PASSAGE 1 – Questions 1-

10
PRACTICE TEST 3
There are three primary colors. These basic colors are red, blue and yellow. They cannot be
made by using other colors. All other colors are created by mixing basic colors. For
instance, red and yellow make orange. Blue and yellow make green. Red and blue make
purple. Orange, green and purple are called complementary colors. This means that they
make a pair with a basic color. Thus green is complementary to red and orange is
complementary to blue. White and black are not real colors. They are not in the color
spectrum. When light passes through a certain object, it forms a series of colors. These are
the colors of the rainbow. White and black are not among them. But white and black can
make other colors too. Red and white, for example, make pink. Black and white make gray.
Mixing all of the colors together gets brown.

Psychologists believe that colors describe people’s personality. Red is a very strong color.
People who love red are fiery and very passionate. Red is the color of deep love. People
who love yellow have a sunny disposition. They are easy-going and friendly. The same is
true for orange. Orange is a lively color. Green is connected to nature. People who love
green spend a lot of time outdoors. Blue means relaxation and calm.

Small children usually like blue. Psychologists find that children do not need to worry often.
They live serene and peaceful lives because their parents take care of them. Children also
usually love pink. Pink and purple both show immaturity. Adults who like pink or purple
often behave childishly. Others around them feel that they need to grow up more. Many artists
also favor purple. Purple is more for dreamers. In contrast, brown is for practical people.
People who prefer brown have both feet on the ground. They are reliable and
trustworthy. Gray is a rather dull color. Often, people who choose gray are not very
interesting. They like to follow rules and do not have a lot of imagination. White stands for
purity. Black stands for opposition or revolt. Teenagers often dress in black.
Painters express themselves through colors. Colors show their feelings and emotions. Other
artists also make use of colors to connect with people. Fashion designers are very careful
about the colors they use. Choosing the wrong color can be bad for their whole clothing
collection. Interior designers also have an eye for color. They know exactly what color to
use to make their customers happy. This is why they often go for soft colors in the kitchen
or bedroom. These colors brighten up the rooms. They also create a warm feeling, and are
very relaxing. In clubs, decorations prefer using strong colors to energize people.

Advertisers made some interesting discoveries. For example, some advertisers packed their
cereal in gray and brown boxes. Other packed the same cereal in a different way. They used
colorful paper and a lot of decorations. Then customers were asked to taste the cereal. They
did not know what was inside the boxes. Yet all customers preferred the cereal inside the
colorful boxes.

1. The word ‘primary’ in paragraph 1 is closest in meaning to .

A. Popular B. Complementary C. Favorite D. Basic
2. Orange is complementary to .
A. Red B. Blue C. Green D. Orange
3. Which colors are in the color spectrum?
A. all primary colors
B. all complementary colors
C. the colors of the rainbow
D. black and white
4. Which of the following is NOT true?
A. Red, blue and purple can make brown.
B. Orange, green and pink can make brown.
C. Yellow, black and gray can make brown.
D. Black and white together makes brown.
5. What does the sentence ‘The same is true for orange’ in paragraph 2 mean?
A. Orange looks like yellow.
B. Orange is easy-going and friendly.
C. People who like orange have a sunny disposition.
D. Orange is a lively color.
6. Why might children love purple?
A. Because it shows they do not need to worry often.
B. Because it shows that they did not grow up yet.
C. Because it is not a color for grown-up.
D. Because it is the similar color to pink.
7. The word ‘serene’ in paragraph 3 could be best replaced by
A. Calm B. Happy C. Innocent D. Active
8. Which of the following best states the essential information in the bold sentence in
the passage? Incorrect choices change the meaning in important ways or leave out
essential information.
A. Those who like brown can stand steadily on the ground.
B. Those who like brown have strong feet.
C. Those who like brown have practical and sensible mind.
D. Those who like brown usually look strong.
9. What can be inferred about people who like brown?
A. They do not have a lot of imagination.
B. They are close to earth and nature.
C. They can be very romantic sometimes.
D. They make faithful and loyal friends.
10. Why did customers prefer the cereal inside the colorful boxes?
A. Because the colorful boxes looked more interesting.
B. Because the colorful boxes were bigger.
C. Because the cereal in the colorful boxes tasted better.
D. Because the cereal in the colorful boxes were fresher.
 PASSAGE 2 - Questions 11 – 20
The atmosphere that originally surrounded Earth was probably much different from the air
we breathe today. Earth's first atmosphere (some 4.6 billion years ago) was most likely
hydrogen and helium--.the two most abundant gasses found in the universe—as Line well as
hydrogen compounds, such as methane and ammonia. Most scientists feel that this early
atmosphere escaped into space from the Earth's hot surface.

A second, denser atmosphere, however, gradually enveloped Earth as gasses from molten
rocks within its hot interior escaped through volcanoes and steam vents. We assume that
volcanoes spewed out the same gasses then as they do today: mostly water vapor (about
100 percent), carbon dioxide (about ten percent), and up to a few 10 percent nitrogen. These
same gasses probably created Earth's second atmosphere.

As millions of years passed, the constant outpouring of gasses from the hot interior--known
as outgassing--provided a rich supply of water vapor, which formed into clouds. Rain fell
upon Earth for many thousands or years, forming the rivers, lakes, and oceans of the world.
During this Lime, large amounts of carbon dioxide were dissolved in the oceans. Through
chemical and biological processes, much of the carbon dioxide became locked up in carbon
sedimentary rocks, such as limestone. With much of the water vapor already condensed into
water and the concentration of carbon dioxide dwindling, the atmosphere gradually became
rich nitrogen.

It appears that oxygen, the second most abundant gas in today's atmosphere, probably began
an extremely slow increase in concentration as energetic rays from the sun split water vapor
into hydrogen and oxygen during a process called photo dissociation. The hydrogen, being
lighter, probably rose and escaped into space, while the oxygen remained in the atmosphere.

This slow increase in oxygen may have provided enough of this gas for primitive plants to
evolve, perhaps two to three billion years ago. Or the plants may have evolved in an almost
oxygen-free (anaerobic) environment. At any rate, plant growth greatly enriched our
atmosphere with oxygen. The reason for this enrichment is that plants, in the presence of
sunlight, process carbon dioxide and water to produce oxygen.

11. What is the main idea of the passage?

A. The original atmosphere on Earth was unstable.
B. The atmosphere on Earth has changed over time.
C. Hot underground gasses created clouds, which formed the Earth’s atmosphere.
D. Plant growth depended on oxygen in the Earth’s atmosphere.
12. The word ‘enveloped’ in paragraph 2 in closest in meaning to .
A. Surrounded B. Changed C. Escaped D. Characterized
13. The word ‘they’ in paragraph 2 refers to .
A. Gasses B. Volcanoes C. Steam vents D. Rocks
14. According to the passage outgassing eventually led to all of the following EXCEPT .
A. Increases in the carbon dioxide content of sedimentary rocks
B. The formation of bodies of water
C. Decreases in the level of nitrogen
D. The formation of clouds
15. The word ‘gradually’ in paragraph 3 is closest in meaning to .
A. Accidentally B. Quickly C. In the end D. By degrees
16. The passage suggests that oxygen remained in the atmosphere because .
A. It was caused by outgassing.
B. It was heavier than hydrogen.
C. Hydrogen became trapped in limestone.
D. Rays from the sun created equal amounts of hydrogen and oxygen.
17. The author uses the word ‘Or’ in paragraph 5 to .
A. Criticize the previous suggestion
 B. Provide unrelated information
C. Propose a similar idea
D. Suggest an alternative
18. The phrase ‘At any rate’ in paragraph 5 is closest in meaning to _.
A. Regardless
B. In addition
C. Although unlikely
D. Fortunately
19. The author organizes the discussion of the Earth’s atmosphere in terms of the .
A. Role of volcanoes in its formation
B. Occurrence in which changes occurred
C. Time it took for the Earth’s surface: to cool and nitrogen to appear
D. Chemical and physical features of gasses
20. Which of the following does the passage mention as necessary for both the
production of oxygen by photo dissociation and the production of oxygen by plants?
A. Water B. Hydrogen C. Carbon dioxide D. Nitrogen

PASSAGE 3 – Question 21 – 30
Down Syndrome (DS) is a genetic disorder caused by an extra chromosome. Humans
normally have 23 pairs of chromosomes, or 46; However, people with DS have 47. These
infants typically have a wide face, short neck, slanted eyes and are mentally retarded, that
is with low intelligence. They are likely to have kidney or heart problems, and adults rarely
live beyond 50 years, but they are generally happy people with optimistic personalities.

It is possible for a woman of any age to have a baby with DS, but it occurs more often in
older women. For all women, the rate is one baby with DS out of 800 born, but this
increases to one out of 80 for women over 35. So doctors suggest that women in this age
group get tested
for the condition if they become pregnant. Besides DS, there are several other disabilities
that are caused by “mistakes” in our genes.

Years ago, children with disabilities couldn’t attend public schools or get jobs. They usually
went to institutions where they were kept for the rest of their lives. However, attitudes have
changed in recent decades, thanks to parents with disabled children. In 1975, a law called
Individuals with Disabilities Education Act (IDEA) was passed in the United States. This
law stated that all children with physical and mental disabilities had right to an education, so
schools were required to offer classes to meet their needs. Colleges began offering courses
in “special education” to train teachers in new methods.

This change in attitude made it possible for children with disabilities to get an education.
Parents formed support group, helping each other find good schools, recreation activities,
and sports centers for their children. No longer were these children kept at home or in
institutions. They could go to school with normal children and learn-and later be trained to
do simple work and earn money. They could then live in group homes and support
themselves like other people.

In 1968, the Special Olympics, a competition for children and adults with disabilities, were
held for the first time in Chicago, Illinois, with 1,000 participants. Today they are held
every other year, with 2.25 million athletes participating in 150 countries around the world.
People with disabilities are no longer ignored or institutionalized; they are part of a lively
community of special people who are now able to contribute to society.
21. This passage mainly discusses .
A. The characteristics of DS children
B. The number of DS children in the world
C. The possible causes of DS
D. The positive shift of community attitude towards DS children
22. Which of the following is NOT mentioned as characteristics of Down Syndrome?
A. shorter life expectancy
B. pessimistic in life
C. intellectually retarded
D. slanted eyes
23. More babies with DS are born to .
A. women of any age
B. women over 35
C. women over 80
D. over 800 women
24. IDEA, the law passed in 1975, stated that .
A. handicapped children were entitled to all educational opportunities
B. some schools were required to offer special classes
C. colleges had to teach special education
D. teachers had to learn new methods
25. Because of special education, children grew up and .
A. had to be kept at home
B. had to be kept in institutions
C. had to learn as much as normal children
D. could do things without others’ support
26. The Special Olympics .
A. is always held in Chicago
B. has 1,000 participants
C. has millions of participants
D. is merely for disabled children
27. The word “retarded” in paragraph 1 is closest in meaning to .
A. not developed at all
B. less developed than normal
 C. developed well
D. developed more quickly
28. Which of the following is NOT supported by the passage?
A. Parents with disabled children created links to support each other.
B. Disabled children were not kept separately any more.
C. Disabled children almost received no support from the community.
D. These children could do some basic things like others.
29. The word “they” in paragraph 5 refers to .
A. participants
B. disabilities
C. the Special Olympics
D. children and adults
30. The word “institutionalized” in paragraph 5 is closest in meaning to .
A. trained properly
B. supported by others
C. kept in one place
D. recognized widely

PASSAGE 4 - Questions 31- 40

No student of a foreign language needs to be told that grammar is complex. By changing
word sequences and by adding a range of auxiliary verbs and suffixes, we are able to
communicate tiny variations in meaning. We can turn a statement into a question, state
whether an action has taken place or is soon to take place, and perform many other word
tricks to convey subtle differences in meaning. Nor is this complexity inherent to the
English language. All languages, even those of so-called 'primitive' tribes have clever
grammatical components. The Cherokee pronoun system, for example, can distinguish
between 'you and I', 'several other people and I' and 'you, another person and I'. In English,
all these meanings are summed up in the one, crude pronoun 'we'. Grammar is universal
and plays a part in
every language, no matter how widespread it is. So the question which has baffled many
linguists is - who created grammar?

At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language's creation,
documenting its emergence. Many historical linguists are able to trace modern complex
languages back to earlier languages, but in order to answer the question of how complex
languages are actually formed, the researcher needs to observe how languages are
started from scratch. Amazingly, however, this is possible.

Some of the most recent languages evolved due to the Atlantic slave trade. At that time,
slaves from a number of different ethnicities were forced to work together under colonizer's
rule. Since they had no opportunity to learn each other's languages, they developed a
make- shift language called a pidgin. Pidgins are strings of words copied from the language
of the landowner. They have little in the way of grammar, and in many cases it is difficult
for a listener to deduce when an event happened, and who did what to whom. [A] Speakers
need to use circumlocution in order to make their meaning understood. [B]Interestingly,
however, all it takes for a pidgin to become a complex language is for a group of children to
be exposed to it at the time when they learn their mother tongue. [C] Slave children did not
simply copy the strings of words uttered by their elders; they adapted their words to create a
new, expressive language. [D] Complex grammar systems which emerge from pidgins are
termed creoles, and they are invented by children.

Further evidence of this can be seen in studying sign languages for the deaf. Sign languages
are not simply a series of gestures; they utilize the same grammatical machinery that is
found in spoken languages. Moreover, there are many different languages used worldwide.
The creation of one such language was documented quite recently in Nicaragua. Previously,
all deaf people were isolated from each other, but in 1979 a new government introduced
schools
for the deaf. Although children were taught speech and lip reading in the classroom, in the
playgrounds they began to invent their own sign system, using the gestures that they used at
home. It was basically a pidgin. Each child used the signs differently, and there was
no consistent grammar. However, children who joined the school later, when this inventive
sign system was already around, developed a quite different sign language. Although it was
based on the signs of the older children, the younger children's language was more fluid and
compact, and it utilized a large range of grammatical devices to clarify meaning. What is
more, all the children used the signs in the same way. A new creole was born.

Some linguists believe that many of the world's most established languages were creoles at
first. The English past tense –ed ending may have evolved from the verb 'do'. 'It
ended' may once have been 'It end-did'. Therefore it would appear that even the most
widespread languages were partly created by children. Children appear to have innate
grammatical machinery in their brains, which springs to life when they are first trying to make
sense of the world around them. Their minds can serve to create logical, complex structures,
even when there is no grammar present for them to copy.

31. In paragraph 1, why does the writer include information about the Cherokee language?
A. To show how simple, traditional cultures can have complicated grammar structures.
B. To show how English grammar differs from Cherokee grammar.
C. To prove that complex grammar structures were invented by the Cherokees.
D. To demonstrate how difficult it is to learn the Cherokee language.
32. What can be inferred about the slaves' pidgin language?
A. It contained complex grammar.
B. It was based on many different languages.
C. It was difficult to understand, even among slaves.
D. It was created by the land-owners.
33. All the following sentences about Nicaraguan sign language are true EXCEPT .
A. The language has been created since 1979.
B. The language is based on speech and lip reading.
C. The language incorporates signs which children used at home.
D. The language was perfected by younger children.
34. In paragraph 3, where can the following sentence be placed?
It included standardized word orders and grammatical markers that existed in neither
the pidgin language, nor the language of the colonizers.
A. [A]
B. [B]
C. [C]
D. [D]
35. 'From scratch' in paragraph 2 is closest in meaning to .
A. from the very beginning
B. in simple cultures
C. by copying something else
D. by using written information
36. 'Make-shift' in paragraph 3 is closest in meaning to .
A. Complicated and expressive
B. Simple and temporary
C. Extensive and diverse
D. Private and personal
37. Which sentence is closest in meaning to the bolded sentence?
Grammar is universal and plays a part in every language, no matter how widespread
it is.
A. All languages, whether they are spoken by a few people or a lot of people, contain
grammar.
B. Some languages include a lot of grammar, whereas other languages contain a little.
 C. Languages which contain a lot of grammar are more common that
languages that contain a little.
D. The grammar of all languages is the same, no matter where the languages
evolved.
38. All of the following are features of the new Nicaraguan sign language EXCEPT:
A. All children used the same gestures to show meaning.
B. The meaning was clearer than the previous sign language.
C. The hand movements were smoother and smaller.
D. New gestures were created for everyday objects and activities.
39. Which idea is presented in the final paragraph?
A. English was probably once a creole.
B. The English past tense system is inaccurate.
C. Linguists have proven that English was created by children.
D. Children say English past tenses differently from adults.
40. The word 'consistent' in paragraph 4 could best be replaced by .
A. natural
B predictable
C. imaginable
D. uniform