Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part is pronounced differently from that of the rest 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 is pronounced differently from that of the rest in each of the following questions.

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the following questions.

The news should be put in the most noticeable place so that all the students can be well-informed.

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the following questions.

Parents regard facial and vocal expressions as indicators of how a baby is feeling.

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the following questions.

I told her I understood what she was feeling as we were both after all in the same boat.

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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

What does the author think is the best way for children to learn things?

same boat.

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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

The passage suggests that learning to speak and learning to ride a bicycle are________.

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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

The word “he” in the first paragraph 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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

What does the author think teachers do which they should not do?

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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

The word “those” in the first paragraph 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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

According to the first paragraph, what basic skills do children learn to do without being taught?

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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

Exams, grades and marks should be abolished because children’s progress should only be estimated by__________.

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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

The word “complicated” in the third paragraph 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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

The word “essential” in the third paragraph 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.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.

The author fears that children will grow up into adults who are_________.

Mark the letter A, B, C, or D on you answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions.

Mark the letter A, B, C, or D on you answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions.

Mark the letter A, B, C, or D on you answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions.

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

What I told her (A) a few days ago were (B) not the solution to (C) most of (D) her problems.

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

Jack is about average(A)   in his performance in comparison with (B)   other students(C)   in the(D)   class.

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

What are common (A) known as “lead” pencils are not (B) lead, but (C) rather a mixture of graphite, clay and wax. (D)

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

The explorers were too (A) tired that (B) they found a site to camp (C) overnight.(D)

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

We are working, that (A) means that we are contributing (B) goods and services (C) to (D) our society.

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

My relative, __________ you met yesterday, is an engineer.

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

I __________ the bell three times when he answered the door.

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

If Joe had practised tennis more when he was younger, he _____ able to play it then.

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

All right, Johnny, it’s time you __________ to bed.

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

I bitterly regret __________ him the story yesterday.

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

The water company will have to __________ off water supplies while repairs to the pipes are carried out.

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

There was ________ to prevent the accident. It happened while everyone was sleeping.

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

Only when you grow up __________ how to organize things more neatly.

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

You can go where you like __________ you get back before dark.

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

Your fare, accommodation and meals are all __________ in the price of this holiday.

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

We are looking  __________ to receiving a prompt reply to our letter.

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

Marta and Patrice is a couple. They are going to a friend’s party.           Marta:  Do I still have to change my clothes?               Patrice:  ­­_________.

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

With a ­­________ of satisfaction on his face, Keith received his degree from the principal.

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

Would it be possible to make an early __________ to have my car serviced tomorrow?

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

A great __________ of people go to different places to enjoy their holidays.

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

There was __________ fuel in the car. Therefore, we had to stop midway to fill some.

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

Let's play together if we have more chance, __________?

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

My uncle wishes his son __________ much time when he grows up.

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

Hung and Derek are classmates.  They are talking about their sports hobby.                        Hung:  Don’t you like watching football?                                   Derek:  _________. 

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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

What is the main topic 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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

The word “arid” in the first paragraph 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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

The word "it" in the first paragraph 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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

According to the author, most of the world's fresh water is to be found in ________.

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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

The word “currents” in the third paragraph 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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

How are icebergs formed?

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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

With which of the following ideas would the author be likely to agree?

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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

Which is the best place where the following sentence will most properly fit?  "To corral them and steer them to parts of the world where they are needed would not be too difficult."

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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

The word "that" in the last paragraph 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.

The concept of obtaining fresh water from iceberg that is towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that has been overlooked until recently. (A)

        Three-quarters of the Earth's fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all the rivers of the world for 1,000 years. Floating on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. (B)

        Huge glaciers that stretch over the shallow continental shelf give birth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction opposite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. (C)

        The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalination, or removing salt from water. (D)

What are the technical matters mentioned as the difficulty arising in the process of obtaining fresh water from the iceberg?

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 53

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 53

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 55

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 56

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 57

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 58

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 53

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 60

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 61

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option for each of the blanks. Fill in the appropriate word in question 62

      I was raised on a farm in a remote village in the 1950s. The winter months were endless and everything was covered in snow. I was always (53)________ for the warmer weather to come. When spring arrived, everything came alive- flowers would bloom and the animals would come out of hibernation. I would follow the bear tracks and search for them. Once, however, I (54) ________ an angry mother bear who saw me (55) ________ a threat. (56) ________ the sight of the bear, I did what my father had told me. I stood still until she stopped growling and walked away. The trick was effective, but looking back now, I realized that the situation was (57) ________ more serious than I thought at the time. By the age of twelve, I had lots of camping (58) ________, as I used to go camping with my dog on my school holidays. We would spend days (59) ________ the forest, catching fish for dinner, (60) ________ at the frogs and the (61) ________ of birds and the insects hopping up and down on the surface of the water. Of course, this was possible only during the warm months. When the autumn came, everything went quiet, which was quite usual in those parts. It wasn’t long before the animals disappeared, the birds (62) ________ south and the snow took over. The place became deserted once again.

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions.

Population growth rates vary among regions and even among countries within the same region.

Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions.

There has been no huge improvement in the noise levels since lorries were banned.