Listening

PART A
1. [Mahasiswa n profesor ] Mahasiswa konsultasi kalau dia udah selesai baca artikel
chomsky dan mau bikin presentasi tapi sepertinya tidak sempat utk baca artikel lain ,
profesor jawab tidak apa-apa, dari chomsky aja udah cukup. (Cari yang ado tulisan :
Chomsky)

2. [cowok n cewek persiapan party] cowok bilang siapa sih yang kasih ide utk buat
sandwich dengan potongan kecil, kita sudah satu jam bikin ini yapi baru 1 loyang yg
jadi, cewek jawab bukan ide aku pastinya, aku ga tau apa yang dipikir laura sampai
dia punya ide seperti itu. Jawaban : kalau cewek yg buat dia ga bakal buat sandwich n
buat makanan lain (other food)

3. [coffee shop] intinya lagi ada promo gratis refil kopi selama satu jam kalau beli
sandwich, dijawab cowok kalau dia sudah minum kopi sebelumnya, tapi sandwichnya
keliatan enak. Pertanyaan: apa yang dilakukan cowok itu (order sandwich)

4. [cowok nanyain cewek dmn perpus kedokteran] dijawab cewek itu ada di sebrang
health center. Jawaban : perpus di dekat health center (library near health care)

5. [state universitas] aku terkejut liat kau disini, ku pikir kau jadi pindah ke state
university, dijawab cewek: huhhh seandainya aja bisa, aku juga berharap begitu.
Jawabannya : (disappointed university)

6. [pergi ke konser] cewek bilang aku bakal bawa sweather ke konser, cowok bilang aku
liat ramalan cuaca nanti bakal panas. Jawaban: cewek ga usah bawa sweather (leave
the sweater at home)

7. [masalah balikin buku sosiologi] cewek terima kasih ke cowok krn udah dititipin
bukunya ke teman sekamarnya si cewek, cowoknya bilang aku sengaja krn takutnya
ga ketemu sebelum kelas dimulai : (he borrow her book)

8. [kerja di lab] mahasiswa bilang sampai minggu ini its okay, tapi minggu depan harus
skip krn ada ujian, profesor bilang ga papa kapan kamu bisanya aja, jangan lupa
kabari setiap hari senin jdwal kamu ( tell the proff schedule every week)
9. Tentang cowok dateng ke toko yang hampir tutup, dijawab cewek penjaga toko ga
papa, kita perpanjang waktunya (toko buka sedikit lama) store will open a little
longer

10. Cewek bilang ke cowo kalau dia ditelpon oleh janet tentang paper presentation, dia
pengen kamu datang jam tiga, cowok bilang, aku pengennya dateng tpi jam 3 nanti
ada meeting. Jawaban : (professor cant comes janet presentation)

11. [Butuh bantuan] sue, butuh bantuan ga untuk nyiapin peralatan nonton nanti? Cewek
jawab “sudah disiapkan semua oleh profesor tadi siang” all have been prepared by
professor.

12. [balikin buku perpustakaan] cowok bilang”hey, aku mau balikin buku, tapi maaf aku
baru ingat sekarang buat balikin, udah telat banget, maaf yaa” di jawab oleh petugas
perpus “ iya terlambat, berhubung ini pelanggaran pertamamu, jadi kamu ga dikasih
sanksi/denda apa-apa. No fine, don’t need pay / no need to pay the library penalty

13. [tentang cari apartemen murah] cewek bilang aku udah liat koran terus, susah ya
nemu apartemen kampus yang murah, cowok bilang aku pernah loh liat di mading
student center, biasanya disana ditempel apartemen yang tidak terlalu mahal.
Jawaban: ceweknya disuruh liat mading di student center ( look at the wall student
center )

14. [tentang minjam perkakas] cowok nanya ke cewek “ kamu punya kotak perkakas? Boleh
pinjam ga?? Aku mau benerin sesuatu” cewek jawab “okedeh, entar aku antar setelah
makan siang, kalau kamu butuh aku juga bisa banu, hal seperti ini lebih ringan kalau
dikerjakan bersama” Jawaban: cewek bakal bantu si cowok (she help him after lunch)

15. [tentang lukisan terbaru] cowok bilang “ hey, lihat nih, lukisanku yang baru, gimana
menurutmu?” . cewek jawab “ waahhhh ini lebih bagus dari lukisanmu yang sebelumnya,
lukisanmu yang ini bener-bener memperlihatkan bakatmu dalam mengekspresikan
perasaanmu” Jawaban : lukisan ini lenih bagus karena memperlihatkan talent si cowok /
(painting are good because show talent si cowok)

16. [tentang minjam buku intro to economic] cowok bilang “boleh ga aku pinjam buku intro to
economic punyamu, aku tahu semester kemaren kamu ngambil mata kuliah ini kan?”. Cewek
jawab “ boleh, senang hati, aku tahu pasti prof itu udah banyak ngasih tugas kan”
Jawaban : omongan cewek (prof udah kasih bnyk tugas)/ (the woman will lend/borrow a
book )
17. [tentang exhibition photografi/ pameran prof. Jhonson ] mahasiswa bilang “hello prof, tadi
aku lihat foto-foto prof yang ditempel di lobby student hall, prof emang selalu ambil foto
arsitektur ya?”. Prof jawab “ ga itu aja sih, sekarang aku lagi nyiapin exhibition tentang
perjalanan aku ke nevada kemarin” Jawaban : exhibition to Nevada/ Dio memfoto Different
object

18. [ tentang email dan komputer yang rusak] cewek bilang “ hey, inget ga email yang mau
kamu kirim kae aku itu? Kayaknya ga pernah ku terima deh”. Dijawab cowok “ maaf banget
ya, aku lagi ada masalah sama komputerku, lagi ga bisa dipake seharian ini” (he/her
computer is broken all day)

19. [tentang batalnya konser, ifo dari radio] cewek bilang “ hey, tadi aku denger radio, katanya
konser band yang kamu suka lagu-lagunya itu bakal dibatalin”. Cowok jawab “ huhh iya ada
refund sihh, tapi jujur aku kecewa banget” Jawaban : Cari yang ado tulisan “.... take place” /
refund because concert cancelled

20. [ tentang ngasih copy film biar bisa ditonton di tv ] ceweknya bilang “heyy, karena kamu ga
bisa ikutan nonton film di bioskop yang hari ini, nihhh aku kasih copy-an filmnya, supaya
kamu isa nonton di tv, tapi kamu tahu kan pendapatku nonton ilm di tv?” cowok jawab “
hmmm, maksih ya, aku hargain pemberianmu, kalau ada satu hal yang aku pelajarin di
kelasmu bahwa film itu memang seharusnya ditonton di layar”. Jawabannyo : Cari yang ado
tulisan “ movies watched on the big screen”

21. [nonton teater] cowok bilang “gimana tadi teaternya? Keren? Aku denger kamu tadi beli
tiketnya on the spot” cewek bilang “ iya, aku berharapnya masih ada tiket tapi ternyata
sudah habis” Jawaban : cewek tidak berhasil nonton / (woman don’t wacth because ticket
run out)

22. [tentang meja antik] cowok bilang “wiiih, meja ini kelihatan antik, pasti mahal kan” cewek
jawab “tidak mahal sama sekali, aku beli di toko furnitur bekas, harganya hampir seperti ga
ada harga gilssss” Jawaban : barang antiknya sangat murah ( not expansive )

23. [tentang olahraga] cewek bilang “capek nian siang ini gilsss, tadi pagi aku olahraga setelah
beberapa lama ga olahraga”. Cowok bilang “aku ngerti, aku juga capek nian waktu awal-awal
ngegym. ( he also tired from the beginning of the gym )
24. [mark graduation party] cewek bilang “ huhh aku denger pesta kelulusannya mark sangat
seru yaa, aku nyesel ga bisa datang soalnya aku kena flu parah”. Cowok jawab “iya ceu, aku
juga ga dateng soalnya ngaterin adek gue, tenaangg masih ada banyak party di desember
ini” Jawaban : mereka berdua ga ikut party nya si mark ( did not join the party mark )

25. [tentang buku psikologi yang dipinjam si cewek] cowok bilang “hey ceww, ini nah buku
psikologi yang kamu butuh untuk pertemuan nanti”. Cewek jawab “huhhh untunglah,
soalnya buku yang pesen baru minggu depan datengnyaa”
Cowok minjemin buku sosiologi ke cewek / she land sociology book him

26. [carrier fair] cwek “hey, aku akan pergi ke carrier fair nanti siang soalnya mau liat peluang
kerja di industri farmasi, mau ikut ga?”. Cowok jawab “ menarik tuh, aku penasaran kira-kira
ada ga yang bisa ngasih tau tentang karir dalam mengajar”.
Mereka berdua pergi ke carier fair /cari job brg (they both go/went to the carner fair)

27. [laptop baru si cewek] cowok bilang “gilss, keren nian laptopmu cee, pasti banyak fitur yang
canggih kan ?. cewek jawab “ayyy, dak terlalu banyak beguno untuk aku, tapi satu yang aku
seneng, itu jauh lebih cepet dari laptop lamo aku” Jwbn : Cari yang ado tulisan “(the laptop
is faster the old one)”

28. [numpang ngeprint] cewek bilang “jokk, boleh numpang ngeprint bentar dak?” cowok jawab
“ sorry nian ceeuu lagi abis tinta, coba numpang di perpus be, santuyy” (print in the library)

29. [bantui jemput adek si cowok] cowok bilang “cee besok adekku balek dari denver tapi aku
dak pacak jemputnyo di bandara oleh ado kuliah, galak dak dirimu bantui aku?” cewek jawab
“hemmmmmm, cak mano yoo aku full nian besok, dari pagi full kuliah, malemnyo aku
begawe di lab” Apa makna kata2 si cewek? dio dak biso bantu jemput adek si cowok
she cannot help picking up

30. [tentang nyari apartemen bareng utk lisa n temennya] cowok julid nanyo “ heyy ceww, apa
yang terjadi antara kau n lisa?, kemaren aku lihat lisa nyari-nyari apartemen bareng jesica
palmer, ngapolah yo?. Dijawab cewek “aku sama lisa tuh beneran temen deket, cuman
masalah serumah tu agak susah, soalnyo jam kerja kami beda nian, jadi sekarang aku lagi
nyari orang yang semasukan untuk ceka apartemen, ado saran dak?” (find someone to
share an apartement with)
Listening

Part B

[tentang meteor] pembicaraan anatara mahasiswa dan profesor astronomi. Mahasiswa bilang “prof,
boleh ga liatin batu yang baru aku temuin, aku curiga ini batu meteorit”. Prof jawab “ sebentar aku
liat, .... hmmm ini emang sih batunya besar n kehitaman. Mahasiswa nyaut “ naaaah iya akan prof,
bener kan meteorit emnag gitu kan besar n kehitaman, berat juga ya prof keliatannya”. Prof jawab
“hmm ada perbedaan meteor n meteorit. Meteorit itu meteor yang udah sampe ke bumi, jadi waktu
meteor itu kena atmosfir dia bakal terkikis n terbakar. Jadi kebentuk crust kehitama yang disebut
fusion crust, nah tentang berat tadi, aku rasa ini emang berat tapi ga sepadat itu. Tapi satu hal yang
aku yakin ini bukan meteorit itu ada banyak lubang-lubang kecil di permukaan batu ini yang disebut
vesikel yang terbentuk dari bekas dari lava yang mendingin, jadi kemungkinan ini batu vulkanik.”.
mahasiswanya malu “maaf prof, malu saya karena salah”. Prof jawab “ ayyyy.. jangan maluu, banyak
kok yang ngira batu itu batu meteorit, bahkan ada pameran di city hall yang berjudul “meteorite atau
meteoright?” disana dipamerkan batu terestial/lokal yang disangka batu meteorit. Kamu harus liatt!!

31. Paling banyak ngomongin apa? Batu yang ditemukan oleh mahasiswa

32. Dari apa vesikel itu terbentuk? Lava

33. Apa yang disarani profesor? Lihat pameran di city hall tentang batu meteorit n terestial. Cari yang
ado tulisan “... museum”

Manajemen Bisnis

Percakapan dosen n mahasiswa mata kuliah manajemen bisnis

Hello prof, kami baca artikel menarik tentang kenyataan bahwa nilai semasa kuliah itu ga berkorelasi
dengan kesuksesan memimpin dalam dunia bisnis, giaman tuh prof?. Prof jawab “ada benernya juga
sih karena: Selama kuliah mahasiswa kan diajarkan tentang teknik problem solving, tapi problem nya
kan dibuat dosen, dan mahasiswa hanya pecahin masalahnya secara pasif. Kepasifan itu lah yang
membuat sulit untuk mengidentifikasi masalah, sebenatnya di dunia nyata yang paling penting adalah
dapat mengidentifikasi masalah yang sedang berkembang, seblum ia jadi masalah besar dan akan
lebih sulit lagi dipecahkan. Cara mengidentifikasi inilah yang tidak diajarkan di bangku kuliah, dan
hanya bisa didapt di dunia kerja.

Cewek bilang “ naah, pemimpin yang baik itu harus bisa motivate orang lain ya kan prof?

Prof jawab “ ya itu bener, satu lagi ya nak, seorang good manager itu harus bisa memimpin dengan
gayanya sendiri karena kalo terpaku dengan gaya memimpin orang lain atau dari buku, itu akan
terkesan tidak natural, yang penting adalah memilik gaya memipin yang sesuai dengan personalitynya
sendiri.

34. Jawaban: ga selamanya nilai yang tinggi selama menjadi mahasiswa itu berhubungan dengan
kesuksesan di dunia kerja. grades

35. Jawaban : motivate other people

36. Jawaban “based on characteristic”/ personality

PART C

37-41 (penyimpanan kertas bersejarah- pembicaraan di kelas sejarah)

37. Jawaban : melestarikan/ preservation old artifak

38. Tentang newspaper, . apa yang diomongin profesor : cari yang ada kata-kata acidic(kertasnya ga
tahan lama)

39. Jawaban : karena acid dari container itu bisa merembes ke kertas didalamnya dan bisa merusak→
migrate ke kertas atau kertas itu masih bisa menyerap asam

40. Jawaban : masalah pencahayaan “sensor motion otomatis” ultraviolet

→protect sinar uv dengan mengcover jendelanya

→menghindari pencahayaan yang ga dibutuhkan utk mendeteksi pergerakan orang

41. Masalah fotokopian. Jawabannya : kertas itu rapuh dan sangat tua dan langka, yang kebanyakan
dilihat adalah kertas hasil fotokopi

42-46 (kelas social studies)

42. Jawaban : old and modern technology

43. Apa mksd dari it’s only half true ? bahwa teknologi yang dipake saat ini ga semodern yang kita
kira, karena masih ada menggunakan cara lama (think)

44. Jawaban : seatting arrangement/ distribution

45. Apa persamaan dari stadium moderm dan colosseum? Sama-sama punya atap yang bisa dibuka
tutup → retractable awning

46. Mengapa pada colosseum digunakan tenaga manusia untuk membuka kanopi? Cari yang ado
tulisan : No electicity, Technology belum ditemukan

47-50 (tentang semut)

47. Jawaban : role of sound

48. Apa yang awalnya dikira oleh scientist tentang chirping sound? Jawaban : itu hanya digunakan
untuk mengalihkan perhatian predator/ perlindungan diri alarm signal

49. Apa yang dilakukan oleh semut-semut pekerja ketika diputarkan suara dari speaker bunyi khas
dari queen ant? Jawaban : gather around it

50. Apa cara yang dilakukan oleh salah satu caterpillar untuk mengelabui semut? Jawaban : imitating
the
Reading

*Planet Jupiter
Europa is the smallest of planet Jupiter’s four largest moons and the second
moon
out from Jupiter. Until 1979, it was just another astronomy textbook statistic.
Then
came the close-up images obtained by the exploratory spacecraft Voyager 2,
and within
Line days, Europa was transformed-in our perception, at least-into one of the solar
system’s
(5) most intriguing worlds. The biggest initial surprise was the almost total lack of
detail,
especially from far away. Even at close range, the only visible features are thin,
kinked
brown lines resembling cracks in an eggshell. And this analogy is not far off the
mark.

The surface of Europa is almost pure water ice, but a nearly complete
absence of
craters indicates that Europa’s surface ice resembles Earth’s Antarctic ice cap.
The
(10) eggshell analogy may be quite accurate since the ice could be as little as a few
kilometers
thick –a true shell around what is likely a subsurface liquid ocean that , in turn,
encases
a rocky core. The interior of Europa has been kept warm over the eons by tidal
forces
generated by the varying gravitational tugs of the other big moons as they wheel
around
Jupiter. The tides on Europa pull and relax in an endless cycle. The resulting
internal heat
(15) keeps what would otherwise be ice melted almost to the surface. The cracklike
marks on
Europa’s icy face appear to be fractures where water or slush oozes from below.

Soon after Voyager 2’s encounter with Jupiter in 1979, when the best
images of
Europa were obtained, researchers advanced the startling idea that Europa’s
subsurface
ocean might harbor life. Life processes could have begun when Jupiter was
releasing a
(20) vast store of internal heat. Jupiter’s early heat was produced by the compression
of the
 material forming the giant planet. Just as the Sun is far less radiant today than
the primal
Sun, so the internal heat generated by Jupiter is minor compared to its former
intensity.
During this warm phase, some 4.6 billion years ago, Europa’s ocean may have
been liquid
right to the surface, making it a crucible for life.

1. What does the passage mainly discuss?

(A) The effect of the tides on Europa’s interior
(B) Temperature variations on Jupiter’s moons
(C) Discoveries leading to a theory about one of Jupiter’s moons
(D) Techniques used by Voyager 2 to obtain close-up images.

2. The word “intriguing” in line 5 is closest in meaning to

(A) changing
(B) perfect
(C) visible
(D) fascinating

3. In line 7, the another mentions “cracks in an eggshell” in order to help readers

(A) visualize Europa as scientists saw it in the Voyager 2 images
(B) appreciate the extensive and detailed information available by viewing Europa from
far away
(C) understand the relationship of Europa to the solar system
(D) recognize the similarity of Europa to Jupiter’s other moons

4. It can be inferred from the passage that astronomy textbooks prior to 1979
(A) provided many contradictory statistics about Europa
(B) considered Europa the most important of Jupiter’s moons
(C) did not emphasize Europa because little information of interest was available
(D) did nor mention Europa because it had not yet been discovered

5. What does the author mean by stating in line 7 that “this analogy is not far off
the mark”?
(A) The definition is not precise.
(B) The discussion lacks necessary information.
(C) The differences are probably significant.
(D) The comparison is quite appropriate

6. IT can be inferred from the passage that Europa and Antarctica have in
common which of the following?
(A) Both appear to have a surface with many craters.
(B) Both may have water beneath a thin, hard surface.
 (C) Both have an ice can that is melting rapidly.
(D) Both have areas encased by a rocky exterior.

7. The word “endless” in line 14 is closest in meaning to

(A) new
(B) final
(C) temporary
(D) continuous

8. According to the passage, what is the effect of Jupiter’s other large moons on
Europa?
(A) They prevent Europa’s subsurface waters from freezing.
(B) They prevent tides that could damage Europa’s surface.
(C) They produce the very hard layer of ice that characterizes Europa.
(D) They assure that the gravitational pull on Europa is maintained at a steady level.

9. According to the passage, what is believed to cause the thin lines seen on
Europa’s surface?
(A) A long period of extremely high tides
(B) Water breaking through from beneath the surface ice
(C) The continuous pressure of slush on top of the ice
(D) Heat generated by the hot rocky core

Archaelogical ( pot )

Archaeological literature is rich in descriptions of pot

making. Unlike modern industrial potters, prehistoric artisans
created each of their pieces individually, using the simplest
technology but demonstrating remarkable skill in making and
adorning their vessels.

Line The clay used in prehistoric pot making was invariably selected with the
utmost care:
(5) often it was traded over considerable distances. The
consistency of the clay was crucial: it was pounded
meticulously and mixed with water to make it entirely even
in texture. By careful kneading, the potter removed the air
bubbles and made the clay as plastic as possible, allowing it
to be molded into shape as the pot was built up, When a pot
is fired.
It loses its water and can crack, so the potter added a temper to the clay, a
substance that
(10) helped reduce shrinkage and cracking.
 Since surface finishes provided a pleasing appearance and
also improved the durability in day-to-day use, the potter
smoothed the exterior surface of the pot with wet hands. Often
a wet clay solution, known as a slip, was applied to the
smooth surface. Brightly colored slips were often used and
formed painted decorations on the vessel. In later times.
glazes
(15) came into use in some areas. A glaze is a form of
slip that turns to a glasslike finish during high-temperature
firing. When a slip was not applied, the vessel was allowed
to dry slowly until the external surface was almost like
leather in texture. It was then rubbed with a round stone or
similar object to give it a shiny, hard surface. Some pots
were adorned with incised or stamped decorations.

(20) Most early pottery was then fired over open hearths. The
vessels were covered with fast-burning wood; as it burned, the
ashes would all around the pots and bake them evenly over a few
hours. Far higher temperatures were attained in special ovens,
known as kilns, which would not only bake the clay and remove
its plasticity, but also dissolve carbons and iron compounds. Kilns
were also used for glazing, when two firings were needed, Once
fired, the pots were allowed to cool slowly, and small cracks were
repaired before they were ready for use.

1. What does the passage mainly discuss?

(A) Why archaeologists study prehistoric pot making
(B)How early pottery was made and decorated
(C)The development of kilns used by early potters
(D)The variety of decorations on Prehistoric pottery

2. The word “ meticulously” in line 6 is closest in meaning to..

A. Heavily
B. initially
C. carefully
D. completely
3. Which of the following was a process used by prehistoric potters to improve
the texture of the clay?
A. Adding temper
B. Removing the water
C. Beating on the clay
C. Mixing the clay with plastic substances

4. The word “durability” in line 11 is closest in meaning to..

(A) Quality
(B) endurance
(C) adaptability
(D) applicability

5. Prehistoric potters applied slips and glazes to their vessels in order to do

which of the following?
A. Improve the appearance of the vessels
B. prevent the vessels from leaking
C. Help the vessels a leather like quality
D. Give the vessels a leather like quality

6. Which of the following was a method used by some potters to give vessels a
glossy finish?
A. Smoothing them with wet hands
B. Mixing the clay with colored solutions
C. Baking them at a very high temperature
D. Rubbing them with a smooth hard object

7. The word “incised” in line 19 is closest in meaning to

(A)Designed (B) carved (C) detailed (D) painted

8. The word “they” in ling 26 refers to

(A) Kilns
(B) firings
(C) pots
(D) cracks
9. According to the passage, the advantage of kilns over open fires was that the
kilns
A. required less wood for burning
B. reached higher temperatures
C. kept ashes away from the pots
D. baked vessels without cracking them

10. Look at the terms “temper” (line 9), “glazes” (line 14), “kilns” (line 23),
and “compounds” (line 24). Which of these terms is NOT defined in the
passage?
(A)Temper (B) glazes (C) kilns (D) compounds

11. The passage mentions that when pottery is fired under burning wood ,the
ashes help
A. prevent the clay from cracking
B. produce a more consistently baked pot
C. attain a very high temperature
D. give the vessel a glasslike finish
Paleoanthropological

One area of paleoanthropological study involves the eating and

dietary habits of hominids, erect bipedal primates—including early
humans. It is clear that at some stage of history, humans began
to carry their food to central places, called home bases, where it
Line was shared and consumed with the young and other adults. The use of home bases
is a
(5) fundamental component of human social behavior; the common meal
served at a common hearth is a powerful symbol, a mark of social unity.
Home base behavior does not occur among nonhuman primates and is
rare among mammals. It is unclear when humans began to use home
bases, what kind of communications and social relations were involved,
and what the ecological and food-choice contexts of the shift were. Work
on early tools,
(10) surveys of paleoanthropological sites, development and testing of broad
ecological
theories, and advances in comparative primatology are contributing to
knowledge about this central chapter in human prehistory.

One innovative approach to these issues involves studying damage and

wear on stone tools.
Researchers make tools that replicate excavated specimens as closely as possible
(15) and then try to use them as the originals might have been used, in
woodcutting, hunting, or cultivation. Depending on how the tool is used,
characteristic chippage patterns and microscopically distinguishable
polishes develop near the edges. The first application of this method of
analysis to stone tools that are 1.5 million to 2 million years old indicates
that, from the start, an important function of early stone tools was to
extract highly
(20) nutritious food—meat and marrow-from large animal carcasses. Fossil
bones with cut marks caused by stone tools have been discovered lying in
the same 2-million-year-old layers that yielded the oldest such tools and
the oldest hominid specimens (including humans) with larger than ape-
sized brains. This discovery increases scientists' certainty about when
human ancestors began to eat more meat than present-day nonhuman
(25) primates. But several questions remain unanswered: how frequently
meat eating occurred; what the social implications of meat eating were;
and whether the increased use of meat coincides with the beginnings of
the use of home bases.
1. The passage mainly discusses which of the following aspects of hominid
behavior?
A. Changes in eating and dietary practices
B. The creation of stone hunting tools
C. Social interactions at home bases
D. Methods of extracting nutritious food from carcasses

2. According to the passage, bringing a meal to a location to be shared by

many individuals is
A. an activity typical of nonhuman primates
B. a common practice among animals that eat meat
C. an indication of social unity.
D. a behavior that encourages better dietary habits

3. The word "consumed" in line 4 is closest in meaning to

A. prepared
B. stored
C. distributed
D. eaten

4. According to paragraph 2, researchers make copies of old stone tools in

order to
A. protect the old tools from being worn out
B. display examples of the old tools in museums
C. test theories about how old tools were used
D. learn how to improve the design of modern tools

5. In paragraph 2, the author mentions all of the following as examples

of ways in which early stone tools were used EXCEPT to..
A. build home bases
B. obtain food
C. make weapons
D. shape wood

6. he word "innovative" in line 13 is closest in meaning to

A. good
B. new
C. simple
D. costly
 7. The word "them" in line 15 refers to
A. issues
B. researchers
C. tools
D. specimens

8. The author mentions "characteristic chippage patterns" in line 16 as an

example of
A. decorations cut into wooden objects
B. differences among tools made of various substances
C. impressions left on prehistoric animal bones
D. indications of wear on stone tools

9. The word "extract" in line 19 is closest in meaning to..

A. identify
B. remove
C. destroy
D. compare

10. The word "whether" in line 26 is closest in meaning to

A. If
B. how
C. why
D. when
North America ( cooking / Oven )
In seventeenth-century colonial North America, all day-to-day cooking was done in
the fireplace. Generally large, fireplaces were planned for cooking as well as
for warmth. Those in the Northeast were usually four or five feet high, and in
the South, they were

Line often high enough for a person to walk into. A heavy timber called the mantel
tree was

(5) used as a lintel to support the stonework above the fireplace opening. This
timber might be scorched occasionally, but it was far enough in front of the
rising column of heat to be safe from catching fire.

Two ledges were built across from each other on the inside of the chimney. On these
rested the ends of a "lug pole" from which pots were suspended when cooking.
Wood

(10) from a freshly cut tree was used for the lug pole, so it would resist heat, but it
had to be replaced frequently because it dried out and charred, and was thus
weakened. Sometimes the pole broke and the dinner fell into the fire. When
iron became easier to obtain, it was used instead of wood for lug poles, and
later fireplaces had pivoting metal rods to hang pots from.

Beside the fireplace and built as part of it was the oven. It was made like a small,

(15) secondary fireplace with a flue leading into the main chimney to draw out
smoke. Sometimes the door of the oven faced the room, but most ovens were
built with the opening facing into the fireplace. On baking days (usually once
or twice a week) a roaring fire of "oven wood," consisting of brown maple
sticks, was maintained in the oven until its walls were extremely hot. The
embers were later removed, bread dough was put into the oven, and the oven
was sealed shut until the bread was fully baked.

Not all baking was done in a big oven, however. Also used was an iron "bake
kettle," which looked like a stewpot on legs and which had an iron lid. This is
said to have worked well when it was placed in the fireplace, surrounded by
glowing wood embers, with more embers piled on its lid.
1. Which of the following aspects of domestic life in colonial North
America does the passage mainly discuss?
A. Methods of baking bread
B. Fireplace cooking
C. The use of iron kettles in a typical kitchen
D. The types of wood used in preparing meals

2. The author mentions the fireplaces built in the South to illustrate

(A) how the materials used were similar to the materials used in northeastern
fireplaces
(B) that they served diverse functions
(C) that they were usually larger than northeastern fireplaces
(D) how they were safer than northeastern fireplaces

3. The word "scorched" in line 6 is closest in meaning to

(A) burned (B) cut (C) enlarged (D) bent

4. The word "it" in line 6 refers to

(A) the stonework
(B) the fireplace opening
(C) the mantel tree
(D) the rising column of heat

5. According to the passage, how was food usually cooked in a pot in the
seventeenth century?
(A) By placing the pot directly into the fire
(B) By putting the pot in the oven
(C) By filling the pot with hot water
(D) By hanging the pot on a pole over the fire

6. The word "obtain" in line 12 is closest in meaning to

(A) maintain (B) reinforce (C) manufacture (D) acquire

7. Which of the following is mentioned in paragraph 2 as a disadvantage of using

a wooden lug pole?
(A) It was made of wood not readily available.
(B) It was difficult to move or rotate.
(C) It occasionally broke.
(D) It became too hot to touch.
 8. It can be inferred from paragraph 3 that, compared to other firewood, "oven
wood" produced
(A) less smoke (B) more heat (C) fewer embers (D) lower flames

9. According to paragraph 3, all of the following were true of a colonial oven EXCEPT:
(A) It was used to heat the kitchen every day.
(B) It was built as part of the main fireplace.
(C) The smoke it generated went out through the main chimney.
(D) It was heated with maple sticks.

10. According to the passage, which of the following was an advantage of a "bake
kettle"?
(A) It did not take up a lot of space in the fireplace.
(B) It did not need to be tightly closed.
(C) It could be used in addition to or instead of the oven.
(D) It could be used to cook several foods at one time.

United States ( Ubranization )

Matching the influx of foreign immigrants into the larger cities of the United States
during the late nineteenth century was a domestic migration, from town and farm
to city, within the United States. The country had been overwhelmingly rural at the

Line beginning of the century, with less than 5 percent of Americans living in large
towns

(5) or cities. The proportion of urban population began to grow remarkably after 1840,
increasing from 11 percent that year to 28 percent by 1880 and to 46 percent by
1900. A country with only 6 cities boasting a population of more than 8,000 in
1800 had become one with 545 such cities in 1900. of these, 26 had a population of
more than 100,000 including 3 that held more than a million people. Much of the
migration

(10) producing an urban society came from smaller towns within the United States, but
the combination of new immigrants and old American "settlers" on America's
"urban frontier" in the late nineteenth century proved extraordinary.

The growth of cities and the process of industrialization fed on each other. The
agricultural revolution stimulated many in the countryside to seek a new life in the
city

(15) and made it possible for fewer farmers to feed the large concentrations of people
needed to provide a workforce for growing numbers of factories. Cities also
provided ready and convenient markets for the products of industry, and huge
contracts in transportation and construction-as well as the expanded market in
 consumer goods-allowed continued growth of the urban sector of the overall
economy of the

(20) Untied States.Technological developments further stimulated the process of

urbanization. One example is the Bessemer converter (an industrial process for
manufacturing steel), which provided steel girders for the construction of
skyscrapers. The refining of crude oil into kerosene, and later the development of
electric lighting as well as of the

(25) telephone, brought additional comforts to urban areas that were unavailable to rural
Americans and helped attract many of them from the farms into the cities. In every
era the lure of the city included a major psychological element for country people;
the bustle and social interaction of urban life seemed particularly intriguing to
those raised in rural isolation.

1. What aspects of the United States in the nineteenth century does the passage mainly
discuss?

(A) Technological developments

(B) The impact of foreign immigrants on cities

(C) Standards of living

(D) The relationship between industrialization and urbanization

2. The word "influx" in line 1 is closest in meaning to..

(A) working (B) processing (C) arrival (D) attraction

3. The paragraph preceding the passage most probably discuss

(A) foreign immigration

(B) rural life

(C) the agricultural revolution

(D) famous cities of the twentieth century

4. What proportion of population of the United States was urban in 1900?

(A) Five percent

(B) Eleven percent

(C) Twenty-eight percent

(D) Forty-six percent

5. The word "extraordinary" in line 12 is closet in meaning to..

(A) expensive (B) exceptional (C) supreme (D) necessary

6. The phrase "each other" in line 13 refers to..

(A) foreign immigrants and domestic migrants

(B) farms and small towns

(C) growth of cities and industrialization

(D) industry and transportation

7. The word "stimulated" in line 14 is closest in meaning to..

(A) forced (B) prepared (C) limited (D)motivated

8. hy does the author mention "electric lighting" and "the telephone" in lines 24-25?

(A) They contributed to the agricultural revolution

(B) They are examples of the conveniences of city life

(C) They were developed by the same individual.

(D) They were products of the Bessemer converter.

9. The word "them" in line 26 refers to

 (A) urban areas (B) rural Americans (C) farms (D) cities

10.The word "era" in line 26 is closest in meaning to

(A) period of time (B) location (C) action (D) unique situation

11.The word "intriguing" in line 28 is closest in meaning to

(A) profitable (B) attractive (C) comfortable (D) challenging

Glass
Glass is a remarkable substance made from the simplest raw materials. It can be colored
or colorless, monochrome or polychrome, transparent, translucent, or opaque. It is
lightweight impermeable to liquids, readily cleaned and reused, durable yet

Line fragile, and often very beautiful Glass can be decorated in multiple ways and its

(5) optical properties are exceptional. In all its myriad forms - as table ware,
containers, in architecture and design - glass represents a major achievement in the
history of technological developments.Since the Bronze Age about 3,000 B.C.,
glass lias been used for making various kinds of objects. It was first made from a
mixture of silica, line and an alkali such as

(10) soda or potash, and these remained the basic ingredients of glass until the
development of lead glass in the seventeenth century. When heated, the mixture
becomes soft and malleable and can be formed by various techniques into a vast
array of shapes and sizes. The homogeneous mass thus formed by melting then
cools to create glass, but in contrast to most materials formed in this way (metals,
for instance), glass lacks the

(15) crystalline structure normally associated with solids, and instead retains the random
molecular structure of a liquid. In effect, as molten glass cools, it progressively
stiffens until rigid, but does so without setting up a network of interlocking crystals
customarily associated with that process. This is why glass shatters so easily
whendealt a blow. Why glass deteriorates over time, especially when exposed to
moisture,
 (20) and why glassware must be slowly reheated and uniformly cooled after
manufacture to release internal stresses induced by uneven cooling.Another
unusual feature of glass is the manner in which its viscosity changes as it turns
from a cold substance into a hot, ductile liquid. Unlike metals that flow or"freeze"
at specific temperatures glass progressively softens as the temperature rises,

(25) going through varying stages of malleability until it flows like a thick syrup. Each
stage of malleability allows the glass to be manipulated into various forms, by
different techniques, and if suddenly cooled the object retains the shape achieved at
that point. Glass is thus amenable to a greater number of heat-forming techniques
than most other materials.

1. Why does the author list the characteristics of glass in lines 1-5?

(A) To demonstrate how glass evolved

(B) To show the versatility of glass

(C) To explain glassmaking technology

(D) To explain the purpose of each component of glass

2. The word "durable"' in line 3 is closest in meaning to

(A) lasting

(B) delicate

(C) heavy

(D) Plain

3. What does the author imply about the raw materials used to make glass?
 (A) They were the same for centuries.

(B) They are liquid

(C) They are transparent

(D) They are very heavy.

4. According to the passage, how is glass that has cooled and become rigid different
from most other rigid substances?

(A) It has an interlocking crystal network.

(B) It has an unusually low melting temperature.

(C) It has varying physical properties.

(D) It has a random molecular structure.

5. The word "customarily" in line 17 is closest in meaning to

(A) naturally (B) necessarily (C) usually (D) certainly

6. The words "exposed to" in line 19 are closest in meaning to

(A) hardened by

(B) chilled with

(C) subjected to

(D) deprived of

7. What must be done to release the internal stresses that build up in glass products
during manufacture?
 (A) the glass must be reheated and evenly cooled.

(B) the glass must be cooled quickly.

(C) The glass must be kept moist until cooled.

(D) The glass must be shaped to its desired form immediately

8. The word "induced" in line 21 is closest in meaning to

(A) joined (B) missed (C) caused (D) lost

9. The word "it" in line 22 refers to

(A) feature (B) glass (C) manner (D) viscosity

10.According to the passage, why can glass be more easily shaped into specific forms
than can metals

(A) It resists breaking when heated

(B) It has better optical properties.

(C) It retains heat while its viscosity changes.

(D) It gradually becomes softer as its temperature rises.

Antibiotics & Immune System

The livelihood of each species in the vast and intricate assemblage of living
thingsdepends on the existences of other organisms. This interdependence is
sometimes subtle, sometimes obvious. Perhaps the most straight forward
dependence of one

Line species on another occurs with parasites, organisms that live on or in other living
things

(5) and derive nutrients directly from them. The parasitic way of life is widespread. A
multitude of microorganisms( including viruses and bacteria) and an army of
invertebrates - or creatures lacking a spinal column (including crustaceans, insects,
and many different types of worms ) -make their livings directly at the expense of
other creatures. In the face of this onslaught, living things have evolved a variety of

(10) defense mechanisms for protecting their bodies from invasion by other organisms.
Certain fungi and even some kinds of bacteria secrete substances known as
antibiotics into their external environment. These substances are capable of killing
or inhibiting the growth of various kinds of bacteria that also occupy the area,
thereby eliminating or reducing the competition for nutrients. The same principle is
used in

(15) defense against invaders in other groups of organisms. For example, when attacked
by disease-causing fungi or bacteria, many kinds of plants produce chemicals that
help to ward off the invaders. Members of the animal kingdom have developed a
variety of defense mechanisms for dealing with parasites. Although these
mechanisms vary considerably, all major

(20) groups of animals are capable of detecting and reacting to the presence of "foreign"
cells. In fact, throughout the animal kingdom, from sponges to certain types of
worms, shellfish, and all vertebrates (creatures possessing a spinal column), there
is evidence that transplants of cells or fragments of tissues into an animal are
accepted only if they come from genetically compatible or closely related
individuals.
 (25) The ability to distinguish between "self" and "nonself", while present in all
animals, is most efficient among vertebrates, which have developed an immune
system as their defense mechanism. The immune system recognizes and takes
action against foreign invaders and transplanted tissues that are treated as foreign
cells.

1. What does the passage mainly discuss?

(A) how parasites reproduce

(B) how organisms react to invaders

(C) how antibiotics work to cure disease

(D) how the immune systems of vertebrates developed

2. The word "intricate" in line 1 is closest in meaning to

(A) difficult (B) widespread (C) critical (D) complex

3. The expression "an army" in line 6 is closest in meaning to

(A) an illness (B) an attack (C) a large number (D) a distinct type

4. According to the passage, some organisms produce antibiotics in order to

(A) prevent disease in humans (B) aid digestion

(C) fight off other organisms (D) create new types of nutrients

5. The word "vary" in line 19 is closest in meaning to

(A) differ (B) endure (C) balance (D) contribute

6. The word "they" in line 23 refers to

(A) sponges, worms and shellfish

(B) vertebrates

(C) individuals

(D) transplants

7. According to the passage, a transplant of tissue between genetically incompatible

organisms will result in the transplanted tissue

(A) becoming a parasite

(B) being treated as an invader

(C) altering its genetic makeup

(D) developing a new immune system

8. According to the passage, the ability to distinguish between "self" and "nonself"
enables vertebrates to

(A) accept transplanted cells

(B) detect and react to invasion

(C) weaken their immune system

(D) get rid of antibiotics

 9. All of the following ate defined in the passage EXCEPT

(A) parasites(line 4)

(B) invertebrates(line7)

(C) nutrients (line14)

(D) vertebrates(line 22)

10.The paragraph following the passage most probably discusses

(A) how the immune system in vertebrates fights off foreign cells

(B) different types of bacteria and lung

(C) how vertebrates and invertebrates differ

(D) examples of different groups of organisms

Semut ( ant )
Many ants forage across the countryside in large numbers and undertake mass
migrations; these activities proceed because one ant lays a trail on the ground for the others to
follow. As a worker ant returns home after finding a source of food, it marks the route by
intermittently touching its stinger to the ground and depositing a tiny amount of trail
pheromone—a mixture of chemicals that delivers diverse messages as the context changes.
These trails incorporate no directional information and may be followed by other ants in
either direction.

Unlike some other messages, such as the one arising from a dead ant, a food trail has
to be kept secret from members of other species. It is not surprising then that ant species use a
wide variety of compounds as trail pheromones. Ants can be extremely sensitive to these
signals. Investigators working with the trail pheromone of the leafcutter ant Atta texana
calculated that one milligram of this substance would suffice to lead a column of ants three
times around Earth.

The vapor of the evaporating pheromone over the trail guides an ant along the way,
and the ant detects this signal with receptors in its antennae. A trail pheromone will evaporate
to furnish the highest concentration of vapor right over the trail, in what is called a vapor
space. In following the trail, the ant moves to the right and left, oscillating from side to side
across the line of the trail itself, bringing first one and then the other antenna into the vapor
space. As the ant moves to the right, its left antenna arrives in the vapor space. The signal it
receives causes it to swing to the left, and the ant then pursues this new course until its right
antenna reaches the vapor space. It then swings back to the right, and so weaves back and
forth down the trail.

1. What does the passage mainly discuss?

(A) The mass migration of ants

(B) How ants mark and follow a chemical trail

(C) Different species of ants around the world

(D) The information contained in pheromones

2. The word “forage” in line 1 is closest in meaning to

(A) look up

(B) walk toward

(C) revolve around

(D) search for food

3. The word “intermittently” in live 4 is closest in meaning to

(A) periodically

(B) incorrectly

(C) rapidly

(D) roughly

4. The phrase “the one” in line 8 refers to a single

(A) message

(B) dead ant

(C) food trail

(D) species
5. According to the passage, why do ants use different compounds as trail pheromones?

(A) To reduce their sensitivity to some chemicals

(B) To attract different types of ants

(C) To protect their trail from other species

(D) To indicate how far away the food is

6. The author mentions the trail pheromone of the leafcutter ant in line 11 to point out

(A) how little pheromone is needed to mark a trail

(B) the different types of pheromones ants can produce

(C) a type of ant that is common in many parts of the world

(D) that certain ants can produce up to one milligram of pheromone

7. According to the passage, how are ants guided by trail pheromones?

(A) They concentrate on the smell of food.

(B) They follow an ant who is familiar with the trail

(C) They avoid the vapor spaces by moving in a straight line.

(D) They sense the vapor through their antennae.

8. The word “furnish” in line 16 is closest in meaning to

(A) include

(B) provide

(C) cover

(D) select
9. The word “oscillating “ in line 17 is closest in meaning to

(A) falling

(B) depositing

(C) swinging

(D) starting

10.According to the passage, the highest amount of pheromone vapor is found

(A) in the receptors of the ants

(B) just above the trail

(C) in the source of food

(D) under the soil along the trail

Death Valley
In Death Valley, California, one of the hottest, most arid places in North America,
there is much salt, and salt can damage rocks impressively. Inhabitants of areas
elsewhere, where streets and highways are salted to control ice, are familiar with the
resulting rust and deterioration on cars. That attests to the chemically corrosive nature
of salt, but it isnot
(5) the way salt destroys rocks. Salt breaks rocks apart principally by a process called
crystal prying and wedging. This happens not by soaking the rocks in salt water, but by
moistening their bottoms with salt water. Such conditions exist in many areas along the
eastern edge of central Death Valley. There, salty water rises from the groundwater
table by capillary action through tiny spaces in sediment until it reaches the surface.

(10) Most stones have capillary passages that suck salt water from the wet
ground. Death Valley provides an ultra-dry atmosphere and high daily temperatures,
which promote evaporation and the formation of salt crystals along the cracks or other
openings within stones. These crystals grow as long as salt water is available. Like tree
roots breaking up a sidewalk, the growing crystals exert pressure on the rock and
eventually pry the rock apart
 (15) along planes of weakness, such as banding in metamorphic rocks, bedding in
sedimentary rocks, or preexisting or incipient fractions, and along boundaries between
individual mineral crystals or grains. Besides crystal growth, the expansion of halite
crystals (the same as everyday table salt) by heating and of sulfates and similar salts by
hydration can contribute additional stresses. A rock durable enough to have withstood
natural conditions

(20) for a very long time in other areas could probably be shattered into small
pieces by salt weathering within a few generations. The dominant salt in Death Valley
is halite, or sodium chloride, but other salts, mostly carbonates and sulfates, also cause
prying and wedging, as does ordinary ice. Weathering by a variety of salts, though
often subtle, is a worldwide phenomenon. Not restricted to

(25) arid regions, intense salt weathering occurs mostly in salt-rich places like the
seashore, near the large saline lakes in the Dry Valleys of Antarctica, and in desert
sections of Australia, New Zealand, and central Asia.

1. What is the passage mainly about?

(A) The destructive effects of salt on rocks.

(B) The impressive salt rocks in Death Valley.

(C) The amount of salt produced in Death Valley.

(D) The damaging effects of salt on roads and highways.

2. The word "it" in line 9 refers to

(A) salty water (B) groundwater table (C) capillary action (D) sediment

3. The word "exert" in line 14 is closest in meaning to

(A) put

(B) reduce

(C) replace

(D) control
4. In lines 13-17, why does the author compare tree roots with growing salt crystals?

(A) They both force hard surfaces to crack.

(B) They both grow as long as water is available.

(C) They both react quickly to a rise in temperature.

(D) They both cause salty water to rise from the groundwater table.

5. In lines 17-18, the author mentions the "expansion of halite crystals...by heating and
of sulfates and similar salts by hydration" in order to

(A) present an alternative theory about crystal growth

(B) explain how some rocks are not affected by salt

(C) simplify the explanation of crystal prying and wedging

(D) introduce additional means by which crystals destroy rocks

6. The word "durable" in line 19 is closest in meaning to

(A) large (B) strong (C) flexible (D) pressured

7. The word "shattered" in line 20 is closest in meaning to

(A) arranged (B) dissolved

(C) broken apart (D) gathered together

8. The word "dominant" in line 22 is closest in meaning to

(A) most recent (B) most common

(C) least available (D) least damaging

9. According to the passage, which of the following is true about the effects of salts on
rocks?

(A) Only two types of salts cause prying and wedging.

(B) Salts usually cause damage only in combination with ice.

(C) A variety of salts in all kinds of environments can cause weathering.

(D) Salt damage at the seashore is more severe than salt damage in Death Valley.

10.Which of the following can be inferred from the passage about rocks that are found
in areas where ice is common?

(A) They are protected from weathering.

(B) They do not allow capillary action of water.

(C) They show similar kinds of damage as rocks in Death Valley.

(D) They contain more carbonates than sulfates.