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TOEFL MODEL TEST --> TOEFL iBT --> Section test
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Question 1 of 100 |
Time: 01:00 |
Total time: 60:00 |
Reading Section
THE GREENHOUSE EFFECT AND GLOBAL WARMING Carbon dioxide and other naturally occurring gases in the earth’s atmosphere create a natural greenhouse effect by trapping and absorbing solar radiation. These gases act as a blanket and keep the planet warm enough for life to survive and flourish. The warming of the earth is balanced by some of the heat escaping from the atmosphere back into space. Without this compensating flow of heat out of the system, the temperature of the earth’s surface and its atmosphere would rise steadily. Scientists are increasingly concerned about a human-driven greenhouse effect resulting from a rise in atmospheric levels of carbon dioxide and other heat-trapping greenhouse gases. The man-made greenhouse effect is the exhalation of industrial civilization. A major contributing factor is the burning of large amounts of fossil fuels—coal, petroleum, and natural gas. Another is the destruction of the world’s forests, which reduces the amount of carbon dioxide converted to oxygen by plants. Emissions of carbon dioxide, chlorofluorocarbons. nitrous oxide, and methane from human activities will enhance the greenhouse effect, causing the earth’s surface to become warmer. The main greenhouse gas, water vapor, will increase in response to global warming and further enhance it. There is agreement within the scientific community that the buildup of greenhouse gases is already causing the earth’s average surface temperature to rise. This is changing global climate at an unusually fast rate. According to the World Meteorological Organization, the earth’s average temperature climbed about 1 degree F in the past century, and nine of the ten warmest years on record have occurred since 1990. A United Nations panel has predicted that average global temperatures could rise as much as 10.5 degrees F during the next century as heat-trapping gases from human industry accumulate in the atmosphere. What are the potential impacts of an enhanced greenhouse effect? According to estimates by an international committee, North American climatic zones could shift northward by as much as 550 kilometers (340 miles). Such a change in climate would likely affect all sectors of society. In some areas, heat and moisture stress would cut crop yields, and traditional farming practices would have to change. For example, in the North American grain belt, higher temperatures and more frequent drought during the growing season might require farmers to switch from corn to wheat and to use more water for irrigation. Global warming may also cause a rise in sea level by melting polar ice caps. A rise in sea level would accelerate coastal erosion and inundate islands and low-lying coastal plains, some of which are densely populated. Millions of acres of coastal farmlands would be covered by water. Furthermore, the warming of seawater will cause the water to expand, thus adding to the potential danger. Global warming has already left its fingerprint on the natural world. Two research teams recently reviewed hundreds of published papers that tracked changes in the range and behavior of plant and animal species, and they found ample evidence of plants blooming and birds nesting earlier in the spring. Both teams concluded that rising global temperatures are shifting the ranges of hundreds of species—thus climatic zones—northward. These studies are hard evidence that the natural world is already responding dramatically to climate change, even though the change has just begun. If global warming trends continue, changes in the environment will have an enormous impact on world biology. Birds especially play a critical role in the environment by pollinating plants, dispersing seeds, and controlling insect populations; thus, changes in their populations will reverberate throughout the ecosystems they inhabit.
1. According to the passage, how do carbon dioxide and other greenhouse gases affect the earth-atmosphere system? |
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A. |
They collect solar radiation that warms the earth's surface. |
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B. |
They decrease the amount of oxygen in the atmosphere. |
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C. |
They cause heat to flow from the atmosphere into space. |
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D. |
They create the conditions for new forms of life to emerge. |
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Explain: |
2. All of the following are contributing factors to global warming EXCEPT ................ |
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A. |
the conversion of carbon dioxide to oxygen |
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B. |
the burning of coal and petroleum |
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C. |
the loss of forest lands |
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D. |
the buildup of water vapor in the atmosphere |
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Explain: |
3. The word “enhance” in paragraph 2 is closest in meaning to ................ |
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Explain: |
4. What can be inferred from paragraph 3 about global climate change? |
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A. |
Climate change is likely to continue as long as heat-trapping gases accumulate. |
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B. |
Climate change will have both positive and negative effects on human society. |
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C. |
It is difficult to predict the effects of climate change over the next century. |
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D. |
International organizations have been studying climate change only since 1990. |
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Explain: |
5. According to paragraph 4, what is one effect that climate change could have on agriculture in North America? |
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A. |
Changes in the crops that farmers can grow |
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B. |
Return to more traditional methods of farming |
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C. |
Less water available for irrigating crops |
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D. |
Movement of farms to the northernmost regions |
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Explain: |
6. The word “inundate” in paragraph 5 is closest in meaning to ................ |
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Explain: |
7. Why does the author use the word “fingerprint” in paragraph 6? |
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A. |
To suggest that people do not cause global warming |
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B. |
To show that hundreds of fingerprints were examined |
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C. |
To introduce conclusive evidence of global warming |
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D. |
To describe a method used by two research teams |
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Explain: |
8. The word “they” in paragraph 6 refers to ................ |
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Explain: |
9. The word “hard” in paragraph 6 is closest in meaning to ................ |
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Explain: |
10. What evidence does the author give that climatic zones have shifted northward? |
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A. |
Solar radiation escapes from the atmosphere back into space. |
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B. |
The water in the ocean expands as it gets warmer. |
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C. |
Plants bloom and birds build nests earlier in the spring. |
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D. |
Birds no longer pollinate plants or control insect populations. |
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Explain: |
11. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “The combination of melting ice caps with the expansion of water could raise the sea level several centimeters by the year 2100.” could be added to the passage. Where would the sentence best fit? |
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Explain: |
12. An introductory sentence for a brief summary of the passage is: “Scientists are concerned about the greenhouse effect and its role in global warming.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
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A. |
A rise in atmospheric levels of carbon dioxide and other greenhouse gases is causing the earth's surface to become warmer. |
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B. |
Some scientists think the temperature trend indicates man-made global warming, while others believe it is natural climate variability. |
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C. |
Nine of the ten warmest years on record have occurred since 1990. |
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D. |
Global warming will alter the range and behavior of plants and animals, changing the balance of ecosystems. |
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E. |
A rising sea level and shifts in climatic zones are probable effects of global warming. |
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F. |
Global warming could result in job loss for millions of farmers in coastal areas. |
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Explain: |
FACTORS THAT INFLUENCE TIDES Tides are a natural phenomenon involving the alternating rise and fall in the earth’s large bodies of water caused by the gravitational pull of the moon and the sun. The combination of these two variable forces produces the complex recurrent cycle of the tides. Tides may occur in both oceans and seas, to a limited extent in large lakes, the atmosphere, and, to a very minute degree, in the earth itself. The force that generates tides results from the interaction of two forces: the centrifugal force produced by the revolution of the earth around the center-of-gravity of the earth - moon system; and the gravitational attraction of the moon acting upon the earth’s waters. Although the moon is only 238,852 miles from the earth, compared with the sun’s much greater distance of 92,956,000 miles, the moon’s closer distance outranks its much smaller mass, and thus the moon’s tide-raising force is more than twice that of the sun. The tide-generating forces of the moon and sun ‘cause a maximum accumulation of the waters of the oceans at two opposite positions on the earth’s surface. At the same time, compensating amounts of water are drawn from all points 90 degrees away from these tidal bulges. As the earth rotates, a sequence of two high tides and two low tides is produced each day. Successive high tides occur on an average of 12.4 hours apart. High tide at any given location occurs when the moon is overhead and low tide when it is at either horizon. The highest and lowest levels of high tide, called spring tide and neap tide, each occur twice in every lunar month of about 27.5 days. A spring tide occurs at the new moon and at the full moon, when the moon and earth are lined up with the sun, and thus the moon’s pull is reinforced by the sun’s pull. At spring tide, the difference between high and low tides is the greatest. A neap tide, the lowest level of high tide, occurs when the sun-to- earth direction is at right angles to the moon-to-earth direction. When this happens, the gravitational forces of the moon and sun counteract each other: thus, the moon’s pull is at minimum strength, and the difference between high and low tides is the least. Spring and neap tides at any given location have a range of about 20 percent more or less, respectively, than the average high tide. The vertical range of tides—the difference between high and low—varies according to the size, surface shape, and bottom topography of the basin in which tidal movement occurs. In the open water of the central Pacific, the range is no more than about a foot; in the relatively small, shallow North Sea, it is about 12 feet. Along the narrow channel of the Bay of Fundy in Nova Scotia, the difference between high and low tides may reach 45 feet under spring tide conditions—the world’s widest tidal range. At New Orleans, which is at the mouth of the Mississippi River, the periodic rise and fall of the tides varies with the river’s stage, being about ten inches at low stage and zero at high. In every case, actual high or low tide can vary considerably from the average. Several factors affect tidal ranges, including abrupt changes in atmospheric pressure or prolonged periods of extreme high or low pressure. (1) They are also influenced by the density and volume of seawater, variations in ocean-current velocities, earthquakes, and the growing or shrinking of the world’s glaciers. (2) In fact, any of these factors alone can alter sea level. (3) The greater and more rapid the change of water level, the greater the erosive effect of the tidal action, and thus in the amount of material transported and deposited on the shore. (4)
13. The word “recurrent” in paragraph 1 is closest in meaning to |
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Explain: |
14. According to the passage, the force that generates tides on the earth is |
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A. |
abrupt changes in atmospheric pressure |
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B. |
the same force that generates tides on the moon |
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C. |
a combination of gravity and centrifugal force |
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D. |
the gravitational pull of the earth's core |
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Explain: |
15. According to the passage, the moon |
15
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A. |
has a gravitational pull toward the sun |
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B. |
is farther from the earth than the sun |
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C. |
has a greater mass than the sun |
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D. |
affects tides more than the sun does |
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Explain: |
16. The word “bulges” in paragraph 3 is closest in meaning to |
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Explain: |
17. What can be inferred from paragraph 3 about tides in different places on the earth? |
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A. |
When it is high tide in some places, it is low tide in other places. |
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B. |
The time between high and low tides is the same in different places. |
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C. |
Some places have two high tides each day, but others have only one. |
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D. |
High tide occurs at every location on the earth at the same time. |
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Explain: |
18. A spring tide occurs at the time of the lunar month when |
18
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A. |
the moon appears as a crescent or half-circle |
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B. |
the difference between high and low tides is the least |
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C. |
the moon's gravitational pull is at its strongest |
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D. |
the sun does not exert any gravitational force |
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Explain: |
19. The word “counteract” in paragraph 4 is closest in meaning to |
19
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Explain: |
20. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information. |
20
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A. |
Spring tides are 20 percent more, and neap tides 20 percent less, than the average high tide in a particular place. |
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B. |
There has been a 20 percent change in the number of spring tides and neap tides that occur at certain locations. |
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C. |
20 percent of both spring tides and neap tides always occur in the same location. |
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D. |
If the location of a spring tide is known, then a neap tide in the same location will be 20 percent less. |
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Explain: |
21. The author mentions “the Bay of Fundy” in paragraph 5 in order to |
21
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A. |
compare the Bay of Fundy with larger bodies of water |
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B. |
explain why a narrow channel is dangerous to ships |
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C. |
give the most extreme example of a tidal range |
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D. |
show how rivers can affect the rise and fall of tides |
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Explain: |
22. The word prolonged in paragraph 6 is closest in meaning to |
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Explain: |
23. All of the following are mentioned as influences on the vertical range of tides EXCEPT |
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A. |
the size and shape of the body of water |
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B. |
sudden changes in atmospheric pressure |
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C. |
increasing levels of pollution in the oceans |
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D. |
changes in the size of the world's glaciers |
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Explain: |
24. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Storm surges, such as the heaping up of ocean water by hurricane winds, are yet another factor.” could be added to the passage. Where would the sentence best fit? |
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Explain: |
25. An introductory sentence for a brief summary of the passage is: “Many factors influence the phenomenon of tides, the alternating rise and fall in the earth′s large bodies of water.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
25
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A. |
The stage of the Mississippi River determines the level of tides at New Orleans. |
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B. |
The level of high tide varies throughout the lunar month. |
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C. |
The character of the basin and various environmental conditions affect the vertical range of tides. |
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D. |
Scientists have been studying the moon's influence on tides for several centuries. |
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E. |
Tides occur in the earth's atmosphere and also in the earth itself. |
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F. |
The gravitational forces of the moon and the sun together produce the cycle of the tides. |
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Explain: |
CARETAKER SPEECH Children learn to construct language from those around them. Until about the age of three, children tend to learn to develop their language by modeling the speech of their parents, but from that time on, peers have a growing influence as models for language development in children. It is easy to observe that, when adults and older children interact with younger children, they tend to modify their language to improve communication with younger children, and this modified language is called caretaker speech. Caretaker speech is used often quite unconsciously; few people actually study how to modify language when speaking to young children but, instead, without thinking, find ways to reduce the complexity of language in order to communicate effectively with young children. (1) A caretaker will unconsciously speak in one way with adults and in a very different way with young children. (2) Caretaker speech tends to be slower speech with short, simple words and sentences which are said in a higher-pitched voice with exaggerated inflections and many repetitions of essential information. (3) It is not limited to what is commonly called baby talk, which generally refers to the use of simplified, repeated syllable expressions such as ma-ma, boo-boo, bye-bye, wa-wa, but also includes the simplified sentence structures repeated in sing-song inflections. (4) Caretaker speech serves the very important function of allowing young children to acquire language more easily. The higher-pitched voice and the exaggerated inflections tend to focus the small child on what the caretaker is saying, the simplified words and sentences make it easier for the small child to begin to comprehend, and the repetitions reinforce the child’s developing understanding. Then, as a child’s speech develops, caretakers tend to adjust their language in response to the improved language skills, again quite unconsciously. Parents and older children regularly adjust their speech to a level that is slightly above that of a younger child; without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-old and in a progressively more complex way as the child reaches the age of two or three. (1) An important point to note is that the function covered by caretaker speech, that of assisting a child to acquire language in small and simple steps, is an unconsciously used but extremely important part of the process of language acquisition and as such is quite universal. (2) Studying cultures where children do not acquire language through caretaker speech is difficult because such cultures are difficult to find. (3) The question of why caretaker speech is universal is not clearly understood; instead proponents on either side of the nature vs. nurture debate argue over whether caretaker speech is a natural function or a learned one. (4) Those who believe that caretaker speech is a natural and inherent function in humans believe that it is human nature for children to acquire language and for those around them to encourage their language acquisition naturally; the presence of a child is itself a natural stimulus that increases the rate of caretaker speech among those present. In contrast, those who believe that caretaker speech develops through nurturing rather than nature argue that a person who is attempting to communicate with a child will learn by trying out different ways of communicating to determine which is the most effective from the reactions to the communication attempts; a parent might, for example, learn to use speech with exaggerated inflections with a small child because the exaggerated inflections do a better job of attracting the child’s attention than do more subtle inflections. Whether caretaker speech results from nature or nurture, it does play an important and universal role in child language acquisition.
26. According to paragraph 1, children over the age of three ................ |
26
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A. |
are no longer influenced by the language of their parents |
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B. |
first begin to respond to caretaker speech |
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C. |
are influenced more and more by those closer to their own age |
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D. |
learn little language from those around them |
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Explain: |
27. The word “modeling” in paragraph 1 could best be replaced by ................ |
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Explain: |
28. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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A. |
Most people are quite aware of the use of caretaker speech because of thorough study and research about it. |
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B. |
The unconscious use of caretaker speech involves a reduction in the complexity of language, while the conscious use of caretaker speech involves an increase in complexity. |
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C. |
Young children tend to use caretaker speech quite unconsciously in order to reduce the complexity of their thoughts to language that they can express. |
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D. |
People generally seem to be able to adapt their language to the level of a child's language without thinking consciously about it. |
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Explain: |
29. The word “It” in paragraph 2 refers to ................ |
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A. |
a higher-pitched voice |
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Explain: |
30. Look at the four numbers (1), (2), (3) and (4) in paragraph 2 which indicate where the sentence “Examples of these are expressions such as “Say bye-bye” or “Where′s da-da?”” can be added to paragraph 2. Where would the sentence best fit? ................ |
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Explain: |
31. All of the following are mentioned in paragraph 3 as characteristics of caretaker speech EXCEPT ................ |
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A. |
the use of rhyming sounds |
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B. |
overemphasized inflections |
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C. |
the tendency to repeat oneself |
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D. |
the use of easier words and structures |
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Explain: |
32. It is indicated in paragraph 3 that parents tend to ................ |
32
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A. |
speak in a progressively less complex way as a child matures |
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B. |
modify their speech according to the language development of a child |
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C. |
use language that is far above the language level of a child |
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D. |
speak in basically the same way to a one-year-old and a three-year-old |
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Explain: |
33. The word “reaches” in paragraph 3 could best be replaced by ................ |
33
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Explain: |
34. The word “that” in paragraph 4 refers to ................ |
34
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Explain: |
35. Which of the sentences beiow expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
35
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A. |
Caretaker speech is one of many natural functions that are used to stimulate young children to develop more rapidly. |
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B. |
It is human nature for children to develop the use of caretaker speech in order to take part effectively in conversations around them. |
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C. |
The natural human tendency to acquire language makes caretaker speech unimportant in improving the rate of language acquisition by children. |
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D. |
People who believe in nature over nurture feel that adults or older children who are around younger children will naturally make changes in their language. |
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Explain: |
36. According to paragraph 4, it is NOT expected that someone who believes in nurture over nature ................ |
36
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A. |
would use different styles of caretaker speech with children in response to what is working best |
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B. |
would learn to use different styles of caretaker speech with different children |
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C. |
would use less caretaker speech than do those who believe in nature over nurture |
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D. |
would believe that caretaker speech is more of a learned style of language - than a natural one |
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Explain: |
37. The phrase “trying out” in paragraph 4 is closest in meaning to ................ |
37
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Explain: |
38. Look at the four numbers (1), (2), (3) and (4) in paragraph 4 which indicate where the sentence “It is not merely a device used by English-speaking parents.” can be added to paragraph 4. Where would the sentence best fit? ................ |
38
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Explain: |
PLATE TECTONICS According to the theory of plate tectonics, the upper portion of the Earth’s lithosphere, which contains the heavier oceanic and the lighter continental crusts, consists of a series of rigid plates that are in constant motion. This theory provides a cohesive model to explain the integrated actions of continental drift, seafloor spreading, and mountain formation. The Earth’s plates are estimated to have an average depth of approximately 60 miles (or 100 kilometers), but they are believed to vary considerably in size. Some are estimated to be continental or even hemispheric in size, while other are believed to be much smaller. Though the actual boundaries and sizes and shapes of the plates are not known for sure, it has been postulated that there are six major plates and somewhere around the same number of smaller ones. Most of the plates consist of both sial (continental) and sima (oceanic) crust. They are in constant movement, though they move at an extremely slow pace, and these movements cause frequent interactions between plates. At this time, scientists have identified three different types of boundaries between plates. At a divergent boundary, plates are moving away from each other. This type of boundary occurs at an oceanic ridge, where new material is being added to the seafloor from deeper within the Earth. Shallow earthquakes and underwater volcanoes are associated with this type of plate activity. At a convergent boundary, plates are moving toward each other and collide, causing vast folding and crumpling along the edges of the plates. In addition to the folding and crumpling, one of the plates slowly folds under the other. Though this subduction is slow, it can nonetheless be quite catastrophic as the crustal material of the submerging plate gradually melts into the fiery hot depths below. The area where subduction occurs is usually an area where the crust is relatively unstable and is characterized by numerous deep earthquakes and a significant amount of volcanic activity. The boundaries between convergent plates are generally found around the edges of ocean basins and are sometimes associated with deep ocean trenches. A third type of boundary is a transcurrent boundary, which involves two plates sliding past each other laterally, without the folding and crumpling that occurs at a convergent boundary. This third type of boundary is thought to be far less common than the other two types of boundaries. The concept of plate tectonics provides an understanding of the massive rearrangement of the Earth’s crust that has apparently taken place. It is now generally accepted that the single supercontinent known as Pangaea indeed existed, that Pangaea subsequently broke apart into two giant pieces, Gondwanaland in the south and Laurasia in the north, and that the continents attached to the various crustal plates separated and drifted in various directions. As the plates drifted, they may have diverged, which was associated with the spread of the seafloor, or they may have converged, which resulted in collision, subduction, and mountain building. (1) The majority of the Earth’s major mountain ranges are found in zones where plates converge. (2) The Himalayas, which are the world’s highest mountains, along with the central Asian mountains of varying heights associated with them, were formed by the crumpling and folding of two massive plates that collided at a convergent boundary. (3) The landmass that is today known as India was originally part of Gondwanaland, the giant supercontinent in the Southern Hemisphere, but it broke off from Gondwanaland approximately 200 million years ago and drifted north to collide with part of Laurasia, the giant supercontinent in the Northern Hemisphere, to create the world’s tallest mountains. (4)
39. The word “cohesive” in paragraph 1 is closest in meaning to ................ |
39
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Explain: |
40. It can be inferred from paragraph 2 that ................ |
40
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A. |
each of the plates has approximately the same dimensions |
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B. |
there are most likely around 6 minor plates |
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C. |
none of the plates has a depth of more than 100 kilometers |
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D. |
some plates are relatively stationary |
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Explain: |
41. The word “postulated” in paragraph 2 is closest in meaning to ................ |
41
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Explain: |
42. The author uses the expression “At this time” at the beginning of paragraph 3 in order to indicate that ................ |
42
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A. |
interactions are currently occurring between plates |
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B. |
more types of boundaries might be found in the future |
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C. |
the major plates are all currently moving away from each other |
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D. |
all possible types of boundaries have already been located |
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Explain: |
43. The word “subduction” in paragraph 3 is closest in meaning to ................ |
43
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Explain: |
44. According to the passage, subduction ................ |
44
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A. |
causes one of the plates to sink and melt |
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D. |
generally takes place in stable areas |
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Explain: |
45. The phrase “associated with” in paragraph 3 is closest in meaning to ................ |
45
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Explain: |
46. It is NOT stated in paragraph 4 that it is generally accepted that ................ |
46
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A. |
Gondwanaland moved to the south and Laurasia moved to the north |
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B. |
the continents moved in various directions |
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C. |
there used to be a giant continent |
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D. |
the giant continent broke into parts |
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Explain: |
47. The word “drifted” in paragraph 4 is closest in meaning to ................ |
47
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Explain: |
48. The word “them” in paragraph 5 refers to ................ |
48
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D. |
central Asian mountains |
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Explain: |
49. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 5? Incorrect choices change the meaning in important ways or leave out essential information. |
49
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A. |
India was formed when a landmass from the Southern Hemisphere broke off and collided with a landmass in the Northern Hemisphere. |
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B. |
The world's tallest mountains used to be in India, but they broke off from India and drifted to the north. |
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C. |
India was formed 200 million years ago when two giant supercontinents drifted north and collided. |
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D. |
Gondwanaland drifted north 200 million years ago to merge with Laurasia. |
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Explain: |
50. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Mountain building is clearly explained through the concept of plate tectonics.” can be added to paragraph 5. Where would the sentence best fit? |
50
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Explain: |
51. Choose TWO phrases that describe the divergent boundary |
51
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A. |
Occurs when plates moving toward each other do not collide |
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B. |
Occurs when plates move away from each other |
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C. |
Is the least common type of boundary |
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D. |
Occurs when two plates remain stationary in relation to each other |
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E. |
Can result in the creation of mountains |
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F. |
Occurs when plates moving toward each other collide |
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G. |
Causes the continents to shift |
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H. |
Can result in the spreading of the seafloor |
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Explain: |
52. Choose TWO phrases that describe the convergent boundary |
52
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A. |
Occurs when plates move away from each other |
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B. |
Can result in the spreading of the seafloor |
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C. |
Occurs when two plates remain stationary in relation to each other |
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D. |
Causes the continents to shift |
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E. |
Occurs when plates moving toward each other collide |
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F. |
Occurs when plates moving toward each other do not collide |
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G. |
Can result in the creation of mountains |
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H. |
Is the least common type of boundary |
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Explain: |
53. Choose TWO phrases that describe the transcurrent boundary |
53
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A. |
Is the least common type of boundary |
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B. |
Occurs when plates move away from each other |
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C. |
Occurs when plates moving toward each other do not collide |
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D. |
Causes the continents to shift |
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E. |
Can result in the creation of mountains |
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F. |
Can result in the spreading of the seafloor |
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G. |
Occurs when plates moving toward each other collide |
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H. |
Occurs when two plates remain stationary in relation to each other |
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Explain: |
MARY COLTER AND FRANK LLOYD WRIGHT In the early twentieth century, the thrust in American architecture was toward a style rooted in the American landscape and based on American rather than European forms. Two architects who worked independently yet simultaneously at endorsing an American architecture were Mary Colter (1869-1958) and Frank Lloyd Wright (1867-1959). Both developed regional styles that paralleled the regionalism seen in the other visual arts. Colter created a uniquely Southwestern idiom incorporating desert landscapes with Native American arts: Wright and his followers in Chicago developed the Prairie style of domestic architecture that reflected the natural landscape of the Midwest. Mary Colter’s hotels and national park buildings are rooted so masterfully in the history of the Southwest that they seem to be genuine pieces of that history. Her magnificent Watchtower, overlooking the Grand Canyon in Arizona, was built to suggest an ancient Native American ruin preserved for the delight of the present-day traveler. Colter was a lifelong student of art history, natural history, and human civilization. Her well-rounded artistic talents empowered her to work historical references into buildings constructed with modem methods and materials. She preferred to use materials indigenous to the region, such as Kaibab limestone and yellow pine. She took great stock in materials and setting, gathering many of her materials on-site and incorporating them in their natural state into her projects. She treated building and site as integral halves of a single composition and merged them seamlessly. Her Lookout Studio, for example, appears to rise straight from the rim of the Grand Canyon because its layering of stonework matches the texture, pattern, and color of the canyon wall below it. When Colter designed the Watchtower, she wanted the building to be a part of its environment while also enhancing the view' of the surrounding desert and the canyon and river below'. She decided to recreate a Native American watchtower because it would provide the necessary height while assuming the appearance of a prehistoric building. Colter was familiar with the architectural remains of ancient villages scattered about the Southwest and was especially fascinated by the stone towers—round, square, and oval monoliths. The ancient Round Tower at Mesa Verde became the direct inspiration for the form and proportions of the Watchtower. TheTwin Towers ruin at Hovenweep, whose stone was closer to that available at the Grand Canyon, was the model for the Watchtower’s masonry. The Watchtower is perhaps the best example of Colter’s integration of history, architecture, and landscape in a unified work of art. Like Mary Colter, Frank Lloyd Wright believed that architecture was an extension of the natural environment. Wright was appalled by much of what he saw in the industrialized world. He was not fond of cities, and although he designed office buildings and museums, his favorite commissions were for homes, usually in the country. Wright is associated with the Prairie style of residential architecture, whose emphasis on horizontal elements reflected the prairie landscapes of the Midwest. Most Prairie-style homes have one or two stories and are built of brick or timber covered with stucco. The eaves of the low-pitched roof extend well beyond the walls, enhancing the structure’s horizontality. Wright’s own studio-residence in Wisconsin was completely integrated with the surrounding landscape. (1) He nestled his house in the brow of a hill and gave it the name Taliesin, which means “shining brow” in Welsh. (2) Every element of the design corresponded to the surrounding landscape. The yellow stone came from a quarry a mile away, so Taliesin looked like the outcroppings on the local hills. (3) The exterior wood was the color of gray tree trunks. (4) The stucco walls above the stone had the same tawny color as the sandbanks in the river below. Wright’s most famous house, Falling Water, was built right over a waterfall in Pennsylvania. The house blends harmoniously with its surroundings, yet it departs from the Prairie philosophy of being a completely integrated extension of the natural landscape. Glossary: Indigenous: originating or growing in an area; native
54. The word “thrust” in paragraph 1 is closest in meaning to |
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Explain: |
55. According to the passage, both Mary Colter and Frank Lloyd Wright designed buildings that |
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A. |
emphasized the architect's individuality |
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B. |
reflected the history of the region |
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C. |
blended into the natural environment |
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D. |
relied on the assistance of other artists |
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Explain: |
56. The author mentions “Kaibab limestone and yellow pine” in paragraph 3 as examples of |
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A. |
references to art history and natural history |
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B. |
materials that are native to the Southwest |
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C. |
materials with high artistic value |
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D. |
traditional materials that are now scarce |
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Explain: |
57. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 3? Incorrect choices change the meaning in important ways or leave out essential information. |
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A. |
Colter bought stock in corporations that made building materials and delivered them directly to the project site. |
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B. |
Materials and setting were equally important to Colter, who was very skilled at choosing the right materials for the job. |
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C. |
Because Colter used various types of materials, it was often difficult to combine them in a way that would look natural. |
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D. |
Colter valued materials and location, so she blended into her works many natural materials collected from the building site. |
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Explain: |
58. The word “them” in paragraph 3 refers to |
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A. |
modern methods and materials |
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C. |
texture, pattern, and color |
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Explain: |
59. What was the main inspiration for Mary Colter′s design of the Watchtower? |
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A. |
The beautiful views of the American Southwest |
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B. |
The colorful stone cliffs of the Grand Canyon |
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C. |
Architectural remains of masonry homes. |
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D. |
The ancient Round Tower at Mesa Verde |
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Explain: |
60. What can be inferred from the passage about the Watchtower? |
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A. |
The Watchtower was the only building Colter designed at the Grand Canyon. |
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B. |
The Watchtower's purpose was to help people appreciate the desert scenery. |
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C. |
Colter used landscape design to enhance the beauty of the Watchtower. |
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D. |
The Watchtower's success inspired other architects to design tall buildings. |
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Explain: |
61. All of the following characterize the Prairie style of architecture EXCEPT |
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A. |
a low roof that extends beyond the walls |
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B. |
a direct reference to the region's history |
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C. |
an emphasis on horizontal elements |
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D. |
a concern for the surrounding landscape |
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Explain: |
62. The word “nestled” in paragraph 6 is closest in meaning to |
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Explain: |
63. Why does the author mention “Falling Water” in paragraph 7? |
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A. |
To show that Wright did not work in just one style |
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B. |
To criticize Wright's most famous house design |
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C. |
To provide the best illustration of the Prairie style |
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D. |
To give an example of an artistic use of a waterfall |
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Explain: |
64. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Taliesin′s rough stone facades and low-slung roofs blurred the distinction between the manmade and the natural.” could be added to the passage. Where would the sentence best fit? |
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Explain: |
65. Choose THREE sentences that describe the architect Mary Colter. |
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A. |
The architect worked exclusively with modern materials and methods. |
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B. |
The architect developed a style integrating the history and landscape of the American Southwest. |
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C. |
Native American culture provided the architect with ideas and inspiration. |
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D. |
The architect improved the designs of famous architects of the past. |
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E. |
The architect preferred designing country residences. |
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F. |
The architect designed structures that would blend into the desert environment. |
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G. |
Others followed the architect in developing a style that would suit the landscape of the prairies. |
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Explain: |
66. Choose TWO sentences that describe the architect Frank Lloyd Wright. |
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A. |
The architect developed a style integrating the history and landscape of the American Southwest. |
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B. |
The architect designed structures that would blend into the desert environment. |
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C. |
The architect worked exclusively with modern materials and methods. |
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D. |
Native American culture provided the architect with ideas and inspiration. |
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E. |
Others followed the architect in developing a style that would suit the landscape of the prairies. |
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F. |
The architect improved the designs of famous architects of the past. |
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G. |
The architect preferred designing country residences. |
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Explain: |
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