Questions 1-11
To date, Canada has produced only one classic children's tale to rank with Alice's Adventures in Wonderland and the works of Mark Twain; this was Lucy Maud Montgomery's Anne of Green Gables.
Lucy Maud Montgomery was born in Clinton, Prince Edward Island.
Her mother died soon after her birth, and when her father went to Saskatchewan to assume a business position, she moved in with her grandparents in Cavendish, Prince Edward Island. There she went to school, and later qualified to be a teacher.
Montgomery wrote the Anne books while living in Cavendish and helping her grandmother at the post office. The first of the books, Anne of Green Gables, was published in 1908, and in the next three years she wrote two sequels. Like Montgomery, the heroine of the book is taken in by an elderly couple who live in the fictional town of Avonlea, and Montgomery incorporated many events from her life in Cavendish into the Anne books.
In 1911, Montgomery married Ewan MacDonald, and the couple soon moved to Ontario, where she wrote many other books.
However, it was her first efforts that secured her prominence, and the Anne books are still read all around the world. Her novels have helped create a warm picture of Prince Edward Island's special
character. Several movies, a television series, and a musical play have been based on her tales, and today visitors scour the island for locations described in the book.
1. The main purpose of this passage is to
(A) introduce Montgomery and her Anne books
(B) contrast Canadian children's literature with that of other countries
(C) provide a brief introduction to Prince Edward Island
(D) show the similarities between Montgomery's life and that of her fictional character Anne.
2. The word "this" in line 3 refers to (A) Canada
(B) the work of Mark Twain
(C) Alice's Adventures in Wonderland (D) a Canadian children's classic 3. According to the passage, Montgomery was raised primarily (A) in an orphanage
(B) by her grandparents (C) by her mother (D) by her father
Line 5
10
15
20
4. Approximately when did Lucy Maud Montgomery write the two sequels to her book Anne of Green Gables?
(A) From 1874 to 1908 (B) From 1908 to 1911 (C) From 1911 to 1913 (D) From 1913 to 1918
5. The word "elderly" in line 13 is closest in meaning to
(A) kindly (B) old (C) friendly (D) sly
6. In the Anne books, the main character lives in
(A) the town of Cavendish (B) Saskatchewan
(C) the town of Avonlea (D) Ontario
7. Which of the following can be concluded from the passage about the Anne books?
(A) They were at least partially autobiographical.
(B) They were influenced by the works of Mark Twain.
(C) They were not as successful as Montgomery's later works.
(D) They were not popular until after Montgomery had died.
8. The word "prominence" in line 18 is closest in meaning to
(A) reputation (B) excellence (C) effort
(D) permanence
9. Which of the following is closest in meaning to the word "character" in line 21?
(A) A person in a novel (B) Nature
(C) A written symbol (D) Location
10. All of the following have been based on the Anne books EXCEPT (A) a television series
(B) movies (C) a play (D) a ballet
11. In line 22, the word "scour" could be replaced by which of the following without changing the meaning of the sentence?
(A) Cleanse (B) Admire (C) Search (D) Request
Questions 12-23
Although both Luther Burbank and George whasington Carver drastically changed American agriculture and were close friends besides, their methods of working could hardly have been more dissimilar. Burbank’s formal education ended with high school, but he was inspired by the works of Charles Darwin.
In 1872, on his farm near Lunenberg, Massachusetts, he produced his first
“plant creation” a superior potato developed from thr Early Rose variety.
It still bears his name. After moving to Santa Rosa, California, in 1875.
Burbank created a stream of creations, earning the nickname “the plant wizard.” He developed new varieties of fruits, vegetables, flowers, and other plants, many of which are still economically important. He began his work some thirty years before the rediscovery of Gregor Mendel’s work on heredity, and while he did not participate in the developing science of plant genetics, his work opened the country’s eyes to the productive possibilities of plant breeding. However, the value of his contributions was diminished by his methods. He relied on his keen memory and powers of observation and kept records only for his own use. He thus thwarted attempts by other scientists to study his achievements.
Carver, on the other hand, was a careful researcher who took thorough notes. Born a slave, he attended high school in Kansas, Simpson College in Lowa, and Lowa State College, which awarded him a master’s degree. When the eminent black educator Booker T. Washington offered him a position at Tuskegee Institute in Alabama, he accepted. While Burbank concentrated on developing new plants, Carver found new uses for existing ones. He produced hundreds of synthetic products made form the soybean, the sweet potato, and especially peanut, helping to free Southern agriculture from the tyranny of cotton.
12. What is the author’s main purpose in writing the passage ? (A) To compare the products created
by two agricultural scientists (B) To demonstrate how Carver and
Burbank influnced American Agriculture
(C) To contrast the carriers and methods of two scientists
(D) To explain how Charles Darwin ispired both Carver and Burbank 13. The word drastically in line 1 is
closest in meaning to (A) dramatically
(B) Initially
(C) unintentionally (D) Potentially
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(10)
(15)
(20)
(25)
14. According to the passage, which of the following best describes the relationship between Burbank and Carver?
(A) they were comperitors.
(B) Carver was one of Burbank’s teachers.
(C) Burbank invented Carver to work with him.
(D) They were personal friends.
15. It can be inferred that Burbank’s first”plant creation” is known as the (A) Early Rose potato
(B) Burbank potato
(C) Lunenberg potato (D) Wizard potato 16. The word his in line 13 refers to
(A) George Washington Craver’s (B) Gregor Mendel’s
(C) Luther Burbank’s (D) Charles Darwin’s
17. Which one of the following is closest in meaning to the word thwarted in line 16 ?
(A) Restored (B) Predated (C) Nurtured (D) Defeated
18. The word thorough in line 18 is closest in meaning to (A) Complete
(B) General (C) Puzzling (D) Precise
19. The author implies that significant different between the techniquest of Burbank and those of Carver is that
(A) while Carver kept careful reasearch records, Burbank did not (B) Carver popularized his achievements, but those of Burbank were
relatively unkown
(C) unlike Burbank, Carver concentrated mainly on developing new varieties of plants
(D) Burbank bred both plants and animals but Carver worked only with plants
20. According to the passage, what school awarded Carver a master’s degree ? (A) Simpson College
(B) Lowa State College (C) Tuskegee Institute
(D) The University of Alabama
21. Carver developed new uses for all of the following crops EXCEPT (A) cotton
(B) soybeans (C) peanuts
(D) sweet potatotes
22. The word tyranny in line 26 is closest in meaning to (A) history
(B) dependence (C) control (D) Unreliability
23. At what point in the passage does the author focus on Burbank’s weaknesses as a researcher?
(A) Line 3-5 (B) line 7-9 (C) line 14-15 (D) Lines 20-22 Questions 24-35
Bees, classified into over 10,000 species, are insects found in almost every part of the world except the northernmost and southernmost regions. One
commonly known species is the honeybee, the only bee that produces honey and wax. Humans use the wax in making candles, lipsticks, and other products, and they use the honey as a food. While gathering the nectar and pollen with which they make honey, bees are simultaneously helping to fertilize the flowers on which they land. Many fruits and vegetables would not survive if bees did not carry the pollen from blossom to blossom.
Bees live in a structured environment and social structure within a hive, which is a nest with storage space for the honey. The different types of bees each perform a unique function. The worker bee carries nectar to the hive in a special stomach called a honey stomach. Other workers make beeswax and shape it into a honeycomb, which is a waterproof mass of six-sided compartments, or cells. The
(5)
(10)
queen lays eggs in completed cells. As the workers build more cells, the queen lays more eggs.
All workers, like the queen, are female, but the workers are smaller than the queen. The male honeybees are called drones; they do no work and cannot sting.
They are developed from unfertilized eggs, and their only job is to impregnate a queen. The queen must be fertilized in order to lay worker eggs. During the season when less honey is available and the drone is of no further use, the workers block the drones from eating the honey so that they will starve to death.
24. Which of the following is the best title for this reading ? (A) The Many Species of Bees
(B) The Useless Drone
(C) The Honeybee — Its Characteristics and Usefulness (D) Making Honey
25. The word species in the first sentence is closest in meaning to ? (A) mates.
(B) varieties.
(C) killers.
(D) enemies.
26. The word which in the fourth sentence refers to?
(A) fertilizer.
(B) flowers.
(C) honey.
(D) bees.
27. The word simultaneously in the fourth sentence is closest in meaning to?
(A) stubbornly.
(B) concurrently.
(C) skillfully.
(D) diligently.
28. According to the passage, a hive is…
(A) a type of honey.
(B) a nest.
(C) a type of bee.
(D) a storage space.
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(20)
29. According to the passage, the drone…
(A) collects less honey than workers.
(B) mates with the queen and has no other purpose.
(C) comes from eggs fertilized by other drones.
(D)can be male or female.
30. The author implies that…
(A) bees are unnecessary in the food chain.
(B) drones are completely dispensable.
(C) the queen can be a worker.
(D) drones are never females.
31. According to the passage, honey is carried to the hive in a honey stomach by the…
(A) queens.
(B) drones.
(C) males.
(D) workers.
32. In what way does the reading imply that bees are useful in nature?
(A) They pollinate fruit and vegetable plants.
(B) They make marvelous creations from wax.
(C)They kill the dangerous drones.
(D) They create storage spaces.
33. All of the following are characteristic of a honeycomb except…
(A) it contains hexagonal sections.
(B) it is made of honey.
(C) it is made of wax.
(D) it is impermeable.
34. The passage implies that bees can be found in each of the following parts of the world except…
(A) Africa.
(B) China.
(C) Europe.
(D) Antarctica.
35. It can be inferred from the reading that beeswax is…
(A) absorbent.
(B) pliable.
(C) complex in structure.
(D) sweet.
Questions 36-43
Nearly 515 blocks of San Francisco, including almost all of Nob Hill, were destroyed by the 1906 earthquake and fires. Many of San Francisco's "painted ladies" -its gaudy, nineteenth century Victorian houses-were lost in the disaster. Today, some 14,000 surviving houses have been preserved, particularly in the Cow Hollow, Mission, Pacific Heights, and Alamo Square districts.
Distinguished by their design characteristics, three styles of San Franciscan Victorians can be found today. The Italianate, which flourished in the 1870's, is characterized by a flat roof,
slim pillars flanking the front door, and bays with windows
that slant inward. The ornamentation of these narrow row houses was patterned after features of the Roman Classical styles. The Stick style, which peaked in popularity during the 1880s, added ornate woodwork outlines to the doors and windows. Other additions included the French cap, gables, and three-sided bays.
Designs changed dramatically when the Queen Anne style became the rage in the 1890's. Turrets, towers, steep gabled roofs, and glass art windows distinguished Queen Anne houses from their predecessors.
In the period after the earthquake, the Victorians came to be regarded as impossibly old-fashioned, but beginning around 1960, owners began peeling off stucco, tearing off false fronts,
reapplying custom woodwork, and commissioning multi-hued paint jobs. Before long, many of these houses had been restored to their former splendor.
36. Which of the following is NOT one of the author's purposes in writing the passage?
(A) To talk about the restoration of Victorian houses in San Francisco in the 1960's (B) To discuss housing problems in San Francisco today
(C) To briefly trace the history of Victorian houses in San Francisco
(D) To categorize the three types of Victorian houses found in San Francisco
Line (5)
(10)
(15)
(20)
(25)
37. The word "gaudy" in line 3 is closest in meaning to (A) showy
(B) enormous
(C) antiquated (D) simple
38. According to the passage, in what district of San Francisco are authentic Victorian houses LEAST likely to be found today?
(A) Cow Hollow (B) Pacific Heights
(C) The Mission (D) Nob Hill
39. According to the passage, which of the following styles of architecture was the last to become fashionable in San Francisco?
(A) Roman Classical (B) Italianate
(C) Stick
(D) Queen Anne 40. As used in the second paragraph, the word "bays" refers to (A) bodies of water
(B) colors
(C) architectural features (D) trees
41. Which of the following is most likely to be seen only on a Queen Anne style house?
(A) A flat roof (B) A tower
(C) A French cap (D) Gables
42. During which of the following periods were San Francisco's Victorian houses generally thought of as old-fashioned?
(A) From 1870 to 1890 (C) From 1907 to 1960 (B) During the 1890's (D) During the 1960's
43. What can be inferred from the passage about Victorian houses after they had been restored?
(A) They were painted in many colors.
(B) They looked exactly like modern houses.
(C) They were covered with new fronts made of stucco.
(D) They were more attractive than the original houses.
Questions 44-50
As the twentieth century began, the importance of formal education in the United States increased The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic Line life combined with a new emphasis upon credentials and expertise to make schooling (5) increasingly important for economic and social mobility. Increasingly, too, schools
were viewed as the most important means of integrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal
(10) schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were (15) sponsored by public schools, corporations, unions, churches, settlement houses, and
other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population.
Schools tried to educate young women so they could occupy productive places in the (20) urban industrial economy, and one place many educators considered appropriate for
women was the home.
Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it (25) commonly included income-producing activities both inside and outside the home,
in the highly industrialized early-twentieth-century United States, however,
overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children (30) "efficiently" in their own homes, or if economic necessity demanded, as employees
in the homes of others. Subsequent reforms have made these notions seem quite out-of-date
44. It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was
(A) the growing number of schools in frontier communities (B) an increase in the number of trained teachers
(C) the expanding economic problems of schools (D) the increased urbanization of the entire country
45. The word "means" in line 6 is closest in meaning to
(A) advantages (B) probability (C) method (D) qualifications
46. The phrase "coincided with" in line 9 is closest in meaning to
(A) was influenced by (B) happened at the same time as (C) began to grow rapidly (D) ensured the success of
47. According to the passage, one important change in United States education by the 1920's was that
(A) most places required children to attend school
(B) the amount of time spent on formal education was limited (C) new regulations were imposed on nontraditional education (D) adults and children studied in the same classes
48. Vacation schools and extracurricular activities are mentioned in lines 11-12 to illustrate
(A) alternatives to formal education provided by public schools (B) the importance of educational changes
(C) activities that competed to attract new immigrants to their programs.
(D) the increased impact of public schools on students.
49. According to the passage, early-twentieth century education reformers believed that
(A) different groups needed different kinds of education
(B) special programs should be set up in frontier communities to modernize them
(C) corporations and other organizations damaged educational progress (D) more women should be involved in education and industry
50. The word "it" in line 24 refers to
(A) consumption (B) production (C) homemaking (D) education
