hydro” does refer to water. The hydrologic cycle is the water cycle. And hydrology is the study of the water—-the distribution and effect of the water—on the earth’s surface and in the soil and layers of rock. Think of climatology as the atmospheric phase, and hydrology as the land phase of the water cycle. Climatologists study the role of solar energy in the cycle. They’re mainly concerned with the atmospheric phase of the cycle—how solar energy drives the cycle through the ... uh ... processes of evaporation, atmospheric circulation, and precipitation. Water is continuously absorbed into the atmosphere as vapor—evaporation—and returned to the earth as rain, hail, or snow—precipitation. The amount of water evaporating from oceans exceeds precipitation over oceans, and the excess water vapor is moved by wind to the land. The land phase of the cycle is the concern of hydrologists. Hydrologists study the vast quantities of water in the land phase of the cycle, how water moves over and through the land, and how it′s stored on or within the earth. Over land surfaces—of the precipitation that falls over land, small amounts evaporate while still in the air and ... uh ... reenter the atmosphere directly. The rest of it reaches the surface of the land. The water that falls to earth is stored on the surface in lakes, or it penetrates the surface, or it runs off over the surface and flows in rivers to the ocean. Some of the water is stored temporarily in the upper soil layers and used later by trees and plants. When it rains—yes? M: I was ... um ... I wondered if that makes trees and plants part of the hydrologic cycle. I mean, they take in water, and the water moves through them, and then later on ... um ... the water evaporates from their leaves. W1l: I’m glad you mentioned that, Justin. Plants do play an important role in the land phase of the cycle and arc therefore part of the cycle. Trees and plants circulate and store water—they draw it up through their roots and return it to the atmosphere through their leaves during evapotranspiration. When it rains, if the soil is already saturated, water will seep downward through the upper soil layers, and possibly reach the water table. When it reaches the water table, it passes into groundwater storage. Most of the groundwater later returns to the surface, cither as springs or as stream flow, supplying water to plants. Eventually, all of the water falling on land makes its way back to the ocean. The movement of water from land to the ocean is called runoff. Runoff and groundwater together balance the amount of water that moves from the ocean to the land. Every molecule of water in the natural system eventually circulates through the hydrologic cycle. Tremendous quantities of water are cycled annually. And, as Justin pointed out, living organisms - plants and animals as well—are also part of the cycle, since water is a large part of the mass of most organisms. Living organisms store and use water, since water is the ... uh ... solvent for most biological reactions.
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11. What is the hydrologic cycle?
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A. |
the changes in the amount of rain throughout the year |
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B. |
the absorption of water vapor into the atmosphere |
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C. |
The movement of water through the earth and atmosphere |
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D. |
the economic issues concerning water |
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12. What do hydrologists mainly study?
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A. |
the role of solar energy in the cycle |
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B. |
Water movement and storage on land |
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C. |
Atmospheric circulation of water |
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D. |
Biological reactions that use water |
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13. What happens to water that falls to the earth as precipitation? Click on TWO answers.
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A. |
It is stored in lakes or underground. |
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B. |
It evaporates before reaching the ground. |
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C. |
It eventually flows back to the ocean. |
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D. |
It raises the temperature of the soil. |
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14. Why does the professor say this?
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A. |
to show similarities between runoff and groundwater |
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B. |
To describe the importance of runoff and groundwater |
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C. |
to explain how runoff eventually becomes groundwater |
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D. |
to compare the amount of runoff with that of groundwater |
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15. What can be inferred about plants in the hydrologic cycle?
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A. |
Plants perform the function of water storage. |
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B. |
Plants remove excess water from the cycle. |
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C. |
Plants recycle more water than animals do. |
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D. |
Water moves quickly through plants. |
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Script:
Listen to a conversation between a student and an advisor. Advisor: Thanks for coming in, Beth. Student: You wanted to see me? Is there some sort of problem? Advisor: Well, not exactly a problem, but there is something we need to discuss. I asked you to come here because I want to talk with you about your schedule. I mean about the courses you’ve already taken and the courses you′ve signed up to take next year. Student: Is there something wrong? Advisor: It’s not exactly wrong, but it’s something we need to deal with. Let me lay it out for you . . . here it is. . . . You’ve declared that your major is sociology? Student: Yes, that’s right. Advisor: But you haven’t been taking too many sociology courses. Student: No, I guess I haven’t. Advisor: There are some required courses for a sociology major that you should’ve taken but you haven’t. If you want to graduate on time with a degree in sociology, then you’re behind . . . you haven’t taken some courses that you should’ve taken by now. Student: I guess I understand that, I mean, I know I haven′t taken some courses I need for a sociology major, but let me tell you what I’ve done and why. When the new schedule of classes comes out each semester, I like to sign up for courses that seem interesting to me ... so I take a whole bunch of really interesting classes, and I don’t seem to sign up for the required classes, particularly the ones I need for a sociology major. Advisor: Well, if you aren′t really interested in the courses that’re required for sociology, maybe you’re not in the right major. Student: I think I was coming to that conclusion . . . each time the class schedule comes out, the courses that’re offered in sociology don’t seem very interesting to me. Advisor: Is there some other major that interests you? Have you thought about that? Student: Well, you can see from the list of courses I’ve already taken that I’m not very interested in a single subject. I seem to enjoy courses in a bunch of different areas. Advisor: Well, then, I have something to suggest to you. There’s a major in General Studies at this university. To get a degree in General Studies, you need to take courses from four different departments, so you need to take a wide variety of courses. Student: That sounds like it might be the best thing for me. Advisor: Let me give you some information about the General Studies degree, and you can look it over and see what you think. Student: I′ll do that.... Advisor: And then come back to see me after you’ve made a decision about it. Student: I′ll do that, too!
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16. Listen again to part of the passage. Then answer the question. What does the advisor mean when he says this?
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A. |
“i need to put it down.” |
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B. |
“I'm telling you the truth.” |
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D. |
“I'm going to say it directly.” |
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17. What problem does the student have?
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A. |
She does not know what the required courses for her major are. |
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B. |
She has taken too many courses in her major. |
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C. |
She has not yet declared a major field of study. |
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D. |
She has not taken some courses she needs for her major. |
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18. What is stated about the courses the student has taken?
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A. |
She has taken a wide variety of courses. |
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B. |
She has taken only courses in her major. |
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C. |
She has taken only courses she finds interesting. |
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D. |
She has taken only required courses. |
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19. Which sentence best describes what the advisor seems to think?
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A. |
“I'm really not sure what you've been doing; why don't you tell me?” |
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B. |
“This is really terrible; you'll never be able to graduate.” |
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C. |
“I'm extremely impressed with what you've been doing; keep doing it!” |
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D. |
“You seem to have a bit of a problem; let's look for a solution.” |
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20. What does the advisor suggest?
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A. |
Moving into different classes now |
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B. |
Changing the way that she chooses courses |
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C. |
Taking the required courses for her major as soon as possible |
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D. |
Changing to a major with broader requirements |
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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.
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21. What can be concluded about the development of the trumpet?
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A. |
Its primary use has traditionally been as a musical instrument. |
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B. |
it was invented fairly recently. |
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C. |
It has been used in various forms around the world. |
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D. |
Its current form is the same as earlier forms. |
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22. Which statements are true about the development of the trumpet?
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A. |
Today's trumpet is much like the earliest trumpet. |
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B. |
The trumpet has been used in many different ways. |
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C. |
The culture where the earliest trumpet developed is known. |
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D. |
Many different types of music have been written for the trumpet. |
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23. Which statements are NOT true about the development of the trumpet?
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A. |
Many different types of music have been written for the trumpet. |
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B. |
The culture where the earliest trumpet developed is known. |
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C. |
Today's trumpet is much like the earliest trumpet. |
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D. |
The trumpet has been used in many different ways. |
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24. Which was NOT mentioned as a material from which trumpets have been made?
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25. When did different parts of the trumpet develop?
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A. |
A bell was added to an early trumpet that was a long straight tube. |
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B. |
The tubing on the trumpet was looped before a bell was added. |
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C. |
Valves were added to the trumpet before a bell was added. |
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D. |
The trumpet's tubing was initially straight and later the tubing became looped. |
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26. Listen again to part of the passage. Then answer the question. Why does the professor say this?
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A. |
To make sure that the students are paying attention |
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B. |
To correct an error he just made |
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C. |
To indicate to the students where he is in his overall outline of points |
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D. |
To summarize all the points in the passage |
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27. According to professor′s categorization, which use of a trumpet is for a ceremony?
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B. |
Playing from a mountaintop |
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28. According to professor′s categorization, which use of a trumpet is for a battle?
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B. |
Playing from a mountaintop |
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29. According to professor′s categorization, which use of a trumpet is for communication?
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B. |
Playing from a mountaintop |
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Script:
Listen to part of a conversation between two students. M: Oh. Hi! It’s good to see you. What’s happening? W: I′m busy with my classes. The quarter’s going by really quickly. How′ about you? What have you been up to? M: Busy with school and work. Hey. What are you taking spring quarter? W: Literature, sociology ... botany, and ... uh ... I’m hoping to do something in the arts, maybe some sort of work experience or internship. M: No kidding! I didn’t know - you were artistic. What do you have in mind? W: Well, there′s this theater group I just found out about in Chester. I went to a couple of their plays. They’re an interesting company. They perform a lot of new works, and they also do older plays that aren’t very well known, and ... well ... I’m really impressed and would love to work with them in some way. M: No kidding! I didn’t know you were into theater. Do you act? W: Not really ... I took drama in high school, but I was awful on stage. No ... it’s not acting that interests me as much as ... all the other stuff. M: Like what? Directing? Lighting ? W: All of it. Actually, This theater I told you about — they have the best sets! I’d like to build sets. Or make costumes, find props — I don’t know, even work in the office. It’s the whole atmosphere of theater that I find exciting. M: It sounds like you need to be a theater intern. W: But. as far as that goes ... my problem is I don’t know anything about setting it up. M: What, the internship? W: Yeah. M: Do you know anyone who works there? W: No. I only found out about it cause I went to a couple of plays. M: Better go see your adviser about this. Doesn’t the advising department post a list of internships that are available? W: Yeah, there’s a list. I already checked it, and there was nothing in theater. But I’ll talk to Sherry, of course. She’s my adviser. M: You know′ what you could do? When I had to do an observation last year for my psychology class—we had to observe a work group for two weeks—what I did—how I got started was, I picked out a couple of law firms and then just sent formal letters of introduction. I told them I was a student, and had to do a report for one of my classes, and asked if 1 could meet with them to arrange an observation in their workplace. W: Oh ... really? And what happened? M: I said I’d call them, and the first firm I called said I could do it there. W: Wow! You make it sound so easy. I wonder if that’d work with the theater. M: It’s worth a try, isn’t it? W: It’s worth a try. Hey, I’m glad I ran into you!
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30. What are the students mainly discussing?
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A. |
The woman's interest in an internship |
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B. |
The man's experience in a law firm. |
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C. |
The theater program at their school |
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D. |
The classes that they are taking |
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31. What does the woman like about theater?
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A. |
The efficiency of theater management. |
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B. |
The opportunity to improve her acting |
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C. |
The chance to meet interesting people |
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D. |
The entire atmosphere of theater |
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32. What is the woman′s opinion of her own acting ability?
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A. |
She thinks she needs more acting experience. |
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B. |
She thinks she is not very skilled at acting. |
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C. |
She is excited about learning new acting skills. |
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D. |
She thinks she is better at acting than directing. |
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33. Why does the man say this?
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A. |
To learn more about the woman's interests |
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B. |
To compliment the woman on her abilities. |
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C. |
To state what he likes about the theater |
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D. |
To imply that the woman should be a director |
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34. What does the man suggest the woman do? Click on TWO answers.
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A. |
To compliment the woman on her abilities. |
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B. |
To learn more about the woman's interests |
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C. |
To state what he likes about the theater |
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D. |
To imply that the woman should be a director |
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II.
THE ATLANTIC COD FISHERY Off the northeastern shore of North America, from the island of Newfoundland in Canada south to New England in the United States, there is a series of shallow areas called banks. Several large banks off Newfoundland are together called the Grand Banks, huge shoals on the edge of the North American continental shelf, where the warm waters of the Gulf Stream meet the cold waters of the Labrador Current. As the currents brush each other, they stir up minerals from the ocean floor, providing nutrients for plankton and tiny shrimp-like creatures called krill, which feed on the plankton. Herring and other small fish rise to the surface to eat the krill. Groundfish, such as the Atlantic cod, live in the ocean’s bottom layer, congregating in the shallow waters where they prey on krill and small fish. This rich environment has produced cod by the millions and once had a greater density of cod than anywhere else on Earth. Beginning in the eleventh century, boats from the ports of northwestern Europe arrived to fish the Grand Banks. For the next eight centuries, the entire Newfoundland economy was based on Europeans arriving, catching fish for a few months in the summer, and then taking fish back to European markets. Cod laid out to dry on wooden “flakes” was a common sight in the fishing villages dotting the coast. Settlers in the region used to think the only sea creature worth talking about was cod, and in the local speech the word “fish” became synonymous with cod. Newfoundland’s national dish was a pudding whose main ingredient was cod. By the nineteenth century, the Newfoundland fishery was largely controlled by merchants based in the capital at St. John’s. They marketed the catch supplied by the fishers working out of more than 600 villages around the long coastline. In return, the merchants provided fishing equipment, clothing, and all the food that could not be grown in the island’s thin, rocky soil. This system kept the fishers in a continuous state of debt and dependence on the merchants. Until the twentieth century, fishers believed in the cod’s ability to replenish itself and thought that overfishing was impossible. However, Newfoundland’s cod fishery began to show signs of trouble during the 1930s, when cod failed to support the fishers and thousands were unemployed. The slump lasted for the next few decades. Then, when an international agreement in 1977 established the 200-mile offshore fishing limit, the Canadian government decided to build up the modem Grand Banks fleet and make fishing a viable economic base for Newfoundland again. All of Newfoundland’s seafood companies were merged into one conglomerate. By the 1980s, the conglomerate was prospering, and cod were commanding excellent prices in the market. Consequently, there was a significant increase in the number of fishers and fish-processing plant workers. However, while the offshore fishery was prospering, the inshore fishermen found their catches dropping off. (1) In 1992 the Canadian government responded by closing the Grand Banks to groundfishing. (2) Newfoundland’s cod fishing and processing industries were shut down in a bid to let the vanishing stocks recover. (3) The moratorium was extended in 1994, when all of the Atlantic cod fisheries in Canada were closed, except for one in Nova Scotia, and strict quotas were placed on other species of groundfish. (4) Canada’s cod fishing industry collapsed, and around 40,000 fishers and other industry workers were put out of work. Atlantic cod stocks had once been so plentiful that early explorers joked about walking on the backs of the teeming fish. Today, cod stocks are at historically low levels and show no signs of imminent recovery, even after drastic conservation measures and severely limited fishing. Fishermen often blame the diminishing stocks on seals, which prey on cod and other species, but scientists believe that decades of overfishing are to blame. Studies on fish populations have shown that cod disappeared from Newfoundland at the same time that stocks started rebuilding in Norway, raising the possibility that the cod had migrated. Still, no one can predict whether and when the cod will return to the Grand Banks.
| 35. The word “shoals” in paragraph 1 is closest in meaning to ................ |
35
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Explain: |
| 36. What physical process occurs in the region of the Grand Banks? |
36
| |
A. |
Tides transport plankton and small fish. |
| |
B. |
Nutrient-rich water flows in from rivers. |
| |
C. |
Underwater hot springs heat the water. |
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D. |
Warm and cold currents come together. |
|
Explain: |
| 37. 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. |
37
| |
A. |
The environmental resources of the Grand Banks have made many people wealthy from cod fishing. |
| |
B. |
The Grand Banks is the only place on Earth where cod are known to come together in extremely large groups. |
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C. |
The Grand Banks used to have the world's largest concentration of cod because of favorable natural conditions. |
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D. |
Millions of cod come to the Grand Banks every year to feed on the abundant supplies of herring and other small fish. |
|
Explain: |
| 38. The phrase “the region” in paragraph 2 refers to ................ |
38
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Explain: |
| 39. Why does the author mention “Newfoundland′s national dish” in paragraph 2? |
39
| |
A. |
To describe the daily life of people in Newfoundland |
| |
B. |
To encourage the development of tourism in Newfoundland |
| |
C. |
To stress the economic and cultural significance of cod |
| |
D. |
To show that Newfoundland used to be a separate country |
|
Explain: |
| 40. All of the following statements characterized Newfoundland′s cod fishery in the past EXCEPT |
40
| |
A. |
Fishers competed with farmers for natural resources. |
| |
B. |
Fishers were dependent on merchants in the capital. |
| |
C. |
Cod were the foundation of the island's economy. |
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D. |
Cod were placed on wooden “flakes” for drying. |
|
Explain: |
| 41. The word “replenish” in paragraph 4 is closest in meaning to ................ |
41
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Explain: |
| 42. What event first signaled the overfishing of the Atlantic cod? |
42
| |
A. |
The merging of seafood companies into one huge conglomerate |
| |
B. |
An increase in the number of fishers and fish-processing plants |
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C. |
The failure of cod to support thousands of fishers in the 1930s |
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D. |
The government moratorium on cod fishing during the 1990s |
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Explain: |
| 43. Why did the Canadian government decide to build up the Grand Banks fishing fleet? |
43
| |
A. |
Canada faced stiff competition from other fishing nations. |
| |
B. |
The 200-mile limit was seen as an economic opportunity. |
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C. |
The shipbuilding sector of the economy was in a slump. |
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D. |
There had not been enough boats to handle all the fish. |
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Explain: |
| 44. The word “commanding” in paragraph 4 is closest in meaning to ................ |
44
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Explain: |
| 45. It can be inferred from paragraph 6 that the author most likely believes which of the following about the future of the Atlantic cod fishery? |
45
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A. |
The fishery will improve if the government lifts the fishing ban. |
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B. |
The center of the Atlantic cod fishery will shift to Norway. |
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C. |
It may be a long time before cod stocks recover from overfishing. |
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D. |
The cod will return to the Grand Banks if seal hunting is allowed. |
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Explain: |
| 46. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “They suspected this was because the offshore draggers were taking so many cod that the fish did not have a chance to migrate inshore to reproduce.” 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 “The Atlantic cod fishery has shaped Newfoundland′s economy for centuries.” 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. |
The Canadian government tried to diversity Newfoundland's economy in the 1980s. |
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B. |
Despite severe limits on fishing, cod stocks remain at low levels and show few signs of recovery. |
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C. |
Newfoundland exports millions of dollars worth of crab and other shellfish every year. |
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D. |
Atlantic cod stocks were once plentiful in the rich environment around the Grand Banks. |
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E. |
Cod fishing was so successful that few people considered the possibility of overfishing until fish stocks fell. |
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F. |
The Atlantic cod is a groundfish that preys on herring and small fish that eat krill. |
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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
| 48. The word “precocity” in paragraph 1 is closest in meaning to ................ |
48
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|
Explain: |
| 49. 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. |
49
| |
A. |
Children with exceptional musical talent will look for the best way to express themselves through music-making. |
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B. |
Children may be born with superior musical ability, but their environment will determine how this ability is developed. |
| |
C. |
Some musically talented children live in an environment surrounded by music, while others have little exposure to music. |
| |
D. |
Every child is naturally gifted, and it is the responsibility of the public schools to recognize and develop these talents. |
|
Explain: |
| 50. The author makes the point that musical elements such as pitch and rhythm ................ |
50
| |
A. |
express different human emotions |
| |
B. |
make music difficult to learn |
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C. |
vary in emphasis in different cultures |
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D. |
distinguish music from other art forms |
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Explain: |
| 51. The word “predisposed” in paragraph 3 is closest in meaning to ................ |
51
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Explain: |
| 52. According to the passage, when does musical talent usually begin to appear? |
52
| |
A. |
between ten years old and adolescence |
| |
B. |
When children learn to sing at two or three years old |
| |
C. |
When infants start to babble and produce sound patterns |
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D. |
between the ages of two and four months |
|
Explain: |
| 53. According to the passage, which of the following suggests that musical talent is a separate form of intelligence? |
53
| |
A. |
the ability of all babies to acquire core elements of music |
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B. |
Recognition of the emotional power of music |
| |
C. |
Differences between learning music and learning language |
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D. |
Exceptional musical ability in an otherwise average child |
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Explain: |
| 54. Why does the author discuss Mozart in paragraph 6? |
54
| |
A. |
to describe the development of individual musical skill |
| |
B. |
to compare past and present views of musical talent |
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C. |
To give an example of a well-known musical prodigy |
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D. |
to list musical accomplishments of the eighteenth century |
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Explain: |
| 55. In music, the change from one key to another is known as ................ |
55
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Explain: |
| 56. All of the following are given as examples of exceptional musical talent EXCEPT ................ |
56
| |
A. |
a remarkable “ear” or perfect memory for music |
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B. |
ability to compose major works at a young age |
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C. |
playing a single song in the style of various composers |
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D. |
appreciation for a wide variety of musical styles |
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Explain: |
| 57. The word “haven” in paragraph 7 is closest in meaning to ................ |
57
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|
Explain: |
| 58. Which of the following can be inferred from the passage about exceptional musical ability? |
58
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A. |
It has been documented and studied but is little understood. |
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B. |
It is evidence of a superior level of intelligence in other areas. |
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C. |
It is the result of natural talent and a supportive environment. |
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D. |
occurs more frequently in some cultures than in others. |
|
Explain: |
| 59. 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? |
59
|
|
Explain: |
| 60. 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. |
60
| |
A. |
Prodigies have a natural understanding of musical structure that enables them to play and compose music with great skill. |
| |
B. |
While all children have a basic ability to make music, some exhibit extraordinary skill at a very early age. |
| |
C. |
Wolfgang Amadeus Mozart had composed several major works and symphonies by the age of eleven |
| |
D. |
Exceptional musical ability is often part of an otherwise disabling condition such as autism. |
| |
E. |
Very young children can develop exceptional skill in playing the violin by the Suzuki method. |
| |
F. |
Autistic children cannot relate to their environment realistically and therefore have difficulty in communicating. |
|
Explain: |
THE DEVELOPMENT OF REFRIGERATION Cold storage, or refrigeration, is keeping food at temperatures between 32 and 45 degrees F in order to delay the growth of microorganisms—bacteria, molds, and yeast— that cause food to spoil. Refrigeration produces few changes in food, so meats, fish, eggs, milk, fruits, and vegetables keep their original flavor, color, and nutrition. Before artificial refrigeration was invented, people stored perishable food with ice or snow to lengthen its storage time. Preserving food by keeping it in an ice-filled pit is a 4,000-year-old art. Cold storage areas were built in basements, cellars, or caves, lined with wood or straw, and packed with ice. The ice was transported from mountains, or harvested from local lakes or rivers, and delivered in large blocks to homes and businesses. Artificial refrigeration is the process of removing heat from a substance, container, or enclosed area, to lower its temperature. The heat is moved from the inside of the container to the outside. A refrigerator uses the evaporation of a volatile liquid, or refrigerant, to absorb heat. In most types of refrigerators, the refrigerant is compressed, pumped through a pipe, and allowed to vaporize. As the liquid turns to vapor, it loses heat and gets colder because the molecules of vapor use energy to leave the liquid. The molecules left behind have less energy and so the liquid becomes colder. Thus, the air inside the refrigerator is chilled. Scientists and inventors from around the world developed artificial refrigeration during the eighteenth and nineteenth centuries. (1) William Cullen demonstrated artificial refrigeration in Scotland in 1748, when he let ethyl ether boil into a partial vacuum. In 1805, American inventor Oliver Evans designed the first refrigeration machine that used vapor instead of liquid. (2) In 1842, physician John Gorrie used Evans’s design to create an air-cooling apparatus to treat yellow-fever patients in a Florida hospital. (3) Gorrie later left his medical practice and experimented with ice making, and in 1851 he was granted the first U.S. patent for mechanical refrigeration. (4) In the same year, an Australian printer, James Harrison, built an ether refrigerator after noticing that when he cleaned his type with ether it became very cold as the ether evaporated. Five years later, Harrison introduced vapor-compression refrigeration to the brewing and meatpacking industries. Brewing was the first industry in the United States to use mechanical refrigeration extensively, and in the 1870s, commercial refrigeration was primarily directed at breweries. German-born Adolphus Busch was the first to use artificial refrigeration at his brewery in St. Louis. Before refrigeration, brewers stored their beer in caves, and production was constrained by the amount of available cave space. Brewing was strictly a local business, since beer was highly perishable and shipping it any distance would result in spoilage. Busch solved the storage problem with the commercial vapor-compression refrigerator. He solved he shipping problem with the newly invented refrigerated railcar, which was insulated with ice bunkers in each end. Air came in on the top, passed through the bunkers, and circulated through the car by gravity. In solving Busch’s spoilage and storage problems, refrigeration also revolutionized an entire industry. By 1891, nearly every brewery was equipped with mechanical refrigerating machines. The refrigerators of today rely on the same basic principle of cooling caused by the rapid evaporation and expansion of gases. Until 1929, refrigerators used toxic gases— ammonia, methyl chloride, and sulfur dioxide—as refrigerants. After those gases accidentally killed several people, chlorofluorocarbons (CFCs) became the standard refrigerant. However, they were found to be harmful to the earth’s ozone layer, so refrigerators now use a refrigerant called HFC 134a, which is less harmful to the ozone.
| 61. What is the main reason that people developed methods of refrigeration? |
61
| |
A. |
They wanted to improve the flavor and nutritional value of food. |
| |
B. |
They needed to slow the natural processes that cause food to spoil. |
| |
C. |
They wanted to expand the production of certain industries. |
| |
D. |
They needed a use for the ice that formed on lakes and rivers. |
|
Explain: |
| 62. The word “perishable” in paragraph 1 is closest in meaning to ................ |
62
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|
Explain: |
| 63. What can be inferred from paragraph 1 about cold storage before the invention of artificial refrigeration? |
63
| |
A. |
It was dependent on a source of ice or snow. |
| |
B. |
It required a container made of metal or wood. |
| |
C. |
It kept food cold for only about a week. |
| |
D. |
It was not a safe method of preserving meat. |
|
Explain: |
| 64. Artificial refrigeration involves all of the following processes EXCEPT ................ |
64
| |
A. |
the transfer of heat from one place to another |
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B. |
the evaporation of a volatile liquid |
| |
C. |
the pumping of water vapor through a pipe |
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D. |
the rapid expansion of certain gases |
|
Explain: |
| 65. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. |
65
| |
A. |
Some gases expand rapidly and give off energy when they encounter a very cold liquid. |
| |
B. |
During evaporation, the vapor molecules use energy, and the liquid becomes colder. |
| |
C. |
It takes a lot of energy to transform a liquid into a vapor, especially when the vapor loses heat. |
| |
D. |
When kinetic energy is changed to heat energy, liquid molecules turn into vapor molecules. |
|
Explain: |
| 66. According to the passage, who was the first person to use artificial refrigeration for a practical purpose? |
66
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|
Explain: |
| 67. The word “it” in paragraph 3 refers to ................ |
67
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|
Explain: |
| 68. Why does the author discuss the brewing industry in paragraph 4? |
68
| |
A. |
To describe the unique problems that brewers faced |
| |
B. |
To compare cave storage with mechanical refrigeration |
| |
C. |
To praise the accomplishments of a prominent brewer |
| |
D. |
To show how refrigeration changed a whole industry |
|
Explain: |
| 69. The word “constrained” in paragraph 4 is closest in meaning to ................ |
69
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|
Explain: |
| 70. According to the passage, the first refrigerated railcar used what material as a cooling agent? |
70
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|
Explain: |
| 71. The word “toxic” in paragraph 5 is closest in meaning to ................ |
71
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|
Explain: |
| 72. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Gorrie′s basic principle of compressing a gas, and then sending it through radiating coils to cool it, is the one most often used in refrigerators today.” could be added to the passage. Where would the sentence best fit? |
72
|
|
Explain: |
| 73. An introductory sentence for a brief summary of the passage is: “Methods of refrigeration have changed throughout history.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
73
| |
A. |
Practical uses of vapor-compression refrigeration were introduced in the nineteenth century. |
| |
B. |
CFCs have not been used as refrigerants since they were found to damage the earth's ozone layer. |
| |
C. |
People used to preserve food by packing it with ice or snow in cold storage areas. |
| |
D. |
William Cullen developed a method of artificial refrigeration in 1748. |
| |
E. |
A refrigerator has an evaporator that makes the inside of the refrigerator cold. |
| |
F. |
Artificial refrigeration was made possible by the compression and evaporation of a volatile substance. |
|
Explain: |
THE ART OF THEATER The means by which an art form presents its message is referred to as the medium. Thus, sound produced by instruments or human voices is the medium of music. Paint on canvas or paper is the medium of painting. For literature, the medium is written language. For theater, it is a story performed by actors on a stage. Drama is sometimes seen as a branch of literature because plays, like literature, are often printed in book form. However, there is an important difference between the two forms. Unlike a novel, a play is written to be performed, and the script of a play is not a finished work; it is an outline for a performance. The physical production of the play - the scenery, lighting, and costumes - will affect the performance, and so will the actors. How the actors interpret their roles greatly influences the play's effect on the audience. The basic encounter in theater is between the performers and the audience. This is a special type of encounter because the performers are playing other people, characters. Moreover, the characters are part of a human story that has been written by a dramatist. This combination of elements distinguishes theater from other art forms. Theater has several other distinctive characteristics. First, the subject matter of theater is always human beings. Second, theater is universal - there is an impulse toward creating theater in all societies. Third, theater is transitory in nature - a play is an event that occurs through time. Finally, theater is set apart by its basic elements: audience, performers, director, dramatist, purpose, viewpoint, and setting. Human beings and human concerns are always the subject matter of drama, even when the performers play animals, objects, or abstract ideas. In the medieval play Everyman, some of the roles are abstract ideas such as Beauty, Knowledge, and Strength. The central character is Everyman, a human character, and the subject is death arriving before we want it to come - a theme that is universal to humans. The focus of drama is on human beings, even though different human concerns have been emphasized in different plays. In view of the human-centered quality of theater, it is not surprising that the impulse toward theater is universal. (1) The urge to create drama has existed wherever human society has developed: in Europe, Asia, Africa, Australia, and the Americas. In every culture recorded in history or studied by anthropologists, we find rituals, ceremonies, and celebrations that include elements of theater. (2) At various times, these ceremonies and stories developed into a separate realm of theater. In Greece, a fully developed theater emerged almost 2,500 years ago. In India, theater became well-established around 2,000 years ago. (3) Wherever theater has become a separate art form, it has had certain essential qualities: a story - the play - is presented by one group - the performers - to another group - the audience. (4) One special quality of a theater performance is its immediacy. In the theater, we live in the perpetual present tense. Theater is a transitory art. A performance changes from moment to moment, and each moment is a direct, immediate adventure for the audience. The transitory nature of theater is a quality it shares with music and dance, and sets it apart from literature and the visual arts. A novel or a painting is a fixed object; it exists as a finished product. The performing arts, on the other hand, are not objects but events. Theater occurs through time; it is an experience created by a series of sights, sounds, and impressions.
| 74. How does the art of theater convey its message? |
74
| |
A. |
An instrument or voice produces sound. |
| |
B. |
A camera converts light to images on film. |
| |
C. |
People perform a story for another group. |
| |
D. |
A person writes a story for others to read. |
|
Explain: |
| 75. The author discusses literature in paragraph 2 in order to illustrate what point? |
75
| |
A. |
Many actors prefer roles from classic works of literature. |
| |
B. |
Both novelists and dramatists use an outline to organize ideas. |
| |
C. |
Literature and drama are both written forms of communication. |
| |
D. |
Reading a novel and attending a play are different experiences. |
|
Explain: |
| 76. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 3? Incorrect choices change the meaning in important ways or leave out essential information. |
76
| |
A. |
A successful dramatist knows how to blend purpose, viewpoint, and theme into a unique performance. |
| |
B. |
A play's scenery, lighting, and costumes contribute to the message of the play. |
| |
C. |
Theater is the only art form that mixes more than one medium in a single work of art. |
| |
D. |
Theater is a distinct art form by the way it joins characters and audience in the telling of a story. |
|
Explain: |
| 77. Why does the author mention “Everyman” in paragraph 5? |
77
| |
A. |
To give an example of a play in which abstract ideas arc characters |
| |
B. |
To compare the importance of beauty, knowledge, and strength |
| |
C. |
To illustrate the universal human desire to create theater |
| |
D. |
To show that the definition of theater has evolved over time |
|
Explain: |
| 78. The word “theme” in paragraph 5 refers to ................ |
78
| |
A. |
beauty, knowledge, and strength |
| |
B. |
death arriving before we want it to come |
| |
C. |
performers playing animals, objects, or ideas |
| |
D. |
Everyman as a central character |
|
Explain: |
| 79. The word “urge” in paragraph 6 is closest in meaning to ................ |
79
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|
Explain: |
| 80. The word “realm” in paragraph 6 is closest in meaning to ................ |
80
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|
Explain: |
| 81. Which of the following can be inferred from paragraph 6 about the development of theater? |
81
| |
A. |
Theater emerged as a distinct art form at different times around the world. |
| |
B. |
People created theater as a way to promote peace between rival groups. |
| |
C. |
In every human society, theater appeared before other forms of art. |
| |
D. |
Theater could not have developed without the support of political leaders. |
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Explain: |
| 82. The word “transitory” in paragraph 7 is closest in meaning to ................ |
82
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Explain: |
| 83. How is theater similar to the other performing arts? |
83
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A. |
It is an event that occurs through time. |
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B. |
It is presented the same way every time. |
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C. |
It is based on works of literature. |
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D. |
It exists as a finished product. |
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Explain: |
| 84. According to the passage, all of the following are true of theater EXCEPT ................ |
84
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A. |
The medium of theater is written language. |
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B. |
The focus of theater is always human. |
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C. |
Theater is a distinct form of art. |
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D. |
The impulse toward theater is universal. |
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Explain: |
| 85. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Thus, theater is a shared event, an experience that includes both those who perform and those who observe.” could be added to the passage. Where would the sentence best fit? |
85
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Explain: |
| 86. An introductory sentence for a brief summary of the passage is: “Several qualities distinguish theater from other forms of art.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
86
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A. |
Each theater performance is an immediate yet transitory experience. |
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B. |
An actor must change his voice to play certain characters. |
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C. |
Theater is a form of literature because we can read plays in books. |
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D. |
Theater developed as a separate art very early in Greece and India. |
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E. |
Theater requires a human story, performers, and an audience. |
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F. |
The tendency toward creating theater occurs in all human societies. |
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Explain: |
| 87. How does the art of theater convey its message? |
87
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A. |
People perform a story for another group. |
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B. |
A person writes a story for others to read. |
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C. |
A camera converts light to images on film. |
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D. |
An instrument or voice produces sound. |
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Explain: |
LIMNERS The earliest known American painters, who were active in the latter part of the seventeenth century and the early part of the eighteenth century, were described in documents, journals, and letters of the time as limners. Most of the paintings created by limners were portraits, and they were unsigned because the finished pieces did not belong to the limners who created them but were instead the possessions of the subjects in the portraits. The portraits today are named after the Subjects portrayed in them, and a particular artist is known only as the creator of a particular portrait; thus a particular portrait is named Mrs. Elizabeth Freake and Baby Mary after the people in the portrait, and the limner who created the portrait is known only as the Freake Limner. Art historians who specialize in art from this era have been able to identify clusters of portraits painted by each of a number of limners but, in many cases, do not know the name of the actual limner. As can be seen from the fact that portraits created by limners went unsigned, limners were regarded more as artisans or skilled tradesmen than as artists. They earned their living as many artisans and tradesmen did at the time, as itinerant workers moving from town to town offering their services to either those who could pay or, more likely, to those who had goods or services to offer in return. They were able to paint portraits for those desiring to have a tangible representation of a family member for posterity; they also took on a variety of other types of painting jobs to stay employed, such as painting the walls of buildings, painting signs for businesses, and painting furniture. (1) Some of the early portraitists most likely received their education in art or trained as artisans in Europe prior to their arrival in America and then trained others in America in their craft; because they were working in undeveloped or minimally developed colonial areas, their lives were quite difficult. (2) They had little access to information about the world of art and little access to art supplies, so they needed to mix their own paints and make their own brushes and stretched canvasses. (3) They also needed to be prepared to take on whatever painting jobs were needed to survive. (4) There seem to be two broad categories of painting styles used by the portraitists, the style of the New England limners and the style of the New York limners. The style of the New England limners was a decorative style with flat characters, characters that seemed to lack mass and volume. This is not because the New England limners had no knowledge of painting techniques but was instead because the New England limners were using the style of Tudor painting that became popular during the reign of Queen Elizabeth I, a style that included characters with a flat woodenness yet with the numerous highly decorative touches and frills popular in the English court. The New York limners had a rather different style from the New England limners, and this was because New York had a different background from the rest of New England. Much of New England had been colonized by the English, and thus the basis for the style of the New England limners was the Tudor style that had been popularized during the reign of the Tudor queen Elizabeth I. However, the Dutch had settled the colony of New Amsterdam, and though New Amsterdam became an English colony in 1664 and was renamed New York, the Dutch character and influence was strongly in place during the era of the limners. The New York limners, as a result, were influenced by the Dutch artists of the time rather than the Tudor artists. Dutch art, unlike the more flowery Tudor art, was considerably more sober and prosaic. In addition, the New York limners lacked the flat portrayals of characters of the New England limners and instead made use of light and shade to create more lifelike portraits.
| 88. The word “pieces” in paragraph 1 could best be replaced by ................ |
88
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Explain: |
| 89. The word “them” in paragraph 1 refers to ................ |
89
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Explain: |
| 90. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 1? Incorrect choices change the meaning in important ways or leave out essential information. |
90
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A. |
Art historians have been able to identify characteristics in paintings indicating that the paintings were created by limners. |
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B. |
Certain groups of portraits are known to have been painted by the same limner, though the limner's name is often not known. |
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C. |
Artists from the era of limners painted clusters of portraits without knowing whom they were painting. |
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D. |
People studying art have been able to identify clusters of artists who had.painted portraits of the same subjects. |
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Explain: |
| 91. The word “itinerant” in paragraph 2 is closest in meaning to ................ |
91
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Explain: |
| 92. It is NOT mentioned in paragraph 2 that a limner might ................ |
92
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B. |
offer his services in return for other services |
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C. |
receive pay for a painting |
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Explain: |
| 93. The word “posterity” in paragraph 2 is closest in meaning to ................ |
93
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Explain: |
| 94. It can be inferred from paragraph 3 that limners ................ |
94
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A. |
would not possibly have had any formal training |
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B. |
were held in high esteem by the population |
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C. |
were quite knowledgeable about the world of art |
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D. |
were not all formally trained artists |
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Explain: |
| 95. The phrase “take on” in paragraph 3 could best be replaced by ................ |
95
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Explain: |
| 96. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Few limners were formally trained artists.” can be added to paragraph 3. Where would the sentence best fit? |
96
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Explain: |
| 97. Why does the author state that “the Dutch had settled the colony of New Amsterdam in a passage about limners”? |
97
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A. |
To indicate why the Tudor style of painting was possible |
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B. |
To give a reason for the highly flowery Dutch paintings |
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C. |
To explain why the style of the New York limners differed from that of the New England limners |
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D. |
To provide background information about the New England limners |
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Explain: |
| 98. It is stated in the passage that New Amsterdam ................ |
98
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A. |
was a Dutch colony after 1664 |
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C. |
was settled by the English |
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D. |
moved from English control to Dutch control |
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Explain: |
| 99. The word “prosaic” in paragraph 5 is closest in meaning to ................ |
99
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Explain: |
| 100. Choose TWO phrases that describe only the New York limners |
100
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A. |
Painted for Queen Elizabeth I |
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B. |
Did not sign portraits |
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C. |
Had more lifelike characters and less ornamentation |
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D. |
Had flat characters and lots of ornamentation |
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E. |
Used a Tudor style of painting |
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F. |
Had flat characters with little ornamentation |
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G. |
Earned a living by traveling from town to town |
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H. |
Were influenced by the Dutch style of painting |
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Explain: |
| 101. Choose TWO phrases that describe only the New England limners |
101
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A. |
Had flat characters and lots of ornamentation |
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B. |
Painted for Queen Elizabeth I |
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C. |
Earned a living by traveling from town to town |
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D. |
Were influenced by the Dutch style of painting |
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E. |
Did not sign portraits |
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F. |
Had flat characters with little ornamentation |
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G. |
Had more lifelike characters and less ornamentation |
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H. |
Used a Tudor style of painting |
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Explain: |
| 102. Choose TWO phrases that describe both the New York and New England limners |
102
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A. |
Had flat characters with little ornamentation |
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B. |
Had flat characters and lots of ornamentation |
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C. |
Had more lifelike characters and less ornamentation |
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D. |
Were influenced by the Dutch style of painting |
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E. |
Painted for Queen Elizabeth I |
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F. |
Did not sign portraits |
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G. |
Earned a living by traveling from town to town |
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H. |
Used a Tudor style of painting |
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Explain: |
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Score: 0/10
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