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TOEFLJunion Test Book Serial Number

il ilfilIItfltIlIfiflIiltIIrtIfi
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Test Book
for the
TOEF L l unior' Sta nda rd Test

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812867
 Listening Comprehension
The listening section has 42 questions. Follow along as you listen to the directions to the listening section.

Directions

In this section of the test, you will hear a teacher or other school staff member talking to students.
Each talk is followed by one question. Choose the best answer to each question and mark the letter
of the correct answer on your answer sheet. You will hear each talk only one time.

Here is an example'§ftj

What does the teacher want the students to do?

(A) Help a new classmate
(B) Prepare for gym class
(C) Welcome a guest speaker
(D) Retr¡rn books to the library

The correct answer is (A), "Help a new classmate."

Here is another example: & I

What will the students probably do next?

(A) Sing a song
(B) Listen to some music
(C) Choose instruments to play
(D) Discuss the life of a musician

The correct answer is (B), "Listen to some music."

Go on to the next page, and the test will begin with question number one.

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 PART 1
1. What will the students probably do
next?
(A) Run in a race
t (g) sit down and rest
(C) Drink some water
(D) Stretch their muscles
2. What is the teacher explaining?
(A) Who a substitute teacher will be
(B) What students will do in class
tomorrow
(C) Where an upcoming class trip will be
(D) How to do a book report assignment
3. What is the purpose of the talk?
(A) To remind students to leave extra time
to get to school because of the weather
(B) To inform students of how the weather
will affect the school's schedule
(C) To ask students not to use the school's
main parking lot during bad weather
(D) To tell students that all after-school
activities are canceled due to the weather
-4-
4. What will the students do today?
(A) Read different types of newspaper
articles
(B) Edit articles for the newspaper
(C) Learn about the process for writing
articles
(D) Discuss suggestions for renaming the
newspaper
5. What is the teacher explaining?
(A) What students need to do to prepare
' for a presentation
(B) How to build a bridge out of
newspaper
(C) Where to find materials for a class
activity
(D) Why students cannot begin a project
today
6. What is probably true about the spring
concert?
(A) It will feature community music
groups.
(B) It will take place in the school
auditorium.
(C) Students will be organizing it.
(D) The audience will be larger than last
year's audience.
GO ONTOTHE NEXT PAGE
 PART 1

7. What is the purpose of the talk? 10. What will the students probably do
next?
(A) To explain a future assignment
(B) To inform students of a school trip (A) Have a discussion
(C) To describe what students will do in (B) Give presentations
class (C) Pick partners
(D) To remind students to set up the (D) Ask the teacher questions
school art gallery

1L. What is the talk mainly about?

8. What does the tour guide suggest that
students do?
(A) Stay in groups during the tour
(B) Remain quiet while visiting the center
(C) Look for small mammals that may be
hiding
(D) Record the noises that small mammals
make
(A) New additions to the school lunch
menu
(B) A new recycling program in the
. cafeteria
(C) Instructions for eating outside
(D) A schedule for cleaning the courtyard

9. What is the purpose of the talk?

(A) To explain the summer book-club
policies
(B) To apologize that the library will be
closed for the summer
(C) To remind students about returning
books before the break
(D) To announce the winner of a reading
contest

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 PART 1

Now you will hear some conversations. Each conversation is followed by three or more
questions. Choose the best answer to each question and mark the letter oi th" correct
answer on your answer sheet. You will hear each conversation only one time.

12. What is the conversation mainly 14. Who is Ms. Abrams'friend?

about?
(A) A dentist
(A) A famous astronomer
(B) An astronomer
(B) A research project
(C) A medical docror
(C) A favorite class
(D) An English teacher
(D) A field trip

15. What will the boy and girl probably do

13. Why does the girl mention her dentist after school?
appointment?
(A) Ask their reacher abour a field trip
(A) To explain why she was not in school
(B) Finish a worksheer rogether
(B) To apologize for not turning in a
(C) Visit a science museum
permission slip
(D) Go to a baseball game
(C) To point out that she needs to talk to
the teacher
(D) To suggest that she may miss class
tomorrow

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 PART 1

16. Why does the teacher want to talk to 18. Which activity is the girl willing to
the girl? stop doing?
(A) To discuss her science grades (A) Taking music lessons
(B) To tell her about a new club (B) Attending Math League
(C) To ask about her music class (C) Playing basketball
(D) To talk about a basketball game (D) Writing for the school newspaper

17. What does the girl imply when she 19. Why does the teacher offer to write a
says, "On Wednesdays-oh no, that's note for the girl?
too bad, Mr. Conway"?
. (A) She might be late to a music lesson.
(A) She has a science test on Wednesday. (B) She has to stay after school.
(B) She can't attend a new club on (C) She is going to miss Math League.
Wednesday.
(D) She has to get permission from her
(C) She rescheduled her basketball game parents.
for Wednesday.
(D) She missed her music class on
Wednesday.

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 PART 1

20. What is the boy,s problem? 22. What does the boy mean when he say5,
. (A) He needs help with his homework. "Wow. You were at the math
competition"?
(B) He does not know where the library is
(C) He does not have enough time to eat (A) He is happy because the math conrest
lunch. was moved to another school.
(D) He needs help preparing for the math (B) He is sure he knows where the girl
competition. was last week.
(C) He is impressed that the girl is so good
at math.
21. Why does the girl mention her science (D) He thinks the girl should have studied
homework?
. harder for her math class.
(A) To find out when the science
assignment is due
23. Where will the boy and girl meet?
(B) To explain why she cannor help rhe
boy immediately (A) At the library
(C) To give an example of a subject that (B) In the cafeteria
she finds difficult (C) In the science room
(D) To let rhe boy know that she likes (D) At the math comperirion
science better than math

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PAG E
 PART 1

24. What are the boy and girl mainly 26. What does the girl mean when she
discussing? says, "And remember, the show isn't
i until next week"?
(A) Preparing a group presentation for
social studies class (A) The decorations are already finished.
(B) Decorating for an upcoming school (B) She has time to teach a new person her
dance part.
(C) Advertising for a school show (C) She will return to school after next
(D) Solving a problem with a singing group weekend.
(D) The date for the school event cannot
be changed.
25. What does the girl say she is doing
next Friday after school?
27. What will the boy probably do at
(A) She is leaving to visit her lunchtime?
grandmother.
(B) She is traveling with the concert band. (A) Attend a talent show
(C) She is going on a field trip with her (B) Speak to his social studies teacher
class. (C) Meet the girl's friend
(D) She is participating in a competition in (D) Practice with the school band
another town.

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 PART 1

Now you will hear some talks and discussions about academic topics. Each talk or
discussion is followed by three or more questions. Choose the best answer to each question
and mark the letter of the correct answer on your answer sheet. You will hear each talk or
discussion only one time.

28. What is the talk mainly about?
(A) Special features of a type of tree
(B) Different types of trees that grow in
salt water
(C) Various habitats where trees can grow
(D) Different kinds of root systems used
by trees
30. What happens to the extra salt in
mangrove trees?
(A) It is absorbed into the soil through the
, roots.
(B) It is sent to leaves that will drop off.
(C) It is used as a food source for young
trees.
(D) It evaporates through the tree bark.

29. Why does the teacher mention desert

plants?
(A) To give an example of plants that save
water
(B) To describe the habitat where
mangrove trees are found
(C) To illustrate how mangrove trees get
oxygen from water
(D) To compare the appearance of
mangrove trees to desert plants
31. What does the teacher say is unusual
about mangrove tree roots?
(A) They are not attached to soil.
(B) They take in food directly from the
water.
(C) They grow leaves which take in air.
(D) Some of them grow above the water.

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 PART 1

32. What is the discussion mainly about? 34. According to the teacher, what was
probably used to make the original
(A) The history of a sport lacrosse balls?
(B) The shape of a sport field
(A) Leather
(C) The differences between two sports
(B) Rubber
(D) Why the class cannot play a certain
sport (C) Wood
(D) Metal

33. What does the teacher suggest about

early Native American lacrosse games?
(A) They resulted in many broken sticks.
(B) They could take a long time to finish.
(C) They were very similar to today's
games.
(D) They were often a part of important
ceremonies.
35. What will the teacher probably do
next?
(A) Set up the lacrosse goals
(B) Explain the rules of lacrosse
(C) Show the students a lacrosse game
(D) Pass out lacrosse sticks to the students

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 PART 1

36. What is the main topic of the talk? 38. What does the teacher suggest was
hard for early humans to do at first?
. (A) The dangers of fire to humans
(B) The importance of fire to early (A) Use stone tools
humans (B) Work together
(C) Ways people used fire to defend (C) Find food
themselves (D) Start fircs
(D) How early humans used fire to make
tools
39. What problem did early humans Iearn
to cope with?
37. According to the teacher, why did
early people gather large stones? (A) The threat of wild animals
(B) Keeping food from spoiling
(A) To protect a fire
(C) Changes in weather conditions
(B) To oeate cooking tools
(D) Conflicts in neighboring villages
(C) To sharpen their weapons
(D) To build walls around rheir villages

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 PART 1

40. What is the talk mainly about?
(A) The possible origin of certain chess
pieces
(B) The popularity of chess around the
world
(C) How chess was played in ancient
times
(D) How chess pieces changed over time
42. What is probably true about Icelandic
craftsmen?
(A) They sold their carvings all over
Europe.
(B) They only made carvings of small
animals.
(C) They often worked in groups.
(D) They were highly skilled.

41. Where were the Lewis Chessmen

discovered?
(A) At the bottom of the Atlantic Ocean
(B) In a village in Iceland
(C) Inside a castle in Norway
(D) On a beach in Scotland

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 Language Form and Meaning

Directions

In this section of the test, you will answer 42 questions found in several different texts. Within each
text are boxes that contain four possible ways to complete a sentence. Choose the word or words in
each box that correctly complete each sentence. Marli the letter of the correct answer on your
answer sheet.

Here are two sample questions

(A) stitl
1. The idea that rocks last forever and that rócks
(B) very
(C) change
quite
@) never

is not completely true. If you have ever stood next to a rushing river, you

(A) saw
2.
(B) seen
(C) are seeing the water hammering away at the rocks
(D) may have seen

The correct answer to Sample I is (D), "never.', The correct answer to Sample 2 is (D), .,may
have seen."

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 PART 2

Questions 1-4 refer to the following e-mail.

Dear Josie,

1. (A) Havehadyour
(B) Are you having
a copy of the band concert music that we received earlier today? I can't find
(C) Do you have
(D) Can have your

2. (,\) anywhere,
(B) nowhere,
mlne and I really want to practice my part for the concert. Could you please
(C) everywhere,
(D) somewhere,

3. (A) to give
(B) giving
me a call if you have an extra copy? I'll pick it up at your house
(C) give
(D) given

4. (A) sooner than

(B) as soon as
I can
(C) soonest
(D) soon

Thanks!

Sonja

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 PART 2

Questions 5-8 refer to the following announcement.

5. (A) order
(B) search
Students who would like to use a locker for the upcoming school year should
(C) speak
(D) plan

6. (A) where
(B) which
to their homeroom teacher. Students should provide their ówn lock, must be
(C) who
(D) what

approved by the principal. Students are responsible for keeping their lockers clean and tidy, and

7. (A) empty
(B) emptying
lockers should by students every Friday after school.
(C) be emptied
(D) have emptied

8. (A) Do not please keep

(B) Please do not keep
valuables or food in your locker ovemight.
(C) Do not keep please
(D) Do please not keep

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 PART 2

Questions 9-12 refer to the following announcement.

9. (A) poetry?
(B) poetically?
Are you a young Would you like to share your poems with the school?
(C) poet?
(D) poem?

10. (A) enter

(B) to enter
Consider York Middle School's poém contest! The best poem will
(C) enters
(D) entering

1 1. (A) be printed
(B) printing
in the school newspaper, and its writer will receive afree pizza
(C) have been printed
(D) printed

12. (A) at
(B) to
lunch in the cafeteria. To enter, please give your poem Mr. Eze, the English
(C) of
(D) for

teacher, by this Friday.

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 PART 2

Questions 13-19 refer to the following passage.

Today, millions of airplane flights take place worldwide. But back in the early 1900s, people
could

13. (A) passengers that could carry

(B) that carry passengers could
only dream of machines through the air quickly and
(C) passengers could carry that
(D) that could carry passéngers

comfortably. The idea of commercial air travel began in 1913, when Russian engineer

14. (A) design

(B) designed
Igor Sikors§ the frst passenger airplane and took several people on a test
(C) designing
(D) designer

flight. Although the flight was successful, Sikors§,s airplane was never able

15. (A) carry

(B) carrying
a paying customer. Commercial air travel truly began the next year
(C) to carry
(D) bV carrying

when individuals in the United States began paying pilot Tony Jannus for trips

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 PART 2

16. (A) without

(B) against
the Tampa Bay in the state of Florida. Jannus' service was popular, but it
(C) during
' (D) across

never made money because he could carry only one passenger at a time! Soon afterward, larger

17. (A) successful as

(B) successful than

airlines that could carry more people proved to be Jannus had
(C) more successful than
(D) the most successful

18. (A) describe

(B) offer
been. In 1920, companies in the Netherlands and Australia began to the
(C) contain
(D) believe

short-distance coÍrmercial air travel that is still available today. Eventually, by 1928,

19. (A) it was

(B) what was
possible for travelers to pay for a safe and reliable trip across the
(C) there was
(D) was

Atlantic Ocean.

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 PART 2

Questions 20-26 refer to the following passage from a history textbook.

People's views on fashion are constantly changing. Therefore, what is considered appropriate for a

man or a woman to wear today may be different from the past and probably will not be the same in

20. (A) One example is taken,

(B) To take one example,
the future. shoes with high heels are often associated with
(C) It takes one example,
(D) Examples take one,

21. (A) another

(B) much
women. In the past, however, types of shoes were actually worn by men. In
(C) these
(D) that

22. (A) show

(B) appear
ancient Greece, for instance, male actors wore high-heeled shoes to taller on
(C) happen
(D) create

23. (A) the pretend world

(B) pretends the world
stage. While Greek men did this in of the theater, Roman men
(C) the world pretends
(D) to pretend the world

relied on high heels for very practical reasons. The Romans wore high heels to keep their feet

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 PART 2

24. (A) step,

(B) spot,
above the away from the mud and garbage in the streets. Later, high heels
(C) way,
(D) ground,

25. (A) when that was

(B) was that when
became a mark of privilege, and both men and women of the
(C) when was that
(D) that was when

aristocracy wore them to show their high place in society. Nowadays, high heels are most often

26. (A) commonly

(B) commoner
worn for aesthetic purposes, and they are associated with women's
(C) commons
(D) common

fashion.

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 PART 2

Questions 27-34 refer to the following passage.

27. (A) develop

(B) to develop
Many of the principles of modern science centuries ago in the Islamic
(C) developed
(D) devetoping

28. (A) by
(B) near
world. Scientists in the Islamic world used a wide range of traditions many
(C) from
(D) between

parts of the world to make significant scientific advancements. One of the

29. (A) so important

(B) as important
contributions was the translation of mathematical, medical, and
(C) too important
(D) most important

30. (A) Any

(B) Little
astronomical texts from various languages into Arabic. scientists in Europe
(C) Many
(D) Almost

had never before seen these texts, and the Arabic translations made it possible for these texts to

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 PART 2

31. (A) Science grew

(B) Science has grown
survive and travel around the world. occurred in regions
(C) The growth of science
(D) It is true that science grew

across the Islamic world including Spain, the Middle East, Asia, Ottoman Turkey, and India. This

32. (A) diversely a community

(B) a community is diverse
widespread Islamic scientific community was and
(C) a very diverse community
(D) more diverse than a community

included people from various backgrounds who communicated with one another in Arabic. In fact,

33. (A) that we use today

(B) we today that use
much of the scientific and mathematical language comes from
(C) use that today we
(D) we use that today

34. (A) origin

(B) original
Arabic. We can see üis in the following words that came from Arabic:
(C) originate
(D) originally

algebra, chemistry, zero, almanac, and many others.

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 PART 2

Questions 3542 refer to the following passage.

35. (A) know

(B) known
Of all of the large wild cats, the cheetah is the most well for its
(C) knowledge
(D) knowledgeable

speed. Typically, a cheetah can run up to 70 miles per houtAt its highest speeds, it can run

36. (A) the fastest

(B) faster than
a horse or a greyhound. The cheetah's speed is the result ofits special
(C) faster
(D) fast

37. (A) patterns

(B) symbols
physical and strengths. To begin with, its leg muscles are so strong
(C) solutions
(D) characterisrics

38. (A) aim

(B) appear
and powerful that they help the cheetah its top speed in three strides
(C) reach
(D) jump

Moreover, those muscles are very lean and thin so that the legs do not need

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 PART 2

39. (A) carry

(B) carrying
much weight. Besides those muscles, the cheetah has an extremely
t (C) to carry
(D) to be carried

40. (A) not connect

(B) are not connecting
flexible spine because its shoulder bones to its collarbones. This
(C) not to be connected
(D) are not connected

41. (A) without having to slow down.

(B) having to slow down without.
allows the cheetah to make a sharp tum Unlike other
(C) slow down without having to.
(D) to slow down without having.

42. (A) who

(B) which
kinds of wild cats, their feet are hard like rubber and flat, gives the cheetah
(C) what
(D) that

a strong grip on the ground when it is running very fast.

-)\- STOP
NO TEST MATERIAL OI\ THIS PAGE

-26-
 Reading Comprehension

Directions

In this section of the test, you will read several texts and answer 42 questions. Choose the correct
answer to each question and mark the letter of the correct answer on yotu answer sheet.

Before you stafi, read the sample text and the questions below.

Sample Text

The Golden Gate Bridge is a famous bridge in San Francisco. The bridge has
a red color, but gray clouds often surround it. On clear days people come to
take pictures of the bridge. The pictures show the grcen hills next to the bridge
and the blue water under it.

Sample Question I
What is the text mostly about?
(A) Gray clouds
(B) San Francisco
(C) A famous bridge
(D) Taking photographs

The correct answer is C, 'A famous bridge."

Sample Question 2

What color is the Golden Gate Bridge?

(A) Red
(B) Green
(C) Blue
(D) Gray

The correct answer is A, "Red."

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 PART 3

Questions 1-4 refer to the following schedule.

Schedule for School Trip to Wild Animal Center
Wednesday, March I
Note: lf you do not want to buy lunch at the center's cafeteria, please bring your own lunch from home.

Wednesdav Morning
10:00 e.lt. - Meet at main entrance in front of school and then leave by bus
1 1:30 e.u. - Arrive at Animal Center and eat in cafeteria.

Wednesday Afternoon
12:30 p.lrl. - Whale Room: See pictures and watch videos of different fpes of whales.
p.lt¿. Butterfly Room: Look and learn about the many butterflies from all over the world.
1:30 -
3:00 p.lr¡. - Dolphin Room: Learn about dolphin behavior by watching dolphins swim together.
3:30 p.u. - Bird Room: See the recently rescued owl named Thunder and listen to a talk by an expert on
wild birds.
4:00 p.lt¿. Reptile Room: See and hold some reptiles from local area.
-
5:00 p.tr¿.
- Visit the Wild Animal Center Gift Shop for books, postcards, and other souvenirs.

Wednesdav Evening
p.Ivt. Go back to school by bus.
5:30 -
6:00 p.u. - Arrive back at school entrance, where parents will be waiting for you!

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 PART 3

1. Where will students meet on 3. Where will students meet an animal

Wednesday morning? that just arrived at the center?
(A) At the cafeteria (A) The Butterfly Room
(B) At the school bus stop (B) The Dolphin Room
(C) At the school entrance (C) The Bird Room
(D) At the Wild Animal Center (D) The Reptile Room

2. When will students watch a movie? 4. Which type of animals will the
students be able to touch during their
(A) 12:30 r.u visit to the center?
(B) 1:30 e.u.
(A) Butterflies
(C) 3:00 r.u.
(B)'Dolphins
(D) 5:00 P.tvt.
(C) Birds
(D) Reptiles

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 PART 3

Questions 5-8 are about the following e-mail.

To: Spanish Club

From: Alberto Alvarez
Subject: Exchange program
i Sent: February 10, 11:30 n.ru.
Dear Spanish Club members:
I've got some wonderful news! The two-week student exchange program between
our school and Montevista Middle School in Mexico City has been approved by our
un¿ SChool district. As a result, on March 19, eight students from Mexico City will arrive
s here. That means Spanish Club members only have a few weeks to help prepare the
host families for their Mexican guests. Each host family will receive the Guidelines
for Hosttng Exchange Students. After they review it, they need to sign the official
agreement and return it to me before the end of the month.
Meanwhile, we should also plan some fun weekend activities to do with the visitors,
¡o such as seeing a play or taking a tour of the city. I'd like your ideas on this. Of
course, we will have a big welcome party here at the school the day our guests
arrive, so I will be asking members of the Spanish Club to help out with that, too. We
can discuss our plans in more detail at our next meeting.

See you then!

Mr. Alvarez

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 PART 3

5. Why does Mr. Alvarez write the 7. What opinions does the teacher hope
e-mail? the club members can give him?
(A) To ask for volunteers to host a club (A) Where to go for a trip
': event (B) When to meet with parents
(B) To announce a change oflocation for a (C) What to do on the weekends
meeting (D) How to raise money for events
(C) To tell club members about a trip to
Mexico
(D) To discuss preparations for visiting 8. Why does Mr. Alvarez mention a
students party?
(A) To emphasize the importance of being
prepared
6. In line 7, the word they refers to
' (B) To inform host families where to pick
up students
(A) host families (C) To tell Spanish Club members that he
(B) Mexican guests will need their help
(C) school district leaders (D) To encourage Spanish Club members
(D) Spanish Club members to bring their families

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 PART 3

Questions 9-12 are about the following e-mail.

To: Marco Hader

From: Nadia Ross
; Subject: Science Class
Sent: September 6, 9:05 e.u.

Hi Marco,
I hope you enjoyed your first week at our schooM enjoyed talking with you in
science class. I know it can be intimidating to start at a different school. I also
¿¡n¿ transferred here from a different school a couple of years ago, and I remember
s feeling so nervous! But don't worry, I'm sure you'll make new friends soon enough.
I certainly did.
Our science teacher, Ms. Applebaum, said we should decide. on our lab partners by
the beginning of next week. Do you want to be my lab partner?
Also, I'm the president of the science club, and we have our first meeting coming up
t0 nexfweek. You should come to the meeting! The club is a great way to meet new
people, take some fun trips, and do neat experiments.
I hope you have fun this weekend exploring town with your parents! You should
definitely stop by the library and also Greenfield Park-there's a great outdoor
market there on weekends. See you in class next week!

Sincerely,
Nadia

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 PART 3

9. What does Nadia ask Marco in the 1L. What is probably true about Marco
e-mail? and Nadia?
(A) If he wants to work with her (A) They are both in the science club.
(B) If he is going to transfer to a new (B) They are in the same science class.
school (C) They live in the same neighborhood.
(C) If he has the right materials for a (D) They attended the same school several
homework assignment yeafs ago.
(D) If he has met the other students in the
science club
12. Why does Nadia mention Greenfield
Park?
10. In line 3, the word intimidating is
closest in meaning to _.
(A) To suggest a weekend activify for
Marco
(A) boring (B) To explain where the public library is
(B) strange located
(C) exciting (C) To give an example of a science club
(D) scary activity
(D) To discuss an experience Nadia had at
her old school

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 PART 3
Questions 13-19 are about the following article.
On May 3, students of Red Hill Middle School
hosted another successful annual art fair for the
school ánd community.
Line The event, organized as a partnership between the
s student council and Mr. Farley's art classes, brought
hundreds ofpeople to the school to create and
celebrate art. It included, among other things, an
exhibition of the students' artwork and a poster
competition open to all middle school students.
t0 The theme for the poster competition this year
was "Life in Red Hill." In their posters, participants
had to render the life of their community, Red Hill,
using any technique they preferred. Some students
chose to paint, some made collages, and others took
rs photos of their favorite town spots. The winning
poster will soon hang in the main hall of the school
with all the past years' winners. The rest of the
posters, more than one hundred, will be hung
around town in places like the local library, the
20 cornmunity center, and many stores around town for
everyone to enjoy them.
For the very first time, the event also included
activities for the students' siblings, parents, and
grandparents. Maria Lopez, president of the student
zs council, explainedhow all ofthe student organizers
worked together to introduce new acüvities this
year. "Last year was great, but we knew we could
still improve this year's event. Even though the art
fair is run by middle school students, it's a public
i0 event, and we want people of all ages to feel
welcome and feel engaged," said Lopez.
One of the new activities this year was the
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painting lesson given by a famous local artist. "I
was so excited to get a painüng lesson from Anna"
:s Stevenson! We didn't get to do that last year," said
student Derek Aarons. 'And I wasn't the only one!
In fact, Ms. Stevenson had to teach many more
people than she expected. I think just as many
parents as students signed up for the painting
¿o lesson. It's a good thing we were painting outside,
because we never would have fit in a classroom!"
The different activities and art lessons attracted
many people who had never been to the event
before, including Sunil D'Souza, a Red Hill Middle
¿s School parent whose children entered the poster
competition. "I loved watching my children
participate in this event. They enjoyed the art and
felt inspired to create their own," said Mr. D'Souza.
'oWe'llhang up their paintings from today to make
50 our house more colorful. This event is a wonderful
way for us to enliven not only our home, but also
our town."
Principal Deighan was in agreement. "I'm so
proud of our students. They've been at it all spring
ss organizing the fair. They really did put a lot of time
and energy into this year's event, and their efforts
will continue to be felt throughout our town."
Those who were unable to attend the event can
still see the fulIart exhibition. The Red Hill school
ao lobby will display the student art for the remainder
of the school year. The exhibition highlights some
of the best artwork produced by students throughout
the year, including paintings, drawings, ceramics,
and mixed media artwork.
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 PART 3

13. What is the best headline for the 17. What was probably true about the art
article? lesson?

(A) Town Festival Opens Doors to (A) It was only open to students.
; InternationalArtists (B) It took place in the art classroom.
(B) Middle School Students Bring Art to (C) It was very popular.
the Community (D) It was taught by the school art teacher.
(C) Local Student Invents Different Art
Technique
(D) Middle School Introduces New Art 18. Who attended the event for the first
Building time?
(A) Maria Lopez
14. In line 21, the word them refers to (B). Derek Aarons
(C) Sunil D'Souza
(A) posters
(D) Principal Deighan
(B) stores
(C) winners 19. Why should people visit the school
(D) students lobby before the end of the school
year?

15. Who is Anna Stevenson? (A) To give suggestions for next year's
event
(A) An artist (B) To sign up for an art class
(B) A middle school principal (C) To purchase a poster
(C) A journalist (D) To enjoy student art
(D) A student

16. In line 51, the word enliven is closest in

meaning to _.
(A) move
(B) brighten
(C) open
(D) understand

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 PART 3

Questions 20-26 are about the following story.

Mia was so excited about attempting to enter the writing competition sponsored by
the town newspaper that she could hardly sleep. "Why not give it a shot?" she thought to
herseH. She had always wanted to be a famous writer. Mia loved the stories of local
r¡ne ?trfhor Esther Choudari and often wrote stories just like those of her role model-stories
s in which animals of the fields and forests were the main characters who thought,
dreamed, and lived just like people.
When she arrived home from school, Mia sat down at her desk to start writing a story
for the competition. She tried to brainstorm ideas for the plot of her story but she
couldn't think of anything. She was too üstracted by a group project that had been
.ro assigned at school. She was concerned about dividing all the work evenly between the
classmates in her group and finishing on time.
Mia breathed deeply and forced herself to focus. She began writing about a group of
animals working together, just like her school group. She wrote about squirrels gathering
acorns for the winter. Each squirrel played a different role and each one was important,
rs just like each classmate in her group. She looked over her story and smiled, feeling
better about her story and her school assignment.
That evening when Mia went downstairs, her mother was reading the newspaper.
"Mom, did you see that the newspaper is having a writing competition?" she asked. Her
mother flipped through the newspaper until she found the announcement for the
zo competition. She read the rules and said, "Mia, why don't you submit one of your
stories?" Mia had brought the story she had just finished with her. She gave it to her
mother to read. When Mia's mother finished reading, she said, "Oh, Mia! Let's get an
envelope and a stamp and I'll mail it in to the newspaper first thing tomorrow morning!"
Mia thought about the writing competition every day. The group assignment in school
25 went smoothly, but Mia still felt the days dragging. After school, she hurried home to
open the mailbox and see if she had received any mail relating to the competition.
Finally, Mia received a letter. She wanted to see what was inside, but she was also
apprehensive. What if her story didn't win? She opened the envelope slowly and
unfolded the letter. "'We are pleased to inform you that we have selected your story as
so the winning submission!" the letter began. Mia couldn't believe it! She thought that her
life couldn't get any better at that moment until she scanned to the bottom of the letter.
There she saw, with great delight, that the letter was signed by the competition judge, E.
Choudari.

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 PART 3

20. What is the best title for the story? 24, ln line 23, it refers to _ .

(A) Letter to a Role Model (A) an assignment

(B) The Writing Competition (B) a story
(C) Meeting a Famous Author (C) an announcement
(D) A School Project on Squirrels (D) a newspaper

21. ln line 2, the expression give it a shot 25. Why does Mia hurry home after
is closest in meaning to _. school?
(A) try (A) To write more stories
(B) change (B) To ñnish a homework assignment
(C) call (C).To read the newspaper
(D) finish (D) To look for a letter

22. What does Mia like about the stories 26. ln line 28, the word apprehensive is
of Esther Choudari? closest in meaning to _.
(A) They are easy to read. (A) happy
(B) They are about young people. (B) thanktul
(C) They have animal characters that (C) worried
behave like humans. (D) sad
(D) They have beautiful descriptions of
fields and forests.

23. What does Mia's mother probably

think of Mia's story?
(A) It is a well-written story.
(B) It is a very long story.
(C) It is a story about the family.
(D) It is a story she has read before.

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 PART 3

Questions 27-34 are about the following story.

For the first time in years, Tariq was not playing soccer in the fall. He had hurt his leg
during a hiking trip over the summer, and his doctor said it needed time to heal and gain
strength. So instead of practicing with his teammates every day after school, Tiariq would
rine So straight home and do his homework. His grades were improving, but he really missed
s playing soccer.
The night before the first game of the season, Tariq's parents came into his room
while he was studying. "We're so proud of how hard you've been working, Tariq,,, his
father said. "We know it's hard for you not to be playing soccer this year.,,
"But tomorrow's the first game of the season," his mother said. ,,you should be there,
ro supporting your teammates."
Tiariq sighed. "I don't know if I can," he explained to his parents. ,,Every time I see
my friends playing, I want to jump up and join them, and I get mad about my leg.,,
His mother smiled. "Maybe you can find a way to.have fun while you're sitting on the
bench."
ts Tariq thought about that. "I might have an idea," he said slowly.
The next morning, Tariq dressed in an orange sweatshirt, white and orange sneakers,
and greenjeans, since orange and green were his school's colors. He also put on a green
hat, which he could wear outside but would keep in his backpack during the school day.
Right before he left, he made a small sign that said, "Come Cheer On the Soccer Team
zo after School Today! We Need LOUD, PROUD Fans to Encourage Our Team!',
When Tariq arrived at school, he unpacked his books right away. Then he walked
through the school building, holding up his sign. The hallways were full of students, and
many of them turned to look at his colorful outfit and read his sign. They smiled and
laughed in a friendly way, which made Tariq happy.
2s By lunchtime, nearly the whole school had seen "the boy in orange and green.',
Students Tariq had never met came to ask him what time the soccer game was and if
they could sit near him.
Tariq's friends on the team were the most excited of all. ,,people never talk this much
about our games!" his friend Kyle said. "I can't wait until the game today.,,
30 When the bell rang, students left the school building and headed toward the soccer
field, talking excitedly. They filled the seats and sat on the grass when the benches
became full. Once the game began, they watched every moment, chanting and singing to
encourage the team. And in the middle of them all was Tariq, dressed in orange and
green. He had so much fun that he forgot he was only a spectator and not actually
;s playing in the game.
The soccer team won their game, and Tariq's teammates all asked if he could bring a
crowd each week. "Don't worry," Tariq told them. ',We were loud and proud this time,
but we're going to be even louder and prouder next time.,,

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 PART 3

27. What is the best title for the story? 32. ln line 28, why does the author write,
(A) Tariq's Final Game ls friends on the team were the
most excited of all"?
(B) A Special Gym Class
(C) Tariq Helps rhe Team (A) To illustrate how worried Tariq,s team
(D) Joining the Soccer Team is about losing the game
(B) To suggest how successful Tariq,s idea
is
28. In line 2, the word it refers to (C) To show how Tariq's team feels about
playing without him
(A) leg (D) To explain what the team usually does
before a game
(B) trip
(C) summer
(D) soccer 33. What is probably true about the
people watching the soccer game?

29. What do Tariq,s parents want him to (A) They are mostly family members of
do? the players.
(B) They are mostly studenrs who used to
(A) Go to bed early play soccer.
(B) Study for an importanr tesr (C) They are greater in number than last
(C) Try out for a different sport season.
(D) Attend the frst soccer game (D) They are all wearing the school,s
colors.

30. What does Táriq NOT wear inside the

school? 34. In line 34, the word spectator is closest
in meaning to _.
(A) An orange sweatshirt
(B) White and orange sneakers (A) watcher
(C) Green jeans (B) player
(D) A green har (C) catcher
(D) performer

31. In line 19, the expression .,Cheer On,,

is closest in meaning to --.
(A) speak up
(B) support
(C) turn on
(D) advertise

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 PART 3

Questions 3542 are about the following passage.

When the city of Rome was founded, it was small, and it grew enough of its own food
to meet its needs. But as Rome grew larger, it was necessary to look outside the city to
- feed the ever greater numbers of people living there. Most food had to be brought from
Line fefirtoies as far away as Greece, Spain, and even Egypt.These places provided Rome
s with grains and other foods that could last a very long time and remain edible even after
a long journey. Soon Rome began to buy goods like salt from the north of Europe and
olive oil from Greece, while it focused on growing fruit and other foods that spoiled
easily at home.
However, bringing food from such faraway places created a serious problem. Food
ro carried in great amounts was heavy, requiring many animals to pull wagons loaded with
goods. By the time these wagons reached Rome, most of the goods being carried had
been fed to the animals, and what was left of them was often too little to make the long
journey worthwhile. Ancient Roman traders could not affor<i such a means of
transportation and had to look for cheaper ways to import their food. The obvious
rs solution was to move goods by merchant ships. Unfortunately, ships presented
challenges of their own.
Shipping goods around the Mediterranean was perilous, especially during the winter,
when the weather was most unpredictable. Even in the spring and fall, the sea often
threatened to greet sailors with violent storms. Thus the weather left traders no choice
zo but to use the summer as the only safe season of the year for shipping goods.
The merchant ships of ancient Rome were also difficult to pilot. They had none of the
technology and equipment used to navigate modern ships. Most merchant ships were
propelled by a combination of wind power and oarsmen. Unfortunately, both methods of
propulsion could be problematic. Using sails required experienced and skilled sailors,
zs particularly during times when the weather was unpredictable. Sailors of merchant ships
were often not as skilled as those who manned military ships. In addition, the oarsmen
of merchant ships, often numbering more than one hundred, could make sailing difficult
if they did not row in unison. When oarsmen did not row well togethe¡ the result was
inefficient propulsion and, ultimately, slow-moving ships.
30 Another problem with moving goods by sea was that the city of Rome did not have an
adequate port. The nearest port at Ostia was too small for the purpose of unloading.
Large ships had to stop at a distance from the shore and have their load transferred onto
smaller boats. This led Emperor Claudius to order the rebuilding of Ostia to turn it into a
real harbor, big enough to serve large ships.

{É--
".*,a.

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 PART 3

35. What is the passage mainly about? 39. In line 12, the word them refers
to
(A) Buying and selling goods in ancient
times (A) traders
(B) Methods of growing food for ancient (B) wagons
Rome (C) goods
(C) The difficulties of transporting goods (D) animals
to ancient Rome
(D) The rise of the merchant ship in the
ancient world 40. According to the author, when did
ancient Romans usually transport food
by sea?
36. What is probably true about Rome's
need for food? (A) In spring
. (B) In summer
(A) It increased with the growrh of the
city. (C) In fall
(B) It depended on the season ofthe year. (D) In winter
(C) It caused foreigners to leave the city.
(D) It was recorded very carefully. 41. In paragraph 4, why does the author
mention sailors of military ships?

37. In line 5, the word edible is closest in (A) To compare them to sailors of
meaning to . merchant ships
(B) To give an example of sailors who
(A) old
were well paid
(B) expensive (C) To explain how the Roman military
(C) safe to eat protected merchant ships
(D) easy to move (D) To emphasize thar rhe Roman military
was better than any other military

38. According to the author, which food

was NOT traded with places outside of 42. What important order did the emperor
Rome? of Rome give?
(A) Salt (A) To ffansport goods using animals
(B) Fruit (B) To build larger boars
(C) Grains (C) To increase grain prices
(D) Olive oil (D) To enlarge a porr

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