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Reading Section
LOIE FULLER The United States dancer Loie Fuller (1862-1928) found theatrical dance in the late nineteenth century artistically unfulfilling. She considered herself an artist rather than a mere entertainer, and she, in turn, attracted the notice of other artists. Fuller devised a type of dance that focused on the shifting play of lights and colors on the voluminous skirts or draperies she wore, which she kept in constant motion principally through movements of her arms, sometimes extended with wands concealed under her costumes. She rejected the technical virtuosity of movement in ballet, the most prestigious form of theatrical dance at that time, perhaps because her formal dance training was minimal. Although her early theatrical career had included stints as an actress, she was not primarily interested in storytelling or expressing emotions through dance; the drama of her dancing emanated from her visual effects. Although she discovered and introduced her art in the United States, she achieved her greatest glory in Paris, where she was engaged by the Folies Bergère in 1892 and soon became "La Loie," the darling of Parisian audiences. Many of her dances represented elements or natural objects—Fire, the Lily, the Butterfly, and so on—and thus accorded well with the fashionable Art Nouveau style, which emphasized nature imagery and fluid, sinuous lines. Her dancing also attracted the attention of French poets and painters of the period, for it appealed to their liking for mystery, their belief in art for art's sake, a nineteenth-century idea that art is valuable in itself rather than because it may have some moral or educational benefit, and their efforts to synthesize form and content. Fuller had scientific leanings and constantly experimented with electrical lighting (which was then in its infancy), colored gels, slide projections, and other aspects of stage technology. She invented and patented special arrangements of mirrors and concocted chemical dyes for her draperies. Her interest in color and light paralleled the research of several artists of the period, notably the painter Seurat, famed for his Pointillist technique of creating a sense of shapes and light on canvas by applying extremely small dots of color rather than by painting lines. One of Fuller's major inventions was underlighting, in which she stood on a pane of frosted glass illuminated from underneath. This was particularly effective in her Fire Dance (1895), performed to the music of Richard Wagner's "Ride of the Valkyries." The dance caught the eye of artist Henri de Toulouse-Lautrec, who depicted it in a lithograph. As her technological expertise grew more sophisticated, so did the other aspects of her dances. (1) Although she gave little thought to music in her earliest dances, she later used scores by Gluck, Beethoven, Schubert, Chopin, and Wagner, eventually graduating to Stravinsky, Fauré, Debussy, and Mussorgsky, composers who were then considered progressive. (2) She began to address more ambitious themes in her dances such as The Sea, in which her dancers invisibly agitated a huge expanse of silk, played upon by colored lights. (3) Always open to scientific and technological innovations, she befriended the scientists Marie and Pierre Curie upon their discovery of radium and created a Radium Dance, which simulated the phosphorescence of that element. (4) She both appeared in films—then in an early stage of development—and made them herself; the hero of her fairy-tale film Le Lys de la Vie (1919) was played by René Clair, later a leading French film director. At the Paris Exposition in 1900, she had her own theater, where, in addition to her own dances, she presented pantomimes by the Japanese actress Sada Yocco. She as-sembled an all-female company at this time and established a school around 1908, but neither survived her. Although she is remembered today chiefly for her innovations in stage lighting, her activities also touched Isadora Duncan and Ruth St. Denis, two other United States dancers who were experimenting with new types of dance. She sponsored Duncan's first appearance in Europe. Her theater at the Paris Exposition was visited by St. Denis, who found new ideas about stagecraft in Fuller's work and fresh sources for her art in Sada Yocco's plays. In 1924 St. Denis paid tribute to Fuller with the duet Valse a la Loie.
| 1. What can be inferred from paragraph 1 about theatrical dance in the late nineteenth century? |
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It was very similar to theatrical dance of the early nineteenth century. |
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It was a relatively new art form in the United States. |
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It was more a form of entertainment than a form of serious art. |
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It influenced many artists outside of the field of dance. |
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Explain: |
| 2. According to paragraph 2, all of the following are characteristic of Fuller′s type of dance EXCEPT ................ |
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experimentation using color |
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continuous movement of her costumes |
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technical virtuosity of movement |
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D. |
large and full costumes |
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Explain: |
| 3. The word “prestigious” in the passage is closest in meaning to ................ |
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Explain: |
| 4. 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. |
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Fuller's focus on the visual effects of dance resulted from her early theatrical training as an actress. |
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Fuller believed that the drama of her dancing sprang from her emotional style of storytelling. |
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Fuller was more interested in dance's visual impact than in its narrative or emotional possibilities. |
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Fuller used visual effects to dramatize the stories and emotions expressed in her work. |
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Explain: |
| 5. The word “engaged” in the passage is closest in meaning to ................ |
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| 6. The word “synthesize” in the passage is closest in meaning to ................ |
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| 7. According to paragraph 3, why was Fuller′s work well received in Paris? |
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Influential poets tried to interest dancers in Fuller's work when she arrived in Paris. |
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Parisian audiences were particularly interested in artists and artistic movements from the United States. |
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Fuller's work at this time borrowed directly from French artists working in other media. |
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Fuller's dances were in harmony with the artistic values already present in Paris. |
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Explain: |
| 8. According to paragraph 4, Fuller′s Fire Dance was notable in part for its ................ |
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draperies with small dots resembling the Pointillist technique of Seurat |
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technique of lighting the dancer from beneath |
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use of dyes and paints to create an image of fire |
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use of colored gels to illuminate glass |
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| 9. Why does the author mention Fuller′s The Sea? |
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To point out a dance of Fuller's in which music did not play an important role |
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To illustrate a particular way in which Fuller developed as an artist |
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To illustrate how Fuller's interest in science was reflected in her work |
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To explain why Fuller sometimes used music by progressive composers |
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| 10. The word “agitated” in the passage is closest in meaning to ................ |
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arranged themselves in |
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| 11. According to paragraph 6, what was true of Fuller′s theater at the Paris Exposition? |
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It featured performances by prominent male as well as female dancers. |
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It became a famous school that is still named in honor of Fuller. |
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It continued to operate as a theater after Fuller died. |
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It presented some works that were not by Fuller. |
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Explain: |
| 12. The passage mentions which of the following as a dance of Fuller′s that was set to music? |
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| 13. Look at the four numbers (1), (2), (3) and (4) that indicate where the sentence “For all her originality in dance, her interests expanded beyond it into newly emerging artistic media.” could be added to the passage. Where would the sentence best fit? |
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| 14. An introductory sentence for a brief summary of the passage is “Loie Fuller was an important and innovative dancer.”. 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. |
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Fuller introduced many technical innovations to the staging of theatrical dance. |
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Fuller's work influenced a number of other dancers who were interested in experimental dance. |
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By the 1920's, Fuller's theater at the Paris Exhibition had become the world center for innovative dance. |
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Fuller believed that audiences in the late nineteenth century had lost interest in most theatrical dance. |
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Fuller transformed dance in part by creating dance interpretations of works by poets and painters. |
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Fuller continued to develop throughout her career, creating more complex works and exploring new artistic media. |
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Explain: |
CLOUD FORMATION Water vapor is an invisible gas, but its condensation and deposition products - water droplets and ice crystals - are visible to us as clouds. A cloud is an aggregate of tiny water droplets or ice crystals suspended in the atmosphere above the earth’s surface, the visible indication of condensation and deposition of water vapor within the atmosphere. Laboratory studies have demonstrated that in clean air - air free of dust and other particles - condensation or deposition of water vapor requires supersaturated conditions, that is, a relative humidity greater than 100 percent. When humid air is cooled, usually by convection, unequal heating of the ground surface creates rising air currents. As the air ascends, it expands and cools. Eventually it reaches its dew point, the temperature at which the invisible water vapor in the air condenses into a collection of water droplets. From the ground, we see these tiny particles as a cloud. If the droplets continue to acquire moisture and grow large enough, they fall from the cloud as rain. Clouds occur in a wide variety of forms because they are shaped by many processes operating in the atmosphere. In fact, monitoring changes in clouds and cloud cover often will provide clues about future weather. British naturalist Luke Howard was among the first to devise a system for grouping clouds. Formulated in 1803, the essentials of Howard’s classification scheme are still in use today. Contemporary weather forecasters still divide clouds into two main groups: heaped clouds, resulting from rising unstable air currents; and layered clouds, resulting from stable air. Clouds are also classified according to their appearance, their altitude, and by whether or not they produce precipitation. Based on appearance, the simplest distinction is among cumulus, stratus, and cirrus clouds. Cumulus clouds occur as heaps or puffs, stratus clouds are layered, and cirrus clouds look like threads. Based on altitude, the most common clouds in the troposphere are grouped into four families: low clouds, middle clouds, high clouds, and clouds exhibiting vertical development. Low, middle, and high clouds are produced by gentle uplift of air over broad areas. Those with vertical development generally cover smaller areas and are associated with much more vigorous uplift. Cumulus clouds are dense, white, heaped clouds capped with a cauliflower-like dome created by convection. Low-level cumulus clouds are detached from one another and generally have well-defined bases. Their outlines are sharp, and they often develop vertically in the form of rising puffs, mounds, domes, or towers. The sunlit parts are brilliant white; the base is relatively dark and roughly horizontal. Stratus, or layered, clouds grow from top to bottom in wide sheets, or strata, with minimal vertical and extended horizontal dimensions. These clouds spread laterally to form layers that sometimes cover the entire sky, to the horizon and beyond, like a formless blanket. The air is stable, with little or no convection present. While cumulus and stratus clouds generally form at low or middle altitudes, a third type of cloud forms at high altitudes. (1) Cirrus clouds are detached clouds that take the form of delicate white filaments, strands, or hooks. These clouds can be seen at close hand from the window of a jet plane flying above 25,000 feet. (2) When viewed from the ground, bands of threadlike cirrus clouds often seem to emerge from a single point on the western horizon and spread across the entire sky. Cirrus clouds are composed almost exclusively of ice crystals. (3) Their fibrous appearance results from the wind “stretching” streamers of falling ice particles into feathery strands called “mares’ tails.” (4) Snow crystals may fall from thicker, darker cirrus clouds, but they usually evaporate in the drier air below the cloud.
| 15. The word “suspended” in paragraph 1 is closest in meaning to ................ |
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| 16. 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. |
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A relative humidity of more than 100 percent can occur only when the air is clean and dust-free. |
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If the air contains no dust particles, water vapor will condense and create extremely humid weather conditions. |
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Scientists have been able to stimulate the formation of clouds in the laboratory with a success rate of 100 percent. |
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Research shows that the formation of clouds in clean air depends on a relative humidity of over 100 percent. |
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Explain: |
| 17. What happens at the dew point? |
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Water vapor condenses. |
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The ground becomes warmer. |
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Cool air starts to fall. |
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Explain: |
| 18. Why does the author mention “Luke Howard” in paragraph 3? |
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To name the first scientist who could predict the weather |
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To identify the inventor of our system for classifying clouds |
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To give an example of an idea that was not accepted at first |
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To describe the biography of a famous British naturalist |
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Explain: |
| 19. The word “Those” in paragraph 4 refers to ................ |
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Explain: |
| 20. Cumulus clouds are characterized by all of the following EXCEPT ................ |
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| 21. The word “sharp” in paragraph 5 is closest in meaning to ................ |
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Explain: |
| 22. It can be inferred from the passage that stratus clouds ................ |
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form layers above other clouds in the sky |
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are likely to produce precipitation |
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differ from cumulus clouds in appearance |
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are sometimes very difficult to identity |
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Explain: |
| 23. The word “fibrous” in paragraph 7 is closest in meaning to ................ |
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Explain: |
| 24. Look at the four numbers (1), (2), (3) and (4), which indicate where the sentence “These strands often warn of the approach of a warm front signaling the advance of a storm system.” could be added to the passage. Where would the sentence best fit? |
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| 25. Choose the sentences that describe the Layered Clouds. |
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These clouds have a fluffy white top and a flatter, darker bottom. |
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They form when water droplets acquire moisture and grow very large. |
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Rising, unstable air currents lead to the formation of this type of cloud. |
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They can spread out like a blanket covering the whole sky. |
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They often develop vertically in the shape of domes, mounds, or towers. |
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These clouds form when the air is stable and no convection occurs. |
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Explain: |
| 26. Choose the sentences that describe the Heaped Clouds. |
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This type of cloud forms at altitudes at least 25,000 feet above the earth. |
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They can spread out like a blanket covering the whole sky. |
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Rising, unstable air currents lead to the formation of this type of cloud. |
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These clouds form when the air is stable and no convection occurs. |
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These clouds have a fluffy white top and a flatter, darker bottom. |
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They often develop vertically in the shape of domes, mounds, or towers. |
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Explain: |
CARETAKER SPEECH Children learn to construct language from those around them. Until about the age of three, children tend to learn to develop their language by modeling the speech of their parents, but from that time on, peers have a growing influence as models for language development in children. It is easy to observe that, when adults and older children interact with younger children, they tend to modify their language to improve communication with younger children, and this modified language is called caretaker speech. Caretaker speech is used often quite unconsciously; few people actually study how to modify language when speaking to young children but, instead, without thinking, find ways to reduce the complexity of language in order to communicate effectively with young children. (1) A caretaker will unconsciously speak in one way with adults and in a very different way with young children. (2) Caretaker speech tends to be slower speech with short, simple words and sentences which are said in a higher-pitched voice with exaggerated inflections and many repetitions of essential information. (3) It is not limited to what is commonly called baby talk, which generally refers to the use of simplified, repeated syllable expressions such as ma-ma, boo-boo, bye-bye, wa-wa, but also includes the simplified sentence structures repeated in sing-song inflections. (4) Caretaker speech serves the very important function of allowing young children to acquire language more easily. The higher-pitched voice and the exaggerated inflections tend to focus the small child on what the caretaker is saying, the simplified words and sentences make it easier for the small child to begin to comprehend, and the repetitions reinforce the child’s developing understanding. Then, as a child’s speech develops, caretakers tend to adjust their language in response to the improved language skills, again quite unconsciously. Parents and older children regularly adjust their speech to a level that is slightly above that of a younger child; without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-old and in a progressively more complex way as the child reaches the age of two or three. (1) An important point to note is that the function covered by caretaker speech, that of assisting a child to acquire language in small and simple steps, is an unconsciously used but extremely important part of the process of language acquisition and as such is quite universal. (2) Studying cultures where children do not acquire language through caretaker speech is difficult because such cultures are difficult to find. (3) The question of why caretaker speech is universal is not clearly understood; instead proponents on either side of the nature vs. nurture debate argue over whether caretaker speech is a natural function or a learned one. (4) Those who believe that caretaker speech is a natural and inherent function in humans believe that it is human nature for children to acquire language and for those around them to encourage their language acquisition naturally; the presence of a child is itself a natural stimulus that increases the rate of caretaker speech among those present. In contrast, those who believe that caretaker speech develops through nurturing rather than nature argue that a person who is attempting to communicate with a child will learn by trying out different ways of communicating to determine which is the most effective from the reactions to the communication attempts; a parent might, for example, learn to use speech with exaggerated inflections with a small child because the exaggerated inflections do a better job of attracting the child’s attention than do more subtle inflections. Whether caretaker speech results from nature or nurture, it does play an important and universal role in child language acquisition.
| 27. According to paragraph 1, children over the age of three ................ |
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are no longer influenced by the language of their parents |
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learn little language from those around them |
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first begin to respond to caretaker speech |
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are influenced more and more by those closer to their own age |
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Explain: |
| 28. The word “modeling” in paragraph 1 could best be replaced by ................ |
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Explain: |
| 29. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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The unconscious use of caretaker speech involves a reduction in the complexity of language, while the conscious use of caretaker speech involves an increase in complexity. |
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Most people are quite aware of the use of caretaker speech because of thorough study and research about it. |
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People generally seem to be able to adapt their language to the level of a child's language without thinking consciously about it. |
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Young children tend to use caretaker speech quite unconsciously in order to reduce the complexity of their thoughts to language that they can express. |
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Explain: |
| 30. The word “It” in paragraph 2 refers to ................ |
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a higher-pitched voice |
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Explain: |
| 31. Look at the four numbers (1), (2), (3) and (4) in paragraph 2 which indicate where the sentence “Examples of these are expressions such as “Say bye-bye” or “Where′s da-da?”” can be added to paragraph 2. Where would the sentence best fit? ................ |
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Explain: |
| 32. All of the following are mentioned in paragraph 3 as characteristics of caretaker speech EXCEPT ................ |
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the use of easier words and structures |
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the tendency to repeat oneself |
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overemphasized inflections |
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the use of rhyming sounds |
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Explain: |
| 33. It is indicated in paragraph 3 that parents tend to ................ |
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speak in basically the same way to a one-year-old and a three-year-old |
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modify their speech according to the language development of a child |
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speak in a progressively less complex way as a child matures |
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use language that is far above the language level of a child |
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Explain: |
| 34. The word “reaches” in paragraph 3 could best be replaced by ................ |
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Explain: |
| 35. The word “that” in paragraph 4 refers to ................ |
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Explain: |
| 36. Which of the sentences beiow expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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People who believe in nature over nurture feel that adults or older children who are around younger children will naturally make changes in their language. |
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Caretaker speech is one of many natural functions that are used to stimulate young children to develop more rapidly. |
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It is human nature for children to develop the use of caretaker speech in order to take part effectively in conversations around them. |
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The natural human tendency to acquire language makes caretaker speech unimportant in improving the rate of language acquisition by children. |
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Explain: |
| 37. According to paragraph 4, it is NOT expected that someone who believes in nurture over nature ................ |
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would learn to use different styles of caretaker speech with different children |
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would use different styles of caretaker speech with children in response to what is working best |
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would believe that caretaker speech is more of a learned style of language - than a natural one |
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would use less caretaker speech than do those who believe in nature over nurture |
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Explain: |
| 38. The phrase “trying out” in paragraph 4 is closest in meaning to ................ |
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Explain: |
| 39. Look at the four numbers (1), (2), (3) and (4) in paragraph 4 which indicate where the sentence “It is not merely a device used by English-speaking parents.” can be added to paragraph 4. Where would the sentence best fit? ................ |
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Explain: |
FEEDING HABITS OF EAST AFRICAN HERBIVORES Buffalo, zebras, wildebeests, topi, and Thomson's gazelles live in huge groups that together make up some 90 percent of the total weight of mammals living on the Serengeti Plain of East Africa. They are all herbivores (plant-eating animals), and they all appear to be living on the same diet of grasses, herbs, and small bushes. This appearance, however, is illusory. When biologist Richard Bell and his colleagues analyzed the stomach contents of four of the five species (they did not study buffalo), they found that each species was living on a different part of the vegetation. The different vegetational parts differ in their food qualities: lower down, there are succulent, nutritious leaves; higher up are the harder stems. There are also sparsely distributed, highly nutritious fruits, and Bell found that only the Thomson's gazelles eat much of these. The other three species differ in the proportion of lower leaves and higher stems that they eat: zebras eat the most stem matter, wildebeests eat the most leaves, and topi are intermediate. How are we to understand their different feeding preferences? The answer lies in two associated differences among the species, in their digestive systems and body sizes. According to their digestive systems, these herbivores can be divided into two categories: the nonruminants (such as the zebra, which has a digestive system like a horse) and the ruminants (such as the wildebeest, topi, and gazelle, which are like the cow). Nonruminants cannot extract much energy from the hard parts of a plant; however, this is more than made up for by the fast speed at which food passes through their guts. Thus, when there is only a short supply of poor-quality food, the wildebeest, topi, and gazelle enjoy an advantage. They are ruminants and have a special structure (the rumen) in their stomachs, which contains microorganisms that can break down the hard parts of plants. Food passes only slowly through the ruminant's gut because ruminating—digesting the hard parts—takes time. The ruminant continually regurgitates food from its stomach back to its mouth to chew it up further (that is what a cow is doing when "chewing cud"). Only when it has been chewed up and digested almost to a liquid can the food pass through the rumen and on through the gut. Larger particles cannot pass through until they have been chewed down to size. Therefore, when food is in short supply, a ruminant can last longer than a nonruminant because it can derive more energy out of the same food. The difference can partially explain the eating habits of the Serengeti herbivores. The zebra chooses areas where there is more low-quality food. It migrates first to unexploited areas and chomps the abundant low-quality stems before moving on. It is a fast-in/fast-out feeder, relying on a high output of incompletely digested food. By the time the wildebeests (and other ruminants) arrive, the grazing and trampling of the zebras will have worn the vegetation down. As the ruminants then set to work, they eat down to the lower, leafier parts of the vegetation. All of this fits in with the differences in stomach contents with which we began. The other part of the explanation is body size. Larger animals require more food than smaller animals, but smaller animals have a higher metabolic rate. Smaller animals can therefore live where there is less food, provided that such food is of high energy content. That is why the smallest of the herbivores, Thomson's gazelle, lives on fruit that is very nutritious but too thin on the ground to support a larger animal. By contrast, the large zebra lives on the masses of low-quality stem material. The differences in feeding preferences lead, in turn, to differences in migratory habits. (1) The wildebeests follow, in their migration, the pattern of local rainfall. (2) The other species do likewise. (3) But when a new area is fueled by rain, the mammals migrate toward it in a set order to exploit it. (4) The larger, less fastidious feeders, the zebras, move in first; the choosier, smaller wildebeests come later; and the smallest species of all, Thomson's gazelle, arrives last. The later species all depend on the preparations of the earlier one, for the actions of the zebra alter the vegetation to suit the stomachs of the wildebeest, topi, and gazelle.
| 40. The word “illusory” in the passage is closest in meaning to ................ |
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Explain: |
| 41. The word “sparsely” in the passage is closest in meaning to ................ |
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Explain: |
| 42. Which of the following questions about Richard Bell′s research is NOT answered in paragraph 1? |
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Which of the herbivores studied is the only one to eat much fruit? |
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Which part of the plants do wildebeests prefer to eat? |
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Where did the study of herbivores' eating habits take place? |
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D. |
Why were buffalo excluded from the research study? |
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Explain: |
| 43. The word "associated” in the passage is closest in meaning to ................ |
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Explain: |
| 44. The author mentions the cow and the horse in paragraph 2 in order to |
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A. |
distinguish the functioning of their digestive systems from those of East African mammals |
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illustrate differences between ruminants and nonruminants through the use of animals likely to be familiar to most readers |
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emphasize similarities between the diets of cows and horses and the diets of East African mammals |
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D. |
emphasize that their relatively large body size leads them to have feeding practices similar to those of East African mammals |
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Explain: |
| 45. According to paragraph 2, which of the following herbivores has to eat large quantities of plant stems be-cause it gains relatively little energy from each given quantity of this food? |
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Explain: |
| 46. Paragraph 2 suggests that which of the following is one of the most important factors in determining differences in feeding preferences of East African herbivores? |
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A. |
The ability to migrate when food supplies are low |
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The physical nature of vegetation in the environment |
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The differences in stomach structure |
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D. |
The availability of certain foods |
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Explain: |
| 47. According to paragraph 2, all of the following are true of East African gazelles EXCEPT ................ |
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They are unable to digest large food particles unless these are chewed down considerably. |
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Microorganisms help them digest their food. |
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They survive well even if food sup-plies are not abundant. |
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They digest their food very quickly. |
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Explain: |
| 48. The phrase “provided that” in the passage is closest in meaning to ................ |
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Explain: |
| 49. The word “fastidious” in the passage is closest in meaning to ................ |
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Explain: |
| 50. According to paragraph 4, which of the following mammals exhibits a feeding behavior that is beneficial to the other herbivores that share the same habitat? |
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Explain: |
| 51. According to the passage, which of the following is true of wildebeests? |
51
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A. |
They eat more stem matter than zebras do. |
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B. |
They are able to digest large food particles if the food is of a high quality. |
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C. |
They tend to choose feeding areas in which the vegetation has been worn down. |
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D. |
They are likely to choose low-quality food to eat in periods when the quantity of rainfall is low. |
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Explain: |
| 52. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “The sequence in which they migrate correlates with their body size.” could be added to the passage. Where would the sentence best fit? |
52
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Explain: |
| 53. An introductory sentence for a brief summary of the passage is “East African herbivores, though they all live in the same environment, have a range of feeding preferences.”. 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. |
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A. |
Migratory habits are influenced by feeding preferences. |
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B. |
Zebras and wildebeests rarely compete for the same food resources in the same locations. |
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C. |
The survival of East African mammals depends more than anything else on the quantity of highly nutritious fruits that they are able to find. |
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D. |
Patterns in the migratory habits of East African herbivores are hard to establish. |
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E. |
The different digestive systems of herbivores explain their feeding preferences. |
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F. |
A herbivore's size and metabolic rate affect the kinds of food and the quantities of food it needs to eat. |
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Explain: |
AQUATIC SCHOOLS Many species of fish, particularly smaller fish, travel in schools, moving in tight formations often with the precision of the most highly disciplined military unit on parade. (1) Some move in synchronized hordes, while others move in starkly geometric forms. (2) In addition to the varieties of shapes of schools of fish, there are countless varieties of schooling behaviors. (3) Some fish coalesce into schools and then spread out in random patterns, while others move into close formations at specific times, such as feeding times, but are more spread out at other times. (4) Some move in schools composed of members of all age groups, while others move in schools predominantly when they are young but take up a more solitary existence as they mature. Though this behavior is quite a regular, familiar phenomenon, there is much that is not completely known about it, particularly the exact function that it serves and what mechanisms fish use to make it happen. Numerous hypotheses have been proposed and tested concerning the purpose of schooling behavior in fish. Schooling certainly promotes the survival of the species, but questions arise as to the way the schooling enables fish to have a better chance of surviving. Certainly, the fact that fish congregate together in schools helps to ensure their survival in that schooling provides numerous types of protection for the members of the school. One form of protection derives from the sheer numbers in the school. When a predator attacks a school containing a huge number of fish, the predator will be able to consume only a small percentage of the school. Whereas some of the members of the school will be lost to the predator, the majority of the school will be able to survive. Another form of protection comes from the special coloration and markings of different types of fish. Certain types of coloration or markings such as stripes or patterns in vibrant and shiny colors create a visual effect when huge numbers of the fish are clustered together, making it more difficult for a potential predator to focus on specific members of the school. A final form of protection comes from a special sense that fish possess, a sense that is enhanced when fish swim in schools. This special sense is related to a set of lateral line organs that consist of rows of pores leading to fluid-filled canals. These organs are sensitive to minute vibrations in the water. The thousands of sets of those special organs in a school of fish together can prove very effective in warning the school about an approaching threat. (1) It is also unclear exactly how fish manage to maintain their tight formations. (2) Sight seems to play a role in the ability of fish to move in schools, and some scientists believe that, at least in some species, sight may play the principal role. (3) However, many experiments indicate that more than sight is involved. Some fish school quite well in the dark or in murky water where visibility is extremely limited. (4) This indicates that senses other than eyesight must be involved in enabling the schooling behavior. The lateral line system most likely plays a significant role in the ability of fish to school. Because these lateral line organs are sensitive to the most minute vibrations and currents, this organ system may be used by fish to detect movements among members of their school even when eyesight is limited or unavailable.
| 54. The author mentions “the most highly disciplined military unit on parade” in paragraph 1 in order to ................ |
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A. |
contrast the movement of a military unit with that of a school of fish |
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B. |
describe the aggressive nature of a school of fish |
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C. |
provide an example of a way that military units travel |
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D. |
create a mental image of the movement of a school of fish |
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Explain: |
| 55. The word “hordes” in paragraph 1 is closest in meaning to ................ |
55
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Explain: |
| 56. All of the following are stated in paragraph 1 about schooling EXCEPT that ................ |
56
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B. |
it is fully understood |
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C. |
it can involve large numbers of fish |
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D. |
it can involve a number of different fish behaviors |
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Explain: |
| 57. Which fish would be least likely to be in a school? ................ |
57
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D. |
A smaller, colorful fish |
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Explain: |
| 58. Look at the four numbers (1), (2), (3) and (4) in paragraph 1 which indicate where the sentence “These may take the shape, for example, of wedges, triangles, spheres, or ovals.” can be added to paragraph 1. Where would the sentence best fit? |
58
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Explain: |
| 59. The word “it” in paragraph 1 refers to ................ |
59
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Explain: |
| 60. Which of the sentences below expresses the essential information in the first highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. |
60
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A. |
Many facts about the way that fish congregate in schools have been studied. |
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B. |
The survival of fish depends upon their ability to bring new members into the school. |
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C. |
After an attack, the fish that survive tend to move into schools. |
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D. |
Fish travel in schools to protect themselves in various ways. |
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Explain: |
| 61. The phrase “sheer numbers” in paragraph 2 could best be replaced by ................ |
61
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Explain: |
| 62. It can be inferred from the passage that, when a predator attacks, ................ |
62
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A. |
it cannot possibly consume all members of a school if the school is large enough |
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B. |
it rarely manages to catch any fish that are part of a school |
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C. |
it attacks only schools that lack sense organs |
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D. |
it is usually successful in wiping out the entire school |
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Explain: |
| 63. It is stated in paragraph 2 that ................ |
63
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A. |
the bright coloration makes it easier for predators to spot fish |
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B. |
schooling fish tend to have muted coloration |
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C. |
the effect of coloration is multiplied when fish are massed together |
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D. |
fish in schools rarely have distinct markings |
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Explain: |
| 64. The word “minute” in paragraph 2 is closest in meaning to ................ |
64
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Explain: |
| 65. Which of the sentences below expresses the essential information in the second highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. |
65
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A. |
Because so many fish are in a school, all of their sense organs work well together to provide warnings. |
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B. |
The fish in a large school use their lateral line organs to send out warnings of the arrival of the school. |
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C. |
When the fish in a school work together, they can use their sense organs to scare off any approaching threat. |
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D. |
There are thousands of ways that special organs warn fish about a predator. |
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Explain: |
| 66. The author begins paragraph 3 with “it is also unclear” in order to indicate that ................ |
66
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A. |
contradictory information is about to be presented |
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B. |
it is unclear how a problem can be resolved |
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C. |
it is necessary to clarify a previously made point |
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D. |
a second issue is about to be presented |
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Explain: |
| 67. According to paragraph 3, ................ |
67
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B. |
fish can see quite well in the dark |
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C. |
sight is the only sense used by fish to remain in schools |
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D. |
not all fish use sight to remain in schools |
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Explain: |
| 68. The word “murky” in paragraph 3 is closest in meaning to ................ |
68
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Explain: |
| 69. Look at the four numbers (1), (2), (3) and (4) in paragraph 3 which indicate where the sentence “The purpose of schooling behavior is not the only aspect of schooling that is not fully understood.” can be added to paragraph 3. Where would the sentence best fit? |
69
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Explain: |
| 70. The word “This” in paragraph 3 refers to the ability of fish to ................ |
70
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A. |
stay in schools when they cannot see well |
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B. |
see well in dark water |
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C. |
use their sight to stay in schools |
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D. |
swim in water where the visibility is low |
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Explain: |
| 71. It is NOT stated in the passage that the lateral line system ................ |
71
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A. |
in fish is similar to sense organs in other animals |
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B. |
can detect movement in the water © quite possibly helps fish to remain in schools |
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C. |
contains lines of pores |
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Explain: |
| 72. An introductory sentence or a brief summary of the passage is: “Schooling behavior in certain fish.” Complete the summary by selecting the TWO answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
72
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A. |
Fish may move in schools by using various senses. |
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B. |
Fish may move in schools at various times of the day or night. |
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C. |
Fish most likely move in schools in various types of water. |
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D. |
Fish most likely move in schools in various ways. |
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Explain: |
| 73. Choose THREE sentences that relate to hypotheses related to purpose |
73
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A. |
Lateral sense organs provide protection. |
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B. |
Coloration provides protection. |
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C. |
Sight provides protection. |
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D. |
Large numbers provide protection. |
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E. |
Sight enables some fish to school. |
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F. |
Coloration enables some fish to move. |
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G. |
Lateral sense organs enable some fish to school. |
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Explain: |
| 74. Choose TWO sentences that relate to hypotheses related to manner |
74
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A. |
Sight provides protection. |
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B. |
Sight enables some fish to school. |
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C. |
Lateral sense organs enable some fish to school. |
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D. |
Lateral sense organs provide protection. |
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E. |
Large numbers provide protection. |
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F. |
Coloration enables some fish to move. |
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G. |
Coloration provides protection. |
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Explain: |
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Score: 0/10
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