Section One: Structure 1

Structure and Written Expression

This section is designed to measure your ability to recognize language that is appropriate for
standard written English. There are two types of questions in this section, with special directions
for each type.
Part One: Structure (20 items)

Directions: Questions 1-20 are incomplete sentences. Beneath each sentence you will see four words or
phrases, marked (A), (B), (C), and (D). Choose the ONE word or phrase that best
completes the sentence. Then, on your answer sheet, find the number of the question and
fill in the space that corresponds to the letter of the answer you have chosen.
Look at the following example.
Example I Sample Answer
(A) (B) (C) (D)
Geysers have often been compared to volcanoes ---------
they both emit hot liquids from below the Earth's surface.
(A) due to
(B) because
(C) in spite of
(D) regardless of

The sentence should read, "Geysers have often been compared to volcanoes because they both
emit hot liquids from below the Earth's surface." Therefore, you should choose (B).

Now start doing the following 20 questions.

1. Essentially, a theory is an abstract and 5. Only after food has been dried or
symbolic representation of -------reality canned --------
A. what it is conceived A. that it should be stored for later
B. that is conceived
C. what is conceived to be consumption
D. how to conceive from B. should be stored for later
2. Sometimes, --------to place physics and consumption
chemistry into separate categories. C. should it be stored for later
A. is difficult
B. it is difficult consumption
C. that it is difficult D. it should be stored for later
D. difficult consumption
6. Aspirin is used -------- a constriction of
3. Mammals have a larger, more well- the blood vessels.
developed brain ----- other animals A. the counteraction
A. than do B. to counteract
B. that are having C. counteract
C. which have D. counteracting
D. that do
4. Long before children are able to speak or 7. Some scientists believe that it is essential
understand a language, ------- that people ------ the amount of air
communicate through facial expressions. prolusion in natural environment.
A. reducing
A. however B. reduce
B. who C. reduced
C. furthermore D. be reduced
D. they
 Section one: structure, written expression 2

8. It is eight thirty now and the first session 15. A desert is a region --------- an average of less
------ thirty minutes ago than ten inches of rain falls in a year.
A. just started A. there is
B. has started B. which has
C. would start C. in which is
D. started since D. in which
9. Although the crime scene was searched 16. The person who violates a law ----------in
thoroughly, nothing substantial ------. any society.
A. was found
B. has been finding A. should be punished
C. were found B. should punish
D. would be found C. has punished
D. would punish
10. I am not curious about ------- any of my
students has failed. 17. The post graduate students are
A. that
B. why believed -------- in the libraries.
C. where A. to be working
D. whether B. working
C. work
11. Although the crime scene ------- thoroughly, D. are working
nothing substantial was found.
A. was searched
B. has been searching 18. Some experienced teachers do all
C. were searched exercises for their students --------- leave
D. would be searched their students on their own.
A. more often
B. while others
12. The professor’s explanation was so ------ that C. if others
few students understood it. D. instead of
A. complicated
B. complicating 19. If my application for the scholarship had been
accepted, I ------- my education.
C. complicate A. can continue
D. to complicate B. have been continuing
C. could have continued
13. I will leave the apartment ------- I get your D. will continue
call.
A. because 20. At this time of the year, the post graduate
B. although students are believed -------- in the libraries.
C. as soon as
D. now that A. to be working
B. working
14. Scientists have long considered the nature of C. work
consciousness ---------- a fully satisfactory D. are working
definition.
A. without producing
B. producing
C. having produced
D. in producing
 Section One: Written Expression 3

Part Two: Written Expression

Directions: In questions 21-30 each sentence has four underlined words or phrases. The four
underlined parts of the sentence are marked (A), (B), (C), and (D). Identify the one
underlined word or phrase that must be changed in order for the sentence to be correct.
Then, on your answer sheet, find the number of the question and fill in space that
corresponds to the letter of the answer you have chosen.

Example Sample Answer

(A) (B) (C) (D)
Guppies are sometimes call rainbow fish because of the males' bright colours.
A B C D
The sentence should read, “Guppies are sometimes called rainbow fish because of the males'
bright colours.” Therefore, you should choose (A).
Now start doing the following 10 items.

21. No animal has yet be discovered that can “see” infra red light with its eyes.
A B C D

22. To be efficient, an advertisement must first attract an attention.

A B C D

23. The university offers only not theoretical classes but also practical training courses.
A B C D

24. The aim of this section have to point out the general characteristics of existing documents
A B C D

25. Only with the advent of refrigerator were people able to begin to consume fresh meat.
A B C D

26. The only wealth transfer that can be prevent by inheritance tax is that of physical or
A B C
financial assets.
D
27. You should remember that you fly to Tehran on Monday and from here you have to go on to Shiraz.
A B C D

28. When early humans hunted and gathered food, they were not in controlling of their environment.
A B C D
29. Like light from other sources, which travels in all directions, the light from laser is highly directional .
A B C D

30. There are many different ways of comparing the economy of one nation with those of another.
A B C D
 Section One: Grammar and Vocabulary in context 4

Part Three: Grammar and Vocabulary in Context (Questions 31-40)

Directions: In the following passage, ten words have been removed. Four choices have been suggested
for each gap. Choose one choice, (A), (B), (C), or (D) that you think is the most
appropriate choice for the gap. Then, on your answer sheet, find the number of the
question and fill in the space that corresponds to the letter you have chosen.

The extinction of many species of birds has

undoubtedly been hastened by modern man. It 31.
A. estimation B. estimate
has been -----31----- that approximately 100 C. estimated D. to estimate
bird species have become extinct over the
world since 1600. In North America, the first 32.
species ----32----- to be annihilated was the A. to know B. known
C. knew D. knowing
great auk, a flightless bird that ----33---- as an
easy source of food and bait for Atlantic 33.
fishermen through the ----34---- of the A. services B. serve
nineteenth century. Shortly after the great C. to serve D. served
auk's extinction, two other North American
34.
species, the Carolina parakeet and the A. beginning B. to begin
passenger pigeon, began dwindling ----35---- C. begin D. begins
in numbers. The last Carolina parakeet and the
last passenger pigeon in captivity both died in 35.
A. noticeable B. noticing
September 1914. C. noticeably D. notice

Accidental injuries become more frequent

36.
and serious in later life. Thus, ----36---- to A. failure B. implication
safety is specially important for older C. attention D. oversight
persons.
Several factors make people ----37---- to 37.
A. inform B. incline
accidents. Poor eyesight and hearing can ----
C. indulge D. insure
38---- awareness of hazards. Arthritis,
neurological diseases, and impaired 38.
coordination and balance can make older A. decrease B. improve
people ----39----. C. desire D. impose
Various diseases and medications,
39.
alcohol, and preoccupation with personal A. firm B. unfair
problems can ----40---- drowsiness, C. faulty D. unsteady
distraction or poor physical conditioning.
When accidents occur, older persons are 40.
A. respect for B. rescue
especially vulnerable to severe injury and C. result in D. reserve
tend to heal slowly.
 Section two: Vocabulary 5

SECTION TWO:
VOCABULARY
Part One: Vocabulary in sentences: Questions 41-55
Directions: In the following sentences, some words or phrases have been underlined. Four
choices, marked (A), (B), (C), and (D), have been suggested as their synonyms. Choose
one of these choices that you think is the most appropriate synonym for the underlined
word. Then, mark the correspondent number on your answer sheet.

48. After many years of research, Charles devised a

41. Our incompetent manager who was not an procedure for preserving plasma.
expert in the field, was forced to resign. A. transporting
B. saving
A. invaluable C. reusing
B. invariable D. labeling
C. inflexible
D.incapable 49. There were complaints that the river had
been seriously contaminated.
42. We're seeking to strengthen intellectual A. dried up
property protection. B. diverted
A. increase C. pertinent
B. improve D. polluted
C. fortify
D. change 50. The official exhibited a heedless attitude
when dealing with the dignitaries.
43. Even at childhood Dr. Hesabi had a very A. thriveless
inquisitive mind. B. thoughtless
C. timeless
A. complex D. tremendous
B. brilliant
C. mature 51. It was probably an optical illusion. This half
D. curious light is very deceptive.
A. demanding
44. By contrast other respondents acknowledged B. miscounting
reluctantly the importance of one’s C. misleading
appearance. D. developing
A. consistently
B. unwillingly 52. The work of an institute seldom produces
C. collectively tangible results until years after the
D. unfavourably graduation of its students.
A. convenient
45. Poor families suffer from unstable B. consistent
economic condition. C. concrete
A. are affected by D. current.
B. are released from
C. retrieve form 53. The recent eruptions of the volcano have
D. are astonished by seriously threatened the region.
A. problems
46. The recent research in psychology has B. poisons
illuminated the crucial role of brain in C. outbursts
learning. D. outperforms
A. speculated 54. The conference was cancelled eventually.
B. accepted A. initially
C. illustrated B. obviously
D. supported C. ultimately
47. Some teachers distinctively remember D. simultaneously
the first days of their teaching. 55. There is a widespread rumour that there will
A. Collectively be no exam next week.
B. Calmly A. expressive
C. clearly B. effective
D. continuously C. extensive
D. elusive
 Section Two: Vocabulary 6

Part Two: Questions 56-70

Directions: One word or phrase is removed from questions 56-70. Four choices have
been suggested for it. Choose one choice, (A), (B), (C), or (D) that you think
best completes the sentence. Then, on your answer sheet, find the number of
the question and fill in the space that corresponds to the letter you have chosen.

56. Professor advised us to prepare another decent 63. If we belong to a group and support it,
-------plan in case this one turns out to be we are expected to ------- its rules.
unsuccessful. A. violate
A. alternative B. conform to
B. destitute C. react to
C. enthusiastic D. offend
D. impoverished
64. He has read widely but seldom thought deeply
so his learning is really quite ------.
57. The audience praised the professor at the A. superior
-------- of his speech. His presentation B. superficial
was excellent. C. superb
A. conclusion D. supercritical.
B. comprehension
C. conversion 65. We were not able to ---------- the meeting
D. confession because we were too busy.
58. The professor is never satisfied; he ------- A. attend
- no matter how I try to make him happy. B. assist
A. complains C. attain
B. competes D. attempt
C. complies
D. commends 66. The team’s uniforms were--------at the start of
the play.
59. The book proved to be very unreliable and so A. innocent
was quite -------- to him in his research. B. incoherent
A. invaluable C. inequitable
B. unusable D. immaculate
C. useless 67. There is no need to be frightened of the lions in
the zoo. They are quite ------.
D. unimportant A. ruthless
B. harmless
60. His remarks were so--------that we could C. serious
not decide which of the possible meaning D. ferocious
was correct.
68. When the desk was placed facing the
A. ambiguous window, he found himself ---------from
B. facetious his work by the activity in the street.
C. impalpable A. distraught
D. congruent B. distracted
C. destroyed
61. If we want to finish this project by next D. diminished.
month, we’ll have to------ our pace.
A. appreciate
B. awaken 69. In human beings motivation --------- both
C. accommodate conscious and unconscious drives.
D. accelerate A. involves
B. interacts
62. The quarrel -----------from a small conflict of C. increases
ideas, but it remained unsolved and grew D. invents
bigger and bigger. 70. You said you would stick to the topic and explain it
A. justified clearly, but you keep introducing --------issues.
B. originated A. impartial
C. involved B. extraneous
C. epidemic
D. required D. implicit
 Section Three: Reading Comprehension 7

SECTION THREE
READING COMPREHENSION

Directions: In this section you will read several passages. Each one is followed by several questions
about it. For questions 71-100, you are to choose the one best answer, (A), (B), (C), or
(D), to each question. Then, on your answer sheet, find the number of the question and fill
in the space that corresponds to the letter of the answer you have chosen.

Passage One: Questions 71- 78

line Alzheimer's disease impairs a person's ability to recall memories, both distant and as
recent as a few hours before. Although there is not yet a cure for the illness, there may be
hope for a cure with a protein called nerve growth factor. The protein is produced by 5 nerve
cells in the same region of the brain where Alzheimer's occurs. Based on this relationship,
05 scientists from the University of Lund in Sweden and the University of California at San
Diego designed an experiment to test whether doses of nerve growth factor could reverse the
effects of memory loss caused by Alzheimer's. Using a 10 group of rats with impaired
memory, the scientists gave half of the rats doses of nerve growth factor while giving the
other half a blood protein as a placebo, thus creating a control group. At the end of the four-
10 week test, the rats given the nerve growth factor performed equally to rats with normal
memory abilities. While the experiments 15 do not show that nerve growth factor can stop
the general process of deterioration caused by Alzheimer's, they do show potential as a
means to slowing the process significantly.

71. With what topic is this passage mainly

concerned? 74.The relationship between nerve growth
A. impaired memory of patients factor and a protein is similar to the
B. cures for Alzheimer's disease relationship between Alzheimer's and ----.
C. nerve growth factor as a cure for A. forgetfulness
Alzheimer's B. a disease
D. the use of rats as experimental C. a cure
subjects D. a cancer
75. The word "impairs" in line 1 is
72. According to the passage, where is most similar to which of the
nerve growth factor produced in the following?
body? A. diminishes
A. in nerve cells in the spinal column B. affects
B. in red blood cells in the circulatory C. destroys
system D. enhances
C. in nerve cells in the brain 76. the word region in line 4 is closest
D. in the pituitary gland in meaning to ----.
73. Which of the following can be A. vicinity
inferred from the passage? B. plain
A. Alzheimer's disease is deadly C. expanse
B. Though unsuccessful, the experiments D. orbit
did show some benefits derived from 77.The word "doses" in line 6 is closest in
nerve growth factor meaning to -----.
C. The experiments did not show any A. measures
significant benefits from nerve growth B. pieces
factor C. injections
D. More work needs to be done to D. stipends
understand the effects of nerve growth 78.the word "potential" in line 12 is closest in
factor. meaning to -----
A. possibility
B. capability
C. dependability
D. creativity
 Section Three: Reading Comprehension 8

Passage Two: Questions 79-86

The interrelationship of science, technology, and industry is taken for granted today—summed
up, not altogether accurately, as "research and development." Yet historically this widespread faith
in the economic virtues of science is a relatively recent phenomenon, dating back in the United
line States about 150 years, and in the Western world as a whole not over 300 years at most. Even in this
05 current era of large scale, intensive research and development, the interrelationships involved in this
process are frequently misunderstood. Until the coming of the Industrial Revolution, science and
technology evolved for the most part independently of each other. Then as industrialization became
increasingly complicated, the craft techniques of preindustrial society gradually gave way to a
technology based on the systematic application of scientific knowledge and scientific methods. This
10 changeover started slowly and progressed unevenly. Until late in the nineteenth century, only a few
industries could use scientific techniques or cared about using them. The list expanded noticeably
after 1870, but even then much of what passed for the application of science was "engineering
science" rather than basic science.
Nevertheless, by the middle of the nineteenth century, the rapid expansion of scientific
15 knowledge and of public awareness-if not understanding-of it had created a belief that the advance
of science would in some unspecified manner automatically generate economic benefits. The
widespread and usually uncritical acceptance of this thesis led in turn to the assumption that the
application of science to industrial purposes was a linear process, starting with fundamental science,
then proceeding to applied science or technology, and through them to industrial use. This is
probably the most common pattern, but it is not invariable. New areas of science have been opened
20 up and fundamental discoveries made as a result of attempts to solve a specific technical or
economic problem. Conversely, scientists who mainly do basic research also serve as consultants on
projects that apply research in practical ways.
In sum, the science-technology-industry relationship may flow in several different ways, and the
particular channel it will follow depends on the individual situation. It may at times even be
multidirectional.

79. What is the author's main purpose in the

passage? 82. Which of the following statements does the
A. To show how technology influenced passage support?
basic science A. The development of science and of
B. To describe the scientific base of industry is now interdependent.
nineteenth-century American B. Basic scientific research cannot generate
industries practical applications.
C. To correct misunderstandings about C. Industries should spend less money on
the connections between science, research and development.
technology, and industry D. Science and technology are becoming
D. To argue that basic science has no more separate.
practical application
83. .The word "assumption" in line 17 is closest in
80. The understanding of research and meaning to-----.
development in the late nineteenth century A. regulation C. belief
is based on which of the following? B. contract D. confusion
A. Engineering science is not very
important. 84. The word "altogether" in line 2 is closest in
B. Fundamental science naturally leads meaning to-----.
to economic benefits. A. completely C. individually
C. The relationship between research B. realistically D. understandably
and development should be
criticized. 85. The word "intensive" in line 5 is closest
D. Industrial needs should determine what in meaning to-----.
areas fundamental science focuses on A. decreased C. concentrated
B. creative D. advanced
81. .The word "it" in line 15 refers to----.
A. understanding 86. The "list" mentioned in line 10 refers to ------
B. public awareness A. types of scientific knowledge
C. expansion B. industries that used scientific techniques
D. scientific knowledge C. applications of engineering science
D. changes brought by technology
 Section Three: Reading Comprehension 9

Passage Three Questions 87-94

The lack of printing regulations and the unenforceability of British copyright law in the
American colonies made it possible for colonial printers occasionally to act as publishers. Although
they rarely undertook major publishing project because it was difficult to sell books as cheaply as
line they could be imported from Europe, printers in Philadelphia did publish work that required only
05 small amounts of capital, paper, and type. Broadsides could be published with minimal financial
risk. Consisting of only one sheet of paper and requiring small amounts of type, broadsides
involved lower investments of capital than longer works. Furthermore, the broadside format lent
itself to subjects of high, if temporary, interest, enabling them to meet with ready sale. If the
broadside printer miscalculated, however, and produced a sheet that did not sell, it was not likely to
10 be a major loss, and the printer would know this immediately, There would be no agonizing wait
with large amounts of capital tied up, books gathering dust on the shelves, and creditors impatient
for payment
In addition to broadsides, books and pamphlets, consisting mainly of political tracts,
catechisms, primers, and chapbooks were relatively inexpensive to print and to buy. Chapbook
15 were pamphlet-sized books, usually containing popular tales, ballads, poems, short plays, and
jokes, small, both in formal and number of pages, they were generally bound simply, in boards (a
form of cardboard) or merely stitched in paper wrappers (a sewn antecedent of modern-day
paperbacks). Pamphlets and chapbooks did not require fine paper or a great deal of type to produce
they could thus be printed in large, cost effective editions and sold cheaply.
20 By far, the most appealing publishing investments were to be found in small books that had
proven to be steady sellers, providing a reasonably reliable source of income for the publisher.
They would not, by nature, be highly topical or political, as such publications would prove of
fleeting interest. Almanacs, annual publications that contained information on astronomy and
weather patterns arranged according to the days, week, and months of a given year, provided the
perfect steady seller because their information pertained to the locale in which they would be used

87. Which aspect of colonial printing does 90. Chapbooks produced in colonial America
the passage mainly discuss? were characterized by-----.
A. Laws governing the printing A. fine paper
industry. B. cardboard covers
B. Competition among printers C. elaborate decoration
C. Types of publications produced D. a large number of pages
D. Advances in printing technology
91. The word "they" in line 19 refers to------.
88. According to the passage, why did colonial A. chapbooks C, jokes
printers avoid major publishing projects? B. tales D. pages
A. Few colonial printers owned 92. The word "antecedent" in line 17 is closest in
printing machinery that was large meaning to ------.
enough to handle major projects. A. predecessor C. imitation
B. There was inadequate shipping B. format D. component
available in the colonies. .
C. Colonial printers could not sell 93. The word "appealing" in line 17 is closest
their work for a competitive price. in meaning to----.
D. Colonial printers did not have the A. dependable C. attractive
skills necessary to undertake large B. enduring D. respectable
publishing projects 94. The word "locale" in line 22 is closest in
meaning to -----..
89. Broadsides could be published with little A. topic C. season
risk to colonial printers because they------ . B. interest D. place
A. required a small financial investment
and sold quickly
B. were in great demand in European
markets
C. were more popular with colonists
than chapbooks and pamphlets
D. generally dealt with topics of long-
term interest to many colonists
 Section Three: Reading Comprehension 10

Passage Four: Questions 95-100

Many prehistoric people subsisted as hunters and gatherers. Undoubtedly, game animals,
including some very large species, provided major components of human diets. An important
controversy centring on the question of human effects on prehistoric wildlife Line concerns the
line sudden disappearance of so many species of large animals at or near the end of the Pleistocene
05 epoch. Most paleontologists suspect that abrupt changes in climate led to the mass extinctions.
Others, however, have concluded that prehistoric people drove many of those species to extinction
through overhunting. In their "Pleistocene overkill hypothesis," they cite what seems to be a
remarkable coincidence between the arrival of prehistoric peoples in North and South America and
the time during which mammoths, giant ground sloths, the giant bison, and numerous other large
10 mammals became extinct. Perhaps the human species was driving others to extinction long before
the dawn of history. Hunter-gatherers may have contributed to Pleistocene extinctions in more
indirect ways. Besides overhunting, at least three other kinds of effects have been suggested: direct
competition, imbalances between competing species of game animals, and early agricultural
practices. Direct competition may have brought about the demise of large carnivores such as the
15 saber-toothed cats. These animals simply may have been unable to compete with the increasingly
sophisticated hunting skills of Pleistocene people. Human hunters could have caused imbalances
among game animals, leading to the extinctions of species less able to compete. When other
predators such as the gray wolf prey upon large mammals, they generally take high proportions of
each year s crop of young. Some human hunters, in contrast, tend to take the various age-groups of
20 large animals in proportion to their actual occurrence. If such hunters first competed with the larger
predators and then replaced them. They may have allowed more young to survive each year,
gradually increasing the populations of favoured species As these populations expanded, they in
turn may have competed with other game species for the same environmental niche, forcing the
less hunted species into extinction. This theory, suggests that human hunters played an indirect role
in Pleistocene extinctions by hunting one species more than another.

95. The passage mainly discusses ------ . 97. The word "they" in line 21 refers to-------.
A. the effects of human activities on A. human hunters
prehistoric wildlife B. game animals
B. the development of the hunter-gatherer C. other predators
way of life D. large mammals
C. the diets of large animals of the
Pleistocene epoch 98. The word "Undoubtedly" in line 1 is closest
D. the change in climate at the end of the in meaning to-------- .
A. occasionally C. unexpectedly
Pleistocene epoch B. certainly D. previously
96. According to the passage, what is one
difference between the hunting done by 99. The word "components" in line 2 is closest in
some humans and the hunting done by gray meaning to------- ..
wolves? A. varieties C. changes
A. Some humans hunt more frequently than B. problems D. parts
gray wolves.
B. Gray wolves hunt in larger groups than 100. The word "favoured" in line 22 is closest in
some humans. meaning to---------.
C. Some humans can hunt larger animals A. Planned C. separated
than gray wolves can hunt. B. preferred D. selected
D. Some humans prey on animals of all
ages, but gray wolves concentrate their
efforts on young animals.
Good Luck!