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* Vocabulary Preview
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xuat hi¢n trong cac hili doc &phful Mini Test va Exercise.
Ie Overview & Strategies

Phful nay giro thich dAy du cac lo~ cau hOi xuat hi¢n trong hili doc TOEFL iBT
va cung cap nhUng chien thu~t cful thiet d~ tra 101 cac lo~ cau hOi d6. NhUng cau
hOi duQ'C giOO thi¢u lful dAu tien trong mon doc TOEFL iBT The M moo se duQ'C
minh hoa hAng hinh ch~p man hinh vi tinh.
l/r Exercise
Phful hili t~p nay giup nguOi. hoc thllC hanh tUng lo~ cau hOi c~ tM vUa moo hoc
va cung cap nhUng chien thu~t cful thiet (m~c Strategy in focus) d~ tim ra Iva
chon tra 101 dUng cho lo~ cau hOi d6 .
.,. More Practice

Phful nay giup ngu01 hoc on l~ lo~ cau hOi da hoc thOng qua cac hili doc ngAn
cUng vOO lo~ cau hOi c~ tM da hoc trong chuong.
*' Mini Test

Day la giai dol,Ul chuful ht tru6c khi lam cac hili doc TOEFL iBT thllC teo Cac hili
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tru6c khi hu6c vao thvc hanh nhUng hili doc hi~u thvc teo
+ iBT Test
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* Vocabulary Review (Chuang 2,4,6,8)

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tru6c.
Ie From Reading to Writing (Chuang 2, 4, 6, 8)

Phlin nay neu nhUng di~m ngii phap quan tr~mg dn cho ky nang doc va viet
cling v6i cac bili t~p giup nguoo hQc ap dtplg nhiing di~m ngii phap d6 vao
TOEFL Writing.
5
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Contents
CHAPTER • Reference & Vocabulary

Vocabulary Preview 11
01 Overview & Strategies

Exercise 1 Body Art
Exercise 2 Seaweeds
Exercise 3 Language and Reality
12
14
16
18
More Practice 20
Mini Test Supernovae 22
iBT Test Native North American Hide Painting 24
CHAPTER • Sentence Simplification


Exercise 1 The Great Depression
Exercise 2 Flowers
Exercise 3 The Cultural Variable
32
34
36
38
40
More Practice
Mini Test The Boston Tea Party 42
iBT Test Machiavelli and the Origins of Political Science 44
Vocabulary Review: Chapters 1-2 48
From Reading to Writing: Cau truc cau d<)ng tinh tu 49
(V-ing Phrases)
CHAPTER • Factual Information & Negative Fact


Exercise 1 Newspapers in Post-Civil War America
Exercise 2 The Making of a Supernova
Exercise 3 Defining Species
52
54
56
58
60
More Practice
Mini Test Pueblo Architecture 62
iBT Test Atomic Structure 64
CHAPTER • Inference

Exercise 1 Labor Unions in the United States
Exercise 2 Tides
Exercise 3 Photosynthesis
72
74
76
78
80
More Practice
Mini Test Infantile Learning Process 82
iBT Test Behavioral Ecology 84
From Reading to Writing: M~nh de
quan M 89
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CHAPTER • Rhetorical Purpose

~~
iWfI:

Exercise 1 Cetaceans
Exercise 2 Herman Melvi lle
Exercise 3 DNA Fingerprinting
More Practice
92
94
96
98
100
Mini Test The Jazz Age 102
JBT Test Discourse Analysis 104
CHAPTER • Insert Text


Exercise 1 Glaciation
Exercise 2 The Development of Computers
Exercise 3 Biogenesis
More Practice
112
114
116
118
120
Mini Test Tidal Energy 122
JBT Test Subversive Art 124
From Reading to Writing: Cau truc song song 129
CHAPTER • Prose Summary


Exercise 1 Protozoa
-Exercise 2 The Origins of Writing
Exercise 3 Emily Dickinson
132
134
136
138
More Practice 140
Mini Test Red Tides 142
JBT Test The Lend-Lease Program 144
CHAPTER • Classifying, categorizing, and Organizing Information

Vocabulary Preview
08
151
Overview & Strategies 152
Exercise 1 Estuaries 154
Exercise 2 Freudia n and Jungian Psychology 156
Exercise 3 Two Methods of Scientific Reasoning 158
More Practice 160
Mini Test Grand Unified Theories 162
JBT Test Liftoff and Reentry 164
Vocabulary Review: Cha pters 7-B 168
From Reading to Writing: Di;ing tu + ttic tu 169
+ di;ing tu nguyen tM co to
' I '
Actual Test , , ,
'" -, '"
'-..<.J"
f'
j
:171 '
, ~
,,- :
•
Answer Key _ ',- ..>: 1~6 ' ,." i

" ' J ~ ~. _~:.<~ .. ~ -'oj.< .... _ .' > ,,"'~;;f -;..~~. ~~,"'1~ _""It,;.!" 1"1,.·? .-_.~ "'-~-J-;<1'f~~


Crash Course

Reference &
Vocabulary

ChooseLthe ri htlmeanin for the words:in bold
1 When Mario was carried to the hospital, he was unconscious, with several puncture wounds
to his stomach.
® small hole @ tattoo
2 It is reported that people are more impressed by the dancing of those whose bodies are
more symmetrical.
® balanced @ slender
3 More than two miles of roadway has been blocked with trees, stones and other debris,
caused by the explosion.
® charcoal @ broken pieces
4 Several countries are still in the throes of a flu outbreak.

® sufferings @ grooves
5 Another knee surgery dims the future of the talented tennis player.
® lumps @ obscures
6 A South African paleontologist presented his view that human ancestors were hunted by
predatory birds.
® living on earth @ eating animals
7 According to one theory, variation in genetic make-up determines each person's reaction
to certain painkillers.
® willingness @ difference
8 You have to choose between having a sturdy structure that does not become unstable and
attracting people with a fancy exterior.
® strong @ scarce
9 On Aug. 23, 1996, Noel Gallagher sang lead vocals on Oasis' performance for MTV's
Unplugged, and his brother Liam's trademark singing voice was conspicuous by its absence.
® marked @ representational
10 The criminal was sentenced to death because of the severity of his crime.
® complexity @ cruelty
Reference & Vocabulary" II

CHAPTER
O~ r V i .:e ' w
1. Reference Questions I CAu hOi tu lien h~ Til ngli thu<'m.g dUn:)
• Cau hOi til liEm M yeu cau b~ xac <4nh moi quan M • The word it in the passage refers to
•
gilia m(it d1;li til va til rna d1;li til do lien h¢lchl den. • The phrase in
the passage refers to the
• Mlh bill doc co til 0-2 cau hOi til lien M.
contributions of
• Cau hOi nay duqc xem 1a lo1;li cau hOi de trong mon • The phrase [fliUi~§ii in the
dQc clla TOEFL iBT; vi v~y, muon d~t di~m cao va passage refers to
tiet ki~m thoo gian, b~ phiii lam chinh xac va nhanh • The phrase J in the
chOng nhling cau hOi nay. passage refers to the difference
between
2. Vocabulary Questions I CAu hoi tu vtplg Til ngli thu<'m.g dUn:)
• Cau hOi til ~g yeu cau b~ nh~ biet y nghia clla til II.X!.~~ in the passage
•
va C!pD. til trong bill doc, va sau do chon m(it twC!pD. til is closest in meaning to
• The phrase in the
dong nghia trong cac Iva chon tra 100. M(it til co tM co
passage is closest in meaning to
nhieu nghia, nhung b~ phiii hi~u duqc nghia clla til
• Which of the following best explains
do trong ngli canh Cl). tM va tim Iva chon tra 100 co the term -'1W'!:Imu.:~?
nghia gan nMt vOi nghia duQ'c dUng trong bill doc. • Based on the information in the
• Mbi bill doc co til 3-6 cau hOi til vvng. passage, the term Gi'u can
best be explained as
• Cau hOi til ~g cling 1a lO1;li cau hOi rna b~ co tM
lam nhanh nhu cau hOi til lien M; vi v~y, b~ phiii sAp """llliL""-,,,~~' the author means
xep thoo gian hgp ly, tranh lang phi thoo gian cho du that
co nhling til b~ khong biet.
12 " www.ibttoefl.co.kr

Thong thuOng tu lien h~ xuat hi~n tru&c dl;li tu trong bID doc, thuOng Ia &ngay tru&c no,
1 nhung doi khi tu lien h~ xuat hi~n sau dl;li tU. Tu lien M co tM &trong cung mQt cau v&i
2
dl;li tu, ho~c co tM nfun &cau khac.
Sau khi nfun vfrng cau truc va nQi dung cua bID doc, b?Jl co th~ ap dlfllg nhUng phuang
phap sau d~ gi&i h?Jl ph!,lIIl vi cac d6i tUQ'Ilg ma dl;li tu lien M.
CD XAc dlnh nam/nu, nguOi/v~t, d~i tu s6 itJs6 nhUm
•
ex) They: la dl!i tu s6 nhieu cho nen b~ c6 the IOl!i ra cac danh tu s6 it.
It: la dl!i tu s6 it, chi v~t cho nen b~ c6 the IOl!i ra cac danh tu s6 nhieu ho~c danh tu chi nguiYi.
~ ChQn cac til co chuc nang ngii phap d6ng nhat vOi d~i ttl da cho
Dieu nay kh6ng phro hic nao c1lng dUng, nhung c6 riit nhieu truOng hqp la neu dl!i tu lam cM ngii
trong cau thi n6 cling thay the cho cM ngii cua cau dUng tru&c d6.
@ ThOng qua dQng ttl trong cilu
ex) Neu cau bAt dau la "They understand .. ." thi cM ngii cua understand chi co the la nguiYi.
Luu Yco nhUng truOng h9'P cau hOi yeu c~u b?Jl tim d6i tUQ'Ilg duqc lien M cua cac pro-
3 form (c~ tu dugc dung d~ thay tM cho m~nh de, c~m tu, tu dan khac) nhu cac vi d~ sau.
ex) this problem, this possibility, the same reason, such process
Ngfr canh (context) Ia ph!,lIIl vi (cau va do:;.n) ma trong do tu ho~c c~m tu xuat hi~n. Nghia
1 cua mQt tu ho~c mQt c~rn tu theo ngfr canh Ia nghia cua no trong cau va dO?Jl c~ tM. MQt
tu tieng Anh co tM co nhieu nghia khac nhau. Nghia chinh xac cua no Iuon Iuon ph~
thuQc vao ngfr dmh rna no duqc sil d~ng.
Trong truOng h9'P b?Jl khong hi~u nghia cua tu duqc cho thi thong qua ngfr canh b?Jl co
2 tM doan dugc nghia cua tu do bfulg cach sil d~ng phuang phap IOl;li suy.
3 Sil dlfllg nhUng phuang phap sau d~ doan ngrua cua tu duqc cho.
CD DUng restatement clue, definition clue, ho~c example clue
Tim cac vi dv, <4nh nghia dUng, ho~c giro thich doi v&i tu duQ'C cho.
~ DUng synonym clue ho~c antonym clue
Tim nhling cach dien d~t c6 nghia trill nguQ'C ho~c c6 nghia tuong t~ v&i tu duQ'C cho.
@ D"a VIlO word part (thanh ph3.n cau t~o ttl) dil dOlln nghia cua ttl duQ'c cho
ex) Tiep dau ngii pre- trong prehistoric co nghia la before, cho n{m prehistoric co nghia la "thuQc thiYi tien sU".
Reference & Vocabulary " 13

Body Art
There is no reason why tattooing and face and body painting * tattoo: (v.) to mark a permanent
should be from the status of "art"; if they are nevertheless picture or writing on someone's
skin with a needle and ink
commonly excluded, this may be due to the impermanent nature of
• impermanent: (a.) not staying the
face and body painting as well as to marketing problems. same forever [=temporary]
The most common technique of tattooing among native North
American Indians was by pricking the skin with sharp pOints. • prick: (v.) to make a small hole in
something with a sharp object
Sometimes was done using on a special comb-like implement. As
in the less widely distributed scratching method, designs are usually
first sketched with charcoal paste, then rubbed into the breaks in
the skin. In northern and northwestern North America, threads
covered with soot are drawn through punctures made by needles to • puncture: (n.) a small hole made
with a sharp point
apply the beneath the skin. In face painting, mostly
mineral pigments (but sometimes including charcoal for black, or
pollen for yellow) are mixed with water and/or grease before
are applied to the skin with fingers, paint brushes, or wooden paint
sticks. Painting is generally done by the wearer himself, with
occasional help from others, and with the exception of some
ceremonial painting, using a bowl of water to serve as a mirror.
Tattooing, on the other hand, is done by others, who tend to be
speCialists.
The functions of body art are extremely varied, even within a
single tribe. range from pure beautification of the wearer,
through expression of mood, prevention of disease, protection
against misfortunes, and the recording of a ceremonial event, to the
identification of an individual's status or membership in a social
group.
Even though there is information on the body art of
various individual tribes, Significant comparative studies are scarce • variation: (n.) the existence of
on the continent. Regional stylistiC variations are as yet undefined. differences
• symmetrical: (a.) consisting of
Tattooed designs are all basically linear, with simple symmetrical, two halves that are exactly the
non-representational designs on the face, and forms of greater same
complexity on the body. Tattooing is black (with rare red/black
exceptions); but painting is frequently bichrome or polychrome, with
solid color areas as important as lines.

in paragraph 1 is closest 4 The word in paragraph 2 refers to

1 The word
in meaning to o mineral pigments
o kept secret ® punctures
® made better © needles
n
© left out ® water and grease :z:
".
® applied ....
~
....
5 The word in paragraph 3 refers to =
2 The word I in paragraph 2 refers to o Specialists
o face and body painting ® Single tribe
® North American Indians © Functions
© skin ® Body art
@ pricking the skin with sharp pOints
6 in paragraph 4 is closest
3 The word in paragraph 2 is in meaning to
closest in meaning to
0 correct
o dye ® enough
® color © important
© metal ® surprising
@ oil
1. Ttl "excluded" fr dong tiep theo la synonym clue. 2. Cac d\li tu it, this, that khong chi thay the cho cac tu don ma con co
tM thay the cho C\pII til (phrase), m~nh de (clause), ho~c ca cau (sentence). 3. "pigmenf' la mot trong nhUng til tr9ng tam
(keyword) clla bili d9C nay. Dila vao noi dung clla bili d9C, b~ hay co doan nghia clla "pigmenf. 4. Doi khi d\li til thay the
cho danh til co chUc nang dong nhat. "they" la Chll ngii clla m~nh de ph\!; vi v~y, b~ hay thti thay no bAng cM ngii Clla
m~nh de chinh. 5. Tuong til v&i cau 4, b~ thti tim til don co chuc nang dong nha:t v&i "They" fr cau tru&c. 6. Ttl "scarce" fr
hang du&i la antonym clue.
- synonym clues ,
+: Dieu cO' bim trong viet van la dUng cach dien dl,it tuong t~ va khong I~p II,li tiro Ap d~g quy uk
nay, bl,ill co tM tim dUQC cae g(1i y d6i v6i tir dUQC cho. Tham khao vi dQ sau:
Cit hai cau dUQC n6i co CUng the b~ dQng va nQi dung giong nhau, va bl,ill co tM tMy rang barred va
excluded & day tl,io thilnh mQt c~p. Day la vi dQ dien hinh cua vi~ dUng synonym clue de tim cau
tra 100 dting cho tir dUQC cho.
Reference & Vocabulary " IS

Exercise
Seaweeds
Most species of marine algae are represented by the forms
popularly known as seaweeds. This, however, is a rather
unfortunate term. For one thing, the word weeds does not do justice
to these ns OJous and often elegant inhabitants of rocky shores
and other marine environments. Some biologists opt for the more
formal name of macrophytes. On the other hand, the term
seaweeds is useful in distinguishing them from the unicellular algae. • unicellular: Ca.) consisting of a
of single cell
unicellular algae, and reproduction is also more ..,...=='-""',..,

Seaweeds are all eukaryotes, as opposed to prokaryotes, which are
the simplest type of cells that lack organelles. Most are multicellular, • multicellular: (a.) conSisting of
many cells
but some forms conSisting of single cells or simple filaments are
considered seaweeds. This is because the classification of seaweeds
is based not only on structure but also on other features such as the
types of pigments and food storage products.
Although more complex than unicellular algae, seaweeds still
• terrestrial: (a.) living on land

rather than water
specialists include them in the kingdom Protista. There are some
• kingdom: (n.) one of seven
who disagree and assign them instead to the kingdom Plantae, biological categories
together with the higher plants.
The range of variation observed among the multicellular algae
is spectacular. ose we see on rocky shores at low tide are usually
small and sturdy as an adaptation to withstand waves. Kelps found • sturdy: (a.) strong
offshore in cold waters are true giants that form dense underwater
forests. The multicellular condition of seaweeds allows many
adaptations not available to unicellular forms. For example, they can
* turbulence: (n.) sudden violent
grow tall and rise off the bottom. provides new opportunities
movements
as well as challenges: wave action and turbulence, competition for • prel;!atory: (a.) relating to animals
space and light, and the problem of predatory sea urchins and fish. that kill and eat other animals
16 "' www.ibttoefl.co.kr

1 The word n in paragraph 1 is 4 The phrase in paragraph

closest in meaning to 2 is closest in meaning to
0 easily seen 0 based on

® well-known ® lacking
n
© huge © regarded as ,..
:z:
I ® graceful ® typical of
-...
"1:1
::lO
2 5 in paragraph 3 refers to
0 structures o Variation
® seaweeds ® Multicellular algae
© unicellular algae © Rocky shores
® macrophytes ® Waves
3 6 The word i in paragraph 3 refers to

closest in meaning to
0 Living in underwater forests
0 complicated ® Living in cold water
® advanced © Having unicellular forms
© common ® Having many adaptations
® decisive
1. Dipl vao ngli cfmh, hay doan nghia clla tu "conspicuous". 2. Tim xem doi tUQ'llg duQ"C so sanh trong cau la gi. 3. TU
"complex" & dong trim Ia synonym clue. 4. Un Iugt thay the cac Iva ch(Jn tra 1m vao vt tri clla "characteristic of" va dUng
phuong phap Io~ suy de tim Iva ch(Jn dtiug nhal 5. Luu y Ia tu "Those" dugc dUng de thay the cho danh tu so nhieu.
6. ''This" kh6ng chi thay tM cho tu don rna con co th~ thay the cho m(it fact ho~c idea nao do.
D~ tu chi d~nh those co cae each dung sau:

o Those duQ'C dUng de thay the cho ngu(yjjv~t &so nhi~u, giong v6i d~ tu nhan xung they.
6 Those (so it la that) duQ'C dung de thay the eho danh tu dUng tnroc, d~c bi~t la & dl;lIlg so sanh.
Because birds' eggs are more resistant to water loss, they have a better chance of survival than those of
reptiles.
~ Those duQ'C dUng liun tu dUng tnroc chi ngum ho~c v~t eua m~nh de quan M.
Many c t ! " 's may not achieve reproductive success, but those whose physical characteristics enable
them to do well In the new environment will usually reproduce.

Exercise
Language and Reality

An important ethnolinguistic concem of the 1930s and 1940s
was the question of whether language might indeed determine
culture. Do we see and react differently to the colors blue and green,
with different cultural symbolism for the two different colors, only
because our language has different names for these two neighboring
parts of the unbroken color spectrum? When anthropologists noticed • anthropologist: (n.) someone who
studies human societies and their
that some cultures lump together blue and green with one name,
cultures
they began to wonder about this question. The American linguists • lump: (v.) to put people or things
Edward Sapir and Benjamin Lee Whorf, drawing on their experience into the same group
• full-fledged: (a.) completely
with the language of the Hopi Indians, developed a full-fledged
developed
theory, sometimes called the """,,,,,o,,,f,--=,
fia......,",u =,-,,,,"=
that a language is not simply an encoding process for voicing our

ideas and needs but is rather a shaping force, which, by providing
habitual grooves of expression that people to see the • groove: (n.) a fixed routine or
habit
world in a certain way, guides their thinking and behavior.
The opposite point of view is that language reflects reality. In
changes, so too will language. Some support for this is provided by

studies of blue-green color terms. It has been shown that eye
pigmentation acts to filter out the shorter wavelengths of solar • pigmentation: (n.) the natural
color of living things
radiation. Color vision is thus limited through a reduced sensitivity to
blue and confusion between the shorter visible wavelengths. The
effect shows up in color-naming behavior, where green may be
identified with blue, blue with black, or both green and blue with
black. The severity of visual limitation, as well as the extent of • severity: (n.) seriousness
lumping of color terms, depends on the density of eye pigmentation
characteristic of people in a given sOciety.
These findings do not mean that language merely reflects
reality, any more than thinking and behavior are determined by
language. The truth of the matter is more as anthropologist Peter
Woolfson has put it: "Reality should be the same for us all. Our
nervous systems, however, are being !:iii by a continual
flow of sensations of different kinds, intensities, and durations. It is • intensity: (n.) strength
obvious that all of these sensations do not reach our consciousness;
some kind of filtering system reduces them to manageable
propositions. The Whorfian hypothesis suggests that the filtering • proposition: (n.) a matter to be
dealt with
system is one's language. Our language, in effect, provides us with a
special pair of glasses that heightens certain perceptions and I
others. Thus, while all sensations are received by the nervous
system, only are brought to the level of consciousness."

1 Based on the information in paragraph 1, 4 The word in paragraph 3 is

which of the following best explains the closest in meaning to
term (£; argued
(£; A theory that language determines ® attacked
n
:c
culture © prevented :P
® A theory that language reflects reality

A theory about the relationship
® heated
...=....
"'CO
©
between language and color 5 The word dims in paragraph 3 is closest in
® A view against established theories meaning to
about language
(£; damages
® enlarges
2 The word in paragraph 1 is © removes
closest in meaning to ® obscures
(£; influence ® resolve
© deal with ® categorize 6 in paragraph 3 refers to
(£; nervous system
3 The phrase in paragraph 2 refers
® sensations
to © consciousness
(£; view ® language ® perceptions
© cultural reality ® behavior
1. Cau cuoi cling cua dOIilll d~u tien giru thich cho thu~t ngli "Whorfian hypothesis". 2. Dlla vao ngli cimh &cau tru&c va cau
sau, blilll c6 tM doan duQ'C ngrua cua tu "predispose". 3. Trong hai danh tu dugc de c~p &tru&c, the former chi danh tu dUng
tru&C, the latter chi danh tu dUng sau. 4. Tim lila ch<.>n tnlloo phU hgp v6i. ngli canh trong dOIilll van. 5. Ttl "heightens"
dUng tru&c Ill. antonym clue. 6. "some" &day thay the cho danh tu so nhieu.
infocus: ~~
:- D~a vilo word part (thanh phAn cau tl,l.O tu), bl,lIl co tM doan duQ'c nghia cua tu moo.
Word part Meaning Word part Meaning Word part Meaning
ante-, pre- before, prior to pro- advancing hetero- diffe rent
anti- against re- again, back horno- alike
bi- two su b- u nder ornni- all
co- together, with lrans- across, cha nge p hil- love
de- from, off, away uni-, rnono- one pseudo- false
dis-, in-, un- not aqua-, hydro- water retro- backward
rnal- bad bio- life tele- distance
multi-, poly- many ego- self -phobia fear

M0 r e Practice
w
A To understand how the schedule of and demands of a given society is balanced
against the supply of goods and services available, it is necessary to introduce a
noneconomic variable - the anthropological variable of culture . In any given economic
system, economic processes· cannot be interpreted without culturally defining the demands
and understanding the conventions that dictate how and when t e are satisfied.
1 in the paragraph is closest in meaning to

® supplies © prices
2 The word e in the paragraph refers to

o conventions ® economic processes © demands
B However impressive all these discoveries may be, one important link is still missing: the
social organization. There is evidence that chimpanzees lead a highly subtle and complex
social life, but this picture is still vague. is due to the fact that it is impossible to follow
social processes in every detail in the jungle. Presently, there is one place in the world where
1 The word Thi in the paragraph refers to

o The subtle and complicated nature of chimpanzees' social life
® The uncertainty of ideas about chimpanzees' social life
© The impressive discoveries about chimpanzees' social life
2 ""-"::":"::::"=.:.:0 in the paragraph is closest in meaning to

o exclusive ® thorough © progressive
c The audience for a work of art may consist of members of a particular group, perhaps a
lineage or age set or people of a certain social rank, and the theme, content, and purpose of
the oral narrative to wliicn they listen may change to fit the social context in which it is
recited. The words may also change from recitation to recitation as the mood of the audience
changes. And a story told to children will be told differently to adults.
1 The word in the paragraph refers to

o purpose ® oral narrative © people
o As continents and ocean basins change shape, some strata sink below the surface of an
ocean or lake, others are forced upward into mountain ranges, and are worn away by
water, wind or ice or are defol11led by heat or pressure.
1 The word som in the paragraph refers to

o surface ® ranges © strata

Although the Sumerians and the Egyptians took steps needed to turn the simple ideography
E into the full alphabet, writing still needed to develop. Having a different sign for every single
word would require knowing thousands of different signs, and abstract ideas and grammar are
still difficult to express. A way of overcoming this problem is to turn to sound devices. For
C':I
example, by using the haracter for a bee and the character for the leaf of a tree, one can :z:
...,
:1:0
combine them, "bee" plus "leaf," to form "belief." This kind of writing is called "word-syllabic." ....
...
::D
1 The phrase this proolem in the paragraph refers to
(£) the difficulty of expressing abstract ideas
® the difference between signs and ideas
© the task of turning the simple ideography into the full alphabet
2 The word character in the paragraph is closest in meaning to

(£) place ® feature © letter
Before the invention of photography, the great majority of painted images were
F portraits, small enough to be carried in a locket for remembrance. Suddenly, painting was
relieved of the necessity of "communicating" in this pedestrian way. The result was an
explosion of new styles and methods. Impressionism was the crowning glory of those times.
It was followed by cubism, dadaism, surrealism and abstract expressionism, as well as other
movements in art of our time, including photorealism, in which the painter paints an image
that, from a distance, is indistin uislia Ie from a photograph.
1 The phrase tlie great majority in the paragraph is closest in meaning to

(£) some ® most © all
2 The phrase indistinguishable m in the paragraph is closest in meaning to

(£) inseparable from ® suitable to © identical with
Darwin saw that food supply and other factors hold populations in cliec . Darwin
G calculated that a single breeding pair of elephants would, if all their progeny lived and
reproduced the normal number of offspring over a normal life span, produce a standing
population of 19 million elephants in 750 years, yet the average number of elephants generally
remains the same over the years . Although a single breeding pair could have produced 19
million descendants, it did produce an average of only two. But why these particular two?
Darwin gave birth to the theory of natural selection by answering th ion .
1 In stating that food supply and other factors hold populations in check, the author
means that they
(£) control populations ® reduce populations © increase populations
2 The phrase the ques Ion in the paragraph refers to the question as to
(£) why a single breeding pair of elephants only produced two descendants on average
® how many years it would take for the number of elephants to increase
© how elephants could survive up to modern times producing only two descendants
Reference & Vocabulary ~ 21

Mini Test
TOEFL Reading
IfIiI;
Supernovae
5 oun . Apart from hydrogen, every atom in our bodies, and every atom on Earth except
for hydrogen and helium (there is no helium in our bodies) was manufactured inside stars and
then expelled into space by supernova explosions. They laced the clouds of hydrogen and
helium from which the Sun and its family of planets formed.
Over three decades, beginning in the 1950s, theorists had developed what seemed to be
a satisfactory understanding of supernova explosions, based on their knowledge of the laws of
physics, on observations of such explosions in remote galaxies and of the debris from old
supernova explosions in our own galaxy, and on computer models of how stars worked . But
until 1987 they had no means of checking this understanding directly. The explosion of a star
known as Sanduleak -69°C 202 to become a supernova first visible from Earth on the night of
February 23/24, 1987 was possibly the single most important event in astronomy since the
invention of the telescope.
= = '-"" SN1987A, took place in the Large Magellanic Cloud, a galaxy close to
our own Milky Way and part of the system of galaxies, held together by gravity, recognized as
the Local Group. rl At a distance of 180,000 light years, just next door by cosmological
standards, SN1987A was by far the closest supernova to have occurred since 1604, when the
last known supernova in our own galaxy exploded, just before the development of the
astronomical telescope . m It was near enough to be studied in detail by a battery of
instruments, including conventional telescopes on mountaintops, X-ray detectors on board
satellites in space and neutrino detectors buried deep beneath the ground. [!J Both in broad
outline and in most details, ~1i.......,....Q
...oservations showed over the years following the outburst
that the astronomers did have a good understanding of how supernovae work. m

1
o Death throes of a star
® Supernovae
© The emission of light
n
® Explosions of small stars
=
:Do
"'CO
.....
"'
=
2 Which of the sentences below best expresses the essential information in the highlighted
sentence in the passage? Incorrect choices change the meaning in important ways or leave out
essential information.
o Although the Sun is not going to be a supernova, its birth is related with supernova
explosions that occurred in the beginning stage of our galaxy.
® The Sun is not a supernova, but it was part of a supernova when our Milky Way started to
exist.
© It is believed the Sun will explode in the future, but it was born out of a supernova when our
Milky Way started in the distant past.
® When our galaxy was young, the Sun was separated from the galaxy because of a
supernova explosion.
3 Before 1987, scientists based their knowledge of supernovae on all of the following EXCEPT
o computer models
® direct observation of a supernova explosion
© debris of old supernova explosions
® laws of physics
4
o identified as ® named
© combined ® praised
5 The phrase Iffi~[gjii~ifkmi in the passage refers to the observations of

o the Large Magellanic Cloud ® the Milky Way
© SN1987A ® satellites
6 Look at the four squares [.] that indicate where the following sentence could be added to the
passage.
Although some details did not match up to expectations, there were no major surprises.
Where would the sentence best fit? Click on a square to add it to the passage.

iB T Test
Native North American Hide Painting

The artistic development and diversity of a society are largely determined by the different physical
mediums available to it. Having no technology for the production of paper or canvas, the Native North
Americans turned to the painting of animal hides as a major form of artistic expression. Occasionally this
took the form of painting hides intended to be used exclusively as art, but far more frequently it involved
the decoration of everyday or ceremonial objects made of hide, which were abundant in Native North
American cultures. Shields, tepee coverings, and hide clothing were decorated with hide paintings. Hide
painting was a laborious process. First, the hide had to be cured and treated with a clear preservative
coating that would retain the original color of the hide. Then an outline was scratched in the soft leather.
Once the outline was finished, paints made of minerals and plants were applied to add color.
Native North American hide painting takes on many forms and styles, as might be expected of
such a diverse region. Yet, it is possible to identify three distinct traditions that seem to appear in nearly
all tribal hide paintings. The first is historical or biographical in subject matter and most commonly
appears on ceremonial robes. This form of hide painting seems to have been almost exclusively the
province of male artists. It is highly informational in nature, and the aesthetic qualities of these hide
paintings are of secondary importance. Biographical and historical hide paintings record the fortunes,
exploits, and hardships of a tribe or individual. In this way they are similar to the picture writing of other
pre-literate cultures.
Another tradition in hide painting can be termed visionary painting. Visionary hide paintings are
mystical or religious in nature. They either tell of a visionary experience, or are attempts to seek out such
a supernatural connection . Astrological motifs and representations of animistic spirits are common in
visionary hide painting. Shields and tunics are common mediums for visionary painting . This may reflect
an attempt to invoke the aid of supernatural forces for protection and victory in battle. Tepees also often
bear visionary art. This may be seen once again as an attempt to procure supernatural protection for the
residents.
The final major tradition in hide painting was primarily produced by women. Highly symbolic and
abstract in nature, their art represents some of the most sophisticated examples of hide painting.
Symbolic hide painting employs the use of geometric shapes to create complex symmetric patterns.
Boxes, triangles, and hourglass shapes all feature prominently in symbolic hide painting . One of the most
interesting aspects of this form of hide painting is its use of negative space. A highly advanced artistic
technique, the use of negative space requires the carefully planned placement of unpainted sections of
the hide so that they too form adesign that corresponds to the painted designs.
As with all aspects of Native American life, hide painting was greatly affected by contact with white
settlers who were pushing westward during the 1800s. Initially, these changes were mostly material in
nature. White settlers brought access to paper, canvas, and better paints and brushes, all of which were
incorporated into Native American art. As they began to adopt linen clothing, they simply transferred
their hide painting onto this new material. In latter years, however, white culture began to influence the
conventions of the art itself. White Americans ran an aggressive campaign to marginalize Native
American culture and traditions. Native American children were educated not in their own communities,
but in government run schools with the goal of instilling white values and sensibilities in them . This white
influence inevitably began to be seen in hide painting as these children grew up to take the artistic
mantle from their elders.

TOEFL Reading
l
Paragraph 1
The artistic development and diversity of a society are largely determined by the different
physical mediums available to it. Having no technology for the production of paper or canvas,
hide clothing were decorated with hide paintings. Hide painting was a laoorious process. First,
the hide had to be cured and treated with a clear preservative coating that would retain the
original color of the hide. Then an outline was scratched in the soft leather. Once the outl ine
was finished, paints made of minerals and plants were applied to add color.
1. Which of the sentences below best expresses the essential information in the highlighted
essential information .
® Hides were sometimes painted for nothing more than artistic expression, but most often
everyday or ceremonial items made of hide were decorated.
® Occasionally Native Americans painted hides in an artistic fashion, but they far more
frequently used them as everyday ceremonial items because they were so common.
© Native American cultures frequently decorated their ceremonial objects and everyday items
with hide paintings because they were so common .
@) Although the Native Americans intended their hide paintings to be art, they frequently
came to be seen as everyday objects because they were so abundant.
2. The word """'......,,.,....... in the passage is closest in meaning to

® intricate
® exhausting
© fascinating
@) dangerous
Look at the passage again.
3. All of the following are mentioned as steps in hide painting EXCEPT

® hunting animals to obtain hides
® preserving the hide
© outl ining a design
@) applying color
Reference & Vocabulary " 2S

TOEFL Reading
LV-
Paragraph 2
Native North American hide painting takes on many forms and styles, as might be
expected of such a diverse region. Yet, it is possible to identify three distinct traditions that
seem to appear in nearly all tribal hide paintings. The first is historical or biographical in
subject matter and most commonly appears on ceremonial robes. This form of hide painting
seems to have been almost exclusively the province of male artists. It is highly informational in
Biographical and historical hide paintings record the fortunes, exploits, and hardships of a tribe
or individual. In this way they are similar to the picture writing of other pre-literate cultures.
4. It can be inferred from paragraph 2 that

(£; there were more male artists than female artists who engaged in hide painting
® not all Native American tribes engaged in hide painting
© North America had a wide variety of different tribes
® North American tribes kept very accurate historical records
5. The word ==""""",. in the passage is closest in meaning to

(£; historic ® artistic © valuable ® religious
6. According to paragraph 2, how does biographical hide painting correspond with the picture
writing of other cultures?
(£; It only deals with topics of personal importance to the artist.
® It focuses more on imparting facts than creating good art.
© It was an essential form of communication.
® It was only practiced by the educated elite.
TOEFL Reading
LV"""'"
Paragraph 3
Another tradition in hide painting can be termed visionary painting. Visionary hide
paintings are mystical or religious in nature. They either tell of a visionary experience, or are
attempts to seek out such a supernatural connection. Astrological motifs and representations
of animistic spirits are common in visionary hide painting . Shields and tunics are common
mediums for visionary painting. i may reflect an attempt to invoke the aid of supernatural
forces for protection and victory in battle. Tepees also often bear visionary art. This may be
seen once again as an attempt to procure supernatural protection for the residents.
26 .. www.ibttoefl.co.kr

7. The word I in the passage refers to

o The abundance of animal spirits in visionary hide painting
® The placement of visionary paintings on shields
© The attempts of Native Americans to connect to the supernatural
® The religious nature of visionary hide paintings
C')
,..=
........
~
Look at the passage again. =

8. According to the passage, what distinguishes symbolic hide painting from other forms of hide
painting?
o Its depiction of women in its artistic scenes
® Its popularity with white settlers
© The relative sophistication of its techniques
® Its placement on tepees
Paragraph 4
The final major tradition in hide painting was primarily produced by women. Highly
symbolic and abstract in nature, their art represents some of the most sophisticated examples
of hide painting . Symbolic hide painting employs the use of geometric shapes to create
complex symmetric patterns. Boxes, triangles, and hourglass shapes all feature prominently in
symbolic hide painting. One of the most interesting aspects of this form of hide painting is its
use of ="". A highly advanced
..".~=-=....... artistic technique, the use of negative space
requires the carefully planned placement of unpainted sections of the hide so that they too
form a design that corresponds to the painted designs.
9. Based on the information in paragraph 4, the term """"'~::'=:..::IC==- can best be explained as
o the contrast of painted and unpainted sections of a picture to create additional forms
® the careful planning of one's artistic subject matter
© the practice of preparing a hide prior to painting it to retain its color
® the use of advanced artistic techniques to create largely symbolic art
10. According to the passage, what would one most likely find painted on a Native American shield?
o Scenes of the warrior's victories ® A history of the warrior's tribe
© Abstract, geometrical forms ® Animals and stars

TOEFL Reading
L r Forum
Paragraph 5
As with all aspects of Native American life, hide painting was greatly affected by contact
with white settlers who were pushing westward during the 1800s. Initially, these changes were
mostly material in nature. White settlers brought access to paper, canvas, and better pa ints and
brushes, all of which were ,nco orate into Native American art. As they began to adopt linen
clothing, they simply transferred their hide painting onto this new material. In latter years,
however, white culture began to influence the conventions of the art itself. White Americans ran
an aggressive campaign to marginalize Native American culture and traditions. Native American
children were educated not in their own communities, but in government run schools with the
goal of instilling white values and sensibilities in them. This white influence inevitably began to
be seen in hide painting as these children grew up to take the artistic mantle from their elders.
11. """"=..:=;:.::..:= in the passage is closest in meaning to

o combined ® rejected
© modified ® evaluated
Loolfat.tl;re,passage,agair.. ~
12. According to the passage, when did the conventions of hide painting begin to show white
influence?
o When Native Americans started to utilize the art products of white settlers
® When white settlers started to show commercial interest in hide paintings
© When Native American youths educated by whites began to take up hide painting
® When white settlers began to imitate the hide paintings of Native Americans
Paragraphs 2-3
Native North American hide painting takes on many forms and styles, as might be
expected of such a diverse region. Yet, it is possible to identify three distinct traditions that
seem to appear in nearly all tribal hide paintings. The first is historical or biographical in
subject matter and most commonly appears on ceremonial robes. This form of hide painting
seems to have been almost exclusively the province of male artists. It is highly informational in
nature, and the aesthetic qualities of these hide paintings are of secondary importance. a
Biographical and historical hide paintings record the fortunes, exploits, and hardships of a tribe
or individual. In this way they are similar to the picture writing of other pre-literate cultures. m

Another tradition in hide painting can be termed visionary painting. [!J Visionary hide
paintings are mystical or religious in nature. [!] They either tell of a visionary experience, or
are attempts to seek out such a supernatural connection. Astrological motifs and
representations of animistic spirits are common in visionary hide painting. Shields and tunics
are common mediums for visionary painting. This may reflect an attempt to invoke the aid of
supernatural forces for protection and victory in battle. Tepees also often bear visionary art.
This may be seen once again as an attempt to procure supernatural protection for the
residents.
13. Look at the four squares [.] that indicate where the following sentence could be added to the
passage.
•
While the actions of the figures in these paintings are easily identified, the paintings
themselves show little sophistication.
Where would the sentence best fit? Click on a square [.] to add the sentence to the passage.
Look at the ,passage,again.
14. Directions: An introductory sentence for a brief summary of the passage is provided below.
Complete the summary by selecting THREE answer choices that express the most important
ideas in the passage. Some sentences do not belong in the summary because they express
ideas that are not presented in the passage or are minor ideas in the passage. This question is
worth 2 pOints.
The painting of animal hides was a major form of artistic expression for Native North
American tribes.
® Hide painting was a long and difficult process, so only people with a lot of free time did it.
® Hide painting took three major forms, which were common to nearly all Native North
American tribes.
@) Hide paintings varied in their purposes, artistic subject matter, and the objects onto which
they were painted.
® White settlers tried to destroy Native American culture by teaching people improper
techniques of hide painting.
CD Contact with white settlers inevitably had a Significant impact on both the technological and
stylistic aspects of hide painting.
CD Hide paintings made by men were typically less sophisticated than those made by women.

Sentence
Simplification
C HAP T E R

1 Chinese people toss raw fish to ensure business _ _ _ _ _ as a tradition during Chinese
New Year.
® recession @ prosperity © simplicity
2 Some doctors say running, weight lifting, and other strenuous activities can _ _ _ _ _ a
stroke or heart attack.
® pocket @ precipitate © fertilize
3 Several hotels have been found to be in _ _ _ _ _ of law, as they illegally removed

parking facilities to build more guest rooms.
® breach @ lineage © share
4 Mike's company is on the verge of , with funds expected to run out by next
week.
® bankruptcy @ unevenness © variable
5 Bison use their big heads to clear away snow to for food.
® fuse @ harvest © forage
6 A UN official said Sudan should _ _ _ _ _ to the elimination of all forms of

discrimination against women.
® respect @ restrict © adhere
7 There is a Spanish proverb that says, "Knowledge without sense is a folly."

® fragile @ determined © twofold
8 The city government may lose its _ _ _ _ _ status over telephone services due to
changes in economic policy.
® monopoly @ contrivance © multi-national
9 Environmentalists insist that every government should prohibit the use of genetically
_ _ _ _ _ seeds because of the environmental risk they pose.
® modified ® edible © elongated
10 The film festival provides free downloads of films to movie fans in a way that _ _ _ __
the Hollywood system.
® misfires @ bypasses © rots
. Sentence Simplification " 31

CHAPTER
~iew,
Sentence Simplification Questions

I Cau hOi xac djnh cau gian luQ'c Tu ngfr thuang dUnO
• Cau hOi xac dtnh cau gian 1uQ'C yeu cau b~ chQn cau • Which of the sentences below best •
di~n giro co y nghia gfin v6i cau g6c trong b8.i dQc nhat. expresses the essential
information in the highlighted
Cau tra 100 dUng S11 d~ng tu Vlplg va cau truc ngfr
sentence in the passage? Incorrect
phap khac d~ nh~c 1¢ y nghia trQng tam cua cau g6c
choices change the meaning in
mot cach gian 1uQ'c hon. important ways or leave out
• Moi b8.i dQc co tu 0-1 cau hOi lo¢ nay. essential information.
• Day 1a d~gcau hOi m6i xmlt hi$n trong ky thi
TOEFL iBT. No doi hOi thi sinh phro n~ duQ'c cau t:;to
cua cau phUc; vi v~y, d6i v6i nhfrng till sinh thieu kien
thUc ngfr phap, d~g cau hOi nay duQ'C xem 1a d~g
cau hOi khO.
Which of the sentences below best expresses the essential

was that even though a ruler must sometimes engage in ruthless
infonnation in the highlighted sentence in the passage?
behavior, he must also maintain an outward facade of virtue.
Incorrect choices change the meaning in important ways or
Machiavelli's views have always been controversial. The
leave out essential infonnation.
Church immediately repudiated him and placed The Prince on its
o Bodin's ideas, borrowed from Machiavelli, were list of banned books. Despite this, knowledge of his works spread
responsible for the claim that absolute monarchs were throughout Europe and sparked a heated debate that spawned the
divinities, an idea taken up by later political thinkers. study we now know as political science. Jean Bodin, a French
o Bodin's ideas, stemming from those of Machiavelli, led to political theorist around 50 years after Machiavelli, supported his
the theories used to justify tyrannical kings, and views. Bodin's ideas, heavi y influencedoy Machiavelli, led to the
influenced later political thinkers. theory of the divine rijjht of kln9s and its sul>sequent use to
o Bodin's ideas were the same as those of Machiavelli justifY the rule of absolute monarchs in lfie 17" century, and were
conceming the divine right of kings, and he influenced taken up b~later polifrcal ffilnkers as well. In various forms, this
later political thinkers. line of thought has been used to justify various fonns of
o Machiavelli's influence on Bodin and later political thinkers authoritarianism, form the dictatorship of Napoleon to the fascist
is seen in the justification of the absolute monarchs of the governments of Italy and Germany during World War II.
17'" century. Giovanni Botero, however, strongly opposed Machiavelli's
ideas. He argued that the system of government Machiavelli
did not work. In its that

1 Nfun Mt thOng tin trQng tam (essential information) trong ciiu duQ'c cho
Cau duQ'C cho thuOng co cau t~o phUc t~p va bao g&m nhi~u y tUOng (idea). Trong nhUng y
CO)
:c
""....-a
tUOng do, b~ phfu phan bi~t ytUOng nao 1a ytUOng chinh. ...=
ex) The wave model of light would lead you to predict that the brighter the light - that is, the
stronger, or more intense, the beam - the greater the force with which the electrons
would be dislodged.
Trong ciiu tren, nhUng phan duqc g~ch duOi 1a thOng tin trQng tam. D~ co tM doan duQ'c
thOng tin tr~mg tam, b~ phfu hi~u chinh xac nQi dung cua toan bQ bID dQc.
Nfun Vling ky thu~t paraphrasing

2 Ky thu~t trinh bay nQi dung giong cau goc nhung Mng cach dilm d~t khac gQi 1a
paraphrasing. ThOng thuOng Iva chQn tra 100 cho cau hOi lo~ nay co nQi dung duQ'C sAp
xep 1~ theo ky thu~t paraphrasing.
<D SU d~g tu dong nghia (synonym)
ex) The Progressives were opposed to nuclear warfare of any kind .
.... The Progressives were against the nuclear war.
@ Dung cac cau trUc cau khac

ex) His great popularity helped get him elected President in 1828 .
.... He was elected as President in 1828 thanks to his great popularity.
3 LOl,\i suy cac I"a chQn tra 1m. khong dUng

<D L1lll chQn tra lOi co thOng tin khac vOi cau duqc cho
Thong tin trong cae I~a chc;m tni 1m nay ho~c la sai I~ch so v&i. nghia cua cau duQ'C cho ho~c la c6 cac
thOng tin khong dUQ'C n6i den trong cau duQ'C cho.
@ Thit~u thOng tin trQng tam
Cac I~a chc;m tra 1m nay thieu mot trong nhling thOng tin trc;mg tam dUQ'C de c~p trong cau dUQ'C cho.
L~a chon tra 1m dUng cho cau hOi xac <4nh cau gian luQ'C khong nhilt thiet phfu bao ham tat ca thOng
tin c6 trong cau dUQ'C cho, rna chi cannhfrng thOng tin trc;mg tam va thOng tin khong quan trong phfu
dUQ'C IUQ'C bOo Vi v~y, meu quan trong la b\ill phfu pharr bi~t dUQ'C thOng tin trong tam va thong tin
khong quan trong.
Xlic d~nh cac gQ'i y thOng qua ml,\ch van tru&c va sau cliu duQ'c cho
4 Trong truOng hQ'P b~ khong niim Mt duQ'C Mt nghia cua cau duQ'C cho thi hay co hi~u nQi
dung cua no thOng qua ml;lch van iru&c va sau. ChAng h;;tn, neu co dl;li tu trong cau duQ'C
cho thi b;;tn phfu xac dtnh xem d~ tu do thay tM cho tu nao. Sau khi tim ra Iva chQn tra
100 thich hQ'P, b~ hay thU d~t Iva chQn do VaG \i tri cua cau duQ'C cho va dQc len xem no
co tv nhien, va phU hQ'P vOi m~ch van tru&c va sau khong.
Sentence Simplification " 33

Exercise
The Great Depression
The economic boom that the United States enjoyed after the
end of World War I ended in the 1920s with the Stock Market Crash
of 1929. During the years of business prosperity in the 1920s, the * prosperity: (n.) the situation of
value of stock on the New York stock market grew steadily. 0 an being successful and having a lot
of money
in
• share: (n.) one of the equal parts

and borrow $90. When the stock rose to, say, $120, the buyer could of a company that you can buy as
a way of investing money
sell, pay back the borrowed $90 (with interest) and still pocket a " pocket: (v.) to get an amount of
comfortable profit on the $10 investment. money
But what if stock prices dropped? If the share he/she bought
at $100 dropped to $80, the buyer not only lost the $10 investment
but could not pay back the full loan. The buyer lost his/her
investment, the person from whom he/she borrowed lost and both
would be headed towards bankruptcy. This is what happened in • bankruptcy: (n.) the state of
October 1929. Stock prices dropped, and then individuals lost their being unable to pay your debts
A recession began and by 1931, it had turned into America's worst

recession. • recession: (n.) a period when
trade and industry are not
successful
* precipitate: (v.) to make
something happen quickly
A rise in interest rates in England, designed to attract investment * unevenness: (n.) unfairness
money away from Wall Street and to England, also had an effect as

1 Which of the sentences below best expresses 3 Which of the sentences below best expresses
the essential information in sentence O? the essential information in sentence e?
® Based on the common belief in ® Wild speculation, overly high stock
continued rising stock value, stock prices, and the gap between the rich
purchase using borrowed money was and the poor all contributed to the
widespread. recession.
c:::I
® By investing just a small amount of ® Unrealistic speculation precipitated by an
,..:z:
©
money on buying stocks, many people
could make a large profit.
When the stock prices rose, everyone ©
overheated economy was part of the
factors that brought about the recession.
The stock market crash happened when
-...
"a
::lIlI
paid back the money they had borrowed the farmers, whose status was largely
to purchase a stock. ignored, showed strong opposition.
® Many people bought stocks on credit ® The stock market crash was quickened
because everyone believed it was a right as the overpriced stocks were unfairly
thing to do. distributed.
the essential information in sentence @? the essential information in sentence O?
® There was a huge gap between the stock ® Those who started gambling to make
market and reality across the country. money were the biggest cause of the
® The economic situation got more chaotic depression.
as the stock prices became realistic. ® People's desire to make quick money
® There was a sudden fall of the stock most strongly affected the depression.
market as national chaos was spreading. © One of the things people desired to do
® When stock value suddenly dropped, the was gamble with borrowed money.
whole country fell into complete ® Psychology can best explain the reason
disorder. why people get addicted to gambling.
:.!.: BI,Ul phfu xac dtnh duQ'C y tu&ng nilO la tr9ng tam trong cac y t~o nen cau van. Tru&c het, bl,Ul nen
chia cau duQ'C cho ra thanh cac don Vi y nghia va t~p phan bi¢t cac don Vi quan tr9ng va cac don Vi
khong quan tr9ng. Tham khao cau duQ'C cho cau hOi 4.a
Perha s the most important factor was ps chological - a desire to et ric!! quick, I
A
which led to gambling with borrowed money, I which is one way of looking at buying "on margin."
B C
Cau nay co tM dugc chia thanh 3 don Vi y nghia; xet ve muc dQ quan tr9ng thi A>B>C. Vi v~y, A
chAc chAn phfu co trong h;ra ch9n tra lin dUng; B va C co tM co ho~c co tM khong nhung khong
tM bO A d~ thay the bAng B ho~c C dugc.
• Thong tin sau dau noi H , trong cac vi dl,l (gi6i thi~u bang such as) ho~c m~nh d~ quan M Mt ddu bang which d~u
Iii thong tin khong quan tr<,mg doi v6i toan b(j cau dUQ'C cho.
Sentence Simplification " 3S

Exercise
Flowers
speaking, a modified leaf. O~_=:.~=-=.:.:.::.... _=-=:.=: • modified: (a.) changed

elongated: (a.) very long and thin
The outermost parts of the flower are the sepals, which are • outermost: (a.) furthest from the
usually green and leaflike. The sepals, collectively known as calyx, center
• collectively: (ad.) together, as a
enclose and protect the developing flower bud. Next are the petals, group
which together are called the corolla. Petals may also be leaf-
shaped, but they are often brightly colored. @ !:t iHSvert:lse tne
nectar: (n.) a sweet liquid that
==:=.::=::.t As these animals forage for food, they are likely to some flowers make
• edible: (a.) able to be eaten
carry pollen from flower to flower. Within the corolla are the forage: (v.) to search
stamens. Each stamen consists of a single elongated stalk, called
the filament, and at the end of the filament, the anther. The pollen
" immature: (a.) not fully grown or
developed
parts of the flower are the carpels, which contain the female
gametophytes. A single flower may have one carpel or several
carpels, which may be separate or fused together. Typically a single " fuse: (v.) to join together
carpel or fused carpels consist of a stigma, which is the sticky
surface to which pollen grains adhere; a stalk, the style through • adhere: (v.) to stick to something
which the pollen tube grows; and a swollen base, the ovary. Within
the ovary are one or more ovules, each of which encloses a female
gametophyte, or embryo sac, containing a single egg cell. After the
egg is fertilized, the ovule develops into a seed and the ovary into a • fertilize: (v.) to make new animal
or plant life develop
fruit.
A flower that contains both stamens and carpels is known as a
perfect flower. In some species, the flowers are imperfect - that is,
they are either male (staminate) or female (carpellate). Male and
female flowers may be present on the same plant, as in corn,
squash, oaks and birches; such plants are said to be monoecious
rna
gardeners know, in order for a female holly plant to produce berries,

a male holly - which never produces berries - must be planted
nearby.
36 Iii www.ibttoefl.co.kr

o The parts of a flower are arranged in a o A large number of the pollen grains are
circular pattern either at one level or at released from the ripe anther.
multiple levels. ® When the pollen grains are spread,
® The spiral arrangement of the floral they go through holes in the anther.
C')
parts is a characteristic similar to © Mature pollen grains set themselves ,..=
petals, which circle around a long stalk. apart from the anther. ....
~
© ® ....
The parts of a flower located in a spiral
along a long stalk are called petals.
The anther becomes mature by
releasing a large number of pollen
=
® The floral parts around a stalk are grains.
elongated, so that similar parts can be
placed in a circular shape. 4 Which of the sentences below best expresses
the essential information in sentence O?
2 Which of the sentences below best expresses o The American mistletoe, the tree of
the essential information in sentence @? heaven, and holly are some of the best-
o The presence of the flower shows that known dioecious plants.
insects or other animals visit flowers. ® Dioecious plant species are unisexual.
® Some insects or other animals are © When male and female flowers are
dependent on flowers for food. located in one plant, it is called
© Petals differ from leaves in that they dioecious.
advertise their presence to insects. ® Plants that only have flowers of one sex
® Petals function as a sign of the flower are called dioecious.
for insects and other animals.
:·i·: Dum day lil nhling tru<mg hQ'P di~n hinh ve cac l~a ch(;m tra 1m sai trong cau hOi xac dtnh cau gian
luge.
o Thong tin trQng tam trong cau dtrQ'c cho b* lien ket sai
Ching h~, A lil chU ngli trong cau dugc cho b~ bien thilnh tuc til trong l~a chon tra 100, hol)c thay
d5i cau t;;J.o A of B thilnh B of A. Doi khi co nhling tru<mg hQ'P cac (C\PD) til b6 nghia bt dOl sang vt
tri khac.
ex) Ll!a chon tra liri B trong ciiu hOi 1, lila chon A trong cau hOi 2, ll!a chon A va D trong cau hOi 3
f) ThOng tin trong 1~ chQn tra 100 khong co trong cau dtrQ'c cho
ex) L1,la chon tnll<ri C va D trong cau hOi 1, lila chon B va C trong cau hOi 2, lila chon B trong cau hOi 3, ll!a chon
B va C trong cau hOi 4
@) L~a chQn tra 100 chi co thOng tin khong quan trQng, khong co thOng tin trQng tam
ex) Ll!a chon A trong cau hOi 4
Sentence Simplification ~ 37

Exercise
The Cultural Variable

To understand how the schedule of wants and demands of a
given society is balanced against the supply of goods and services
• variable: (n.) something that can
change and affect the result of a
situation
at yam production among the Trobriand Islanders, who inhabit a • inhabit: (v.) to live in a particular
place
group of coral atolls that lie north of New Guinea's eastem end .
Trobriand men spend a great deal of their time and energy raising
yams, not for themselves or their own families, but to give others,
nonnally their sisters and married daughters. @ ~_t!:a:u~~::.11
The reasons for a man to give yams to a woman are twofold: to • twofold: (a.) consisting of two
parts
show his support for her husband and to enhance his own influence.
arel~~~~~~~~~
variety of things, including armshells, shell necklaces and earrings,

betel nuts, pigs, chickens, and such locally produced goods as woolen
bowls, combs, floor mats, lime pots, or even magic spells. Some he
must use to discharge obligations, as in the presentation of yams to
the relatives of his daughter's husband when she marries, or
payments that must be made following the death of a member of his
~~I~~n~ 0 lineage: (n.) the people in a family
aspire: (v.) to want to achieve
~====~
Is~~
== ~-~
--a~
na~~~.~mo~~~J[~
something or to be successful
~Iii!l!!i!,ji As anthropologist Annette Weiner explains: "A yam house,

then, is like a bank account; when full, a man is wealthy and
powerful. Until yams are cooked or they rot, they may circulate as • rot: (v.) to decay
limited currency. This is why, once harvested, the usage of yams for • harvest: (v.l to collect a crop
from the fields
daily food Is avoided as much as possible."

o Any explanation of economic processes o Men force their wives to receive the
is impossible unless it is based on the yams because the storage of yams
cultural demands that form social stands for power in the community.
conventions. ® The woman's act of giving the yams to
® Economic processes can only be her husband means that she hands the
understood by studying demands and power over to him.
conventions from a cultural perspective. © Once the woman's yams are stored in
© Economic processes can be explained her husband's yam house, they
by the mechanism of cultural demands, influence the community.
but only if they are satisfied. ® A man's yam storage, added to by his
® The conventions that determine how wife's gains, indicates his power and
and when demands are satisfied are influence.
the most important factor in an
economic process. 4 Which of the sentences below best expresses
the essential information in sentence O?
2 Which of the sentences below best expresses o The arranging of a yam competition is a
the essential information in sentence @? necessary step to follow for an
o The purpose of yam production is to ambitious man to achieve his goal.
replace the food from the garden that is ® A man's aspirations are shown through
typically eaten by families. a yam competition that distributes a
® People produce yams as a provision for great deal of yams to the guests.
their households because they don't © If a man holds a yam competition
have enough crops growing in gardens. through which he shares his yams with
© A provision of yam production is that the whole community, he can obtain a
the yams are given to family members high status.
who have already eaten the food grown ® When an aspiring man gains power in
in their garden. the community, he must arrange a yam
® Yam production does not aim to provide competition.
food for the family, since most crops for
food are raised in gardens.
:+: Lien ttl dong vai tro quan trong trong vi~e lien ket eae y tUOng trong diu van. Neu khong hi~u y
nghia eua lien ttl, b~ se khong tM hi~u thau dao y nghia eua toim b(l eau van. Vi vfJ-y, b~ dn
phru MthOng eae lien ttl eo y nghia giong nhau l~ d~ d~ hoe tfJ-p. Can d~e bi~t luu y den eae lien
tu dUQ'C g~eh duOi trong cae nhom sau:
• Lien til (nen ta mOi quan M doi l~p: but. (an~t. however, (al)though, while, whereas, even though, even if
• Lien til dien ta mOi quan M nguyen nhan-ket qua: so, because, since, as, now that. therefore
• Lien tu dien ta mOi quan M (lieu ki~n, gia c4nh: if, only if, when, given (that), provided (that), once, unless

M 0 r e Practice
Choose one answer choice that best expresses the essential information in the highlighted sentence in
each paragraph.
A The American economic system had worked for Hoover, and he was committed to
preserving that system as he knew it. He had explained his views on the American system
and "rugged individualism" during the 1928 campaign, saying the system demanded
" economic justice as well as political and social justice" and was "no system of laissez-faire."
e I
® He blamed liberalism for the predominant belief in economic freedom, for it can leave
political freedom underestimated.
® He praised liberalism, saying that it is obtained when the importance of economic
freedom is properly recognized .
® He believed that a force of the spirit comes from economic freedom, not from political
freedom.
B The accumulating evidence indicates that acid rain is one of the most serious worldwide
pollution problems confronting us today. The potential consequences of its effects on
biological systems are immense: lowered crop yields, decreased timber production, the need
for greater amounts of increasingly expensive fertilizer to compensate for nutrient leaking,
the loss of important freshwater fishing areas, and, pOSSibly, of the eastem forests as well.
rain
® Both neglecting acid rain and trying to stop it cost a large amount of money.
® The potential costs of letting acid rain continue exceed the costs needed to end the
problem.
® Although it costs a lot of money to prevent acid rain, the costs caused by the problem
are much greater.
c Conversely,
they may find Asian music unappealing, because it separates tones from one another
differently from Westem music. In the fixed set of tones (or scale) on which Westem music is
based, each tone is separated from its nearest neighbor according to how many more or
fewer vibrations it comprises. Divided from one another in this way, the tones on which
Westem music is based make up an octave, a set of eight primary tones. To the Westem ear,
music based on the octave sounds "correct" and pleasing.

® Westerners prefer Western music because it has been incorporated into the process of
culture formation which happens in their early age.
® Most Westerners are attracted to Western music because they are familiar with their
own music, which is part of Western culture.
© The culture formation process in one's early age permanently determines the musical
preference.
C")
:c
".
o -.:I
.........
:;,:,
marine biologists categorize communities according to where and how the organisms live.
Perhaps the simplest classification relates to the lifestyle of the organism: whether it lives on
the bottom or up in the water column. Benthic organisms, or the benthos, are those that live
on or buried in the bottom. Some benthic organisms are sessile, or attached to one place;
others move around. Pelagic organisms, on the other hand, live up in the water column, away
from the bottom.
® Because of different conditions in each harbor, there exist various communities in the
ocean environment.
® There are various kinds of marine communities in different parts of the ocean according
to the local physical and chemical conditions.
© The distinctive characteristics of marine communities have been noted because of their
physical and chemical conditions.
As European-Americans moved westward across the North American continent in the

E early 19'" century, they encountered resistance from the Native Americans, who were
alarmed at the advance of the newcomers. ~mgjlii::A'filifigimi:n~Q!jI!YJ[Iii~~~Hi
the Native Americans became addicted in large numbers to liquor provided by traders. The
result was the rapid demobilization of the Native American population in the Ohio River
valley. Alcohol abuse and illness added to the natives' ordeal of seeing their lands and
hunting grounds seized.
® European-Americans took advantage of the natives by using their land and getting them
addicted to alcohol.
® European-Americans brought diseases and alcoholism to Native Americans, which
caused a decrease in their population.
© European-Americans forced the natives to leave their land and reduced their numbers
through disease and alcoholism.
Sentence Simplification ~ 41

The Boston Tea Party
In 1773, the only duty remaining from the Townsend Acts, that was established to
raise revenue in the colonies, was the tax on tea . North's scheme was a clever contrivance
designed to bailout the East India Company, which was nearly bankrupt. To save the
company, parliament decided to drop the tax on tea paid in England but kept the import tax on
tea in the colonies. Under the Tea Act of 1773, the government would refund the British duty
of twelve pence per pound on all that was shipped to the colonies and collect only the existing
threepence duty payable at the colonial port. By this arrangement colonists could get tea more
cheaply than English buyers could. North's clever plan misfired when he allowed the company
to sell tea directly to retailers, bypassing the wholesalers, at a set price rather than at public
auction .
Colonial merchants saw these actions as . They believed that with no public
auction to set the price of tea, the company had in essence been given a monopoly. Reaction
was immediate. In December 1773, when the Governor of Massachusetts refused to send
recently arrived tea ships back to England, men dressed as Indians boarded the ships and
dumped 342 chests of tea into the harbor.
The English in turn reacted strongly with a series of Coercive Acts. These were referred
by the colonists as the Intolerable Acts of 1774. They were meant to punish the Bostonians for
their "Tea Party." One act, the Boston Port Bill, closed the port of Boston by forbidding the
unloading of all ships in the harbor. The Quebec Act set up a permanent, highly centralized
government for Canada in which parliament was given the power to tax Quebec. The colonists
believed the Quebec Act threatened their claim to "no taxation without representation." The
stage was set for further action to unite the colonies.

1 ....."..".,._ in the passage is closest in meaning to

(£;) removed ® widened
© damaged ® wasted
2 Which of the sentences below best expresses the essential information in the highlighted
(£;) Lord North had promised to support the colonies, but he soon took the side of England,
which led to greater resentment among the colonists more than ever before.
® Although Lord North had promised to improve the worsening relationship between the
colonies and England, his actions caused more resentment among the colonists.
© As Lord North had promised to recover the breach between the colonists and the mother
country, the colon ists began to realize that it was time to withdraw their anger.
® Lord North wanted to stop the antagonism between the colonies and the mother country, so
he took measures to chill the strong resentment among the colonists.
3 The word in the passage refers to

(£;) act ® colony
© duty ® occasion
4 The word in the passage is closest in meaning to

(£;) unfair ® intentional
© corrupt ® troubled
5 What can be inferred about the East India Company?

(£;) It had a great deal of political influence.
® It was going bankrupt due to poor management.
© It failed to turn tea export into a profitable business.
® It had lost much of its business to colonial competitors.
6 According to the passage, Lord North had miscalculated in

(£;) believing that he could save the East India Company
® assuming that he could satiSfy colonists with cheap prices
© assuming that he could tighten control over the colonies
® assuming that he could raise revenues in the colonies
Sentence Simplificat ion " 43

TOEFL Reading
l'E"""""
~
a
I Machiavelli and the Origins of Political Science
1 Political sCience, the rational analysis of systems of government, their organization,
stability and order were more important than moral considerations. It was therefore justifiable
for a ruler to use any means necessary to gain and maintain the power necessary to establish
=~~.".. by traditional notions of
morality and virtue . This gave rise to the famous quote "The ends justify the means." It is
doubtful that Machiavelli ever actually uttered these words, but they sum up his views
accurately.
3 In his greatest work, The Prince, Machiavelli outlines the methods which a ruler should
employ to gain and maintain power by identifying the qualities an effective ruler must possess.
First a ruler must be willing to learn from and imitate the great rulers of the past. When
Machiavelli spoke of the great rulers of the past, he mostly meant the great Roman emperors,
whom he admired for their cunning and often ruthless application of power. Second a ruler
must be able to justify his rule to the public. Machiavelli claimed that no ruler could achieve
power and maintain stability unless the public saw that they were better off with him than
without him. A ruler also had to be a devoted student of the art of war. Machiavelli saw
warfare as an essential element of statecraft, and believed that the ruler who had no skill in
war was doomed. Machiavelli also claimed that a ruler must be willing to cast away thoughts of
morality and do whatever necessary to hold on to power, including resorting to murder,
corruption, and torture. Finally, Machiavelli claimed that a ruler must never be hated. This may
seem hard to uare with his advice regarding murder and torture, but what Machiavelli
meant was that even though a ruler must sometimes engage in ruthless behavior, he must
also maintain an outward facade of virtue.
4 Machiavelli's views have always been controversial. The Church immediately re uCiia
him and placed The Prince on its list of banned books. Despite this, knowledge of his works
spread throughout Europe and sparked a heated debate that spawned the study we now know
...".,""'-~....... , a French political theorist around SO years after Machiavelli,
theory has been used to justify various forms of authoritarianism, from the dictatorship of
Napoleon to the fascist governments of Italy and Germany during World War II. m
5 Gio.v n . , however, strongly opposed Machiavelli's ideas. He argued that the

system of govemment Machiavelli proposed simply did not work. In its place he suggested that
a ruler should behave more as if he had a contract with his subjects. According to Botero, the
power of a ruler rested on the of the people and he should therefore rule justly.
Botero's refutation of Machiavelli's ideas greatly influenced later liberal political theorists such
as John Locke and Adam Smith. Their ideas in turn gave rise to the idea of the "power of the
people," which has inspired any number of revolutions, from the American Revolution to the
communist revolutions of the 20 th century. Thus, Machiavelli's ideas helped to spark a debate
that has colored nearly every political theory since his time, the debate over whether power
truly rests with the ruler or the people.
sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out
® At the time only the Church taught highly idealistiC politicians who were interested in their
faith rather than the operation of government.
® At the time the only political doctrine was that of the Church, which gave more thought to
religious matters than the function of the state.
© At the time the tenets of Church faith were highly idealistic and were an ineffective school
of political thought.
® At the time the only form of political thought was that of the Church, which did not offer
practical solutions to the operation of the government.
2. According to paragraph 2, what did Machiavelli believe was the most important function of
government?
® The protection of the Christian faith
® The preservation of order and stability
© The accumulation of greater power
® The casting aside of traditional morality
3. The word [giD.iililMaJ in the passage is closest in meaning to

® limited
® judged
© educated
® chosen
4. According to paragraph 3, all of the following are aspects of Machiavelli's ideal leader EXCEPT
® the willingness to commit immoral acts to hold on to power
® knowledge of combat strategy and tactics
© the ability to appear good even when committing cruel acts
® the ability to rule even in the face of popular opposition
Sentence Simplification " 4S

5. According to paragraph 3, Machiavelli admired the Roman emperors because

o they had conquered huge territories through war
® they held on to power for long periods
© they exemplified his idea of amoral rule
® they had been willing to imitate great leaders before them
6.
o shape ® reconcile
© formulate ® believe
7. The word 0:.:1<1=== in the passage is closest in meaning to

o denounced ® convicted
© acknowledged ® punished
8. """'''-=''"''''''"'''''= = in paragraphs 4 and 5?

o To illustrate that Machiavelli's ideas were discussed despite the Church's ban on his book
® To exemplify the divisions that Machiavelli's ideas created in Italian society
© To introduce the effects that Machiavelli's ideas had on later political thought
® To explain both the positive and negative effects of Machiavelli's ideas
sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out
o Bodin's ideas, borrowed from Machiavelli, were responsible for the claim that absolute
monarchs were divinities, an idea taken up by later political thinkers.
® Bodin's ideas, stemming from those of Machiavelli, led to the theories used to justify
tyrannical kings, and influenced later political thinkers.
© Bodin's ideas were the same as those of Machiavelli concerning the divine right of kings,
and he influenced later political thinkers.
® Machiavelli's influence on Bodin and later political thinkers is seen in the justification of the
absolute monarchs of the 17th century.
10. Based on the information in paragraphs 4 and 5, what can be inferred about Machiavellian
political theory?
o It is not widely ascribed to in Catholic nations.
® It most often gains favor in autocratic governments.
© It was last used in fascist politics.
® Its study is banned in both democratic and communist nations.

11. According to paragraph 5, what did Botero base his refutation of Machiavelli's ideas on?
(£) The immorality of Machiavellian politics
® The supremacy of human laws over natural law
@) The impracticality of Machiavellian politics
® His preference for the theories of John Locke
CO)
::
~
12. The word ="""'= in the passage is closest in meaning to
(£) consideration .......
-0
::lei
® welfare
@) agreement
® generosity
passage.
Bodin felt that rulers were above any human laws and were only bound by the laws of
nature.
worth 2 points.
Political thought independent of the Church first originated in the West with Niccolo
Machiavelli.
(£) Machiavelli was inspired to develop his theories by the poor governmental practices of the
Church.
® Machiavelli rejected idealism in government and believed that stability is of paramount
importance to the state.
@) Machiavelli outlined his political theories by describing the perfect ruler, who, among other
things, operated completely independently of moral considerations.
® Many other Machiavelli's ideas are seemingly incompatible, and this is the reason the
Church rejected him.
CD The controversy sparked by Machiavelli's ideas led to the development of some of the most
important concepts in political science.
CD Machiavelli's ideas were most famously used in the American and communist revolutions,
which stressed the power of the people.

A DQc dolPl van sau va dien vao chO tr6ng hllng tu thich hgp dul,l'c cho trong khung.
Every field of thought in the post-Civil War years in America felt the impact of Darwin's
theory of natural selection, according to which those species that adapted to survival
reproduced their kind, while others fell by the wayside. Darwin's fellow Englishman Herbert
Spencer argued that human society and institutions, like organisms, passed through the
process of natural selection. He considered individual freedom to be inviolable and viewed
governmental interference with the process of social evolution as a serious mistake,
because society would naturally evolve for the better. The ideas of Darwin and Spencer
spread quickly in America. For Spencer and his many American supporters, successful
businessmen and corporations were the engines of social progress. If small businesses were
crowded out by trusts and , that too was part of the evolutionary
process.
precipitate recession adhere

throes breaches monopolies
DQc dOl:ln van sau va dien ttl thich hgp vao chO tr6ng. Luu y Ia tu do da IDat hi~n trong
B Mini Test (trang 22).
Excavating for fossils is in many ways like archaeological excavation, although there are
some differences. The paleoanthropologist must be particularly skilled in the techniques of
geology, or else have ready access to geological expertise, because a fossil is of little use
unless its temporal place in the sequence of rocks that contain it can be determined. In
addition, the paleoanthropologist must be able to identify the fossilladen rocks, their
deposition, and other geological details. In order to provide all the necessary expertise,
paleoanthropological expeditions these days generally are made up of teams of experts in
various fields in addition to physical anthropology.
A great deal of skill and caution is required to remove a fossil from its burial place without
damage. An unusual combination of tools and materials is usually contained in the kit of the
paleoanthropologist - pickaxes, enamel coating, burlap for bandages, and plaster of Paris.
To remove newly discovered bones, the paleoanthropologist begins uncovering the

specimen, using pick and shovel for initial excavation, then small camel-hair brushes and
dental picks to remove loose and easily detachable surrounding the
bones. Once the entire specimen has been uncovered (a process that may take days of
back-breaking, patient labor), the bones are covered with shellac and tissue paper to
prevent cracking and damage during further excavation and handling.

IB Su dlPlg cau truc ciiu dong tinh tu mot cach hi~u qua se HiIIl cho cau van suc tich va da
an
d~g. Tuy v~y, b~ phiii lUll Yla neu qua ll;Ull dlPlg cau truc cau nay thi se t:;to tUQ11g ki~u
cach va cllng lam cho ynghia cua cau van tr& nen rna hO, gay kh6 hi~u cho nguOi dQc.
A DQc va g~ch dum nhUng cau tnic dQng tinh tu trong cac do~n van sau.
I The artistic development and diversity of a society are largely determined by the different
physical mediums available. Having no technology for the production of paper or canvas,
the Native North Americans turned to the painting of animal hides as a major form of
artistic expression. Occasionally this took the form of painting hides intended to be used
exclusively as art, but far more frequently it involved the decoration of everyday or
ceremonial objects made of hide, which were abundant in Native North American cultures.
Shields, tepee coverings, and hide clothing were decorated with hide paintings.
The final major tradition in hide painting was primarily produced by women. Highly symbolic
and abstract in nature, their art represents some of the most sophisticated examples of hide
painting. Symbolic hide painting employs the use of geometric shapes to create complex
symmetric patterns. Boxes, triangles, and hourglass shapes all feature prominently in
symbolic hide painting. One of the most interesting aspects of this form of hide painting is
its use of negative space. A highly advanced artistic technique, the use of negative space
requires the carefully planned placement of unpainted sections of the hide so that they too
form a design that corresponds to the painted designs.
B DeSi nhUng phlln g~ch dum trong cac cau sau sang cau tnic dQng tinh tu, r6i viet l~i cau.
Many people bought "on margin"; they invested a small amount of cash and borrowed the
rest to be aid back when the stock rices increased, as everyone came to believe it was
bound to do .
....
European-Americans not only displaced the natives as the took their land and forced them
ever farther to the west but also weakened the Native American population through
disease and alcoholism .
....
Since they were susceptible to alcohol abuse, the Native Americans became addicted in
large numbers to liquor provided by traders .
....

Factual Information
& Negative Fact
C HAP T E R

1 According to a study, genetically modified food has negative effects on the offspring of
rats.
® health @ children
2 Air quality and effective ventilation are key factors in making a good residence.
® housekeeping @ draft
3 The Hampton History Museum in Virginia has a great assemblage of Civil War portraits,
some of which have national importance.
® collection @ similarity
4 The Chinese government canceled the release of the US film Memoirs of a Geisha over
fears that the sight of Chinese actresses playing Japanese geishas wou ld antagonize
Chinese people.
® attack @ offend
5 Every participant in the contest battled for the judges' attention through their performance.
® debated @ struggled
6 The international community is trying hard to foster stability in the war-stricken region.
® threaten @ nurture
7 The company's net profit has dropped 75 percent and is expected to shrink further.
® diminish @ outdo
8 The report provides in-depth analysis of the possible effects of avian influenza on Asian
countries.
® synonymous @ detailed
9 Children can easily be affected by media's skewed images of attractiveness.

® distorted @ notorious
10 In the Kuria community of Kenya, a barren woman may marry another woman to raise
children for the family.
® infertile @ asexual
Factual Information & Negative Fact " SI

CHAPTER
1. Faduallnformation Questions
I Cau hOi xac dtnh thOng tin co san TU ngfr thuOng dUn:;>
• Cau hOi xac d~nh thOng tin c6 san yeu cau b~ nh~ • According to the passage, which of
•
biet Sl! ki~n, chi tiet, h(:}~c nhling thOng tin khac duQ'c the following is true of red tides?
• According to paragraph 1, why are
d~ C?P ro rang trong bill d9C.
multivitamins important?
• M6i bill d9C co tu 2-6 cau hOi lo~ nay. • What was the purpose of "Prophet's
• Thong tin lien quan den cau hOi thuOng chi nfun &mot Village"?
ho~c hai do~ trong bill d9C. Vi V?y, b~ co tM tim ra • According to the passage,
osteoporosis is a serious problem
ll!a Ch9n tra 100 dUng rna khong cful phm d9C toan bo
because
bill d9C. B~ chi cful nhanh chong tim dUng cM trong
bill d9C chUa thong tin rna cau hOi yeu c~u. Day la lo~
cau hOi thUOng g~p nMt trong mon d9c TOEFL iBT.
2. Negative Fad Questions Tu ngfr thuOng dUn:;>

I Cau hOi thOng tin phd d*nh
• According to the passage, which is
•
• Cau hOi thOng tin phU d~nh yeu cau b~ tim thong tin NOT true of the Hawaiian Islands?
sai ho~c khong duQ'c d~ C?P den trong bill d9C. • All of the following are mentioned in
paragraph 5 as contributing to
• M6i bill d9C c6 tu 0-2 cau hOi lo~ nay. global warming EXCEPT
• B~ phm quyet d~ xem cau nao trong cac ll!a ch9n
tra 100 khong duQ'C neu trong bill d9C ho~c khong pM
hqp vOi mQt ho~c nhieu cau sAn co trong bill d9C.
Giang nhu & cau hOi xac dlnh thOng tin co sAn, ky
nang scanning la ky nang then cMt cho lol;\i cau hOi
nay. Tuy nhien, b~ cful phm d9C ky bill d9C hon d~
biet cMc dmg ll!a ch9n tra 100 cua minh la dUng.
S2 i i www.ibttoefl.co.kr

ThOng tin duQ'C yeu c§.u trong cau hOi xac <4nh thOng tin co sAn la nhUng thong tin Clf tM;
1 vi v~y, b;,m khong tM nM Mt tat ca neu chi dQc bai dQc m(\t 1§.n. B;,m phfu dQc di dQc 1l,ti
d€ tim nhUng thOng tin tuong Ung trong bai dQc. Ky nang c§.n thiet cho vi$c nay la
Q) Chon keywords trong cau hOi va trong bru doc
(i) X3.c dinh nt)i dung cua cau atru&c vii sau tu trong tarn
® Tim lila chon tra 1m thich hgp cho cau hOi
TruOng hgp b;,m khong tM tim duQ'c n(\i dung tuong Ung bAng phuong phap d6i chieu keywords.
2 Q) Cach di~n d~t trong cau hOi khac vo; cach di~n d~t trong bru doc (restatement)
(i) ThOng tin trong cau hOi Iii thOng tin tong hgp cua nhi~u do~n ho~c nhi~u cau
Thong tin d€ tra 100 cau hOi xac c4nh thOng tin co sAn trong bai dQc co tM khong thay d6i
3 so v6i thOng tin trong h,ra chQn tra 100 dung va ciing co tM duQ'C dien gifu bAng cach dien
d~t khac. Vi v~y, di~u c§.n thiet la b;,m phfu nfun vling ky thu~t paraphrasing duQ'C d~ c~p
aChuong 2.
ex) Cau hOi: According to the passage, when did Chicago become a center of skyscraper designs?
ThOng tin trong bai dQc: After a reat fire destro ed much of Chica9.Q in 1871, the City became
a center of skyscraper designs during its rebuilding.
Ll,la chQn td.lOO dung: After a fire burned much of the city
4 ThOng tin duQ'C yeu c§.u trong cau hOi xac dtnh thOng tin co sAn la thOng tin clf tM va
cung la nhUng thOng tin quan trQng. Di~u nay co nghia la khi dQc do;,m van 1§.n d§.u tien,
b;,m co tM tiet ki$m duQ'c thOO gian bAng cach nfun vlin cac ' tuan then chOt va tu trQng
tam (keywords) xuat hi$n trong bai dQc.
1 Ll,la chQn tra 100 cua cau hOi thOng tin phil c4nh co hai d;,mg.
Q) Lila chon tra 1m co nt)i dung gi6ng vo; nt)i dung cua bru doc
(i) Lila chon tra 1m co nt)i dung khong duQ'C nhAc den trong bru doc
2 B;,m nen thl,lc hi$n cac bu&c sau d€ tim ll,la chQn tra 100 dung cho cau hOi thOng tin phil dtnh.
Q) Tru&c bet, b~ phili tim lila chon co nt)i dung khac vo; n(li dung trong bru doc. Neu tim ra lila chon co
thOng tin sai ra rang thl b~ khong can phili ki~m tra cac lila chon khac cling duQ'C.
(i) Khi b~ khong th~ tim ra lila chon tra 1m co nt)i dung khac vo; nt)i dung cua bru doc thl hay dUng phuO'Ilg
phap lo~ suy (process of elimination) d~ lo~ dan cac lila chon tra 1m sai. D~ liim dUQ'C di~u nay, b~ phili
doc db (scanning) bru doc va cac lila chon tra 1m, rai xac <4nh cac n(li dung tUO'Ilg til nhau. Lila chon dting
la lila chon con I~ cuoi cling.
Factual Information & Negative Fact " S3

Exercise
Newspapers in Post-Civil War

America
Before the arrival of television and radio, newspapers were the
only source of information for the general public. In a country as
vast as the United States, newspapers played a crucial role in the
daily lives of the people. They were the fastest, most efficient way to
inform people living in such an immense territory. Newspapers were
popular in the post-Civil War period. Circulation of newspapers in the
United States increased remarkably after the Civil War. Analytical,
in-depth reporting made good reading, but it could antagonize • in·depth: (a.) thorough and
readers. Such reporting was often replaced by features in order to detailed

• antagonize: (v.) to make
avoid offending advertisers upon whom the papers depended for someone feel angry
their profits. What the reader pays for a newspaper has never
covered the cost of publishing . Advertising has been the great
source of income in the publishing business.
Joseph Pulitzer, who began with a St. Louis newspaper and
moved to New York, introduced the idea of the "yellow press," which
was named for the "yellow kid" in his colored comic page in the New
York World. Yellow journalism is synonymous with sensationalism, • be synonymous with: to have the
same meaning as something else
which served as a sales strategy. Papers battling for more readers
• battle for: (v.l to try to get
and more advertising struggled to outdo each other in reporting something very hard
scandals. William Hearst in the San Francisco Examiner was another • outdo: (v.) to be better than
noted practitioner of yellow journalism. Both he and Pulitzer built someone else
large publishing empires. Editors' competition for readers led to

emotional and ultimately distorted reporting, such as the
international situation in Cuba in the 1890s. The press had a major
role in bringing the US into the Spanish-American War. Hearst
became notorious for fostering the war through skewed reporting. • notorious: (a.) famous for
something bad
Though the press might have played a questionable role in
• foster: (v.) to help something to
some cases, it helped to bring about much-needed urban reform. happen
Magazines such as Harpers, Scribner's Monthly and The Nation • skewed: Ca.) distorted
published well-researched stories of corruption in cities and

business. Influential leaders of business and government read these
accounts and worked hard to amend the situation.
S4 " www.ibttoefl.co.kr

1 According to paragraph 1, advertisers had 3 In paragraph 2, all of the following are

influence over newspapers because mentioned as aspects of the yellow press
o newspapers relied on them to increase EXCEPT
circulation o biased, unreliable reporting
® newspapers needed their revenue to ® focus on scandals and sensationalism
cover their overhead @) focus on sales rather than honest
© advertisers helped increase the sales reporting
price of newspapers ® emphasis on comics rather than news
C':I
® advertisers helped newspapers recover stories
=
:Do
in the post-Civil War period -a
.......
4 According to the passage, what positive =
2 According to paragraph 1, why were effect did the yellow press have?
newspapers so crucial to daily life in America? o It helped to prevent unnecessary wars.
o They helped reunite the nation in the ® Reporting on scandals helped fight
post-Civil War period. corruption.
® They helped advertisers reach @) It brought Cuba to international
consumers. attention.
@) They transmitted information reliably ® It prevented the emergence of large
over long distances. media empires.
® They were careful never to antagonize
their readers.
1. Tim cac thOng tin tUO'llg 1h1g trong bID dQC, lay "advertisers" lam keyword. 2. Tim cac thong tin tUO'llg 1h1g trong bID dQc,
lay "daily life" lam keyword . 3. Tim nhfrng thOng tin trong cac h;ra chQn tra 1m giong v6i thOng tin trong do~ van, r6i lo~
a
tUng h;ra chQn mi)t. 4. cau hOi nay, b~ khong the tim cac keyword Mc trung rna phiii tim trong bID dQc nhllng thOng tin
n6i ve hi~u qua tfch cl;tC cua yellow press.
:+: Du6i. day Iii nhUng di~u cl1n luu y khi chQn keywords trong cau hOi.
G ChQn ttl trQng tam
ex 1) The radio programs popular among housewives were called" so<l£..operas" because
ex 2) According to the passage, which of the following is an example of inductive reasoning?
f) ChQn danh ttl lam ttl trqng tam

Khi tra cUu. tren Internet, neu b~ dung ttl khoa Iii danh ttl thi hi~u suat dl.lt ket qua nhu mong
mu6n se nIt cao. TU011g t~, d6i v6i. cau hOi xac dtnh thOng tin co sAn, b~ nen chQn til trQng tam Iii
mQt danh til. Tuy nhien, luu y Iii neu danh ttl Iii cM d~ (topic) duQ'C nhAc di nhAc II.li trong bili dQc
thi danh til do se khong thich hQ'P v6i. vai tro ttl trQng tam. Xem vi d~ sau:
ex) Keyword trong cau hOi Ila advertisers va trong cau hOi 2 la daily life; newspapers la cM de (topic).
factual Information & Negative fact " SS

Exercise
The Making of a Supernova
The key theoretical insight as to how supernovae, the greatest

of all stellar explosions, work actually dates back to 1934. At that
time, less than two years after the discovery of the neutron, • neutron: (n.) a part of an atom
that has no electrical charge
and FrftZZw offered the dramatic theory that a
"supernova represents the transition of an ordinary star into a
neutron star." But although half a century of observations of distant
supernovae and theorizing had filled in the details of how that might • theorize: (v.) to develop ideas to
explain something
happen, the hypothesis could only be tested fully by studying a
• hypothesis: (n.) a theory
nearby supernova at work.
By the late 1980s, astronomers were satisfied, from their
studies of supernovae in other galaxies, that there are two basic,
different types of supernova. In each case, an ordinary star is
converted into a neutron star, releasing gravitational energy as it • gravitational: (a.) relating to the
shrinks. The first way to make a supernova (type I) involves a cold, force of gravity
• shrink: (v.) to become smaller in
dead star which has less than the critical amount of mass. It then size
gains additional matter from a nearby companion. Such a star starts • critical: (a.) at a level where
out as a white dwarf, a dead star with about the mass of the Sun, important changes start to
happen
maybe a little less, contained in a volume comparable to the size of
the Earth. It is the fate of the Sun to end its life as a white dwarf,
because it does not have enough mass to become a neutron star
and it has no companion from which to steal mass. A star like the
Sun which has become a white dwarf and orbits around another star
can gain mass by pulling forcibly streamers of gas off its companion • forcibly: (ad.) by force
through tidal forces and swallowing the gaseous ribbons. When its
mass reaches the critical value, the atoms of which the star is made
will collapse, electrons being forced to merge with protons to • electron: (n.) a negatively
charged part of an atom that
become neutrons.
moves around the nucleus
Another way of making a supernova, known as type II, • proton: (n.) a part of the nucleus
happens when a very massive star near the end of its life runs out of of an atom that has a positive
nuclear fuel to keep its heart hot. A star like the Sun keeps hot by electrical charge
"burning" hydrogen to make helium, in a process known as nuclear

fusion - the same process that operates in a hydrogen bomb. When • fusion: (n.) the process in which
it has no more nuclear fuel to burn, the inner part of such a star, atoms combine and release
nuclear energy
already with more than the critical mass needed to make a neutron
star, collapses all the way to the neutron star state, without
stopping off as a white dwarf.
S6 " www.ibttoefl.co.kr

1 According to the passage, what was 3 In the passage, all of the following are
originally the difficulty with the theory of mentioned as aspects of supernovas
alter and EXCEPT
o the release of gravitational energy
o It did not account for the effects of ® a significant decrease in the volume of
neutron stars. a star
® It lacked observational evidence to ® the formation of gaseous ribbons
support it. ® the creation of a neutron star
n
® It had taken over half a century for
,..
:z:
them to develop.
®
4 According to paragraph 3, stars in type II
........
"a
Their theory of supernova was too

dramatic.
supernovae are able to bypass the white =
dwarf stage because
o they lack a nearby orbiting star
2 According to paragraph 2, a white dwarf ® their atoms have already collapsed to
can only become a neutron star if neutrons
o it has a companion star from which it ® they already have the critical mass
can gain mass needed for neutron collapse
® it has retained some of its nuclear fuel ® they burn a different type of nuclear
® it can release enough of its fuel
gravitational energy
® it has a smaller volume than the Earth
~--------------~----------~~/c
1. Tim cau tnllm dUng trong phan trinh bily Iy thuye't clla Walter Baade vii Fritz Zwicky. 2. Tim thOng tin lien quan trong
phan trinh bily di~u ki~n d~ white dwarf co tM treY thilnh neutron star. 3. Lo~ suy cac Iva chon tra 1m co thOng tin lien
quan den supernovas du(YC d~ c~p trong bili doc. 4. Tim thong tin trong do1Pl 3 giru truch cho y tuang "bypass the white
dwarf stage".
:+: Cau hOi xac d~nh thOng tin co sAn duQ'C xem la cau hOi de trong bill thi DQC TOEFL. Tuy nhiiln, cau
hOi lo~ nay se tr& nEm kho hon neu co restatement trong cac Il!a ch9n tra 1m, d~c bi~t cang kho
hon khi cau hOi cling co restatement. Trong nhling truOng hgp nhu v~y, bl;lIl khong nen tim tu
tr9ng tam rna phru suy nghi den "idea to idea" (Sl! tuong ring v~ m~t y tuang) d~ hi~u n(>i dung
cua cau hOi.
ex Trong cau hOi 1, difficulty la m(\t tu tn;mg tam, nhung b1Pl khong tM tim tha~y tu nay trong bili d(}c. Vi v~y,
1)
a
b1Pl phru tiep c~ y tuang (idea) clla difficulty. day difficulty co nghia la "van d~ (problem)", chu khong phru
la "kho khan".
ex 2) Trong cau hOi 2, keyword khong th~ la cau "It is the fate of the Sun to end its life as a white dwarf, because it
does not have enQUgh mass to become a neutron star and it has no companion from which to steal mass.", ma
phru du(YC ru~u la ''The Sun [A white dwarf] can become a neutron star if it has enougb mass or a companion
from which to steal mass." Neu hi~u duqc nhu v~y thl b1Pl se tim ra duqc Iva chon tra 1m dUng.
ex 3) Trong cau hOi 4, "bypass the white dwarf stage" Iii restatement Clla "without stopping off as a white dwarf"
trong phan cuoi clla bili d(}c.
Factual Information & Negative Fact !Ill 57

Exercise
Defining Species
The word "species" in Latin simply means "kind," and so species

are different kinds of organisms. A more vigorous definition of * vigorous: (a.) strong and active
species was set forth in 1940 by Ernst Mayr, who said that species
are "groups of actually or potentially interbreeding natural • interbreed: (v.)
1. to breed within a closed
populations which are reproductively isolated from other such
population
groups." The phrase "actually or potentially" allows for the fact that 2. to produce young animals from
although members of the human population of Greenland are not parents of different breeds or
groups
likely to interbreed with those of Patagonia, they are still members of
the human species; similarly, transporting a group of insects to some
remote island does not automatically make them members of
another species. The words "groups" and "populations" are important
also. The possibility that single individuals of different species may
have occasional offspring is unimportant in terms of the group. For * offspring: (n.) children
example, horses and mules may occasionally mate, but their
offspring, donkeys, do not represent a distinct species because they
are always barren and may not reproduce themselves, and thus do • barren (a.) not able to produce
not represent a natural population. Such offspring are referred to as children; infertile
infertile hybrids rather than as a new species. Mayr's definition • hybrid: (n.) an animal or plant
conforms to common sense: if members of one species freely that has been produced from two
different types of animal or plant
exchanged genes with members of another species, they could no
longer retain those unique characteristics that identify them as
different kinds of organisms.
This definition works well for animal species and is generally
accepted by zoologiSts. Many plants, however, can reproduce • zoologist: (n.) a scientist who
asexually and also can form fertile hybrids with other species. studies animals
• asexual: (a.) having no sexual
Bacteria, with their variety of forms of genetiC exchange, do not fit organs
into this definition easily, nor do the many unicellular eukaryotes that
reproduce by cell division, forming clones of identical cells. Thus, • clone: (n.) an exact copy of an
although botanists and microbiologists use the term "species," they animal or plant created in a
laboratory from the animal's or
are more likely to consider it a category of convenience. plant·s DNA
From an evolutionary perspective, however, a species is a • botanist: (n.) a scientist who
group or population of organisms, reproductively united but very studies plants
probably changing as it moves through space and time. Splinter

groups, reproductively isolated from the population as a whole, can
undergo sufficient change that they become new species. This
process is known as s~atl . Occurring repeatedly in the course of
more than 3.5 billion years, it has given rise to the diversity of
organisms that have lived in the past and that live today.

1 According to the passage, all of the 3 According to paragraph 2, a definit ion of

following are definitive aspects of a species species for plants and bacterial organism is
EXCEPT more difficult because
o a common geographic location o they possess a wider array of

® the ability to reproduce reproductive mechanisms
© a common set of characteristics ® they frequently change their definitive
® naturally occurring populations characteristics
© it is less convenient to categorize
n
2 According to paragraph 1, donkeys do not these organisms :z::
J»
® they do not participate in genetic
...
"'CI
represent a distinct species because .....
o they are only occasionally produced
exchange
=
through mating between mules and
donkeys 4 What role does 5 ciation play in the
® they are sterile and cannot carry on ecology of the Earth?
their bloodlines o It provides an evolutionary perspective

© they lack a definitive set of genetic for species.
characteristics ® It allows for the diversification of
® their populations are limited and species.
widely dispersed © It prevents the formation of splinter
groups in species.
® It keeps a species reproductively
united.
IPS
cac l"a ch<.m tnl. 1m co thOng tin lien quan den species duQ'C de c~p trong bID d<,lc. 2. Lay "donkeys" Jlun til: tr<,lng
1. Lof,li BUY
tam, tim thong tin tUO'Ilg ling trong bID d<,lc. 3. De tn\. 1m cau hOi nay, b!pl phfu d<,lc hieu toan bQ nQi dung Clla do!pl 2.
4. Tim thOng tin tuong ling v6i speciation trong bID d<,lc .
..... • """KJ' in focus:
acau hOi thOng tin phU dtnh, bl;lll se d~ dang tim ra Iva ch(m tra 100 co thOng tin khOng dUng so
v6i thOng tin trong bill dQc. Tuy V?y, v6i Iva chQn tra 100 co thOng tin khong duQ'C de C?P trong bill
dQc, bl;lll phfu xac dtnh thong tin trong 3 Iva chQn tra 100 con l:p bang phuO'Ilg phap lo:p suy. DUng
chQn thea cam tinh rna hay gl;l.ch du6i thOng tin trong cac Iva chQn tra 1m do va thong tin tUO'Ilg
Ihlg duQ'C de C?P trong bill dQc d~ cMc cMn rAng bl;lll dalva chQn cau tra 1m dung.
Trong c[m hOi I, B giro thieh cho donkey, C nhAe den "unique characteristics" CJ cuoi do!pl thu nha:t, D nha.c
den "natural populations" &dong 4-5, A co thOng tin khong duQ'C de c~p trong bID d<,lc.
Factual Information & Negative Fact " S9

M 0 r e Practice
A Architecture, like art, in colonial times in the United States and Canada was greatly
influenced by European styles. The English settlers modeled their farmhouses and other
buildings after English styles. The Swedes in Delaware introduced the log cabin. The French
influenced architecture in Quebec and Louisiana. Roman or Greek styles were also often
copied. In the Southwest settlers combined Indian and Spanish elements in adobe buildings.
One of the most important contributions to world architecture, the skyscraper, was
developed in the United States. After a great fire destroyed much of Chicago in 1871, the city
became a center of skyscraper designs during its rebuilding. Building upward meant that only
a small piece of land had to be used to house many people or businesses.
During the late 1800s Frank Lloyd Wright of the United States introduced a new, clean-
cut look to architectur.e. He emphasized the use of wood and of other materials as they
appear in nature. Wright designed his low, horizontal prairie style houses to seem to grow
out of the ground and to blend with the openness of the Midwest prairie.
1 All of the following were characteristics of American architecture EXCEPT

® European styles
® the skyscraper
© rebuilt houses
2 In paragraph 3, the author states that Frank Lloyd Wright's new style of architecture was
® very different from skyscrapers
® in harmony with nature
© new and extremely clean
Many plants can propagate themselves by vegetative reproduction. In this process, part
B of a plant separates, takes root, and grows into a new plant. Vegetative reproduction is a
type of asexual reproduction; it involves only one parent and there is no fusion of gametes
(sex cells). Plants use various structures to reproduce vegetatively. Some plants use
underground storage organs. Such organs include rhizomes (horizontal, underground stems),
the branches which produce new plants; bulbs (swollen leaf bases) and corms (swollen
stems), which produce daughter bulbs or corms that separate from the parent; and stem
tubers (thickened underground stems) and root tubers (swollen adventitious roots), which
also separate from the parent. Other propagative structures include runners, creeping
horizontal stems that take root and produce new plants; bulbils, small bulbs that develop on
the stem or in the place of flowers, and then drop off and grow into new plants; and
adventitious buds, miniature plants that form on leaf margins before dropping to the ground
and growing into mature plants.
1 According to the paragraph, vegetative reproduction takes place in the following ways
EXCEPT
® through the fusion of gametes
® by using underground storage organs
© through the production of miniature plants
60 ~ www.ibttoefl.co.kr

c Farmers conserve or add to the fertility of the soil by keeping some land fallow each
season. Fallow land is plowed but is not seeded during a growing season. Farmers also help
keep the soil fertile by growing a fallow crop . A fallow crop is one that nourishes the soil, such
as soybeans. Extensive irrigation systems and complex farm machinery also help to increase
the region's agricultural production. Nearly all farmers in the United States and Canada use
tractors rather than animals for plowing. However, owners of smaller farms often find it too
costly to buy equipment such as combines. These machines are very costly and are best
suited for very large farms. As more-complex and more-expensive machinery is developed, it
n
is harder for owners of small farms to compete with the owners of large farms. Therefore, the ,..=
number of large farms in the United States and Canada is steadily increasing, while the
...=....
"U
number of small farms is decreasing.
1 All of the following are mentioned as helping increase the productivity of farmland EXCEPT
® leaving some portion of land without crops growing on it
® growing of a crop that can increase the fertility of the soil
© using animals instead of machines for plowing
2 According to the paragraph, small farms are diminishing because

® they are losing competitiveness to large farms equipped with newly-developed
machinery
® the tractors and combines they use are too outdated compared with those of large
farms
© many of them are turning to the livestock industry to earn more profit
o The massive oil spills that result from the sinking or collision of supertankers are
devastating to the marine environment. The 1978 grounding of a supertanker, the Amoco
Cadiz, poured 230,000 tons of crude oil along the coasts of Brittany, in northwestern France.
In 1989 more than 35,000 tons of crude oil were spilled by the Exxon Valdez, damaging the
unspoiled coasts of southern Alaska, the home of whales, sea otters, salmon, fish-eating bald
eagles, and other wildlife. Accidents have prompted tighter restrictions, such as having
double hulls, on the construction and operation of tankers.
Most of the components of oil are insoluble in water and float on the surface. They can be
seen in most harbors as thin, iridescent slicks on the surface or as black deposits on sandy ·
and rocky beaches. You would expect large areas of the ocean to be covered with the oil that
has accumulated over the years. Fortunately, some of its lighter components evaporate, and
bacteria ultimately break the oil down. Oil is said to be almost completely biodegradable
because, though very slowly, it is broken down, or decomposed, by bacteria. Different marine
communities, however, have different sensitivities to oil. For instance, it lasts much longer in
salt marshes and mangrove forests.
1 According to the passage, oil spills cause which of the following effects?
® They bring serious damage to the marine environment.
® They increase the number of bacteria living in the ocean.
© They significantly increase oil price for a short period .
Factual Information & Negative Fact " 61

Mini T es t
Pueblo Architecture
Before European-American settlers displaced them from their lands, Native Americans
developed a wide variety of architectures to take advantage of the materials available, and to
build houses that offered maximum protection against the local climate . The forest ~~ of
what is now the eastern part of the United States, for example, used small, flexible trees to
frame their houses, which were then covered in sheets of bark and could be moved easily if a
village had to relocate . The tribes of the plains developed simple, portable homes called "tipis."
Tall and conical, with an opening at the top for ventilation·, the tipi had a framework of
wooden poles and a cover of hide, which in many cases was decorated with colorful symbols.
Perhaps the most impressive architecture of all, however, emerged from the culture of the
Pueblo peoples, on land now part of the states of Arizona and New Mexico. The Pueblo culture
comprised a loose assemblage of tribes speaking a variety of languages and supporting
themselves by agriculture. Pueblo peoples included the Zuni and the Hopi.
Pueblo dwellings were lofty and had numerous rooms. Thick walls provided insulation
against the intense heat produced by desert sunlight. A pueblo home might have several
stories. It housed one family per room . rJ Originally, Pueblo buildings were constructed in
caves high on the walls of canyons. rn Pueblo homes later were built on flat ground. (!1 The
buildings were made of sandstone, which could be split into sheets suitable for construction, or
of a synthetic conglomerate material called "adobe" by Spanish-speaking settlers. Adobe was
made of moistened clay mixed with sand, and did not fracture easily after it dried. m
.. Complex construction was required for the roof of a Pueblo dwelling. The roof was
supported by thick logs laid horizontally from one wall to another. The ends of the logs
protruded slightly beyond the outside of the walls. Branches, grass, and other plant materials
were arranged in layers on top of the logs. The final stage of roof construction was to apply a
thick layer of adobe. Pueblos had rooms for living and for storing food , fuel, and utensils. The
buildings were so strong that some of them survive, centuries after their construction.
* ventilation: the movement of fresh air around a room or building

1 = = = in the passage is closest in meaning to

(£) builders
® farmers
© loggers
® inhabitants
2 What can be inferred about Pueblo tribes?

(£) They lived largely sedentary lifestyles.
® They were skilled farmers .
© They preferred to build with sandstone rather than adobe.
® They typically had very large extended families.
3 According to paragraph 3, what was the most complicated aspect of Pueblo construction?
(£) The manufacture of adobe bricks
® The construction of mUlti-story build ings
© The construction of roofs
® The exactly horizontal placement of logs
Paragraph 3 is mark ed with an arrow [ .. ] .
passage.
Residents of these homes were called "cliff dwellers" for this reason.
5 Directions: An introductory sentence for a brief summary of the passage is provided below.
ideas in the passage. Some sentences do not belong in the summary because they express ideas
that are not presented in the passage or are minor ideas in the passage.
Various Native American tribes developed unique architectural styles specific to their
environment and way of life.
(£) In many tribes, the major focus of housing architecture was portability, as the tribes
frequently moved.
® The decoration of the tipis of the plains tribes made them different from the tipis of other
tribes.
© The homes of the Pueblo people were the best adapted to their particular environment.
® Pueblo dwellings were large, multi-storied, and built with sandstone or adobe.
(§) Adobe roofs were a construction of logs, grass, and adobe.
CD Pueblo home construction was complex and employed a number of building materials.
Factual Information & Negative Fact ~ 63

i BT Test
Atomic Structure
Atoms were once thought to be fundamental pieces of matter, but they are in turn made of smaller
subatomic particles. There are three major subatomic particles: neutrons, protons, and electrons.
Protons and neutrons can be broken into even smaller units, but these smaller units do not occur
naturally in nature and are thought to only be produced in manmade particle accelerators and perhaps in
extreme stellar events like supernovas. The structure of an atom can best be described as a small solar
system, with the neutrons and protons at the center and the electrons circling them in various orbits, just
as the planets circle the sun. In reality, the structure of an atom is far more complex, because the laws of
physics are fundamentally different at the atomic level than at the level of the observable world. The true
nature of atomic structure can only be expressed accurately through complex mathematical formulas.
Protons and neutrons have nearly equal mass and size, but protons carry a positive electrical
charge, while neutrons carry no charge at all. Protons and neutrons are bound together by the strong
nuclear force, one of the four basic forces in the universe. Protons and neutrons give atoms some of their
most basic properties. Elements are defined by two numbers: their atomic number, which is equal to the
number of protons they have, and their atomic weight, which is equal to the total number of their
neutrons and protons. In most lighter atoms, the number of neutrons and protons is equal, and the
element is stable. In heavier atoms, however, there are more neutrons than protons, and the element is
unstable, eventually losing neutrons through radioactive decay until a neutral state is reached .
Electrons are negatively charged particles. They are bound to their atoms through electromagnetic
attraction. Opposite electrical charges attract one another, so the positive charge of the proton helps
keep the negatively charged electron in orbit around the nucleus of the atom. Electrons are different from
neutrons and protons in that they cannot be broken down into smaller particles. They are also far smaller
and lighter than neutrons and protons. An electron is about one thousandth of the diameter of a proton
and an even smaller fraction of its mass. Electrons circle the protons and neutrons at the center of the
atom in orbits. These orbits are often called electron shells. The closer the orbit is to the center of the
atom, the lower its energy is. There are seven electron shells, and each higher level can hold more
electrons than the previous shell. Electrons naturally seek to occupy the lowest shell possible. So if there
is space in a lower shell, an electron will drop down to occupy that space. At temperatures higher than a
few hundred degrees, electrons will gain energy and move to a higher shell, but only momentarily. When
the electrons drop back down to their natural shell, they emit light. This is why fires and other very hot
objects seem to glow.
Electrons are also primarily responsible for many of the chemical properties of atoms. Since
electrons seek to occupy the lowest electron shell pOSSible, they will move from one atom to another if
there is a space available in a lower electron shell. For example, if there is an atom with an open space in
its third shell, and it comes into contact with an atom with electrons in its fourth shell, the first atom will
take one of these electrons to complete its third shell. When this happens, the two atoms will be
chemically bonded to form a molecule. Furthermore, atoms sometimes lose electrons in collisions with
other atoms. When this happens, the ratio of protons and electrons in the atom changes, and therefore,
the overall electrical charge of the atom changes as well. These atoms are called isotopes, and they have
significantly different chemical properties from their parent atoms.

TOEFL Reading
Ln-
Paragraph 1
Atoms were once thought to be fundamental pieces of matter, but they are in turn made
of smaller subatomic particles. There are three major subatomic particles: neutrons, protons,
rotons nd neutl" ns can be broke into even smaller units, bu aile
.........-..........u.><c.....,"""'r.......
na...tu rawll'l in nature ana are tI'louglit to only' De Qroaucea in manma e
......
[pjm~~~~~!iiAfiraJ~~~]l~ffim~~!iE~~:t[!lEiuim~im~ The structure of an
atom can best be described as a small solar system, with the neutrons and protons at the
center and the electrons circling them in various orbits, just as the planets circle the sun. In
reality, the structure of an atom is far more complex, because the laws of physics are
fundamentally different at the atomic level than at the level of the observable world . The true
nature of atomic structure can only be expressed accurately through complex mathematical
formulas.
® Protons and neutrons can be broken into smaller units, but this is thought to only happen in
particle accelerators or in very powerful space events.
® Protons and neutrons can be broken into smaller units in particle accelerators that mimic
extreme stellar events.
© Protons and neutrons can be broken into smaller units when their particles are accelerated
by extreme stellar events like supernovas.
® Protons and neutrons can be broken into smaller units to form accelerated particles and
extreme stellar events.
2. In paragraph 1, why does the author compare the structure of an atom to a solar system?
® To provide an explanation of atomic structure that will be easily understood
® To show that the complex mathematical formulas used to explain atomic structure are
inaccurate
© To show the influence of atomic structure on the world at the observable level
® To contrast the size of atoms with the size of objects at the observable level
Factual Information & Negative Fact !I!I 6S

TOEFL Reading
118:
Paragraph 2
Protons and neutrons have nearly equal mass and size, but protons carry a positive
electrical charge, while neutrons carry no charge at all. Protons and neutrons are bound
together by the strong nuclear force, one of the four basic forces in the universe. Protons and
neutrons give atoms some of their most basic properties. Elements are defined by two
numbers: their atomic number, which is equal to the number of protons they have, and their
atomic weight, which is equal to the total number of their neutrons and protons. In most
lighter atoms, the number of neutrons and protons is equal, and the element is . In
heavier atoms, however, there are more neutrons than protons, and the element is unstable,
eventually losing neutrons through radioactive decay until a neutral state is reached.
3. According to paragraph 2, an atom's atomic number is determined by

o the sum of its protons and electrons
® the difference in the mass of its neutrons and protons
® the strength of the bond between its protons and neutrons
® the total number of protons it has
4. The word in the passage is closest in meaning to

o neutral
® unchanging
® heavy
® equal
5. According to the information in paragraph 2, what will happen if an atom has more neutrons
than protons?
o It will not have enough of a positive electrical charge to keep its electrons in orbit.
® Its nucleus will explode in a supernova.
(£) It will slowly give off neutrons until the atom becomes stable.
® Its extra neutrons will be converted into light energy.
TOEFL Reading
-=
Paragraph 3
Electrons are negatively charged particles. They are to their atoms through
electromagnetic attraction. OppOSite electrical charges attract , so the positive
charge of the proton helps keep the negatively charged electron in orbit around the nucleus of

the atom. Electrons are different from neutrons and protons in that they cannot be broken
down into smaller particles. They are also far smaller and lighter than neutrons and protons.
An electron is about one thousandth of the laimiiiii of a proton and an even smaller fraction
of its mass. Electrons circle the protons and neutrons at the center of the atom in orbits. These
orbits are often called electron shells. The closer the orbit is to the center of the atom, the
lower its energy is. There are seven electron shells, and each higher level can hold more
electrons than the previous shell . Electrons naturally seek to occupy the lowest shell possible.
So if there is space in a lower shell, an electron will drop down to occupy that space. At
n
temperatures higher than a few hundred degrees, electrons will gain energy and move to a :z:
".
higher shell, but only momentarily. When the electrons drop back down to their natural shell,
........
."
they emit light. This is why fires and other very hot objects seem to glow. :::leI

® held ® contrasted
® dependent ® related
7. The phrase miiJimittii:l in the passage refers to

® particles
® electrical charges
® electrons
® atoms
8. The word iliiiiiiiil in the passage is closest in meaning to

® width
® weight
® energy
® volume
9. According to paragraph 3, when does an atom produce light?

® When it has more electrons than its electron shells can hold
® When an electron drops back to its original electron shell
® When an electron is transferred from one atom to another
® When energy is added to the outermost electron shell
10. According to the passage, all of the following are true of electrons EXCEPT
® their energy levels are fixed and unchanging
® they are kept in orbit by electromagnetic attraction
@ the y are elementary particles and cannot be broken down
® they are considerably smaller than neutrons or protons
Factual Information & Negative Fact " 67

TOEFL Reading
LV ......
Paragraph 4
Electrons are also primarily responsible for many of the chemical properties of atoms.
Since electrons seek to occupy the lowest electron shell possible, they will move from one atom
to another if there is a space available in a lower electron shell. For example, if there is an atom
with an open space in its third shell, and it comes into contact with an atom with electrons in its
fourth shell, the first atom will take one of these electrons to complete its third shell. When this
happens, the two atoms will be chemically bonded to form a molecule. Furthermore, atoms
sometimes lose electrons in collisions with other atoms. When this happens, the ratio of protons
and electrons in the atom changes, and therefore, the overall electrical charge of the atom
changes as well. These atoms are called isotopes, and they have significantly different chemical
properties from their parent atoms.
11. According to paragraph 4, which property of electrons is responsible for chemical bonding?
(£) Their ability to break free of their atom during a collision
® Their electromagnetic attraction to protons
© The fact that they cannot be broken into smaller particles
® Their tendency to occupy the lowest possible electron shell
TOEFL Reading
l ZIiFon.m
•
Paragraph 1
Atoms were once thought to be fundamental pieces of matter, but they are in turn made
of smaller subatomic particles. There are three major subatomic particles: neutrons, protons,
and electrons. Protons and neutrons can be broken into even smaller units, but these smaller
units do not occur naturally in nature and are thought to only be produced in manmade particle
accelerators and perhaps in extreme stellar events like supernovas. a The structure of an atom
can best be described as a small solar system, with the neutrons and protons at the center and
the electrons circling them in various orbits, just as the planets circle the sun. m In reality, the
structure of an atom is far more complex, because the laws of physics are fundamentally
different at the atomic level than at the level of the observable world . (!J The true nature of
atom ic structure can only be expressed accurately through complex mathematical formulas. I!l

passage.
This explanation, however, is of little use to most average people.
LooJ< at tb~ p'~~sage C!g(lil).
worth 2 points.
Atoms, which make all the various forms of matter in the universe, are in turn made up of
electrons, protons, and neutrons.
® Protons and neutrons are made of smaller particles, but these particles are only found in
space.
® An atom that contains more neutrons than protons will be unstable and lose protons over
time.
@) The total numbers of protons and neutrons, along with their ratios, give atoms many of
their fundamental properties.
® While protons and neutrons have nearly equal mass and size, and occupy the atom's
nucleus, electrons are far smaller and orbit the nucleus of an atom.
CD Electrons give off energy in the form of light when they drop from higher electron shells.
CD The properties of electrons and their electron shells give atoms many of their chemical
properties.
Factual Information & Negative Fact ~ 69

Inference
C "A T

Choose thelri ht.word1for each.blanit'iin theJ sentence
1 A series of economic reform measures will give the regional governments greater
_ _ _ _ _ to run their economies.
® federation @ autonomy © agitation
2 The North and South Poles are located on opposite ends of the _ _ _ _ _ on which
the Earth rotates.
® merry-go-round @ rotation © axis
3 Although China is emerging as an influential force in the world politics, it is also

experiencing instability and social _ _ _ _ _ as a price of its rapid development.
® unrest @ platform © boycott
4 I think the course title is a -=---____,. This class isn't only about postcolonialism.
® misnomer @ associate © fragment
5 Although many people believe eating less fat _ _ _ _ _ disease, a new study
suggests that this may not be true.
® facilitates @ curbs © destroys
6 Long-awaited rain throughout last week has _ _ _ _ _ the reserviors to their

highest point in 9 months.
® predominated @ replenished © withheld
7 While a pilot can in theory avoid _ _ _ _ _ objects through the use of a good map,
radar is still needed to track the locations of other planes.
® ready-made @ iridescent © stationary
8 Animal behaviorists in the UK suggest that ants are very _ _ _ _ _ teachers. They
found evidence of two-way teacher-pupil communication between ants.
® organic @ graduated © adept
9 Vietnam was removed from the list of countries with local transmission of SARS in
2003, as it acted to control the disease.
® swiftly @ casually © unexpectedly
10 In some regions of the world, progress in reducing malnutrition among infants and
young children is _ _ _ _ _ slow.
® actively @ exclusively © exceedingly
Inference " 71

CHAPTER
. O~i \It
Inference Questions I Cau hOi suy lu~n Ttl ngfr thuang dun:;>
• Cau hOi suy lu~ yeu cftu b;;m hil~u mot l~p lu~ ho~c • Which of the following can be
•
mot y tUOng duQ'C gqi y nhung khong duQ'C d~ c~p ro inferred from the passage about
Walt Disney?
rang trong bID dQc.
• What can be inferred from
• MOi bID dQc co tu 0-2 cau hOi lo¢ nay. paragraph 3 about Charlie Brown?
• B;;m phfu S11 dVng tu duy logic d€ suy lu~ dva tren • It can be inferred from the passage
mot so thOng tin trong bID dQc va phfu xac d!nh nhfrng that hummingbirds are often
an y trong tu ngfr tac gia viet cling nhu y nghia b~ attacked by
• Based on the information in
m~t cua nhfrng tu ngfr nay.
paragraph 2 and paragraph 3, what
can be inferred about cetaceans?
• According to the passage, global
warming is most likely to have which
of the following effects?
Based on the information in paragraph 3, it can be inferred

and unskilled, whose wage levels and concems differed greatly.
that skilled laborers
.. The next national union to be founded, the American
o were mainly engaged in cigar making and carpentry Federation of Labor (AFL), was formed in 1886. It concentrated on
o held extremely independent attitudes that made it hard to organizing skilled workers. It continues today as the important
form unions AFL·CIO. Under its first president, Samuel Gompers, the AFL
o were generally opposed to greater levels of immigration recognized the autonomy of each specialized trade, such as
o were far more politically active than unskilled laborers carpenters or cigar makers. The AFL formed the coordinating
group for these separate trades. Its program included laws curbing
Paragraph 3 is marked with an arrow [ .. ] .
immigration, introduction of new machines and labor legislation to
72 66 www.ibttoefl.co.kr

1 Hieu chinh xac n(li dung hili dQc

Di~u cO' ban cua ci'm hOi suy 1u~ 1a hi~u chinh xac n(ii dung bm d9C. B:;m phfu d9C ky
(close reading) thi moo co the hi~u cling nhu suy 1u~ dUng van d~.
2 Tim thOng tin clin thiet d~ dua vao suy lu*n

Suy 1u~ (inference) phfu dqa tren CO' si'r logic va sq phOng doan (guess). ThOng tin d~ suy
n
:z:
:P
.......
"V
1u~ nMt thiet phfu co trong bm d9C. Trong truOng hqp b:;m da tim ra 1qa ch9n tni 100
::1:1
nhung khong biet cMc 1a dung hay khong thi hiiy tui'rng tuqng dng b:;m phfu gifu thich
cho nguOO khac 1y do b:;m nghi 1qa ch9n do la dUng. Di~u nay giup b:;m xac d~h r6 han
nhling thOng tin can thiet. Ngom ra, t?P g?ch duOO nhling thOng tin quan tr9ng cling 1a
m(it phuang phap hay.
3 Co nhUm cach suy lu*n khac nhau

CD Suy lu*n d~a vao m)i dung dUQ"C gqi Ytrong me)t cau van
Tu mi)t cau nao do trong bili dQc, b~ co tM suy lu~ nhling thOng tin gian ti€p.
ex) Airplanes are increasing in importance as a means of transportation .
... Traditional ways of transportation are becoming less important compared to airplanes.
ell Suy lu*n d~a vao ne)i dung dUQ"c gqi y trong 2 cau van tr& len
B~ phru suy lu~ logic bkg vi¢c lien ket thOng tin trong 2 cau van tnt len.
® Suy lu~ d~a vao thOng tin clla toan be) hili dQC
B~ phru suy lu~ dva vao ket lu~ (conclusion). nhling y tuang quan trQng (important ideas). ho~c
chu de (main topic) ella bili d9C.
® Suy lu*n d~a vao ngli di~u ho*c thai de) clla nguOi viet
Trong cac bili dQc TOEFL, nguoo viet thuimg to thai di) trung I~p. Tuy nhien, doi khi hQ cling th~
hi¢n quan di~m eua minh mi)t cach gian tiep. B~ phru nfun b~t nhling dieu nay d~ co tM suy lu~
chinh xae.
® Suy lu*n trong tru6ng hQ1l khac
Dva vao nang Ivc ca nhan d~ ap dvng ni)i dung bili dQc vao mi)t ngfr eanh moo..
® Suy lu*n d~a vao thOng tin dUQ"c di~n giai l~i tu ne)i dung clla hili dQc
Tuong tv voo. eliu hOi xac dinh thOng tin co sAn, doi khi thOng tin trong Iva ch9n tra 100 dUng (y cau
hOi suy lu~ duqc paraphrase tu ni)i dung cua bili d9C nhung co sua d6i ll),i mi)t it. Day la d~g de
tim duqc Iva eh9n tra 100 dUng nhal (y cau hoi suy lu~.
Inference ~ 73

Labor Unions in the United States
The establishment of the American labor union was by no

means an easy task. The workers were able to succeed only after
much repeated failure. The first unions of workers came during the
era of Jacksonian Democracy and were local. In the post-Civil War
period attempts were made to create organizations of workers on a
national basis. The National Labor Union was created in 1866 with
the goal of establishing the eight-hour day. In 1868, Congress
passed an eight-hour day for mechanics and laborers who worked
for the US government, but progress elsewhere was slow. In 1872,
after turning to national politics, the National Labor Union collapsed.
After the Panic of 1873, there was labor agitation, but labor unions .' agitation: (n.) disturbance usually
were unsuccessful in organizing support and eliminating unrest. in protest
unrest: (n.) a social or political
In 1878, the Knights of Labor was organized as a national situation in which people protest
union of both skilled and unskilled workers. Their platform called for platform: (n.) the policies and
the eight-hour day, boycotts not strikes, a graduated income tax, goals of a political party
• boycott: (n.) an act of refusing to
and consumer cooperatives. The Knights forced some concessions purchase a product as a way of
from several railways but collapsed after a general strike for an protesting
eight-hour day failed in Chicago and the Haymarket Massacre of • graduated: (a.) organized
according to a series of levels
1886. One of the key weaknesses lay in the effort to bring together
all workers, skilled and unskilled, whose wage levels and concerns
differed greatly.
The next national union to be founded, the American
Federation of Labor (AFL), was formed in 1886. It concentrated on • federation: (n.) a large
organization made up of several
organizing skilled workers. It continues today as the important AFL-
smaller organizations or groups
CIO. Under its first preSident, Samuel Gompers, the AFL recognized that share similar aims
the autonomy of each specialized trade, such as carpenters or cigar • autonomy: (n.) independence
makers. The AFL formed the coordinating group for these separate
trades. Its program included laws curbing immigration, introduction • curb: (v.) to control or limit
something
of new machines and labor legislation to include the eight-hour day
and workmen's compensation.

3 It can be inferred from paragraph 3 that

1 What can be inferred about work hours in
the US? skilled laborers
(£) They are typically longer for unskilled (£) were mainly engaged in cigar making
laborers. and carpentry
® They were higher than 8 hours a day ® held extremely independent attitudes
before the Civil War. that made it hard to form unions
® They were tied to wage levels in many ® were generally opposed to greater
companies. levels of immigration

® They were the only concern of the first ® were far more politically active than
labor unions. unskilled laborers
n
:z:
...,
:P
2 Which of the following can be inferred from 4 It can be inferred from the passage that ....
...,
::D
paragraph 2 about labor strikes in the US? labor unions are effective when
(£) They ceased with the creation of labor (£) they focus on a particular class of
unions. workers and specific goals
® They were an important means for ® there are limitations on their
labor unions to achieve their goals. engagement in politics
® They were more common among ® they are organized by skilled workers
unskilled workers. rather than by unskilled workers
® They reached their highest levels in ® they sometimes use violence during
1878. strikes
1. Suy lu~ dva vao ni)i dung cua dOl;lll vful tM nMt. 2. Tim thOng tin can thiet d~ suy lu~ trong dOl;lll van thti: haL
3. Tim thOng tin cAn thiet d~ suy lu~ trong dOl;lll vful thti: ba. 4. Bl;lll co tM nit ra suy lu~ dung dva vao thOng tin rAng
Knights of Labor that b~ khi to chti:c nghi~p doan bao gom Cll cong nhlin co tay ngM IAn cong nhlin khong co tay ngM,
trong khi d6 American Federation of Labor I~ thanb cong khi chi chu tr9ng vao cong nhan c6 tay nghEi va til chti:c nay c6 cac
m~c tieu c~ tM.
In focus:
·T D~ c6 tM suy lu~ n(li dung duQ'C g¢ y, b~ phfu hi~u tUOng t~ Ynghia cot loi cua bill doc. Neu
chi hi~u n(li dung m(lt cach sa sm thi b~ khong th~ nao tim duQ'C h,l'a chon tnllOi dUng cho dIU hOi
suy lu~.
ex 1) ThOng tin cAn cho cau hOi 1 nilm trong cau "In the post-Civil War period attempts were made to create
organizations of workers on a national basis. The National Labor Union was created in 1866 with the lloal of
a
establishinqthe elght-hour day." dOl;lll vful thti nMt, National Labor Union duqc thilnh I~p sau cui)c ni)i chien
Nam-Bdc, n6 Il,lc thiet I~p che di) lam vi~c mi)t ngay tam Mng; dieu nay c6 nghia la tru&c cui)c ni)i chien m6i
ngay cong nhan lam vi~c nhieu hO'Il tam Mng dong M.
ex 2) ThOng tin cAn cho cau hOi 2 Iii "The Knights forced some concessions from several railways but collapsed after
a general strike for an eight-hour day failed in Chicago and the Haymarket Massacre of 1886." (f dOl;lll vful thti
hai. Vi~c dinh cong thal b~ Iii nguyen nhan lam Knights s~p dil, cho thay dinh cong d6ng vai tro nIt quan
tr9ng d~ cae nghi~p doiln lao di)ng dl,lt duqc m~c dich cua minh.
Inference ~ 7S

Exercise
Tides
The tides are caused by the gravitational pull of the moon and
sun and by the rotation of the Earth, moon, and sun. Strictly
speaking, the moon does not rotate around the Earth. Instead the • rotation: (n.) movement in a
Earth and moon both rotate around a common pOint, their combined circle around a fixed central point
center of mass. This rotation produces centrifugal force, which is the

force that pushes you outward when you ride on a merry-go-round. • merry·go-round: (n.) a machine
The centrifugal force just balances the gravitational attraction that children ride on as it goes
around in a circle
between the Earth and moon - otherwise the two would either fly
away from each other or crash together.
Centrifugal force 'and the moon's gravity are not in perfect
balance everywhere on the Earth's surface, however. On the side of
the Earth nearest the moon, the moon's gravity is stronger and pulls
the water toward the moon. On the side away from the moon,
centrifugal force predominates, pushing the water away from the • predominate: (v.) to have more
power, influence, or importance
moon. If the Earth were completely covered with water, the water
than other things
would form two bulges on opposite sides of the planet. In addition to * bulge: (n.) a shape that curves
the rotation of the moon and the Earth as mentioned above, the outward on the surface of
something
Earth is spinning like a top on its own axis. AS it does so, any given
" axis: (n.) the center line around
point on the planet's surface will first be under a bulge and then which something rotates
away from the bulge. High tide occurs,when the point is under a
bulge. Because the Earth takes 24 hours to complete a rotation, the
point will have two high tides and two low tides ev.ery day. Actually,
the moon advances a little in its own orbit in the course of a day. It
takes the point on Earth an extra 50 minutes to catch up and come
directly in line with the moon again. A full tidaL cycle thus takes 24
hours and 50 minutes.
The sun produces tidal bulges in the same way as the moon.
Though it is much larger than the moon, it is 400 times further
away, and its effect on the tides is much less. When the sun and
moon are in line with each other, which happens at the full and new • new moon: a moon that appears
after a night when there was no
moons, their effects add together. At these times, the tidal range, or
moon. It looks like a thin curve in
difference in water level between successive high and low tides, is the sky.
large. Such tides are called spring tides. This name is a misnomer
because spring tides occur throughout the year.

Based on the information in paragraph 1, 3 It can be inferred from the passage that
1
what can be inferred about the Earth? gravity
(£) Its orbit is affected by the moon. (£) is a phenomenon unique to the Earth
® It experiences the strongest tidal and the moon
forces in the solar system. ® would not be possible without the
© Its centrifugal force is provided by the presence of tides
sun. © weakens as distance increases
® Its rotation around the sun will between two objects
eventually eliminate the occurrence of ® prevents the sun from creating strong
tides. tides on Earth
n
::c
p
2 Based on the information in paragraph 2, 4 Based on the information in paragraph 3, ....

"V
which of the following is mostly likely to "'

=
what can be inferred about high tides?
(£) Times for high tides vary with location. happen when the sun and the moon are the
® Their strength is always consistent. farthest away in angle from each other?
© They are stronger at night than in the (£) Spring tides will cease to happen.
day. ® The sun's effect on the tides will
® They do not occur close to the Earth's increase.
equator. © An eclipse will take place.
® The tidal range will be the smallest.
1. Cau "Instead the Earth and moon both rotate around a common point, their combined center of mass." & do~ vAn thu nhat
c6 tM giup b~ suy lu~ dllQ'C rAng quy dl,lO cua m~t trAng va tnll da:t conen quan m~t thiet voo nhau. 2. Suy lu~ dva vao
thOng tin nen quan den high tides & do~ 2. 3. Suy lu~ dva vao thOng tin trong cau "On the side of the Earth nearest the
moon, the moon's gravity is stronger" &do~ 2 va cau "Though it is much larger than the moon , it is 400 times further away,
and its effect on the tides is much less." & do~ 3. 4. Cau hOi nay d~t ra m(>t tinh huang moo. Neu b\Ul hi~u rAng tinh huong
nay trill nguQ'C vOO hi~n ttlQ'llg spring tides trong dO\Ul3 thi b~ co tM tim ra suy lu~ dUng ngay.
in focus:
'. D6i v6i. cau hOi suy lu:Pl y{m cau lien ket thOng tin duQ'C trinh bay trong 2 cau van, di~u can thiet
a
la bl,Ul phfu tim ra chinh xac nhUng thOng tin quan tn;mg. cau hOi 2, high tides duQ'C nhAc den
trong cau "High tide occurs when the point is under a buIge." D~ hi~u duQ'C ''the point" va "a bulge",
bl,Ul phfu hi~u thOng tin trinh bay trong Call &tru6'c "If the Earth were completely covered with
water, the water would form two bulges on opposite sides of the planet. In addition to the rotation
of the moon and the Earth as mentioned above, the Earth is spinning like a top on its own axis.
As it does so, any given point on the planet's surface will first be under a bu~ and then away
from the buJilll.". ThOng tin do co tM duQ'c tom luQ'C nhu sau:
• high tide xuat hi~n khi m(>t di ~m nao d6 di qua bulge • Di~m d6 di qua bulge khi trill da:t quay quanh
• bulge nam & 2 dau trill dat trl,lc cua n6
TU do co tM suy lu:Pl ra dng thOi. di~m cua high tide thay d6i khac nhau tuy theo tUng 'i tri
tren be m~t trru dat.
Inference " 77

Exercise
Photosynthesis
Almost all living things ultimately get their energy from the sun.
In a process called photosynthesis, plants, algae, and some other
organisms capture the sun's energy and use it to make simple sugars
such as glucose. Most other organisms use these organic molecules • organic: (a.) relating to living
as a source of energy. Organic materials contain a tremendous things
amount of energy. As food, they fuel our bodies and those of most
other creatures. In such forms as oil, gas, and coal, they heat our
homes, run our factories and power our cars.
Photosynthesis begins when solar energy is absorbed by
chemicals called photosynthetic pigments that are contained within
an organism . The most common photosynthetic pigment is
chlorophyll. The bright green color characteristic of plants is caused
by it. Most a a have additional pigments that may mask the green
chlorophyll. Because of these pigments, algae may be not only green
but brown, red, blue or even black.
In a series of enzyme-controlled reactions, the solar energy • enzyme: (n.) a natural chemical
captured by chlorophyll and other pigments is used to make simple produced by living celis. that
causes biochemical reactions to
sugars, with carbon dioxide and water as the raw materials. Carbon start
dioxide is one of very few carbon-containing molecules not
considered to be organic compounds. Photosynthesis then converts
carbon from an inorganic to an organic form . This is called carbon
fixation . In this process, the solar energy that was absorbed by
chlorophyll is stored as chemical energy in the form of simple sugars
like glucose. The glucose is then used to make other organic
compounds. In addition, photosynthesis produces oxygen gas. All the
oxygen gas on earth, both in the atmosphere we breathe and in the
ocean, was produced by photosynthetic organisms. Photosynthesis
constantly replenishes the earth's oxygen supply. • replenish: (v.) to fili something
that had previously been emptied
Organisms that are capable of photosynthesis can obtain all the
energy they need from sun light and do not need to eat. They are
called autotrophs. Plants are the most familiar autotrophs on land. In
the ocean, algae and bacteria are the most important autotrophs.
Many organisms cannot produce their own food and must obtain
energy by eating organic matter. These are called s.

1 3
(£) Green algae are less common than (£) They are not reliant on simple sugars
other colors of algae. for energy.
® Algae are photosynthetic organisms. ® They require more energy than
© They are ineffective producers of autotrophs.
sugars. © They cannot exist without the
® They are chemically different from presence of autotrophs.
other plants. ® They are mostly land-bound
organisms.
2 Based on the information in paragraph 3, it n

can be inferred that glucose 4 It can be inferred from the passage that the =
p
-a
(£) is needed to create enzymes
author considers solar energy to be .....
(£) essential for every organism on earth
"'
:u
® is a byproduct of oxygen production
© enables photosynthesis ® a perfect solution to the energy
® contains carbon problem
© a permanent and everlasting source of
energy
® useless to most bacteria and algae
1. Suy lu~ dva vao thOng tin & dol).Il 2. 2. D9C kj do~ 3, va neu xac d¢h duqc glucose duqc hinh thanh tu cha:t li~u gi va
duqc su dl,lIlg nhu the nao thi b~ se tim ra Iva ch9n tra 1m dWig. 3. Heterotrophs tl;lo ra nang luqng Mng cach an cha:t hliu
CCJ. Hay xac dtnh y nghia va vai tro cua organic matter d~ tim ra suy lu~ dting. 4. Day la cau hOi suy lu~ dva vao
conclusion va main idea cua toan bQ boo d9C.
~.:\ ': , . . ~common distracters
:+: DuOi day la nhUng Itpl ch9n tra 1m sai thuimg co trong cau hOi suy lu~.
o L~a chQn tni 1m co thOng tin mAu thuAn vm thOng tin trong bai dQC
ex) Lva ch9n tra 1m A, B, C & cau hOi 2; Iva ch9n tra 1m D & cau hOi 4
f) L~ chQn tra 100 co thOng tin khong mAt phat tu n9i dung cua bai dQC
Cho du thong tin trong Iva ch9n tra 100 dUng vOi sv tMt nhung khong dtpl vao cO' sa thOng tin
trong bili d9c, rna dva vao quan di~rn, kinh nghi~rn ho~c kien thuc cli nhan cling khong dUQ'C xern
la Iva ch9n tra 100 dung.
ex) Lva Ch(,lD tra 1m A, C, D trong cau hOi 1; Iva chon tra 1m A, B, D trong cau hiii 3; Iva ch9n trli lai B, C trong
cau hOi 4
~ L~ chQn tra 1m co n9i dung duqc nhilc den trong bai dQc nhung khong phd hqp vOi yeu
c8U cua cAu hOi
Inference ~ 79

M 0 r e Practice ..~
--------------~~----- ---------------------------------
Read the passages below and choose the correct inference.
A Erosion can change the land in many ways. For example, the Mississippi River carries
large amounts of tiny rocks and soil in its waters and deposits them downstream as
sediment. The Mississippi deposits its sediment where it empties into the Gulf of Mexico. The
sediment built up this way at the mouth of a river is called a delta . Deposited sediment forms
soil rich in nutrients.
® Deltas are permanent land features.

® The Gulf of Mexico was formed by erosion . I
I
© The delta formed by the Mississippi River is a fertile farming area .
B As the twentieth century advanced, the easy faith in progress and reform expressed by
Social Gospelers and other liberals fell victim to a series of frustrations and disasters: the
Great War, the failure of the League of Nations, the failure of Prohibition, the Great
Depression, the rise of fascist dictators, and continuing world crises.
New currents in science and social thought also challenged the belief in a rational
universe. Darwin's biology portrayed humans as more akin to apes than to angels. And
Darwin's contemporary, Karl Marx, portrayed people as creatures of economic self-interest.
In capitalist SOCiety, Marx argued, freedom was an illusion: people were actually driven by
impersonal economic forces. In Freud's psychology, people were also driven, but by needs
arising from the depths of the unconscious.
® Skepticism about human progress and rationalism was widespread in the 20'" century.
® Humans are no more rational than animals because they are controlled by forces.
© Atheism was one of the predominant theories in the 20'" century .
c The water molecule as a whole is neutral in charge, having an equal number of electrons
and protons. However, the molecule is polar. Because of the very strong attraction of the
oxygen nucleus for electrons, the shared electrons of the covalent bonds spend more time
around the oxygen nucleus than they do around the hydrogen nuclei.
Moreover, the oxygen atom has four additional electrons in its outer energy level. These
electrons are paired in two orbitals that are not involved in covalent bonding to hydrogen.
Each of these orbitals is a weakly negative zone . Thus, the water molecule, in terms of its
polarity, is four-cornered, with two positively charged "corners" and two negatively charged
ones.
® The oxygen atom has less electrons than the hydrogen atom.
® The water molecule as a whole is negatively charged.
© Covalent bonds share electrons between atoms.

o Many species are the victims of the illegal pet trade and of the trade in exotic pelts and
skins. The increasing availability of guns and poisons is responsible for the extermination of
other species. The Endangered Species Act has been effective for preserving some species.
For instance, the American alligator had been reduced to a relatively small number by the
early 1960s due to illegal hunting for hides and meat. After 20 years of protection, the species
recovered to such a large extent in many parts of its range that it led to a relaxation of the
laws, which initially provided for the total ban .
Worldwide, the International Union for Conservation of Nature and Natural Resources
keeps track of species threatened with extinction. Endangered species include many of the
world's great cats, whales, certain species of rhinoceros, tapirs, and many other mammals,
birds, and reptiles. Housing and other facilities needed by an expanding human population are
encroaching on their habitats.
® Humans destroyed many species because they encroached on their housing and
facilities.
® Limited hunting for American alligators is now permitted .
© Government policies are responsible for the extinction of many species.
E Slaves were victims. There was no question about that. But to stop with so obvious a
perception would be to miss an important story of endurance and achievement. If ever there
was a melting pot in American history, the most effective may have been that in which
Africans from a variety of ethnic, linguistic, and tribal origins fused into a new community and
a new culture as African-Americans.
Members of the slave community were bound together in helping and protecting one
another, which in turn created a sense of cohesion and pride. Slave culture incorporated
many African survivals, especially in areas where whites were few. Among the Gullah blacks
of the South Carolina and Georgia coast, a researcher found as late as the 1940s more than
4,000 words still in use from the languages of twenty-one African tribes.
But the important point was not survivals that served "as quaint reminders of an exotic
culture sufficiently alive to render the slaves picturesquely different but little more." The point
was one of transformations in a living culture. Elements of African cultures thus "have
continued to exist as dynamic, living, creative parts of life in the United States," and have
interacted with other cultures with which they came in contact.
® The author opposes the view that African-Americans should be compensated for their
past sufferings.
® The author believes that the dark side of slavery shou ld not obscure the importance of
African-American culture.
@) The author suggests that African-American culture is superior to other cultures because
of its diversity.
Inference " 81

MIni Test
TOEfl Reading
l
Infantile Learning Process

.. Learning takes place rapidly during infancy, so swiftly that it is difficult to observe and
analyze. In this respect, the human condition contrasts sharply with that of most other
animals. Generally speaking, the lower a species ranks in the hierarchy of evolution, the more
likely its young are to be born ready-made and prepared to participate in life with a minimum
of learning. The leopard frog, for example, comes fully equipped for keeping itself alive. Its
brain and sense organs are built to perceive only those elements in the environment strictly
necessary for survival, and to exclude everything else. It sees only what it is designed to
perceive. Its world is a mere fragment of the real world .
.. Experiments conducted by Jerome Lettvin and his associates at the Massachusetts
Institute of Technology show that a frog is blind to stationary insects. rl It actually sees
nothing in its field of vision until the thing moves toward it. fiJ Insects moving away are
m Furthermore, the things it sees are not insects
invisible, and do not exist in the frog's world.
as we know them, creatures with six legs and wings and iridescent colors. mIt sees
abstracted insects stripped of everything but a few essential details.
The frog operates largely as an automaton·, and automata are notoriously vulnerable to
experimental tricks. If a frog is put in a cage with freshly killed flies, it will starve to death
unless it is rescued and provided with a supply of live flies. But in the context of evolution and
adaptation, such behavior is a strength rather than a weakness. The real world contains more
live insects than dead ones, and the probability of being confined in a place where the only
insects are dead insects is exceedingly low, so low that the frog has endured for some 200
million years.
In contrast, a human infant is largely helpless when first bom and remains so for the first
several years of life. The infant, however, is born with enormous potentialities. Its brain will
have a memory capacity recently estimated at some 10 12 or a trillion bits of information. This
allows the human infant to adapt to novel situations as it grows, an ability that lower order life
forms lack. Thus, although a human infant is ill equipped for independent survival in the first
years of its life, as it grows it will become far more adept at survival than other organisms.
• automaton: a mechanism designed to follow automatically a predetermined sequence of operations or respond to

encoded instructions
•

1 It can be inferred from paragraph 1 that higher order life forms

o generally have more developed sense organs than lower order life forms
® are the products of better evolutionary processes
© are better equipped for survival than lower order life forms
® are incapable of learning until after infancy
Paragraph 1 is marked with an arrow [ .. ].
2 In paragraph 2, why does the author discuss a frog's field of vision?

o To illustrate its poor survival abilities
® To indicate that it does not view the real world
© To explain how its sense organs have evolved to enable its survival
® To explain the way that leopard frogs hunt insects
3 It can be inferred from the passage that frogs will not eat dead flies because
o they lack that survival strategy
® they cannot see the dead flies
© dead flies are of little use to frogs
® they have an ample supply of live flies
4 According to the passage, what is the basic function of human memory?

o To allow the acquisition of new survival techniques
® To facilitate greater speeds of learning
© To enhance the function of human sense organs
® To protect infants in their first years of life
5 Look at the four squares [.1 that indicate where the following sentence could be added to the
passage .
As far as the frog is concerned, all that information is utterly useless.
Inference " 83

t Behavioral Ecology
1 Behavioral ecology is the study of the ecological and evolutionary factors that lead to a
specific animal behavior, and the analysis of exactly how that behavior enables the animal to
adapt and survive in a specific environment. It is a cross disciplinary study in that it requ ires
both the study of the behaviors of modern animals as well as evolutionary histories of various
animal species. fl A key presupposition in behavioral ecology is that all animal behaviors are
both instinctive and reactionary. mThey are instinctive because they are inborn behaviors to
which the animal is naturally .8 are reactionary because they occur in
response to some external stimulus. I!J Behavioral ecology also makes a distinction between
proximal and ultimate causes for animal behavior. Proximal causes are the immediate, readily
identifiable reasons for why an animal exhibits a certain behavior at a speCific time . Ultimate
causes are the reasons why that animal has evolved to display that behavior. For example, if a
arches its back and hisses angrily, the proximal cause may be that it has seen a dog . The
ultimate cause would be the explanation of why cats have developed this particular reaction to
when dogs are near. The focus of behavioral ecology is to identify these ultimate causes.
2 Establishing the ultimate causes of animal behavior is a difficult task. First, a behavioral
ecologist must pose a hypothesis for a particular animal behavior. To do this they work from
the theory of n. This theory holds that a species will naturally select the most
effective behaviors for its given environment. The logic is that animals within a species that
employ less optimal behaviors have less chance of surviving and reproducing, and are
therefore selected out of the species over time . The theory grows more complex, however,
because animals are often subjected to contradictory environmental pressures, so that
optimization requires finding a happy medium that balances several factors . For example,
lizards are less active when their body temperatures are low, making it harder for them to
scavenge for food. This would seem to indicate that the optimal behavior for a lizard would be
to spend long periods in the sun to raise its body temperature as much as possible. But lizards
are subjected to more environmental pressures than just the need to maintain their body
temperature . For one thing, the more time a lizard spends sitting in the sun, the less t ime it
has to look for food. Furthermore, a lizard is in greater danger of predation when sitting
exposed on a rock. Therefore, optimization actually requires of careful balance of these
pressures. A lizard must spend enough time warm ing itself to scavenge effectively but not long
enough to lose all its scavenging time or to overexpose itself to predators.
3 Once a behavioral ecologist has arrived at a hypothesis for animal behavior based on
optimization , that hypothesis must be tested . This again is a complex process. Ideally, the best
way to test a hypothesis for animal behavior is to examine different groups of animals within
the same or very similar species that are subjected to different environmental pressures. For
....,,"""'.................:='...t>eeS
,..= will immediately kill any Japanese hornet (a much larger
that this behavior
84 iii www.ibttoefl.co.kr

was an attempt to kill the scout hornet before it could return to its own nest and reveal the
location of the honeybee nest. When Japanese hornets were accidentally introduced into the
US, scientists got a chance to test this theory. When confronted with a scout hornet, the
American honeybees, who have evolved in the absence of Japanese hornets, took no action,
resulting in the destruction of their hive when the hornets attacked in force. This seemed to
support the conclusion that the behavior of the Japanese honeybees evolved as a specific
response to the environmental pressure posed by Japanese hornets.
1. According to paragraph 1, what basic assumption is made by behavioral ecology?

n
® Behavioral ecology assumes that most animals have no logical reasons for their behaviors. :z:
".
® Behavioral ecology assumes that ultimate causes for animal behavior are always more
........
"a
©
complex than proximal causes.
Behavioral ecology assumes that every animal behavior is an unconscious response to
=
some event.
® Behavioral ecology assumes that instinct is more important than reaction when explaining
animal behavior.
2.
® knowledgeable
® predisposed
© natural
® adjusted
3. The word e in the passage refers to

® Presuppositions
® Instincts
© Behaviors
® An imals
4. It can be inferred from the passage that animal behaviors

® function to increase the animal's chances of survival
® eventually eliminate external pressure on the animal
© rarely conform to the theory of optimization
® only evolve after millions of years
S. The author mentions a in paragraph 1 in order to

® discuss how behavioral ecology has affected the evolution of cats
® prove that animal behaviors are both instinctive and reactionary
© illustrate how behavioral ecology may be applied in everyday life
® provide examples of proximal and ultimate causes of animal behaviors
Inference " 8S

6. Based on the information in the passage, the term lQ

oQ ~§IT~~iH can best be explained as
@ the consideration of various environmental pressures

® the selection of the best possible response to environmental pressures
© the process of determining the ultimate causes for animal behavior
® attempts by an animal to increase its chances of survival and reproduction
7. According to paragraph 2, what role does the theory of optimization play in behavioral ecology?
® It is used to develop theories on the ultimate causes for animal behaviors.
® It is used to add complexity and detail to the concept of ultimate causes.
® It is used to explain why some animals are selected out of a species.
® It is used to balance contradictory environmental pressures.
8. According to paragraph 2, why must a lizard balance its time warming itself and looking for
food?
o Because its appetite increases with its body temperature
® To maximize its hunting time and minimize the danger of being eaten
© Because lizards are only active during daylight hours
@) Because lizards need both food and sunlight to maintain their body temperature
9. The passage mentions all of the following as aspects of behavioral ecology EXCEPT
o the study of how animal behaviors aid in survival
® the study of predator and prey relationships
© the testing of hypotheses with real world observations
@) the attempt to trace the evolution of animal behaviors
10. The word ~RQl5il[zi

i eo
ij] in the passage is closest in meaning to
@ validated
® theorized
© known
® suspected
11. What can be inferred about ~a~!!nIese

!!!!:~ff!i~~ ?
@ They are stronger than American honeybees.
® Their behavior is better understood than that of American honeybees.
© They are more likely to sting than American honeybees.
@) They are biologically similar to American honeybees.

12. According to paragraph 3, the failure of American honeybees to defend their hives proved to
scientists that
® Japanese hornets have evolutionary superiority over other species of bees
® American honeybees would soon be selected out of the species
© the behavior of Japanese honeybees evolved only as a response to Japanese hornets
® introducing predator species into new environments was a good way to test their theories
passage.
The natural conclusion then is that every animal behavior has some specific purpose; that
animals don't do anything "just because."
•
Where would the sentence best fit? Click on a square [.] to add the sentence to the passage .
ideas that are not presented in the passage or are minor ideas in the passage.
This question is worth 2 points.
Behavioral ecology attempts to trace the evolution of animal behaviors and the purposes
of those behaviors.
® Behavioral ecology is made possible by the fact that animals are instinctive creatures and
therefore the explanations of their actions are relatively simple.
® Behavioral ecology is most concerned with the reasons why a particular behavior
developed, rather than what prompts a speCific instance of that behavior.
© Any attempt to explain the basis of animal behavior should be based on the knowledge that
animals will always seek out the most logical solution to their environmental pressures.
® All good theories of animal behavior take into account the fact that the optimal behavior for
an animal is always influenced by an animal's predators.
CD Introduced species provide excellent opportunities to develop our understanding of
behavioral ecology.
CD Theories about what environmental pressure is responsible for an animal behavior must be
tested in the presence and absence of that pressure.
Inference " 87

A DQc do;;an van sau va di~n vao cM tr6ng bang tu thich hQ1l duQ'c cho trong khung.
A major effort to increase world food supplies by increasing the productivity of agricultural
ecosystems, known as the Green Revolution, has been under way for the past 40 years .
Although this massive effort has achieved significant success, it has come under criticism in
recent years. The opportunistic species created to increase the productivity have been found
to be extremely susceptible to invasion of insects, weeds, and disease organisms. The
notorious potato famine of Ireland in 1845-1847 clearly showed the weakness of this plan .
I,
But there is a more fundamental, though more elusive, reason for the dissatisfaction with
the Green Revolution. When it first began, it appeared to many to be an almost magical
solution to problems so enormous and distressing that they had seemed insoluble. It is now
clear, however, that poverty and famine and the _______ and violence they may
bring will not be solved by a "technological fix. /I
un. . . bulge
miMolner enzyme
y Ia tu do da xuat hi~n
B DQc cac do;;tn van sau va dilm tu thich hQ1l vao cM tr6ng. Luu
trong Chu01lg 3, Exercise 3 (trang 58).
Primates are social animals, living and traveling in groups that vary in size from species to
species. In most species, females and their constitute the core of the
social system. Among baboons, these females are all related, in that they remain for life in
the group into which they were born, whereas males generally move to other groups as
adolescents. Among chimpanzees, females sometimes leave their natal group to join
another one, but their sons, and often their daughters, remain in their mother's group for
life. Among gorillas, either sex mayor may not leave its natal group for another.
Corals are amazingly adaptable animals. They come in all shapes and sizes and have many
ways to feed themselves. It should come as no surprise, then, that they also have more
than one way to reproduce. In one way, growth and reproduction are the same thing in
corals. The coral colony grows as its individual polyps divide to form new polyps. The
process crosses the fine line between growth and reproduction when a piece of coral breaks
off and continues to grow. It is now a separate colony, though it is a genetically identical
_____ of its "parent./I Certain species of coral may depend heavily on this form of
reproduction and may even be adapted to break easily.
aa " www.ibttoefl.co.kr

~_ From -Readin ,to Writing: : ., .~_~ .... , ' .~.
II M¢nh d~ quan h¢ c6 vai tro quan tr<.mg va rat thubng duQ'C dUng trong tieng Anh. Sli dWlg
rn¢nh d~ quan M khong chi 1a d~ noi hai cau van rna con d~ tM hi¢n kha nang viet clla bl:ill.
Dum day 1a rnQt so bill t~p giup bl:ill on 1uy¢n chll di~rn nay,
A DQc va g~ch dum nhiing m~nh d~ quan h~ trong cac do~n van sau.
The continuous movement of the Earth's crustal plates can squeeze, stretch, or break rock
strata, deforming them and producing faults and folds. A fault is a fracture in a rock along
which there is movement of one side relative to the other. The movement can be vertical,
horizontal, or oblique (vertical and horizontal). Faults develop when rocks are subjected to
compression or tension. They tend to occur in hard, rigid rocks, which are more likely to
break than bend .
• Carnivorous (insectivorous) plants feed on insects and other small animals in addition
to producing food in their leaves by photosynthesis. The nutrients absorbed from
trapped insects allow carnivorous plants to thrive in acid, boggy soils that lack essential
minerals, especially nitrates, where most other plants could not survive.
Industrialization is the setting-up of manufacturing that uses machinery. The abundant coal
deposits in Pennsylvania and Ohio helped lay the base for industry in the Midwest. An
industry is any business that produces goods or provides services. The many rivers in the
region were used to transport goods from factories to port cities.
B N6i nhiing c~p cau dum day thanh cau co m~nh de quan h~.
VariOUS forms of expressive culture may function as learning tools. Information is
transmitted through them.
Slavery evolved in the Chesapeake after 1619. That year, a Dutch vessel dropped off
twenty Africans in Jamestown .
...
All the colors of light travel through empty space at the same speed. This means that the
length of a wave is determined by the speed of photon/wave vibrations .
...
Inference " 89

Rhetorical
Purpose

Choose.the ri ht meanin for.ittielwords in bold
1 In submarines, buoyancy is decreased by venting air from ballast tanks and allowing them
to flood, thereby allowing the submarine to slip beneath the surface.
® flotation ability @ speed of travel
Z The judge passed down an especially harsh sentence because the man had evinced
essentially no remorse for his crimes.
® displayed @ offered
3 The aboriginal people of Australia are experts at survival in an environment with scanty
resources.
® obscure @ Iimited
4 Jim's music teacher derided his latest composition as a meaningless jumble of discordant
sounds with no aesthetic value.
® artistic @monetary
5 Many members of the flower generation of the 1960s saw their elders as little more than
prudish old gatekeepers of a bankrupt culture.
® irrelevant @ puritanical
6 The primary challenge for cancer surgeons is to completely excise the tumor without
harming healthy tissue.
® treat @ cut away
7 Most hallucinogenic drugs were originally developed to aid psychiatric counseling due to
their ability to lower inhibitions.
® repressive feelings @ unpleasant memories
8 The fate of Romeo and Juliet in Shakespeare's famous play serves as a poignant reminder
of the dangers of rash actions brought on by foolish love.
® keen @ theatrical
9 The actress was dogged by vicious and unsubstantiated rumors of her supposed
promiscuity during the early stages of her career.
® unchecked ambition @ immoral sexuality
10 Many argue that the world will never make the switch to cleaner forms of energy as long as
easily obtainable oil sources remain.
® locatable @ accessible
Rhetorical Purpose " 91

CHAPTER
Rhetorical Purpose Questions

I Cau hOi tu tu Til ngli thuOng dUnO
• Cau hOi tu til yeu cllu bl;lll hi~u ly do va cach thUc tac • Why does the author mention the
•
gia su dlPlg m<)t thOng tin C1,l tM trong bID doc. ThOng 1BJj~~~lc~iffil in paragraph 3?
• The author discusses seabirds in
tin nay co tM duqc dung d~ ly lu~, dtnh nghia, gim
paragraph 2 in order to
thich ho~c so sanh cac y tu&ng.
• The author mentions the ffillDQ~~
• MOi bID doc co til 0-2 cau hOi lo~ nay. as an example of which of the
• Lo~ cau hoi nay thuOng t~p trung van sv phat tri~n following?
• In paragraph 5, the author explains
logic cua bID doc, vi v~y bl;lll cw phm nh~ biet moi
characteristics of benthic organisms
quan h$ gilia cac cau hay gilia cau v6i mot dOI;lll.
by
Why does the speaker mention a ~

have considerable trouble making their way in society.
o To illustrate the social consecuences of not utilizing code Other social factors are not so flexible. For example, one's
switching status in society affects the way one speaks, and these changes
o To illustrate the differences between the way men and are not so given to code switchingi they are generally far more
women use language rigid. A famous example is the differences between the way that
o To discuss how code switching may be used to express men and women speak. An analysis of male discourse generally
sympathy in various ways shows it to be highly pragmatic and goal oriented. Women's
o To discuss the difficulties created by the differences in the language, however, often is centered on building consensus and
ways men and women use language sense of community. An examination of the way that men and
women respond when they are told of a ~I problem
illustrates this point quite well. In this situation, men express
Iy their sympathy by offering advice and

CM Yden ttl trc;mg tam (keyword), cM d~ (topic) va y tUOng chinh (main idea)
1 Clla bai dQC
Cau hOi tu tu la cau hOi lien quan den nhling cach di~n dl;lt c~ tM. Tuy v~y, cau hOi nay
kh6ng yeu cftu bl;lll neu y nghia cua nhftng cach di~n dl;lt do rna chi yeu cfru bl;lll hi~u ly do
rna nguM viet SIl d~g chling. Yeu cfru d~t ra la bl;lll phru. nhin thay moi lien M gilia
nhftng cach dien dl;lt do vm tu tn;mg tam, cM d~ va y tUOng chinh cua bill dQc.
n
,..=
2 Chli Yden Call trUc tong th~
D~ hi~u dugc nhling cach di~n dl;lt c~ tM dugc SIl d~g nh:1m m~c dich gi, co chUc nang
gi, bl;lll phru. hi~u ra cau truc tOng tM cua bill dQc. Dum day la mQt so cau truc thuOng g~p
-.=..
"'"
trong bill dQc.

CD Trinh bayll~p lu~n (statement/argument) va chi Wlt bO sung (supporting details)
Trong cau true nay thuang xuat hi~n phan gi3l thieh rna ri)ng (addition) ho~e neu vi dl,l (example).
@ Quan h~ nUn qua (cause and effect)

@ Doi chiilU (contrast) ho*c so sanh (comparison)
® Dtnh nghia (definition)
@ Van de (problem) va giai phap (solution)
® PUn lo~i (classification)
3 Hi~ll ro nhiing cach di~n d~t duq'c nell ra trong cac l~a chc;m tra 1m
Dum day la nhftng cach di~n dl;lt thuOng g~p trong cac Ilfa chQn tra 1M cua cau hOi tu tu.
• to give/provide an example of (de cho vi d~ v~) • to identify (de X3.c djnh)
• to argue (de bi~n II$lJ • to describe (de rna tal
• to contrast A to/with B (de d6i chieu A v61 B) • to suggest (de d~ xuilt)
• to compare A to/with B (de so sanh A v61 BJ • to give evidence that (de dua ra Mng chUng rang)
• to note (de lUll Y) • to point out (de chi raj
• to showlillustrate/demonstrate (de minh hQa) • to explain (de giai thich)
• to emphasize (de nhlin rn<U1h) • to differentiate (de phan bi¢t)
• to support (de chUng rninhJ

Exercise
Cetaceans
The largest group of marine mammals is the cetaceans, the

whales, dolphins and porpoises. Of all marine mammals, the
cetaceans have made the most complete transition to aquatic life. • aquatic: (a.) growing or living in
Whereas r I return to land at least part or near water
of the time, cetaceans spend their entire lives in the water. Their
bodies are streamlined and look remarkably fish-like. This is a • streamlined: (a.) formed into a
dramatic example of convergent evolution, where different species smooth shape
develop similar structures because they have similar lifestyles.

Although they superficially resemble fishes, cetaceans breathe air
and will drown if trapped below the surface. They are " warm-
blooded," have hair, though scanty, and produce milk for their • scanty: (a.) not much
young.
Cetaceans have a pair of front flippers, but the rear pair of
limbs has disappeared. Actually, the rear limbs are present in the
embryo but fail to develop. In adults they remain only as small, • embryo: (n.) an animal or human
useless bones. These bones, however, are important from a before it is born
scientific point of view because they definitely link cetaceans to land

mammals in the evolutionary chain. In most cetaceans, the hind • hind: (a.) back
legs have given way to a muscular tail that ends in a pair of fin-like,
horizontal flukes. Blubber provides insulation and buoyancy; body • insulation: (n.) protection from
hair is practically absent. Rather than being on the front of the head, heat. cold. etc.
• buoyancy: (n.) the quality of
the nostrils are on top, forming a single or double opening called the being able to float
blowhole. • nostril: (n.) one of the two holes
There are around 90 species of cetaceans. They are all ocean at the end of the nose
dwelling except for five species of freshwater dolphins. Cetaceans

are divided into two groups: the toothless, filter-feeding whales and
the toothed, carnivorous whales, a group that includes the dolphins
and porpoises. The toothless whales are better known as the baleen
whales. Instead of teeth they have rows of flexible, fibrous plates
named baleen that hang from the upper jaw. Baleen is made of the
same material as our hair and nails. These plates act
filtering plankton from the water.

1 3 In paragraph 2, the author discusses

cetaceans by
® suggest cetaceans are more advanced ® listing several body parts that are
than other marine mammals characteristic of cetaceans
® indicate the evolutionary origins of ® comparing cetaceans with other sea
cetaceans animals
® emphasize how completely cetaceans ® showing similarities between
have adapted to aquatic life cetaceans and land mammals
® reinforce the fact that cetaceans are ® explaining the evolutionary process
not a species of fish through which cetaceans became
mammals
2 In paragraph 2, why does the author

n
discuss the hind legs of cetaceans? 4 The author mentions in the passage :z:
® To explain how animals evolve to

adapt to their environment
in order to
® describe what baleen looks like

-
....
:P
"'
='
® To suggest that cetaceans are slowly ® explain the function of baleen

evolving into fish ® identify what baleen is made of
® To discuss the evidence linking ® give an example of the objects that
cetaceans to land mammals can be used instead of baleen
® To better explain the shape of the tail
and flukes in cetaceans
/
1. "most other marine mammals" du(,YC dUng linn d6i tuqng so sanh v6i cetaceans. 2. Tham khao thOng tin lien quan den chi
sau clla cll. voi & dOl;lIl 2. 3. Ciiu hOi nay yeu cAu bl;lIl nfun fa b6 C\lC Clla dOl;lIl 2. 4. Tac gia so sanh baleen v6i sieves; bl;lIl
hay xem v~t nay giru thich cho d~c di~m gi clla baleen.
Er::.: ~_.~~ ··::-':-:~1 basic ·patterns of organization CD - comparison/contrast

:t: D~ gifu thich cho mQt d6i tUQ'Ilg nao do, b~ co tM dUng phu01lg phap neu di~m khac bi~t hay
di~m tUO'llg d6ng giua d6i tUQ'Ilg do v6i. mQt d6i tUQ'Ilg khac thOng qua cac tu chi s~ so sanh va d6i
chieu trong cau van. ChAng h~, tu "whereas" di voo "most other marine mammals" (y cau hOi 1
cho tMy thOng tin (y m~nh d~ nay tU01lg phan voo thOng tin (y m~nh de chinh.
Cach di~D clJJt chi 811 tuvng d6ng Cach di~D d,tt chi 811 tuvng phan
• Gust) as • likewise
~~~
• however • but
-----
• yet
• same • like • in contrast • while • opposite
• both . in common • whereas • unlike • on the contrary
• in like manner • in the same way • on the other hand • despite • rather
• similar/similarly/similarity • instead (of) • nevertheless • nonetheless
• different / differently / difference
Rhetorical Purpose " 9S

Exercise
Herman Melville
Melville's life, works and reputation are the stuff of legend.
With very little formal education, he turned his early South Sea
adventuring to literary use, charming readers in Britain and the
United States with his first book, Typee, the story of his captivity by captivity: (n.) a situation in which
a Polynesian tribe. As the earliest personal account of the South a person is being kept as a
prisoner
Seas to have the readability and suspense of adventure fiction, it
made a great sensation, capturing the imagination of both the
literary reviewers and the reading public. Once established as a
popular young author, he simultaneously began exploring • simultaneously: (ad.) at the same
philosophy and experimenting with literary style and form. Some time
readers were outraged, and for the rest of Melville's brief career he • outraged: (a.) angry
was torn between his own urge toward aesthetic and philosophical • aesthetic: (a.) relating to beauty
adventuring and the public's demand for racy sea stories which did
not disturb its opinion on politics, religion and metaphysics. By his
mid-thirties, broken in reputation and health, he ceased writing
fiction, gradually passing into a stern and neglected middle age as a • stern: (a.) serious
deputy customs inspector in Manhattan.
During the forty years he lived after publishing Moby Dick,
Melville withdrew into the privacy of his family while men like
t
""""""'''''""............,.,..,.'''' reigned over a magazine-dominated literary
domain whose intellectual and artistic values formed a counterpart
to the prevailing shoddiness of political values in post-Civil War • shoddiness: (n.) the quality of
being cheaply imitative of
America. Rediscovered by a few English readers just before his
something better
death, Melville was all but forgotten for another thirty years.
Finally the centennial of his birth brought about a revival of • centennial: (n.) the 100'"
anniversary
interest; by the 1920s, literary and cultural historians began to see
Melville as the archetypal artist , archetypal: (a.) very typical
. That was a new distortion, but
the "Melville Revival" of the 1920s succeeded in establishing him as
one of the greatest American writers, although it took another
decade or two for him to gain much space in college textbooks. The • poignant: (a.) giving you feelings
facts of his life are as poignant - and as archetypal - as the of sadness
legends.

1 In paragraph 1, the author describes 3

Melville's exploration of philosophy and
experimentation with style in order to W. Gilder in the passage as examples of
(£) illustrate Melville's career goals to o writers whose value had been neglected
the reader before the 1920s
® explain why his later writing was ® men who preserved intellectual and literary
unpopular traditions in the post-Civil War era
© define the characteristics of great ® critics who were extremely harsh toward
novels Melville's work
® illustrate the effects his sea ® Melville's contemporary writers who gained
travels had on his writing recognition while he was in withdrawal
2 In paragraph 1, the author describes 4

Melville's life and works by
(£) contrasting his life with other
writers in his time (£) suggest why Melville's writing was of such
® presenting what happened in poor quality
chronological order ® explain why Melville chose to remove
© focusing on readers' response to himself from society
his works ® reinforce the idea that Melville's writing was
® emphasizing his achievements undervalued in his time
from an academic pOint of view ® question the validity of the "Melville Revival"
of the 1920s
/
1. DQc ky thOng tin lien quan den vi~c nghien CUu triet hQC va thu nghi~m van phong clla Melville & dol).Il 1. 2. Cau hoi
nay yeu cau bl).Il nAm ro cau tnic y clla dol).Il 1. 3. Qua tu while dug<: dUng tru&c nhling nhan v~t nay trong dol).Il 2, bl).Il co
the tMy la cac nhan v~t nay dug<: neu ra de so sanh vOi Melville. 4. (; dol).Il 3, tac gia nhan ml).Ilh d~c trung clla the ky
Melville song de giro thich Iy do t~ sao mc phfun clla ong khong dUg<: ua chuQng vao thiYi do.
In focUS:
Cau hoi tu tu thuemg yeu du b:;m tim moi quan Mnguyen nhan - k€t qua cua doi tUQ'Ilg rna cau hOi
d~t ra. Ch:lng h:;m, & cau hOi 1, tac gia rno ta "Melville's ... style" d~ trinh bay nguyen nhan t~ sao
cac tac phfun sau do cua ong l~ khong duQ'C cong chUng ua thich.
DongIDanh tv chi uan ht nh4n CJ!8

• as a result • because • cause • effect • reason
• therefore • consequently • affect • bring about • produce
• for this reason • since • generate • create • increase
.thus • hence • reduce • lead to • contribute
• result in/from • change

DNA Fingerprinting
An individual's DNA is as distinctive as a fingerprint and, in

certain types of violent crime, more likely to be obtainable. The • obtainable: (a.) possible to get or
method for "DNA fingerprinting" which was devised by Alec Jeffreys acquire
of the University of Leicester in England, is basically simple. The

eukaryotic genome contains many regions of simple-sequence DNA, * genome: (n.) the complete set of
identical short nucleotide sequences lined up in tandem and recurring genes in a living thing
• in tandem: alongside each other
thousands of times. Jeffreys noted that the number of repeated units
• recur: (v.) to happen again
in such regions differs distinctively from individual to individual. The
regions can be excised from the total DNA by the use of appropriate • excise: (v.) to remove
restriction enzymes, placed on an electrophoretic gel, separated by

length, denatured, and identified by a radioactive probe. When the • probe: (n.) a piece of equipment
process is completed, the end result, visible on x-ray film, looks like that IS used for obtaining
information
the on a supermarket package.
Such a DNA bar code helped to convict Randall Jones, now on
Death Row in Florida. Jones's car got stuck in the mud. In search of a
tow, he found a young couple asleep in a pickup truck parked by a
fishing ramp. He shot each of them in the head with a rifle, dragged
their bodies into the woods, used the truck to pullout his car, and
then went back and raped the woman. In such cases, standard blood
or semen analysis can identify a suspect with a certainty of about 90 • semen: (n.) the liquid containing
sperm that is produced by sexual
to 95 percent, leaving some room for argument. However, Jones's
organs of men and male animals
DNA pattem, which matched the sperm found in the victim's body,
could occur in only one person out of 9.34 billion - which is
significantly more than the present population of the world.
Often only very small samples of biological evidence are found
at a crime scene. A gene amplification method known as peR, or
polymerase chain reaction, has been developed that can take a
minute fragment of DNA and synthesize millions of copies. Gene • minute: (a.) very small
amplification has made it possible to obtain DNA fingerprints from
trace amounts of blood and semen and even from the root of a single
hair. It has been used to speed up prenatal diagnosis of genetic • prenatal: (a.) occurring before
birth
disease and to detect latent virus infections. It also made possible the
* latent: (a.) present but hidden
analysis of mitochondrial DNA from a ~~t]~!!!!~~~~.

1 3 In paragraph 2, the author discusses world

the passage? population in order to
o To illustrate the alternative uses of o suggest the unlikelihood of mistakes in

DNA fingerprinting DNA fingerprinting
® To better illustrate the appearance of ® show the rarity with which extremely
DNA x-rays violent crimes are committed
© To describe the chemical action of © demonstrate the improbability of
enzymes on DNA solving crimes with DNA fingerprinting
® To illustrate the precision of DNA ® indicate that DNA fingerprinting is now
fingerprinting used in law enforcement worldwide
2 The author discusses the case of Randall 4 Why does the author mention a
Jones in paragraph 2 in order to ~~~o~t~~~~~~~, ~~~~,~?
o compare his case with other crimes o To illustrate another way DNA analysis
that happened before the invention of can be used
DNA fingerprinting ® To further explain the use of DNA
® argue that DNA fingerprinting should only analysis in medicine
be used for convicting violent criminals © To support the idea that the use of
© suggest that Randall Jones committed an DNA fingerprinting should be
organized crime prohibited
® explain how DNA fingerprinting improves ® To explain why wooly mammoths
the chance of convicting criminals became extinct
1. Bl!Jl e6 tM tim duqc ggi y tu "looks like" truac "bar code". 2. Randall Jones &dOl!Jl 21a vi dl). minh hQa eho y tu&ng ehinh
(main idea) eua toan b<) bill dQe. 3. Dan so the gi6i duqc neu ra & day de nMn ml).llh tinh eMe eMn eua phuong phap DNA
fingerprinting. 4. Tim hieu xem "wooly mammoth that died some 40,000 years ago" duqc dUng lam vi dl). eho di~u gi trong
dOl!Jl 3.
:+: Cho vi dlJ 1a m(>t cach hi~u qua d~ gim thich cac thanh ngfr, khffi ni~m, thu~t ngfr, d~c bi~t 1a
nhling thanh ngfr, khffi ni~m, thu~t ngfr moo 11;1. doi vOO nguoo dC)c. 010l;l.i cau hOi tu tu, co nIt nhi~u
cau hOi v~ cac vi dlJ trong bID dC)c. D~ tra 101 tot cau hOi nay, bl;l.ll phm nclm vling cau truc y clla bID
dC)c.
:·1·: Cau hOi 2 va cau hOi 4 d~u hOi v~ cac vi dlJ duqc neu trong bID dC)c. Vi dlJ v~ Randall Jones, biit
dau tu dol;l.ll 2 va ket thric (y "a single hair" (y dol;l.ll 3, minh hC)a cho cang dlJllg clla DNA
fingerprinting trong qua trinh di~u tra t(>i ph~ va vi dlJ (y cau hOi 4 lien quan den m(>t ci'mg dlJllg
khac clla phuong phap nay.

More Practice
A Imperialism had long-lasting effects in the African and Asian colonies, even after the
colonies gained their independence from Britain. Since the wealth went to the British rulers
and a few native people who collaborated with them, the majority of people in these colonies
were reduced to living in poverty. In some cases, the imperialists caused huge ecological
damage, leaving the landscape scarred and barren. Imperialism denied the right of every
country to govern itself; in the African and Asian colonies, native people, no matter how
talented, were rarely allowed to serve in the colonial government. Finally, by sending out the
degrading message that people of darker complexions were "inferior" to their lighter-skinned
(£) To describe the terrible conditions that colonized people had to endure
® To argue that dark-skinned people are not inferior to lighter-skinned people
© To explain one of the deep-rooted influences of imperialism on colonized countries
B Initially, among the first settlers, fathers exercised strong authority over sons through
their control of the land. They kept the sons and their families in the town, not letting them
set up their own households or get title to their farmland until they reached middle age. In
New England, as elsewhere, fathers tended to subdivide their land among all the male
children . But by the eighteenth century, with land scarcer, the younger sons were either
getting control of property early or moving on. Often they were forced out, with family help
and blessings, to seek land elsewhere or new kinds of work in the commercial cities along the
coast or inland rivers. With tlie rowing pressure on Ian In e settJ
social tension increased in what had once seemed a country of unlimited opportunity.
The author discusses

(£) explain the cause of social degradation that occurred in the 18th century
® compare the situation in the 18th century to that before the Middle Ages
© give an example of the regions where the amount of farmland was decreasing fast
c Jupiter conta ins an abundance of hydrogen as well as compounds of hydrogen with

relatively common elements such as carbon, nitrogen, and oxygen. These compounds -
among which ammonia and methane have been observed, and water vapor probably exists
also - were present in abundance in the primitive atmosphere of the Earth, and are believed
to have played a critical role in the events that led to the development of life on our planet.
Their importance in evolution on the Earth has ended, and they have long since escaped, but
their continued presence on Jupiter leads us to wonder whether the initial steps along the
path to life have not also occurred on that planet.
The author discusses chemical compounds to answer the question whether

o Jupiter has chemical compounds such as ammonia and methane in abundance
® Jupiter has a solid atmosphere
© life exists on Jupiter

Determined himself to practice plain living and high thinking, Thoreau boarded with the
D Emersons for a time and then embarked on an experiment in self-reliance. On July 4, 1845,
he took to the woods to live in a cabin he had built on Emerson's land beside Walden Pond. He
wanted to see how far he could free himself from the complexities and hypocrisies of modern
commercial life, and to devote his time to observation, reflection, and writing. His purpose was
not to lead a hermit's life. He frequently walked the mile or so to town to dine with his friends,
and he often welcomed guests at his cabin.
Why does the author mention that Thoreau often visited his friends in town and invited
them to his cabin?
o To point out that Thoreau actually had many friends although he is often thought to
have led a lonely life
® To support the idea that it was not solitude that Thoreau pursued through his life in
a cabin
© To argue that Thoreau could not completely free himself from the attractions of
modern life
Sometimes, activities by people cause severe erOSion, as they did in the 1930s in the
E region of the Great Plains known as the Dust Bowl. From about 1900 through the 1930s,
farmers in the south-central United States plowed the soil over and over again, year after
year. They left few areas unplowed where prairie grass once grew and held the topsoil in
place. They did not grow anything to cover the land when their main crops weren't growing.
They also left the soil uncovered once the crops were harvested. These practices led to a
~"""!I.X>""",,,,,,,,,,,,,,,,,,",,,,f drough in whictl the tl sands of acres of uncovered to~soil dried to
(just. Strong winds then swept over the plains, picked up the dust and carried it hundreds of
miles away. What was once rich farmland became exposed subsoil - cracked, dry, and
useless to farmers.
.......'-"'>..... in order to
o show the result of excessive and misguided use of land

® explain how strong winds deprived the land of dust and made the land barren
© describe the process that paved the way for the severe drought in the 1930s

The Jazz Age

Writer F. Scott Fitzgerald dubbed the era after World War I the "Jazz Age" because young
............,.......,....,.OU"............J!!".X:.L:.I.U"~ m
....-. The syncopated rhythms of jazz were immensely popular
......
among rebellious young adults and helped create carefree new dance steps that shocked
guardians of morality.
Much of the shock to old-timers during the Jazz Age came from the revolution in
manners and morals, evinced first among young people, and especially on the college
campuses. In This Side of Paradise, a novel of student life at Princeton, F. Scott Fitzgerald
wrote of "the great current American phenomenon, the 'petting party.'" From such novels and
from magazine pieces, the heartland learned about the wild parties, bathtub gin, promiscuity,
speakeasies, roadhouses, "shimmy dancers," and the new uses to which automobiles were put
on secluded lovers' lanes .
.. Writers also informed the nation about the "new woman" eager to exercise new freedom.
These independent females discarded corsets and sported bobbed hair, heavy makeup, and
skirts above the ankles; they smoked cigarettes and drank beer, drove automobiles, and in
general defied old Victorian expectations for womanly behavior.
Sex came to be discussed with a new during the 1920s. Much of the talk
When in 1909, he visited Clark University, he was surprised to find himself so well known
" even in prudish America." By the 1920s and 30s, his ideas had begun to percolate into the
popular awareness, and the talk spread in society and literature about libido, inhibitions,
Oedipus complexes, transference, sublimation, and repression.
Fashion also reflected the rebellion against prudishness and a loosening of inhibitions. By
1927 women's skirts were at the knees, and the "flapper" - with her bobbed hair, rolled
stockings, Cigarettes, lipstick and sensuous dancing - was providing a shocking model of the
new feminism. The name derived from the way fashionable women allowed their galoshes· to
" flap" about their ankles.
• galoshes: special overshoes to protect shoes from water

1 Which of the sentences below best expresses the essential information in the highlighted sentence
in the passage? Incorrect choices change the meaning in important ways or leave out essential
information.
® American cities began to blend African and European music to create blue notes and
polyrhythms.
® The new jazz forming in American cities mixed African and European musical traditions to
create a distinctive sound .
© The new jazz of American cities like New York and New Orleans focused on creating
distinctive sounds rather than on African and European traditions.
® African and European traditions blended improvisation and polyrhythms in American cities to
create the new jazz.
C')
:c
2 The passage mentions all of the following as effects of the Jazz Age EXCEPT
....
J:a
® the rejection of old moral values

...
,.,
::D
® greater freedom for women
© important advances in psychology
® a relaxation of sexual taboos
3 Based on the information in paragraph 3, what can be inferred about Victorian values?
® They stressed a submissive role for women.
® They placed more emphasis on fashion than on socialization.
© They were unable to address the problems of society.
® They were mostly discussed in literary circles.
4 The word ffiiilliniiil in the passage is closest in meaning to

(A) interest
® openness
© frequency
® viewpoints
5 Why does the author mention 1I:O.:o:....:1JII--=.:.:.::.:.:::..:....:.:~

(A) To discuss his analysis of the new sexual attitudes in America
® To discuss the role of his theories in the loosening of sexual restrictions
© To discuss the disapproval with which the new sexual attitudes were met
® To discuss the reaction of the academic world to the sexual attitudes

i BT T est
Discourse Analysis
Discourse analysis is a subfield of linguistics that attempts to analyze language above the
sentence level. It attempts to go beyond the simple analysis of grammar to examine how context
affects the meaning of what is said or written. In this sense, it begins to bleed into psychology and
sociology as well because factors such as the social context and the speaker's state of mind must be
taken into account in discourse analysis. Two of the primary approaches to discourse analysis are
pragmatics and sociolinguistics.
Pragmatics is the attempt to bridge the gap between the literal, grammatical meaning of a
sentence and the speaker's true meaning. Anyone who has ever had a misunderstanding with a friend
or a relative knows that these two things are not always the same . A common example would be
when a person says, "Why don't we go to the movies?" Here, the true meaning of the speaker is not
to ask a question, but rather to make a suggestion.
To clear up the ambiguities of such language, pragmatics classifies pieces of speech according to
speech acts, the role they play in a conversation. Sometimes, the speech act is obvious. When a
police officer yells, "Stop or I'll shoot," the officer is both giving an order (stop) and making a threat
(I'll shoot) . Often, however, a speech act can only be determined by its context. Look at the following
example. A mother asks her son, "Can you take out the garbage?" to which the son replies, "I did it
yesterday." The mother then responds, "I don't care. Just do it." In this context the son's speech act
is not to inform his mother of the fact that he took out the garbage yesterday, as the grammar of the
sentence would seem to indicate. Instead, the son's speech act is a refusal of the mother's request.
This, however, only becomes clear when the boy's words are analyzed within the larger context of the
conversation as a whole. Such analysis is the nature of pragmatics.
SOciolinguistics employs discourse analysis for an entirely different purpose. The primary goal of
a sociolinguistic approach to discourse analYSis is to study how social factors, such as socioeconomic
status, influence the way in which language is used. Among speakers of the same language, people in
different social groups will use language differently. Their tones, grammar, and word choice may all
be drastically different from each other. Sometimes this can be attributed simply to differences in
educational level. Obviously a college graduate will have a wider vocabulary and more sophisticated
style of speech than most middle school students. But differences in education do not entirely explain
the differences in the way that language is used. Social settings greatly affect the way that people use
language. For example, a business meeting requires a more formal use of language than a
conversation with one's friends at a party. These shifts in the way we use language are called code
switching. Nearly everyone is capable of some level of code switching, and those who are not adept at
it often have considerable trouble making their way in society.
Other social factors are not so flexible. For example, one's status in society affects the way one
speaks, and these changes are not so given to code switching; they are generally far more rigid. A
famous example is the differences between the way that men and women speak. An analysis of male
discourse generally shows it to be highly pragmatic and goal oriented. Women's language, however,
often is centered on building consensus and a sense of community . An examination of the way that
men and women respond when they are told of a personal problem illustrates this point quite well. In
this situation, men generally express their sympathy by offering advice and suggesting solutions.

Women, on the other hand, express their sympathy by relating their own experiences with sim ilar
problems or through the use of expressions like "I know how you feel." Here the emphasis is less on
finding a solution to the problem than on building a sense of togetherness. The analysis of such social
influences on language is the goal of a sociolinguistic approach to discourse analysis.
I
Paragraph 1
Discourse analysis is a subfield of linguistics that attempts to analyze language above the
sentence level. It attempts to go beyond the simple analysis of grammar to examine how
context affects the meaning of what is said or written. In this sense, it begins to bleed into
psychology and sociology as well because factors such as the social context and the speaker's
state of mind must be taken into account in discourse analysis. Two of the primary approaches
to discourse analysis are pragmatics and sociolinguistics.
1. According to paragraph 1, all of the following are true of discourse analysis EXCEPT:
® It utilizes elements from other fields of study.
® It places a heavy focus on analysis of grammar structures.
(£) It is concerned with how the situation influences meaning.
(§) It can be applied through several different methods.
Paragraphs 2-3
Pragmatics is the attempt to bridge the gap between the literal, grammatical meaning of
a sentence and the speaker's true meaning. Anyone who has ever had a misunderstanding
with a friend or a relative knows that these two things are not always the same. A common
example would be when a person says, "Why don't we go to the movies?" Here, the true
meaning of the speaker is not to ask a question, but rather to make a suggestion.
To clear up the am IQUI of such language, pragmatics classifies pieces of speech
according to speech acts, the role they play in a conversation. Sometimes, the speech act is
obvious. When a police officer yells, "Stop or I'll shoot," the officer is both giving an order
(stop) and making a threat (I'll shoot). Often, however, a speech act can only be determined
by its context. Look at the following example. A mother asks her son, "Can you take out the
garbage?" to which the son replies, "I did it yesterday." The mother then responds, "I don't
care. Just do it." In this context the son 's speech act is not to inform his mother of the fact that

he took out the garbage yesterday, as the grammar of the sentence would seem to indicate.
Instead, the son's speech act is a refusal of the mother's request. This, however, only becomes
clear when the boy's words are analyzed within the larger context of the conversation as a
whole . uffi anal is the nature of pragmatics.
2. According to paragraph 2, what is the goal of pragmatics?

o To make a speaker's true meaning more like the grammatical meaning of a sentence
® To understand how context can lead to differences between the true meaning and
grammatical meaning of a sentence
© To eliminate the misunderstandings that result from deceptive uses of language
@) To bridge gaps in meaning through the proper use of grammar and sentence structure
3. Based on the information in paragraphs 2 and 3, what can be inferred about speech acts?
o They are not always properly interpreted by the listener.
® They are always inherently unclear in meaning.
© They are common in confrontational situations.
@) Their true meaning is impossible to establish.
4. =:.===== in the passage is closest in meaning to

(£) difficulties
® misunderstandings
© uncertainties
® shortcomings
5. In paragraph 3, the author uses the example of a conversation between a mother and a son to
explain
(£) the limitations of a pragmatic approach to discourse analysis
® the uses of pragmatics and the analysis of speech acts in conflict resolution
© the need to consider context when determining the nature of a speech act
® the influence of speech acts on human relationships
6. The phrase ~~[!!:!!!~!l in the passage refers to the analysis of

(£) Various modes of conversation
® Speech acts in context
© Speech acts in requests and refusals
® The deviations from literal meaning in a conversation

Paragraph 4
Sociolinguistics employs discourse analysis for an entirely different purpose. The primary
goal of a sociolinguistic approach to discourse analysis is to study how social factors, such as
socioeconomic status, influence the way in which language is used. Among speakers of the
same language, people in different social groups will use language differently. Their tones,
grammar, and word choice may all be drastically different from each other. Sometimes this
can be "DiJtea simply to differences in educational level. Obviously a college graduate will
have a wider vocabulary and more sophisticated style of speech than most middle school
students. But differences in education do not entirely explain the differences in the way that
n
language is used. Social settings greatly affect the way that people use language. For example, :c
a business meeting requires a more formal use of language than a conversation with one's
=-
....
friends at a party. These shifts in the way we use language are called code switching. Nearly
........
:1:1
everyone is capable of some level of code switching, and those who are not aCJe at it often
have considerable trouble making their way in society.
7. According to paragraph 4, sociolinguistic discourse analysis aims to

® explain instances of code switching in a social context
® explain how the use of language can affect social settings
® explain the differences between various societies and how they use language
® explain the effects of one's social environment on the use of language
8. ='-"="""',... in the passage is closest in meaning to

® analyzed
® reduced
® credited
® exemplified
9. Based on the information in paragraph 4, which of the following would be an example of code
switching?
® The differences between the language of the rich and the poor
® Regional differences in the way people speak
® Differences in the way language is used in different social situations
® Differences in the way language is used by different generations
10. t in the passage is closest in meaning to

® skilled
® trained
® enthusiastic
® diligent

TOEFL Reading
l'WFon.m
Paragraph 5
Other social factors are not so flexible. For example, one's status in society affects the
way one speaks, and these changes are not so given to code switching; they are generally far
more rigid. A famous example is the differences between the way that men and women speak.
An analysis of male discourse generally shows it to be highly pragmatic and goal oriented .
Women's language, however, often is centered on building """''-'''''~'''"-'''"
community. An examination of the way that men and women respond when they are told of a
-=~=",-"~ro
=l,e,,",
,, m,,", illustrates this point quite well. In this situation, men generally express their
sympathy by offering advice and suggesting solutions. Women, on the other hand, express
their sympathy by relating their own experiences with similar problems or through the use of
expressions like " I know how you feel." Here the emphasis is less on finding a solution to the
problem than on build ing a sense of togetherness . The analysis of such social influences on
language is the goal of a sociolinguistic approach to discourse analysis.
11. =--=""""= in the passage is closest in meaning to
® agreement
® friendship
© confidence
® consolation
12.
® To illustrate the social consequences of not utilizing code switching
® To illustrate the differences between the way men and women use language
© To discuss how code switching may be used to express sympathy in various ways
® To discuss the difficulties created by the differences in the ways men and women use
language
TOEFL Reading
l WFon.m
Paragraph 2
Pragmatics is the attempt to bridge the gap between the literal, grammatical meaning of a
sentence and the speaker's true meaning. a Anyone who has ever had a misunderstanding
with a friend or a relative knows that these two things are not always the same. mA common
example would be when a person says, "Why don't we go to the movies?" l!I Here, the true
mean ing of the speaker is not to ask a question, but rather to make a suggestion . m

passage.
Even when we don't wish to deceive someone or hide our feelings, the intention of what
we say is often different from the literal meaning of the words we use.
Where would the sentence best fit? Click on a square [.] to add the sentence to the passage .
14. Directions: Select the appropriate phrases from the answer choices and match them to the
approach to discourse analysis to which they relate. TWO of the answer choices will NOT be
used . This question is worth 3 points.
n
::c
Pragmatics lI:o
........
.."
• ::D
•
Sociolinguistics
•
•
•
Answer Choices
o Addresses gender issues in languages
® Context important in determining meaning
® Grammar becomes an unimportant aspect of language
® Investigates the use of different language in different situations
CD Focus is on the intent of the speaker
CD Only useful in analyzing conversational language
® Considers level of education and wealth of the speaker
Rhetorical Purpose ~ 109

Insert Text
C HAP T E R

1 After considering the risks, the investors were _ _ _ _ _ to turn down the company's
request for additional funding.
® obliged @ informed © hindered
2 While there have been any number of unconfirmed UFO sightings, there has been little, if
any, _ _ _ _ _ evidence.
® human @ empirical © telltale
3 After the accident. in, which he suffered internal injuries, he was given massive
_ _ _ _ _ of blood to stabilize his condition.
® infusions @ containers © arteries
4 Despite the preponderance of evidence to the contrary, some scientists still _ _ _ __

the theory to be false.
® wish @ accuse © avow
5 For the performers, opening night of the musical will be the _ _ _ _ _ of months of
practice.
® culmination @ reward © goal
6 He is one of the most _ _ _ _ _ Iiars I have ever known; nearly every word out of his
mouth is a falsehood.
® despised @ prolific © unsubstantiated
7 It is in the long-term interests of the community to protect the area's _ _ _ _ _ from

pollution because they are important for tourism as well as shipping.
® ecologies @species © estuaries
8 The best method of solving a difficult math problem is to break it down into its
_ _ _ _ _ parts.
® irrelevant @ constituent © established
9 When learning a new language, one must keep in mind that even seemingly innocent words
may carry _ _ _ _ _ that one is not aware of.
® intonations @ connotations © vocabularies
10 While renewable energy sources such as wind are abundant, we currently lack the
technology to them efficiently.
® allocate @ initialize © harness
Insert Text " III

CHAPTER
O~ ie
Insert Text Questions I Cau hOi chen cau
• Call hOi chen Call yell call bl,U1 xac dtnh Vi tri thich hqp nhat d~ chen m<)t Call cho san van dol,U1
van.
• M6i bill doc co tu 0-1 Call hOi lo:;n nay.
•alo:;n Call hOi nay, bl,U1 se tMy bOn 0 vuong mall den nAm &m<)t dol,U1 van ho~c nfun &clloi dol,U1
nay va dall dol,U1 kia. Trong truOng hqp nao di mia thi bl,U1 cling can phai hi€ll m~ch van logic cua
bill doc va t~p trung van bat Cll moi lien ket ngli phap nao gifra cac Call, nhu lien tu, d:;n tu, tu chi
dtnh, va cac tu ho~c ClPD tu l~p di l~p l:;n.
Look at the four squares [.] that ind icate where and to exclude everything else. It sees only what it is designed to perceive. Its
the follow ing sentence could be added to the world is a mere fragment of the real world.
passage. Experiments conducted by Jerome Lettvin and his associates at the
Massachusetts Institute of Technology show that a frog is blind to stationary
As far as the frog is concerned, a II that insects . • It actually sees nothing in its field of vision until the thing moves
information is utterly useless. toward it. • Insects moving away are invisible, and do not exist in the frog's
Where would the sentence best fit? Click on a world . • Furthermore, the things it sees are not insects as we know them,
square [.] to add the sentence to the passage. creatures with six legs and wings and iridescent colors . • It sees abstracted
insects stripped of everything but a few essential details. The frog operates largely
Neu b(lll click vilo [. ]thi cau duqc cho (cau in d~ ) se duqc chen vilo ~ tri do nhu vi d\l duOi day.
~.~1~~{lF.;~}~*~~~11}""" "»:J{"5.; ..,"'.... ~' I : : .. ~ ~ " : ,,~:~, '1-';' ~~ {.. " . ~ ~ ~EVIEW • ~ElP~ " ' BACK '~ ~EXTt.
~·~~~:~:;E ~::.~~:~:. ,::.;~;. c·~.:.> >" .~~~.~, , .... ': ,~,- .' , , H'OFTl"F • • .'
More Available
Look at the four squares [ . ] that indicate where and to exclude everything else. It sees only what it is designed to perceive. Its
the following sentence could be added to the world is a mere fragment of the real world .
passage. Experiments conducted by Jerome Lettvin and his associates at the
Massachusetts Institute of Technology show that a frog is blind to stationary
As far as the frog is concerned, all that insects . • It actually sees nothing in its field of vision until the thing moves
information is utterly useless. toward it . • Insects moving away are invisible, and do not exist in the frog 's
Where would the sentence best fit? Click on a world . • Furthermore, the things it sees are not insects as we know them,
square [.] to add the sentence to the passage. creatures with six legs and wings and iridescent colors. As far as the frog is
concerned, all that information is utterly useless. It sees abstracted insects
stripped of everything but a few essential details. The frog operates largely as an
Neu b(lll click vilo [. ] khae thi cau duqc cho se chuy~n den ~ tri do vil neu b(lll click vilo eM eli. thi ea~ duqc eho se ehuy~n v~ eM cli..
So ldo click vilo [. J lil kbong h(lll cM.
112 4i6 www.ibttoefl.co.kr

Nam Vling ml;lch van logic cua bai dQc

1 Cac bill d9C TOEFL, tru&c khi chen cau duqc cho vao, da la nhfrng dO?Il van co tinh m~ch
l~c (coherence) cao. Vi V?y, neu b?Il co tim nhfrng cM chua troi chiiy de chen cau duQ'C
cho vao thi se khong hi~u qua. Cau duqc cho thuOng dong cac vai tro sau:
CD Thong tin b6 sung (additional information)
• Neu vi d~ c~ the cho ni)i dung cua toan boo
• Giro thich them cho cau di tru&c do
@ Cau lien ket (connective sentence)

• Lam cho milch vdn duqc t\! nhien hO'll khi thay d6i ni)i dung
• Dong vai trb trung gian trong quan M nhan qua
• Lam cau gi6i thi¢u tru&c khi neu ra tUng m~c, tUng vdn d~, v.v.
2 Tim xem cac tu chi dinh thay the cho tu nao

M<)t trong nhfrng gqi Yhi~u qua khi tim ll!a ch9n tra 1m dling cho cau hOi chen cau la tu
chi d~nh. Co nhieu truOng hQ'P cau duQ'C cho co cac tu chi d~nh nhu this, these, such ho~c
d~ tU. Neu xac d~ duQ'C tu duQ'C thay the bOi cac tu chi d~ nay thi b?Il co tM d~ dang
ch9n ra ~ tri thich hQ'P de chen cau vao. Ngoill ra, the + danh tu de thay cho danh tu da
duQ'C de C?P tru&c do cling co tM la nhUng gqi Yhi~u qua de tim ra ll!a ch9n tra 1m dUng.
3 GQ'i Ynitm Q> twcl;lDl tu chuYEln ml;lch

TU/ClpIl tu chuyen m~ch (transitions) cling la nhUng gqi Yquan tr9ng giup b?Il tim ra ll!a
ch9n tra 1m dung. TU/ClpIl tu chuyen m~ch duQ'C S11 dt,mg de:
CD Bao hi~u nhUng eM ehuyen y
but however yet and yet unlike
while whereas although though even though
on the other hand still nonetheless nevertheless conversely
in contrast actually in reality instead on the contrary
@ Trinh bay thOng tin b6 sung

moreover in addition for example for instance furthermore
in other words finally also even better even worse
and another similarly next plus
@ The hi~n trl)t t~ hol)e trinh t~ th61 gian

first second third next then
last finally before after soon
shortly after at this point in the beginning meanwhile eventually
over time later in the end
® Di~n ta m6i quan h~ nhan qua

therefore for this reason thus due to as a result
consequently accordingly hence in consequence in response
Insert Text 99 113

Glaciation
Much of the North American landscape has been shaped by
glaciation, the formation and movement of great sheets of ice, or
glaciers, across the continent. 1m North America is believed to have • glacier: (n.) a very large mass of
undergone several major periods of glaciation. m:J Exactly why these ice that moves very slowly
periods occurred is uncertain, but glaciation is believed to be related

to irregularities in the Earth's rotation. mJ During the most recent
glacial period, the northern part of the continent, including part of
what is now the northern United States, is thought to have been
buried under a layer of ice several kilometers thick. II!] The weight
of this ice was so tremendous that it actually depressed, or bent
downward, the crust of the Earth in some places, even as it scoured • crust: (n.) the thick outer surface
of the Earth
the surface of the continent. The advancing glaciers left more
• scour: (v.) to clean something
dramatic evidence of their passage in the form of large basins, or thoroughly by rubbing it hard
depressed areas, which filled with water after the glaciers melted with something rough
and disappeared. f1J

Several of these enormous water-filled basins are known today
as the Great Lakes. FE Important avenues of maritime commerce, • maritime: (a.) involving ships or
the business of moving people
they have played an important part in the history of the United
and goods in ships
States and Canada and have made seaports out of cities such as
Chicago, Milwaukee, Marquette, and Duluth, which lie hundreds of
kilometers from the Atlantic Ocean. Pm The Great Lakes are
connected to the Atlantic Ocean by the St. Lawrence River, which
flows into the Gulf of St. Lawrence and from there to the AtlantiC.
ml
Before the most recent glaciation, the location of the present-
day Great Lakes was an area of low elevation in an inland plain. m1 • elevation: (n.) the height of an
area of land, usually measured
At its greatest extent, the ice sheet reached as far south as the
from sea level
modern Ohio River valley. m:J Then, the global climate became
warmer, and the glacial ice began to melt and retreat, leaving
behind the deep basins which now contain the Great Lakes. mI
Other glacial landforms were created from the moraines, or deposits
of ground and fragmented rock, left behind by the shrinking
glaciers. mJ Moraines in some places acted as great natural dams
which trapped water from the melted ice. The glacial debris also • accumulate: (v.) to get more and
more of something over a period
accumulated in long, sinuous ridges which indicate where rivers of
of time
water from the melting glaciers once ran.

1 Look at the four squares [.] that indicate 3 Look at the four squares [.] that indicate
where the following sentence could be where the following sentence could be
added to the passage. added to the passage.
While the causes remain uncertain, the The southward-moving sheet of ice,
chronological record of past glacial flowing into the lowest lying portions of
periods is both complete and accurate. the plain, eroded the lowlands even
more deeply.
Where would the sentence best fit?
2 Look at the four squares [.] that indicate

where the following sentence could be
added to the passage.
These cities owe the wealth and power

they have today to the lakes.
1. "remain uncertain" duqc dUng sau cau co n(li dung lit ngub1 ta khong biet chAc 19 do nhUng thb1 ky Mng hit nity xity ra, se
liun cho m~ch van duqc tl,l nhHln hon.
2. Tim cac d6i tUQ'llg mit "These cities" thay the.
3. Cau duqc cho dong vai tro lit connective sente nce. B~ hay tim Yi tn thich hgp de cau nity co tM lien ket v6i cau tru6c
vitcau sau.
:+: Cau lien ke't giup cho nqi dung dUQ'C giro
thich trong do~ van tr& nen tl,l nhien
hem.
ex) acau hOi 3, b~ chen cau duqc cho V80 Yi tn 3A thi se tMy cae n(li dung duqc lien ket nhu sau:
Ohio River valley.
Insert Text !II) liS

The Development of Computers

The electronic computer is so much a part of our everyday lives
that the present generation has difficulty imagining the world without
it. Computers regulate temperature in buildings and operate traffic
signals at intersections. Computers sit on our desktops at work and
at home. We carry computers in our briefcases and even in our
pockets. Computers help doctors diagnose illness, schedule patients • diagnose: (v.) to find out what
for surgery at hospitals, and help to operate the surgical equipment phYSical or mental problem
someone has by examining them
in the operating room. m Computers process food, fuel, and bank • surgical: (a.) connected with
transactions. Almost all developments in science and engineering medical operations
today are made possible by computers. 1m Name almost any form of

human activity, and there is a high probability that electronic
computers have something to do with it. 1m Computers are involved
at the beginning, middle, and end of nearly everything we do. 1m
It may come as a surprise, then, to leam that the electronic
computer is only about 60 years old. m1 The emergence of the
electronic computer was the culmination of a long series of events * culmination: (n.) the final result of
a process or situation
which began around the start of World War II. mJ The Germans were
using a mechanical encryption machine called Enigma to generate • encryption: (n.) the act of putting
information into a code
codes for military use. m1 In principle, Enigma was so complex in its
operation that its encoding was thought to be unbreakable. fm In
fact, sophisticated machines were able to crack the German codes.
One of the first code-breaking machines was built in Poland before
the German invasion. Thereafter, progress was swift. The British
quickly built much larger and more sophisticated machines, partly
electronic and partly mechanical, to decipher German coded
messages. m! These machines were so successful that the British
were able to read German communications before Hitler himself
could see them. mJ
Such "electromechanical" devices were developed both in Britain
and the United States during the war. m1 They were neither
completely mechanical, as earlier computing machines had been, nor
fully electroniC, as later generations of computers would be. mJ
Although there is some debate about who invented the first electronic
(as opposed to electromechanical) computer, it is widely believed that
the first completely electronic computer in the US was the Electronic
Numerical Integrator and Computer, or ENIAC, built at the University
of Pennsylvania to help the Army calculate firing tables for artillery. • art illery: (n.) large. powerful guns
that are moved on wheels or
Filled with thousands of vacuum tubes, ENIAC was a huge machine
fixed in one place
which filled an entire room. ENIAC was completed too late to affect the
war effort greatly, but provided the model for many later machines.

1 Look at the four squares [ . ] that indicate 3 Look at the four squares [ . ] that indicate
Indeed, the invention of the computer is It took about a decade to complete the
perhaps the most important single event transition from the mechanical era to the
ofthe 20" century. electronic era in computing.
Where would the sentence best fit? Where would the sentence best fit?
2 Look at the four squares [. ] that indicate

where the following sentence could be
added to the passage.
Many persons now alive were born and

raised before it was even invented.
1. Cau duqc cho nhan m~ Il)i tam quan trc,mg cua may vi tinh &phdn ket lu~. (LUll y tu "Indeed")
2. Tim xem cau duqc cho la thOng tin b6 sung cho cau nao.
3. Cau duO'C cho gUn thfch cho giai dolPl may vi tinh pMt trien thilnh electronic era.
:+. Cau lien ket con dong vai tro gi6i thi~u S,! thay d6i nQi dung trong do:p1 van.
ideal ~ connective sentence idea 2
ex) acau hOi 3, cau duO'C cho lien ket phiin n(li dung ve qua trinh chuyen doi cua may vi tinh tu mechanical era
den electronic era v6i phdn n(li dung lien quan den phiin hilt dau cua electronic era.
Insert Text ~ 117

Biogenesis
m No principle of biology is more firmly established or less
likely to be qualified than that of " biogenesis," which avows that all • avow: (v.) to publicly claim or
living things are descended from living things. 1m In its negative promise
form the principle would state that there is no such thing as

"spontaneous generation" - e.g., the spontaneous generation of
bacteria from putrefying organic matter or of protozoa from infusions • putrefy: (v.) to decay
of hay. mI Louis Pasteur, the greatest of all experimental biologists,
is rightly credited with having carried out the experiments that
falsified the notion of spontaneous generation of bacteria and at the • falsify: (v.) to prove false
same time made an alternative hypothesis much more attractive, viz.
that the bacteria which so readily proliferate in warm organic broths * proliferate: (v.) to Quickly
increase in number or amount
derive from airborne organisms. mJ This discovery, of which the
medical significance was clearly perceived by Joseph Uster, lies at the
root of all antiseptic and aseptic techniques in surgery today.
The principle of biogenesis applies not only to whole organisms
but also to some of their constituent parts. Among cellular organelles " constituent: (a.) forming part of
something
the mitochondria are biogenetic in origin in the sense that they do
not arise de novo by some synthetic process in the cell but are
derived from pre-existing mitochondria only. Biogenesis does not
imply evolution, but an evolutionary relationship does of course imply
biogenesis. Pm Normal biogenesis is often given the extra
connotation of "homogenesis," i.e. of like begetting like. Pm Broadly • connotation: (n.) an idea that is
implied or suggested
speaking this particularization is true, although the theory of
evolution obliges us to qualify it in detail. mJ No genuinely • oblige: (v.) to force
genuinely: (ad.) truly
extravagant heterogeneSiS occurs, although in the days before
• extravagant: (a.) wasteful
empirical truthfulness was thought to be either a necessary or • empirical: (a.) derived from
desirable characteristic of professedly factual statements; all kinds of experiment and observation
strange notions were rife - the most famous being the myth that " rife: (a.) abundant
geese might be born of such organisms as the attractive barnacle-

like crustacean the goose barnacle, Lepas anatifera. Pm

1 Look at the four squares [.] that indicate 2 Look at the four squares [.] that indicate
In other words, behind each living Such notions belong to "poetism," a style
organism today there is an unbroken of thinking which arouses as much
lineage of descent going back to the indignation among scientists as the more
beginnings of biological time. idiotic extravagances of computerized
literary criticism arouse in lovers of
literature.
1. NhiY "In other words", b(lIl c6 tM biet diu duQ'C cho giro thich them cho cau nito.
2. Tim xem "Such notions" thay tM cho tu nito.
additional information " ~~: ~i,f;~~ y' f j]
:+: Cau dUQ'C cho gim thich them ho~ neu vi d~ cho mi)t ni)i dung nao do trong do~ van.
Trong tl'llimg hQ'P nay, b~ chi cAn xem xet mOi quan Mgifra cau dUQ'C cho v6i cau di tru6c. Tham
khao cae vi d~ acau hOi 1 va cau hOi 2 atren.
Insert Text !19 119

Read the paragraphs below and choose the correct square [_] where the given sentence could be
added.
The electrons of an atom have differing amounts of energy. rl Electrons closer to the
A nucleus have less energy than those farther from the nucleus and thus are at a lower energy
level. IE) An electron tends to occupy the lowest available energy level, but with an input of
energy, it can be boosted to a higher energy level. S The chemical behavior of an atom is
determined by the number and arrangement of its electrons. mAn atom is most stable when
all of its electrons are at their lowest possible energy levels and those energy levels are
completely filled with electrons. The first energy level can hold two electrons; the second
energy level can hold eight electrons, and so can the third energy level of the small atoms of •
greatest interest in biology. Chemical reactions between atoms result from the tendency of
atoms to reach the most stable electron arrangement possible.
On the other hand, when the electron returns to a lower energy level, energy is
released.
B Fossils are the remains of plants and animals that have been preserved in rock. A fossil
may be the preserved remains of an organism itself, an impression of it in rock, or preserved
traces (known as trace fossils) left by an organism while it was alive, such as organic carbon
outlines, fossilized footprints, or droppings. Most dead organisms soon rot away or are eaten
by scavengers. rl For fossilization to occur, rapid burial by sediment is necessary. IE) The
organism decays, but the harder parts - bones, teeth, and shells, for example - may be
preserved and hardened by minerals from the surrounding sediment. mFossilization may
also occur even when the hard parts of an organism are dissolved away to leave an
impression called a mold. m
The mold is filled by minerals, thereby creating a cast of the organism.
c The effect of oil spills on exposed rocky shores is less devastating than it may appear at
first sight. rl Initially there is mortality among many attached inhabitants. IE) As time goes
by, wave action and tides help clean away the oil. mRocky shore communities do recover,
though recovery is dependent on factors such as the amount of oil, wave action, and
temperature. mDegradation, or breakdown, by bacteria takes place, but it is very slow,
especially in cold water. Spills are degraded more quickly by bacteria if an oil-soluble fertilizer
is added to the water or sprayed on rocks and sediment. Experience has shown that recovery
begins within months and that an apparent near-normal condition may occur as early as one
or two years after the spill. Higher oil concentrations in sediments and isolated pockets,
however, have been found to remain for 15 years or longer.
The pollution, however, does not remain permanently.

No two languages are ever sufficiently similar to be considered as representing the same
D reality. a The worlds in which different societies live are distinct worlds, not merely the same
world with different labels attached. mThese assumptions underlie the linguistic relativity
hypotheSiS advanced by linguist Edward Sapir in his highly influential book, Language: An
Introduction to the Study of Speech . B Sapir argued that languages are so different that it is
nearly impossible to make translations in which words produce approximately the same
effects in the speaker of language X as in the speaker of language Y. l!1
Today, most social scientists reject this position and argue that, although considerable
work may be required, it is possible for people to discover such synonymous words.
Mammals have fewer, but larger, skull bones than the fishes and reptiles, an example of
E the fact that "simpler" and "more primitive" may have quite opposite meanings. a In the
mammals, as in some other vertebrates, a bony platform or partition has developed that
separates nasal and food passages far back in the throat, preventing food from entering the
lungs. mThe lower mammalian jaw, unlike that of reptiles, consists of a single bone. B
Moreover, mammals, unlike snakes or lizards, cannot move the upper jaw in relation to the
brain case. l!1 Mammals must either feed on organisms smaller than themselves or tear the
food into pieces small enough to be swallowed.
As a result, mammals lack the ability of snakes to swallow food items larger than
themselves.
F By the 1960s the "baby-boomers" were maturing. Now young adults, they differed from
their elders in that they had experienced neither economic depression nor a major war. They
also had grown up amid the homogenizing effects of a flourishing consumer culture and
television. Moreover, they viewed the Cold War primarily as a battle of words and gestures
without immediate consequences for them. a Record numbers of these young people were
attending American colleges and universities during the 1960s. mAt the same time, many
universities had become gigantic institutions dependent on research contracts from huge
corporations and the federal government. B As universities grew more bureaucratic and
hierarchical, they unknowingly invited resistance from a generation of students wary of
involvement in what Eisenhower had labeled the "military-industrial complex." l!1
For instance, the college enrollment quadrupled between 1945 and 1970.
Insert Text " 121

TOEFL Reading
l
Tidal Energy
Most people don't realize that the ocean is a vast reservoir of energy that might be put to
human use. The energy is contained not in oil or gas but in the seawater itself. Harnessing the
sea's energy is the objective of several bold concepts that may help meet the energy needs of
the twenty-first century.
Mill wheels have been used since ancient times to harness tidal energy, the tremendous
energy contained in the normal ebb and flow of the tides. Fl Modern schemes call for the
construction of large barriers across narrow bays and river estuaries in areas where the tidal
range is high, at least 3 m. IS] Water moving in with the high tide is caught behind the barrier,
and locks are opened to release it at low tide. [!I The flowing water drives turbines that
generate electriCity, just as in the in river dams. m
The use of tidal energy is relatively efficient and pollution-free, but the resulting changes
in the tidal patterns can be highly destructive to the nearby environment. The rich marshes
and mud flats in estuaries may be damaged or destroyed. Pollutants from other sources tend
to upstream because normal tidal flushing is restricted . River flows can also be
altered, increasing the risk of floods inland .
.. Another possible source of energy from the ocean involves taking advantage of the
temperature difference between surface and deep water. Proponents of ocean thermal energy
conversion (OTEC) envision the development of electrical generating plants that float like giant
buoys or are anchored to the bottom. Temperature differences of at least 20°C between the
surface and below are essential. , in which a difference in temperature is used to
produce electricity, is sort of the reverse of a refrigerator which uses electricity to produce a
difference in temperature between the inside and outside. Electricity generated by OTEC could
be sent ashore by power lines, or used at sea for various industrial operations.

1 Why does the author mention ""'-"'===..:.1==

o To discuss how they might benefit from the use of tidal barriers
® To better explain how tidal barriers produce electricity
© To compare their efficiency with that of tidal barriers
® To explain why tidal barriers are unsuitable for rivers
2 The word """"""""~= in the passage is closest in meaning to

o travel
® pollute
© amass
® disperse
3 According to paragraph 4, what is required for the operation of OTEC conversion?

o Varying tidal forces in seawater
® Large thermal variations at different ocean depths
© The presence of industrial activity offshore
® The ability to refrigerate large quantities of seawater
4 The phrase ~::..J',",-=,==:I

o OTEC conversion
® Anchoring buoys to the ocean floor
© Creating larger temperature differences
® Developing electric generation plants
passage.
The mechanical energy contained in the tide is thus used to obtain electricity.
Insert Text" 123

i BT Test i
TOEFL Reading
LV-
il'
~
~ Subversive Art
1 Subversive political and social messages are a mainstay of the art community . In most
modem democratic nations, where free speech is considered an i lie able right, such
subversive art is easily found. American film is a fine example of this. Many American films are
openly critical of American society and its values. Apocalypse Now, a film about the Vietnam
War, is a withering attack on America's involvement and conduct in that conflict. mIn a more
modem setting, African-American film director Spike Lee makes films which depict America as
a racist and unjust society. mOther arts are filled with examples of subversive art as well. m
There are countless paintings and sculptures which openly attack Christianity and other values
which are considered to be core aspects of America's identity. I!l Punk Rock, which originated
in England, derided many of England's most sacred of social values. Most famously, the 1970s
punk band The Sex Pistols frequently sang songs about overthrowing the govemment, even
going so far as to describe the Queen of England as subhuman.
2 Not all subversive art is as upfront in its social criticism. Much of subversive art is quietly
subversive. There are a number of reasons for this. The first is, of course, economics. An artist
who is too open or too vehement in his or her criticism of society may find it hard to find an
audience willing to pay for such art. In some societies there may be a fear of re 'oution,
either by the govemment or by individual society members offended by the artist's message.
Nor are such fears unfounded. Author Salman Rushdie was forced to go into hiding after he
wrote a book that Muslims took to be critical of their religion. Therefore, the subversive
messages in art are often hidden.
3 One common method of hiding subversive messages in one's art is through the use of an
unreliable or unrenaole viewpoint. In this method, the artist actually presents a viewpoint that
is in opposition to his or her own, but does so in such a way as to render that viewpoint
unbelievable in the eyes of the audience. American author Mark Twain was a master at this.
The narrator in his most famous novel is a young boy named Huck Finn. Huck supports the
values of his society. For example, one of the justifications used by Americans to keep Africans
enslaved was that they were somehow less human than whites. There is a scene in which
Huck finds his friend Jim, a runaway slave, crying to himself because he misses his children
whom he has left behind in slavery. Huck is surprised by this, and comments that it seems
remarkable that Jim, a slave, could feel sadness for the loss of his children in the same way a
white person would. This observation is so absurd that it discredits the entire notion of slaves
somehow being less human than their masters.
4 Mark Twain was not the only artist to hide the subversive nature of his work. In earlier
times, prior to the printing press and the mass production of posters, artists depended on the
support of wealthy individuals to make their living. A rich noble who appreciated the work of
an artist would become his or her tron and support the artist. In retum the artist was
generally expected to create art that the patron approved of, and herein was the problem .

These wealthy nobles represented the social elite, which in most cases was exactly the
element of society which artists wished to criticize. One could hardly expect a patron to pay for
art that was openly critical of his social class, so artists became experts in concealing the
subversive message in their art. A close look at any of the great artists of history, da Vinci,
Shakespeare, Milton, etc. will reveal many hidden elements of social subversion.
1. The word nalienable in the passage is closest in meaning to

(£) important
® personal
® inviolable
® universal
2. In paragraph 1, all of the following are mentioned as examples of subversive art EXCEPT n
(£) anti-war films =

:1:0
....,
® songs of rebellion ...=
.....
® highly sexual poetry
® blasphemous sculpture
3. According to paragraph 2, what is the role of economics in subversive art?

(£) It limits the candor with which artists express themselves.
® It creates a market for increasingly shocking art.
® It encourages people not to buy subversive art.
® It encourages artists to be upfront in their social criticism.
4. Based on the information in paragraph 2, it can be inferred that subversive art

(£) is often highly profitable for the artist
® often evokes strong emotional reactions
® is often banned by many governments
® is mostly focused on religious topics
5. The word .......""""'"-"'~ in the passage is closest in meaning to

(£) criticism
® rejection
® revenge
® anger
Insert Text ~ 125

6. The word lYOtiiiitiJil in the passage is closest in meaning to

o complex
® untrustworthy
© obscure
® indefensible
7. According to paragraph 3, how did Mark Twain seek to subvert the values of his society?
o He used a highly unpopular narrator to discuss the topic of slavery.
® He presented the views of his opponents in a ridiculous fashion .
© He argued that slaves also held emotional attachments to their families.
® He described much of American society as evil and bitter.
8. Based on the information in paragraph 3, what can be inferred about Mark Twain?
o He feared retribution from American society.
® He was the first author to practice subversive art.
© He opposed the American practice of slavery.
® He was forced into hiding for his political views.
9. The word I in the passage refers to

o the fact that Jim misses his family
® the fact that Jim would leave his family in slavery
© the fact that slaves are considered less human than whites
® the fact that Mark Twain opposed the values of his society
10. Based on the information in paragraph 4, the term can best be explained as
o a person who loves art
® the target of subversive art
© a person who supports artists
® a noble who represents the social elite
11. According to paragraph 4, why was it especially important for early artists to hide the subversive
nature of their art?
o The governments of that time were far less tolerant of criticism.
® The people they criticized were their sole source of income.
© They were unable to mass produce their art.
® There were very few patrons who approved of subversive art.

12. Look at the four squares [.] that indicate where the following sentence could be added to t he
passage.
Nor is the United States the only nation where one will find subversive art.
worth 2 pOints.
Subversive art is common in nearly every culture and art form.
® Subversive art is dangerous because it seeks to undermine the core values of a society. n
:z:
® Although some art is openly subversive, many artists choose to hide their subversive ".
messages. .......
"CI
© One popular strategy in subversive art is to present the arguments of one's opponents, but :::a
to do so in a facetious manner.
® Mark Twain used his most famous novel to subvert the American institution of slavery.
CD In early times it was necessary for artists to hide their subversive messages so they would
not offend their patrons.
(£) Shakespeare and da Vinci both had manY'patrons because they were experts at subversive
art.
Insert Text " 127

A DQc dOl,ln vim sau va di~n vao cbb tr6ng bang tu thich hQ'P duQ'C cho trong khung.
Mercury has had many applications. It has been used in medicines since the Middle Ages,
and in modern dentistry as an ingredient of metal fillings for teeth. Because mercury
expands when heated, it is used in devices for sensing and regulating temperature. Mercury
is also important to batteries, and mercury vapor is used in certain kinds of lamps. Mercury
is toxic and therefore has applications as a poison in insecticides and fungicides. Bright red
paints may contain mercury. It has had important applications in shipping, where mercury-
based paints have been used to prevent marine organisms from attaching themselves to
ships' hulls. In some 20 th -century submarines, mercury was used as ballast because it is
heavy and can be pumped from one tank to another. The toxicity of mercury became an
environmental issue in the 1970s, when it was discovered that metallic mercury released
into rivers from factories was converted by bacteria into methyl mercury, a poison which
_ _ _ _ _ _ in the bodies of fish and of humans who eat them. Methyl mercury can
damage the brain.
scours IICICUmulates diagnoses avows falsities

proliferates obliges contalna restricts destroys
DQc cac dOl,ln vim sau va di~n tu thich hQ'P vao cbb tr6ng. Luu y Ia tu do da xuat hi~n
B trong Chuong 5, Exercise 2 (trang 96).
Modern European and American artists were slow to discover native North American art,
when compared with the relatively early interest which African objects had stimulated in
Cubist art Circles. In this case, it was notably the emigre European Surrealists such as Max
Ernst who saw in native American art the sources of renewal and deeper vision that they
held to be representative of the "primeval" world. These artists were especially attracted to
the art of the Northwest coast because it was largely literary, and their intuitive acceptance
of these works was in many ways more broadly based than the anthropologists' recognition
of their particular _ _ _ _ _ _ principles.
• If the Earth were flat, there would be no problem in representing its surface on a flat sheet
of paper. But the Earth is a sphere, and a spherical surface cannot be flattened. The transfer
of a spherical surface to a flat surface is known as a projection. When a sphere is
represented upon a flat surface, there is always some of distances,
direction, and the sizes or shapes of areas. Equal-area projections twist shape and direction
badly but show the relative sizes of areas correctly. Conformal projections change size but
show shapes and directions correctly. The projection chosen depends on the purposes of a
particular map. Since accuracy in one property must be sacrificed to gain accuracy in
another, accuracy is sought for the properties where it is most essential.

II Tu trong mot c~p ho~c trong mot lOl;lt phfu co cau truc song song (parallelism). BAng cach
can d6i cac mt).c trong mot c~p ho~c trong mot lOl;lt d~ chUng co cling cau truc, cau van se tra
nen ra rang va dedQC hO'Il.
A Tim 16i sai ve cau truc song song <1 cac cau g~ch dum trong do~ van sau.
It is not known how religion first began, although archaeology provides some clues
about when. Some archaeologists interpret materials found at sites dating as far back as
70,000 years ago as evidence of religious belief. Later, some 30,000 years ago, the Upper
Palaeolithic Cra-Magnon people of western Europe seem to have been expressing religious
n
of these gatherers and hunters required that females reproduce abundantly and that :z:
:Ia
® ....
."
hunting be successful. Both fertility and successful hunting are prominent themes in ....
::ICI
Cra-Magnon art. Statuettes called "Venus figurines" represent women with re nant bellies
©
and huge breasts; cave paintings include apparently pregnant animals and others with
spears lodged in their bodies. Perhaps the hunters believed they could influence events by
creating the image of a pregnant woman or animal or portrayed the killing of an animal, t hus
©
prompting life to imitate art. This requires a belief in agencies beyond the merely human.
B Viet l~ cac cau sau, Stl dlPlg cau truc song song.
The equator is an imaginary line. It goes around the middle of the earth. It is an equal
distance from the North Pole and the South Pole .
...
Roosevelt added fifty federal wildlife refuges. He approved five new national parks. He
initiated the system of designating national monuments such as t he Grand canyon .
...
Some say that it is useless to speak of peace or world law or world disarmament. They say
that it will be useless until the leaders of the Soviet Union adopt an attitude more
enlightened than it was .
...
Insert Text" 129

Prose
Summary

Chooselthe:ri ht meanin for tb~words in bold
1 Many big cats are very reclusive, so getting an accurate count of their numbers can be
quite difficult.
® posing a significant threat @ avoiding contact with others
2 Marine biologists use a special steel enclosure that allows them to study sharks
without endangering themselves.
® aquarium @ cage
3 Reinforced concrete, in which steel bars are encased in the concrete, greatly improves
the strength of a building.
® locked inside @ added to something
4 Many of the literary works of Shakespeare and other Renaissance writers are filled
with allusions that are unfamiliar to today's readers.
® issues @ references
5 There may seem to be no ostensible reason for his actions, but I assure you there is a
method to his madness.
® justifiable @ evident
6 The employer gave each employee a small bonus as a token of his gratitude for their
hard work on the project.
® symbol @ payment
7 The quarterback felt the loss more keenly than some of the other players because it
was his last game before retirement.
® sorrowfully @ deeply
8 The counselor worked with the couple to help them achieve a greater level of intimacy
with each other.
® closeness @ trust
9 John isn't the best speaker because he often goes off on tangents and has difficulty
confining himself to one topic.
® expressing @ restricting
10 Everyone recognized the talent of the new artist, but many felt that his work was too
brash and lacked subtlety.
® nuance @ purpose
Prose Summary " 131

CHA P T ER
." ..... .
" ~
"l-"''''
- O~ I'
. . .
Prose Summary Questions I Cau hOi tom hit bai dQc

• Cau hOi tom tiit bfu. d<;>c yeu cAu b:pl hoan tat m(jt bang tOm tiit bAng cach ch<;>n ba y tuang quan
tr<;>ng nhat trong sau ll!a ch<;>n tra 101.
• Mlii bhl d<;>c co tu 0-1 cau hOi lol,li nay. Cau hOi cuoi cUng cua mlii bfu. d<;>c ho~c 1a cau hOi tom tiit bfu.
d<;>c ho~c la cau hOi phan lol,li thOng tin, nhung xac suat b:pl g~p cau hOi tom tiit bhl d<;>c cao han.
• Neu b:pl tim ra 3 ll!a ch<;>n tra leri dung thi b:pl se duQ'C 2 di~m; 2 ll!a ch<;>n tra 100 dUng thi duQ'C 1
di~m; va 0-1 ll!a ch<;>n dUng thi duQ'C 0 di~m . ThU tl! slip xep cac ll!a ch<;>n tra 100 khong anh huang
den di~m so.
• Cau hOi tom tlit bfu. d<;>c la diu hOi moo va Iii cau hOi kho nhat trong mon d<;>c TOEFL iBT.
~. VIEW RFVrrw HFI P BACK NFXT

~ TEXT
HIOFTIMF •
, • 1/'
Directions: An Introductory sentence for a brief summary of the passage is provided below. Com plete the summary by selecting THREE answer
choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are
not presented in the passage or are minor ideas In the passage. This question Is worth 2 points.
Red tides are harmful algae blooms that occasionally occur In sea water.
Answer Cho ices
Red t ides have been occurring for thousands of years, but it is only The term red tide is actually a misnomer because they may be several
recently that their causes have been discovered. different colors and have nothing to do with tidal action.
Red t ides occur when phytoplankton become highly concentrated in the HASs are the most harmful form of red tide and most others are little
water. more than annoyances.
Red tides can release toxins in the water which can be harmful or even Red tides are a serious problem because they can make boating and
fatal to humans and to wildlife. swimmi ng impossible.
DnIg your _ c:IIoaIlD the..,... ...... they belong. To _

To review the~, cIIcIc ¥ ' - Tat.
.. _choIat. dick on It.
Re chu(jt keo nhling Iva chon tra 1m bi)ll da chon den chO tr6ng thich hgp. D~ huy bO m(lt h,l8 chon tra 1m, hay nhap chuQt vilo n6.
D~ xem I(li toan bQbili doc, nhap chu(jt vilo VIEW TEXT.

1 Tru6c bet, hay lo~i bO nhling l~a chQn tra 1m co thOng tin sai
Cac l~a ch(;m tra 100 c6 thong tin sai duQ'c chia Hun ba lo~ sau:
CD Lila ch9n tnllm c6 thong tin khong duqc nhilc den trong blli d9C
~ Lila ch9n tnl lm c6 thOng tin mau thu~n vOi thOng tin trong bili d9C
@ Lila ch9n tnl. 1m c6 thOng tin duqc nhilc den trong bili d9C, nhung d6 III nhung thOng tin khong quan
tr9ng (minor idea)
2 Phan hi¢t n(>i dung quan trQng va n(>i dung khong quan trQng
Ml\i bill doc d~u c6 nhi~u nQi dung c6 cac cap dQ quan trong khac nhau. Xem cac cau truc
thuOng g~p sau day cua bill doc.
n
:I:
P
."
.........
:1:1
Minor Minor Minor Minor

idea idea idea idea
Bill doc c6 nhi~u y tUOng quan trong (major idea) bo sung cho y tUOng cmnhlchU d~ (main
idea) cua bill doc, va mOi y tUOng quan trong d~u duQ'c 16 sung boo cac y tUOng khong
quan trong (minor idea). Lva chon tra 100 dUng cua cau hOi t6m tAt bill doc phru bao ham
ca y tUOng cmnh (main idea) Ian ytUOng quan trong (major idea) .
3 Tl(in d~ng tri~t d~

B~ phru S11 d~g
ky thul(it note-taking
ky thu~t note-taking de ghi nh& nhling nQi dung quan trong cua tUng
do~. Di~u nay gitip b~ tiet ki~m thOi gian va tim ra nhling l~a chon tra 100 thich hQ'P
cho lo~ cau hOi nay.
Prose Summary " 133

Exercise
Protozoa
Among biologists, there is no real consensus as to what
defines a protozoan. These organisms are classified in a kingdom of
their own - the Protista - because they differ in some respects from
bacteria, fungi, animals and plants. They have a more advanced
organization than bacteria in that they possess distinct components
such as nuclei and mitochondria. But they are distinguished from
plants, animals and fung i in that they are unicellular. Some of them
are plant-like, having the ability to photosynthesize, but most are
non-photosynthetic, gaining nourishment by absorbing organic • nourishment: (n.) substances that
are necessary for life. growth,
detritus or other micro-organisms.
and health
There are nearly 30,000 different species of protozoa, single-
celled microorganisms that live mostly in water or watery liquids.
Abundant throughout the world, they may drift in their liquid • abundant: (a.) plentiful
environments, or actively swim or crawl along; a few remain

relatively static and some live as parasites in animals. Many are • static: (a.) not moving
• parasite: (n.) a plant or animal
microscopic, although some of the larger ones are visible to the
that lives in or on another type of
naked eye. In form the protozoa are also amazingly diverse, from animal and feeds on it
simple blob-like amoeba to those that are equipped with elaborate
structures for catching prey, feeding and moving.
The actual sizes and shapes of protozoa are extraordinarily
diverse, proving that protozoa represent a peak of unicellular
evolution . The familiar amoeba, continually changing shape, is one • continually: (ad.) without
stopping
type of protozoan . Others have contractile stalk-like elements, and
yet others include foraminiferans, which are encased in coiled shells. * encase: (v.) to enclose
Protozoa are responsible for various human illnesses, including
malaria and sleeping sickness, and also for many diseases in other
animals, notably in cattle, fish, game and poultry. However,
protozoa can be benefiCial, and even essential to some animals.
Ciliates are part of the microbe life in the rumen or stomach of cud
chewing an imals such as cows, helping to digest the enormous
amount of cellulose present in the animal's diet, which it cannot
digest itself. Protozoa are useful to humans in sewage treatment • sewage: (n.) waste substances
works, where they help to remove bacteria during processing. removed from houses and other
buildings

Protozoa are unique unicellular life forms which are difficult to classify.
o Although they share some characteristics of other kinds of organisms, protozoa are different
from any of them.
® Protozoa are more like plants because they are photosynthetic organisms.
@) Protozoa have complex internal structures and take on a wide variety of shapes and sizes.
® Most protozoa live in aquatic environments and actively swim to catch the parasites they
feed on.
CD Although protozoa are responsible for many illnesses, some form helpful, symbiotic
relationships with their hosts.
CD Protozoa require an enormous amount of cellulose, which they gain from the stomachs of
cud chewing animals.
n
=
~
...
"CI
.....
=co
building a mental framework
:+: D~ tim ra l~ chQn tra Uri cho cau hOi Mm tAt b8i dQC mQt cach nhanh chOng va chinh xac, b~ nen
luy~n ~p l~p bi~u db cau truc Clla b8i dQC trong dAu. Di~u nay khong nhling c6 ich khi lam b8i thi
mon dQC TOEFL iBT rna con ghip b~ hi~u chinh xac nQi dung Clla bat Cll b8i dQc nao. Bhl dQC tren
c6 th~ dUQ'C Mm IUQ'C bAng bi~u db sau:
Major idea Major idea Major idea (paragraph 4)

(paragraph 1) (paragraphs 2. 3) Influence on the lives of humans
Classification Diversity and other animals
Theo bi~u db tren, bhl dQC c6 3 major idea, twmg ling v613lva chQn tra Uri A, C, E.
Prose Summary " 135

The Origins of Writing

Like the origins of graphic representation, the origins of true
writing are also problematic. One specialist in the prehistoric uses of • problematic: (a.) causing
problems
clay, Denise Schmandt-Besserat, suggests that true writing evolved
• prehistoric: (a.) relating to the
directly from the shapes produced when such tokens were pressed period of time before history
into wet clay. According to her, clay tablets found at Uruk, Iraq, • token: (n.) a symbol
represent an evolutionary stage in a system of recording that had

been in use in the Middle East since the first stages of the transition
from a hunter-gatherer way of life to a more settled, agricultural life.
Four principal stages marked the evolution of writing. The first
occurred about 10,500 years ago, when tokens of specific shapes
were used to represent items, such as bread, sheep, and clothes.
They seem to have served as invoices or bills. Thus, a herder selling
ten sheep to someone in another village might give a middleman
transporting the shipment a sealed pouch containing 10 tokens • shipment: (n.) goods carried on a
ship
representing sheep - or perhaps one "sheep" token and one token
representing the quantity 10.
The second stage began about 5,500 years ago, with the
enclosure of tokens in hollow clay spheres. The personal seal of the • hollow: (a.) empty
seller was pressed into the fresh, wet clay on the outside of each
sphere. The third stage began when people found that the need to
break open the clay sphere to check the record, perhaps during
shipment, could be avoided if a duplicate record was made by • duplicate: (a.) made as an exact
copy of something else
pressing each token on the outside of the sphere while the clay was
still wet. Intact spheres have been found and the tokens inside have
corresponded exactly to the impressions on the outside. Schmandt-
Besserat suggests that these marks may be considered to be the
crucial link between the old system of recording and writing.
The final stage occurred when the tokens themselves then
became unnecessary, and full-fledged writing appeared. A pointed
• inscribe: (v.) to write or cut words
stick was used to inscribe the same symbols into clay. Besserat on or in something
argues that new words were subsequently added. • subsequently: (ad.) afterwards

According to Denise Schmandt-Besserat, the origins of writing lay in early trade practices.
(f;) Although Schmandt-Besserat's theory of writing is interesting, the connection it makes

between graphic representation and writing remains problematic.
® Early merchants used small clay tokens to represent their goods during shipping and trade
transactions.
© The tokens used as invoices in the trade represented basic commodities including bread,
sheep, and clothes.
® The system of tokens in trade grew increasingly representational and abstract over
thousands of years.
CD Intact spheres with the corresponding tokens inside show that people started to use
duplicate records in wet clay.
(£) Eventually, the use of tokens was abandoned altogether in favor of symbols inscribed into
clay tablets.
:i-: Phuong phap ca ban nMt d~ phfm bi~t YtuOng quan trc;mg voo y tuOng khong quan trong la phfm
lolP. chUng thanh y tuOng t6ng quat va y tuOng c~ tM.
o Y tUOng quan trc.mg (major idea)

Khai quat n(ji dung cua Cll do~ van
Dong vai tro Uun y tu&ng chinhlcM de cua do~ van
Co n(ji dung tuong ling v6i ket lu~ ho~c cM de
6 Y tu6ng khong quan trc;mg (minor idea)
Giro thich them ho~c giro thich c~ th~ cho cau van khac
Trinh bay thOng tin c~ the bao g&m vi dl,l (example) ho~c cac con so
Co thOng tin trong bili de,>c nhung khong dlJQC paraphrase m(jt cach d~y dll ho~c gift nguyen van nhu
cau trong bili de,>c
acau hOi wm tAt bili de,>c tren, chi co l"a chon A la co nQi dung khong dll(YC nhAc den trong bili
dC,lC. Can cu theo cac tieu chuan vUa moo hC,lC, hay phfm lolP. cac l"a che,>n tni 101 con lIP. thanh y
tuOng tong quat va y tuOng Cl,l tM.
Prose Summary " 137

Exercise
Emily Dickinson
One of the greatest American poets, Emily Elizabeth Dickinson is

well known for her eccentric lifestyle and character. She was born in • eccentric: (a.) strange and
Amherst, Massachusetts, and during her lifetime she led an extremely unusual
confined and reclusive existence. But to think of Emily Dickinson only • confined: (a.) very quiet and
preferring not to talk to other
as an eccentric recluse is a serious mistake. Like Thoreau, she lived
people
simply and deliberately; she faced the essential facts of life. In Henry • reclusive: (a.) living alone and
James's phrase, she was one of those on whom nothing was lost. Only avoiding other people
by living austerely and intensely could Dickinson manage both to fulfill

what for her were the strenuous physical and emotional obligations of • strenuous: (a.) calling for much
a daughter, a sister, a sister-in-law, citizen and housekeeper, and energy or force
write on the average a poem a day.

Her relationship to books reflects her emotional ties with the few
men in her life. She was no ransacker and devourer of libraries. Like
Lincoln, she knew relatively few volumes but she understood them
deeply. As a girl she attended Amherst Academy and also Mount
Holyoke Female Seminary, but school gave her neither intellectual nor
social satisfactions to compensate for the reassuring intimacy of home • intimacy: (n.) a close personal
and family she keenly missed. The standard works she knew best and relationship
• keenly: (ad.) very strongly
drew on most commonly for allusions and references in her poetry and
vivid letters were the classic myths, the Bible, and Shakespeare. • vivid: (a.) making very clear and
Among the English Romantics, she valued John Keats especially; detailed images in the mind
among her English contemporaries she was particularly attracted by

the Brontes, the Brownings, Lord Tennyson, and George Eliot. None of
these, however, can be said to have influenced her literary practice
significantly. Indeed, not the least notable quality of her poetry is its
dazzling originality. Thoreau and Emerson, notably the latter, as we • dazzling: (a.) extremely
know from her letters, were perhaps her most important contemporary impressive
American intellectual resources, though their liberal influence seems to

have been tempered by the legacy of a conservative Puritanism best • temper: (v.) to make something
less strong or extreme
expressed in the writings of Jonathan Edwards. Her chief prosodic and
• legacy: (n.) heritage
formal models were the commonly used hymnals of the times, with
their simple patterns of meter and rhyme.
Despite its ostensible formal simplicity, Dickinson's poetry is • ostensible: (a.) apparent
remarkable for its variety, subtlety, and richness. From the beginning,
she has attracted both popular and specialized audiences: those who
find satisfaction in the sometimes quaint, aphOristic generalizing • quaint: (a.) interesting or
tendency in her work, as well as those who take pleasure in the attractive with a slightly strange
and old-fashioned quality
experimental, intellectually dense and often darker awareness that
marks her most sophisticated poems. There is very little dispute
regarding her claim to a very high place among America's poets.

Emily Dickinson is known both for her eccentric lifestyle and for the excellence of her
poetry.
® Although Dickinson was reclusive, she managed to lead a functional home life and find
enough time to write.
® Dickinson did not find school a satisfying experience because it was not as intellectually
challenging nor as comforting as home.
© Dickinson preferred the writing contained in the Bible and other older texts to that of her
contemporaries.
® While she valued the work of many authors and drew upon their work as resources,
Dickinson's writing was strikingly original.
® Thoreau and Emerson's liberal influence on Dickinson was weakened by the tradition of a
~
CD
conservati ve Puritanism.
Dickinson's poetry shows a perfect balance between literary formalism and flexibility.
=
P
....
"a
....
'""
:+: 6 cac bill d(>c kh6ng co nhi~u do~ thi main idea clla cac do~ thm'mg 1a major idea clla toan b<)
bill d(>c. Vi d~ bill d(>c trfm gom co 3 do~, vi v~y b~ chi cfrn tim ra cac 1l!a ch(>n tra 100 tom tAt n<)i
dung chinh clla cac do~ do 1a duqc. D~ tim main idea clla m<)t do~ van, b~ cfrn phfu tim ra ciiu
cM de (topic sentence) clla do~ do. Cau cM de d6i khi 1a cau dAu tUm, d6i khi 1a cau cuoi, va
cling co khi nfun & dau do trong do~ van.
Topic sentence Deta il

Detail Detail
Detail Topic sentence
Detail
6 bill d(>c tr€m, do~ thU nhat va do~ thU hai co cau cM de (topic sentence) nam &gilia; do~
thU ba co cau cM de nfun &cau dAu tien. (Topic sentence cua do~ thU nMt 1a "But to think of
Emily ... ", cua do~ thU hai 1a "None of these, however ... ", va cua do~ thU ba 1a "Despite its
ostensible ... ".)
:.!.: Trong trm'mg hgp main idea nfun &gilia do~ van, nhling ttl nhu however, surprisingly, in fact,
yet, unfortunately duqc su dtplg d~ cho tMy co Sl! chuy~n y.
Prose Summary ~ 139

More Practice
----
Underline the topic sentence in each of the following paragraphs.
A Animals learn not only by trial and error, but also by conditioning, which involves a
system of rewards or punishments. If you have a dog, you and your parents probably trained
it in this way. A Russian scientist named Pavlov once conducted a famous experiment in
conditioning. Pavlov rang a bell every time he offered food to a group of dogs. The dogs
would begin to salivate when they were fed. After repeating this action many times, Pavlov
continued to ring the bell, but without feeding the dogs. He discovered that the dogs still
began to salivate every time he rang the bell.
Look at the Atacama Desert of South America. It is found near the thirtieth parallel south
B of the equator. Similarly, the Sahara and the Rub'al-Khali deserts of northern Africa and
nearby Saudi Arabia are 30° north of the equator, while the Kalahari Desert of southern
Africa is about 30° south of it. The Gobi Desert of central Asia lies a little farther than 30°
north, at about 45°, while the Great Sandy and Gibson deserts of Australia fall back into the
pattern, lying 30° south of the equator. This pattern is no coincidence . All the hot deserts are
found about the same distance north or south of the equator.
c Scientists believe that today the number of people who are carrying defective genes is
increasing. Part of the explanation for this increase is that more people are being exposed to
damaging radiation, chemicals, and other environmental hazards. Another reason may lie in
generations of poor nutrition. Medical advances, however, have made it possible for people
with inherited diseases and other deficiencies to live longer and to produce children. Each
year increasing numbers of genetiC defects are being defined, the ways in which they are
transmitted are better understood, and methods for identifying carriers of such defects are
being improved. The controversial field of genetic surgery, in which harmful genes are altered
by direct manipulation, is also being studied. An international effort is being made to locate
and map all of the genes that make up a human being .
o Adam Smith, in The Wealth of Nations (published in 1776), first described the labor
market. In a sense, before he named it and told how it worked, the labor market did not
exist. Where life is work and work is life, a man cannot separate his work from himself and
sell it to someone else without at the same time selling himself. Adam Smith was among the
first to realize that in the new world the industrial revolution was creating, labor was a
commodity like any other, and consequently was for sale. In fact, everything was for sale.
Life consisted in buying and selling, not in work, and money was the lifeblood of the market.
Over the market hovered an "invisible hand," as Smith called it, which insured that economic
effiCiency would prevail.

Read the following passage and underline the topic sentence in each paragraph if there is one. If there
is no topic sentence in a paragraph, just leave it. After that, complete the mental framework below.
E Plants and animals have become extinct and new species have evolved since life began.
Primitive human cultures may have eliminated some species, but the primary causes fo r
species to become extinct have been natural ones. Major environmental changes resulted in
the eventual disappearance of species unable to adapt to new conditions. Well-known natural
extinctions include dinosaurs and other species represented in the fossil record.
Natural forces are still at work, but human activities cause most of the rapid and
widespread environmental changes that affect plants and animals today. Many species have
been unable to make the biological adjustments necessary for survival; thus, more species
than ever before are threatened with extinction.
Destruction of forests, draining of wetlands, and pollution are environmental changes
that may eliminate species in an area. Some herbicides and pesticides can have severe
effects on certain species. Many species have small geographic ranges, so habitat alteration
may eliminate them entirely. The logging of tropical forests, with their tremendous diversity ~
:z:
p
of species with specialized reqUirements, has caused a steady increase in the extinction rate. "CI
.....
,.,
Excessive hunting and trapping for commercial purposes also cause major problems. Plants
also can be reduced to near extinction levels by extensive collecting. For example, many
=
cactus species of the southwestern United States are now legally protected by state laws to
prevent their removal.
The planned or accidental introduction of exotic species to a region can also lead to
extinction. An introduced species often has no natural enemies to control its spread in a new
environment, and native species may have no natural protection against it. The introduction
of Dutch elm disease to North America, mongooses to Jamaica, and pigs to Hawaii resulted in
the loss of native species having inadequate defenses.
Main idea
Today. human activities are the major cause of extinction of animal and plant species.
idea Major idea (paragraph 2)

(paragraph 1) 2
Causes of extinction in the past .- - -'~ --- -
3
I
idea
(paragraph 3)
. I
idea
(paragraph 4)
(4 Introduction of exotic
species to a new region
- -
I I
I Minor ideas Minor ideas
Prose Summary " 141

TOEFL Reading
IIJiiF;
Red Tides
rJ From time to time, especially near the coast, the sea surface becomes bright red
literally ovemight. IE] This phenomenon, called a red tide, has occurred for thousands of years.
(!) The Red Sea is named after the red tides that often occur there. 1!1 The term "red tide" is
here to stay, but it is somewhat confusing. For one thing, red tides have nothing to do with the
tide. They are massive blooms of phytoplankton. At the peak of a red tide there may be
thousands, even tens or hundreds of thousands, of cells in a single drop. Furthermore, red
tides are not always red. The sea may instead tum orange, brown or bright green. In fact, the
name "red tide" is applied to harmful phytoplankton blooms even if they discolor the water
only slightly. In recent years the term "brown tide" has been used in some places for blooms of
a particular type of phytoplankton called chrysophytes .
.. Red tides occur all over the world. Only around 6% of all phytoplankton species are
known to cause red tides. About half of red tide organisms are dinoflagellates, but many other
organisms including cyanobacteria, diatoms, chrysophytes, and several other groups can cause
red tides. nese are often nothing more than
oceanographic oddities, but sometimes they cause serious problems. Such harmful algal
blooms or HABs are receiving increasing attention from both scientists and society at large. Of
course, what is harmful depends on your point of view. If you are on a beach vacation, a foul
brown foam may be nothing more than an annoying reason to cut the vacation short. Some
blooms are more than just a . They are deadly. About a third of red tide organisms
produce pOisons, some of which are among the most powerful toxins known. Under normal
circumstances, there are too few of the organisms around to worry about, but when they
bloom they can cause serious problems. Mussels, clams, crabs, and other shellfish often
tolerate the toxins by storing them away in the digestive gland, kidney, liver, or other tissues.
People who eat the shellfish may suffer nausea, diarrhea, vomiting, numbness and tingling,
loss of balance and memory, slurred speech, shooting pains, and paralysis. The most severe
cases are fatal. Swimming or boating in affected water can cause sore throats, eye irritation,
and skin complaints. There is even proof that some of the toxins are carcinogenic· .
• carcinogenic: likely to cause cancer

1 The phrase L:.:.:=:"'::=",,-=,=::;J~.=':==~=~=

o Dinoflagellates ® Red tides
© Chrysophytes ® Organisms
2 The word is closest in meaning to

o illness ® danger
© inconvenience ® offense
3 According to paragraph 2, red tides may pose a danger to diners because

o they render the water undrinkable
® they create a large amount of foam
© bacteria accumulate in large quantities
® their toxins are stored in seafood
passage.
The Old Testament may contain the earliest known reference to a red tide when it describes
the waters of the Nile turning to blood.
Red tides are harmful algae blooms that occasionally occur in sea water.
o Red tides have been occurring for thousands of years, but it is only recently that their causes
have been discovered.
® The term red tide is actually a misnomer because they may be several different colors and
have nothing to do with tidal action.
© Red tides occur when phytoplankton become highly concentrated in the water.
® HABs are the most harmful form of red tide, and most others are little more than
annoyances.
CD Red tides can release toxins in the water which can be harmful or even fatal to humans and
to wildlife.
CD Red tides are a serious problem because they can make boating and swimming impossible.
Prose Summary " 143

i BT
The Lend-Lease Program

During the first years of World War II, the United States engaged in a limited form of neutrality.
While the United States, still climbing out of the Great DepreSSion, had no wish to enter into what was
at the time seen as a European war, it did have a vested interest in ensuring victory for the allied
powers of France and Britain. To this end, first under the Cash and Carry program, and later under the
more well-known Lend-Lease program, the United States began selling large amounts of war material
to nations it deemed "vital to the security of the United States," namely the Allies. In the first years of
the war, these transactions were handled as straight arms deals, and were doubly beneficial to the
United States as they both brought in much needed foreign currency and allowed the nation to pursue
its foreign policy agenda while technically maintaining its neutrality. By late 1940, however, Germany
had rolled over nearly all of Europe and Britain was fighting with its back against the wall. With Britain I
I
in dire need of American material but unable to sustain its payments, the American Congress brokered
a new deal, termed the Lend-Lease Act, in March of 1941. Under Lend-Lease, any nation whose
interests furthered the security of the United States could receive US supplies on loan or on lease, to
be returned and paid for at a later, unspecified date.
These programs allowed the Allies to take advantage of the enormous manufacturing potential of
the United States (the US was producing over 86,000 aircraft per year by 1942). England certainly
received US bombers and fighters, but more importantly, the US provided vital rear echelon
equipment: jeeps, trucks, boots, etc., which allowed the Allies to further focus their own production on
military hardware. During the course of the war England received an estimated $18 billion in US
supplies, while France received about $3.5 billion. This disparity in numbers, while striking, is easily
explained by the fact that French resistance to Germany came to an end on June 22, 1940, while
England held on throughout the war.
Lend-Lease entered a new phase of intenSity just two months after it was enacted, when
Germany launched a surprise invasion of the Soviet Union. The US immediately saw the value of
having an ally on the eastern front and extended the Lend-Lease arrangement to Russia as well. Lend-
Lease was a life-line for the Soviet Union. Nearly half of all the trucks in the Soviet army were US
made, and over 15 million Russian soldiers marched to war in American boots. Perhaps the most
telling statistic is the 1,981 locomotives sent to the Soviet Union during the war, compared to the mere
20 produced in the Soviet Union itself during that same period. All told, the Soviet Union received
nearly $10 billion in supplies under Lend-Lease, second only to Britain.
Lend-Lease came to a halt in 1945, when allied victory was essentially a forgone conclusion. That
victory can at least in part be attributed to the Lend-Lease program. World War II was in many ways a
war of production. The Allies were victorious not because they employed better tactics, but rather
because they were able to field overwhelming numbers of tanks, aircraft, and other forms of military
hardware.
Now, with the end of the war in Sight, however, the issue of repayment, which had largely been
glossed over during the war years, resurfaced. Under the terms of the Lend-Lease program, much of
the US war material was to be returned to the US after the war, but the US had little use for such vast
amounts of equipment. Furthermore, the return of military equipment would have produced a glut that
the government feared would harm US manufacturers. Thus, most of the material was sold to
participating nations at cut rate prices with extremely favorable financing terms. For example, Britain

was able to repay its debts to the US at ten cents on the dollar over a period of 50 years at 2%
interest. Overall, the US recouped about $8 billion of the $48 billion in supplies it had transferred under
Lend-Lease.
LQoWat ttJe passagej agair."i.j!
1. According to the passage, how did the Lend-Lease program differ from the Cash and Carry
program?
® The Lend-Lease program made no attempts to preserve US neutrality.

® The Cash and Carry program placed greater restrictions on whom arms could be sent to.
© The Lend-Lease program offered much more flexibility regarding payment for US supplies.
® The Lend-Lease program only offered support materials while Cash and Carry had offered
combat arms.
TOEFL Reading
l
Paragraph 1
During the first years of World War II, the United States engaged in a limited form of
neutrality. While the United States, still climbing out of the Great Depression, had no wish to
enter into what was at the time seen as a European war, it did have a vested interest in
ensuring victory for the allied powers of France and Britain. To ""-'".,.",,=
and Carry program, and later under the more well-known Lend-Lease program, the United
rolled over nearly all of Europe and Britain was fighting with its back against the wall. With
Britain in dire need of American material but unable to sustain its payments, the American
Congress a new deal, termed the Lend-Lease Act, in March of 1941. Under Lend-
Lease, any nation whose interests furthered the security of the United States could receive US
supplies on loan or on lease, to be returned and paid for at a later, unspecified date.
2. According to paragraph 1, in what manner was US neutrality limited?

® The US only maintained its neutral status with certain nations.
® The US only maintained its neutral status when this furthered its security interests.
© The US claimed neutrality in military matters but not in economic matters.
® While the US refrained from entering the war, it actively supported the war efforts of
certain nations.
Prose Summary " 145

3. The phrase """'.."....,....... in the passage refers to the goal of

(£) escaping from the Great Depression
® ensuring the victory of Britain and France
© establishing World War II as a European war
® finding a way to end US neutrality
(£) In the first years of the war, most of the transactions were arms deals that doubled the
benefits brought to the US in terms of money and assistance in foreign policy.
® The arms deals early in the war benefited the US by creating revenue and by allowing the
US to preserve its neutral status and further its security interests.
© The arms deals in the first years of the war were especially beneficial transactions in that
they allowed the nation to further its fore ign policy of neutrality.
® The US which badly needed foreign currency to further its foreign policy of neutrality found
the arms deals of the early years doubly beneficial.
5. tbI2ISiiiial in the passage is closest in meaning to

The word
o arranged ® proposed
© discouraged ® modified
TOEfl Reading
L
Paragraph 2
These programs allowed the Allies to take advantage of the enormous manufacturing
potential of the United States (the US was producing over 86,000 aircraft per year by 1942).
England certainly received US bombers and fighters, but more importantly, the US provided
vital rear echelon equipment: jeeps, trucks, boots, etc., which allowed the Allies to further
focus their own production on military hardware. During the course of the war England
received an estimated $18 billion in US supplies, while France received about $3.5 billion . This
disparity in numbers, while striking, is easily explained by the fact that French resistance to
Germany came to an end on June 22, 1940, while England held on throughout the war.
6. In paragraph 2, why does the author mention the number of aircraft produced in the US?
(£) To discuss a major element of the Lend-Lease program
® To demonstrate US air superiority during the war
© To illustrate the vast production ability of the US
® To show the reliance of the Allies on US air power

7. According to paragraph 2, in what way did the Lend-Lease program assist the Allies?
® It provided them with equipment they did not have the technology to produce.
® It freed up manpower needed to fight the war against Germany.
© It allowed them to concentrate their efforts on the production of weapons.
® It allowed them to shift their production to the US, away from German bombers.
8. Based on the information in paragraphs 1 and 2, what can be inferred about US supply
shipments to the French?
® They were of secondary importance to the shipments sent to England.
® They proved to be of no assistance to the French in their war efforts.
© They were carried out at a much slower pace than shipments to England.
® They were conducted entirely under the Cash and Carry program.
Look,at,the passage~ again.
9. What effect did the German invasion of the Soviet Union have on the Lend-Lease program?
® It closed an important route for shipments of material to Allied nations.
® It broadened the scope of the Lend-Lease program.
© It ensured the success of the Lend-Lease program in ending the war.
® It allowed Allied nations to further concentrate their efforts on weapons manufacture.
TOEFL Reading
~
Paragraph 4
Lend-Lease came to a halt in 1945, when allied victory was essentially a forgone
conclusion. That victory can at least in part be attributed to the Lend-Lease program. World War
II was in many ways a war of production. The Allies were victorious not because they employed
better tactics, but rather because they were able to field overwhelming numbers of tanks,
aircraft, and other forms of military hardware.
10. Based on the information in paragraph 4, what can be inferred about the Allies?
® They never doubted their victory over Germany.
® They halted their cooperation after victory over Germany was assured.
© Their armed forces were numerically superior to those of Germany.
® Their generals were inferior to German generals.
Prose Summary" 147

TOEFL Reading
LV"""'"'
Paragraph 5
Now, with the end of the war in sight, however, the issue of repayment, which had largely
program, much of the US war material was to be returned to the US after the war, but the US
had little use for such vast amounts of equipment. Furthermore, the return of military
equipment would have produced a glut that the government feared would harm US
manufacturers. Thus, most of the material was sold to participating nations at cut rate prices
with extremely favorable financing terms. For example, Britain was able to repay its debts to
the US at ten cents on the dollar over a period of 50 years at 2% interest. Overall, the US
~_ _:.:. about $8 billion of the $48 billion in supplies it had transferred under Lend-Lease.
11. The phrase '''l.I.:I~=:''';L:.:I~ in the paragraph is closest in meaning to

(£) rejected
® overlooked
© debated
® settled
12.
(£) recovered
® reimbursed
© donated
® charged
TOEFL Reading
LV"""'"'
Paragraph 2
These programs allowed the Allies to take advantage of the enormous manufacturing
potential of the United States (the US was producing over 86,000 aircraft per year by 1942). a
England certainly received US bombers and fighters, but more importantly, the US provided
vital rear echelon eqUipment: jeeps, trucks, boots, etc., which allowed the Allies to further focus
their own production on military hardware. IE) During the course of the war England received an
estimated $18 billion in US supplies, while France received about $3.5 billion. [!1 This disparity in
numbers, while striking, is easily explained by the fact that French resistance to Germany came
to an end on June 22, 1940, while England held on throughout the war. m

passage.
A large majority of the supplies sent under Lend-Lease were support supplies.
Look at.the passage,again.
worth 2 points.
While maintaining its neutrality in the first years of World War II, the US entered into a
number of agreements which provided the Allies with military equipment under favorable
terms. n
=
:Do
® The Cash and Carry and Lend-Lease programs allowed the United States to bolster its ...
."
economy, pursue its own security interests, and aid the Allies without requiring US entry "'
=
into the war.
® Congress was required to enact the Lend-Lease program because the Allies were unable to
pay for the weapons they needed.
® The Lend-Lease program was expanded to include the Soviet Union after the German
invasion, but was limited to sending the USSR trucks and trains.
® By supplying Allied nations with the bulk of their support supplies, the US allowed those
nations to focus their efforts on producing front line equipment for the war effort.
CD The Lend-Lease program was essential because World War II was a war of production, and
no other nation could match the manufacturing capacity of the United States.
CD After the end of the Lend-Lease program, the US found the return of equipment
disadvantageous, selling most of it very cheaply instead, and therefore most US aid was
never repaid.
Prose Summary ~ 149

Classifying. Categorizing.
and Organizing Information
C HAP T E R

1 Never one to _ _ _ _ _ his thoughts or feelings, Greg has a bluntness about him that
some people find rude.
® relate @ mitigate © repress
2 The group of young artists held little _ _ _ _ _ for the established traditions of the art
community and enjoyed thumbing their noses at the establishment.
® esteem @ etiquette © knowledge
3 The company's website was overloaded with an unexpected _ _ _ _ _ of emails

requesting information on its new product line.
® demand @ surge © inquiry
4 The CEO, who was an inherently disorganized man, found the services of his secretary to
be _ _ _ __
® reassuring @ complimentary © indispensable
5 A person can unknowingly live with HIV for years before the symptoms of full blown AIDS
begin to , and this is why the disease spreads so easily.
® afflict @ manifest © debilitate
6 While the stockbroker rarely did much research into companies before he bought their
stock, his _ _ _ _ _ proved to be impeccable and he made millions.
® hunches @ resources © ambitions
7 Procreation is a fundamental _ _ _ _ _ in all organisms, and is second only to self-

preservation as a motivation of behavior.
® fact @ drive © process
8 Lacking faith in the judgment of the inexperienced soldiers under his command, the captain
ordered his troops not to from his instructions under any circumstances.
® deviate @ revise © rebel
9 After an initial period of following the surprise bankruptcy announcement

from a major cooperation, the market finally returned to normal in the afternoon.
® gossip @ instability © inanity
10 The Native Americans, who had never been exposed to European diseases and were thus
highly to them, saw their populations drop dramatically with the arrival of
the Spanish and Portuguese.
® immune @ susceptible © ignorant
Classifying, Categorizing, and Organizing Information ~ 151

CHAPTER
ClasslfylnCJ, CateCJorizlnCJ, and OrCJanlzinCJ Information

Questions I Cau hOi phan lo~i thOng tin
• Call hOi phan lo~ thOng tin yell CAll b~ nh~ biet va s~p xep cac y tUOng qllan trong va thOng tin b6
sung qllan trong trong toan b9 bhl doc. Sall d6, b~ phfu phan lo~ chUng theo cac ph~ tril thich hgp.
• Mlii bhl doc c6 tu 0-1 Call hOi lo~ nay. Call hOi clloi cUng cua mlii bhl doc ho~c la Call hOi t6m cit bhl
doc ho~c la Call hOi phan lo~ thOng tin, nhung xac Slla'! g~p Call hOi t6m t~t bhl doc cao hon. Trong 3-5
bhl doc (y phArr Reading section thubng chi c6 m9t bhl doc c6 Call hOi phan lo~ thOng tin.
• Call hOi phan lo~ thOng tin yell Call 5 Iva chon tril I CAu hOi 3 (tiem CAu hOi 4 (tiem I
100 dung duqc 3 di~m, va 7 Iva chon tni 100 dUng duqc S6 cau Di~m Sacau Di~m
4 di~m. tra Uri dUng tra 101 dung
5 cau 3 di~m 7 cau 4di~m
• Thubng c6 3 ho~c 2 ph~ tril (category) d~ phan lo~ 4cau 2di~m 6 cau 3 di~m
cac Iva chon trilloo. C6 1-2 Iva chon tra 100 du, khong 3 cau 1 di~m 5 cau 2di~m
thll9C ph~ tril nao. 0-2 cau odi~m 4cau 1 di~m
0-3 cau odi~m
• Call hOi phan lo~ thOng tin c6 di~m so phan lo~ cao
nha't va cling mat nhi~ll thoo gian nhat d~ lam bhl. V~ d9 kh6 thi cac Call hOi lo~ nay (y ngang muc
ho~c tMp hon so v6i Call hOi t6m tilt bhl doc.
VIEW REVIEW HE'LP BACK NEXT

TFXT
HIOfTIME
Directions: Select the appropriate phrases from the answer choices and match them to the phase of space operations to which they relate.
ONE of the answer choices will NOT be used. This question is worth 4 points.
Drag yow-. . . . . ChcIIcIes IiO the . . . . wRere _ belong. To remove an answer

_ _ _ _ _--'To nMew the • dick VIew Text.
Answer Choices Uftoff

Inefficiency of rockets is a problem
Represent the time of greatest danger
Angle of the spacecraft is critical
Heat shields required Reentry
Various speeds needed for different missions
Equator is an ideal location
Preceded by a reverse in thrust
Reduction of friction is important
He chui)t keo nhUng Iqa ch9n tra 1m b(l11 da chQn den chO tr6ng thich hQ'P. D~ huy bO mi)t Iqa Ch9n tni 1m, hay nhap chui)t vao n6.
De xem lill toan hi) bhl dQC, nhap chui)t vao VIEW TEXT.

1 Nam bat C11U t;;tO cua toan bQ hili dQc va tim ra ch6 chuy~n y
Bill doc danh cho cau hOi phan lo:;ti thOng tin thuOng co mQt trong nhUng cau tlw sau.
0) Bhl dQc giro thich, d6i chieu ho~c so sanh tu 2 khlii ni~m hay d6i tllQ'Ilg tr& len
(g) Bhl dQc giro thich tu 2 khlii ni~m tr& len cho m(lt van d~ da dugc nEm ra tru6c do
® Bhl dQc gi6i thi~u tu 2 lu~ di~m tr& len, giro thich eho m(lt hi~n tugng niiO do
® Bhl dQc so sanh cae hi~n tugng tru&c va sau khi m(lt Sl,l ki~n quan trQng nao do trong 4ch Stl xuat hi~n
I 2 Nam Vling ky thu~t note-taking

Trong tat ca cau hOi (y mon doc TOEFL iBT, cau hOi phan lo:;ti thong tin phat huy cao nMt
hi~u qua cua ky thu~t note-taking. B~ phfu ghi cM tat ca thOng tin quan trong (major
ideas/major details) lien quan den cac ph?IJl tn'1 rna cau hOi yeu cau, roi d6i chieu d~ tim
ra nhUng I~a chon tra 100 thich hqp. Di~u nay se giup b~ uet ki~m thOO gian va nang cao
dQ crunh xac cho cac I~a chon cua b~.
3 ChQn ra nhling l~a chQn tra 100 thua

Trong cac I~a chon tra 100 cua cau hOi phan lo:;ti thong tin, co 1-2 I~a chon thUa, khong
thuQc phl:lID tn'1 nao ca. Hay tim ra cac I~a chon nay tru&c. Cac I~a chon nay co d~c di~m
nhusau:
0)Co n(li dung mau thuful v6i n(li dung eua bhl dQc
C6 n(li dung khOng dugc nh~e den trong bhl dQe
(g)
•
® C6 n(li dung dugc nhAe den trong bhl dQe nhung khOng lien quan den cae phl;lJll trii. dugc neu trong
eauMi
4 Tim nhanh cac thOng tin lien quan b:ing ky thu~t scanning
Scanning chi vi~c doc nhanh nQi dung cua bill doc d~ tim cac thong tin can thiet. Neu b~
khong nha chinh xac thOng tin trong I~a chon tra 100 da xuat hi~n trong phan nao cua bill
doc thi hay scan d~ tim keywords cua cac I~a chon tra 100. Vi~c nay se giup b~ tiet ki~m
duQ'C thOO gian.
Classifying, Cat egorizing, and Organizing Information " 153

Exercise
Estuaries
Estuaries are scattered along the shores of all the oceans and • scattered: (a.) spread over a large
area
vary widely in origin, type, and size. They may be called lagoons,
sloughs, or even bays, but all share the mixing of fresh water with
the sea in a partially enclosed section of the coast. Many were enclosed: (a.) surrounded by
something and separated from
formed when sea levels rose because of the melting of ice at the end
what is outside
of the last ice age, about 18,000 years ago. The sea invaded low-
lands and river mouths in the process. These estuaries are called
drowned river valleys or coastal plain estuaries. They are probably
the most common type of estuary. Examples are the Chesapeake
Bay and the St. Lawrence River on the east coast of North America
and the mouth of the River Thames in England. Coastal plain
estuaries rely on tidal action to maintain the correct proportions of
both fresh and sea water which are essential to their biospheres.
The combination of this brackish water and the flow of nutrient-rich
sediments from the upper reaches of their tributary rivers makes • sediment: (n.) matter deposited
by some natural process
these estuaries incredibly rich. Coastal plain estuaries are some of
• incredibly: (ad.) extremely
the most productive fishing grounds in the world and often
represent an important economic resource for nearby communities.
While pollution can be a problem, the constant outflow of river water
means that the estuary will typically rebound once the pollution • rebound: (v.) to return to a better
level or position
source has been eliminated.
A second type of estuary is the bar-built estuary. Here the
accumulation of sediments along the coast builds up sand bars and
barrier islands that act as a wall between the ocean and the fresh
water from rivers. They are found along the Texas coast of the Gulf
of Mexico, and along the North Sea coast of the Netherlands and
Germany. Bar-built estuaries are important natural barriers against
destructive wave action. Their sand bars reduce the force of waves
and storm surges and significantly cut the damage sustained to • surge: (n.) a sudden increase in
something
inland areas during severe storms. Bar-built estuaries also support a
broad range of aquatic life, from oysters and shrimp to the sea birds
that feed on these shellfish. These estuaries are especially
susceptible to the impacts of human development. Their sand bars • susceptible: (a.) easily influenced
are easily damaged, and their fresh water areas behind their barrier or affected by something
islands are easily polluted. Once damaged, they do not recover

easily.

1 Directions: Select the appropriate phrases from the answer choices and match them to the type
of estuary to which they relate. ONE of the answer choices will NOT be used .
Coastal Plain Estuary
·. _-----------------------
--------------------------
· - -----------------------
Bar-built Estuary
··-------------------------
--------------------------
Answer Choices
o Tides maintain correct salinity in water
® Contain barrier islands
© Formed during glacial periods
® Only occur in southern areas
CD Habitats especially fragile
CD Important as fisheries
:+; Tuong tl,l & cau hOi tom t~t hili dc;>c, doi v&i cau hoi phan lOI;ll thOng tin b~ cllng nen luy~n t~p l~p
mental framework d~ s~p xep nhUng idea quan trc;>ng.
Topic:
Estuanes
--,
Coastal Plain Estuaries Bar-built Estuaries
• formed at the end of the last ice age • sand bars and barrier islands
• the most common • barriers against destructive waves
• tidal action is important • habitat for various sea animals
• very rich in nutrients • vulnerable to human activities
:+: Phlin tOm t~t tot phru hao ham nhUng chi tiet quan trc;>ng (major details) chu khong phrulft nhling
thOng tin chung chung ho~c qua c~ tM. Luu y 1ft cac lua ch9n dung cOng 1ft major details cua hili
d9C. ChAng h~, thOng tin c~ the nhu "Chesapeake Bay and the St. Lawrence River are examples
of coastal plain estuaries." khong bao gia xuat hi~n trong cac ll,la chc;>n tra 100 cua cau hOi phan lOI;ll
thOng tin.
Classifying, Categorizing, and Organizing Information " 155

Freudian and Jungian Psychology

Two of the most influential psychologists of the early 20 th
century were Sigmund Freud and Carl Jung. While the two men
worked in collaboration for a number of years and held each other in
high esteem, they developed psychological theories which were quite * esteem: (n.) admiration or
different from each other. respect
The basis of Freud's theory was the separation of the mind into
the conscious and the unconscious. According to Freud, the mind
consisted of three parts: the id, the ego, and the super-ego. Of these
three, the only conscious element was the ego. The super-ego and
the id were unconscious elements that basically acted in opposition
to each other. The id consisted of a person's desires and urges, and • urge: (n.) a strong feeling of
wanting or needing to do
the super-ego consisted of the moral rules which sought to suppress
something
these urges. When the super-ego and the id were balanced, the
result was a normal, healthy ego. Mental problems resulted from
imbalances in these two elements. Freud placed a high emphasis on
sexual drives. He believed that sexual drives were present from
birth, and that much of the mental instability he saw in people was • instability: (n.) a condition in
which someone's mental state
due to the imbalance in their sexual drives and the social values
often changes
which sought to repress those drives.
Jung also believed the unconscious mind played a large role in
the make-up of a person's personality. Unlike Freud, however, Jung
did not focus on instinctual drives. He felt the most powerful force in • instinctual: (a.) based on instinct
the unconscious was the presence of shadows. Jung was a firm
believer in the concept of oppOSites, and felt that they were always
present in the human mind. For example, he believed basically kind
persons also had cruel aspects in their unconscious mind, but that
they would not allow themselves to consciously admit this to
themselves. Jung also believed in a deeper level of the unconscious
which he called the collective unconscious. This, according to Jung,
was the shared unconscious of all of humanity. Jung felt that there
were unconscious elements that were common in every person. He
called these shared elements archetypes. Mental illness came about • archetype: (n.) an original model
when a person's unconscious deviated too greatly from these • deviate: (v.) to become different
archetypes. from something

1 Directions: Select the appropriate phrases from the answer choices and match them to the
psychology to which they relate. ONE of the answer choices will NOT be used.
Freudian Psychology
· -------------------------
Jungian Psychology
. _-----------------------
· ------------------------
Both
··------------------------
------------------------
Answer Choices
o Sought to cure mental illness by developing the unconscious mind
® Heavy focus on sexual impulses
© Believed in an unconscious section of the mind
® Believed in a collective unconscious C')
CD Mental illness as a result of problems in the unconscious =

z:o
-a
CD Believed everyone has contradictions in their personality ....
....
:a
recognizing the transition point ' . '. .. ~.. ..
:+: Du61 day Iii hai phUO'Ilg phap thuimg dU'Q'C dimg d~ d6i chieu, so sanh hai d6i tugng.
o PhUO'llg phap d6i chiliu, so s8nh song song (AB AB AB AB)
f) PhUO'llg phap doi chiliu, so s8nh theo chu6i (AAAA BBBB)
:+: D~ nAm bAt dU'Q'C cau t~o YClla bID dQC (thOng tin dU'Q'C d6i chieu, so sanh song song hay theo
chuoi), b~ phw. tim ra nhfrng chO chuy~n y. Bang du61 day se cung cap cho b~ nhfrng tUlc\llll tu
thuimg dimg bao hi~u nhUng chO chuy~n y trong bID dQc.
unlike difference different change opposite

however on the other hand in contrast instead but
while whereas another on the contrary rather
ex) Thong tin trong bill dQC tren c6 cau ~o theo chuoi. Do~ 2 giro thich ly thuyet ctia Freud vil do~n 3 giro truch
ly thuyet ella Jung. () cau 2 cda do~ 3, b~ c6 tM tim thay signal words nhu unlike, however.

Two Methods of Scientific Reasoning
Scientists don't always agree on the best way to do science. In

the past there were serious disputes over which methods of
scientific reasoning were acceptable. Some people thought that the • reasoning: (n.) the process of
thinking in order to draw a logical
only truly scientific form of thinking was induction, in which one
conclusion
starts with a number of separate observations and then arrives at
general principles. Others believed that scientists should use
deduction, and reason from general principles to speCific
conclusions. Most scientists now agree that both ways of thinking
are indispensable. * indispensable: (a.) essential
When using induction, a scientist starts by making a series of
individual observations. Ideally, he or she has no goal or hunch • hunch: (n.) a feeling that
something is true
about the outcome and is completely objective. The combination of
these observations suggests a general conclusion . For example,
suppose a particular marine biologist examined a sailfish, a shark, • marine: (a.) relating to the ocean
and creatures that live in it
and a tuna and found that they all had gills. Because sailfish, sharks,
and tuna are all fishes, he might draw the general conclusion, All • gill: (n.) an organ behind the head
of a fish that allows it to breathe
fishes have gills. This is an example of induction. However, the
scientist must be careful in making inductions. The step from
isolated observations to a general statement depends on the
number and quality of the observations. If the biologist had stopped
after examining the sailfish, which happens to have a bill, he might
use induction to make the false conclusion All fishes have bills. Even
after examining all three fishes, he might have concluded All marine
animals have gills instead of just All fishes have gills. This is where
deduction comes into play.
In deductive reasoning, scientists start with a general
statement about nature and predict what the speCific consequences
would be if the general statement is true. They might arrive at the
general statement by hunch or intuition, but usually the statement • intuition: (n.) an ability to know or
is the result of induction, that is, based on observations. Suppose understand something through
your feelings
one marine biologist used induction to make the general statement
All marine animals have gills. He might then reason that if all marine
animals have gills and whales are marine animals, then whales must
have gills. The biologist has used a general statement about all
marine animals to make a statement about a particular kind of
marine animal.
158 lie www.ibttoefl.co.kr

of scientific reasoning to which they relate. TWO of the answer choices will NOT be used.
Induction
e _ _ _ _ _ _ _ _ _ _ _ __
e _ _ _ _ _ _ _ _ _ _ _ __
Deduction
e _ _ _ _ _ _ _ _ _ _ _ __
Both
e _ _ _ _ _ _ _ _ _ _ _ __
e _ _ _ _ _ _ _ ____
Answer Choices
o Currently seen as essential to scientific development
® Draws assumptions based on generalizations
© Most useful in biological sciences
® Begins with scientific observations n
CD Contains potential for faulty conclusions ==
....
J:o
CD Best if a scientist has no preconceived notions ...

.....
:zs
® More time consuming and difficult
. .unaerstanding abstr.act concepts -
:+: Thong tin trong cac h,ra chQn trllioo cua cau hOi philo lol,li thOng tin dUl,YC trich dan tu bili dQC ho~c
dUl,YC paraphrase ll,li; tuy v~y, doi khi h,ra chQn tra 100 chua cac khai ni~m truu tUQ'Ilg nhu cac
trm'mg hw sau day:
• Tom tAt DQi dung clla toan ~ bili dQc
• Ket lu~ dva treD DQi dung clla bai dQC
• Th6ng tin dUQ'c de c$p gian tiep hol)c dUQ'c suy lu.n dva treD nQi dung clla bai dQc
D6i v61 nhUng h,ra chQn tra 100 nhu v~y thi bl;Ul khong tM dung ky thu~t scanning d~ tim nQi dung
toong Ung trong bili dQc rna phfu dQc hi~u nt)i dung toan bili.
ex) Trong eau hOi tren, nQi dung ella h,ra ehc;m tra 100 A, D dUQ'C de e~p t~ Mp trong hili. dc;x:, con B, E, F thi
khting. B Iii eau tOm tlit nQi dung eua dO\ill 3, E tUO'Ilg dUO'Ilg vOi ket lu~ ho~e suy 1$ dqa vao nQi dung eua
toan bQ hili. dc;x:, F Iii suy lu~ dqa vilo nQi dung ella dO\ill 2.
Classifying. Categorizing. and Organizing Information " 159

Read the paragraph below and fill in the table.
A Two important features distinguish wars from feuds. First, warfare is conducted on a level
above that of the local community; warring groups are usually either relatively large-scale
elements within a single nation (civil war) or whole nations (intemational war). The second
difference lies in the relationship between the antagonistic parties. In a feud, the participating
groups are part of the same relatively small-scale social system, for instance, antagonistic
lineages within the same tribe. In warfare, although the disputants may be covered by the
same broad cultural umbrella, as were the combatants in the American Civil War, at a lower
level they represent quite distinct pOlitical, social or economic organizations. This may be why
they fight.
I 0IIriI w.s .::

,,'. ,:FeUdI I
CD large ~
Participants @ belong to the same social system
Read the paragraph below and choose one incorrect piece of information in the table.
B Although the terms are now used almost interchangeably, fairs and expositions, or
exhibitions, have traditionally not been the same. A fair is a temporary market at which
buyers and sellers gather to transact business. An exposition is a display of works of art,
science, or industry to stimulate public interest. Expositions promote manufactured products,
expand trade, or illustrate progress in a variety of areas. The factor that fairs and expositions
have in common is they are both temporary, lasting from a few days to several months. A
world's fair, which is really an exposition, usually lasts about six or more months. If it
becomes permanent in any location, it would be an amusement, or theme park. A permanent
exhibition of paintings is considered a museum.
Purpose CD to buy and sell goods ~ to display things to attract public interest
Period of time @ temporary @ permanent
160 '6 www.ibttoefl.co.kr

Read the following passage and complete the mental framework below by filling in the blanks.
c Americans frequently belonged to several associations at the same time, and more than
a few made reform their life's work. The most adventuresome tested their reform theories by
withdrawing from workaday American society and establishing experimental communities.
The first communitarians were religious reformers. In a sense, the Pilgrims fall into this
category, along with a number of other groups in colonial t imes, but only in the nineteent h
century did the idea flourish.
One of the earliest significant groups was founded by George Rapp, who brought some
600 Germans to western Pennsylvania in 1804. The Rappites renounced marriage and sex
and took every word in the Bible literally. They believed that the millennium was at hand ;
people must have their affairs constantly in order so as to be ready to meet their Maker on
short notice. Industrious, piOUS, and isolated from other Americans by their language and
beliefs, the Rappites prospered but had little influence on their neighbors.
More influential were the Shaker communities founded by an Englishwoman, Ann Lee,
who came to America in 1774. Mother Ann, as she was called, saw visions that convinced her
that Christ would come to earth again as a woman and that she was that woman. With a
handful of followers she founded a community near Albany, New York. The group grew C")
::
J:o
rapidly, and after her death in 1784, her movement continued to expand.
Like the Rappites, the Shakers practiced celibacy; believing that the millennium was
......
-,:,
=
imminent, they saw no reason for perpetuating the human race. Each group lived in a large
Family House, the sexes strictly segregated. Property was held in common but controlled by a
ruling hierarchy. So much stress was placed on equality of labor and reward and on voluntary
acceptance of the rules, however, that the system does not seem to have been oppressive.
The Shaker religion, joyful and fervent, was marked by much group dancing and singing.
Their name derives from the dance that they performed together, which consisted mostly in
"shaking" and which must have provided the members with emotional release from their tightly
controlled regimen. An industrious, skillful people, they made a special virtue of simplicity.
Despite their odd customs, the Shakers were universally tolerated and even admired.
The Rappltes The Shakers
• founded by _ _ __ • founded by _ _ __
• followed the teachings of • the number of community members

_ _ _ _ strictly • practiced
• had different _ _ _ _ from • property was controlled by
other Americans • believed that
• influence on American society was • based on acceptance of
ru les by community members
• industrious • released emotiona l pressure t hrough
• influence on American society was
Classifying, Categorizing, and Organizing Information !I!I 161

Mini Test
Grand Unified Theories

The ultimate goal of physicists is to create a theory which will completely and accurately
describe the physical properties of the entire universe. Such theories are called Grand Unified
Theories (GUT), but currently none exist. Instead, physicists must use different theories to
account for different physical phenomena. For instance, gravity is explained by Einstein's
theory of relativity. This theory accurately describes larger physical phenomena in the
universe, like the formation of galaxies. Einstein's theory, however, fails to accurately describe
subatomic phenomena. Another theory called quantum mechanics is required to explain the
universe at the atomic level.
The two best candidates for a GUT are the standard model and string theory. The
standard model is based on the current theory of quantum mechanics, and to become a GUT it
would require some revision. First the standard model explains physical behavior in terms of
acts as several different forces. B A larger problem is incorporating gravity into the standard
model. m Some scientists hope that at high enough energies, even gravity can be combined
with the other three forces.
String theory provides another possibility for a GUT. Unlike the standard model, which
describes matter and energy as pOints, string theory describes them as strings. According to
string theory, these strings exist in 10 different dimensions, the three visible dimensions and 7
invisible ones. In string theory, the only force is gravity. It acts in the invisible dimensions to
create the effects that we currently use the standard model to explain. This allows scientists to
use gravity to explain both large scale and atomic level phenomena in the universe. The
presence of extra dimensions in string theory creates a problem, however, because it means
that string theory cannot be directly tested. In order to test string theory, scientists will have
to devise a way to observe these extra dimensions.

1 According to the passage, all of the following are aspects of a Grand Unified Theory EXCEPT:
(£) It accurately explains the universe at all levels.
® It incorporates relativity into its explanation of the universe.
@) It uses one force to explain all phenomena in the universe.
® It requires the use of no other theory to explain the universe.
2 Which of the sentences below best expresses the essential information in the highlighted sentence in
the passage? Incorrect choices change the meaning in important ways or leave out essential
information.
(£) Scientists solve this problem by suggesting that the unity of the three forces only becomes
apparent at high energy levels.
® To do this, scientists have suggested adding one super high energy force to the three forces
of the standard model.
@) To do this, scientists have suggested that the Big Bang created one super high energy force.
® To do this, scientists have suggested one high energy force, but it is not understood how the
three forces of the standard model become apparent.
C")
3 According to the passage, how does string theory account for the effects of gravity at the atomic level?
,......
:c
(£) It allows gravity to operate in the three visible dimensions.
® The extra dimensions increase the apparent power of gravity.
@) It allows gravity to operate in dimensions that are not visible.
-
, ."
:D
® It allows us to use the standard model to explain gravity at this level.
passage.
Unfortunately, the energy levels expected to achieve this are trillions of times greater than
what we can currently produce on Earth or observe in the universe, so, for now, it is
impossible to test this theory.
of Grand Unified Theory to which they relate. TWO of the answer choices will NOT be used.
Answer Choices Standard Model

(£) Forces united at high energies
® Views matter and energy as the same thing
·· ---------------------------
---------------------------
@) Requires dimensions that are not observable
® Requires entirely new scientific methods to test String Theory
CD
CD
Seen as most likely ~andidate for GUT
Gravity is the only force in the universe
·· ---------------------------
® Derived from existing theories
· ---------------------------
---------------------------
Classifying. Categorizing, and Organizing Information " 163

TOEFL Reading
l r Fon.m
~
i]. Liftoff and Reentry

1 During any space mission, whether it is manned or unmanned, the two most crit ical
periods are liftoff and reentry. This fact is proven by the fact that every loss of life in the
history of space exploration has occurred during a liftoff or reentry m n v Ii . Liftoff and
reentry not only represent the t imes of greatest danger during a space mission, they also
present the greatest science and engineering challenges to the planners and organizers of a
space mission.
2 The major challenge during liftoff is to achieve a great enough U;
vOIIW!~,J.J to break free of
the Earth's gravitational pull and escape the atmosphere. The velocity required varies
depending on the type of the mission in question. For example, most orbital missions, like
those to the International Space Station or the launching of a satellite, do not require the
spacecraft to completely escape Earth's gravitational pull. These spacecraft simply need
enough velocity to achieve a certain distance from Earth and then to maintain their orbit. The
speed necessary for . is dependent on the type of orbit desired, but is generally around
24,000 kilometers per hour. Completely escaping the Earth's gravity, as is needed for
interplanetary missions, is a far more difficult undertaking, requiring a speed of 40,200
kilometers per hour.
3 To achieve such high speeds, huge rockets must be built. This, however, presents
another problem: the larger the rocket, the larger the total mass that must be lifted into
space. This means more fuel is needed, adding more weight. For this reason, as spacecraft
grow larger it becomes increasingly more difficult to lift them into space. For example,
:A's s ce sfluttl weighs 78,000 kg, but the rocket required to lift it into orbit weighs
nearly 2,000,000 kg. This means that rockets are actually highly . e de t, since much of the
rocket's energy is expended lifting the rocket into space, rather than simply the spacecraft that
one wants to place in space.
4 To help offset this inefficiency, launch sites for rockets are planned carefully. B With the
exception of a few launch sites used for highly specialized purposes, nearly all launch sites are
placed as near the equator as possible. m Since the equator is the Earth's widest pOint, it is
also the point where the Earth is spinning the fastest. [!I Spacecraft can use this fact to receive
a little extra " push" from the Earth, reducing the work their rockets must do during liftoff. m
5 Once a spac~craft has made it safely into space, the next major challenge is for it to
return to Earth in one piece. While the major challenge during liftoff is gaining speed, the three
major challenges of reentry are reducing speed, controlling the angle of reentry, and redu.cing
heat. To nitia reentry, spacecraft perform a maneuver called a deorbital burn . Simply put,
this means they fire their engines in reverse to slow the spacecraft down. Once the spacecraft
has passed below the critical orbital velocity, gravity will once again take over and begin to pull
the spacecraft back towards Earth.
6 The amount of speed lost during the deorbital burn will determine the angle of reentry,

and this angle is of critical importance. If the reentry angle is too low, the spacecraft will skip
off the Earth's atmosphere, much as a pebble skips across the water when thrown into a pond.
If the angle is too high, the spacecraft will generate too much heat and burn up during reentry.
Even with a correct angle of reentry, spacecraft generate enormous amounts of heat. As they
enter the Earth's atmosphere, the friction between the spacecraft and the surrounding air
serves to slow the spacecraft, but it also can heat the outer surfaces of the spacecraft to
5,500°C. To minimize this effect, spacecraft are designed to create the smallest amount of
friction possible during reentry. Special, heat-resistant materials are also used on reentry
surfaces of the spacecraft. In this way, the heat of reentry can be kept to manageable levels.
1. in the passage is closest in meaning to

® accident
® period
CD procedure
® control
2. ===.1 in the passage is closest in meaning to n
® power
,..
:z:
....
.",
..,
® momentum
=
CD altitude
® speed
3. According to the information in paragraph 2, interplanetary missions are more difficult because
® they require more fuel
® they use larger spacecraft
CD they must complete reentry maneuvers twice
® they must attain higher escape velocities
4. The word hi in the passage refers to

® escaping the Earth's gravity
® maintaining an orbit around the Earth
CD launching a spacecraft into space
® reaching the International Space Station
5. Why does the author mention ~=~~-:;.::=:..===

® To suggest that it is the most ineffiCient spacecraft in the history of spaceflight
® To better illustrate the disparity between the size of a spacecraft and the size of the rocket
needed to launch it
CD To show that even with modern technology, spacecraft are still very heavy
® To better illustrate exactly how difficult it is to construct a spacecraft as large as a rocket
Classifying. Categorizing, and Organizing Information " 165

6. The word =="""""" in the passage is closest in meaning to

CD technical
® massive
© uneconomic
® ineffective
7. According to paragraph 4, what advantage do spacecraft gain by being launched near the
equator?
CD They are able to gain speed from the rotational spin of the Earth.
® They are able to achieve specialized orbits that are not possible in other locations.
© They can shorten their flight time during liftoff.
® They can take advantage of the better weather conditions prevalent at the equator.
8. All of the following are mentioned in paragraph 5 as problems during reentry EXCEPT
CD achieving the correct reentry angle
® reducing speed
© initiating a deorbital burn
® reducing heat
9. The word
CD control
® accelerate
© alter
® start
10. Which of the following can be inferred from paragraph 6 about reentry angles?
CD They must be controlled by very precise computers.
® Failures to achieve the proper angle are responsible for most space disasters.
© Higher reentry angles result in higher levels of air friction.
® Reentry angles determine the amount of fuel used during reentry.
11. How does the author explain the effect of an improper reentry angle in paragraph 6?
CD By likening it to a pebble skipping off a pond
® By explaining the scientific causes of friction
© By discussing the maximum temperature a spacecraft can endure
® By explaining how higher speeds create greater levels of heat

passage.
Here, spacecraft can employ the Earth's natural centrifugal force to assist them into space.
phase of space operations to which they relate. ONE of the answer choices will NOT be used .
This question is worth 4 pOints.
Liftoff
•
•
•
Reentry
•
•
•
•
Answer Choices
®
®
©
®
Inefficiency of rockets is a problem
Danger of crashing into other planets
Angle of the spacecraft is critical
Heat shields required
•
CD Various speeds needed for different missions
CD Equator is an ideal location
® Preceded by a reverse in thrust
® Reduction of friction is important
Classifying, Categorizing, and Organizing Information ~ 167

A DQc do~n van sau va dUm vao cM tr6ng bAng tu thich hQ'P dllQ'C cho trong khung.
The first place among the various kinds of music was assigned to the indigenous
cithara, which was connected with the first development of the musical art; and indeed,
stringed instruments were always more _ _ _ _ _ _ than wind instruments, in part on
account of the greater technical difficulties which had to be overcome, and which led to
musicians giving particular attention to them.
rapt essed demanded reassuring manifest revised

Instable esteemed SUSCleptIbie confined added
DQc cac do~n van sau va di~n tu thich hQ'P vao cM tr6ng. Luu y la tu do da xuat hi~n
B trong Chllong 7, Exercise 3 (trang 138).
As an amateur scientist long before he became president, Thomas Jefferson had nourished
an active curiosity about the Louisiana country, its geography, its flora and fauna, and its
prospects for trade and agriculture. In 1803, he asked Congress for $2,500 to send an
exploring campaign to the Far Northwest, beyond the Mississippi. Although Jefferson was
_ _ _ _ _ _ interested in mapping the trans-Mississippi wilderness and collecting
scientific information, as well as promoting the fur trade and trade with the Indians of the
interior, he explained to Congress that the expedition would be "for the purpose of
extending the foreign commerce of the United States." Congress approved, and Jefferson
assigned as commanders twenty-nine-year old Meriwether Lewis, who as the president's
private secretary had been groomed for the job, and another Virginian, William Clark.
Theodore Roosevelt was one of the most colorful American preSidents. He would bare his
teeth in a tremendous grin and utter one of his favorite expressions, "Bully!" - meaning
"wonderful." Roosevelt also had a way of putting useful thoughts into simple,
_ _ _ _ _ _ language. In one of his most memorable sayings, he described his
approach to diplomacy: "Speak softly, and carry a big stick." Even today, long after
Roosevelt's death, "big stick" is used to refer to the threat of military action. Frail and sickly
as a child, Roosevelt overcame bodily weakness to become a vigorous adult, and applied his
prodigious energy to pursuits ranging from boxing to politiCS. He also lent his nickname,
"Teddy," to a popular toy. According to the story, Roosevelt, an avid sportsman, was offered
the opportunity to shoot a tethered bear cub. Roosevelt refused, on the ground that it was
unfair to shoot a helpless animal. Whether or not it actually happened, this anecdote
became famous, and stuffed toy bears became known after 1910 as "Teddy bears."

IJ Cau truc "d(\ng tu + hic tu + d(\ng tu nguyen tM co to" la m(\t cau truc quan tr9ng va t~
nhien trong tieng Anh nen rat thuOng duqc su dl,lIlg. Trong nhi~u truOng hQ'P, cau truc nay
duqc su d~ng cUng v6'i cac d(\ng ttl nhu enable, encourage, allow, cause, lead d~ dien t3.
nguyen nhan - ket qua.
A D9C va g1,lch dum nhUng

do1,lll van sau.
C1pD "d(>ng ttl + hic ttl + d(>ng ttl nguyen tM co to" trong
During the second half of the nineteenth century, as more people moved to large towns and
cities, the new urban environment created new patterns of recreation and leisure. Whereas
people in rural areas were tied into the rituals of the harvest season and intimately
connected to their neighbors and extended families, most middle-class urban whites were
• mobile and lived in nuclear families, and their affluence allowed them to enjoy greater
leisure time. Growing family incomes and innovations in urban transportation - cable cars,
subways, electric streetcars and streetlights - enabled more people to take advantage of
urban cultural life. Attendance at theatres, operas and dance halls soared.
B Viet 11,li cac cau sau, Stl dl;lIlg cau truc "d(>ng ttl + tuc ttl + d(>ng ttl nguyen tM co to".
•
As promoters made efforts to beat the bad reputation, families who had turned away from
the shows started to attend them again.
.... Promoters' efforts to beat the bad reputation encouraged families who had turned away
from the shows to attend them again .
By 1960, lV dinners became a part of American life, and because of the lV, families quickly
heated a frozen meal to be eaten on a tray while watching the prime-time programs.
As they watched the easy resolution of difficult problems on lV programs, Americans came
to expect instant solutions to their problems.
Due to the gold rush to the south in the summer of 1848, the Spanish-American population
was reduced to the status of a minority.
Owing to modern jetliners, ordinary people could travel to places where once only the
wealthy could afford to go.

.. www.ibttoefl.co.kr ~


The Post-Revolution United States
The years immediately following the Revolutionary War were precarious ones for the newly formed
United States. While the pressures of the war had forced the widely disparate colonies to put aside their
differences, the Treaty of Paris and the resulting peace brought them quickly bubbling to the surface
once again. One fundamental problem was that Americans still lacked a definitive sense of nationhood.
Allegiance to one's individual state was far more powerful than allegiance to the nation. Americans were
likely to think of themselves first as Virginians or Pennsylvanians, and as Americans second.
Compounding the problems caused by this lack of national identity was the weakness of the federal
government and the Articles of Confederation on which it was based. The Articles of Confederation
created the weakest form of federal govemment that could be imagined. Under the Articles of
Confederation, Congress had the power to declare war and set foreign policy but little else. Congress
could not even levy taxes, or set tariff rates for imports. Such vital powers were left in the hands of the
individual states.
Considering how different the states were from each other, and the manner in which their
individual interests often clashed, it is not surprising that the weakness of the federal government
resulted in grave problems for the new nation. In New England, where the state economies were heavily
dependent on shipping, each state set its own tariff rates, seeking to out-compete its neighbors for
essential import business. For example, Connecticut set lower tariff rates than its neighbor, New York.
Connecticut merchants would unload their goods in their own ports and then transport them over land to
New York, where they could sell them at a cost that New York merchants were unable to match due to
the higher tariffs they had to pay. Such practices quickly brought about economic chaos as well as rising
levels of resentment between the states. Further south, Virginia and Maryland, both of which lay on the
shores of the Potomac River, were feuding bitterly over water rights to this valuable fishery and shipping
lane. This conflict was as old as the two colonies themselves, but under the colonial govemment it had
been arbitrated and kept in check by the power of the English crown. Congress lacked the power to
arbitrate between the two states, and the dispute quickly escalated.
Clearly the American system of government was in serious need of revision. In 1787,
representatives from each state met to discuss changes in the Articles of Confederation. In the end, they
decided to completely scrap the Articles of Confederation and draft a separate document creating an
entirely new government. This, however, was more easily said than done. Each state had its own ideas
about what that document should contain. While all agreed that the federal government must have more
power than provided for in the Articles of Confederation, exactly how much power it should have was a
matter of debate. Furthermore, larger, more populous states wanted more representation in
government, while smaller states naturally argued for equal representation, regardless of size. The end
document was a stroke of political genius. The new Constitution gave the federal government the power
to levy taxes and regulate trade while leaving each state to manage its own internal affairs. It also
addressed the concerns of both small and large states by creating a two-part Congress. The House of
Representatives had a membership that was based on the population of each state. The Senate gave
equal representation to each state. Since a bill had to pass both the House of Representatives and the
Senate before it could become law, both large and small states felt that their voices would be fairly heard
in the new government.

-=
TOEFL Reading
Paragraph 1
The years immediately following the Revolutionary War were precarious ones for the newly
formed United States. While the pressures of the war had forced the widely disparate colonies to
put aside their differences, the Treaty of Paris and the resulting peace brought quickly
bubbling to the surface once again. One fundamental problem was that Americans still lacked a
definitive sense of nationhood. Allegiance to one's individual state was far more powerful than
allegiance to the nation . Americans were likely to think of themselves first as Virginians or
Pennsylvanians, and as Americans second.
1. The word in the passage refers to

® the years following the Revolutionary War
® the newly formed United States
CD the differences between the colonies
@) the pressures of the war
Look~ at the,passage agajri~
2. According to the passage, what was a central problem in the early United States?
® It lacked a strong army with which to defend itself.
® Its citizens lacked a true sense of national identity.
CD Individual states were more powerful than the nation itself.
@) The Treaty of Paris was a weak document on wh ich to base a government.
TOEFL Reading
Paragraph 2
Compounding the problems caused by this lack of national identity was the weakness of
the federal government and the Articles of Confederation on which it was based. The Articles of
Confederation created the weakest form of federal government that could be imagined. Under
the Articles of Confederation, Congress had the power to declare war and set foreign policy but
little else. Congress could not even e taxes, or set tariff rates for imports. Such vital powers
were left in the hands of the individual states.
3. The word e in the passage is closest in meaning to

® charge ® spend
CD owe ® pay
Actual Test ~ 173

Look at the~ passage agaiiill
4. According to the passage, the Articles of Confederation

® were written to correct the deficiencies of the Constitution
® established the first government of the United States
@) declared America's independence from Britain
® were related to trade between the different US states
Paragraph 3
ConSidering how different the states were from each other, and the manner in which
their own ports and then transport them over land to New York, where they could sell them at
a cost that New York merchants were unable to match due to the higher tariffs they had to
pay. Such practices quickly brought about economic chaos as well as rising levels of
resentment between the states. Further south, Virginia and Maryland, both of which lay on the
shores of the Potomac River, were u bitterly over water rights to this valuable fishery
and shipping lane. This conflict was as old as the two colonies themselves, but under the
colonial government it had been arbitrated and kept in check by the power of the English
crown. Congress lacked the power to arbitrate between the two states, and the dispute quickly
escalated.
® Each of the New England states, whose economies were reliant on shipping, sought to win
essential imports by setting its own import tax rates to beat out its neighbors.
® Each of the New England states was forced to set its own tariff rates because their
economies were based on shipping and trade with their neighbors.
@) Setting their own tariff rates was essential for the New England states, who were trying to
out-compete their neighbors.
® States which are heavily dependent on shipping set different tariff rates for essential import
business to out-compete their neighbors.

6. Why does the author mention merchants in Connecticut and New York in paragraph 3?
® To give examples of the states with the best tariff rates
® To illustrate the negative effects brought on by the weakness of the Articles of
Confederation
© To introduce a detailed discussion of highly different state economies and their competing
needs
® To better illustrate how severely the Revolutionary War had damaged the economies of
New England states
7. The word
® fishing ® arguing
CD rejecting ® competing
8. It can be inferred from the passage that Maryland and Virginia

® opposed the drafting of the Constitution
® had fought many battles over use of the Potomac River
© shared a common border
® relied on fishing for their entire economies
TOEFL Reading
~
Paragraph 4
Clearly the American system of government was in serious need of revision. In 1787,
representatives from each state met to discuss changes in the Articles of Confederation. In the
end, they decided to completely the Articles of Confederation and draft a separate
document creating an entirely new government. This, however, was more easily said than
done. Each state had its own ideas about what that document should contain. While all agreed
that the federal government must have more power than provided for in the Articles of
Confederation, exactly how much power it should have was a matter of debate. Furthermore,
larger, more populous states wanted more representation in government, while smaller states
naturally argued for equal representation, regardless of size. The end document was a stroke
of political genius. The new Constitution gave the federal government the power to levy taxes
and regulate trade while leaving each state to manage its own internal affairs. It also
addressed the concerns of both small and large states by creating a two-part Congress. The
House of Representatives had a membership that was based on the population of each state.
The Senate gave equal representation to each state. Since a bill had to pass both the House of
Representatives and the Senate before it could become law, both large and small states felt
that their voices would be fairly heard in the new government.
Actual Test " 175

9. According to paragraph 4, all of the following are true of the meeting in 1787 EXCEPT:
® It resulted from the inability to resolve conflicts between the states.
® Its delegates met with the intention of creating a new government.
© The resulting document addressed the concerns of both large and small states.
® It resulted in a federal government with greater powers and authority.

® discard
® revise
© follow
® ignore
11. According to paragraph 4, what was the conflict between large and small states?
® Both large and small states wanted more power to set tariffs and control trade.
® Smaller states wanted more land and larger populations.
© Large and small states wanted different methods of representation in the federal
government.
® Large states supported the Articles of Confederation, while smaller states wanted to draft a
new document.
12. According to the information in the passage, what new powers did the federal govemment gain
under the Constitution?
® It gained the power to do away with ineffective forms of government.
® It gained the power to effectively govern the national economy.
© It gained the power to set policy in the individual states.
® It gained the power to set representation in its Congress any way it pleased .
TOEFL Reading
Paragraph 2
Compounding the problems caused by this lack of national identity was the weakness of
the federal government and the Articles of Confederation on which it was based. D The
Articles of Confederation created the weakest form of federal government that could be
imagined. I?l Under the Articles of Confederation, Congress l:Jad the power to declare war and
set foreign policy but little else. mCongress could not even levy taxes, or set tariff rates for
imports. Such vital powers were left in the hands of the individual states. m

passage.
So in practice, the United States was more like an alliance of small independent nations
than a single unified country.
Where would the sentence best fit? Click on a square [.] to add it to the passage.
worth 2 points.
The federal government of the United States in the years following the Revolutionary War
was weak and ineffective.
® Since most Americans were more loyal to their state than to their nation, regionalism was a
significant problem.
® Virginians and Pennsylvanians were especially loyal to their states and created many
problems for the new nation.
© States where the economy was based on shipping caused economic chaos in the new
nation.
® The fact that the federal government lacked the power to set nationwide policies or
mediate disputes between the states added to the problems of the nation.
CD Small states were the ones most vocal in calling for the formation of a new government.
CD The problems of the new nation led to a restructuring of the federal government and the
creation of the Constitution.
Actual Test ~ 177

passa
TOEFL Reading
L y FoNm
;J'
il
'ii]. Surface Water and Ground Water
1 Ensuring the reliability and purity of the water supply is one of the more significant
challenges facing an ever growing world population. Unfortunately, only about 3% of the
world's total water supply is fresh; the rest is sea water and is unusable for most of our
purposes. Furthermore, of that 3%, three fourths are largely inaccessible because it exists as
frozen ice locked in the polar ice caps or as glaciers high in mountains. The remaining
percentage of fresh water that is available for human use exists in two forms: surface water
and ground water.
2 Surface water is found in rivers, lakes, and man-made reservoirs fed by either rainfall or
snowmelt. Surface water makes up nearly 80% of all the water utilized by humans, primarily
stations to divert a portion of its flow to nearby ==;:.:..;==""",' However, surface water
supplies present several disadvantages. First, surface water is easily polluted. Chemical
pollution from the air enters surface water in the form of rain, and ground pollution is either
dumped directly into lakes and rivers or washed into them by rainwater. fJ In addition,
biological pollution, caused by the dumping of raw sewage into a water source, can lead to
dangerous levels of bacteria. m Another problem in relying on surface water is that its supply
is highly variable. B Water levels in lakes and rivers can fall drastically in periods of severe
drought. I!l In places that are rone to extended dry periods, such as Australia or much of
California, some rivers are even known to occasionally run dry due to a combination of drought
and overuse.
3 The other primary source of fresh water is ground water. Although ground water is
estimated to be as much as 50 times more abundant than surface water, it constitutes only
20% of all the fresh water used by humans, and much of this usage occurs in rural areas. This
is a reflection of the relative difficulty in obtaining ground water. Ground water exists in
underground deposits known as aquifers, layers of P-Qrous rock in the Earth. As rainwater
sinks into the ground it eventually reaches the aquifer where it is absorbed, much as a kitchen
sponge absorbs water.
4 To obtain ground water, a well must be drilled down to the level of the aquifer, and then
the water must be pumped to the surface. Aquifers occur at different depths in different areas,
and the deeper the aquifer, the more difficult and more expensive it is to ~fr.i:rfl its water.
Furthermore, if water is taken from an aquifer at a higher rate than it is recharged naturally,
its level will drop, necessitating ever deeper wells. This also creates problems with ground
stability. As water is drained out of an aquifer, the ground naturally tends to sink and
compress, leading to greater risk of subsidence and landslides. Since aquifers are fed through
a slow acting system of drainage, they have much slower recharge rates than surface water
resources and are easily overtaxed. Therefore, ground water is generally only used when
surface water is unavailable, even though ground water is far more abundant.

5 Like surface water, ground water can also become polluted, although not as easily. The
soil that water sinks through before reaching the aquifer acts as a natural filter, leaching out
some of the pollutants. Furthermore, the lack of oxygen in the aquifer generally restricts the
growth of bacteria, so most ground water can be utilized safely without treatment. However,
pollution can enter an aquifer when pollution sources are buried underground, such as they are
in landfills. In other areas, the presence of heavy metals, nearly all of which are highly toxic in
the human body, may render ground water undrinkable.
15. According to paragraph 1, all of the following are true of fresh water EXCEPT:
® It makes up a minute proportion of the world's total water supply.
® Much of it is unavailable for human use.
@) Its supply is endangered by the melting of the ice caps.
® Its reliable supply is a growing problem in the world.
16. What is the source of most surface water?

® Melting glaciers
® Underground springs
@) Precipitation
® Filtration of sea water
17. Based on the information in paragraph 2, what can be inferred about most population centers?
® They have grown to sizes unsustainable by current water resources.
® They generally can be found in close proximity to a source of surface water.
@) They always contribute to greater levels of pollution in surface water.
® They are unable to cope with rising levels of bacteria in surface water.
18. The word rone in the passage is closest in meaning to

® inclined
® experienced
@) recognized
® associated
19. According to paragraph 2, what causes increases in bacteria levels in surface water?
® Increased industrial pollution
® The dumping of human and animal waste
@) Overexploitation of a surface water source
® Drops in the overall level of a surface water source
Actual Test " 179

20. The word ~~iil in the passage is closest in meaning to

® sodden
® absorptive
© permeable
® submerged
21. In paragraph 3, the author mentions the abundance of ground water in order to
® suggest that it may offer a solution to the world's water needs
® contrast with its relatively low usage by humans
© explain the lack of surface water in many areas
® explain why it is only used in rural areas
22. The word i&l§:i;§ in the passage is closest in meaning to

® detect
® remove
© utilize
® acquire
23. According to paragraph 4, increased danger of subsidence is caused by

® excessive drops in the level of an aquifer
® the holes created by large numbers of wells
© the compression of water in an aquifer
® landslides beneath an aquifer
24. According to paragraph 5, bacteria are generally not a concern in ground water because
® heavy metals prevent their growth
® there is not enough air to support them
© they are filtered out before they reach the aquifer
® bacteria would make the water undrinkable
25. Which of the following can be inferred from paragraph 5 about heavy metals?
® They only occur in aquifers.
® They cannot be filtered out of water.
© They are generally water soluble.
® They can be detected by their foul taste.
180' i i www.ibttoefl.co.kr

passage.
A vast percentage of rivers and lakes have become so chemically and biologically polluted
that the use of their water in untreated form is classified as hazardous to humans.
source of fresh water to which they relate. TWO of the answer choices will NOT be used. This
question is worth 3 points.
Surface Water Ground Water
• •
• •
•
Answer Choices
® Water levels only gradually replenished
® Increased use makes access more difficult
© Periodic disappearance not uncommon in some areas
® Safe to use only in mountainous areas
CD Likely to be used increasingly in the future
CD Most susceptible to pollution
® Overexploitation can cause geological instability
Actual Test " 181

TOEFL Reading
LV-
i!'
1
~
Clinical Depression and Antidepressants
1 Clinical depression, or Major Depressive Disorder (MDD), is clinically defined as a period

of sadness or melancholia severe enough to interrupt the patterns of one's everyday life and
lasting for a period of several weeks or longer. Although there has been an awareness of
clinical depression for thousands of years, an understanding of its causes, and effective means
of treatment, have only come in the last fifty years.
2 Clinical depression is an extremely widespread illness, with an estimated 16% of the
population suffering from an episode of MDD at least once in their lifetime. Currently, clinical
depression is the second leading cause of disability in the United States behind heart disease.
Traditionally, females have reported higher rates of clinical depression than males, but this is
thought to be due to the greater stigmas against expressing one's feelings that are typical
among males in most cultures rather than to any true difference in the occurrence of MDD
among the two genders. Sufferers of clinical depression may exhibit an array of symptoms,
some of the most common being increased apathy·, disruptions in sleep and eating patterns, a
withdrawal from pleasurable activities, and suicidal ideation.
3 While not completely understood, clinical depression is known to have both
environmental and biological causes, and the most effective treatments involve a two-pronged
approach of medication and emotional therapy. The mean age for the onset of clinical
depression is in the mid to late twenties, and the pressure of fully transitioning to independent
adult life is often counted as the primary trigger mechanism. While speCific of clinical
depression may be attributable to a certain event or trauma in a person's life, neurochemistry,
wh ich is largely genetiC, seems to predispose some people to MDD. fJ Clinical depression has
been linked in numerous studies with imbalances in neurotransmitters, the chemicals that
relay information between cells in the brain. IE)
4 Medication to treat clinical depression first became available in the 1950s, and today
t here are two major classes of widely prescribed antidepressants: selective serotonin reuptake
inhibitors (SSRls) and serotonin norepinephrine reuptake inhibitors (SNRls). [!I ttl Classes
f I( fneu
several weeks to build up to effective levels in the bloodstream, and their effectiveness may be
com romisea by the use of alcohol or other medications. For this reason they are carefully
controlled by psychiatrists. Used alone, these antidepressants have proven to be about as
effective as counseling, with reductions of depressive symptoms averaging about 55% and full
remission at about 22%, but when used in conjunction with counseling they often result in
reduction and remission rates closer to 85% and 45% respectively. Furthermore, continued
use of antidepressants after the conclusion of counseling has been proven to greatly decrease
the risk of relapse.
IB2 " www.ibttoefl.co.kr

5 As effective as antidepressants have proven in treating clinical depression, they are not
without drawbacks and criticisms. Typically, the first few weeks of treatment are when a
depressive patient is at the greatest risk of suicide. There is some evidence that during this
period, antidepressants may actually contribute to this risk because they reduce mental
lethargy, and a more active mind may lead to increased suicidal ideation. Thus, it is critical
that a patient be closely watched during the first few weeks of an antidepressant regimen . A
may make them .::.:..:cc.::.=::=.::; to patients, given the long duration of their intended use. A final
criticism concerns their role in the ever growing field of psycho-pharmacology . Antidepressants
are by far the most commonly prescribed of psychiatric drugs, and some mental health
professionals worry that their profusion is leading to an over-reliance on chemical solutions to
emotional issues.
• apathy: an absence of emotion or enthusiasm
28. The passage discusses all of the following aspects of clinical depression EXCEPT
® its characteristic symptoms
® its official medical definition
© methods of counseling used to treat it
® available medications for treatment
29 . The word ......"'--.......

® cultures
® taboos
© preventions
® inabilities
30 . According to paragraph 2, the actual rates of clinical depression are most likely
® much higher than they were in the past
® quickly catching up with those of heart disease
© about the same between men and women
® impossible to accurately calculate
31. According to paragraph 3, the pressures of becoming an independent adult often
® are the root causes of clinica l depression

® are irrelevant to clin ical depression
© precede the onset of clinical depression
® only serve to increase the symptoms of depression
Actual Test ~ 183

® symptoms ® episodes
© types ® diagnoses
33. Based on the information in paragraph 3, it can be inferred that clinical depression is
® largely an untreatable condition
® often a hereditary condition
© entirely chemical in nature
® often accompanied by other mental problems
® Both classes of drugs stop the absorption of reuptake neurotransmitters and increase their
levels in the brain, but SNRIs are slightly more effective than SSRIs.
® Both SNRIs and SSRIs work by limiting the absorption of neurotransmitters to increase
their levels in the brain, but SNRIs are slightly more effective because they work on two
neurotransmitters.
© SNRIs which limit the absorption of serotonin and norepinephrine are more effective than
SSRIs, which do not.
® SSRIs and SNRIs are slightly more effective when they limit the absorption of
norepinephrine in addition to serotonin, rather than just serotonin exclusively.
35. The word i§I!!!.iIBl1II1I in the passage is closest in meaning to

® negotiated ® questioned
© altered ® endangered
36. In paragraph 4, why does the author discuss rates of reduction and remission in clinical
depression?
® To better demonstrate the efficacy of antidepressants when used with counseling
® To suggest that medication is secondary in importance to counseling in treating depression
© To discuss the chances for full recovery for people who suffer from clinical depression
® To illustrate the vast superiority of SNRIs to SSRIs in the treatment of clinical depression
37. According to paragraph 5, antidepressants may lead to an increased risk of suicide in the first
few weeks of treatment because
® that is the time when their side-effects are strongest
® they may stimulate an overproduction of serotonin
© they increase mental activity, leading to more thoughts of suicide
® they draw attention away from much needed counseling

38. According to paragraph 5, why do some mental health workers oppose the overuse of
antidepressants?
® They fear that their side effects are too poorly understood.
® They feel the benefits of antidepressants are overstated.
© They know that antidepressants do not prevent the risk of relapse.
® They fear that the reliance on antidepressants draws away from counseling.
39. in the passage is closest in meaning to

® ineffective
® undesirable
© harmful
® addictive
passage.
Specifically, a lack of serotonin and norepinephrine seems to playa leading role in clinical
depression.
worth 2 points.
Clinical depression, defined as an extended period of sadness serious enough to interfere

with everyday life, is a serious illness that affects a significant portion of the population at
some pOint in their lives.
® Although women were originally thought to suffer from higher rates of depression, modern
research has proven that this is not the case.
® Clinical depression is known to be caused by a combination of stressful life events and
chemical imbalances in the brain.
© If a person is genetically predisposed to clinical depression, nearly any form of stress could
trigger a depressive episode.
® In the last 50 years significant advances have been made in treating depression with a
range of medications that limit the reuptake of neurotransmitters.
CD SSRIs and SNRIs are the most widely prescribed antidepressants, and work in essentially
the same way.
eD While antidepressants have proven effective in treating depression, they do have side
effects, and many mental health experts are not entirely comfortable with their widespread
use.
Actual Test '!!t 185


I. Gi6'i thieu kY thi TOEFL iBT

II. Bang ehuy~n dOi ditm
III. cae (li~m m6'i trong ph An Reading iBT TOEFL

--------------------------------~------------~--~----~--~~~
I. Gi6i thi~1J! ky thi TO
Vao nam 2005, ETS giOO thi$u ky thi TOEFL The M moo. Do la ky thi iBT (internet-based test)
dugc t6 chUc &cac trung tam khao thi tren kh~p the giOO. Ky thi TOEFL iBT moo dugc chia
thanh nhi~u giai do~ b~t dau van thang chin, nam 2005. Ky thi dugc t6 chUc Ian dau tien &
Hoa Ky van thang chin, nam 2005; va &Canada, Phap, Duc, va Yvan thang mum, nam 2005.
Ky thi dugc giOO thi$u vOO cac quoc gia khac trEm the giOO van nam 2006.
I TOEFL iBT la gi?
TOEFL iBT (internet-based) con gQi la Next Generation TOEFL (TOEFL The M moo) la mot ky thi
d6i moo hoan toan so vOO cac d~g thUc TOEFL da tUng t6n t;;rl tru&c day (PBT hoi).c CBT). Theo ETS,
vi$c d6i moo d~g thUc nay la nMm danh gia xac thl!c hon kha nang S11 dlfIlg tit~ng Anh cua thi sinh
d~ giao tiep trong moi truemg hQc thu~t cllng nhu phan anh chinh xac hon cach thUc ngon ngfr duQ'C
v~ dlfIlg trong CllOC song .
.2 D~ng thuc bai thi TOEFL iBT ra sao?
Bang tom t~t d~g thUc bID thi TOEFL iBT
Mbnthi !
S61uqng cAu hoi Then gian lam b8i
Reading 3-5 do~ van, mbi do~ co 12-14 Call hOi 60-100 phtit
I
4-6 bID nOi, mbi bID co 6 Call hOi 60-90 phtit

Listening
2-3 bID doi tho;;rl, moi bID co 5 Call hOi
Nghi giro lao 5 phtit
6 Call hOi: 2 Call hOi doc l~p va 4 Call hOi

Speaking 20 phtit
tich hgp
1 Call hOi tich hgp 20 phtit

Writing
1 Call hOi doc l~p 30 phtit

1. cac cau hOi di)c I~p (independent tasks), nhu ten g9i clla chUng, la cac cau hOi rna thi sinh chi cfu! tra 1m ciin Cll vao cau dfu! d~
(M n6i ho~c d~ vigt). Phfu! 1611 cac cau hOi mon N6i1Vigt trong cac bill thi ki~m tra Mng Anh hi¢n hanh d~u la lo(li cau hOi nay.
Cac cau hOi tich h9'P (Integrated tasks) la mi)t trong nhfrng di~m doi moo Clla bill thi TOEFL iBT. Cac cau hOi nay yeu cAu thi
sinh phru kgt h9'P tu hai ky nang ngon ngli tra len d~ dua ra cau tra 1m, chAng h~ :
• D9C, nghe rOi n6i VEIO micro d~ tra 1m cau hOi dugc d~t ra.
• Nghe rOi n6i vao micro d~ tra 1m cau hOi dugc d~t ra.
• D9C, nghe rbi vigt ra cau tra 1m.
2. Thi sinh sEl phru lam bill tren may vi tinh t(li cac trung tam thi do ETS chi djnh.
3. Khong c6 giam khao mon thi N6i, thay vao d6, thi sinh n6i qua micro. Bill n6i clla thi sinh sEl dugc ghi am ky thu~t s6 va truy~n
qua m~g cho ban giam khao cMm di~m.
4. Khong con mon thi Structure (Grammar) trong bill thi TOEFL iBT, tuy nhien ngli phap vfu! 1a mi)t trong nhfrng W\u chi d~
danh gia va cho di~m bill lam mon Speaking va Writing.
5. Khac vOO cac ky thi TOEFL tru&c day, thi sinh thi TOEFL iBT dugc phep ghi cM.
3 each tinh di~m TOEFL iBT ra sao?
o Nhu da trinh bay, bai thi TOEFL iBT co 4 mon: Reading , Listening , Speaking va Writing. Dng v&i.
m6i mon thi la m<)t thang diiim tu 0-30 sau khi da duQ'c quy doi (converted), nghia la m6i mon thi
d~u co tam quan tn;mg ngang nhau. Diiim TOEFL cuoi cung cua thi sinh chinh la tong diiim cua 4
mon thi (tu 0-120).
o Next Generation TOEFL Scores

Four skill scores
Reading: 0- 30
Listening: 0- 30
Speaking: 0- 30
Writing: 0- 30
Total score: 0-120
Orientation " 189

----------------------------------------------------------------------------------------
Tron Bo SGK: https://bookgiaokhoa.com ------ --
4 Bang t6m tAt eae ky nang eua TOEFL iBT

Hille HOi ViM
• S61UQ1lg boo: 3·5 • Conversation: 2·3 boo • Independent speaking: • Integrated writing: 1 cau
• S61UQ1lg cau hOi ca phAn: • Lecture: 4·6 boo 2 cau hOi hOi (150·225 tu trong thOO
36·70 (2·3 discussionslinteractive • Integrated speaking: 4 cau gian 20 phlit).
• S61UQ1lg cau hOi m6i boo: lectures va 2·3 academic hOi (trong d6 co 2 cau bao • Independent writing: 1 cau
12·14 lectures) g6m ky nang dQc, nghe va hOi (wi thi~u 300 tu trong
• sO' IUQ1lg tu VllIlg m6i boo: • M6i conversation dOO 2·3 nOi, va 2 cau bao g6m ky thOO gian 30 phut).
duOi. 700 tu phut (400·500 tu). nang nghe va noil • Boo dQc clla phAn Integrated
• M6i lecture dOO 4·5 phut • PhAn dQC clla Integrated writing dOO khoang 3 phut
(600·800 tu). speaking dOO 45 giay (230·300 tu).
• S61UQ1lg cau hOi cho (75· 100 tu). • Boo dQc clla phAn Integrated
conversation: 5 cau/bOO • PhAn nghe clla Integrated writing dOO khoang 2 phut
• S61UQ1lg cau hOi cho speaking dOO 1·2 phlit (230·300 tu).
lecture: 6 cau/bOO (150·280 tu). • Tting ci)ng cO 2 cau hOi cho
• SO' IUQ1lg cau hOi ca phAn: • Tting c6ng co 6 cau hOi cho phAn writing.
34·51 cau. phAn speaking.
60· 100 phlit (20 phuUbOO) 60·90 phlit (20·30 phut d~ 20 phut 50 phlit (integrated writing:
ThOO
nghe va tnl. 100 cau hOil 20 phut; Independent
gian
writing: 30 phlit)
(1) Vocabulary Questions (1) Main Idea Questions (1) Independent Speaking (1) Reading / Listening /
(2) Reference Questions (2) Supporting Detail Personal Preference Writing Academic
Questions (2) Independent Speaking Course Topic
(3) Sentence Simplification
Questions (3) Organization Questions Paired Choice (2) Independent Writing
(3) Reading / Listening / Based on Experience &
(4) Factual Information (4) Organization·Rhetorical
Speaking Knowledge
Questions Connection Questions
Campus Situation Topic
(5) Negative Fact Questions (5) Content· Identifying
Relationship Questions (4) Reading / Listening /
(6) Inference Questions
Speaking
m Rhetorical Purpose (6) Content·Linking
Academic Course Topic
Questions Questions
(5) Listening / Speaking
(B) Insert Text Questions m Stance / Attitude Campus Situation Topic
Questions
(9) Prose Summary (6) Listening / Speaking
Questions (8) Function·Purpose
Questions Academic Course Topic
(10) Classifying,
Categorizing, and
Organizing Information
Questions
PhAn Glossary cu6i m6i boo Trong khi nghe thi sinh c6 Thi sinh co tM ghi chli d~ CM d~ clla phAn
text gi8i. thich cac thu~t tM ghi chli nh1ing di~m chudn bi cho phAn tra 100 Independent writing tlllJllg
ngli chuyen ngilnh co trong quan trong trong boo. cllaminh. tv nhu phAn thi vie't clla
boo. CM d~ chung clla m6i boo Trong phAn Independent paper·based test.
PhAn Review cho phep thi lecture dllQC trinh bay ngay speaking, thi sinh se dllQC Trong phAn Integrated
sinh xem Illi nh1ing cau hOi dAu boo nghe. hOi v~ nh1ing Chll d~ ho~c writing, thi sinh co tM ghi
Chu
da tra 100 trong truimg hW Mi)t phAn ni)i dung dllQC kinh nghi~m ca nhan trong chli d~ chudn bi cho boo vie't
thich
cAn ki~m tra xem minh co cho nghe llii cho lolli cau sinh hO/i.t hang ngay riit clla minh. Ni)i dung boo
them
bO sot cau nao kh6ng. hOi replay. quen thuoc, gAn gill. vie't dllQC dva tren thOng
M6i boo doc d~u co d~ muc Trong phAn Integrated tin nAm dllQC trong phAn
adAu boo. speaking, cau tra lOO clla dQC va nghe.
Thuimg thi boo text nam thi sinh dllQC dva tren
ben ph8i. va cau hOi nam thOng tin nAm dllQC trong
ben trai man hinh. ca boo doc IAn boo nghe tuy
theo tUng cau hOi.
ThOO gian chudn bi: 15·30
giay. ThOO gian tra 100:
45·60 giay

;-'
D H~ thOng di~m eua TOEFL iBT
o Thang di~m duQ'C quy dtnh sAn cua ETS cho moi phftn ky nang (Reading, Listening, Speaking &
Writing) la 0-30, va thang di~m cho ca bm test la 0-120. Phieu b3.o di~m clla b:;m se li~t ke di~m
thanh phftn Ian di~m toan bm.
o B~ se nh~ duQ'C phieu b3.o di~m sau 15 ngay qua dUOng bUll di~n hay tIVc tuyen.
o H~ thOng phan 10~i di~m cho mOi pMn ky nang.

• DOi v&i pMn Reading va Listening, thOng thuOng moi cau tra 100 dung tuong duong 1 di~m.
Trong truOng hqp cau hOi duQ'C tinh hon 1 di~m, b:;m se co di~m thanh pMn cho so cau tra 100
dting. Vi d~, mi,lt cau hOi duQ'C tinh 3 di~m va co 6 ciiu tra 100 dung. Neu b~n tra 100 dting ca 6
cau, b:;m se duQ'C 3 di~m. Neu b~n tra 100 dung 4 hay 5 cau, b~n se duQ'C 2 di~m. Neu b~n tra 100
dung 2 hay 3 cau, b~n se duQ'C 1 di~m. Neu b~n tra 100 dting 0-1 cau, b~n se duQ'C 0 di~m. Sau do
tOng so di~m cua b~n se duQ'C chuy~n d6i sang thang di~m 0-30 duQ'C quy dtnh sAn cua ETS cho
moi phftn ky nang.
• Thang di~m goc cho pMn Speaking la 0-4 cho moi cau tra 100, dva tren bang Scoring Rubrics.
Sau do t6ng so di~m Clla b~n se duQ'c chuy~n d6i sang thang di~m 0-30 duQ'C quy dtnh sAn clla
ETS cho moi pMn ky nang.
• Thang di~m goc cho phftn Writing la 0-5 cho moi cau tra 100, dva tren bang Scoring Rubrics.
Sau do tOng so di~m cua b:;m se duQ'C chuy~n d6i sang thang di~m 0-30 duQ'C quy dtnh slln cua
ETS cho moi phftn ky nang.
Orientation " 191

II. an c ?
TOEFL Total Score Comparison
Internet- Computer- Paper- Internet- Computer- Paper-

based Total based Total based Total based Total based Total based Total
120 300 677 39 117 430

120 297 673 38 113 423-427
119 293 670 36-37 110 420
118 290 667 35 107 417
117 287 660·663 34 103 410-413
116 283 657 33 100 407
114-115 280 650·653 32 97 400-403
113 277 647 30-31 93 397
111-112 273 640·643 29 90 390-393
110 270 637 28 87 387
109 267 630·633 26-27 83 380-383
106-108 263 623·627 25 80 377
105 260 617 -620 24 77 370-373
103-104 257 613 23 73 363-367
10H02 253 607-610 22 70 357-360
100 250 600-603 21 67 353
98-99 247 597 19-20 63 347-350
96-97 243 590-593 18 60 340-343
94-95 240 587 17 57 333-337
92-93 237 580-583 16 53 330
90-91 233 577 15 50 323·327
88-89 230 570-573 14 47 317-320
86-87 227 567 13 43 313
84-85 223 563 12 40 310
83 220 557-560 11 37 310
81-82 217 553 9 33 310
79-80 213 550 8 30 310
77-78 210 547 7 27 310
76 207 540-543 6 23 310
74-75 203 537 5 20 310
72-73 200 533 4 17 310
I
71 197 527-530 3 13 310
69-70 193 523 2 10 310
68 190 520 1 7 310
66-67 187 517 o 3 310
65 183 513 o o 310
64 180 507-510
62-63 177 503
61 173 500
59-60 170 497 Range Comparison
58 167 493
57 163 487-490
Internet-
" Computer.. Paper-
56 160 483
based Total based Total based Total
54-55 157 480
53 153 477
52 150 470-473 11H20 273-300 640-677
51 147 467 96-110 243-270 590-637
49-50 143 463 79-95 213-240 550-587
48 140 460 65-78 183-210 513-547
47 137 457 53-64 153-180 477-510
45-46 133 450-453 41-52 123-150 437-473
44 130 447 30-40 93-120 397-433
43 127 443 19-29 63-90 347-393
41-42 123 437-440 9-18 33-60 310-343
40 120 433 0-8 0-30 310
192 6i www.ibttoefl.co.kr

TOEFL Score Comparison for Reading Range Comparison for Reading
Paper-
bMedTotal
30 30 67 28-30 28-30 64-67
29 29 66 26-28 25-27 59-63
28 28 64-65 21-24 22-24 56-58

--------- ------------ ------------
17-20 19-21 52-55
28 27 63
14-16 16-18 48-51
27 26 61-62
11-13 13-15 44-47
26 25 59-60
8 -10 10-12 40-43
- ------ -------- - -----------
24 24 58 5-7 7-9 34-39
23 23 57 1-4 4-6 31-33
21 22 56 0 0-3 31
------- ------ -- ------------
20 21 54-55
19 20 53
17 19 52
------------ ------------ -------------
16 18 51
15 17 50
14 16 48-49
13 15 47
12 14 46
11 13 44-45
10 12 43
9 11 41-42
8 10 40
------------ ------------ -------------
7 9 38-39
6 8 36-37
5 7 34-35
4 6 32-33
3 5 31
4 31
------- - . ~- - -- ---------
0 3 31
0 2 31
0 31
0 O· 31
Orientation " 193

III. Cae di~m moo trong phan Reading iBT OEFL
I Thay d6i ve phuong thuc thi
o D~c trung
CBT
.."...... ...".....
4 / 5 bSi 44 / 55 cAu
'1Wt1'-
70/90 phUt
-!n::.w ":La":,- N=nr.:-r
11 cAu hOi 3-5 do~ van 280-350 tu
IBT 3/5 bSi 36-42 I 60-70 cAu 60 /100 phlit 12-14 cAu hOi 4-8 do~ van khoimg 700 tu
iBT TOEFL Reading Section duQ'C cau thfinh tu 3 ho~c 5 bili dQc. M6i bili dQc co 12-14 cau hOi va thOi
gian duQ'C cho la 20 phUt.
o Tang dQ dm bm dQc va sAp xep thU t~ cau hOi

Luu y dQ dili cua bili dQc trong iBT TOEFL Reading Section dili gap doi so v6i CBT. Khac v6i CBT,
thU t~ cau hOi iBT duQ'C sAp xep Mn lug!; thOng nMt v6i nQi dung bili dQc. Trong CBT cau hOi nAm
ben phro., bili dQc nAm ben trru, nguQ'C 11;li trong iBT cau hOi nAm ben trru, bili dQc nAm ben phro. va de
m1).C cua bili dQc duQ'C cho tru&c.
o ~ dQng pharr 10~ di~m so tuy theo muc dQ kh6 de

s~ pharr 101;li diem so cua Reading Section cho m6i cau hOi la 1 diem nhung dlPlg cau hOi tUng phful
pharr lOI;li diem se cao. Cau hOi tom tAt bili dQc la 2 diem, cau hoi pharr lOI;li thOng tin la 3 diem va 4
diem. V6i cau hOi chung se co diem s6 tUng phful. T6ng s6 diem dl;lt duQ'C trong Reading Section
dUQ'C tinh tu 0-30 diem.
* Van de khac: 0 Ky nang Review - co tM X8.C nh~ dA giro. quyet cau hOi nhu the n!lO va eo tM ehuyen
sang cau hOi t~c tiep. @ Ky nang Glossary - click vao tu VlPlg se hi~n nghia cua tu do.
@) Note-taking - co tM ghi eM (trong iST khac v6i CST)
9 D~ng thuc cau hOi (.I)
o Vocabulary questions
Basic Comprehension o Reference questions
Questions ~ Sentence simplification questions
Factual information questions
o Negative fact questions
Reading to Learn Questions ~ Prose summary questions

<if Classifying, categorizing, and organizing information questions
Inferencing Reading o Inference questions

Questions o Rhetorical purpose questions
o Insert text questions

8 Cau t~o bai dQc

o Dl;IIlg do~ van
• Exposition: Do~ van gim thich v~ cM d~ d?c tnmg ho?c chUa thOng tin.
• Argumentation : Do~ van lam ro y tUOng v~ chu d~ d?c tnmg va trinh bay cac lu~ cu.
• Historical biographical/autobiographical narrative: Do~ van ma Mn than hay nguoo. khac
viet v~ cuqc doo. cua mqt nhan v~t.
o Cac linh vvc (ti l~ v~ khoa hQc xii hQi nhan van va khoa hQc t~ nhien la 6:4 va duQ'C Mt dAu
ttl 6 linh VVC nhu sau)
• business • engineering • natural sciences : Sinh hQC, V~t Iy, H6a hQc
• humanities: NgM thu~t, Ljch su • education • social studies : Xii hQi hQc, Tam Iy hQc
~T6mlu~cchung
o Phan b6 thOi gian
So vm CST, bID dQc trong iST TOEFL rat dID, do d6 neu quan Iy thOi gian duQ'C cho mQt cach hi~u qua
thi se dli\t diem cao. De duQ'C nhu v~y can dieu chinh thOi gian thOng qua cac cach thUc sau:
A. Quyet d~nh c6 dQc Mt toan b(l bID van tru&c khi tnllOi cau hOi khilng
Sau khi dQc sa bID van mQt Ian mQt cach Wng quat, neu thieu thOi gian tra 101 diu hOi thi phm xem cau
hOi tru&c va tim dQC phan tuang fulg trong bID van. Cau hOi trong iST TOEFL duQ'C slip xep theo thU t~
do d6 khong kh6 de tra 101 cau hOi.
B. Di~u chlnh thOi gian theo muc d(l kh6 d~ cua cau hOi
Trong cau hOi topic c6 cau hOi d~ tra 101 nhu cau hOi v~ ttl, va c6 cau hOi phm suy nghi mat thoo. gian
nhu cau hOi t6m tlit bID van. Do d6 nEm b6 tri nhUng cau hOi kh6 asau, va gim quyet cang nhanh cang
t6t nhUng cau hOi da b6 tri atru&c de danh thOi gian tra 101 nhUng cau hOi kha.
o Nang cao th~c l~c ca ban

D~c trung mm cua iST TOEFL Ia danh gia th~c I~c nghiem ttic va khilng thOng qua sa truOng. Dieu
nay rat c6 ich dOi vm thi sinh. Nhung dUng tiep nh~ s~ thay d5i nay mQt cach nang ne, neu tham gia
hOli\t dQng nhAm phat trien th~c I~c ban than thi se hQc rat vui ve, nhi~t tinh.
A. Kha nang dQc bhl van trong thOi gian nhanh va tim thOng tin can thiet
KM nang ttl ~g de co the dQC nhanh bID van la quan trQng, nhung do phm hieu cac cau truc cau
trong bID nen phm thanh thli\o cac m§.u cau. Do d6 phm b6 sung kien thUc van phlilID tMt vfulg.
B. Kha nang t6m tAt n(li dung toan b(l bhl van
De hieu dUQ'C cau tli\O toan bQ bID van trong d~g cau hOi t6m tAt dbi hOi thuOng xuyen Iuy~n dQc
bID van dID va dQc hieu nQi dung cua bID van, nen Iuy~n viet dan y tUng dOli\Il van.
C. Kha nang pha.n bi~t nQi dung quan trQng va n(li dung khilng quan trQng
Yeu d.u kha nang nay trong cau hOi t6m tAt bID van, nhung vi bID van qua dID nen can t~ minh tim
hieu nQi dung cua bID. Khong can phm biet chi tiet tat ca nQi dung bID ma chi can dQCde chQn ra phan
quan trQng. Day la phuang phap dQc hieu nhanh va chinh xac.
Orientation ~ 19S

.. www.ibttoefl.co.kr ~

LinguaForum
Reading
Crash Course
Answer Key

Reference & Vocabillary Sentence Simplification
Vocabulary Preview 11 Vocabulary Preview

1. ® 2. ® 3. @ 4. ® 5. @ 1. @ 2. @ 3. ®
6. @ 7. @ 8. ® 9. ® 10.@ 6. © 7. © 8. ®
Exercise
Exercise
1. © 2. @ 3. ® 4. ® 5. ©
14
I 1. ® 2. @ 3. ®
6. @
3. ©
Exercise 16
1. ® 2. ® 3. ® 4. @ 5. @ 3. @
6. @
I
More Practice
A.@ B. ® C. @
Exercise 18
1. ® 2. ® 3. © 4. @ 5. @
Mini Test
6. @
2. @ 3. ©
1 1. ©
6. @
More Practice 20
IBT Test
A 1. ® 2. ©
B 1. @ 2. @ 1. @ 2. @ 3. ®
C 1. @ 6. @ 7. ® 8. ©
0 1. © 11. © 12. © 13. IE)

2. ®
E 1. ® 2. ©
Vocabulary Review
F 1. @ 2. ©
G 1. ® 2. ®
r ~ mon~polies
I ~debns
Mini Test 22 From Reading to Writing 49
1. @ 2. ® 3. @ 4. @ 5. © A. 1. The artistiC development and diversity of a
6. [!) society are largely determined by the
different physical mediums available.
Having no technology for the production of
IBT Test 24 paper or canvas, the Native North
1. ® 2. @ 3. ® 4. © 5. @ Americans turned to the painting of animal
6. @ 7. @ 8. © 9. ® 10. @ hides as a major form of artistic expression.
11. ® 12. © 13. fJ 14. @,©, <El OccaSionally this took the form of painting
hides intended to be used exclusively as art,
but far more frequently it involved the

decoration of everyday or ceremonial

~ "~;", ":
'?
objects made of hide, which were abundant -:"'~'''' £<, ,,~t.~~ .•
in Native North American cultures. Shields, Factllal Information 8. Negative Fact
tepee coverings, and hide clothing were
decorated with hide paintings.
2. The final major tradition in hide painting was Vocabulary Preview 51
primarily produced by women. Highly
" 2. @ 3. @ 4. @
I
I
@ 5. @
symbolic and abstract in nature, their art 9. @
. 6. @ 7. @ 8. @ 10. @ .
represents some of the most sophisticated
examples of hide painting. Symbolic hide
painting employs the use of geometric 54
shapes to create complex symmetric 3. © 4. @
patterns. Boxes, triangles, and hourglass
shapes all feature prominently in symbolic
56
hide painting. One of the most interesting
3. © 4. ©
aspects of this form of hide painting is its
use of negative space. A highly advanced
artistic technique, the use of negative space 58
requires the carefully planned placement of 3. @ 4. @
unpainted sections of the hide so that they
too form a design that corresponds to the
More Practice 60
painted designs.
A 1. © 2. @
B. 1. Many people bought "on margin," investing
B 1. @
a small amount of cash and borrowing the
rest to be paid back when the stock prices
C 1. © 2. @
o 1. @
increased, as everyone came to believe it
was bound to do.
2. European-Americans not only displaced the
Mini Test 62
natives, taking their land and forcing them
1. © 2. @ 3. © 4.m
ever farther to the west, but also weakened
5. @,©, ®
the Native American population through
disease and alcoholism.
3. (Being) susceptible to alcohol abuse, the
IBT Test 64
Native Americans became addicted in large
1. @ 2. @ 3. © 4. @ 5. ©
numbers to liquor provided by traders.
6. @ 7. @ 8. @ 9. @ 10. @
11. © 12. [!J 13. © , © , ®
Answer Key " 199

From Reading to Writing 89

A. 1. The continuous movement of the Earth's
Inference crustal plates can squeeze, stretch, or break

rock strata, deforming them and producing
faults and folds. A fault is a fracture in a rock
atgng which there is movement of one side
relative to the other. The movement can be
1. @ 2. © 3. ® 4. @ 5.@
vertical, horizontal, or oblique (vertical and
6. @ 7. © 8. © 9. ® 10. © horizontal). Faults develop when rocks are
subjected to compression or tension. They
tend to occur in hard, rigid rocks, which are.
Exercise 74
more likely to break than bend.
1. @ 2. @ 3. © 4. ® 2. Carnivorous (insectivorous) plants feed on
insects and other small animals in addition to
producing food in their leaves by
Exercise 76 photosynthesis. The nutrients absorbed from
1. ® 2. ® 3. © 4. @ trapped insects allow carnivorous plants to
thrive in acid, boggy soils that lack essential
minerals, especially nitrates, where most
Exercise 78 other plants cOl!ld noU;urvive.
1. @ 2. @ 3. © 4. ® 3. Industrialization is the setting-up of
manufacturing tbat uses machinery. The
abundant coal deposits in Pennsylvania and
More Practice 80 Ohio helped lay the base for industry in the
I A. © B. ® c. © D. @ E.@ Midwest. An industry is any business that

Q[Qduces goods or provides services. The
many rivers in the region were used to
transport goods from factories to port cities.
Mini Test 82 B. 1. Various forms of expressive culture may
1. ® 2. © 3.@ 4.® 5.8 function as learning tools, through which
information is transmitted.
2. Slavery evolved in the Chesapeake after 1619,
iBT Test 84 when a Dutch vessel dropped off twenty
1. © 2. @ 3. © 4. ® 5.@ Africans in Jamestown.
6. @ 7. ® 8.@ 9.@ 10. @ 3. All the colors of light travel through empty
11. @ 12. © 13.8 14. @,©, ® space at the same speed, which means that
the length of a wave is determined by the
speed of photon/wave vibrations.
Vocabulary Review 88
A. unrest
B. 1. offspring 2. clone

Rhetorical PlJ[pose I~sert Text
Vocabulary Preview 91 Vocabulary Preview 111

1. ® 2. ® 3. @ 4. ® s. @ 1. ® 2. @ 3. ® 4. © 5. ®
I 6. @ 7. ® 8. ® 9. @ 10. @
I 6. @ 7. © 8. @ 9. @ 10. ©
Exercise 114
Exercise 94 I 1. mI 2. m1 3. m1
1. © 2. © 3. ® 4. @
Exercise 116
I 1.0!] 2. f1J :>.ml

Exercise 96
1. @ 2. @ 3. © 4. © Exercise 118
um 2.ml I
Exercise 98 More Practice 120

1. @ A. ~ B. rn c. m D. rn E. rn
2. © 3. ® 4. ® I
F. m
I
More Practice 100 Mini Test 122
A. © B. ® c. © D. @ E. @ 1. @ 2; © 3. @ 4. @ 5. rn
iBT Test 124

Mini Test 102 1. © 2. © 3. ® 4. @ 5. ©
1. @ 2. © 3. ® 4. @ s. @ 6. © 7. @ 8. © 9. ® 10. ©
11. @ 12. rn 13. @, ©, ®
iBT Test 104 Vocabulary Review 128

1. @ 2. @ 3. @ 4. © 5. © A. accumulates
6. @ 7. © 8. © 9. © 10. ® B. 1. aesthetic 2. distortion
11. ® 12. @ 13.m
14. Pragmatics: @, ®
Sociolinguistics: @, ©, ©
Answer K~" 201

From Reading to Writing 129 More Practice 140

A. @ (portrayed -+ portraying) A. Animals learn not only by trial and error, but
B. 1. The equator is an imaginary line that goes also by conditioning, which involves a system
around the middle of the earth and is an of rewards or punishments. If you have a dog,
equal distance from the North Pole and the you and your parents probably trained it in this
South Pole. way. A Russian scientist named Pavlov once
2. Roosevelt added fifty federal wildlife conducted a famous experiment in
refuges, approved five new national parks, conditioning. Pavlov rang a bell every time he
and initiated the system of designating offered food to a group of dogs. The dogs
national monuments such as the Grand would begin to salivate when they were fed.
Canyon. After repeating this action many times, Pavlov
3. Some say that it is useless to speak of peace continued to ring the bell, but without feeding
or world law or world disarmament; that it the dogs. He discovered that the dogs still
will be useless until the leaders of the Soviet began to salivate every time he rang the bell.
Union adopt an attitude more enlightened B. Look at the Atacama Desert of South America.
than it was. It is found near the thirtieth parallel south of
(or) Some say that it is useless to speak of the equator. Similarly, the Sahara and the
peace or world law or world disarmament Rub'al-Khali deserts of northern Africa and
and that it will be useless until the leaders of nearby Saudi Arabia are 30° north of the
the Soviet Union adopt an attitude more equator, while the Kalahari Desert of southern
enlightened than it was. Africa is about 30° south of it. The Gobi Desert
of central Asia lies a little farther than 30°
north, at about 45°, while the Great Sandy and
Gibson deserts of Australia fall back into the
pattern, lying 30° south of the equator. This
pattern is no coincidence. All the hot deserts
Prose Sllmmary are found about the same distance north or

south of the equator.
C. Scientists believe that today the number of
Vocabulary Preview 131 people who are carrying defective genes is
1. ® 2. ® 3. ® 4. ® 5. ® increasing. Part of the explanation for this
6. ® 7. ® 8. ® 9. ® 10. ® increase is that more people are being exposed

to damaging radiation, chemicals, and other
environmental hazards. Another reason may
Exercise 134 lie in generations of poor nutrition. Medical
1. ®,©,® advances, however, have made it possible for
people with inherited diseases and other
deficiencies to live longer and to produce
136
children. Each year increasing numbers of
genetic defects are being defined, the ways in
which they are transmitted are better
Exercise 138 understood, and methods for identifying
1. ®,@,<t) carriers of such defects are being improved.
The controversial field of genetic surgery, in

which harmful genes are altered by direct effects on certain species. Many species have
manipulation, is also being studied. An small geographic ranges, so habitat alteration
international effort is being made to locate and may eliminate them entirely. The logging of
map all of the genes that make up a human tropical forests, with their tremendous
being. diversity of species with specialized
D. Adam Smith, in The Wealth of Nations requirements, has caused a steady increase in
(published in 1776), first described the labor the extinction rate. Excessive hunting and
market. In a sense, before he named it and told trapping for commercial purposes also cause
how it worked, the labor market did not exist. major problems. Plants also can be reduced to
Where life is work and work is life, a man near extinction levels by extensive collecting.
cannot separate his work from himself and sell For example, many cactus species of the
it to someone else without at the same time southwestern United States are now legally
selling himself. Adam Smith was among the protected by state laws to prevent their
first to realize that in the new world the removal.
industrial revolution was creating, labor was a The planned or accidental introduction of
commodity like any other, and consequently exotic species to a rggion can also lead to
was for sale. In fact, everything was for sale. extinction. An introduced species often has no
Life consisted in buying and selling, not in natural enemies to control its spread in a new
work, and money was the lifeblood of the environment, and native species may have no
market. Over the market hovered an "invisible natural protection against it. The introduction
hand," as Smith called it, which insured that of Dutch elm disease to North America,
economic efficiency would prevail. mongooses to Jamaica, and pigs to Hawaii
E. Plants and animals have become extinct and resulted in the loss of native species having
new species have evolved since life began. inadequate defenses.
Primitive human cultures may have eliminated CD Minor
some spec~but the primary causes for ® Human activities: the major cause of
species to become extinct have been natural extinction today
ones. Major environmental changes resulted in @ Major
the eventual disappearance of species unable @ Various human activities that cause
to adapt to new conditions. Well-known natural environmental changes
extinctions include dinosaurs and other species @ Major
represented in the fossil record.

Natural forces are still at work, but human
activities cause most of the rapid and Mini Test 142
widespread environmental changes that affect 1. ® 2. © 3. © 4.l!1
plants and animals today. Many species have 5. ®, ©, (i;)
been unable to make the biological
adjustments necessary for survival; thus, more
species than ever before are threatened with iBT Test 144
extinction. 1. © 2. © 3. ® 4. ® 5. ®
Destruction of forests, draining of wetlands, 6. © 7. © 8. © 9. ® 10. ©
and pollution are environmental changes that 11. ® 12. ® 13. fl 14, ®, ©, ®
may eliminate species in an area. Some
herbicides and pesticides can have severe
Answer Key " 203

• based on voluntary acceptance of rules by

community members
Classifying, Categorizing, and Organizing • released emotional pressure through

Information dancing and singing
• influence on American society was strong
/ great
Both
1. © 2. ® 3. @ 4. © s.@
• practiced celibacy
6. ® 7. @ 8. ® 9.@ 10.@
• believed that the millennium was at hand
• industrious
Exercise 154
Coastal Plain Estuary: ®. ©. ®
Mini Test 162
8ar-built Estuary: @. ®
1. @ 2. ® 3.© 4. rn
5. Standard Model: ®. ©
Exercise 156
String Theory: ©. ©. ®
1. freudian Psychology: @
Jungian Psychology: ©. ®
iBT Test 164
Both: ©. ®
1. © 2. © 3. © 4. @ 5. @
6. © 7. ® 8. © 9. © 10. ©
Exercise 158
11. ® 12. rn
1. Induction: ©. ®
®. ®
13. Liftoff: ®.
Deduction: @
Reentry: ©. @. ©. (8)
Both: ®. ®
Vocabulary Review 168
More Practice 160 A. esteemed
A. CD Scale
® small
I. B. 1. keenly 2. vivid
@ represent different political. social or From Reading to Writing 169

economic organizations A. During the second half of the nineteenth
B. @ (exposition: temporary) century. as more people moved to large
C. The Rappites towns and cities. the new urban environment
• founded by George Rapp created new patterns of recreation and
• followed the teachings of the Bible strictly leisure. Whereas people in rural areas were
• had different language and beliefs from tied into the rituals of the harvest season and
other Americans intimately connected to their neighbors and
• influence on American society was little / extended families. most middle-class urban
weak whites were mobile and lived in nuclear
The Shakers families. and their affluence allowed them to
• founded by Ann Lee enjoy greater leisure time. Growing family
• the number of community members incomes and innovations in urban
increased rapidly transportation -cable cars. subways. electric
• property was controlled by a ruling streetcars and streetlights -enabled more
hierarchy people to take advantage of urban cultural

life. Attendance at theatres, operas and

dance halls soared.
B. 2. By 1960, TV dinners became a part of
American life, allowing families to quickly
heat a frozen meal to be eaten on a tray passage 172
while watching the prime-time programs. 1. © 2. @ 4. @
3. ® 5. ®
3. The easy resolution of difficult problems 6. @ 7. @ 8. © 9. @ 10. ®
on TV programs led Americans to expect 11. © 12. @ 13. m 14. ®,(QJ,®
instant solutions to their problems.
4. The gold rush to the south in the summer passage 178
of 1848 caused the Spanish-American 15. © 16. © 17. @ 18. ® 19. @
population to be reduced to the status of a 20. © 21. @ 22. @ 23. ® 24. @
minority. 25. © 26. m
5. Modern jetliners enabled ordinary people 27. Surface Water: ©, ®
to travel to places where once only the Ground Water: ®, @, ©
wealthy could afford to go.
passage 182
28. © 29. @ 30. © 31. © 32. @
33. @ 34. @ 35. (QJ 36. ® 37. ©
38. (QJ 39. @ 40. m 41. @, (QJ,®
Answer Key " 205

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Ie Overview & Strategies

.,. More Practice

*' Mini Test

* Vocabulary Review (Chuang 2,4,6,8)

Ie From Reading to Writing (Chuang 2, 4, 6, 8)

CHAPTER • Reference & Vocabulary

01 Overview & Strategies

CHAPTER • Sentence Simplification

02 Overview & Strategies

CHAPTER • Factual Information & Negative Fact

03 Overview & Strategies

04 Overview & Strategies

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CHAPTER • Rhetorical Purpose

05 Overview & Strategies

CHAPTER • Insert Text

06 Overview & Strategies

CHAPTER • Prose Summary

07 Overview & Strategies

CHAPTER • Classifying, categorizing, and Organizing Information

Answer Key _ ',- ..>: 1~6 ' ,." i

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ChooseLthe ri htlmeanin for the words:in bold

4 Several countries are still in the throes of a flu outbreak.

Reference & Vocabulary" II

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1. Reference Questions I CAu hOi tu lien h~ Til ngli thu<'m.g dUn:)

2. Vocabulary Questions I CAu hoi tu vtplg Til ngli thu<'m.g dUn:)

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Reference & Vocabulary " 13

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in paragraph 1 is closest 4 The word in paragraph 2 refers to

Reference & Vocabulary " IS

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unicellular algae, and reproduction is also more ..,...=='-""',..,

• terrestrial: (a.) living on land

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1 The word n in paragraph 1 is 4 The phrase in paragraph

0 easily seen 0 based on

3 6 The word i in paragraph 3 refers to

D~ tu chi d~nh those co cae each dung sau:

Reference & Vocabulary " 17

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Language and Reality

that a language is not simply an encoding process for voicing our

changes, so too will language. Some support for this is provided by

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1 Based on the information in paragraph 1, 4 The word in paragraph 3 is

® A theory that language reflects reality

Reference & Vocabulary " 19

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1 in the paragraph is closest in meaning to

2 The word e in the paragraph refers to

1 The word Thi in the paragraph refers to

2 ""-"::":"::::"=.:.:0 in the paragraph is closest in meaning to

1 The word in the paragraph refers to

1 The word som in the paragraph refers to

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