PRACTICE TEST 28-2

A.LISTENING

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TASK 2

B. PHONETICS
Mark the letter A, B, C or D on your answer sheet to indicate the word whose underlined part is
pronounced differently from that of the rest in each of the following questions.

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1. A. north B. breathe C. athlete D. teeth
2. A. worker B. infer C. surface D. survey
3. A. expand B. caring C. inhabitant D. category
4. A. food B. noon C. moon D. wool
5. A. rugged B. complicated C. engaged D. crooked

Mark the letter A, B, C or D on your answer sheet to indicate the word that differs the rest in the position
of the main stress in each of the following questions.

6. A. devastating B. chimpanzee C. personality D. documentary

7. A. eliminate B. physically C. commitment D. illiteracy
8. A. reluctance B. performance C. attendance D. utterance
9. A. specific B. romantic C. Catholic D. electric
10. A. employee B. committee C. absentee D. refugee

C. USE OF ENGLISH
I. Use the correct form of the word given to fill in each blank.
1. We need greater flexibility in how we deal with the problem of traffic congestion. (FLEX)
2. The principal has placed a great number of __________ on picnicking activities. (CONSTRAIN)
3. Delays at the International Airport are far from ________. (NEGLECT)
4. Several ______ have been used, which is environmentally damaging. (REFRIGERATION)
5. I feel that he is _____helping us this time; he doesn't seem wholehearted. (RELUCTANCE)
6. The _____ of bird flu can bring about disastrous effects. (BREAK)
7. The woman stated that she had not treated those street children. (TREAT)
8. There is every ______that school will be innovated. (LIKE)
9. This is a famous school for pupils with hearing ______. (PAIR)
10. She is cooking the meal under the w______atching eye of her mother. (WATCH)

II. Choose the word or phrase (A, B, C, or D) that best completes the sentence. (20 pts)
1. The number of participants is _______ higher than that of the last conference.
A. more B. further C. way D. a number
2. I'd rather you ______ more attention when you are in the classroom.
A. are paying B. had paid C. paid D. have paid
3. They couldn't help ______ pity for the welfare of those disadvantaged children.
A. feel B. to feel C. feeling D. to have felt
4. They _____ had there been more support from the manager.
A. may have succeeded B. had succeeded
C. must have succeeded D. could have succeeded
5. They have put forth two suggested plans, ________ seem to be feasible.
A. neither of which B. none of which C. nothing of them D. either of them
6. They suggested ______ in the contest.
A. I would participate B. me to participate
C. my participating D. that I must participate
7.We ______ this movie. There's no time to move to another cinema.

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 A. should have watched B. are likely to watch
C. might as well watch D. are watching
8. _____that we had to stay in all d ay long.
A. Such rain was it B. Such a heavy rain C. So heavily it rained D. So hard did it rain
9. She _____ a cold after walking in the rain for some time.
A. came into B. went down with C. took over D. brought up
10. After my leave I have to _______ a lot of work in my office.
A. get away with B. put up with C. cut down on D. catch up on
11. What was his reaction ______ the question you asked him?
A. to B. about C. with D. on
12. Your complaints will be answered _______ due course.
A. under B. with C. for D. in
13. He finally _____ a confession that he had done it.
A. took B. put C. made D. did
14. The players were ______ a big welcome when back from the most impressive win of the team's
history.
A. made B. put C. had D. given
15. People are making great efforts to _ drug abuse among the young.
A. block B. stamp out C. obliterate D. decline
16. This is ____ hot soup and it smells fantastic.
A. sweltering B. scorching C. piping D. unbearably
17. The place mentioned is quite _______.
A. off the beaten track B. on file C. under the weather D. to the boil
18. The rhino is _____ of extinction.
A. on the verge B. on the whole C. in need D. in summary
19. - “He failed the last test.”

A. No sooner! B. No doubt! C. No wonder! D. No more!

20. - “_____”
- “Veal is the specialty of the house!”
A.Where have you been? B. What do you think?
C. What do you recommend? D.What is your choice?

D. READING
I. Reading the passage and choose the best option (A, B, C, or D) for each blank space.

WHAT MAKES A GOOD SOUVENIR?

On my desk at home, I have a collection of souvenirs; objects that remind me of places I ve visited and
important events in my life. These objects include a model boat that I saw being (1) ........from a piece
of wood on a Caribbean island, a piece of lava that (2)........... hot from a volcano in the year I was born, and
a shell (3).........on my favorite childhood beach.
Unlike everything else, from which memory and detail fades, it is as if the longer you hold on to certain
objects, the (4)...........their associations with the past become, and the sharper the recollections that gather
around them. They are, (5)......., real souvenirs, encapsulations not only of the place, but of your time jn the
place. But these days, the term ‘real souvenirs’ sounds like a contradiction (6)........ and this is because the
objects sold to tourists as souvenirs are often cheap mass-produced imports that have nothing to
(7) ........with the place at all.
It’s often the (8) _______ that the best souvenirs, like my shell, are found rather than purchased, but
(9)......for souvenirs can also be a fun holiday activity. But if you are buying souvenirs on holiday this
summer, make sure they pass the reality test. A good souvenir is not just made in the area where it is bought,
it also says something about the culture of that area. It is something made by local people using sustainable
local materials, and because you are effectively supporting the local economy, it shouldn’t (10).......too
cheap, either.
l.A. sketched B. carved C. thrown D. scratched
2. A. developed B. appeared C. emerged D. arrived

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 l.A. sketched B. carved C. thrown D. scratched
3. A- found out B. bumped into C. come across D. picked up
4. A. wider B. greater C. larger D. harder
5. A. albeit B. otherwise C. whereas D. therefore
6. A. terms B. meanings C. words D. names
7. A. gain B. do C. make D. get
8. A. point B. fact C. case D. truth
9. A. browsing B. seeking C. surfing D. pursuing
10. A. come B. charge C. go D. cost

II. Fill in each of the blanks in the following passage with ONE suitable word.
L'AQUILA, Italy - A powerful earthquake (1) in central Italy early Monday, killing at least 20
people, collapsing buildings and leaving thousands of people homeless, officials and news reports said.
Officials said the death (2) which was likely to rise as rescue crews made their way through the
(3) earthquake . Firefighters aided by dogs were trying to rescue people from crumbled homes, (4) when
a student dormitory in the city of L'Aquila (5) and half a dozen university students were believed
trapped. Outside the half-collapsed dorm, tearful students huddled together (6) some in blankets,
some still in their slippers. "We (7) wanted to come down with other students but we had to (8) go
through a hole in the stairs as the whole floor came down," said student Luigi Alfonsi, 22. "I was in bed - it
was like it (9) will never end as I heard pieces of the building collapse around me."
The U.S. Geological Survey said the (10) level of the quake was 6.3, though Italy's National
Institute of Geophysics (11) define it at 5.8. The quake happened about 70 miles (110 kilometers)
northeast of Rome at 3:32 a.m. (12) the time (0132 GMT), officia ls said. The Civil Protection
Department said the epicenter was near L'Aquila, in the mountainous Abruzzo region.
By early morning, the (13) amount of people who died stood at 20, including five children, with
some 30 people unaccounted for, paramilitary police said. In addition to L'Aquila, the town of Castelnuovo
appeared (14) being hit, with five of the dead there. "It's the (15) biggest tragedy since
the start of the millennium," said Guido Bertolaso, the head of the Civil Protection Department.
III. Choose the item (A, B, C, or D) that best completes the unfinished statement about the passage.

Recent technological advances in manned and unmanned vehicles, along with breakthroughs in satellite
technology and computer equipment, have overcome some of the limitations of divers and diving equipment
for scientists doing research on the great oceans of the world. Without a vehicle, divers often became
sluggish, and their mental concentration was severely limited. Because undersea pressure affects their
speech organs, communication among divers has always been difficult or impossible. But today, most
oceanographers avoid the use of vulnerable human divers, preferring to reduce the risk to human life and
make direct observations by means of instruments that are lowered into the ocean, from samples taken from
the water, or from photographs made by orbiting satellites. Direct observations of the ocean floor can be
made not only by divers but also by deep-diving submarines in the water and even by the technology of
sophisticated aerial photography from vantage points above the surface of more than seven miles and cruise
at depths of fifteen thousand feet. In addition, radio-equipped buoys can be operated by remote control in
order to transmit information back to land-based laboratories via satellite. Particularly important for ocean
study are data about water temperature, currents, and weather. Satellite photographs can show the
distribution of sea ice, oil slicks, and cloud formations over the ocean. Maps created from satellite pictures
can represent the temperature and the color of the ocean's surface, enabling researchers to study the ocean
currents from laboratories on dry land. Furthermore, computers help oceanographers to collect, organize,
and analyze data from submarines and satellites. By creating a model of the ocean's movement and
characteristics, scientists can predict the patterns and possible effects of the ocean on the environment.
Recently, many oceanographers have been relying more on satellites and computers than on research

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ships or even submarine vehicles because they can supply a greater range of information more quickly and
more effectively. Some of humankind's most serious problems, especially those concerning energy and
food, may be solved with the help of observations made possible by this new technology.
1. With what topic is the passage primarily concerned?
A. Communication among drivers B. Direct observation of the ocean floor
C. Undersea vehicles D. Technological advances in oceanography
2. The word "sluggish" is closest in meaning to ______.
A. very weak B. nervous C. confused D. slow moving
3. This passage suggests that the successful exploration of the ocean depends upon _____________.
A. vehicles as well as divers B. controlling currents and the weather
C. radios that divers use to communicate D. the limitations of diving equipment
4. Drives have had problems in communicating underwater because ___________.
A. they did not pronounce clearly
B. the water destroyed their speech organs
C. the pressure affected their speech organs
D. the vehicles they used have not been perfected
5. The word "cruise" could best be replaced by _________.
A. travel at a constant speed B. function without problems
C. stay in communication D. remain still
6. Undersea vehicles ______.
A. have the same limitations that divers have
B. are too small for a man to fit inside
C. make direct observations of the ocean floor
D. are very slow to respond
7. The word “information” is closest in meaning to _______.
A. samples B. photographs C. data D. articles
8. How is a radio-equipped buoy operated?
A. By operators outside the vehicle on a diving platform
B. By operators outside the vehicle in a laboratory on shore
C. By operators inside the vehicle in the part underwater
D. By operators outside the vehicle on a ship
9. Which of the following are NOT shown in satellite photographs?
A. The location of sea ice B. Cloud formations over the ocean
C. The temperature of the ocean's surface D. A model of the ocean's movements
10. The words “those” refers to _____.
A. vehicles B. problems C. ships D. computers
II. Read the passage and do the tasks that follow.
Nature or Nurture?
A
A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology,
Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey
instructions given by a 'leader' in a situation in which the subjects might feel a personal distaste for the
actions they were called upon to perform. Specifically, Milgram told each volunteer 'teacher-subject' that the
experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for
their mistakes would have a positive effect on the pupils' ability to learn.

B
Milgram's experimental set-up involved placing the teacher-subject before a panel of thirty switches with
labels ranging from '15 volts of electricity (slight shock)' to '450 volts (danger - severe shock)' in steps of 15
volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a
shock was to be administered, beginning at the lowest level and increasing in severity with each successive
wrong answer. The supposed 'pupil' was in reality an actor hired by Milgram to simulate receiving the

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shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements
and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to
ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule
governing the experimental situation of the moment.

C
As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the
teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and
beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to
Milgram with questioning looks and/or complaints about continuing the experiment. In these situations,
Milgram calmly explained that the teacher-subject was to ignore the pupil's cries for mercy and carry on
with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the
sake of the experiment that the procedure be followed through to the end. His final argument was, 'You have
no other choice. You must go on.'  What Milgram was trying to discover was the number of teacher-subjects
who would be willing to administer the highest levels of shock, even in the face of strong personal and
moral revulsion against the rules and conditions of the experiment.

D
Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked
them to predict the average percentage of people in an ordinary population who would be willing to
administer the highest shock level of 450 volts. The overwhelming consensus was that virtually ail the
teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that 'most subjects would not
go beyond 150 volts' and they further anticipated that only four per cent would go up to 300 volts.
Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of
450 volts. Furthermore, they thought that only a lunatic cringe of about one in 1,000 would give the highest
shock of 450 volts.

E
What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up
to the 450-volt limit! In repetitions of the experiment in other countries, the percentage of obedient teacher-
subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast
discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and
what pressured, flustered, but cooperative teachers' actually do in the laboratory of real life?

F
One's first inclination might be to argue that there must be some sort of built-in animal aggression instinct
that was activated by the experiment, and that Milgram's teacher-subjects were just following a genetic need
to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-
core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous
trait, having been of survival value to our ancestors in their struggle against the hardships of life on the
plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient
animal ways.

G
An alternative to this notion of genetic programming is to see the teacher-subjects' actions as a result of the
social environment under which the experiment was carried out. As Milgram himself pointed out, 'Most
subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society -
the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust
and confidence in those who perform there. An action such as shocking a victim, which in isolation appears
evil, acquires a completely different meaning when placed in this setting.'

H
Thus, in this explanation the subject merges his unique personality and personal and moral code with that of
larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to
the service of malevolent systems of authority.

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I
Here we have two radically different explanations for why so many teacher-subjects were willing to forgo
their sense of personal responsibility for the sake of an institutional authority figure. The problem for
biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more
plausible. This, in essence, is the problem of modern sociobiology - to discover the degree to which hard-
wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with
their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the
biological basis of all behaviour.
Questions 14-19
Reading Passage 74 has nine paragraphs, A-I.
Which paragraph contains the following information?
Write the correct letter A-I in boxes 14-19 on your answer sheet.

14 a biological explanation of the teacher-subjects' behaviour  

15 the explanation Milgram gave the teacher-subjects for the experiment  
16 the identity of the pupils  
17 the expected statistical outcome  
18 the general aim of sociobiological study  
19 the way Milgram persuaded the teacher-subjects to continue 
Questions 20-22
Choose the correct letter A, B, C or D.
Write your answers in boxes 20-22 on your answer sheet.

20 The teacher-subjects were told that they were testing whether

    A a 450-volt shock was dangerous.
    B punishment helps learning.
    C the pupils were honest.
    D they were suited to teaching.

21 The teacher-subjects were instructed to

    A stop when a pupil asked them to.
    B denounce pupils who made mistakes.
    C reduce the shock level after a correct answer.
    D give punishment according to a rule.

22 Before the experiment took place the psychiatrists

    A believed that a shock of 150 volts was too dangerous.
    B failed to agree on how the teacher-subjects would respond to instructions.
    C underestimated the teacher-subjects' willingness to comply with experimental procedure.
    D thought that many of the teacher-subjects would administer a shock of 450 volts.

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Questions 23-26
Do the following statements agree with the information given in Reading Passage 74?
In boxes 23-26 on your answer sheet, write:
TRUE    if the statement agrees with the information
FALSE    if the statement contradicts the information
NOT GIVEN    if there is no information on this

23 Several of the subjects were psychology students at Yale University.  

24 Some people may believe that the teacher-subjects' behaviour could be explained as a positive survival
mechanism.
25 In a sociological explanation, personal values are more powerful than authority.  
26 Milgram's experiment solves an important question in sociobiology. 
PART FIVE. SENTENCE TRANSFORMATION (20 pts)
Rewrite each sentence in such a way that it means almost the same as the one printed before it. Use the
word in brackets.

1. Ann is proud of her ability to speak five languages fluently. PRIDES

Being
2. Please come as early as possible. BETTER
You should
3. “You have done an excellent job, Lucie,” said the teacher. CONGRATULATED
The teacher
4. They say that the computer is playing important part in modern life. ROLE
The computer
5. Shortly before my eighteenth birthday, I will go to university. STUDENT
By the
6. You can get the best discounts at our shop. OFFERED
It is

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