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</p>¡¡¡¡8 j9 C7 ~+ N9 i) T. r8 S6 q/ m
" X1 q1 ?6 R0 ~7 y¡¡¡¡9. What does the author mean by stating in line 17 that "economic development was on the
. I5 D5 B. h9 w# h# x& k# q: G0 A¡¡¡¡merchants' side "?; K8 T: _$ G- u
¡¡¡¡(A) Merchants had a strong impact on9 O8 m" _) g4 G
¡¡¡¡economic expansion.
0 l7 |7 s4 M5 ~& _9 I; b2 U: I¡¡¡¡(B) Economic forces allowed merchants to+ s( I) F4 A/ m7 F" e
¡¡¡¡prosper.
( O( I, t" ?4 X¡¡¡¡(C) Merchants had to work together to% @3 Z! h3 D. F' {/ U i' K
¡¡¡¡achieve economic independence+ D8 @/ ~+ K. O: K; [0 X7 V, F
¡¡¡¡(D) Specialty shops near large markets were" ~ Q8 M2 i7 W% m9 j3 k: k
¡¡¡¡more likely to be economically
6 g) d+ d' I z V. \% V¡¡¡¡successful.
2 K$ _3 H3 d! r8 {¡¡¡¡10. The word "undergoing" in line 22 is closest in meaning to
% ]) y* m) E- y2 a% \: y, L¡¡¡¡(A) requesting: e' S4 q8 `+ D; n. i" o& Q
¡¡¡¡(B) experiencing
) T3 G/ O; g2 ~$ F' A. q7 T, H A* [¡¡¡¡(C) repeating4 K! e* w( b6 y8 @% Z2 Y
¡¡¡¡(D) including
' L0 q) @% ^ s, J' ~¡¡¡¡Questions 11-22
0 M3 [1 T& {5 o# K( o. b0 e¡¡¡¡Avicolturists, people who raise birds for commercial sale, have not yet learned
4 L5 \5 p( k4 }" ?! N: ^ x¡¡¡¡how to simulate the natural incubation of parrot eggs in the wild. They continue
! f; C+ D2 d- F' |1 a+ B$ D9 v¡¡¡¡to look for better ways to increase egg production and to improve chick survival rates.& ` P6 A) }; C
¡¡¡¡line When parrots incubate their eggs in the wild, the temperature and humidity of the
: C" v, Q8 N6 L% D4 e¡¡¡¡(5) nest are controlled naturally. Heat is transferred from the bird's skin to the top portion6 ]2 ^2 Z2 N8 D6 y( d. @( G; C
¡¡¡¡of the eggshell, leaving the sides and bottom of the egg at a cooler temperature. This
9 f5 B* Y4 b' d3 j¡¡¡¡temperature gradient may be vital to successful hatching. Nest construction can
2 c3 p8 ~4 o! H; b¡¡¡¡contribute to this temperature gradient Nests of loosely arranged sticks, rocks, or dirt
3 \5 T' I; c0 i; Z- g) n6 B0 V$ h¡¡¡¡are cooler in temperature at the bottom where the egg contacts the nesting material.. @$ o$ y0 Z- F4 A
¡¡¡¡(10) Such nests also act as humidity regulators by allowing rain to drain into the bottom
7 w5 v: O3 x% E' `' b1 G* \. Q9 l$ }¡¡¡¡sections of the nest so that the eggs are not in direct contact with the water. As the) y, a! ]5 n7 F0 A8 j
¡¡¡¡water that collects in the bottom of the nest evaporates, the water vapor rises and is
8 u/ O7 C8 d) _& ^' `2 }4 d¡¡¡¡heated by the incubating bird, which adds significant humidity to the incubation# X3 ]* D& a3 [. r8 ]4 v
¡¡¡¡environment& _3 c0 v8 A4 K4 @. J* K
¡¡¡¡(15) In artificial incubation programs, aviculturists remove eggs from the nests of parrots+ I# @( |! I% \% a- X
¡¡¡¡and incubate them under laboratory conditions. Most commercial incubators heat the
4 K8 j b; O8 a* l$ h+ y¡¡¡¡eggs fairly evenly from top to bottom, thus ignoring the bird's method of natural
' P; v# r9 D+ p5 B/ y¡¡¡¡incubation, and perhaps reducing the viability and survivability of the hatching chicks.8 H1 P* \% j/ W, A
¡¡¡¡When incubators are not used, aviculturists sometimes suspend wooden boxes outdoors
- J; _1 i0 _% x6 q9 R$ S$ S* F¡¡¡¡(20) to use as nests in which to place eggs. In areas where weather can become cold after
% v' v1 I( @4 x$ k8 k¡¡¡¡eggs are laid, it is very important to maintain a deep foundation of nesting material to
+ f' Z! c6 f, C A¡¡¡¡act as insulator against the cold bottom of the box. If eggs rest against the wooden6 F! Z6 ?7 [; p0 F+ U5 I% J2 t g @
¡¡¡¡bottom in extremely cold weather conditions, they can become chilled to a point where
+ T) H u/ x( S4 ^; W3 d7 v¡¡¡¡the embryo can no longer survive. Similarly, these boxes should be protected from1 L% ~4 }- |% X+ ` H
¡¡¡¡(25) direct sunlight to avoid high temperatures that are also fatal to the growing embryo.
9 \6 X% o+ m& q: a; r+ ~¡¡¡¡Nesting material should be added in sufficient amounts to avoid both extreme
1 V/ k7 v4 b' B2 A. m }5 p$ X3 l2 m- I¡¡¡¡temperature situations mentioned above and assure that the eggs have a soft, secure% q' V' j# m) H# q( C
¡¡¡¡place to rest.
5 `8 z- B0 x N¡¡¡¡11. What is the main idea of the passage?
7 j1 b2 m7 [) R* u¡¡¡¡(A) Nesting material varies according to the' i/ O4 |% w, ~: G. o( [
¡¡¡¡parrots' environment.
G3 i4 s# B1 [5 ?& u0 D¡¡¡¡(B) Humidity is an important factor in
& N& m6 \/ }" p0 O6 u3 a¡¡¡¡incubating parrots' eggs.
; \' X% I( I% v4 L¡¡¡¡(C) Aviculturists have constructed the ideal
" p1 i+ n0 X6 j) a7 d¡¡¡¡nest box for parrots.7 B) P2 N$ p0 V. v
¡¡¡¡(D) Wild parrots' nests provide information: D! U0 |# M9 k& b7 w& O; |( S8 X
¡¡¡¡useful for artificial incubation.3 J2 y0 v' F- W5 {- {: u8 D
¡¡¡¡12. The word "They" in line 2 refers to" i# _. ]; {0 }2 H; N
¡¡¡¡(A) aviculturists
, e9 o" E8 Y% r5 k8 _$ l$ V¡¡¡¡(B)birds$ W+ j8 I9 k1 K3 o) h! r. K
¡¡¡¡(C)eggs
8 ~; p/ D A! S6 Q& z¡¡¡¡(D) rates
1 i' O7 L2 d* M: u5 M, p¡¡¡¡13. According to paragraph 2, when the9 e3 H o. K& j0 `% Z1 h- J) I
¡¡¡¡temperature of the sides and bottom of the egg
/ x o6 G. i a& f9 m7 c% v¡¡¡¡are cooler than the top, then7 K7 k+ [/ g3 F2 d3 c( [
¡¡¡¡(A) there may be a good chance for' p/ c. g1 M( m; o0 \ Z- q" _, ?: d( q
¡¡¡¡successful incubation
. Q0 k M) R% F4 s) g¡¡¡¡(B) the embryo will not develop normally
2 m) Q% K' Z! P" Z( N¡¡¡¡(C) the incubating parent moves the egg to" h6 ` T# i& n& T& u
¡¡¡¡a new position.
# X8 {, M8 N3 {0 j9 m4 N¡¡¡¡(D) the incubation process is slowed down+ E( o8 V/ r6 f1 |- A- `
¡¡¡¡14. According to paragraph 2, sticks, rocks, or dirt are used to
) P7 y! ~% W" P; l1 `¡¡¡¡(A) soften the bottom of the nest for the newly
* S {# K( z% X+ [' }5 c2 @¡¡¡¡hatched chick# J! s1 Y' \) a$ g! {" _$ r
¡¡¡¡(B) hold the nest together
& n0 D* B% K7 H; w( w7 d8 `4 U7 M4 w¡¡¡¡(C) help lower the temperature at the bottom of
0 {' l- e) ^; p5 q3 }0 P¡¡¡¡the nest
, L1 {6 x6 p+ ]) I* O7 H$ E¡¡¡¡(D) make the nest bigger$ e, w4 q) H8 i9 r: R
¡¡¡¡15. According to paragraph 2, the construction of the nest allows water to
! n" Q$ x/ `6 @# y5 P9 p1 E9 Z¡¡¡¡(A) provide a beneficial source of humidity
1 `* O" X$ |* {¡¡¡¡in the nest
! R1 y# l1 q, M" ^¡¡¡¡(B) loosen the materials at the bottom of the
! ?5 o) ?: \# @, E) e- Q0 L¡¡¡¡nest7 C+ M1 K/ [* T( V# [# `
¡¡¡¡(C) keep the nest in a clean condition9 F+ }; s5 ~" b
¡¡¡¡(D) touch the bottom of the eggs
/ d" o6 o2 a( n& ?' U¡¡¡¡16. All of the following are part of a parrot's) A3 q5 p3 O& D% X4 f" B! N
¡¡¡¡incubation method EXCEPT) d' I$ o/ d5 G/ d# u9 G: ^0 o
¡¡¡¡(A) heating the water vapor as it rises from the
! i& e, p" s3 ]¡¡¡¡bottom of the nest% ^* ~. _) J% ]+ i
¡¡¡¡(B) arranging nesting material at the bottom of( Y6 {$ r" U* s# [6 [
¡¡¡¡the nest9 x* `- @3 H4 a$ |5 A& Y; o4 M6 O
¡¡¡¡(C) transferring heat from the parent to the top
C5 b3 X: o1 l¡¡¡¡of the eggshell
r/ f; n# }1 h- `8 w% @2 ]3 j¡¡¡¡(D) maintaining a constant temperature on the6 i. a% i% _: N( d. t% \
¡¡¡¡eggshell
- o* P: a; \3 p' L: X6 M¡¡¡¡17. The word "suspend" in line 19 is closest in) L; N: B, l$ K- p. v
¡¡¡¡meaning to
- l* v, n2 d) b- I¡¡¡¡(A) build
5 I. |+ J' p8 G' y¡¡¡¡(B) paint
/ A/ W. J/ u; S" F( G4 R¡¡¡¡(C)hang/ k5 O( D0 h7 m8 K
¡¡¡¡(D) move
- \! |) L0 Q- L* w+ t¡¡¡¡18. The word "fatal" in line 25 is closest in0 J, B! z: u- _, D
¡¡¡¡meaning to
$ s1 J( H4 m; `¡¡¡¡(A) close" ?% A* x$ O) G( j6 k$ D( j- T3 U
¡¡¡¡(B) deadly
# S% ?$ H% w# @4 e# h5 a% \( {¡¡¡¡(C) natural
! Z$ a! b! O; t; h6 G¡¡¡¡(D) hot
9 j9 `8 e( m$ `# _# u¡¡¡¡19. The word "secure" in line 27 is closest in
: I) V& c. l2 X& Y0 U1 D+ p; I, J¡¡¡¡meaning to0 o$ N* i) s7 H3 p) f
¡¡¡¡(A) fiesh
& W3 ^& D5 x! Q7 W$ n! S+ i& B2 [¡¡¡¡(B)diy2 U: J8 q. e; Z. A, _
¡¡¡¡(C)safe
5 h1 n' _. H: Q4 [6 R. u: X1 `) J; }¡¡¡¡(D)warm
" ^- y" l9 w* _6 c$ u m¡¡¡¡20. According to paragraph 3, a deep foundation of nesting material provides
) W: Y7 t2 u& R¡¡¡¡(A) a constant source of humidity! e( `, w+ K* R5 ~ Q3 ]! }) T
¡¡¡¡(B) a strong nest box
; A! o9 v( D/ s8 D' e# R¡¡¡¡(C) more room for newly hatched chicks7 y) p/ M6 Y# E* @" x
¡¡¡¡(D) protection against cold weather3 i& p, G# Y! M6 ?1 \* W
¡¡¡¡21. Which of the following is a problem with% {/ `4 c- \+ z
¡¡¡¡commercial incubators?
n9 c+ F% Q) H7 S* |1 H# H¡¡¡¡(A) They lack the natural temperature changes
- W, ~" j M. X¡¡¡¡of the outdoors.- d0 r1 J) ]5 \1 y4 G
¡¡¡¡(B) They are unable to heat the eggs evenly& r0 `( E7 V6 h" U2 I
¡¡¡¡(C) They do not transfer heat to the egg in the- u: R" |8 @6 {1 t) s% M: P1 L l
¡¡¡¡same way the parent bird does./ q" [8 M) w4 }; i$ l( a) e
¡¡¡¡(D) They are expensive to operate.
$ g" S+ h( q) [. f¡¡¡¡22. Which of the following terms is defined in thepassage?+ n+ u' e7 l$ A# ?
¡¡¡¡(A) Aviculturists (line I)
7 m1 |7 q' S3 |; `" Q. J' p¡¡¡¡(B) Gradient (line 8)6 ~ r' K$ H2 _
¡¡¡¡(C) Incubation (line 15)0 q) M% \" f) ?* l- ]7 N
¡¡¡¡(D) Embryo (line 24)
) \" l, g8 K6 T4 b' B, l¡¡¡¡Questions 23-338 F; B- W% N& |9 D$ x+ m
¡¡¡¡The mineral particles found in soil range in size from microscopic clay particles( H5 O5 `( n+ ~% P$ M. D1 y5 W
¡¡¡¡to large boulders. The most abundant particles¡ªsand, silt, and clay¡ªare the focus' V, [0 U, H9 `5 ^
¡¡¡¡of examination in studies of soil texture. Texture is the term used to describe the$ X, |0 f8 B7 H/ U- f8 }. _1 D+ S
¡¡¡¡line composite sizes of particles in a soil sample, typically several representative handfuls.: \1 v/ c$ r6 J1 P: s
¡¡¡¡(5) To measure soil texture, the sand, silt, and clay particles are sorted out by size and- ~4 k" i- P6 f+ \
¡¡¡¡weight. The weights of each size are then expressed as a percentage of the sample; c, a) L- c4 @1 v" _
¡¡¡¡weight.8 G5 U: O& `: H$ r1 r$ F# }3 n; J
¡¡¡¡In the field, soil texture can be estimated by extracting a handful of sod and
; C9 l9 a( `. \3 @0 E! |' {- z¡¡¡¡squeezing the damp soil into three basic shapes; (1) cast, a lump formed by squeezing
# C# w L4 H$ ~0 }- t$ Y( Z¡¡¡¡(10) a sample in a clenched fist; (2) thread, a pencil shape formed by rolling soil between
' f% V9 o7 r/ y( v# G4 e¡¡¡¡the palms; and (3) ribbon, a flatfish shape formed by squeezing a small sample between1 R/ G D4 D1 U; w4 N0 B2 l
¡¡¡¡the thumb and index finger. The behavioral characteristics of the soil when molded into
7 p2 U/ D# K2 e! W7 w& r3 p$ P; n¡¡¡¡each of these shapes, if they can be formed at all, provides the basis for a general# V5 h2 ?/ l, r7 L8 ]- F: M
¡¡¡¡textural classification. The behavior of the soil in the hand test is determined by the! p6 I& i' N7 [1 e" b" C
¡¡¡¡(15) amount of clay in the sample. Clay particles are highly cohesive, and when dampened,
& N9 \4 K7 r! o* ?" u$ P5 y¡¡¡¡behave as a plastic. Therefore the higher the clay content in a sample, the more refined8 I# k- c* F- r$ L5 F& m4 s9 A, X
¡¡¡¡and durable the shapes into which it can be molded.2 _/ r, \2 ?- c/ @5 T* v4 R
¡¡¡¡Another method of determining soil texture involves the use of devices called
5 c) k/ e7 l# k4 B+ |¡¡¡¡sediment sieves, screens built with a specified mesh size. When the soil is filtered4 `& d: {) P( T5 @0 G3 J# U* n
¡¡¡¡(20) through a group of sieves, each with a different mesh size, the particles become
$ Z- J$ i& T. i. s¡¡¡¡grouped in corresponding size categories. Each category can be weighed to make a
: k3 ]9 f4 U' L. ]; G$ V¡¡¡¡textural determination. Although sieves work well for silt, sand, and larger particles,
' t. @( h% M+ ` V% Z, s¡¡¡¡they are not appropriate for clay particles. Clay is far too small to sieve accurately;
& g. c: x' r- K/ N+ D, {¡¡¡¡therefore, in soils with a high proportion of clay, the fine particles are measured on the' F0 e7 M) C8 d- k! ?0 Q1 T" f5 ], U
¡¡¡¡(25) basis of their settling velocity when suspended in water .Since clays settle so slowly,
% N( r. C/ U0 o' G4 ~7 ~¡¡¡¡they are easily segregated from sand and silt. The water can be drawn off and( P- u: j$ G% d6 }& N
¡¡¡¡evaporated, leaving a residue of clay, which can be weighed.8 K# l. v5 x L6 U3 C
¡¡¡¡23. What does the passage mainly discuss?
* F; U$ r1 r2 q¡¡¡¡(A) Characteristics of high quality soil/ |* F, G3 S. k, Y. |
¡¡¡¡(B) Particles typically found in most soils
/ t1 ?& X/ I5 R3 }( K# p3 n¡¡¡¡(C) How a high clay content affects the
, F3 O7 p8 y: K3 n¡¡¡¡texture of soil
& ^7 X6 Y; Z7 b3 ?" Z! P) J¡¡¡¡(D) Ways to determine the texture of soil4 [* Q+ o' C. Z, N/ A. T2 |
¡¡¡¡24. The author mentions "several representative$ |' Z3 }& [! o6 M8 S2 j
¡¡¡¡handrals" in line 4 in order to show+ I7 s$ H$ D+ o. @
¡¡¡¡(A) the range of soil samples, C2 ?6 ?2 D- A+ {6 o, ]. C
¡¡¡¡(B) the process by which soil is weighed! p! m6 L5 p _; b# ]' `) z: @0 t& M
¡¡¡¡(C) the requirements for an adequate soil6 U# z) {) D- o3 D o& T, k
¡¡¡¡sample; g1 ^+ `4 B5 `5 H1 a+ {
¡¡¡¡(D) how small soil particles are/ u% P" F2 S8 |, z+ [; W$ X1 O: F( W
¡¡¡¡25. The phrase "sorted out" in line 5 is closest in6 U" q K' S/ P
¡¡¡¡meaning to
' s' m4 ?2 I/ i3 _' g¡¡¡¡(A) mixed, X* B7 {: k0 b1 X3 o+ O3 w& [
¡¡¡¡(B) replaced0 m: ^, y* @) i. l' g
¡¡¡¡(C) carried
, @/ S3 Y: C# ?/ i1 k, L% ~/ a¡¡¡¡(D) separated
4 c: V3 n$ r/ v( n% G. V/ D' Y¡¡¡¡26. It can be inferred mat the names of the three5 ~3 W# `* l. [- J% Q
¡¡¡¡basic shapes mentioned in paragraph 2 reflect
# p) u. c. g/ l* M+ j¡¡¡¡(A) the way the soil is extracted6 X# v* k1 m- ?. d# ?6 c
¡¡¡¡(B) the results of squeezing the soil* s; }: Q2 {6 |. l/ g* z, \
¡¡¡¡(C) the need to check more than one- P3 ~% v+ X) J# v2 o
¡¡¡¡handful4 {1 L5 c, S! b' m8 y9 [- E
¡¡¡¡(D) the difficulty of forming different5 H8 n/ I! ~) _
¡¡¡¡shapes* O; e1 S+ h3 C2 J
¡¡¡¡27. The word "dampened" in line 15 is closest in
) B" Y, K8 c5 S4 |5 n" F) S. b¡¡¡¡meaning to
l5 s; d' o: i4 N* N¡¡¡¡(A) damaged# i$ F, \8 L. [! `9 r+ {9 y. F
¡¡¡¡(B) stretched
: G. j/ v' l0 F& `5 S- C+ v: w+ Q2 e¡¡¡¡(C) moistened
) Q1 R* S7 s) Z7 D. @: b% C6 D¡¡¡¡(D) examined! k1 g$ g/ f% W; x$ A/ n& o' h
¡¡¡¡28. Which of the following can be inferred from
/ `; b1 U$ ]4 L" k! ?+ d" Q$ ~¡¡¡¡the passage about a soil sample with little or
& c& Q) g% H& [¡¡¡¡no clay in it?
' C2 z: U- z0 E6 l¡¡¡¡(A) It is not very heavy.
A3 ~% P3 g3 H9 d' F¡¡¡¡(B) It may not hold its shape when molded.
" E3 d/ Y. P4 a+ s¡¡¡¡(C) Its shape is durable0 N. N/ y) z7 G5 l
¡¡¡¡(D) Its texture cannot be classified* Z. L% i0 ]0 ^: Z6 E
¡¡¡¡29. The word "they" in line 23 refers to% o; \5 U+ p9 \4 N3 v& V: l4 T
¡¡¡¡(A) categories
& [4 l" v. {4 P. q& F. O¡¡¡¡(B) sieves
, D$ g) I7 m. u9 D¡¡¡¡(C) larger particles
; Z8 A \' f# p* @# L/ p, l; x, o, Z¡¡¡¡(D) clay particles
, `" X0 B6 e/ d$ z+ X¡¡¡¡30. It can be inferred from the passage that the$ n0 L& Z7 G1 x7 m4 Q
¡¡¡¡sediment sieve has an advantage over the hand, Q7 d1 @$ |' @
¡¡¡¡test in determining soil texture because( w O2 U2 s7 W3 u
¡¡¡¡(A) using the sieve takes less time& N4 _9 h- B* P2 A& K6 C x7 v4 k
¡¡¡¡(B) the sieve can measure clay; }. i2 o9 L0 ]8 U% |7 e
¡¡¡¡(C) less training is required to use the sieve5 y, E+ O7 q5 ] \ C
¡¡¡¡(D) the sieve allows for a more exact8 r4 K1 M6 N# s+ J
¡¡¡¡measure& B/ _! X& C* |! _+ f3 ^" k
¡¡¡¡31. During the procedure described in paragraph+ P) n% o+ P# ~# @, b0 u/ D7 h5 [
¡¡¡¡3, when clay particles are placed into water, N0 }- M/ n, R' Z
¡¡¡¡they1 p2 m. }" V7 @* n7 f X
¡¡¡¡(A) stick to the sides of the water container- E' l9 O/ ]/ O4 q2 G
¡¡¡¡(B) take some time to sink to the bottom+ h) l7 }4 A- X6 [, p
¡¡¡¡(C) separate into different sizes
9 b/ h+ L( y* n( r5 ~ h3 ~¡¡¡¡(D) dissolve quickly
8 p2 |/ l9 {+ q8 b9 B¡¡¡¡32. The word "fine" in line 24 is closest in% o) A7 a* h, L! p( R, N
¡¡¡¡meaning to
* ~& |( p2 `! @3 v9 A0 Z# Q/ \¡¡¡¡(A) tiny. q8 G/ [. o7 u. O
¡¡¡¡(B) many. w: W9 L7 x8 ~( x
¡¡¡¡(C) excellent- p3 b5 C" x# {. H7 H: t' s
¡¡¡¡(D) various
; J5 w1 d, t- `3 T, t¡¡¡¡33. All of the following words are defined in the* F! g# l% G" F9 g5 g, |& n0 h
¡¡¡¡passage EXCEPT
# ^2 [* n: ?8 d, W¡¡¡¡(A) texture (line 3)2 L$ h; q, X( G$ G( ?- G
¡¡¡¡(B) ribbon (line 11)
+ e7 d3 z) P# I0 T¡¡¡¡(C) sediment sieves (line 19)" F. \2 Y g. \6 ~+ e ~! @; \
¡¡¡¡(D) evaporated (line 27)
6 x! @6 w l% L _¡¡¡¡Questions 34-43; Q; A4 X" K$ J
¡¡¡¡A number of factors related to the voice reveal the personality of the speaker.
& F8 z2 ]2 u" N¡¡¡¡The first is the broad area of communication, which includes imparting information) k7 _/ s" B5 b- N
¡¡¡¡by use of language, communicating with a group or an individual, and specialized
+ e. H; Y- M8 m- B$ u; i; ?¡¡¡¡line communication through performance. A person conveys thoughts and ideas through
! m1 j, |3 x0 L1 Z) m¡¡¡¡(5) choice of words, by a tone of voice that is pleasant or unpleasant, gentle or harsh, by
5 z3 m4 L& X& g& r8 ?. |- c- T) u9 V¡¡¡¡the rhythm that is inherent within the language itself, and by speech rhythms that are" J. ]6 T- S: Y4 Q& `$ X
¡¡¡¡flowing and regular or uneven and hesitant, and finally, by the pitch and melody of the
1 I8 s s# B n6 F% M, F¡¡¡¡utterance. When speaking before a group, a person's tone may indicate unsureness or# w5 u0 i- X, `$ S
¡¡¡¡fright, confidence or calm. At interpersonal levels, the tone may reflect ideas and
+ r: W/ Q4 ~9 G/ K¡¡¡¡(10) feelings over and above the words chosen, or may belie them. Here the conversant's. V: y/ f& _) U" N6 v
¡¡¡¡tone can consciously or unconsciously reflect intuitive sympathy or antipathy, lack of* `, h% y/ B2 t0 @0 f2 Z6 }. G7 c# U
¡¡¡¡concern or interest, fatigue, anxiety, enthusiasm or excitement, all of which are .usually
( v" e b! P1 Q$ f¡¡¡¡discernible by the acute listener. Public performance is a manner of communication
2 o! O: ~/ v/ Z" }7 f¡¡¡¡that is highly specialized with its own techniques for obtaining effects by voice and /or8 y1 d3 k0 B0 ^9 m( m0 r7 G+ [5 t. E
¡¡¡¡(15) gesture. The motivation derived from the text, and in the case of singing, the music, in5 L/ h# b- Z' O) G+ N4 O9 h
¡¡¡¡combination with the performer's skills, personality, and ability to create empathy will3 x7 b/ {; N% S" ~/ W" B$ `
¡¡¡¡determine the success of artistic, political, or pedagogic communication.3 a* t+ [7 k! {4 Z0 n/ y
¡¡¡¡Second, the voice gives psychological clues to a person's self-image, perception of+ P+ W# L" g9 ]/ p1 E
¡¡¡¡others, and emotional health. Self-image can be indicated by a tone of voice that is* t1 e9 Z) M7 W8 q
¡¡¡¡(20) confident, pretentious, shy, aggressive, outgoing, or exuberant, to name only a few
) `: G3 R9 Z: |- t¡¡¡¡personality traits. Also the sound may give a clue to the facade or mask of that person,
% a( U3 D' V- L/ f9 A¡¡¡¡for example, a shy person hiding behind an overconfident front. How a speaker
8 T+ X0 q" |- n) p9 e; u¡¡¡¡perceives the listener's receptiveness, interest, or sympathy in any given conversation9 ~/ m6 w5 u, Q& x1 T
¡¡¡¡can drastically alter the tone of presentation, by encouraging or discouraging the
. D( B% [5 C7 L( U6 P! `¡¡¡¡(25) speaker. Emotional health is evidenced in the voice by free and melodic sounds of the
' A+ e4 k' ^6 s3 T¡¡¡¡happy, by constricted and harsh sound of the angry, and by dull and lethargic qualities
5 L% G. y) o. h, \) j, v¡¡¡¡of the depressed
4 |* R: N( y. V2 I' [8 Y¡¡¡¡34. What does the passage mainly discuss?1 G+ Z) u! M; q& t& \" v* `% _& Y( o2 `
¡¡¡¡(A) The function of the voice in performance( i+ Q. T2 E$ c; b; K) s1 u
¡¡¡¡(B) The connection between voice and4 l7 E. s; [9 |( A% L. H' O
¡¡¡¡personality4 Z2 s9 @9 [0 H1 i! d9 B7 [* @
¡¡¡¡(C) Communication styles
. C5 [# t6 U: Z/ f8 U& U¡¡¡¡(D) The production of speech! n7 I9 q, D `5 ^! h5 b. I
¡¡¡¡35. What does the author mean by staring that, "At interpersonal levels, tone may reflect ideas and feelings over and above the words chosen"
; j" f0 o1 ?! L: q+ ?$ ]! b. t+ w¡¡¡¡(lines 9-10)?- g6 T( N# Y; ~
¡¡¡¡(A) Feelings are expressed with different words
, I3 d/ B: z$ X% m; a X- I; t( @¡¡¡¡than ideas are.
) d; ]) q. A. F9 O1 v¡¡¡¡(B) The tone of voice can cany information: [( o b: N4 q! a& s# Z8 _
¡¡¡¡beyond the meaning of words.6 L$ q8 r- S% W8 O5 C
¡¡¡¡(C) A high tone of voice reflects an emotional# N/ t' P! ?% A) {3 l$ |; \
¡¡¡¡communication.
( v2 B* r7 j" N; `$ c¡¡¡¡(D) Feelings are more difficult to express than6 g) U0 W, l* @
¡¡¡¡ideas.# H2 X7 O d" W+ ] H
¡¡¡¡36. The word "Here" in line 10 refers to
. L8 u0 k, u; Z¡¡¡¡(A) interpersonal interactions
- s, E! s* b( F) U¡¡¡¡(B) the tone
; @9 N. x! o$ ]( p4 J8 }¡¡¡¡(C) ideas and feelings+ k$ n! Z }$ s) w! T) v! a8 h2 z
¡¡¡¡(D) words chosen
6 H* E; F1 p& Y7 K H' U% \$ L2 B# P¡¡¡¡37. The word "derived" in line 15 is closest in
, q% `3 U& Q2 v6 a¡¡¡¡meaning to
8 I' z% |4 ?9 b. w¡¡¡¡(A) discussed& M0 S3 O1 L* J: i
¡¡¡¡(B) prepared( n. [: t- ?9 z1 q# f( A {
¡¡¡¡(C) registered$ u0 }- G' j$ A
¡¡¡¡(D) obtained
+ j+ G1 I6 |9 y1 I/ O" }¡¡¡¡38. Why does the author mention "artistic, V6 q6 h$ J! u0 D" z5 u) [5 D
¡¡¡¡political, or pedagogic communication" in line' ^4 [1 l1 |4 u
¡¡¡¡17?+ E+ O [& k& m, R
¡¡¡¡(A) As examples of public performance9 s [, ^( I( ~4 n
¡¡¡¡(B) As examples of basic styles of9 i6 W, V- J |; A' a' O w
¡¡¡¡communication
3 Z; ?8 ]3 H% x' u¡¡¡¡(C) To contrast them to singing
9 b. Z8 d" i# h" p# f¡¡¡¡(D) To introduce the idea of self-image) G; J% F* h. \, @$ [1 j% A, Q, g6 p
¡¡¡¡39. According to the passage, an exuberant tone of voice, may be an indication of a person's
! Y/ M2 b8 s7 e' g¡¡¡¡(A) general physical health5 x* Y) w* c& l- I
¡¡¡¡(B) personality* I' P9 K" q C9 Z
¡¡¡¡(C) ability to communicate9 h) r9 L# R; L; b9 [
¡¡¡¡(D) vocal quality
* s0 Z1 [' {# F- }+ Q' k3 u¡¡¡¡40. According to the passage, an overconfident9 f2 L; l8 u% y" t
¡¡¡¡front may hide6 [- [1 Z* p$ L0 g. z% z4 y
¡¡¡¡(A) hostility
$ u, W' Q b; I( N9 v: w+ o* l& j¡¡¡¡(B) shyness
0 Z6 q4 e( G8 x+ i¡¡¡¡(C) friendliness/ v) O+ G3 f7 w+ p
¡¡¡¡(D) strength
% F1 p6 o+ J# P/ w- W2 |- Y¡¡¡¡41. The word "drastically" in line 24 is closest in C: F. s, n% |8 V; ]: V" P
¡¡¡¡meaning to
3 ]- b2 z" s6 Y$ r¡¡¡¡(A) frequently; ?) Z7 u5 N1 P6 [: u
¡¡¡¡(B) exactly8 e3 p% y9 m/ n" k e- c4 h
¡¡¡¡(C) severely( g* s& {$ I: `. H( i
¡¡¡¡(D) easily) H! u" |6 e% W/ L2 i. J& K+ {
¡¡¡¡42. The word "evidenced" in line 25 is closest in
K) j( K, ?: M" y4 G# U! i¡¡¡¡meaning to
- D$ i2 \4 A+ M: a¡¡¡¡(A) questioned
3 B" O# |7 H0 [3 z# T¡¡¡¡(B) repeated( d$ }8 ~% e- |5 Z+ S- P& @
¡¡¡¡(C) indicated
+ S2 S- Y( Z# }$ J¡¡¡¡(D) exaggerated
2 p h$ {! G1 Q4 q¡¡¡¡43. According to the passage, what does a) v% U, \% o+ r1 D% k2 K7 D
¡¡¡¡constricted and harsh voice indicate?
3 |, p9 T7 q4 P. @. J¡¡¡¡(A) Lethargy1 @+ j L5 m$ K3 @. Z
¡¡¡¡(B) Depression
, K2 s9 q! d% j" W* }¡¡¡¡(C) Boredom
5 r: q8 p" Q) V+ c% r2 o¡¡¡¡(D) Anger8 q3 O& g3 K3 {* h2 F% g
¡¡¡¡Questions 44-50
7 Z5 u5 p9 m) X( E1 _¡¡¡¡As the twentieth century began, the importance of formal education in the United, V: G9 g! c. y8 D* r0 \; Y' V
¡¡¡¡States increased The frontier had mostly disappeared and by 1910 most Americans
. N5 L0 d( \3 K; l9 U¡¡¡¡lived in towns and cities. Industrialization and the bureaucratization of economic( \7 G# M& d& m7 k9 Q5 c# x; p
¡¡¡¡line life combined with a new emphasis upon credentials and expertise to make schooling, Q# |: U2 ^9 i' J
¡¡¡¡(5) increasingly important for economic and social mobility. Increasingly, too, schools6 q) ]0 f) G2 L; _5 Q% L( \: }
¡¡¡¡were viewed as the most important means of integrating immigrants into American' z- V0 B6 n. A& L$ G) f& E) p
¡¡¡¡society.4 ?7 v, x4 \* u* p& e {' S/ m
¡¡¡¡The arrival of a great wave of southern and eastern European immigrants at the turn8 m9 Z q! }) o% [
¡¡¡¡of the century coincided with and contributed to an enormous expansion of formal
% [4 K4 z% a9 j5 e; e3 D- I¡¡¡¡(10) schooling. By 1920 schooling to age fourteen or beyond was compulsory in most- i1 [* z! } r) ^' k& e/ S) q) K
¡¡¡¡states, and the school year was greatly lengthened. Kindergartens, vacation schools,
' M# x G4 J3 @- R$ j¡¡¡¡extracurricular activities, and vocational education and counseling extended the
" a' e* L7 Q# K9 _¡¡¡¡influence of public schools over the lives of students, many of whom in the larger3 n+ b' X" I! F, p
¡¡¡¡industrial cities were the children of immigrants. Classes for adult immigrants were
( }# X" G0 _- f¡¡¡¡(15) sponsored by public schools, corporations, unions, churches, settlement houses, and9 Z2 F' y; v% h& k ?
¡¡¡¡other agencies.+ c5 ?& D, ~, C Z- G& l4 w$ ~
¡¡¡¡Reformers early in the twentieth century suggested that education programs should) B4 o. c( z! I7 E/ |% ]
¡¡¡¡suit the needs of specific populations. Immigrant women were one such population.
9 c; Q! D: a0 B. e% G¡¡¡¡Schools tried to educate young women so they could occupy productive places in the* z( x+ A) ~/ H
¡¡¡¡(20) urban industrial economy, and one place many educators considered appropriate for
5 c: U3 w- d" c' \) e¡¡¡¡women was the home.
* k5 q5 d0 g: }, x5 W+ \4 r0 ?¡¡¡¡Although looking after the house and family was familiar to immigrant women,/ Q$ j Y; Z, @1 h
¡¡¡¡American education gave homemaking a new definition. In preindustrial economies,
- e4 f# l- p6 V; c2 R& O¡¡¡¡homemaking had meant the production as well as the consumption of goods, and it
9 h" w4 U1 g0 U3 F+ J, r) |; f¡¡¡¡(25) commonly included income-producing activities both inside and outside the home,6 [, ]; I; N7 z: [ Y, Q
¡¡¡¡in the highly industrialized early-twentieth-century United States, however,3 V- Z: t" `2 E4 }8 _
¡¡¡¡overproduction rather than scarcity was becoming a problem. Thus, the ideal American
O, E4 p( ~7 C¡¡¡¡homemaker was viewed as a consumer rather than a producer. Schools trained women& s6 D, S7 P0 ~+ B7 p
¡¡¡¡to be consumer homemakers cooking, shopping, decorating, and caring for children
8 h! E) M7 F* N8 S' _4 l¡¡¡¡(30) "efficiently" in their own homes, or if economic necessity demanded, as employees
2 Y: K1 B+ r; {# s+ C. h' c¡¡¡¡in the homes of others. Subsequent reforms have made these notions seem quite7 E' E4 Y- T7 x! l; [; c
¡¡¡¡out-of-date.$ @) d5 m8 \% F/ }% U! w- [0 O
¡¡¡¡44. It can be inferred from paragraph 1 that one
0 D9 v9 h7 w$ q) w2 a0 s# Z- K¡¡¡¡important factor in the increasing importance6 g3 ?' ~ i# b1 o& s# A2 O9 d
¡¡¡¡of education in the United States was
$ \' O3 Z( f0 _3 f, K3 L1 K7 q1 b8 |- ^¡¡¡¡(A) the growing number of schools in frontier
6 H# a: N ~9 ]# c4 f+ O¡¡¡¡communities% H6 ^7 N0 e( P7 g0 \) @0 N4 ~. a
¡¡¡¡(B) an increase in the number of trained
2 b# z/ R. _8 q9 X5 y- {/ A6 L¡¡¡¡teachers7 k. i) t5 P! o; E
¡¡¡¡(C) the expanding economic problems of
- j5 |" g1 b) h' t4 s9 `¡¡¡¡schools+ k1 |6 T8 R1 C% D. e4 z; a
¡¡¡¡(D) the increased urbanization of the entire
3 [' Y; U7 g0 v. \/ Z# t¡¡¡¡country
, x% X) z$ n* x' g6 ^- J$ X, A9 a; k¡¡¡¡45. The word "means" in line 6 is closest in
, f* O4 y4 K% ?1 m¡¡¡¡meaning to
, t" O# \& v, I) \: |¡¡¡¡(A) advantages# B5 V4 X# n( ]" n
¡¡¡¡(B) probability6 T3 s* z( i: P
¡¡¡¡(C) method
: }6 _' Z. ?7 k- U+ t0 {¡¡¡¡(D) qualifications: @# N( d. ~3 v m- r
¡¡¡¡46. The phrase "coincided with" in line 9 is" b1 ?! ?- _ U% S9 r
¡¡¡¡closest in meaning to3 A0 L. N9 y% Z9 X( m I
¡¡¡¡(A) was influenced by; \) T4 g8 E, P( j; U3 q
¡¡¡¡(B) happened at the same time as# J0 l# \" f5 T3 R1 a& s2 q: ^
¡¡¡¡(C) began to grow rapidly3 ^: m. j2 o7 h1 [
¡¡¡¡(D) ensured the success of8 Q1 m* N4 q0 V' x
¡¡¡¡47. According to the passage, one important
; C6 I9 k' x6 {3 ?4 g0 U' N& {¡¡¡¡change in United States education by the/ ~ Y- J; E/ Q0 Y6 Y4 A
¡¡¡¡1920's was that
3 t& k0 u8 h9 e7 A o$ n+ h¡¡¡¡(A) most places required children to attend
9 @# b* A6 N& [* c1 w¡¡¡¡school
) h3 u9 W# M* e) @$ Q8 r' t3 Y¡¡¡¡(B) the amount of time spent on formal/ f) `* B9 ^1 R/ n
¡¡¡¡education was limited
5 B" u$ U+ Y- p3 ]. g; v¡¡¡¡(C) new regulations were imposed on5 ^2 m. A. s/ O) ]' i6 i: Z
¡¡¡¡nontraditional education
6 q g* q4 z1 Z¡¡¡¡(D) adults and children studied in the same% U8 G: L& O& \$ j$ @
¡¡¡¡classes7 x$ l' E+ w8 G) N# P
¡¡¡¡48. Vacation schools and extracurricular activities; ]0 \' |! H. ]) G, r; E1 [. N7 k
¡¡¡¡are mentioned in lines 11-12 to illustrate0 I; _2 }& G+ a
¡¡¡¡(A) alternatives to formal education4 D0 b9 C5 g- b/ F; C: e1 C A. e
¡¡¡¡provided by public schools @% n! S& d9 R. m$ T) H/ F5 ]
¡¡¡¡(B) the importance of educational changes& K* a' ~7 s2 |% D! N5 g7 F2 @
¡¡¡¡(C) activities that competed to attract new
- e4 c* v4 z5 X" l" E) {- ~¡¡¡¡immigrants to their programs.6 x( H& T! l; b
¡¡¡¡(D) the increased impact of public schools on* V& K. L3 C' O% Z7 `+ r
¡¡¡¡students.: S2 c/ ` {5 T) v# c- I7 a. A# C! L
¡¡¡¡49. According to the passage, early-twentiethcentury
+ T5 `0 Y R/ E' P# B# o5 J¡¡¡¡education reformers believed that; i! ?$ q; O; D5 |# @
¡¡¡¡(A) different groups needed different kinds of" a$ D: b" w9 Y' X( H" H9 l, O
¡¡¡¡education
9 W* \; Z! l2 P+ H¡¡¡¡(B) special programs should be set up in+ i6 E) `* M% |( @- I. P
¡¡¡¡frontier communities to modernize them
) g( v1 F- v9 _/ t5 m7 Y8 ]¡¡¡¡(C) corporations and other organizations
( P4 d* b3 P; V, `# K- \* a& Q¡¡¡¡damaged educational progress
$ }# ^) E# W) F- L¡¡¡¡(D) more women should be involved in1 D5 m4 F$ B3 s! t
¡¡¡¡education and industry8 D. W* S o F3 t: g! k
¡¡¡¡50. The word "it" in line 24 refers to
1 q- _! g' n5 W' W¡¡¡¡(A) consumption! ^) V9 f, B, x; U4 [
¡¡¡¡(B) production. r/ c; Q( w8 E2 z
¡¡¡¡(C) homemaking8 s. E3 C- H3 c2 a4 i' r
¡¡¡¡(D) education |
|