The woman of whom the red car is parked in front of the bank is a famous pop star

A B C D

Question 34: The better you are at English, more chance you have to get a job with international A B C D

organizations.

Read the following passage and decide which option A, B, C or D best fits each space.

INFLUENCES OF TELEVISION

Television has changed the lifestyle of people in every industrialized country in the world. In the United States, where sociologists have studied the effects, some interesting observations have been made.

Television, although not essential, has become a(n) (35) _____ part of most people‟s lives. It has become a baby-sitter, an initiator of conversations, a major transmitter of culture, and a keeper of traditions. Yet when what can be seen on TV in one day is critically analyzed, it becomes evident that television is not a teacher but a sustainer. The poor (36) ______ of programs does not elevate people into greater (37) ______.

The (38) _______ reason for the lack of quality in American television is related to both the history of TV development and the economics of TV. Television in America began with the radio. Radio companies and their sponsors first experimented with television. Therefore, the close relationship, (39) _______ the advertisers had with radio programs, became the system for American TV. Sponsors not only paid money for time within programs, but many actually produced the programs. Thus, (40) _______ from the capitalistic, profit-oriented sector of American society, television is primarily (41) _______ with reflecting and attracting society (42) _______ than innovating and experimenting with new ideas. Advertisers want to attract the largest viewing audience possible; to do so requires that the programs be entertaining rather than challenging.

Television in America today remains, to a large (43) _______, with the same organization and standards as it had thirty years ago. The hope for some evolution and true achievement toward improving society will require a change in the (44) _______ system.

Question 35: A. integral B. mixed C. fractional D.

superior

Question 36: A. quantity B. quality C. effect D. product Question 37: A. preconception B. knowledge C. understanding

D. feeling

Question 38: A. adequate B. unknown C. inexplicable D. primary

Question 39: A. which B. that C. where D. what Question 40: A. going B. leaving C. coming D. getting Question 41: A. concerned B. interested C.worried

D. connected

Question 42: A. more B. rather C. less D. better Question 43: A. extent B. degree C. size D. amount Question 44: A. total B. full C. entire D. complete

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.

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

The arrival of a great wave of southern and eastern European immigrants at the turn of the

century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened.

Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

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

considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a

consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

Question 45: The paragraph preceding the passage probably discusses _____.

A. the industrialization and the bureaucratization of economic life the United States in the nineteen century.

B. the formal schooling in the United States in the nineteen century.

C. the urbanization in the United States in the nineteen century.

D. the most important means of integrating immigrants into American society in the nineteen century.

Question 46: It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _____.

A. the expanding economic problems of schools

B. the growing number of schools in frontier communities C. an increase in the number of trained teachers

D. the increased urbanization of the entire country

Question 47: The word "means" in line 5 is closest in meaning to _____.

A. qualifications B. method C. advantages D. probability Question 48: The phrase "coincided with" in line 7 is closest in meaning to _____.

A. happened at the same time as B. ensured the success of C. was influenced by D. began to grow rapidly

Question 49: According to the passage, one important change in United States education by the 1920's was that _____.

A. the amount of time spent on formal education was limited B. new regulations were imposed on nontraditional education C. adults and children studied in the same classes

D. most places required children to attend school

Question 50: “Vacation schools and extracurricular activities” are mentioned in line 9 to illustrate _____.

A. activities that competed to attract new immigrants to their programs.

B. alternatives to formal education provided by public schools C. the importance of educational changes

D. the increased impact of public schools on students

Question 51: According to the passage, early-twentieth century education reformers believed that _____.

A. special programs should be set up in frontier communities to modernize them B. corporations and other organizations damaged educational progress

C. different groups needed different kinds of education D. more women should be involved in education and industry Question 52: The word "it" in line 19 refers to _____.

A. education B. consumption C. production D. homemaking Question 53: Women were trained to be consumer homemakers as a result of _____.

A. scarcity in the highly industrialized early-twentieth-century United States

B. economic necessity in the highly industrialized early-twentieth-century United States

C. income-producing activities in the highly industrialized early-twentieth-century United States D. overproduction in the highly industrialized early-twentieth-century United States

Question 54: Which paragraph mentions the importance of abilities and experience in formal schooling?

A. Paragraph 2 B. Paragraph 4 C. Paragraph 1 D. Paragraph 3

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.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The

individual states could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question 55: The passage mainly discusses