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

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

START

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

Question 1 of 100

Time: 01:00

Total time: 60:00

Script:

Listen to part of a talk in a music education class.

Learning to play a musical instrument is one of the best experiences that a young child can have. Learning to play music begins with listening to others play music. A child’s first experience with playing an instrument should be by ear without the distraction of printed music. Playing by car is the natural beginning for children. The ability to play by ear will help them throughout their lives, and it also enriches the experience of music making. But children should eventually learn to read music. So, when is the right time? And what′s the best way for a child to learn how to read music?

A lot of children start playing an instrument at the age of eight or nine. It′s best for them to spend a couple of years playing by ear before the teacher introduces notation -printed music. Children should first be able to feel that their instrument is a part of them. Playing by ear is the best way for children to become comfortable with their instrument.

The teacher should introduce notation only when the child is ready. The right time is when the child feels a need for notation. This might be when the child has learned so many pieces it’s sort of difficult to remember them all. Then the teacher can present the printed music as a memory aid so learning to read music has a practical purpose and isn’t just a meaningless task.

A good time to teach notation is when a group of children play together. The printed score is a way to help them sort of keep track of who plays what and when. The score will organize their cooperative effort in a way that makes sense to them.

Another good time is when the child wants to play music that’s so complex it would be difficult to learn by ear. In this case, learning to read music is a natural step toward playing the music the child wants to play. The teacher should play the score for the child the first time through, and demonstrate how the notes on the page are transformed into music. The child listens as he or she looks at the printed notes. This way the child can begin to see how the notes represent sound and a printed score becomes a piece of music. As the child listens—and maybe plays along—he or she begins to understand the shape of the new piece.

For students who play a chord-producing instrument- the guitar, for example—a natural first step toward reading music is playing by chord symbols. Chord symbols are found in a lot of different styles of music -like pop and jazz and at various levels of difficulty. Chord symbols are a simple form of written music—they’re kind of a halfway point between playing by ear and reading a standard musical score.

After children can play by ear and then by chord symbols the next step is to read standard music notation. Although that’s the natural order for children to learn, it doesn’t mean that each successive step is better than the one that came before. The three methods of playing music playing by ear playing chords, and playing by standard notation—are all valuable in their own way. Some children will always prefer to play by ear. Others will like chord playing and have no desire to learn another method. And still others will find their musical home in the tradition of note reading. It′s the job of the music teacher to fit the method to the needs of the students.

1. What is playing by ear?

Paying attention to what the teacher says

Playing an instrument that is held up to the ear

Listening to music through ear phones

Learning to play music without reading notation

2. Listen again to part of the talk. Then answer the question. Why does the professor ask this?

To find out if everyone in class can read music

To review material for an examination

To suggest that all children should study music

To introduce the main point he wants to make

3. According to the professor, when should children learn to read musical notation? Click on TWO answers.

When the music is too complex to learn by ear

When they first learn how to play an instrument

When they are ready to play in front of an audience

When a group of children play music together

4. According to the professor, why should a music teacher play the score for a child the first time?

To demonstrate how the printed notes translate into music

To show the child that the teacher is an excellent player

To allow the child to memorize the score by listening

To suggest that the score can be played in different styles

5. According to the professor, what is the natural order for children to learn music?

(i) Learn how to play by chord symbols. (ii) Learn how to play the instrument by ear. (iii) Learn how to read standard notation.

(i) Learn how to read standard notation. (ii) Learn how to play the instrument by ear. (iii) Learn how to play by chord symbols.

(i) Learn how to play the instrument by ear. (ii) Learn how to play by chord symbols. (iii) Learn how to read standard notation.

6. What does the professor imply about the three methods of playing music?

There is no reason to learn all three methods.

Students should use the teacher's favorite method.

Each method is appropriate for some students.

The best method is playing by standard notation.

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.

7. What are the students mainly discussing?

The rising costs of owning a business

Various costs that businesses face

Differences between economics and accounting

The concept of opportunity cost

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

He illustrates the concept with an example.

He asks her to explain a similar concept.

He reads a passage from their textbook.

He makes a list of terms for her to study.

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

To find out how much money the woman made

To express his concerns about owning a business

To evaluate the food at a restaurant

To suggest that the profit is less than it seems

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

An economist looks at a broader range of costs.

An economist uses a computer to calculate costs.

An economist's definition of costs never changes.

An economist tries to lessen the effect of costs.

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

It is more than the woman can afford.

It is not as expensive as it appears.

It includes the cost of lost income.

It continues to increase each year.

Script:

Listen to a discussion by a group of students in an oceanography class.

Instructor: OK, in this course, we′ve discussed a number of the ocean’s unusual features. Today we’re going to discuss atolls and how they′re formed. First, can you tell me what an atoll is? Beth?

Beth: An atoll’s a ring-shaped mass of coral and algae.

Instructor: That’s right. An atoll’s made of coral and algae, and it’s in the shape of a ring. . . . And where’re atolls found? Jim?

Jim: Atolls′re found in tropical and subtropical areas of the ocean.

Instructor: It’s true that atolls’re found in tropical and subtropical areas. . . . Why is that, do you think?

Jim: It’s where the water temperature’s fairly warm. The coral and reef-building algae grow best in fairly warm water.

Instructor: OK, now, let’s look at how atolls’re formed. We’ll look at a series of three diagrams and discuss what′s happening in each. This diagram shows the first step in the process. What does the diagram show? Linda?

Linda: Well, it . . . uh . . . looks like a volcano.

Instructor: (dryly) It certainly does . . . but perhaps there’s something more you could add.

Linda: Uh, it’s a volcanic island ... a newer volcanic island that has formed recently.

Instructor: And what’s growing around the volcanic island?

Linda: Ah ... a coral reefs growing around this new volcanic island.

Instructor: Yes, good. ... OK, now let’s look at the second diagram. Beth, can you describe what’s happening in this diagram?

Beth: The second diagram shows that the volcanic island has started to erode – it’s wearing down.

Instructor: And what’s been happening with the coral reef while the volcanic island has been eroding?

Beth: The coral reef has continued to grow.

Instructor: Excellent. Now let’s look at the third diagram in the series. What’s happening in this diagram? Jim?

Jim: Well, in this diagram, you can see that the volcanic island has, um, worn down so far that it’s below the level of the ocean. The coral has built up even further, so the coral′s above the water, and the remains of the volcano are under water.

Instructor: Yes, and it’s at this stage when the ring of coral’s called an atoll. The volcano has sunk, and there’s a pool of water inside the atoll. Now, what do we call the pool of water that remains inside an atoll? Linda?

Linda: The pool of water inside the atoll is called a lagoon.

Instructor: That’s correct. The body of water inside an atoll is called a lagoon.

Well, you seem to understand quite clearly how atolls result when coral reefs around volcanic islands continue to grow as the volcanic island themselves diminish. That’s all for today. I′ll see you next class.

12. What is this discussion mainly about?

The formation of certain coralline structures

The formation of lagoons

Where atolls most likely occur

How oceanic volcanoes occur

13. What is an atoll made of?

Only of algae

A combination of coral and algae

A combination of algae and volcanic ash

Only of coral

14. Where do atolls tend to grow?

In arctic areas

In tropical areas

In cool water

In warm water

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

She does not understand the student's response.

She would like a more thorough response from the student.

The student's response was incorrect.

The diagram they are looking at is not clear enough.

16. Which occurs in the first step?

The volcano disappears underwater.

A volcanic island forms.

The volcano erodes.

Coral begins to grow.

17. Which occurs in the second step?

The volcano disappears underwater.

The volcano erodes.

A volcanic island forms.

Coral begins to grow.

18. Which occurs in the third step?

The volcano erodes.

Coral begins to grow.

The volcano disappears underwater.

A volcanic island forms.

19. Which occurs in the fourth step?

The volcano disappears underwater.

Coral begins to grow.

A volcanic island forms.

The volcano erodes.

20. What is true about a lagoon?

It is made of coral.

It encircles an atoll.

It is a body of water.

It is surrounded by an atoll.

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!

21. What are the students mainly discussing?

The classes that they are taking

The theater program at their school

The man's experience in a law firm.

The woman's interest in an internship

22. What does the woman like about theater?

The opportunity to improve her acting

The efficiency of theater management.

The entire atmosphere of theater

The chance to meet interesting people

23. What is the woman′s opinion of her own acting ability?

She thinks she is better at acting than directing.

She is excited about learning new acting skills.

She thinks she needs more acting experience.

She thinks she is not very skilled at acting.

24. Why does the man say this?

To learn more about the woman's interests

To state what he likes about the theater

To compliment the woman on her abilities.

To imply that the woman should be a director

25. What does the man suggest the woman do? Click on TWO answers.

To compliment the woman on her abilities.

To imply that the woman should be a director

To state what he likes about the theater

To learn more about the woman's interests

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.

26. Which of the following best describes the organization of the lecture?

A list of influential painters

A description of a painting

A history of an art movement

A comparison of schools of art

27. What is the professor′s point of view concerning the Group of Seven?

They influenced new trends in Canadian literature and music.

They deserve more attention than they have received.

They created a distinctive Canadian art inspired by Canada itself.

They produced a style of painting that was crude and barbaric.

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

to state that the Group earned very little money

to contrast the methods of different artists in the Group

To show how one artist inspired the Group's direction

to explain why the Group's work was misunderstood

29. What subjects did the Group of Seven paint? Click on TWO answers.

Active street scenes

Uninhabited landscapes

Sailing ships

Jack pine trees

30. What does the professor mean by this statement?

Canada has more painters now than at any time in the past.

Much of the Group's work has come to represent Canada.

People come from all over the world to study Canadian art.

Art lovers pay high prices for the Group's paintings.

31. Listen again to part of the lecture. Then answer the question. What can be concluded about the Group of Seven′s style of painting?

The Group started the abstract style of painting.

Three artists are responsible for the Group's style.

The Group did not share a single style of painting.

All artists in the Group followed the style of Jackson.

Script:

Listen to a conversation in a university office.

M: Good afternoon. May I help you?

W: Yes, I hope so. My name is Jennifer Taylor, and I’m in the communications program. Our class is doing a radio program, and we’ll have interviews with a lot of people from all pans of campus life. We’d like to interview the new Dean of Students, if he’s willing.

M: Hmm. That sounds interesting.

W: I hope Dean Evans will agree to meet with us, and let us tape the conversation for the radio. It would be a way for the whole community to get to know him, get to know his ideas and everything ... like the kind of vision he has for the university.

M: How much time would you need?

W: Oh, probably about an hour, no more than that.

M: Hmm. I’m sure the dean would like to participate, but ... uh ... you know, his schedule is pretty tight.

W: Oh, I was afraid of that. Um ...

M: He’s tied up all this week. Everybody wants to. you know, get acquainted. But we can probably work something in. When would you like to do the interview?

W: The radio station can air the show on either the 16th or the 23rd, so we’d have to work around that.

M: Let me look at the dean’s schedule ... Let’s see ... it looks like he’s got a lot of meetings this week, and, well, most of next week, too. What about the week after that? He doesn’t have anything scheduled on Tuesday or Wednesday afternoon. Would either of those days work for you?

W: Um, yeah. I think so. How about Tuesday afternoon?

M: On Tuesday, he’s free from two o′clock till four- thirty.

W: Let’s see. I’ll be in class until two-thirty, so how about three?

M: All right. Three o’clock. Tuesday. April 15.

W: OK, that will be great. Thank you so much. This will be a great way for everyone to learn about our new dean. We really appreciate the opportunity to do this.

M: You′re really quite welcome. It’s our pleasure. In fact, I’ve put it on the dean’s calendar, and we will see you on the 15th.

W: The 15th. OK. Thank you very much.

32. What is the purpose of the conversation?

The woman is requesting an interview with the dean.

The woman wants to enroll in the communications program.

The man wants to discuss a change in the course schedule.

The man is interviewing the woman for a job in the office.

33. Why does the man say this:

To state that the dean cannot change his schedule

To let the woman know the dean is very busy

To apologize for the dean's confusing behavior

To express regret that the dean is not available

34. Why does the woman want to meet with the dean?

To learn about his ideas and vision

To tell him that she enjoyed his lecture

To request a change in the school calendar

To ask for a letter of recommendation

35. What can be inferred about the dean?

He has been dean for only a short time.

He is in his office two days a week.

He is an excellent public speaker.

He generally does not give interviews.

36. When will the meeting with the dean take place?

In two weeks

The next day

In three weeks

The next week

II.

SCHIZOPHRENIA

Schizophrenia is in reality a cluster of psychological disorders in which a variety of behaviors are exhibited and which are classified in various ways. Though there are numerous behaviors that might be considered schizophrenic, common behaviors that manifest themselves in severe schizophrenic disturbances are thought disorders, delusions, and emotional disorders.

Because schizophrenia is not a single disease but is in reality a cluster of related disorders, schizophrenics tend to be classified into various subcategories. The various subcategories of schizophrenia are based on the degree to which the various common behaviors are manifested in the patient as well as other factors such as the age of the schizophrenic patient at the onset of symptoms and the duration of the symptoms. Five of the more common subcategories of schizophrenia are simple, hebephrenic, paranoid, catatonic, and acute.

(1) The main characteristic of simple schizophrenia is that it begins at a relatively early age and manifests itself in a slow withdrawal from family and social relationships with a gradual progression toward more severe symptoms over a period of years. (2) Someone suffering from simple schizophrenia may early on simply be apathetic toward life, may maintain contact with reality a great deal of the time, and may be out in the world rather than hospitalized. (3) Over time, however, the symptoms, particularly thought and emotional disorders, increase in severity. (4)

Hebephrenic schizophrenia is a relatively severe form of the disease that is characterized by severely disturbed thought processes as well as highly emotional and bizarre behavior. Those suffering from hebephrenic schizophrenia have hallucinations and delusions and appear quite incoherent; their behavior is often extreme and quite inappropriate to the situation, perhaps full of unwarranted laughter, or tears, or obscenities that seem unrelated to the moment. This type of schizophrenia represents a rather severe and ongoing disintegration of personality that makes this type of schizophrenic unable to play a role in society.

Paranoid schizophrenia is a different type of schizophrenia in which the outward behavior of the schizophrenic often seems quite appropriate; this type of schizophrenic is often able to get along in society for long periods of time. However, a paranoid schizophrenic suffers from extreme delusions of persecution, often accompanied by delusions of grandeur. While this type of schizophrenic has strange delusions and unusual thought processes, his or her outward behavior is not as incoherent or unusual as a hebephrenic’s behavior. A paranoid schizophrenic can appear alert and intelligent much of the time but can also turn suddenly hostile and violent in response to imagined threats.

Another type of schizophrenia is the catatonic variety, which is characterized by alternating periods of extreme excitement and stupor. There are abrupt changes in behavior, from frenzied periods of excitement to stuporous periods of withdrawn behavior. During periods of excitement, the catatonic schizophrenic may exhibit excessive and sometimes violent behavior; during the periods of stupor, the catatonic schizophrenic may remain mute and unresponsive to the environment.

A final type of schizophrenia is acute schizophrenia, which is characterized by a sudden onset of schizophrenic symptoms such as confusion, excitement, emotionality, depression, and irrational fear. The acute schizophrenic, unlike the simple schizophrenic, shows a sudden onset of the disease rather than a slow progression from one stage of it to the other. Additionally, the acute schizophrenic exhibits various types of schizophrenic behaviors during different episodes, sometimes exhibiting the characteristics of hebephrenic, catatonic, or even paranoid schizophrenia. In this type of schizophrenia, the patient’s personality seems to have completely disintegrated.

37. The passage states that schizophrenia ................

always develops early in life

always involves delusions

is a group of various psychological disorders

is a single psychological disorder

Explain:

38. The phrase “manifested” in paragraph 2 is closest in meaning to ................

demonstrated by

maintained by

created in

internalized within

Explain:

39. 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.

Those suffering from simple schizophrenia tend to move more and more slowly over the years.

All types of schizophrenics withdraw from their families as their disease progresses.

It is common for simple schizophrenia to start at an early age and remain less severe than other types of schizophrenia.

Simple schizophrenia generally starts at an early age and slowly worsens.

Explain:

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

realistic

emotionless

sentimental

logical

Explain:

41. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “At this point, hospitalization will most likely be deemed necessary.” can be added to paragraph 3. Where would the sentence best fit?

Number 3

Number 4

Number 2

Number 1

Explain:

42. The word “unwarranted” in paragraph 4 is closest in meaning to ................

insensitive

inappropriate

uncontrolled

underestimated

Explain:

43. The phrase “get along” in paragraph 5 could best be replaced by ................

negotiate

travel

manage

mobilize

Explain:

44. The author uses the word “While” in paragraph 5 in order to show that paranoid schizophrenics ................

exhibit strange behaviors as they think unusual thoughts

can think clearly in spite of their strange behavior

have strange delusions at the same time that they have unusual thought patterns

think in a way that is materially different from the way that they act

Explain:

45. It is implied in paragraph 5 that a paranoid schizophrenic would be most likely to ................

break into unexplained laughter

improve over time

believe that he is a great leader

withdraw into a stuporous state

Explain:

46. The word “mute” in paragraph 6 is closest in meaning to ................

frightened

asleep

quiet

deaf

Explain:

47. The word “it” in paragraph 7 refers to ................

the other

the disease

one stage

a slow progression

Explain:

48. It is NOT indicated in the passage that which of the following suffers from delusions?

An acute schizophrenic

A hebephrenic schizophrenic

A paranoid schizophrenic

A catatonic schizophrenic

Explain:

49. Choose ONE phrase that describes the simple schizophrenia

Is a less serious form of the disease that develops later in life and involves complete disintegration of personality

Involves irrational and irregular behavior on an ongoing basis that makes it impossible to take part in regular social interactions

Sometimes involves behavior that is quite normal, and even exceptional, and at other times involves delusions that cause negative behavior

Involves violent behavior during phases of extreme stupor

Starts at a young age and progresses slowly, moving from withdrawal from society to serious emotional problems

Involves drastic changes from extremely quiet and withdrawn behavior to wild and uncontrolled behavior

Appears suddenly and includes a variety of behaviors from various other types of schizophrenia

Explain:

50. Choose ONE phrase that describes the hebephrenic schizophrenia

Involves violent behavior during phases of extreme stupor

Involves drastic changes from extremely quiet and withdrawn behavior to wild and uncontrolled behavior

Appears suddenly and includes a variety of behaviors from various other types of schizophrenia

Involves irrational and irregular behavior on an ongoing basis that makes it impossible to take part in regular social interactions

Starts at a young age and progresses slowly, moving from withdrawal from society to serious emotional problems

Is a less serious form of the disease that develops later in life and involves complete disintegration of personality

Sometimes involves behavior that is quite normal, and even exceptional, and at other times involves delusions that cause negative behavior

Explain:

51. Choose ONE phrase that describes the paranoid schizophrenia

Involves irrational and irregular behavior on an ongoing basis that makes it impossible to take part in regular social interactions

Appears suddenly and includes a variety of behaviors from various other types of schizophrenia

Involves violent behavior during phases of extreme stupor

Sometimes involves behavior that is quite normal, and even exceptional, and at other times involves delusions that cause negative behavior

Is a less serious form of the disease that develops later in life and involves complete disintegration of personality

Starts at a young age and progresses slowly, moving from withdrawal from society to serious emotional problems

Involves drastic changes from extremely quiet and withdrawn behavior to wild and uncontrolled behavior

Explain:

52. Choose ONE phrase that describes the catatonic schizophrenia

Involves violent behavior during phases of extreme stupor

Involves drastic changes from extremely quiet and withdrawn behavior to wild and uncontrolled behavior

Sometimes involves behavior that is quite normal, and even exceptional, and at other times involves delusions that cause negative behavior

Starts at a young age and progresses slowly, moving from withdrawal from society to serious emotional problems

Involves irrational and irregular behavior on an ongoing basis that makes it impossible to take part in regular social interactions

Appears suddenly and includes a variety of behaviors from various other types of schizophrenia

Is a less serious form of the disease that develops later in life and involves complete disintegration of personality

Explain:

53. Choose ONE phrase that describes the acute schizophrenia

Starts at a young age and progresses slowly, moving from withdrawal from society to serious emotional problems

Involves irrational and irregular behavior on an ongoing basis that makes it impossible to take part in regular social interactions

Sometimes involves behavior that is quite normal, and even exceptional, and at other times involves delusions that cause negative behavior

Is a less serious form of the disease that develops later in life and involves complete disintegration of personality

Involves violent behavior during phases of extreme stupor

Appears suddenly and includes a variety of behaviors from various other types of schizophrenia

Involves drastic changes from extremely quiet and withdrawn behavior to wild and uncontrolled behavior

Explain:

KETCHUP

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

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

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

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

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

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

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

predecessors

creators

ingredients

descendents

Explain:

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

the Chinese sauce was made from seafood and spices

the Indonesian sauce was similar to the Chinese sauce

the Chinese sauce was in existence in the seventeenth century

the Malaysian sauce was similar to the Chinese sauce

Explain:

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

a week

the resulting solution

this process

a salt brine

Explain:

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

transported

discovered

traversed

described

Explain:

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

difficult to find in England

not part of the original Asian recipe

not native to England

transported to England from Asia

Explain:

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

distinction

anger

fashion

misunderstanding

Explain:

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

provide an example of a sauce using tomatoes

indicate what will be discussed in the coming paragraph

explain why tomatoes were considered dangerous

make a reference to the topic of the previous paragraph

Explain:

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

has edible leaves

is related to some poisonous plants

was considered poisonous by the Aztecs

has fruit that is sometimes quite poisonous

Explain:

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

strong attachments

necessary utensils

standard elements

rare alternatives

Explain:

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

Number 2

Number 1

Number 4

Number 3

Explain:

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

stemmed

expanded

contracted

converted

Explain:

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

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

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

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

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

Explain:

66. 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.

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

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

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

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

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

The sauce was first developed in Asia, without tomatoes.

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

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

advanced skill

personal style

strong interest

good luck

Explain:

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

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

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

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

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

Explain:

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

make music difficult to learn

vary in emphasis in different cultures

distinguish music from other art forms

express different human emotions

Explain:

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

amused

pushed

gifted

inclined

Explain:

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

between the ages of two and four months

When children learn to sing at two or three years old

When infants start to babble and produce sound patterns

between ten years old and adolescence

Explain:

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

Recognition of the emotional power of music

Differences between learning music and learning language

Exceptional musical ability in an otherwise average child

the ability of all babies to acquire core elements of music

Explain:

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

to compare past and present views of musical talent

to describe the development of individual musical skill

To give an example of a well-known musical prodigy

to list musical accomplishments of the eighteenth century

Explain:

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

modulation

rhythm

perfect pitch

prodigy

Explain:

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

appreciation for a wide variety of musical styles

a remarkable “ear” or perfect memory for music

playing a single song in the style of various composers

ability to compose major works at a young age

Explain:

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

beautiful art

personal goal

safe place

simple problem

Explain:

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

It has been documented and studied but is little understood.

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

occurs more frequently in some cultures than in others.

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

Explain:

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

Number 2

Number 1

Number 3

Number 4

Explain:

79. 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.

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

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

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

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

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

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

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.

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

A scholarship student

A skilled laborer

A successful investor

A rural farmer

Explain:

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

natural

essential

trivial

delicate

Explain:

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

the rough roads

the immature drivers

the elaborate engines

the lack of roads

Explain:

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

automobile engines were evaluated in terms of their horsepower

early autos had little more than an engine and wheels

horses were an effective mode of transportation

it was foolish to travel on a four-legged animal

Explain:

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

Number 4

Number 2

Number 1

Number 3

Explain:

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

electric charging stations

automobiles in the beginning of the twentieth century

today's models

electric models

Explain:

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

often had to take their automobiles to charging stations

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

had to hire drivers to operate their cars

sometimes had to demonstrate knowledge of steam engineering

Explain:

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

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

To indicate that early automobiles had upholstered chairs or sofas

To show how remarkably automobile design had progressed

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

Explain:

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

continual

jolting

bothersome

heavy

Explain:

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

surrounded by

full of

dangerous due to

occurring as a result of

Explain:

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

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

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

strict speed limits should be placed on horse-drawn carriages

all horseless vehicles should be banned from all public parks

Explain:

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

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

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

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

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

Explain:

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

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

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

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

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

Explain:

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.

93. According to paragraph 1, all of the following are true of icebergs EXCEPT ................

They do not have a regular shape.

Waves and tides cause them to break off glaciers.

They are formed where glaciers meet the ocean.

Most of their mass is above the sea surface.

Explain:

94. According to paragraph 2, what causes icebergs to sometimes appear dark or opaque? ................

The presence of large cracks in their surface

The low angle of the Sun above the horizon

A heavy cloud cover

The presence of gravel or bits of rock

Explain:

95. 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.

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.

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.

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.

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:

96. The word “penetrate” in the passage is closest in meaning to ................

melt

pierce

endure

collect

Explain:

97. According to paragraph 4, how is glacial ice formed?

By the freezing of seawater on the bottom of ice shelves

By the capsizing of a two-layer block of shelf ice

By breaking away from the ice shelf

By the compaction of snow

Explain:

98. According to paragraph 4, ice shelf cores helped scientists explain the formation of green icebergs by showing that ................

bubble-free ice is found at the top of the ice shelf

glacial ice is lighter and floats better than sea ice

the clear sea ice at the bottom of the ice shelf is similar to ice from a green iceberg

the ice at the bottom of green icebergs is bubble-free ice formed from frozen seawater

Explain:

99. Why does the author mention that "The green ice portion was textured by seawater erosion"?

To explain how the air bubbles had been removed from the green ice

To suggest that green ice is more easily eroded by seawater than white ice is

To support the idea that the green ice had been the bottom layer before capsizing

To explain why cracks in the iceberg appeared light green instead of dark green

Explain:

100. The word “accumulated” in the passage is closest in meaning to ................

frozen

covered

released

collected

Explain:

101. The word “excluded” in the passage is closest in meaning to ................

gathered together

damaged

compressed

kept out

Explain:

102. The word “accrete” in the passage is closest in meaning to

transfer

come together

advance

flatten out

Explain:

103. Which of the following is NOT explained in the passage?

Why green icebergs are commonly produced in some parts of Antarctica

Why blocks of shelf ice sometimes capsize after breaking off

Why blocks of ice break off where glaciers meet the ocean

Why green icebergs contain large amounts of dissolved organic pigments

Explain:

104. The passage supports which of the following statements about the Amery Ice Shelf?

No green icebergs are found far from the Amery Ice Shelf.

The Amery Ice Shelf produces green icebergs because the seawater is rich in a particular kind of soluble organic material.

The Amery Ice Shelf produces green icebergs because its ice contains high levels of metallic compounds such as copper and iron.

The Amery Ice Shelf produces only green icebergs.

Explain:

105. 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?

Number 2

Number 3

Number 4

Number 1

Explain:

106. 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.

Green icebergs are white until they come into contact with seawater containing platelets and soluble organic green pigments.

Ice cores were used to determine that green icebergs were formed from the compaction of metallic compounds, including copper and iron.

All ice shelves can produce green icebergs, but the Amery Ice Shelf is especially well suited to do so.

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.

In a green iceberg, the sea ice contains large concentrations of organic matter from the seawater.

Green icebergs form when a two- layer block of ice breaks away from a glacier and capsizes, exposing the bottom sea ice to view.

Explain:

BACK

01.

02.

03.

04.

05.

06.

07.

08.

09.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

A	C	D	E	F	G
B

50.

A	C	D	E	F	G
B

51.

A	C	D	E	F	G
B

52.

A	C	D	E	F	G
B

53.

A	C	D	E	F	G
B

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

101.

102.

103.

104.

105.

106.

Score: 0/10

SCORE NEW TEST

No.

Date

Right Score

Total Score

elearn site

PARTNERS

NEWS