Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in theposition of primary stress in each ofthefollowing questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in theposition of primary stress in each ofthefollowing questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Richard Byrd was ____ first person in history to fly over ____ North Pole.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

The President _____ a speech, but in the end he _____ his mind.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

_____ you happen to visit him, give him my best wishes.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

The new supermarket is so much cheaper than the one in John Street. _____, they do free

home deliveries.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Jimmy, dressed in jeans and a black leather jacket, arrived at the party _____ his motorbike.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

We decided not to travel, _____ the terrible weather forecast.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

_____, she managed to hide her feelings.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions

The manager regrets _____ that a lot of people will be made redundant by the company next year.

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in theposition of primary stress in each ofthefollowing questions.

During the presentation, each _____ can possible three questions to the guest speaker.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Today, some students tend to _____ the importance of soft skills as they solely focus on academic subjects at school.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

In some countries, many old-aged parents like to live in a nursing home. They want to _____ independent lives.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

The widened _____ will help keep traffic flowing during rush hours.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

As John _____ enjoyed doing research, he never could imagine himself pursuing other careers.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Everyone will tell you that becoming a parent is challenging, but you never really know what that means until you learn about it the _____ way.

Mark the letter A, B, C, or D onyour answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of thefollowing questions.

Tim is thinking of leaving his present job because his manager is always getting at him.

Mark the letter A, B, C, or D onyour answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of thefollowing questions.

You can use a microwave or cook this kind of food in a conventional oven.

Mark the letter A, B, C, or D onyour answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

Contrary to their expectations, there was widespread apathy among voters on that issue.

Mark the letter A, B, C, or D onyour answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

Doctors and nurses of this hospital have worked round the clock to help those injured in the recent earthquake.

Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges.

Anne is seeing Mary off at the airport.

Anne: “Don’t fail to look after yourself, Mary!”

Marry: “_____”

Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges.

Frank is inviting William to go to the waterpark.

Frank: “What about going to the waterpark?”

William: “_____”

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 25 to 29. Fill in the appropriate word in question 25

WOMEN TAKING THE HUSBAND’S NAME

        Many women in Western society, aware of the power of names to influence identity, are aware that choosing how to identify themselves after marriage can be a significant decision. They may follow the tradition of taking their husband's last name, hyphenate their (25)_____ name and their husband's, or keep their birth name. One fascinating survey reveals that a woman's choice is (26)_____ to reveal a great deal about herself and her relationship with her husband. Women who take their husband's name place the most importance (27)_____ relationships. On the other hand, women who keep their birth names put their personal concerns ahead of relationships and social expectations. Female forms of address influence others'

perceptions as well. Research (28)_____ in the late 1980s showed that women who choose the title Ms. give the impression of being more achievement oriented, socially self-confident, and dynamic but less interpersonally warm than counterparts (29)_____ prefer the more traditional forms Miss or Mrs.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 25 to 29. Fill in the appropriate word in question 26

WOMEN TAKING THE HUSBAND’S NAME

        Many women in Western society, aware of the power of names to influence identity, are aware that choosing how to identify themselves after marriage can be a significant decision. They may follow the tradition of taking their husband's last name, hyphenate their (25)_____ name and their husband's, or keep their birth name. One fascinating survey reveals that a woman's choice is (26)_____ to reveal a great deal about herself and her relationship with her husband. Women who take their husband's name place the most importance (27)_____ relationships. On the other hand, women who keep their birth names put their personal concerns ahead of relationships and social expectations. Female forms of address influence others'

perceptions as well. Research (28)_____ in the late 1980s showed that women who choose the title Ms. give the impression of being more achievement oriented, socially self-confident, and dynamic but less interpersonally warm than counterparts (29)_____ prefer the more traditional forms Miss or Mrs.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 25 to 29. Fill in the appropriate word in question 27

WOMEN TAKING THE HUSBAND’S NAME

        Many women in Western society, aware of the power of names to influence identity, are aware that choosing how to identify themselves after marriage can be a significant decision. They may follow the tradition of taking their husband's last name, hyphenate their (25)_____ name and their husband's, or keep their birth name. One fascinating survey reveals that a woman's choice is (26)_____ to reveal a great deal about herself and her relationship with her husband. Women who take their husband's name place the most importance (27)_____ relationships. On the other hand, women who keep their birth names put their personal concerns ahead of relationships and social expectations. Female forms of address influence others'

perceptions as well. Research (28)_____ in the late 1980s showed that women who choose the title Ms. give the impression of being more achievement oriented, socially self-confident, and dynamic but less interpersonally warm than counterparts (29)_____ prefer the more traditional forms Miss or Mrs.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 25 to 29. Fill in the appropriate word in question 28

WOMEN TAKING THE HUSBAND’S NAME

        Many women in Western society, aware of the power of names to influence identity, are aware that choosing how to identify themselves after marriage can be a significant decision. They may follow the tradition of taking their husband's last name, hyphenate their (25)_____ name and their husband's, or keep their birth name. One fascinating survey reveals that a woman's choice is (26)_____ to reveal a great deal about herself and her relationship with her husband. Women who take their husband's name place the most importance (27)_____ relationships. On the other hand, women who keep their birth names put their personal concerns ahead of relationships and social expectations. Female forms of address influence others'

perceptions as well. Research (28)_____ in the late 1980s showed that women who choose the title Ms. give the impression of being more achievement oriented, socially self-confident, and dynamic but less interpersonally warm than counterparts (29)_____ prefer the more traditional forms Miss or Mrs.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that bestfits each of the numbered blanks from 25 to 29. Fill in the appropriate word in question 29

WOMEN TAKING THE HUSBAND’S NAME

        Many women in Western society, aware of the power of names to influence identity, are aware that choosing how to identify themselves after marriage can be a significant decision. They may follow the tradition of taking their husband's last name, hyphenate their (25)_____ name and their husband's, or keep their birth name. One fascinating survey reveals that a woman's choice is (26)_____ to reveal a great deal about herself and her relationship with her husband. Women who take their husband's name place the most importance (27)_____ relationships. On the other hand, women who keep their birth names put their personal concerns ahead of relationships and social expectations. Female forms of address influence others'

perceptions as well. Research (28)_____ in the late 1980s showed that women who choose the title Ms. give the impression of being more achievement oriented, socially self-confident, and dynamic but less interpersonally warm than counterparts (29)_____ prefer the more traditional forms Miss or Mrs.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.

        A tropical cyclone is a violent low pressure storm that usually occurs over warm oceans of over 80°F or 27°C. It winds counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere as it is described for the term, cyclone itself. This powerful storm is fueled by the heat energy that is released when water vapor condenses at high altitudes, the heat ultimately derived from the Sun.

        The center of a tropical cyclone, called the eye, is relatively calm and warm. This eye, which is roughly 20 to 30 miles wide, is clear, mainly because of subsiding air within it. The ring of clouds around the eye is the eyewall, where clouds reach highest and precipitation is heaviest. The strong wind, gusting up to 360 kilometers per hour, occurs when a tropical cyclone’s eyewall passes over land.

        There are various names for a tropical cyclone depending on its location and strength. In Asia, a tropical cyclone is named according to its strength. The strongest is a typhoon; its winds move at more than 117 kilometers per hour. In India, it is called a cyclone. Over the North Atlantic and in the South Pacific, they call it a hurricane.

        On average, there are about 100 tropical cyclones worldwide each year. A tropical cyclone peaks in late summer when the difference between temperature in the air and sea surface is the greatest. However, it has its own seasonal patterns. May is the least active month, while September is the most active.

        The destruction associated with a tropical cyclone results not only from the force of the wind, but also from the storm surge and the waves it generates. It is born and sustained over large bodies of warm water, and loses its strength over inland regions that are comparatively safe from receiving strong winds. Although the tract of a tropical cyclone is very erratic, the Weather Service can still issue timely warnings to the public if a tropical cyclone is approaching densely populated areas. If people ever experience a cyclone, they would know how strong it could be.

What is the main idea of the passage?

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.

        A tropical cyclone is a violent low pressure storm that usually occurs over warm oceans of over 80°F or 27°C. It winds counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere as it is described for the term, cyclone itself. This powerful storm is fueled by the heat energy that is released when water vapor condenses at high altitudes, the heat ultimately derived from the Sun.

        The center of a tropical cyclone, called the eye, is relatively calm and warm. This eye, which is roughly 20 to 30 miles wide, is clear, mainly because of subsiding air within it. The ring of clouds around the eye is the eyewall, where clouds reach highest and precipitation is heaviest. The strong wind, gusting up to 360 kilometers per hour, occurs when a tropical cyclone’s eyewall passes over land.

        There are various names for a tropical cyclone depending on its location and strength. In Asia, a tropical cyclone is named according to its strength. The strongest is a typhoon; its winds move at more than 117 kilometers per hour. In India, it is called a cyclone. Over the North Atlantic and in the South Pacific, they call it a hurricane.

        On average, there are about 100 tropical cyclones worldwide each year. A tropical cyclone peaks in late summer when the difference between temperature in the air and sea surface is the greatest. However, it has its own seasonal patterns. May is the least active month, while September is the most active.

        The destruction associated with a tropical cyclone results not only from the force of the wind, but also from the storm surge and the waves it generates. It is born and sustained over large bodies of warm water, and loses its strength over inland regions that are comparatively safe from receiving strong winds. Although the tract of a tropical cyclone is very erratic, the Weather Service can still issue timely warnings to the public if a tropical cyclone is approaching densely populated areas. If people ever experience a cyclone, they would know how strong it could be.

According to paragraph 2, which of the following is true about the eyewall?

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.

        A tropical cyclone is a violent low pressure storm that usually occurs over warm oceans of over 80°F or 27°C. It winds counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere as it is described for the term, cyclone itself. This powerful storm is fueled by the heat energy that is released when water vapor condenses at high altitudes, the heat ultimately derived from the Sun.

        The center of a tropical cyclone, called the eye, is relatively calm and warm. This eye, which is roughly 20 to 30 miles wide, is clear, mainly because of subsiding air within it. The ring of clouds around the eye is the eyewall, where clouds reach highest and precipitation is heaviest. The strong wind, gusting up to 360 kilometers per hour, occurs when a tropical cyclone’s eyewall passes over land.

        There are various names for a tropical cyclone depending on its location and strength. In Asia, a tropical cyclone is named according to its strength. The strongest is a typhoon; its winds move at more than 117 kilometers per hour. In India, it is called a cyclone. Over the North Atlantic and in the South Pacific, they call it a hurricane.

        On average, there are about 100 tropical cyclones worldwide each year. A tropical cyclone peaks in late summer when the difference between temperature in the air and sea surface is the greatest. However, it has its own seasonal patterns. May is the least active month, while September is the most active.

        The destruction associated with a tropical cyclone results not only from the force of the wind, but also from the storm surge and the waves it generates. It is born and sustained over large bodies of warm water, and loses its strength over inland regions that are comparatively safe from receiving strong winds. Although the tract of a tropical cyclone is very erratic, the Weather Service can still issue timely warnings to the public if a tropical cyclone is approaching densely populated areas. If people ever experience a cyclone, they would know how strong it could be.

What can be inferred about typhoons, cyclones and hurricanes?

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.

        A tropical cyclone is a violent low pressure storm that usually occurs over warm oceans of over 80°F or 27°C. It winds counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere as it is described for the term, cyclone itself. This powerful storm is fueled by the heat energy that is released when water vapor condenses at high altitudes, the heat ultimately derived from the Sun.

        The center of a tropical cyclone, called the eye, is relatively calm and warm. This eye, which is roughly 20 to 30 miles wide, is clear, mainly because of subsiding air within it. The ring of clouds around the eye is the eyewall, where clouds reach highest and precipitation is heaviest. The strong wind, gusting up to 360 kilometers per hour, occurs when a tropical cyclone’s eyewall passes over land.

        There are various names for a tropical cyclone depending on its location and strength. In Asia, a tropical cyclone is named according to its strength. The strongest is a typhoon; its winds move at more than 117 kilometers per hour. In India, it is called a cyclone. Over the North Atlantic and in the South Pacific, they call it a hurricane.

        On average, there are about 100 tropical cyclones worldwide each year. A tropical cyclone peaks in late summer when the difference between temperature in the air and sea surface is the greatest. However, it has its own seasonal patterns. May is the least active month, while September is the most active.

        The destruction associated with a tropical cyclone results not only from the force of the wind, but also from the storm surge and the waves it generates. It is born and sustained over large bodies of warm water, and loses its strength over inland regions that are comparatively safe from receiving strong winds. Although the tract of a tropical cyclone is very erratic, the Weather Service can still issue timely warnings to the public if a tropical cyclone is approaching densely populated areas. If people ever experience a cyclone, they would know how strong it could be.

The word “it” in paragraph 5 refers to _____.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.

        A tropical cyclone is a violent low pressure storm that usually occurs over warm oceans of over 80°F or 27°C. It winds counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere as it is described for the term, cyclone itself. This powerful storm is fueled by the heat energy that is released when water vapor condenses at high altitudes, the heat ultimately derived from the Sun.

        The center of a tropical cyclone, called the eye, is relatively calm and warm. This eye, which is roughly 20 to 30 miles wide, is clear, mainly because of subsiding air within it. The ring of clouds around the eye is the eyewall, where clouds reach highest and precipitation is heaviest. The strong wind, gusting up to 360 kilometers per hour, occurs when a tropical cyclone’s eyewall passes over land.

        There are various names for a tropical cyclone depending on its location and strength. In Asia, a tropical cyclone is named according to its strength. The strongest is a typhoon; its winds move at more than 117 kilometers per hour. In India, it is called a cyclone. Over the North Atlantic and in the South Pacific, they call it a hurricane.

        On average, there are about 100 tropical cyclones worldwide each year. A tropical cyclone peaks in late summer when the difference between temperature in the air and sea surface is the greatest. However, it has its own seasonal patterns. May is the least active month, while September is the most active.

        The destruction associated with a tropical cyclone results not only from the force of the wind, but also from the storm surge and the waves it generates. It is born and sustained over large bodies of warm water, and loses its strength over inland regions that are comparatively safe from receiving strong winds. Although the tract of a tropical cyclone is very erratic, the Weather Service can still issue timely warnings to the public if a tropical cyclone is approaching densely populated areas. If people ever experience a cyclone, they would know how strong it could be.

The word “erratic” in paragraph 5 is closest in meaning to_____

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

        As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

        The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

        Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

        Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _____.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

        As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

        The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

        Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

        Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The word “means” in paragraph 1 is closest in meaning to _____.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

        As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

        The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

        Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

        Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The phrase "coincided with" in paragraph 2 is closest in meaning to _____.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

        As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

        The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

        Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

        Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

According to the passage, one important change in United States education by the 1920's was that _____.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

        As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

        The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

        Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

        Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

Vacation schools and extracurricular activities are mentioned in paragraph 2 to illustrate _____.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

        As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

        The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

        Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

        Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

According to the passage, early-twentieth century education reformers believed that _____.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

        As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

        The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

        Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

        Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The word “it” in paragraph 4 refers to _____.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.

        As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

        The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

        Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

        Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

All of the following statements are true EXCEPT _____ .

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

Ninety-seven percent of the world’s water are salt water found in the oceans.

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

Fred Astaire is said to have been the most popular dancer of his time, but he was also a talented actor, a singer, and choreographer.

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.

Jane’s friends insist that she will stay at their house when she visits Toronto next weekend.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

“What a novel idea for thefarewell party you’ve got,” said Nam to the monitor.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

It is believed that the thief broke into the house through the bedroom window.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.

To let Harold join our new project was silly as he knows little about our company.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in thefollowing questions.

The taxi driver ignored the stop sign. Then, he crashed his vehicle.

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in thefollowing questions.

She is so attractive. Many boys run after her.