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Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question: According to the passage, which of the following is NOT true about the bimetallic monetary system?

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question: How was the monetary system arranged in the Constitution?

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question: The word “remedy” in paragraph 3 is closest in meaning to

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question: It is implied in the passage that at the end of the Revolutionary War, a paper dollar was worth

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question: The pronoun “it” in paragraph 2 refers to which of the following

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question: Which of the following is NOT mentioned in the passage as a substitute for money during the colonial period?

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question: The expression “a means of'’ in paragraph 1 could be best replaced by.

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question:The Massachusetts Bay Colony was allowed to make coins

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question:The passage indicates that during the colonial period, money was

Read the following passage and blacken the letter A, B, C, or D on your answer sheet to indicate the correct answer to the following questions.

In the American colonies there was little money. England did not supply the colonies with coins and did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony, which received permission for a short period in 1652 to make several kinds of silver coins. England wanted to keep money out of America as a means of controlling trade: America was forced to trade only with England if it did not have the money to buy products from other countries. The result during this pre-revolutionary period was that the colonists used various goods in place of money: beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English coins were all in use in the American colonies.

During the Revolutionary War, funds were needed to finance the world, so each of the individual states and the Continental Congress issued paper money. So much of this paper money was printed that by the end of the war, almost no one would accept it. As a result, trade in goods and the use of foreign coins still flourished during this period.

By the time the Revolutionary War had been won by the American colonists, the monetary system was in a state of total disarray. To remedy this situation, the new Constitution of the United States, approved in 1789, allowed Congress to issue money. The individual States could no longer have their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official currency of the United States and put the country on a bimetallic standard. In this bimetallic system, both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the government at sixteen to one.

Question:The passage mainly discusses

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: The second and third paragraphs are an example of____

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: The word “scoured” is most similar to which of the following?

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: All of the following were found on ther RMS Republic EXCEPT_____

 

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: The author uses the phrase “mint condition” to describe

 

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: The author uses the word “services” to refers to which of the following?

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: Which of the following statements is best supported by the author?

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: From the passage, you can infer that a preservationist would be most likely to

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: Which of the following is closest in meaning to the word “legitimate”?

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: The word “ sunken” is closest in meaning to which of the following words?

Read the following passage, and mark the letter (A, B, c or D) on your answer sheet to indicate the correct answer to each of the following questions.

Until recently, hunting for treasure from shipwrecks was mostly fantasy; with recent technological advances, however, the search for sunken treasure has become more popular as a legitimate endeavor. This has caused a debate between those wanting to salvage the wrecks and those wanting to preserve them.

Treasure hunters are spurred on by though of finding caches of gold coins or other valuable objects on a sunken ship. One team of salvager, for instance, searched the wreck of the RMS Republic, which sank outside the Boston harbor in 1900. The ! search party, using side-scan sohar, a device that projects sound waves across the ocean bottom and produces a profile of the sea floor, located the wreck in just two and a half days. Before the use of this new technology, such searches could take months or years. The team of 45 divers searched the wreck for two months, finding silver tea services, crystal dinnerware, and thousands of bottles of wine, but they did not find the live and a half tons of American Gold Eagle coins they were searching for.

Preservationists focus on the historic value of a ship. They say that even if a shipwreck ‘s ừeasure does not have a high monetary value, it can be an invaluable source of historic artifacts that are preserved in nearly mint condition. But once a salvage team has scoured a site, much of the archaeological value is lost. Maritime archaeogists who are preservationists worry that the success of salvagers will attract more treasure-hunting expeditions and thus threaten remaining undiscovered wrecks. Presevationists are lobbying their state lawmakers to legally restrict underwater searches and unregulated salvages. To counter their efforts, treasure hunters argue that without the lure of gold and million-dolar treasures, the wrecks and their historical artifacts would never be recovered at all.

Question: What is the main idea of this passage?

 

Read the following passage and mark the letter A, B, c, or D on your answer sheet to indicate the correct answer to each of the following questions.

It is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.

Education is much more open-ended and all- inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distingguished scientist. Whereas schooling has a certain predictabillity, education quite oftcr produces surprises. A chance conversation with a stranger may lead person to discover how little is known of other religions. People arc engaged in education from infancy on. Education, then it is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one ‘s entire life. Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite condition surrounding the formalized process of schooling.

Question: Which of the following is TRUE according to the passage?

 

Read the following passage and mark the letter A, B, c, or D on your answer sheet to indicate the correct answer to each of the following questions.

It is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.

Education is much more open-ended and all- inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distingguished scientist. Whereas schooling has a certain predictabillity, education quite oftcr produces surprises. A chance conversation with a stranger may lead person to discover how little is known of other religions. People arc engaged in education from infancy on. Education, then it is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one ‘s entire life. Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite condition surrounding the formalized process of schooling.

Question: The passage supports which of the following conclusion.

Read the following passage and mark the letter A, B, c, or D on your answer sheet to indicate the correct answer to each of the following questions.

It is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.

Education is much more open-ended and all- inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distingguished scientist. Whereas schooling has a certain predictabillity, education quite oftcr produces surprises. A chance conversation with a stranger may lead person to discover how little is known of other religions. People arc engaged in education from infancy on. Education, then it is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one ‘s entire life. Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite condition surrounding the formalized process of schooling.

Question: The passage is organized by_________.

Read the following passage and mark the letter A, B, c, or D on your answer sheet to indicate the correct answer to each of the following questions.

It is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.

Education is much more open-ended and all- inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distingguished scientist. Whereas schooling has a certain predictabillity, education quite oftcr produces surprises. A chance conversation with a stranger may lead person to discover how little is known of other religions. People arc engaged in education from infancy on. Education, then it is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one ‘s entire life. Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite condition surrounding the formalized process of schooling.

Question: From the passage, we can infer that a high school teacher_________.

Read the following passage and mark the letter A, B, c, or D on your answer sheet to indicate the correct answer to each of the following questions.

It is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.

Education is much more open-ended and all- inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distingguished scientist. Whereas schooling has a certain predictabillity, education quite oftcr produces surprises. A chance conversation with a stranger may lead person to discover how little is known of other religions. People arc engaged in education from infancy on. Education, then it is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one ‘s entire life. Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite condition surrounding the formalized process of schooling.

Question: The phrase “ For example” , introduces a sentence that gives examples of_________

Read the following passage and mark the letter A, B, c, or D on your answer sheet to indicate the correct answer to each of the following questions.

It is commonly believed in the United States that school is where people go to get an education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.

Education is much more open-ended and all- inclusive than schooling. Education knows no bounds. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distingguished scientist. Whereas schooling has a certain predictabillity, education quite oftcr produces surprises. A chance conversation with a stranger may lead person to discover how little is known of other religions. People arc engaged in education from infancy on. Education, then it is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one ‘s entire life. Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite condition surrounding the formalized process of schooling.

Question: The word ’’they” refers to______