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

Question 1 of 100

Time: 01:00

Total time: 60:00

Script:

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

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

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

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

W1: Right. Then what comes next?

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

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

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

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

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

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

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

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

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

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

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

The organs of a flower

The composite family of flowers

The evolution of flowers

The uses of flowers in art

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

Carpels

Sepals

Petals

Stamens

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

To announce that the location of the lab has moved

To apologize for giving the student incorrect information

To imply that the student will see examples in the lab

To remind the student that his lab report is due today

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

Incomplete flowers do not have all four basic flower organs.

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

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

The sunflower has one large symmetrical flower on its stalk.

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

Its central disk resembles the human eye.

It blooms for only one day each year.

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

It was named for an Anglo-Saxon chief.

Script:

A botanist has been invited to speak to a geography class. She will be discussing aromatic trees of North America. Listen to part of the talk.

When European explorers first approached the coast of North America, even before their ships landed, the first thing they noticed was the pungent aroma carried to the ships by the offshore breezes. Some sea captains thought this aroma was the scent of the valuable Oriental spices that had prompted their voyages of exploration. But in fact, the agreeable smells didn’t come from spices: they came from the lush vegetation of the North American forests.

The fragrance came from the blossoms of numerous trees and from the volatile oils in pine sap. Pine sap is a resinous fluid that pine trees put out to heal wounds caused by wind, fire, and lightning, and also to protect the pine tree’s seeds.

Pine sap was a valuable commodity to the sailors who explored the coast. The smell of pine meant there was an abundant supply of what were known as naval stores pitch and pine tar. Pitch and pine tar were thick, sticky, semi-solid substances that were made by distilling pinewood. Sailors used naval stores for caulking and waterproofing their wooden ships, which kept them seaworthy.

The Europeans found fragrant trees all along the Atlantic coast, from Massachusetts in the north to Florida in the south. Everywhere along the coast, the air was filled with the strong perfume of the flowering dogwood. The Native Americans already knew about the medicinal properties of the dogwood, and they used its bark and roots to treat malaria and other fevers. They brewed the aromatic bark into a bitter, astringent tea. European settlers also used the dogwood to relieve attacks of malaria. They soaked the dogwood bark in whiskey and drank the strong infusion. This was before they knew’ about quinine from South America, and before quinine became available.

In the south, probably the best-known aromatic tree was the sassafras. The sassafras is a fast growing tree, a member of the laurel family. Like the other fragrant laurels cinnamon, bay. and camphor sassafras is noted for its aromatic bark, leaves, roots, flowers, and fruit. I have a sassafras twig with me here, which I′ll pass around so you can all enjoy its smell. Just give it a small scrape with your thumbnail to release the scent.

I think you’ll find it strong but pleasant.

The Choctaw Indians used powdered sassafras leaves as a spice. Other Native American tribes used sassafras tonic as a cure for everything from fever to stomachache. News of this wonder tree reached Europe in the sixteenth century by way of the French and the Spanish, and sassafras was one of the first exports from North America to Europe. It sold for a high price on the London market, which sort of inspired other English explorers to ... um ... seek their fortunes in the North American colonies.

For centuries, sassafras enjoyed a fantastic reputation as a cure for almost every disease. Maybe you′ve heard of the medicinal spring tonic of the old days. Well, sassafras was a main ingredient in spring tonic—the stuff pioneer parents gave their kids. My grandmother had to take the spring tonic that her grandmother made from sassafras.

Sassafras leaves, bark, and roots used to provide the flavoring for root beer and chewing gum. Sassafras was also used in soaps and perfumes. However, in the 1960s, the United States Food and Drug Administration found sassafras oil to be a potential carcinogen for humans because it caused cancer in rats. Since that time, sassafras has been banned for human consumption. No one really knows just how harmful it is to human beings, but some studies show that one cup of strong sassafras tea contains more than four times the amount of the volatile oil safrole that is hazardous to humans if consumed on a regular basis.

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

The Native American villages

The strength of the wind

The fragrance of the trees

The density of the forests

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

It provided an aromatic spice for food.

It was an effective cure for headaches.

It could make wooden ships waterproof.

It was a good material for starting fires.

8. How was the flowering dogwood used?

As a flavoring for candy and soft drinks

As a spring tonic for pioneer children

As a treatment for fevers and malaria

As an ingredient in soaps and perfumes

9. Why does the speaker say this?

She is giving a recipe for a medicinal tonic.

She needs someone to help her lift a heavy tree.

She wants the students to smell a piece of wood.

She is demonstrating how to brew tea.

10. Why was sassafras once considered a wonder tree?

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

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

It provided more board timber than any other tree.

Its fragrance was the sweetest of any American tree.

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

It is too expensive for most people.

It is probably not harmful to humans.

It is available only in drugstores.

It is no longer a legal medicine.

Script:

Listen to part of a talk in a business management class.

What do we mean when we talk about leadership? First, it’s important not to confuse leadership with power. It’s true that— by definition—leaders always have some degree of power. Leaders have power because of their ability to influence other people. However, many power holders do not have the qualities of leadership. Consider the headwaiter in your favorite restaurant. The headwaiter has power to some degree—for example, the power to scat you at the best table by the window-—but he doesn′t necessarily have the qualities we associate with leadership.

We have to distinguish between leaders and power holders. There are a lot of powerful people who lack leadership skills. A military dictator has power. So does the robber who sticks a gun in your face and demands your wallet. Leadership is something else.

Leadership and power arc not the same thing, although they are similar in this one way. Both leadership and power involve the ability to ... bring about the results you want, and to ... prevent the results that you don’t want to happen.

Here′s another way to think of it. In sociological terms, uh ... power is simply the ability to bring about certain behavior in other people. For example, parents have power over their children, and they use it to get their children to behave in acceptable ways. Teachers have power, and so do mid-level managers—all as a result of their position.

Where does power come from? The sources are varied. Probably the oldest source of power is the ability to use physical force—a source available to both the military and the biggest kid on the playground. The power that comes from physical might is not the same as leadership. Just think of the military dictator... or the school bully. We don’t usually think of these power holders as leaders—despite the brute force they use to control others.

Wealth, position, the ability to motivate - all of these are sources of power. Being close to others with power is a source of power. That’s why people gravitate toward political leaders. Some power comes from qualities people were born with -like physical beauty, or the ability to influence friends. Science and technology are also sources of power. Corporations understand this and spend huge amounts of money on research, information systems, and consultants.

Although leadership and power arc different things, they′re related in important ways. Consider, for example, a chief executive officer who has the ability to motivate people, a CEO with vision, who can lift the spirit of his or her employees and bring about a rise in productivity—that is leadership. But consider this scenario. The company realizes they′re sort of falling behind in the technology race, so the CF.O responds by increasing the amount of money available to the company’s research division. That is the exercise of power. Authorizing a spending increase could have been made only by a chief executive with the power to do so. Remember, both leadership and power involve the ability to accomplish the results you want, and successful managers understand how the two work together to make this happen.

12. What is the talk mainly about?

How leadership and power are related

Why too much power can lead to evil

Leaders of the restaurant industry

the changing concept of leadership

13. Why does the professor talk about the headwaiter in a restaurant?

to explain how leaders influence other people

To show that having power doesn't imply leadership

to compare the quality of service in two restaurants

to give an example of leadership in everyday life

14. Why does the professor say this?

to warn students about the presence of danger

to explain why dictators have so much power

to compare qualities of dictators and robbers

To distinguish between leaders and power holders

15. According to the professor, how are leadership and power similar?

Both require the ability to exercise physical force.

Both involve the ability to bring about wanted results.

Both are benefits one gets from a university education

both are necessary for people who commit crimes.

16. According to the professor, which of the following are sources of power? Click on TWO answers.

The ability to eat in a restaurant

The ability to follow orders

the ability to motivate people

The ability to use physical force

17. Listen again to part of the talk. Then answer the question. What does the professor imply about successful managers?

They are the only ones who can increase spending.

They know how and when to use their power.

Their leadership skills are present from birth.

Their power comes from the use of physical force.

Script:

Listen to part of a lecture in a geology class.

Mount St. Helens is in the Cascade Range, a chain of volcanoes running from southern Canada to northern California. Most of the peaks are dormant what I mean is, they’re sleeping now. but are potentially active. Mount St. Helens has a long history of volcanic activity, so the eruptions of 1980 weren′t a surprise to geologists. The geologists who were familiar with the mountain had predicted she would erupt.

The eruption cycle had sort of a harmless beginning. In March of 1980, seismologists picked up signs of earthquake activity below the mountain. And during the next week, the earthquakes increased rapidly, causing several avalanches. These tremors and quakes were signs that large amounts of magma were moving deep within the mountain. Then, suddenly one day there was a loud boom, a small crater opened on the summit. St. Helens was waking up.

The vibrations and tremors continued. All during April, there were occasional eruptions of steam and ash. This attracted tourists and hikers to come and watch the show. It also attracted seismologists, geologists, and—of course -the news media.

By early May. the north side of the mountain had swelled out into a huge and growing bulge. The steam and ash eruptions became even more frequent. Scientists could see that the top of the volcano was sort of coming apart. Then there were a few days of quiet, but it didn’t last long. It was the quiet before the storm.

On the morning of May 18—a Sunday at around eight o’clock, a large earthquake broke loose the bulge that had developed on the north face of the mountain. The earthquake triggered a massive landslide that carried away huge quantities of rock. Much of the north face sort of swept down the mountain.

The landslide released a tremendous sideways blast.

Super heated water in the magma chamber exploded, and a jet of steam and gas blew out of the mountain’s side with tremendous force. Then came the magma, sending up a cloud of super-heated ash. In only 25 seconds, the north side of the mountain was blown away. Then, the top of the mountain went too. pouring out more ash, steam, and magma. The ash cloud went up over 60.000 feet in the air. blocking the sunlight.

Altogether, the eruptions blew away three cubic kilometers of the mountain and devastated more than 500 kilometers of land. The energy of the blast was equivalent to a hydrogen bomb of about 25 megatons. It leveled all trees directly to the northeast and blew all the water out of some lakes. The blast killed the mountain′s goats, millions of fish and birds, thousands of deer and elk and around sixty people. The ash cloud drifted around the world, disrupting global weather patterns.

For over twenty years now. Mount St. Helens has been dormant. However, geologists who’ve studied the mountain believe she won’t stay asleep forever. The Cascade Range is volcanically active. Future eruptions are certain and— unfortunately we can’t prevent them.

18. According to the professor, how did the cycle of volcanic eruptions begin?

The volcano erupted suddenly without warning.

Magma poured out of the top of the mountain.

A cloud of ash traveled around the world.

Several earthquakes and avalanches occurred.

19. Why does the professor say this?

To tell of his own experience of watching the mountain

To explain why the events were a surprise to geologists

To criticize the media for interfering with the scientists

To show that the eruptions interested a lot of people

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

The small eruptions paused briefly just before the major eruption.

The public suddenly lost interest in watching the eruptions.

It had been a long time since the previous eruption of St. Helens.

Scientists took a few days off before continuing their work.

21. What can be concluded about Mount St. Helens?

It is no longer of interest to geologists.

It is likely to erupt in the future.

It is the largest volcano in the world.

It is a harmless inactive volcano.

22. What were some effects of the eruption? Click on TWO answers.

Large numbers of animals and people were killed.

Tourists were afraid to visit the Cascade Range.

The ash cloud affected weather around the world.

Geologists were criticized for failing to predict it.

23. The professor explains what happened when Mount St. Helens erupted. Choose THREE sentences were part of the event.

Ash and steam rose from the mountain.

The mountain gained sixty feet in height.

The mountain's side and top exploded.

An earthquake caused a huge landslide.

Script:

Listen to part of a conversation between a student and a university employee.

Employee: Oh, hello . . . can I help you?

Student: Um . . . yeah . . . I′m looking for professor Kirk, is she here? I mean, is this her office?

Employee: Yes, you′re in the right place— professor Kirk′s office is right behind me—but no . . . she′s not here right now.

Student: Um, do you know when she′ll be back?

Employee: Well, she′s teaching all morning. She won′t be back until . . . let me check . . . hmm, she won′t be back until . . . after lunch. That′s when she has her office hours. Perhaps you could come back then?

Student: Oh, unfortunately no. I have class this afternoon. And I was really hoping to talk to her today. Hey, um, do you know if . . . she′s accepting any more students into her introduction to biology class?

Employee: You want to know if you can take the class?

Student: Yes, if she′s letting any more students sign up, I′d like, I′d like to join the class.

Employee: Introduction to biology is a very popular class, especially when she teaches it. A lot of students take it.

Student: Yeah, that′s why the registrar said it was full. I′ve got the form the registrar gave me, um, with me to get her permission to take the class. It′s all filled out except for her signature. I′m hoping she′ll let me in even though the class is full. You, see I′m a senior this year, and uh, . . . this′ll be my last semester, so it′s my last chance . . .

Employee: Oh, wow, really. I mean, most students fulfill their science requirement the first year.

Student: Well, I mean, um...to be honest, I kept putting it off. I′m not really a big fan of science classes in general, and with the labs and everything, I′ve never quite found the time.

Employee: Your advisor didn′t say anything?

Student: Well, to tell you the truth she′s been after me to take a class like this for a while, but I′m double majoring in art and journalism and so my schedule′s been really tight with all the classes I gotta′ take, so somehow I never . . .

Employee: (politely cutting in) Well, perhaps you could leave the form with me and I′ll see if she′ll sign it for you.

Student: You know, I appreciate that, but maybe I should explain the problem to her in person . . . I didn′t want to do it, but I guess I′ll have to send her an e-mail.

Employee: Hmm. You know, not all professors check their e-mails regularly—I . . . I′m not sure if professor Kirk does it or not. Here′s an idea . . . Why don′t you stick a note explaining your situation under her door and ask her to call you if she needs more information?

Student: Hey, that′s a good idea; and then I can leave the form with you—if you still don′t mind. . .

24. Why does the student go to Professor Kirk′s office?

To find out if he needs to take a certain class to graduate

To respond to Professor Kirk's invitation

To ask Professor Kirk to sign a form

To ask Professor Kirk to be his advisor

25. Why is the woman surprised at the man′s request?

He has not tried to sign up for Introduction to Biology at the registrar's office.

A journalism student should not need a biology class.

He has waited until his senior year to take Introduction to Biology.

Professor Kirk no longer teaches Introduction to Biology.

26. What does the man say about his advisor?

She encouraged the man to take a science class.

She thinks very highly of Professor Kirk.

She is not aware of the man's problem.

She encouraged the man to major in journalism.

27. How will the man probably try to communicate his problem to Professor Kirk?

By leaving her a note

By calling her

By visiting her during office hours

By sending an e-mail to her

28. Listen again to part of the conversation. Why does the man say this to the woman?

To thank the woman for solving his problem

To explain why he needs the woman's help

To politely refuse the woman's suggestion

To show that he understands that the woman is busy

Script:

Listen to a conversation between a student and an advisor.

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

Student: Yes, I do.

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

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

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

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

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

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

Advisor: Mmhm. You could put it that way.

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

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

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

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

Student: Yes, I am.

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

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

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

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

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

29. What problem does the student have?

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

Deciding whether or not to take an introductory-level course

Deciding between two seemingly similar courses

Deciding whether or not to study biology

30. What differentiates Biology 101 from the other course?

Biology 101 is a more general course.

Biology 101 has a laboratory component.

Biology 101 has more lectures.

Biology 101 has fewer units.

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

“You really should have said it differently.”

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

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

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

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

Whether his major will be within the sciences or not

Exactly what his major is

Whether or not to study biology

How he should fulfill the general education requirements

33. What can be concluded from the conversation?

That the student really does not like science

That the student has completed his general education requirements

That the student has decided which course to take

That the student has made a decision on a major

II.

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.

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

descendents

ingredients

creators

predecessors

Explain:

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

the Chinese sauce was in existence in the seventeenth century

the Chinese sauce was made from seafood and spices

the Indonesian sauce was similar to the Chinese sauce

the Malaysian sauce was similar to the Chinese sauce

Explain:

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

the resulting solution

a week

this process

a salt brine

Explain:

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

traversed

described

discovered

transported

Explain:

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

not native to England

not part of the original Asian recipe

difficult to find in England

transported to England from Asia

Explain:

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

distinction

fashion

misunderstanding

anger

Explain:

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

make a reference to the topic of the previous paragraph

provide an example of a sauce using tomatoes

explain why tomatoes were considered dangerous

indicate what will be discussed in the coming paragraph

Explain:

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

has edible leaves

has fruit that is sometimes quite poisonous

is related to some poisonous plants

was considered poisonous by the Aztecs

Explain:

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

rare alternatives

necessary utensils

strong attachments

standard elements

Explain:

43. 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 1

Number 3

Number 4

Number 2

Explain:

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

stemmed

expanded

converted

contracted

Explain:

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

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

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

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

Explain:

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

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

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

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

The sauce was first developed in Asia, without tomatoes.

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

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

Explain:

DECISIONS

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

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

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

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

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

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

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

requires the contemplation of numerous options

does not work in real situations

involves only the decision maker

is made without the decision unit

Explain:

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

apart from

along with

tied to

connected to

Explain:

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

open-ended discussions

focus on objectives

evaluation of the problem

generation of options

Explain:

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

Number 2

Number 4

Number 3

Number 1

Explain:

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

personal

organized

bizarre

mixed

Explain:

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

deal with a specific threat

work in a random fashion

consider disadvantages of options

ponder various options

Explain:

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

variation

careful analysis

the best option

each option

Explain:

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

A satisfier is the predecessor of a rational actor.

A satisfier exhibits more common behavior than a rational actor.

A satisfier shows contrasting behavior to a rational actor.

A satisfier shares some characteristics with a rational actor.

Explain:

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

finds

sets

puts

locates

Explain:

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

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

Set routines within organizations tend to constrain decisions.

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

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

Explain:

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

philosophies

emotions

interactions

explosions

Explain:

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

Differing interests and motives are changed.

The members of the decision unit leave the unit.

No one is completely satisfied with the final outcome.

No decision is ever reached.

Explain:

59. An introductory sentence or a brief summary of the passage is: “Different models for analyzing the process of decision making.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. ................

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

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

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

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

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

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

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.

60. The word “pieces” in paragraph 1 could best be replaced by ................

fragments

works

ideas

parts

Explain:

61. The word “them” in paragraph 1 refers to ................

subjects

limners

possessions

portraits

Explain:

62. 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.

Art historians have been able to identify characteristics in paintings indicating that the paintings were created by limners.

Artists from the era of limners painted clusters of portraits without knowing whom they were painting.

Certain groups of portraits are known to have been painted by the same limner, though the limner's name is often not known.

People studying art have been able to identify clusters of artists who had.painted portraits of the same subjects.

Explain:

63. The word “itinerant” in paragraph 2 is closest in meaning to ................

uneducated

professional

wandering

successful

Explain:

64. It is NOT mentioned in paragraph 2 that a limner might ................

receive pay for a painting

paint a house

work as a carpenter

offer his services in return for other services

Explain:

65. The word “posterity” in paragraph 2 is closest in meaning to ................

prominent display

delayed gratification

social acceptance

future generations

Explain:

66. It can be inferred from paragraph 3 that limners ................

were quite knowledgeable about the world of art

would not possibly have had any formal training

were held in high esteem by the population

were not all formally trained artists

Explain:

67. The phrase “take on” in paragraph 3 could best be replaced by ................

admit

allow

attack

Explain:

68. 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?

Number 1

Number 3

Number 4

Number 2

Explain:

69. Why does the author state that “the Dutch had settled the colony of New Amsterdam in a passage about limners”?

To explain why the style of the New York limners differed from that of the New England limners

To indicate why the Tudor style of painting was possible

To give a reason for the highly flowery Dutch paintings

To provide background information about the New England limners

Explain:

70. It is stated in the passage that New Amsterdam ................

was a Dutch colony after 1664

later became New York

was settled by the English

moved from English control to Dutch control

Explain:

71. The word “prosaic” in paragraph 5 is closest in meaning to ................

realistic

lively

poetic

strict

Explain:

72. Choose TWO phrases that describe only the New York limners

Had flat characters with little ornamentation

Had flat characters and lots of ornamentation

Did not sign portraits

Had more lifelike characters and less ornamentation

Painted for Queen Elizabeth I

Were influenced by the Dutch style of painting

Earned a living by traveling from town to town

Used a Tudor style of painting

Explain:

73. Choose TWO phrases that describe only the New England limners

Had flat characters with little ornamentation

Earned a living by traveling from town to town

Had more lifelike characters and less ornamentation

Did not sign portraits

Were influenced by the Dutch style of painting

Used a Tudor style of painting

Had flat characters and lots of ornamentation

Painted for Queen Elizabeth I

Explain:

74. Choose TWO phrases that describe both the New York and New England limners

Earned a living by traveling from town to town

Had more lifelike characters and less ornamentation

Were influenced by the Dutch style of painting

Painted for Queen Elizabeth I

Had flat characters and lots of ornamentation

Had flat characters with little ornamentation

Used a Tudor style of painting

Did not sign portraits

Explain:

THE SCIENCE OF ANTHROPOLOGY

(1) Through various methods of research, anthropologists try to fit together the pieces of the human puzzle—to discover how humanity was first achieved, what made it branch out in different directions, and why separate societies behave similarly in some ways but quite differently in other ways. (2) Anthropology, which emerged as an independent science in the late eighteenth century, has two main divisions: physical anthropology and cultural anthropology. (3) Physical anthropology focuses on human evolution and variation and uses methods of physiology, genetics, and ecology. Cultural anthropology focuses on culture and includes archaeology, social anthropology, and linguistics. (4)

Physical anthropologists are most concerned with human biology. Physical anthropologists are detectives whose mission is to solve the mystery of how humans came to be human. They ask questions about the events that led a tree-dwelling population of animals to evolve into two-legged beings with the power to learn—a power that we call intelligence. Physical anthropologists study the fossils and organic remains of once-living primates. They also study the connections between humans and other primates that are still living. Monkeys, apes, and humans have more in common with one another physically than they do with other kinds of animals. In the lab, anthropologists use the methods of physiology and genetics to investigate the composition of blood chemistry for clues to the relationship of humans to various primates. Some study the animals in the wild to find out what behaviors they share with humans. Others speculate about how the behavior of non-human primates might have shaped human bodily needs and habits.

A well-known family of physical anthropologists, the Leakeys, conducted research in East Africa indicating that human evolution centered there rather than Asia. In 1931, Louis Leakey and his wife Mary Leakey began excavating at Olduvai Gorge in Tanzania, where over the next forty years they discovered stone tool and hominid evidence that pushed back the dates for early humans to over 3.75 million years ago. Their son, Richard Leakey, discovered yet other types of hominid skulls in Kenya, which he wrote about in Origins (1979) and Origins Reconsidered (1992).

Like physical anthropologists, cultural anthropologists study clues about human life in the distant past; however, cultural anthropologists also look at the similarities and differences among human communities today. Some cultural anthropologists work in the field, living and working among people in societies that differ from their own. Anthropologists doing fieldwork often produce an ethnography, a written description of the daily activities of men, women, and children that tells the story of the society’s community life as a whole. Some cultural anthropologists do not work in the field but rather at research universities and museums doing the comparative and interpretive part of the job. These anthropologists, called ethnologists, sift through the ethnographies written by field anthropologists and try to discover cross-cultural patterns in marriage, child rearing, religious beliefs and practices, warfare—any subject that constitutes the human experience. They often use their findings to argue for or against particular hypotheses about people worldwide.

A cultural anthropologist who achieved worldwide fame was Margaret Mead. In 1923, Mead went to Samoa to pursue her first fieldwork assignment—-a study that resulted in her widely read book Coming of Age in Samoa (1928). Mead published ten major works during her long career, moving from studies of child rearing in the Pacific to the cultural and biological bases of gender, the nature of cultural change, the structure and functioning of complex societies, and race relations. Mead remained a pioneer in her willingness to tackle subjects of major intellectual consequence, to develop new technologies for research, and to think of new ways that anthropology could serve society.

Glossary:

- primates: the order of mammals that includes apes

- humans hominid: the family of primates of which humans are the only living species

75. The phrase “branch out” in paragraph 1 is closest in meaning to ................

hurry

separate

originate

look

Explain:

76. 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.

Physical anthropologists investigate how intelligent human beings evolved from creatures that lived in trees.

Some animal populations have the power to ask questions and to learn from the events of the past.

People want to know more about the behavior of animals and how some animals acquire the ability to learn.

There are unanswered questions about why some tree-dwelling animals have evolved only two legs.

Explain:

77. The word “speculate” in paragraph 2 is closest in meaning to ................

worry

think

disagree

forget

Explain:

78. Why does the author discuss the Leakey family in paragraph 3?

To give examples of fieldwork done by physical anthropologists

To contradict earlier theories of human evolution

To compare hominid evidence from Tanzania with that from Kenya

To argue for an increase in the amount of research in Africa

Explain:

79. Which of the following is of major interest to both physical and cultural anthropologists?

Methods of physiology and genetics

Clues about human beings who lived long ago

Child rearing in societies around the world

Religious beliefs and practices

Explain:

80. According to paragraph 4, cultural anthropologists who do fieldwork usually ................

work at universities and museums interpreting the work of others

develop new technologies for gathering cultural data

discover hominid evidence indicating when humans evolved

write an account of the daily life of the people they study

Explain:

81. The phrase “sift through” in paragraph 4 is closest in meaning to ................

sort

discuss

avoid

contradict

Explain:

82. The word “They” in paragraph 4 refers to ................

research universities

field anthropologists

museums

ethnologists

Explain:

83. According to the passage, Margaret Mead wrote about all of the following subjects EXCEPT ................

economic systems of pioneer women

the nature of cultural change

relations between people of different races

the biological basis of gender

Explain:

84. It can be inferred from paragraph 5 that Margaret Mead′s work ................

is not widely read by anthropologists today

opened Samoa to outside influences

made an impact on the field of anthropology

contradicted that of the Leakey family

Explain:

85. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Anthropology is the study of the origin, development, and varieties of human beings and their societies.” could be added to the passage. Where would the sentence best fit?

Number 2

Number 1

Number 4

Number 3

Explain:

86. Choose THREE sentences that describe the Physical Anthropology

Researchers live and work in other societies and write ethnographies.

Scientists examine the fossils and skulls of early humans.

It is the study of the origin, history, and structure of the earth.

The focus is on the similarities and differences among cultures.

Researchers observe similarities between humans and other primates.

The story of humanity's origins is a major topic of investigation.

This field studies life on many different scales of size and time.

Explain:

87. Choose TWO sentences that describe the Cultural Anthropology

This field studies life on many different scales of size and time.

Researchers live and work in other societies and write ethnographies.

The story of humanity's origins is a major topic of investigation.

It is the study of the origin, history, and structure of the earth.

The focus is on the similarities and differences among cultures.

Researchers observe similarities between humans and other primates.

Scientists examine the fossils and skulls of early humans.

Explain:

CANADIAN ENGLISH

Canadian English is a regional variety of North American English that spans almost the entire continent. Canadian English became a separate variety of North American English after the American Revolution, when thousands of Loyalists, people who had supported the British, left the United States and fled north to Canada. Many Loyalists settled in southern Ontario in the 1780s, and their speech became the basis for what is called General Canadian, a definition based on the norms of urban middle-class speech.

Modern Canadian English is usually defined by the ways in which it resembles and differs from American or British English. Canadian English has a great deal in common with the English spoken in the United States, yet many Americans identify a Canadian accent as British. Many American visitors to Canada think the Canadian vocabulary sounds British—for example, they notice the British “tap” and “braces” instead of the American “faucet” and “suspenders.” On the other hand, many British people identify a Canadian accent as American, and British visitors think the Canadians have become Americanized, saying “gas” and “truck” for “petrol” and “lorry.”

People who live outside North America often find it difficult to hear the differences between Canadian and American English. There are many similarities between the two varieties, yet they are far from identical. Canadian English is instantly recognizable to other Canadians, and one Canadian in a crowded room will easily spot the other Canadian among the North Americans.

There is no distinctive Canadian grammar. The differences are mainly in pronunciation, vocabulary, and idioms. Canadian pronunciation reflects the experience of a people struggling for national identity against two strong influences. About 75 percent of Canadians use the British “zed” rather than the American “zee” for the name of the last letter of the alphabet. On the other hand, 75 percent of Canadians use the American pronunciation of “schedule,” “tomato,” and “missile.” The most obvious and distinctive feature of Canadian speech is probably its vowel sound, the diphthong “ou.” In Canada, “out” is pronounced like “oat” in nearby U.S. accents. There are other identifying features of Canadian vowels; for example, “cot” is pronounced the same as “caught” and “collar” the same as “caller.”

An important characteristic of the vocabulary of Canadian English is the use of many words and phrases originating in Canada itself, such as “kerosene” and “chesterfield” (“sofa”). Several words are borrowed from North American Indian languages, for example, “kayak,” “caribou,” “parka,” and “skookum” (“strong”). The name of the country itself has an Indian origin; the Iroquois word “kanata” originally meant “village.” A number of terms for ice hockey—“face-off,” “blue-line,” and “puck”—have become part of World Standard English.

Some features of Canadian English seem to be unique and are often deliberately identified with Canadian speakers in such contexts as dramatic and literary characterizations. Among the original Canadian idioms, perhaps the most famous is the almost universal use of “eh?” as a tag question, as in “That’s a good movie, eh?” “Eh” is also used as a filler during a narrative, as in “I’m walking home from work, eh, and I’m thinking about dinner.

I finally get home, eh, and the refrigerator is empty.”

The traditional view holds that there are no dialects in Canadian English and that Canadians cannot tell where other Canadians are from just by listening to them. The linguists of today disagree with this view. While there is a greater degree of homogeneity in Canadian English compared with American English, several dialect areas do exist across Canada. Linguists have identified distinct dialects for the Maritime Provinces, Newfoundland, the Ottawa Valley, southern Ontario, the Prairie Provinces, the Arctic North, and the West.

diphthong: a speech sound that begins with one vowel and changes to another vowel

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

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

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

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

Linguists noticed that Canadians spoke a unique dialect.

Explain:

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

ideas

patterns

words

history

Explain:

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

the same problems as

different words for

many similarities to

easier pronunciation than

Explain:

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

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

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

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

Canadians speak English with an accent that Americans cannot understand.

Explain:

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

Canadian English and American English

People who live outside North American

British English and Canadian English

General Canadian and North American

Explain:

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

describe

ignore

find

prefer

Explain:

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

Canadian English has been strongly influenced by both British and American English.

Canada is the only nation where people can deliberately choose which pronunciation they prefer.

Many newcomers to Canada must work hard to master the national style of pronouncing English.

Canadians have tried to distinguish themselves as a nation, and this effort is shown in their pronunciation.

Explain:

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

kerosene

kayak

parka

Canada

Explain:

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

Vocabulary is the most distinctive feature of Canadian English.

Much of the vocabulary for ice hockey originated in Canada.

World Standard English has a very large vocabulary.

Canadians use more North American Indian words than Americans do.

Explain:

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

an idiom that uniquely characterizes Canadian speech

a style of Canadian drama and literature

a word that cannot be translated into other languages

an expression that few people outside Canada have heard

Explain:

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

change

accent

sameness

creativity

Explain:

99. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Thus, “out” rhymes with “boat,” so the phrase “out and about in a boat” sounds like “oat and aboat in a boat” to American ears.” could be added to the passage. Where would the sentence best fit?

Number 3

Number 1

Number 2

Number 4

Explain:

100. An introductory sentence for a brief summary of the passage is: “Canadian English is a variety of North American English that contains several distinguishing features.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.

Several unique varieties of English have evolved in North America.

Canadian English asserts its distinctiveness through pronunciation.

Canadian English contains elements of both British and American English.

Most Canadians cannot identify where other Canadians are from.

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

Canadians pronounce most words the same way as Americans do.

Explain:

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Score: 0/10

SCORE NEW TEST

No.

Date

Right Score

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elearn site

PARTNERS

NEWS