SAMPLE READING TEST 1

READING (60 minutes)

Directions: In this section of the test, you will read FOUR different passages, each followed by 10
questions about it. For questions 1-40, you are to choose the 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. Answer all questions following a passage on
the basis of what is stated or implied in that passage.
PART ONE
There are a number of natural disasters that can strike across the globe. Two that are
frequently linked to one another are earthquakes and tsunamis. Both of them can cause a great
amount of devastation when they hit. However, tsunamis are the direct result of earthquakes and
cannot happen without them.
The Earth has three main parts. There are the crust, the mantle, and the core. The crust is the
outer layer of the Earth. It is not a piece of land. Instead, it is a comprise of a number of plates (5).
[A] There are a few enormous plates and many smaller ones. These plates essentially rest upon the
mantle, which is fluid. As a result, the plates are in constant-yet slow-motion. [B] The plates may
move away from or toward other plates. In some cases, they collide violently with the plates
adjoining them. [C] Over a long time, this tension may build up. When it is released, an earthquake
happens. [D]
Tens of thousands of earthquakes happen every year (7). The vast majority are so small that
only scientific instruments can perceive them (7). Others are powerful enough that people can feel
them, yet they cause little harm or damage. More powerful earthquakes, however, can cause
buildings, bridges, and other structures to collapse. They may additionally injure and kill thousands of
people and might even cause the land to change its appearance (7).
Since most of the Earth’s surface is water, numerous earthquakes happen beneath the planet’s
oceans (7,8). Underwater earthquakes cause the seafloor to move. This results in the displacement of
water in the ocean. When this occurs, a tsunami may form. This is a wave that forms on the surface
and moves in all directions from the place where the earthquake happened. A tsunami moves
extremely quickly and can travel thousands of kilometres. As it approaches land, the water near the
coast gets sucked out to sea. This causes the tsunami to increase in height. Minutes later, the tsunami
arrives. A large tsunami _ one more than ten metres in height _ can travel far inland. As it does that, it
can flood the land, destroy human settlements, and kill large numbers of people (10).

1. What is the passage mainly about?

A. How earthquakes and tsunamis occur.
B. Why tsunamis are deadlier than earthquakes.
C. When earthquakes are more likely to happen.
D. What kind of damage natural disasters can cause.
2. In paragraph 2, the word It refers to
A. the core. B. the mantle. C. the crust. D. the Earth.
3. In paragraph 2, the word it refers to
A. the tension. B. the rock. C. the movement. D. the earthquake.

4. The word adjoining in paragraph 2 is closest in meaning to

A. moving. B. appearing. C. bordering. D. residing.
5. Which of the following is true regarding the crust?
A. It is thicker on land.
B. It consists of many separate pieces.
C. It is between the mantle and the core.
D. It is the smallest of the Earth’s three layers.
6. In which space (marked [A], [B], [C] and [D] in the passage) will the following sentence fit?
The movement of the plates causes tension in the rock.
 A. [D] B. [C] C. [B] D. [A]
7. What is NOT true about earthquakes?
A. There are tens of thousands of earthquakes every year.
B. Earthquakes can be detected by scientific instruments only.
C. Some earthquakes may cause changes in the appearance of the land.
D. A large number of earthquakes happen underneath the planet’s oceans.
8. What is NOT a similarity between earthquakes and tsunamis?
A. Both of them can cause devastations. B. Both of them can kill a large number of people.
C. Both of them are natural disasters. D. Both of them only happen under water.
9. What is NOT mentioned in paragraph 4?
A. The formation of tsunamis B. The frequency of tsunamis
C. The damage caused by tsunamis D. The distance traveled by tsunamis
10. What can be inferred about tsunamis?
A. They do not kill animals.
B. They cannot travel inland.
C. They are more deadly than other disasters.
D. They can be deadly to people standing near shore.

PART TWO
RELIGION
From Comptons Interactive Encyclopedia
It has been said that thoughts of death lead necessarily to the development of religion. It is
difficult to imagine what need there would be for religion in a world in which no one ever died or
became ill. The literatures of all religions attempt to give answers to basic questions: From where did
the world come? What is the meaning of human life? Why do people die and what happens
afterward? Why is there evil? How should people behave? In the distant past, these questions were
answered in terms of mythology (12). In literature, they are dealt with in poetry. Modern sciences try
to investigate them.
As a word religion is difficult to define, but as human experience it seems to be universal. The
twentieth century German-born American theologian Paul Tillich gave a simple and basic definition
of the word. “Religion is ultimate concern.” This means that religion encompasses that to which
people are most devoted or that from which they expect to get the most fundamental satisfaction in
life. Consequently, religion provides adequate answers to the most basic questions posed above.
Four centuries earlier the German social reformer Martin Luther spoke in similar terms about
God. He stated that to have a god was to “have something in which the heart trusts completely (17).”
Putting Tillich’s and Luther’s definitions together, it is possible to see that religion does not
necessarily have to be involved with shrines, temples, churches, or synagogues. It does not need
complex doctrines or clergy. It can be anything to which people devote themselves that fills their lives
with meaning.
In Western civilization, religion has traditionally been defined as belief in and worship of one
god. This is true for Judaism, Christianity, and Islam (16). The statements by Tillich and Luther make
it clear, however, that such a definition may be too narrow. In original Buddhism in India and
Confucianism in China, there was no recognition of a supreme being. Both of these philosophies were
basically concerned with patterns of human behavior.
Regardless of definition, all religions (as the word is normally used) have certain elements in
common: rituals to perform, prayers to recite, places to frequent or avoid, holy days to keep, means
by which to predict the future, a body of literature to read and study, truths to affirm, charismatic
leaders to follow, and ordinances to obey. Many have buildings set aside for worship, and there are
activities such as prayer, sacrifice, contemplation, and perhaps magic.
Closely associated with these elements is personal conduct. Although it is possible to separate
ritual observances from moral conduct, worship has normally implied a type of relationship with a
god from which certain behavior patterns are expected to follow. A notable exception in history is the
official state religion of ancient Rome, which was kept separate from personal commitment and
morality.
 11. What aspects of religions does the passage focus on?
A. the rituals in different religions B. the meaning and elements of religion
C. the answers to basic questions D. the gods of different religions
12. What can be inferred from paragraph 1?
A. Religion plays a more important part in people’s lives.
B. All basic questions are answered by modern scientists.
C. The basic questions are answered in literature in the form of mythology.
D. If there were no illness and death there would be no need for religion to exist.
13. Why does the author mention the questions in paragraph 1?
A. To persuade readers to answer
B. To compare religion and mythology
C. To give the meaning to life
D. To explain the existence of religion
14. The word He in paragraph 3 refers to
A. God B. The German C. Martin Luther D. Paul Tillich
15. What is NOT true about religion in accordance with the American theologian Paul Tillich’s
definition?
A. People are dedicated to their religion.
B. People are worried about the ultimacy of religion.
C. Religion helps answer the most basic questions in life.
D. People hope their religion makes them more fundamentally satisfied with life.
16. Which of the following religions involves a supreme being?
A. Judaism B. Buddhism C. Confucianism D. Eastern religions
17. According to paragraph 3, what is the most necessary element of religion?
A. Complex philosophies B. Faithful believers
C. Places to worship D. Religious leaders
18. What is NOT a typical characteristic of ALL religions?
A. Religion involves ordinances to obey.
B. Religion means belief in supreme being.
C. Religion answers basic questions about life and death.
D. Religion can be anything that gives meaning to people’s life.
19. What can be inferred from the passage about religion?
A. Religion leads to conflicts among peoples.
B. Religion will be reformed in the near future.
C. Religion means many things to many people.
D. Religion will be separated from personal conduct.
20. Based on information in paragraph 6, which of the following statements is true about the official state
religion of ancient Rome?
A. This religion was not related to personal commitment.
B. This religion influenced the moral conduct of followers.
C. This religion specified the way people had to live their lives.
D. This religion influenced both personal behaviour and ceremony.
PART THREE

In the United States in the early 1800's, individual state governments had more effect on
the economy than did the federal government. States chartered manufacturing, banking,
mining, and transportation firms and participated in the construction of various internal
improvements such as canals, turnpikes, and railroads. The states encouraged internal
improvements in two distinct ways; first, by actually establishing state companies to build
such improvement; second, by providing part of the capital for mixed public-private
companies setting out to make a profit.
In the early nineteenth century, state governments also engaged in a surprisingly large
amount of direct regulatory activity, including extensive licensing and inspection programs.
Licensing targets reflected both similarities in and differences between the economy of the
nineteenth century and that of today: in the nineteenth century, state regulation through
licensing fell especially on peddlers, innkeepers, and retail merchants of various kinds. The
perishable commodities of trade generally came under state inspection, and such important
frontier staples as lumber and gunpowder were also subject to state control. Finally, state
governments experimented with direct labor and business regulation designed to help the
individual laborer or consumer, including setting maximum limits on hours of work and
restrictions on price-fixing by businesses.
Although the states dominated economic activity during this period, the federal
government was not inactive. Its goals were the facilitation of western settlement and the
development of native industries. Toward these ends the federal government pursued several
courses of action. It established a national bank to stabilize banking activities in the country
and, in part, to provide a supply of relatively easy money to the frontier, where it was greatly
needed for settlement. It permitted access to public western lands on increasingly easy terms,
culminating in the Homestead Act of 1862, by which title to land could be claimed on the
basis of residence alone. Finally, it set up a system of tariffs that was basically protectionist in
effect, although maneuvering for position by various regional interests produced frequent
changes in tariff rates throughout the nineteenth century.
21. What does the passage mainly discuss?
A. States's rights versus federal rights
B. The participation of state governments in railroad, canal, and turnpike
construction
C. The roles of state and federal governments in the economy of the nineteenth
century
D. Regulatory activity by state governments
22. The word “effect” in paragraph 1 is closest in meaning to
A. value B. argument C. influence D. restraint
23. All of the following are mentioned in the passage as areas that involved state governments
in the nineteenth century EXCEPT
A. mining B. banking C. manufacturing D. higher education
24. The word “distinct” in paragraph 1 is closest in meaning to
A. separate B. innovative C. alarming D. provocative
25. It can be inferred from the first paragraph that in the nineteenth-century canals and
railroads were
A. built with money that came from the federal government.
B. much more expensive to build than they had been previously.
 C. built predominantly in the western part of the country.
D. sometimes built in part by state companies.

26. The regulatory activities of state governments included all of the following
EXCEPT
A. licensing of retail merchants.
B. inspecting materials used in turnpike maintenance.
C. imposing limits on price-fixing.
D. control of lumber.
27. The word “setting” in paragraph 2 is closest in meaning to
A. discussing B. analyzing C. establishing D. avoiding
28. The word “ends” in paragraph 3 is closest in meaning to
A. benefits B. decisions C. services D. goals
29. According to the passage, which of the following is true of the Homestead Act of
1862?
A. It made it increasingly possible for settlers to obtain land in the West.
B. It was a law first passed by state governments in the West.
C. It increased the money supply in the West.
D. It established tariffs in a number of regions.
30. Which of the following activities was the responsibility of the federal government in the
nineteenth century?
A. Control of the manufacture of gunpowder
B. Determining the conditions under which individuals worked
C. Regulation of the supply of money
D. Inspection of new homes built on western lands

PART FOUR
MUSIC AND THE INDUSTRIAL REVOLUTION
The Industrial Revolution began with the introduction of steam power and mechanized
manufacturing in the second half of the eighteenth century. This quickly led to the innovations of
machine tools and factory assembly lines. Later, steam-ships and the railroad allowed supplies and
products to be transferred expeditiously to distant destinations. Roughly defined as the period from
1760 to 1830 and beyond, the Industrial Revolution utterly transformed the technologies and
economics of the world. But such changes were not simply limited to production; cultural institutions
were profoundly affected as well (32). A study of Western music during this time demonstrates how
thoroughly the consequences of the Industrial Revolution permeated people's lives.
Western music in the eighteenth and nineteenth centuries is categorized into two periods:
Classical and Romantic. The Classical era is commonly demarcated as 1730-1820, before and
concurrent with the early stages of the Industrial Revolution. Famous composers such as Mozart and
Haydn were active during this time frame. They produced pieces written for soloists, small chamber
music ensembles, and the limited full orchestras of the time.
The style of the music developed by Classical composers was fundamentally shaped by their
intended audience. In the eighteenth century, musicians wrote and presented music only for high
society - the aristocracy, fellow musicians, and the Church. The great majority of the population had
no exposure to music other than traditional folk songs. Most composers were actually retained by
noblemen or other powerful people as servants to provide music for their courts. Not only were
concerts held in these formal settings; most people who attended a performance had at least some
background knowledge of the musical principles of order and symmetry that were accepted at the
time. For these reasons, Classical composers tended to adhere strictly to the established forms and
rules assigned to the particular types of pieces they created. The structure of a composition was of
equal or typically more importance than the emotional result of the music.
At the turn of the nineteenth century, when the myriad technological advancements of the
Industrial Revolution were really beginning to affect the lives of ordinary people, Classicism in
Western music was gradually giving way to a new style — Romanticism. The Romantic period
usually dates from 1820 to about 1910. Though some basic forms carried over from the Classical
period, there were significant changes on many levels. Most obviously, improved manufacturing
processes developed during the Industrial Revolution translated into better-quality instruments.
Pianos, violins, and other stringed instruments were built stronger and louder. In particular, the
woodwinds benefited from newly introduced mechanical components, giving them a much more
appealing sound, and they became quite popular. The end result was a greatly expanded orchestra
with a wider variety of instruments. Composers such as Brahms, Wagner, and Tchaikovsky were the
dominant creators of this period.
Another dramatic outcome of the Industrial Revolution was the rise of the middle class, a
segment of society with enough expendable income to pay to attend concerts and recitals. This new,
sizable audience meant that musical performance no longer had to be organized to cater solely to high
society. Larger, more elaborate concerts were held, and this shift altered the music itself. Composers
experimented with stretching and even breaking the limits of the old Classical rules. Popular Romantic
ideals of imagination and emotion were reflected in the music. Folk tunes were ever utilized to relate
to a broader audience. Also during this time, musicians and composers lost their roles as servants to
the aristocracy and gained celebrity status as more and more people were exposed to their work.
The transference of music from high to middle classes not only manifested itself in large
orchestral performances, but on a much smaller scale as well. In addition to enabling the creation of
higher quality instruments, the Industrial Revolution also introduced their mass production. Ordinary
people could now afford to buy their own pianos, violins, and guitars. In many homes, the parlor
room was the center of family life, and during the Romantic period, it became the frequent site of solo
and ensemble performances. Such events served as entertainment for guests, musical education for
children, and an occupation for many musicians who made a living performing in these private
spaces. Music which once had existed only within aristocratic courts was now being heard in middle-
class homes throughout the Western world.
31. The phrase ‘thoroughly permeated’ in paragraph 1 is best replaced by
A. absolutely involved B. totally changed C. effectively changed D. completely pervaded
32. What can be inferred about the Industrial Revolution in paragraph 1?
A. It only affected technology and economics.
B. Its effect is on manufacturing and culture.
C. It quickly improves the condition of transportation.
D. The influence on culture is greater than on manufacturing.
33. The word ‘concurrent’ in paragraph 2 is closest in meaning to
A. occurring after B. occurring before C. occurring soon D. occurring at the same time
34. What is true about the classical composers?
A. They composed music for religion purpose.
B. They were people of the highest social class.
C. They composed under strict forms and rules.
D. They have some background knowledge about the music principles.
35. What can be inferred about the instruments from paragraph 4?
A. Pianos were first used in the Romantic era.
B. More and more people used woodwinds.
C. Stringed instruments were mainly used in this era.
D. Romantic music must be played by expanded orchestra.
36. The word ‘expendable’ in paragraph 5 is closest in meaning to
A. extra B. exact C. expensive D. excellent
37. What does the writer mean when he mentioned ‘celebrity status’ in paragraph 5?
A. To give an example of the popularity of folk songs.
B. To show that musicians work harder in the Romantic era.
C. To explain that some composers are more popular than others.
D. To contrast the position of musicians in the Romantic and Classical periods.
38. What is NOT mentioned as the effects of the Industrial Revolution on the Romantic period?
A. The middle classes were wealthier.
B. Home became a site for musical performance.
C. Quality instruments were accessible for private use.
D. The production and availability of instruments are increased.
39. The word ‘their’ in the last paragraph refers to
A. people B. performances C. instruments D. middle classes
40. The word ‘manifested’ in the last paragraph is closest in meaning to
A. displayed B. existed C. replaced D. contributed