Choose one word whose underlined part is pronounced differently from the rest. Identify your answer by circling

Choose one word whose underlined part is pronounced differently from the rest. Identify your answer by circling

Choose one  word whose stress pattern is different. Identify your answer by circling the corresponding letter

Choose one  word whose stress pattern is different. Identify your answer by circling the corresponding letter

Choose one  word whose stress pattern is different. Identify your answer by circling the corresponding letter

She must have been sleepless last night. Otherwise, her eyes _______ so bloody now

Mimi is going to take a trip with her friends about six days. Choose the most suitable response to fill in the blank with the following exchange. David: "_________________" Mimi: "Thank you. Goodbye."

The foreign visitor group wanted to pay their last respect to ________ Mr Vo Nguyen Giap used to live, so they waited hours to take the chance

The last person _____ will have to turn off the lights

Last week, John did an essay very well, which was complimented. Choose the most suitable response to fill in the blank with the following exchange. Teacher: "John, you've written a much better essay this time." John: "________________"

_______ the light rain, the baseball game will not be cancelled unless the other team concedes

My friend bought ___________ from a shop onTran Phu street

The teacher as well as his students____________ at the school meeting yet

The use of computers aids in teaching, __________ the role of teachers is still very important.

The boy waved his hands to his mother, who was standing at the school gate, to ________ her attention

It is essential thatAlice __________ about his responsibilities in the meeting tomorrow

When Carol _______ last night, I _______ my favorite show on television

She is not really friendly. She does not ________ well with her classmates

Most doctors and nurses have to work on a ________ once or twice a week at the hospital

After we each had been assigned an installment part of the project, we came back to our _______ section

_________ of all the staff, I would like to wish you a happy retirement

_____ that Marie was able to retire at the age of 50

Had I studied harder, I______________better in the last exam

It cost me about sixty dollars to have my tooth ________.

It gets______to understand what the professor has explained

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

I think she will be (A) suitable for (B) the work because she has been working(C) like (D) a teacher for a long time

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 longest mountain range(A) , the Mid-Atlantic Range, is not hardly(B)  visible because most of(C)  it lies under(D)  the ocean

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 abilities to work(A)  hard, follow directions, and thinking(B)  independently are(C)  some of the criteria for success(D)  in the workplace

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

Establishing(A)  in 1984 for students(B)  who wanted to study art and music subjects, LaGuardia was(C)  the first public school of its kind(D)

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

He was one of the most outstanding performers at the live show last night

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

He drives me to the edge because he never stops talking

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

I think we can safely say now that we have got our money back, we are home and dry

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

Punctuality is imperative in your new job

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

Certain courses are compulsory; others are optional

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 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

Where would the passage most likely be found?

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 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

The word "categories" 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 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

The word "those" in paragraph 1 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 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

Which classification of students would be eligible to enroll in Mechanical Engineering 850?

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 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

If an undergraduate student uses the number 520 to register a accounting course, what number would a graduate student probably use to register for the same course?

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 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

How is a student who registers for eight credit hours classified?

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 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

Which of the following courses would NOT be included in the list of courses for graduation?

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 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

A graduate student may NOT_________

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 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

The word "appropriate" in the LAST 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 from 35 to 44

Course numbers are an indication of which courses are to various categories of students at the University. Undergraduate courses with the numbers 100 or 200 are generally courses with the numbers 300 or 400 often have prerequisites and are often to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

Full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Student holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate may register for minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances.(Source: Practice Exercises for the TOEFL iBT, by Pamela J. Sharpe, Ph.D)

What is the purpose of the passage?

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

c(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 45

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

The UK Government ensures that all schools in theUK(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 46

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

The UK Government ensures that all schools in theUK(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 47

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

The UK Government ensures that all schools in theUK(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 48

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

The UK Government ensures that all schools in theUK(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 49

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

The UK Government ensures that all schools in theUK(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 50

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

The UK Government ensures that all schools in theUK(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 51

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

The UK Government ensures that all schools in theUK(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 52

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

The UK Government ensures that all schools in theUK(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 53

Read the following passage and decide which answer bestfits each gap. Write your answer in the numbered box from 45 to 54.

The UK Government ensures that all schools in theUK(45)_______ certain standards, and this includes independent schools as well as those that are (46)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (47)_______ the quality of the qualifications you will gain is guaranteed.

At many independent schools inEngland, you will be encouraged to take part (48)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (49)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (50)_______ .

Independent schools do not usually offer vocationally focused qualifications but if you are (51)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.

The (52)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (53)_______ from school to school and are at the discretion of the institution; there are no national standards. You should expect to pay a minimum of £8,000 per year and fees can be (54)_______ high as £25,000.Question 54

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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

Which of the following can be inferred about the findings described in paragraph 2?

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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

The passage mentions all of the followings as the ways adults modify their speech when talking to babies EXCEPT ______________

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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

The word "diverse" 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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

The word "They" 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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

Why does the author mention "a bell and a rattle"?

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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

What does the passage mainly discuss?

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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

The word "emphasize" 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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

What point does the author make to illustrate that babies are born with the ability to acquire language?

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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

The word "noted" 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 55 to 64

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults

According to the author, why do babies listen to songs and stories, even though they cannot understand them?