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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.Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.The author fears that children will grow up into adults who are_________.
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.Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.The word “essential” in the third 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.Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.The word “complicated” in the third 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.Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.According to the first paragraph, what basic skills do children learn to do without being taught?
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.Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.The word “those” in the first 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 questions.Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.What does the author think teachers do which they should not do?
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.Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.The word “he” in the first paragraph refers to ________.
same boat.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.Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.The passage suggests that learning to speak and learning to ride a bicycle are________.
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.Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught – to talk, run, climb, whistle, ride a bicycle – compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.What does the author think is the best way for children to learn things?
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64. Fill in the appropriate word in question 63The UK Government ensures that all schools in the UK(55)_______ certain standards, and this includes independent schools as well as those that are (56)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (57)_______ the quality of the qualifications you will gain is guaranteed.At many independent schools inEngland, you will be encouraged to take part (58)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (59)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (60)_______ .Independent schools do not usually offer vocationally focused qualifications but if you are (61)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.` The (62)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (63)_______ 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 (64)_______ high as £25,000.
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64. Fill in the appropriate word in question 62The UK Government ensures that all schools in the UK(55)_______ certain standards, and this includes independent schools as well as those that are (56)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (57)_______ the quality of the qualifications you will gain is guaranteed.At many independent schools inEngland, you will be encouraged to take part (58)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (59)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (60)_______ .Independent schools do not usually offer vocationally focused qualifications but if you are (61)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.` The (62)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (63)_______ 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 (64)_______ high as £25,000.
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64. Fill in the appropriate word in question 61The UK Government ensures that all schools in the UK(55)_______ certain standards, and this includes independent schools as well as those that are (56)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (57)_______ the quality of the qualifications you will gain is guaranteed.At many independent schools inEngland, you will be encouraged to take part (58)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (59)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (60)_______ .Independent schools do not usually offer vocationally focused qualifications but if you are (61)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.` The (62)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (63)_______ 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 (64)_______ high as £25,000.
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64. Fill in the appropriate word in question 60The UK Government ensures that all schools in the UK(55)_______ certain standards, and this includes independent schools as well as those that are (56)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (57)_______ the quality of the qualifications you will gain is guaranteed.At many independent schools inEngland, you will be encouraged to take part (58)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (59)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (60)_______ .Independent schools do not usually offer vocationally focused qualifications but if you are (61)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.` The (62)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (63)_______ 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 (64)_______ high as £25,000.
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64. Fill in the appropriate word in question 59The UK Government ensures that all schools in the UK(55)_______ certain standards, and this includes independent schools as well as those that are (56)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (57)_______ the quality of the qualifications you will gain is guaranteed.At many independent schools inEngland, you will be encouraged to take part (58)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (59)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (60)_______ .Independent schools do not usually offer vocationally focused qualifications but if you are (61)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.` The (62)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (63)_______ 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 (64)_______ high as £25,000.
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64. Fill in the appropriate word in question 58The UK Government ensures that all schools in the UK(55)_______ certain standards, and this includes independent schools as well as those that are (56)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (57)_______ the quality of the qualifications you will gain is guaranteed.At many independent schools inEngland, you will be encouraged to take part (58)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (59)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (60)_______ .Independent schools do not usually offer vocationally focused qualifications but if you are (61)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.` The (62)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (63)_______ 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 (64)_______ high as £25,000.
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64. Fill in the appropriate word in question 57The UK Government ensures that all schools in the UK(55)_______ certain standards, and this includes independent schools as well as those that are (56)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (57)_______ the quality of the qualifications you will gain is guaranteed.At many independent schools inEngland, you will be encouraged to take part (58)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (59)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (60)_______ .Independent schools do not usually offer vocationally focused qualifications but if you are (61)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.` The (62)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (63)_______ 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 (64)_______ high as £25,000.
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64. Fill in the appropriate word in question 56The UK Government ensures that all schools in the UK(55)_______ certain standards, and this includes independent schools as well as those that are (56)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (57)_______ the quality of the qualifications you will gain is guaranteed.At many independent schools inEngland, you will be encouraged to take part (58)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (59)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (60)_______ .Independent schools do not usually offer vocationally focused qualifications but if you are (61)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.` The (62)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (63)_______ 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 (64)_______ high as £25,000.
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 55 to 64. Fill in the appropriate word in question 55The UK Government ensures that all schools in the UK(55)_______ certain standards, and this includes independent schools as well as those that are (56)_______ by the Government. All qualifications are awarded by national agencies accredited by the Qualification and Curriculum Authority (QCA), (57)_______ the quality of the qualifications you will gain is guaranteed.At many independent schools inEngland, you will be encouraged to take part (58)_______ extracurricular activities to develop your hobbies and learn new skills, and you may be encouraged to take graded music exams (59)_______ by the Associated Board of the Royal Schools of Music. The exam grades gained from these are widely accepted toward university entry (60)_______ .Independent schools do not usually offer vocationally focused qualifications but if you are (61)_______ in these qualifications, you can find out more in the 'career-based and pre-university qualifications' section.` The (62)_______ you pay to attend independent school, include your course fees, accommodation and may include some or all extracurricular activities. Fees (63)_______ 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 (64)_______ high as £25,000.
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 Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.The word cues in the passage 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 Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.Which of the following is NOT supported by the passage?
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 Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.The word elaborate in paragraph 3 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 Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.The word “it” 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 questions Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.The author believes that rote rotation is________.
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 Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.How do theorists believe a person can remember more information in a short time?
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 Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.Why does the author mention a dog's bark?
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 Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.All of the following are mentioned as places in which memories are stored EXCEPT the_______.
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 Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.The word elapses 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 Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory. There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage. When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories. Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.According to the passage, how do memories get transferred to the STM?
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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.The passage probably continues with a discussion of _______.
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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.The word “it” in line 21 refer 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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.According to the passage, why is the Lake Wales Ridge valuable?
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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.The word “insignificant” in line 14 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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.The author suggests that human standards of beauty are _______.
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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.The author mentions the prickly pear (line 11) as an example of ______.
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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.The word “sustain” in line 5 is closets 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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.It can be inferred from the passage that soil composed of silica _________.
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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.The author mentions all of the following as factors that define a place 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. Geographers say that what defines a place are four properties: soil, climate, altitude, and aspect, or attitude to the Sun. Florida’s ancient scrub demonstrates this principle. Its soil is pure silica, so barren it supports only lichens as ground cover. (It does, however, sustain a sand- swimming lizard that cannot live where there is moisture or plant matter the soil.) Its climate, despite more than 50 inches of annual rainfall, is blistering desert plant life it can sustain is only the xerophytic, the quintessentially dry. Its altitude is a mere couple of hundred feet, but it is high ground on a peninsula elsewhere close to sea level, and its drainage is so critical that a difference of inches in elevation can bring major changes in its plant communities. Its aspect is flat, direct, brutal – and subtropical. Florida’s surrounding lushness cannot impinge on its desert scrubbiness. This does not sound like an attractive place. It does not look much like one either; Shrubby little oaks, clumps of scraggly bushes, prickly pear, thorns, and tangles. “It appear Said one early naturalist,” to desire to display the result of the misery through which it has Passed and is passing.” By our narrow standards, scrub is not beautiful; neither does it meet our selfish utilitarian needs. Even the name is an epithet, a synonym for the stunted, the scruffy, the insignificant, what is beautiful about such a place? The most important remaining patches of scrub lie along the Lake Wales Ridge, a chain of paleoislands running for a hundred miles down the center of Florida, in most places less than ten miles wide. It is relict seashore, tossed up millions of years ago when ocean levels were higher and the rest of the peninsula was submerged. That ancient emergence is precisely what makes Lake Wales Ridge so precious: it has remained unsubmerged, its ecosystems essentially undisturbed, since the Miocene era. As a result, it has gathered to itself one of the largest collections of rare organisms in the world. Only about 75 plant species survive there, but at least 30 of these are found nowhere else on Earth.What does the passage mainly discuss?