All the questions in the reading section are multiple-choice. This is the same for both levels of the exam. You will be given a series of short, academic reading passages to answer questions on. You choose either A, B, C, or D and mark your answers on the answer sheet. This is the part where you need to be very careful. Make sure, using your finger if you want to, that you have marked your answer for that question on the correct number line. You won’t have time to correct it later!
Take a look at the table for a clearer view of the structure of the reading sections for level 1 and level 2 exam papers.
| Level 1 | Level 2 | |
|---|---|---|
| Scoring range | 31-68 | 20-50 |
| Time | 35 minutes | 22 minutes |
| Number of questions | 50 | 30 |
As you can see, more marks are allocated than the number of questions. This means you may come across questions that work more than one mark.
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QUESTION NO 1 – 11
Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They arc placed at prominent points on the coast and on islands, reefs, anti sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-tlashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work main taining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
1. Which of the following is NOT mentioned in the passage as one of the functions of lighthouses?
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They are placed at prominent points on the coast and on islands, reefs, and sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
2. The word their in line 1 refers to
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They arc placed at prominent points on the coast and on islands, reefs, anti sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
3. The word prominent in line 3 is closest in meaning to
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They are placed at prominent points on the coast and on islands, reefs, anti sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
4. In the context of this passage, the author uses the term characteristic (lines 5-6) to refer to a
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They are placed at prominent points on the coast and on islands, reefs, anti sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
5. According to the passage, what kind of signal has long periods of light that are regularly broken by two or more periods of darkness?
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They are placed at prominent points on the coast and on islands, reefs, and sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
6. According to the passage, a catoptric apparatus is one that uses
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They are placed at prominent points on the coast and on islands, reefs, and sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
7. For which of the following does the author NOT provide a specific example in the third paragraph?
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They are placed at prominent points on the coast and on islands, reefs, and sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
8. The word tapering in line 18 is closest in meaning to which of the following?
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They are placed at prominent points on the coast and on islands, reefs, and sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
9. It can be concluded from the passage that lighthouses with day-marker patterns would most likely be found in areas where
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They are placed at prominent points on the coast and on islands, reefs, anti sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
10. The author implies that, compared to those of the past, contemporary lighthouses
QUESTION NO 1 – 11 Lighthouses are towers with strong lights that help mariners plot their position, inform them that land is near, and warn them of dangerous rocks and reefs. They are placed at prominent points on the coast and on islands, reefs, anti sandbars. Every lighthouse has a distinctive pattern of light known as its characteristic. There are five basic characteristics: fixed* flashing, occulting, group flashing, and group occulting. A fixed signal is a steady beam. A flashing signal has periods of darkness longer than periods of light, while an occulting signal’s periods of light arc longer. A group-flashing light gives off two or more flashes at regular intervals, and a group-occulting signal consists of a fixed light with two or more periods of darkness at regular intervals. Some lighthouses use lights of different colors as well, and today, most lighthouses are also equipped with radio beacons. The three types of apparatus used to produce the signals are the catoptric, in which metal is used to reflect the light; the dioptric, in which glass is used; and the catadioptric, in which both glass and metal are used. In the daytime, lighthouses can usually be identified by their structure alone. The most typical structure is a tower tapering at the top, but some, such as the Bastion Lighthouse on the Saint Lawrence River, are shaped like pyramids, and others, such as the Race Rock Light, look like wooden houses sitting on high platforms. Still others, such as the American Shoal Lighthouse off the Florida Coast, are skeletal towers of steel. Where lighthouses might be confused in daylight, they can be distinguished by day-marker patterns – designs of checks and stripes painted in vivid colors on lighthouse walls. In the past, the job of lighthouse keeper was lonely and difficult, it somewhat romantic. Lighthouse keepers put in hours of tedious work maintaining the lights. Today, lighthouses are almost entirely automated with humans supplying only occasional maintenance. Because of improvements in navigational technology, the importance of lighthouses has diminished. There are only about 340 functioning lighthouses in existence in the United States today, compared to about 1,500 in 1900, and there are only about 1,400 functioning lighthouses outside the United States. Some decommissioned lighthouses have been preserved as historical monuments.
11. There is information in the fourth paragraph to support which of these statements?
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrates on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
12. What is the author’s main purpose in writing the passage?
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
13. The word drastically in line 1 is closest in meaning to
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
14. According to the passage, which of the following best describes the relationship between Burbank and Carver?
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
15. It can be inferred that Burbank’s first “plant creation” is known as the
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
16. The word his in line 13 refers to
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
17. Which of the following is closest in meaning to the word thwarted in line 16?
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
18. The word thorough in line 18 is closest in meaning to
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
19. The author implies that a significant difference between the techniques of Burbank and those of Carver is that
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
20. According to the passage, what school awarded Carver a master’s degree?
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrates on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
21. Carver developed new uses for all of the following crops EXCEPT
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
22. The word tyranny in line 26 is closest in meaning to
QUESTIONS 12 – 23
Although both Luther Burbank and George Washington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin. In 1872, on his farm near Lunenberg, Massachusetts, he produced his first “plant creation” – a superior potato developed from the Early Rose variety. It still bears his name. After moving to Santa Rosa, California, in 1875, Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements. Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Iowa, and Iowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrate on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made from the soybean, the sweet potato, and especially the peanut, helping to free Southern agriculture from the tyranny of cotton.
23. At what point in the passage does the author focus on Burbank’s weaknesses as a researcher?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to the forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development.
24. On what aspect of Prince Edward Island does the author focus?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
25. Why does the author use quotation marks around the word unspoiled in line 1?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
26. The word hamlets in line 2 is closest in meaning to
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
27. The phrase tampering with in line 5 is closest in meaning to
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
28. What can be inferred about Prince Edward Island’s forests?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
29. Which of the following type of tree is most common in the forests of Prince Edward Island today?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
30. What does the author say about beach pea and bayberry?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
31. According to the passage, what effect does the distinction of marram grass have?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
32. The word trampled in line 20 is closest in meaning to
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
33. Which of the following words in paragraph 4 is given as a synonym for the word marshes (line 27)?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
34. According to the passage, in which part of Prince Edward Island are red sand dunes found?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
35. What conclusion can be drawn from the passage about both the sand dunes and salt marshes of Prince Edward Island?
QUESTIONS 24 – 36
Visitors to Prince Edward Island, Canada, delight in the “unspoiled” scenery -the well-kept farms and peaceful hamlets of the island’s central core and the rougher terrain of the east and west. In reality, the Island ecosystems are almost entirely artificial. Islanders have been tampering with the natural environment since the eighteenth century and long ago broke down the Island’s natural forest cover to exploit its timber and clear land for agriculture. By 1900, 80 percent of the forest had been cut down and much of what remained had been destroyed by disease. Since then, however, some farmland has been abandoned and has returned to the forest through the invasion of opportunist species, notably spruce. Few examples of the original climax forest, which consisted mostly of broadleaved trees such as maple, birch, and oak, survive today. Apart from a few stands of native forest, the only authentic habitats on Prince Edward Island are its sand dunes and salt marshes. The dunes are formed from sand washed ashore by waves and then dried and blown by the wind to the land beyond the beach. The sand is prevented from spreading farther by marram grass, a tall, long-rooted species that grows with the dunes and keeps them remarkably stable. Marram grass acts as a windbreak and allows other plants such as beach pea and bayberry to take hold. On dunes where marram grass is broken down – for instance, where it is trampled – the dunes may spread inland and inundate agricultural lands or silt up fishing harbors. The white dunes of the north coast are the most impressive. There are also white dunes on the east and west coasts. Only in the south are there red dunes, created when the soft sandstone cliffs crumble into the sea and subsequently wash ashore as red sand. The dunes were once used as cattle pasture but were abandoned as the early settlers moved inland. Salt marshes are the second remaining authentic habitat. These bogs are the result of the flooding of low coastal areas during unusually high tides. In the intervals between tides, a marsh area remains and plants take root, notably cord grass, the “marsh hay” used by the early settlers as winter forage for their livestock. Like the dunes, though, the marshes were soon dismissed as wasteland and escaped development
36. In which of these paragraphs does the author discuss the destruction of an ecosystem?
QUESTIONS 37 – 44
Lichens may grow on the bark of a tree in a steaming tropical rain forest, on the bricks of big-city buildings on rocks in hot springs, on wind-swept mountain tops, and in the driest desserts. In the Arctic, they provide the principal food for caribou, and they are one of the few plants that grow in Antarctica. They are pioneers, appearing in barren rocky areas and starting the formation of soil in which mosses, then ferns, and then other plants can take root. Lichens are a partnership of two plants -. fungi and algae. The lichen body is made up of a network of fungal strands. In the upper layers of these grow groups of algae. The two organisms live together to the benefit of both, a relationship known as symbiosis. The fungi provide support, absorb water, and shelter the tender algae from direct sunlight. The algae carry on photosynthesis and provide the fungi with food. The algae can live independently and are recognizable as a species that grows alone. The fungi, on the other hand, cannot live apart from their partners. They can be placed in known classes of fungi but are unlike any species that live independently.
So definite are the form, color, and characteristics of these double organisms that for hundreds of years, they were classified as one. More than 15,000 “species” were named. If these organisms are classified as separate species, it is difficult to fit them into the existing system of classification. But if they are classified separately, these species of fungi seem rather strange. Lichens are a splendid example of the difficulties faced by taxonomists in classifying species.
37. What does the author imply about lichens in the first paragraph?
QUESTIONS 37 – 44 Lichens may grow on the bark of a tree in a steaming tropical rain forest, on the bricks of big-city buildings on rocks in hot springs, on wind-swept mountain tops, and in the driest desserts. In the Arctic, they provide the principal food for caribou, and they are one of the few plants that grow in Antarctica. They are pioneers, appearing in barren rocky areas and starting the formation of soil in which mosses, then ferns, and then other plants can take root. Lichens are a partnership of two plants -. fungi and algae. The lichen body is made up of a network of fungal strands. In the upper layers of these grow groups of algae. The two organisms live together to the benefit of both, a relationship known as symbiosis. The fungi provide support, absorb water, and shelter the tender algae from direct sunlight. The algae carry on photosynthesis and provide the fungi with food. The algae can live independently and are recognizable as a species that grows alone. The fungi, on the other hand, cannot live apart from their partners. They can be placed in known classes of fungi but are unlike any species that live independently.
So definite are the form, color, and characteristics of these double organisms that for hundreds of years, they were classified as one. More than 15,000 “species” were named. If these organisms are classified as separate species, it is difficult to fit them into the existing system of classification. But if they are classified separately, these species of fungi seem rather strange. Lichens are a splendid example of the difficulties faced by taxonomists in classifying species.
38. Why does the author call lichens pioneers (line 5)?
QUESTIONS 37 – 44 Lichens may grow on the bark of a tree in a steaming tropical rain forest, on the bricks of big-city buildings on rocks in hot springs, on wind-swept mountain tops, and in the driest desserts. In the Arctic, they provide the principal food for caribou, and they are one of the few plants that grow in Antarctica. They are pioneers, appearing in barren rocky areas and starting the formation of soil in which mosses, then ferns, and then other plants can take root. Lichens are a partnership of two plants -. fungi and algae. The lichen body is made up of a network of fungal strands. In the upper layers of these grow groups of algae. The two organisms live together to the benefit of both, a relationship known as symbiosis. The fungi provide support, absorb water, and shelter the tender algae from direct sunlight. The algae carry on photosynthesis and provide the fungi with food. The algae can live independently and are recognizable as a species that grows alone. The fungi, on the other hand, cannot live apart from their partners. They can be placed in known classes of fungi but are unlike any species that live independently.
So definite are the form, color, and characteristics of these double organisms that for hundreds of years, they were classified as one. More than 15,000 “species” were named. If these organisms are classified as separate species, it is difficult to fit them into the existing system of classification. But if they are classified separately, these species of fungi seem rather strange. Lichens are a splendid example of the difficulties faced by taxonomists in classifying species.
39. The word barren in line 5 is closest in meaning to
QUESTIONS 37 – 44 Lichens may grow on the bark of a tree in a steaming tropical rain forest, on the bricks of big-city buildings on rocks in hot springs, on wind-swept mountain tops, and in the driest desserts. In the Arctic, they provide the principal food for caribou, and they are one of the few plants that grow in Antarctica. They are pioneers, appearing in barren rocky areas and starting the formation of soil in which mosses, then ferns, and then other plants can take root. Lichens are a partnership of two plants -. fungi and algae. The lichen body is made up of a network of fungal strands. In the upper layers of these grow groups of algae. The two organisms live together to the benefit of both, a relationship known as symbiosis. The fungi provide support, absorb water, and shelter the tender algae from direct sunlight. The algae carry on photosynthesis and provide the fungi with food. The algae can live independently and are recognizable as a species that grows alone. The fungi, on the other hand, cannot live apart from their partners. They can be placed in known classes of fungi but are unlike any species that live independently.
So definite are the form, color, and characteristics of these double organisms that for hundreds of years, they were classified as one. More than 15,000 “species” were named. If these organisms are classified as separate species, it is difficult to fit them into the existing system of classification. But if they are classified separately, these species of fungi seem rather strange. Lichens are a splendid example of the difficulties faced by taxonomists in classifying species.
40. Which of the following is an example of symbiosis as it is described in the second paragraph?
QUESTIONS 37 – 44 Lichens may grow on the bark of a tree in a steaming tropical rain forest, on the bricks of big-city buildings on rocks in hot springs, on wind-swept mountain tops, and in the driest desserts. In the Arctic, they provide the principal food for caribou, and they are one of the few plants that grow in Antarctica. They are pioneers, appearing in barren rocky areas and starting the formation of soil in which mosses, then ferns, and then other plants can take root. Lichens are a partnership of two plants -. fungi and algae. The lichen body is made up of a network of fungal strands. In the upper layers of these grow groups of algae. The two organisms live together to the benefit of both, a relationship known as symbiosis. The fungi provide support, absorb water, and shelter the tender algae from direct sunlight. The algae carry on photosynthesis and provide the fungi with food. The algae can live independently and are recognizable as a species that grows alone. The fungi, on the other hand, cannot live apart from their partners. They can be placed in known classes of fungi but are unlike any species that live independently.
So definite are the form, color, and characteristics of these double organisms that for hundreds of years, they were classified as one. More than 15,000 “species” were named. If these organisms are classified as separate species, it is difficult to fit them into the existing system of classification. But if they are classified separately, these species of fungi seem rather strange. Lichens are a splendid example of the difficulties faced by taxonomists in classifying species.
41. Which of the following can be inferred about the effect of direct sunlight on lichens?
QUESTIONS 37 – 44
Lichens may grow on the bark of a tree in a steaming tropical rain forest, on the bricks of big-city buildings on rocks in hot springs, on wind-swept mountain tops, and in the driest desserts. In the Arctic, they provide the principal food for caribou, and they are one of the few plants that grow in Antarctica. They are pioneers, appearing in barren rocky areas and starting the formation of soil in which mosses, then ferns, and then other plants can take root. Lichens are a partnership of two plants -. fungi and algae. The lichen body is made up of a network of fungal strands. In the upper layers of these grow groups of algae. The two organisms live together to the benefit of both, a relationship known as symbiosis. The fungi provide support, absorb water, and shelter the tender algae from direct sunlight. The algae carry on photosynthesis and provide the fungi with food. The algae can live independently and are recognizable as a species that grows alone. The fungi, on the other hand, cannot live apart from their partners. They can be placed in known classes of fungi but are unlike any species that live independently.
So definite are the form, color, and characteristics of these double organisms that for hundreds of years, they were classified as one. More than 15,000 “species” were named. If these organisms are classified as separate species, it is difficult to fit them into the existing system of classification. But if they are classified separately, these species of fungi seem rather strange. Lichens are a splendid example of the difficulties faced by taxonomists in classifying species.
42. Why does the author say that “these species of fungi seem rather strange” (line 21)?
QUESTIONS 37 – 44 Lichens may grow on the bark of a tree in a steaming tropical rain forest, on the bricks of big-city buildings on rocks in hot springs, on wind-swept mountain tops, and in the driest desserts. In the Arctic, they provide the principal food for caribou, and they are one of the few plants that grow in Antarctica. They are pioneers, appearing in barren rocky areas and starting the formation of soil in which mosses, then ferns, and then other plants can take root. Lichens are a partnership of two plants -. fungi and algae. The lichen body is made up of a network of fungal strands. In the upper layers of these grow groups of algae. The two organisms live together to the benefit of both, a relationship known as symbiosis. The fungi provide support, absorb water, and shelter the tender algae from direct sunlight. The algae carry on photosynthesis and provide the fungi with food. The algae can live independently and are recognizable as a species that grows alone. The fungi, on the other hand, cannot live apart from their partners. They can be placed in known classes of fungi but are unlike any species that live independently.
So definite are the form, color, and characteristics of these double organisms that for hundreds of years, they were classified as one. More than 15,000 “species” were named. If these organisms are classified as separate species, it is difficult to fit them into the existing system of classification. But if they are classified separately, these species of fungi seem rather strange. Lichens are a splendid example of the difficulties faced by taxonomists in classifying species.
43. Which of the following best expresses the main idea of the second paragraph?
QUESTIONS 37 – 44
Lichens may grow on the bark of a tree in a steaming tropical rain forest, on the bricks of big-city buildings on rocks in hot springs, on wind-swept mountain tops, and in the driest desserts. In the Arctic, they provide the principal food for caribou, and they are one of the few plants that grow in Antarctica. They are pioneers, appearing in barren rocky areas and starting the formation of soil in which mosses, then ferns, and then other plants can take root. Lichens are a partnership of two plants -. fungi and algae. The lichen body is made up of a network of fungal strands. In the upper layers of these grow groups of algae. The two organisms live together to the benefit of both, a relationship known as symbiosis. The fungi provide support, absorb water, and shelter the tender algae from direct sunlight. The algae carry on photosynthesis and provide the fungi with food. The algae can live independently and are recognizable as a species that grows alone. The fungi, on the other hand, cannot live apart from their partners. They can be placed in known classes of fungi but are unlike any species that live independently.
So definite are the form, color, and characteristics of these double organisms that for hundreds of years, they were classified as one. More than 15,000 “species” were named. If these organisms are classified as separate species, it is difficult to fit them into the existing system of classification. But if they are classified separately, these species of fungi seem rather strange. Lichens are a splendid example of the difficulties faced by taxonomists in classifying species.
44. The word splendid in line 22 is closest in meaning to
QUESTIONS 45 – 50
Fifty-five delegates representing all thirteen states except Rhode Island attended the Constitutional Convention in Philadelphia from May to September 1787. The delegates had been instructed by the Continental Congress to revise the old Articles of Confederation, but most believed that a stronger central government was needed. There were differences, however, about what structure the government should take and how much influence large states should have. Virginia was by far the most populous state, with twice as many people as New York, four times as many as New Jersey, and ten times as many as Delaware. The leader of the Virginia delegation, James Madison, had already drawn up a plan for government, which became known as the Large State Plan. Its essence was that congressional representation would be based on
population. It provided for two or more national executives. The smaller states feared that under this plan, a few large states would lord over the rest. New Jersey countered with the Small State Plan. It provided for equal representation for all states in a national legislature and for a single national executive. Angry debate, heightened by a stifling heat wave, led to deadlock. A cooling of tempers seemed to come with lower temperatures. The delegates hammered out an agreement known as the Great Compromise -actually a bundle of shrewd compromises. They decided that Congress would consist of two houses. The larger states were granted representation based on population in the lower house, the House of Representatives. The smaller stales were given equal representation in the upper house, the Senate, in which each state would have two senators regardless of population. It was also agreed that there would be a single executive, the president. This critical compromise broke the logjam, and from then on, success seemed within reach.
45. What is the main topic of this passage?
QUESTIONS 45 – 50
Fifty-five delegates representing all thirteen states except Rhode Island attended the Constitutional Convention in Philadelphia from May to September 1787. The delegates had been instructed by the Continental Congress to revise the old Articles of Confederation, but most believed that a stronger central government was needed. There were differences, however, about what structure the government should take and how much influence large states should have. Virginia was by far the most populous state, with twice as many people as New York, four times as many as New Jersey, and ten times as many as Delaware. The leader of the Virginia delegation, James Madison, had already drawn up a plan for government, which became known as the Large State Plan. Its essence was that congressional representation would be based on
population. It provided for two or more national executives. The smaller states feared that under this plan, a few large states would lord over the rest. New Jersey countered with the Small State Plan. It provided for equal representation for all states in a national legislature and for a single national executive. Angry debate, heightened by a stifling heat wave, led to deadlock. A cooling of tempers seemed to come with lower temperatures. The delegates hammered out an agreement known as the Great Compromise -actually a bundle of shrewd compromises. They decided that Congress would consist of two houses. The larger states were granted representation based on population in the lower house, the House of Representatives. The smaller stales were given equal representation in the upper house, the Senate, in which each state would have two senators regardless of population. It was also agreed that there would be a single executive, the president. This critical compromise broke the logjam, and from then on, success seemed within reach.
46. According to the passage, how many states were represented at the Constitutional Convention?
QUESTIONS 45 – 50
Fifty-five delegates representing all thirteen states except Rhode Island attended the Constitutional Convention in Philadelphia from May to September 1787. The delegates had been instructed by the Continental Congress to revise the old Articles of Confederation, but most believed that a stronger central government was needed. There were differences, however, about what structure the government should take and how much influence large states should have. Virginia was by far the most populous state, with twice as many people as New York, four times as many as New Jersey, and ten times as many as Delaware. The leader of the Virginia delegation, James Madison, had already drawn up a plan for government, which became known as the Large State Plan. Its essence was that congressional representation would be based on
population. It provided for two or more national executives. The smaller states feared that under this plan, a few large states would lord over the rest. New Jersey countered with the Small State Plan. It provided for equal representation for all states in a national legislature and for a single national executive. Angry debate, heightened by a stifling heat wave, led to deadlock. A cooling of tempers seemed to come with lower temperatures. The delegates hammered out an agreement known as the Great Compromise -actually a bundle of shrewd compromises. They decided that Congress would consist of two houses. The larger states were granted representation based on population in the lower house, the House of Representatives. The smaller stales were given equal representation in the upper house, the Senate, in which each state would have two senators regardless of population. It was also agreed that there would be a single executive, the president. This critical compromise broke the logjam, and from then on, success seemed within reach.
47. It can be inferred from the passage that the Articles of Confederation
QUESTIONS 45 – 50
Fifty-five delegates representing all thirteen states except Rhode Island attended the Constitutional Convention in Philadelphia from May to September 1787. The delegates had been instructed by the Continental Congress to revise the old Articles of Confederation, but most believed that a stronger central government was needed. There were differences, however, about what structure the government should take and how much influence large states should have. Virginia was by far the most populous state, with twice as many people as New York, four times as many as New Jersey, and ten times as many as Delaware. The leader of the Virginia delegation, James Madison, had already drawn up a plan for government, which became known as the Large State Plan. Its essence was that congressional representation would be based on
population. It provided for two or more national executives. The smaller states feared that under this plan, a few large states would lord over the rest. New Jersey countered with the Small State Plan. It provided for equal representation for all states in a national legislature and for a single national executive. Angry debate, heightened by a stifling heat wave, led to deadlock. A cooling of tempers seemed to come with lower temperatures. The delegates hammered out an agreement known as the Great Compromise -actually a bundle of shrewd compromises. They decided that Congress would consist of two houses. The larger states were granted representation based on population in the lower house, the House of Representatives. The smaller stales were given equal representation in the upper house, the Senate, in which each state would have two senators regardless of population. It was also agreed that there would be a single executive, the president. This critical compromise broke the logjam, and from then on, success seemed within reach.
48. According to the passage, in 1787 which of the following states had the FEWEST people?
QUESTIONS 45 – 50
Fifty-five delegates representing all thirteen states except Rhode Island attended the Constitutional Convention in Philadelphia from May to September 1787. The delegates had been instructed by the Continental Congress to revise the old Articles of Confederation, but most believed that a stronger central government was needed. There were differences, however, about what structure the government should take and how much influence large states should have. Virginia was by far the most populous state, with twice as many people as New York, four times as many as New Jersey, and ten times as many as Delaware. The leader of the Virginia delegation, James Madison, had already drawn up a plan for government, which became known as the Large State Plan. Its essence was that congressional representation would be based on
population. It provided for two or more national executives. The smaller states feared that under this plan, a few large states would lord over the rest. New Jersey countered with the Small State Plan. It provided for equal representation for all states in a national legislature and for a single national executive. Angry debate, heightened by a stifling heat wave, led to deadlock. A cooling of tempers seemed to come with lower temperatures. The delegates hammered out an agreement known as the Great Compromise -actually a bundle of shrewd compromises. They decided that Congress would consist of two houses. The larger states were granted representation based on population in the lower house, the House of Representatives. The smaller states were given equal representation in the upper house, the Senate, in which each state would have two senators regardless of population. It was also agreed that there would be a single executive, the president. This critical compromise broke the logjam, and from then on, success seemed within reach.
49. In line 1 4, the phrase this plan refers to
QUESTIONS 45 – 53
Fifty-five delegates representing all thirteen states except Rhode Island attended the Constitutional Convention in Philadelphia from May to September 1787. The delegates had been instructed by the Continental Congress to revise the old Articles of Confederation, but most believed that a stronger central government was needed. There were differences, however, about what structure the government should take and how much influence large states should have. Virginia was by far the most populous state, with twice as many people as New York, four times as many as New Jersey, and ten times as many as Delaware. The leader of the Virginia delegation, James Madison, had already drawn up a plan for government, which became known as the Large State Plan. Its essence was that congressional representation would be based on
population. It provided for two or more national executives. The smaller states feared that under this plan, a few large states would lord over the rest. New Jersey countered with the Small State Plan. It provided for equal representation for all states in a national legislature and for a single national executive. Angry debate, heightened by a stifling heat wave, led to deadlock. A cooling of tempers seemed to come with lower temperatures. The delegates hammered out an agreement known as the Great Compromise -actually a bundle of shrewd compromises. They decided that Congress would consist of two houses. The larger states were granted representation based on population in the lower house, the House of Representatives. The smaller states were given equal representation in the upper house, the Senate, in which each state would have two senators regardless of population. It was also agreed that there would be a single executive, the president. This critical compromise broke the logjam, and from then on, success seemed within reach.
50. According to the passage, the weather had what effect on the Constitutional Convention?