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Read the following passage and mark A, B, C, or D to indicate the correct answer to each of the blanks.EXAM ADVICEIn Part Three of the Speaking Section you work together with a partner. You have to do a (43)______ task which usually lasts about 3 minutes. One possible task is “problem solving”, which means you have to look at some (44)______information and then discuss the problem with your partner. You may be shown photos, drawings, diagrams, maps, plans, advertisements or computer graphics and it is (56) ______ that you study them carefully. If necessary, check you know exactly what to do by politely asking the examiner to repeat the instruction or make them clearer. While you are doing the task, the examiner will probably say very little and you should ask your partner questions and make (46) ______ if he or she is not saying much. If either of you have any real difficulties, the examiner may decide to step in and help. Normally, however, you will find plenty to say, which helps the assessor to give you a fair mark. This mark depends on your success in doing the task by competing with your partner, which includes taking (47) ______ in giving opinions and replying appropriately, although in the end it may be possible to “agree to disagree”.Điền vào số (47)
Read the following passage and mark A, B, C, or D to indicate the correct answer to each of the blanks.EXAM ADVICEIn Part Three of the Speaking Section you work together with a partner. You have to do a (43)______ task which usually lasts about 3 minutes. One possible task is “problem solving”, which means you have to look at some (44)______information and then discuss the problem with your partner. You may be shown photos, drawings, diagrams, maps, plans, advertisements or computer graphics and it is (56) ______ that you study them carefully. If necessary, check you know exactly what to do by politely asking the examiner to repeat the instruction or make them clearer. While you are doing the task, the examiner will probably say very little and you should ask your partner questions and make (46) ______ if he or she is not saying much. If either of you have any real difficulties, the examiner may decide to step in and help. Normally, however, you will find plenty to say, which helps the assessor to give you a fair mark. This mark depends on your success in doing the task by competing with your partner, which includes taking (47) ______ in giving opinions and replying appropriately, although in the end it may be possible to “agree to disagree”.Điền vào số (46)
Read the following passage and mark A, B, C, or D to indicate the correct answer to each of the blanks.EXAM ADVICEIn Part Three of the Speaking Section you work together with a partner. You have to do a (43)______ task which usually lasts about 3 minutes. One possible task is “problem solving”, which means you have to look at some (44)______information and then discuss the problem with your partner. You may be shown photos, drawings, diagrams, maps, plans, advertisements or computer graphics and it is (56) ______ that you study them carefully. If necessary, check you know exactly what to do by politely asking the examiner to repeat the instruction or make them clearer. While you are doing the task, the examiner will probably say very little and you should ask your partner questions and make (46) ______ if he or she is not saying much. If either of you have any real difficulties, the examiner may decide to step in and help. Normally, however, you will find plenty to say, which helps the assessor to give you a fair mark. This mark depends on your success in doing the task by competing with your partner, which includes taking (47) ______ in giving opinions and replying appropriately, although in the end it may be possible to “agree to disagree”.Điền vào số (45)
Read the following passage and mark A, B, C, or D to indicate the correct answer to each of the blanks.EXAM ADVICEIn Part Three of the Speaking Section you work together with a partner. You have to do a (43)______ task which usually lasts about 3 minutes. One possible task is “problem solving”, which means you have to look at some (44)______information and then discuss the problem with your partner. You may be shown photos, drawings, diagrams, maps, plans, advertisements or computer graphics and it is (56) ______ that you study them carefully. If necessary, check you know exactly what to do by politely asking the examiner to repeat the instruction or make them clearer. While you are doing the task, the examiner will probably say very little and you should ask your partner questions and make (46) ______ if he or she is not saying much. If either of you have any real difficulties, the examiner may decide to step in and help. Normally, however, you will find plenty to say, which helps the assessor to give you a fair mark. This mark depends on your success in doing the task by competing with your partner, which includes taking (47) ______ in giving opinions and replying appropriately, although in the end it may be possible to “agree to disagree”.Điền vào số (44)
Read the following passage and mark A, B, C, or D to indicate the correct answer to each of the blanks.EXAM ADVICEIn Part Three of the Speaking Section you work together with a partner. You have to do a (43)______ task which usually lasts about 3 minutes. One possible task is “problem solving”, which means you have to look at some (44)______information and then discuss the problem with your partner. You may be shown photos, drawings, diagrams, maps, plans, advertisements or computer graphics and it is (56) ______ that you study them carefully. If necessary, check you know exactly what to do by politely asking the examiner to repeat the instruction or make them clearer. While you are doing the task, the examiner will probably say very little and you should ask your partner questions and make (46) ______ if he or she is not saying much. If either of you have any real difficulties, the examiner may decide to step in and help. Normally, however, you will find plenty to say, which helps the assessor to give you a fair mark. This mark depends on your success in doing the task by competing with your partner, which includes taking (47) ______ in giving opinions and replying appropriately, although in the end it may be possible to “agree to disagree”.Điền vào số (43)
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. Pollution is a threat to many species on Earth, but sometimes it can cause species to thrive. Such is the case with Pfiesteria piscicida. A one-celled creature called a dinoflagellate, Pfiesteria inhabits warm coastal areas and river mouths, especially along the eastern United States. Although scientists have found evidence of Pfiesteria in 3,000-year-old sea floor sediments and dinoflagellates are thought to be one of the oldest life forms on earth, few people took notice of Pfiesteria.Lately, however, blooms – or huge, dense populations – of Pfiesteria are appearing in coastal waters, and in such large concentrations the dinoflagellates become ruthless killers. The blooms emit powerful toxins that weaken and entrap fish that swim into the area. The toxins eventually cause the fish to develop large bleeding sores through which the tiny creatures attack, feasting on blood and flesh. Often the damage is astounding. During a 1991 fish kill, which was blamed on Pfiesteria on North Carolina’s Neuse River, nearly one billion fish died and bulldozers had to be brought in to clear the remains from the river. Of course, such events can have a devastating effect on commercially important fish, but that is just one way that Pfiesteria causes problems. The toxins it emits affect human skin in much the same way as they affect fish skin. Additionally, fisherman and others who have spent time near Pfiesteria blooms report that the toxins seem to get into the air, where once inhaled they affect the nervous system, causing severe headaches, blurred vision, nausea, breathing difficulty, short-term memory loss and even cognitive impairment. For a while, it seemed that deadly Pfiesteria blooms were a threat only to North Carolina waters, but the problem seems to be spreading. More and more, conditions along the east coast seem to be favorable for Pfiesteria. Researchers suspect that pollutants such as animal waste from livestock operations, fertilizers washed from farmlands and waste water from mining operations have probably all combined to promote the growth of Pfiesteria in coastal waters.Question: What is true of Pfiesteria?
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 questionsBefore the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota. They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.Throughout the passage, the author implies that the Mandans _________
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 questionsBefore the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota. They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.The word “them” in the last paragraph refers to _________
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questionsBefore the 1500’s, the western plains of North America were dominated by farmers. One group, the Mandans, lived in the upper Missouri River country, primarily in present – day North Dakota. They had large villages of houses built close together. The tight arrangement enabled the Mandans to protect themselves more easily from the attacks of others who might seek to obtain some of the food these highly capable farmers stored from one year to the next.The women had primary responsibility for the fields. They had to exercise considerable skill to produce the desired results, for their northern location meant fleeting growing seasons. Winter often lingered; autumn could be ushered in by severe frost. For good measure, during the spring and summer, drought, heat, hail, grasshoppers, and other frustrations might await the wary grower.Under such conditions, Mandan women had to grow maize capable of weathering adversity. They began as early as it appeared feasible to do so in the spring, clearing the land, using fire to clear stubble from the fields and then planting. From this point until the first green corn could be harvested, the crop required labor and vigilance.Harvesting proceeded in two stages. In August the Mandans picked a smaller amount of the crop before it had matured fully. This green corn was boiled, dried and shelled, with some of the maize slated for immediate consumption and the rest stored in animal – skin bags. Later in the fall, the people picked the rest of the corn. They saved the best of the harvest for seeds or for trade, with the remainder eaten right away or stored for alter use in underground reserves. With appropriate banking of the extra food, the Mandans protected themselves against the disaster of crop failure and accompany hunger.The woman planted another staple, squash, about the first of June, and harvested it near the time of the green corn harvest. After they picked it, they sliced it, dried it, and strung the slices before they stored them. Once again, they saved the seeds from the best of the year’s crop. The Mandans also grew sunflowers and tobacco; the latter was the particular task of the older men.The word “disaster” in paragraph 4 is closest in meaning to __________.