KUMPULAN SOAL-

SOAL READING
SULIET/ USEPT
2023-2024
Selamat
Belajar
Semoga
luluз! ^^
(© Clon.Maзter 2024)
 PESAN ADMIN

Assalamualaikum, Halo! ^^
Alhamdulillah, berkat Rahmat dan ridho dari Allah yang Maha Kuasa, dokumen ini dapat
diselesaikan. Dokumen ini berasal dari berbagai sumber, dari penulis melalui searching
mandiri dan juga bantuan teman-teman lain. Semoga dapat digunakan dengan sebaik-
baiknya dan dengan sebijak-bijaknya. Diharapkan untuk tidak menyebarluaskan file ke
lingkungan di luar UNSRI. Jawaban terlampir sudah diverifikasi kebenarannya melalui
banyak sumber soal terkait, chat gpt, dan pendapat pribadi.

Bagi teman-teman yang ingin berkontribusi menambahkan soal-soal baru atau kritik
dan saran, Anda bisa menghubungi admin di kontak terlampir.
Saya harap teman-teman semua dapat dengan mudah melalui ujian USEPT/ SULIET nya
yaa, inshaAllah ini tidak suliett hehehe.
Saran saya jangan hanya menghapal jawaban dari file ini, tapi berlatihlah dengan
sungguh-sungguh. Teman-teman bisa mengakses file kosongan untuk berlatih dengan
memindai barkode di bawah.

Selamat belajar, Hamassah!!

Best Regards,

(Clon. Maзter)
✨✨

cp: @Willmoop (Telegram only)

Daftar Isi
A. Reading Lama......................................................................................................................5
Passage 1. Inuit Art...................................................................................................................5
Passage 2. Migrated Northward Across Eurasia and North America (Glacier)..............7
Passage 3. Glass......................................................................................................................9
Passage 4. United States (Urbanization)............................................................................11
Passage 5. North America (Fireplace Cooking).................................................................13
Passage 6. Management Theory..........................................................................................15
Passage 7. The Economic Growth of European Cities......................................................17
Passage 8. Children’s book....................................................................................................20
Passage 6. Pasific Ocean Islands........................................................................................23
Passage 10. Language.......................................................................................................25
Passage 11. Lichens.............................................................................................................27
Passage 12. Homo Sapiens (Archaic Homo sapiens).......................................................30
Passage 13..............................................................................................................................32
B............................................................................. Reading Terbaru
..................................................................................................................................................33
(20 Maret 2024).........................................................................................................................33
Passage 1. Venus (klo gasala Venus ini masuk)...............................................................33
Passage 2. Neutron star, white dwarf, black holes............................................................35
Passage 3. Plants and minerals/ Indian mustard..............................................................37
Passage 4. Swift Stream........................................................................................................40
Passage 5. Bank Gianini.........................................................................................................42
Passage 6. The Greater Pasific Region................................................................................44
Passage 7. Scandinavia (Mesolithic Complexity in Scandinavia)...................................47
Passage 8. Rail Road and Commercial Agriculture in the 16th Century......................50
Passage 6. Climate of Venus/ Venus vs Earth...................................................................53
Passage 10. Siam, 1851-1610/ Thailand Rice/ by 1850...................................................56
Passage 11. Ocean Bottom...............................................................................................59
Passage 12. Photoghraphy.................................................................................................61
C.................................................................Soal Soal Tanpa Paззage
..................................................................................................................................................63
Bengkulu.................................................................................................................................63
RMS Titanic.............................................................................................................................64
Olga Carmonara/ World Cup.................................................................................................65
Volcanos..................................................................................................................................65
Krakatoa/ Krakatau.................................................................................................................66
Human Education.................................................................................................................68
World Tourism Day..................................................................................................................69
Mimicking/ morning routine....................................................................................................70
Borneo......................................................................................................................................70
Bill Gates/ World Teacher Day...............................................................................................72
Insect........................................................................................................................................72
Oyster.......................................................................................................................................73
Formalist..................................................................................................................................73
 KUMPULAN SOAL-SOAL SULIET/ USEPT UNSRI 2024

READING
SECTION

A. Reading Lama

Paззage 1. Inuit Art

Inuit Art Inspiration for the themes in inuit art is intimately tied to personal experience
of the Canadian Arctic land and its animals, camp and family life, hunting, spirituality,
and mythology. In telling the story of their people through this wide array of subjects, Inuit
artist have created an almost encyclopedic visual catalogue of traditional (and to a lesser
extent transitional and modern) inuit culture.
Animals play a vital role in the everyday lives of inuit, and only in the past few
decades has the people’s absolute dependence on them lessened. Not too long
ago, procuring food and other necessities depended solely on successful hunts, which
in turn depended upon proper preparation and luck, in addition to the strict observance of
taboos and respect for the soul of the soul of the prey. As a consequence, animals
constitute the prime inspiration for many inuit artist, particularly in sculpture.
Based on years of observing and tracking prey, inuit wildlife art shows a keen
awareness of the physical characteristics, habits, and seasonal changes in animals.
Some artists display a high degree of naturalistic detail, but others prefer to exaggerate
certain physical attributes for effect. In general, while most inuit artist strive for a realistic
presentation, they seem more concerned with capturing the essence of an animal’s
spirit.
Animals may be portrayed singly, in small groups, or in scenes that involve both
hunter and prey. Pictorial arts often show the chase, which sculptures focus more on the
final confrontation of hunter and prey, often with considerable drama. The hunter may be
human or one of the gree. Arctic predators such as the polar bear, owl, hawk, or wolf.
Scenes of everyday life, which include camp scenes, games, and entertainment,
are common to all forms of inuit art, and traditional activities are far more prevalent than
modern aspects of inuit community life. Camp-related themes mostly portray women
engaged in demostic tasks such as sewing clothes or preparing food and skins.
Games and contest involve both individuals and the community, and drum dancing
is a from of entertainment that also has considerable spiritual significance.

1. What does the passage mainly discuss ?

A. Everyday life in the Canadian arctic
B. The importance of mythology in inuit life
C. The зubjectз of inuit art
D. The value of inuit art

2. The word “intimately” in line 1 is closest in meaning to?

 A. Carefully
B. Presumably
C. Closely
D. Formally

3. According to the first paragraph, which of the following is a true description of inuit art?
A. It presents a nearly complete picture of inuit life.
B. It covers one aspect of inuit life thoroughly
C. It focuses mainly on scenes of inuit camp and family life
D. It is the main way inuit myths are passed from one generation to another

4. The word “absolute” in line 8 is closest in meaning to

A. predictable
B. Total
C. traditional
D. necessary

5. According to the second paragraph, which of the following is most likely to be the
subject of an inuit sculptue ?
A. Observance of taboos
B. Inuit life in the past few decades
C. Preparation for a hunt
D. An Animal

6. The word “tracking” in line 15 is closest in meaning to

A. capturing
B. tricking
C. following
D. studying

7. The word “exaggerate” in line 18 is closest in meaning to

A. eliminate
B. represent
C. decorate
D. enlarge

8. The phrase “strive for” in line 16 is closest in meaning to

A. try to achieve
B. enjoy
C. imitate
D. believe in
9. According to the third paragraph, which of the following is the primary concern of most inuit
artists
?
A. Depicting seasonal changes in animals
B. Demonstrating accurate naturalistic detail
C. Exaggering a characteristics for dramatic effect
D. Revealing the essence of their subject’s spirit

10.According to the fifth paragraph, which of the following types of activities would be
LEAST likely to be represented in inuit art ?
A. Women sewing clothes
B. Modern activities
C. Community games
D. drum dancing

Paззage 2. Migrated Northward Acroзз Euraзia and North America (Glacier)

Through human’s gradual selection of particular genetic variants of these

plants, the characteristics of the domesticated crops would have changed gradually,
with more seed selected from plants with specite characteristics that made the
plants easier to gather, store, or use, for example, the stalk (rachis) breaks readily in the
wild wheats and thor relatives, scattering ripe seeds. In the cultivated species of wheat
the rachis is tough and holds the seed until they are harvested. Seeds beld in this way
would not be dispersed well in nature, but they can be gathered easily by humans
for food and replanting. As this selection process is continued, a crop plant steadily becomes
more and more dependent on the humans who cultivate it, just as the humans become
more and more dependent on the plant.
About 18.000 years ago, the glaciers then covering large portions of Eart’s
surface began to retreat, just as they had done eighteen across Eurasia and North
America, while grasslands became less extensive and the large animals associated with
them dwindled in number. Probably no more than 5 million humans existed throughout
the world. Some of them lived along the seacoasts, where animals that could be
used as sources of food were locally abundant others, however, began to cultivate
plants, thus gaining a new, relatively secure source of food.
The first deliberate planting of seeds was probably the logical consequence if a
simple series of events. For example, the wild cereals (grain-producing members of the
grass family) are weeds, ecologically speaking, that is, they grow readily on open or
disturbed areas, patches of bare land where there are few other plants to compete with
them. People who gathered these grains regularly might have spilled some of them
accidentally near their campsites, or planted them, and thus created a more reliable
way to sustain themselves. When this sequence was initiated, cultivation began. In
places where wild grains and legumes were abundant and readily gathered,
humans would have remained for long periods of time, eventually leaning how to increase
their yield by saving and planting seed and by watering and fertilizing them.
11. The major subject of the passage is
A. The effects of glaciers
 B. the domestication of crops
C. genetic variants of cultivated crops
D. eating habits of the earliest humans

12. The word “ them” in line 6 refers to

A. forests
B. Eurasia and North america
C. grassland
D. large animals

13. The word “dwindled” in line 6 is closest in meaning to

A. decreased
B. doubled
C. differed
D. dominated

14. The word “secure” in line 10 is closest in meaning to

A. Important
B. Fresh
C. Attractive
D. Dependable

15. The word “deliberate” in line 11 is closest in meaning yo

A. Reported
B. Intentional
C. Regular
D. Succesful

16. it can be inferred from the second paragraph that by accidentally spilling
grains near their campsites, early humans most likely leamed
A. how to cultivate crops
B. that grains could be used as a food source
C. how to increase their crop yields
D. how to combine seeds to create a superior type of grain

17. The word “initiated” in line 16 is closest in meaning to

A. learned
B. evaluated
C. begun
D. repeated

18. According to the third paragraph what advantage do cultivated wheat species have
over wild wheat species?
 A. Cultivated wheat stalks produce larger seeds that are easier to plant
B. Cultivated wheat stalks hold seeds so they can be gathered and replanted
C. Cultivated wheat stalks produce more seeds
D. Cultivated wheat stalks help scatter seeds as they

Paззage 3. Glaзз

Glass is a remarkable substance made from the simplest raw materials. It can be
colored or colorless, monochrome or polychrome, transparent, translucent, or
opaque. It is lightweight impermeable to liquids, readily cleaned and reused,
durable yet Line fragile, and often very beautiful Glass can be decorated in multiple
ways and its(5)optical properties are exceptional. In all its myriad forms -as table ware,
containers, in architecture and design -glass represents a major achievement in the
history of technological developments.
Since the Bronze Age about 3,000 B.C., glass lias been used for making
various kinds of objects. It was first made from a mixture of silica, line and an alkali
such as(10)soda or potash, and these remained the basic ingredients of glass
until the development of lead glass in the seventeenth century. When heated,
the mixture becomes soft and malleable and can be formed by various techniques
into a vast array of shapes and sizes. The homogeneous mass thus formed by melting
then cools to create glass, but in contrast to most materials formed in this way (metals,
for instance), glass lacks the (15)crystalline structure normally associated with solids, and
instead retains the random molecular structure of a liquid. In effect, as molten glass cools,
it progressively stiffens until rigid, but does so without setting up a network of
interlocking crystals customarily associated with that process. This is why glass
shatters so easily when dealt a blow. Why glass deteriorates over time, especially
when exposed to moisture,(20)and why glassware must be slowly reheated and
uniformly cooled after manufacture to release internal stresses induced by uneven
cooling.
Another unusual feature of glass is the manner in which its viscosity changes as it
turns from a cold substance into a hot, ductile liquid. Unlike metals that flow
or "freeze" at specific temperatures glass progressively softens as the
temperature rises,(25)going through varying stages of malleability until it flows like a
thick syrup. Each stage of malleability allows the glass to be manipulated into various
forms, by
Different techniques, and if suddenly cooled the object retains the shape achieved at
that point glass is thus amenable to a greater number of heat-forming techniques
than most other materials.

10. Why does the author list the characteristics of glass in lines 1-5?
A. To demonstrate how glass evolved
B. To show the versatility of glass
C. To explain glassmaking technology
D. To explain the purpose of each component of glass
11. The word “durable” line 3 is closet in meaning to..
A. lasting
 B. Delicate
C. heavy
D. Plain

12. What does the author imply about the raw materials used to make glass?
A. They were the same for centuries
B. They are liquid
C. They are transparent
D. They are very heavy.

13. According to the passage, how is glass that has cooled and become rigid different
from most other rigid substances?
1. It has an interlocking crystal network.
2. It has an unusually low melting temperature.
3. It has varying physical properties.
4. It has a random molecular structure.

14. The word "customarily" in line 17is closest in meaning to

A. naturally
B. necessarily
C. usually
D. certainly

15. The words "exposed to" in line 16 are closest in meaning to

1. hardened by
2. chilled with
3. subjected to
4. deprived of

16. What must be done to release the internal stresses that buil dup in glass
products during manufacture ?
A. the glass must be reheated and evenly cooled.
B. the glass must be cooled quickly.
C. The glass must be kept moist until cooled.
D. The glass must be shaped to its desired form immediately

17. The word "induced" in line 21 is closest in meaning to

1. joined
2. missed
3. caused
4. lost

18. The word "it" in line 22 refers to

 1. feature
2. glass
3. manner
4. viscosity

19. According to the passage, why can glass be more easily shaped into specific
forms than can metals
A. It resists breaking when heated
B. It has better optical properties.
C. It retains heat while its viscosity changes.
D. It gradually becomes softer as its temperature rises.

Paззage 4. United Stateз (Urbanization)

Matching the influx of foreign immigrants into the larger cities of the United States
during the late nineteenth century was a domestic migration, from town and farm to
city, within the United States. The country had been overwhelmingly rural at the
Line beginning of the century, with less than 5 percent of Americans living in large
towns(5) or cities. The proportion of urban population began to grow remarkably
after 1840,increasing from 11 percent that year to 28 percent by 1880 and to 46
percent by 1600.A country with only 6 cities boasting a population of more than
8,000 in 1800 had become one with 545 such cities in 1600. Of these, 26 had
a population of more than100,000 including 3 that held more than a million people.
Much of the migration(10) producing an urban society came from smaller towns
within the United States, but the combination of new immigrants and old American
"settlers" on America's "urban frontier" in the late nineteenth century proved
extraordinary.

The growth of cities and the process of industrialization fed on each other. The
agricultural revolution stimulated many in the countryside to seek a new life in
the city(15) and made it possible for fewer farmers to feed the large
concentrations of people needed to provide a workforce for growing numbers of
factories. Cities also provided ready and convenient markets for the products of
industry, and huge contracts in transportation and construction-as well as the expanded
market in consumer goods-allowed continued growth of the urban sector of the overall
economy of the(20) Untied States.

Technological developments further stimulated the process of urbanization. One

example is the Bessemer converter (an industrial process for manufacturing
steel),which provided steel girders for the construction of skyscrapers. The refining of
crude oil into kerosene, and later the development of electric lighting as well as of
the(25) telephone, brought additional comforts to urban areas that were unavailable
to rural Americans and helped attract many of them from the farms into the cities. In
every era the lure of the city included a major psychological element for country people;
the bustle and social interaction of urban life seemed particularly intriguing to those
raised in rural isolation.
20. What aspects of the United States in the nineteenth century does the
passage mainly discuss?
1. Technological developments
2. The impact of foreign immigrants on cities
3. Standards of living
4. The relationship between industrialization and urbanization

21. The word "influx" in line 1 is closest in meaning to

1. working
2. processing
3. arrival
4. attraction

22. The paragraph preceding the passage most probably discuss

1. foreign immigration
2. rural life
3. the agricultural revolution
4. famous cities of the twentieth century

23. What proportion of population of the United States was urban in 1600?
1. Five percent
2. Eleven percent
3. Twenty-eight percent
4. Forty-six percent

24. 38. The word "extraordinary" in line 12 is closet in meaning to

1. expensive
2. exceptional
3. supreme
4. necessary

25. 36. The phrase "each other" in line 13 refers to

1. foreign immigrants and domestic migrants
2. farms and small towns
3. growth of cities and industrialization
4. industry and transportation

26. The word "stimulated" in line 14 is closest in meaning to

1. forced
2. prepared
3. limited
4. motivated
27. Why does the author mention "electric lighting" and "the telephone" in lines 24-25?
1. They contributed to the agricultural revolution
2. They are examples of the conveniences of city life
3. They were developed by the same individual.
4. They were products of the Bessemer converter.

28. The word "them" in line 26 refers to

1. urban areas
2. rural Americans
3. farms
4. cities

29. The word "era" in line 26 is closest in meaning to

1. period of time
2. location
3. action
4. unique situation

30. 44. The word "intriguing" in line 28 is closest in meaning to

1. profitable
2. attractive
3. comfortable
4. challenging

Paззage 5. North America (Fireplace Cooking)

sumber: https://m.kekenet.com/menu/201310/260716.shtml

In seventeenth-century colonial North America, all day-to-day cooking was

done in the fireplace. Generally large, fireplaces were planned for cooking as well as for
warmth. Those in the Northeast were usually four or five feet high, and in the South,
they were often high enough for a person to walk into. A heavy timber called the
mantel tree was used as a lintel to support the stonework above the fireplace opening.
This timber might be scorched occasionally, but it was far enough in front of the rising
column of heat to be safe from catching fire.
Two ledges were built across from each other on the inside of the chimney. On
these rested the ends of a "lug pole" from which pots were suspended when cooking.
Wood from a freshly cut tree was used for the lug pole, so it would resist heat, but it had
to be replaced frequently because it dried out and charred, and was thus weakened.
Sometimes the pole broke and the dinner fell into the fire. When iron became easier
to obtain, it was used instead of wood for lug poles, and later fireplaces had pivoting
metal rods to hang pots from.
Beside the fireplace and built as part of it was the oven. It was made like a small,
secondary fireplace with a flue leading into the main chimney to draw out smoke.
Sometimes the door of the oven faced the room, but most ovens were built with the
opening facing into the fireplace. On baking days (usually once or twice a week) a
roaring fire of "oven wood," consisting of brown maple
sticks, was maintained in the oven until its walls were extremely hot. The
embers were later removed, bread dough was put into the oven, and the oven was
sealed shut until the bread was fully baked.
Not all baking was done in a big oven, however. Also used was an iron "bake
kettle," which looked like a stew pot on legs and which had an iron lid. This is said to
have worked well when it was placed in the fireplace, surrounded by glowing wood
embers, with more embers piled on its lid.

31. Which of the following aspects of domestic life in colonial North America
does the passage mainly discuss?
1. Methods of baking bread
2. Fireplace cooking
3. The use of iron kettles in a typical kitchen
4. The types of wood used in preparing meals

32. The author mentions the fireplaces built in the South to illustrate?
1. how the materials used were similar to the materials used in northeastern fireplaces
2. that they served diverse functions
3. that they were usually larger than northeastern fireplaces
4. how they were safer than northeastern fireplaces

33. The word "scorched" in line 6 is closest in meaning to..

1. burned
2. cut
3. enlarged
4. bent

34. The word "it" in line 6 refers to..

1. the stonework
2. the fireplace opening
3. the mantel tree
4. the rising column of heat

35. According to the passage, how was food usually cooked in a pot in the seventeenth
century?
1. By placing the pot directly into the fire
2. By putting the pot in the oven
3. By filling the pot with hot water
4. By hanging the pot on a pole over the fire

36. The word "obtain" in line 12 is closest in meaning to

1. maintain
2. reinforce
3. manufacture
 4. acquire

37. Which of the following is mentioned in paragraph 2 as a disadvantage of using

a wooden lug pole?
1. It was made of wood not readily available.
2. It was difficult to move or rotate.
3. It occasionally broke.
4. It became too hot to touch.

38. It can be inferred from paragraph 3 that, compared to other firewood, "oven wood" produced
1. less smoke
2. more heat
3. fewer embers
4. lower flames

39. According to paragraph 3, all of the following were true of a colonial oven EXCEPT:
1. It was used to heat the kitchen every day.
2. It was built as part of the main fireplace.
3. The smoke it generated went out through the main chimney.
4. It was heated with maple sticks.

40. According to the passage, which of the following was an advantage of a "bake kettle"?
1. It did not take up a lot of space in the fireplace.
2. It did not need to be tightly closed.
3. It could be used in addition to or instead of the oven.
4. It could be used to cook several foods at one time.

Paззage 6. Management Theory

(keyword: Gilbreth method, Frederick Taylor)
Sumber: httpз://tuyenзinh247.com/bai-tap-1324G2.html

Although management principles have been implemented since ancient

times, most management scholars trace the beginning of modern management
thought back to the early 1600s, beginning with the pioneering work of Frederick Taylor
(1856-1615). Taylor was the first person to study work scientifically. He is most famous
for introducing techniques of time and motion study, differential piece rate systems, and
for systematically specializing the work of operating employees and managers. Along
with other pioneers such as Frank and Lillian Gilbreth, Taylor set the stage, labelling his
philosophy and methods “scientific management’. At that time, his philosophy, which was
concerned with productivity, but which was often misinterpreted as promoting worker
interests at the expense of management, was in marked contrast to the prevailing
industrial norms of worker exploitation.
 The time and motion study concepts were popularized by Frank and Lillian
Gilbreth. The Gilbreths had 12 children. By analyzing his children’s dishwashing and
bedmaking chores, this pioneer efficiency expert, Frank Gilbreth, hit on principles whereby
workers could eliminate waste motion. He was memorialized by two of his children in their
1646 book called “Cheaper by the Dozen”.
The Gilbreth methods included using stop watches to time worker movements and
special tools (cameras and special clocks) to monitor and study worker
performance, and also involved identification of “therbligs” (Gilbreth spelled
backwards) – basic motions used in production jobs. Many of these motions and
accompanying times have been used to determine how long it should take a skilled
worker to perform a given job. In this way an industrial engineer can get a handle on the
approximate time it should take to produce a product or provide a service. However,
use of work analysis in this way is unlikely to lead to useful results unless all five work
dimensions are considered: physical, psychological, social, cultural, and power.

41. What is the passage primarily about?

1. The limitations of pioneering studies in understanding human behaviour
2. How time and motion studies were first developed
3. The first applications of a scientific approach to understanding human behaviour
4. The beginnings of modern management theory

42. The word “ which” in line 6 refers to

A. scientific management
B. philosophy
C. productivity
D. time and motion study

43. It can be inferred from the first paragraph that

1. workers welcomed the application of scientific management
2. Talor’s philosophy is different from the industrial norms
3. by the early 1600s science had reached a stage where it could be
applied to the workplace
4. workers were no longer exploited after the introduction of scientific management.

44. The word “prevailing” in line 10 is closest in meaning to

1. predominant
2. broadly accepted
3. prevalent
4. common

45. According to the passage, Frank Gilbreth discovered how workers could
eliminate waste motion by
1. using special tools such as cameras and clocks
2. using stop watches
3. applying scientific management principles
4. watching his children do their chores
46. According to the passage, the time it takes a skilled worker to perform the
motion of a given job can be measured by using:
1. stop watches
2. all 5 work dimensions
3. special tools
4. therbligs

47. The word “motions” in line 20 is closest in meaning to

1. stop watches
2. habits
3. actions
4. special tools

48. Where in the passage does the author comment that the principles of scientific
management were often misunderstood?
1. Lines 1-5
2. Lines 6-10
3. Lines 11-15
4. Lines 16-20

49. The word “ dimensions” in line 24 is closest in meaning to

1. sizes
2. extents
3. aspects
4. standards

50. All of the following are true except ..

1. scientific management was concerned with productivity.
2. the beginnings of modern management thought commenced in the 16th century.
3. Frank Gilbreth’s fame was enhanced by two of his children writing a book.
4. analyzing work to increase productivity is not likely to be useful
unless all of the dimensions are considered.

Paззage 7. The Economic Growth of European Citieз

The principle difference between urban growth in Europe and in the North
American colonies was the slow evolution of cities in the former and their rapid
growth in the latter. In Europe they grew over a period of centuries from town
economies to their present urban structure. In North America, they started as
wilderness communities and developed to mature urbanism in little more than a
century.
In the early colonial days in North America, small cities sprang up along the Atlantic
Coastline, mostly in what are now New America, small cities sprang up along the
Atlantic United States and
in the lower Saint Lawrence valley in Canada. This was natural because these areas
were nearest England and France, particularly England, from which most
capital goods (assets such as equipment) and many consumer goods were
imported Merchandising establishments were, accordingly, advantageously located
in port cities from which goods could be readily distributed to interior settlements. Here,
too, were the favored locations for processing raw materials prior to export. Boston,
Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew,
these cities increased in importance.
This was less true in the colonial South, where life centered around large farms,
known as plantations, rather than around towns, as was the case in the areas further
north along the Atlantic coastline. The local isolation and the economic self-
sufficiency of the plantations were antagonistic to the development of the towns.
The plantations maintained their independence because they were located on
navigable streams and each had a wharf accessible to the small shipping of that day.
In fact, one of the strongest factors in the selection of plantation land was the desire to
have it front on a water highway.
When the United States became an independent nation in 1776, it did not have
a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than
10,000 people, and by 1880 it had recorded a city of over one million. It was not until
after 1823, after the mechanization of the spinning and weaving industries, that cities
started drawing young people away from farms. Such migration was particularly
rapid following the Civil War (1861-1865).

51. What does the passage mainly discuss?

1. Factors that slowed the growth of cities in Europe
2. The evolution of cities in North America
3. Trade between North American and European cities
4. The effects of the United States’ independence on urban growth in New England.

52. The word “they” in line 4 refers to:

1. North American colonies
2. Cities
3. Centuries
4. Town economies

53. The passage compares early European and North American cities on
the basis of which of the following?
1. Their economic success
2. They type of merchandise they exported.
3. Their ability to distribute goods to interior settlements
4. The pace of their development

54. The word “accordingly” in line 11 is closest in meaning to:

A. As usual
B. In contrast
C. To some degree
 D. For that reason

55. According to the passage, early colonial cities were established along
the Atlantic coastline of North America due to:
A. An abundance of natural resources
B. Financial support from colonial governments
C. Proximity to parts of Europe
D. A favourable climate

56. The passage indicates that during colonial times, the Atlantic coastline
cities prepared which of the following for shipment to Europe?
1. Manufacturing equipment
2. Capital goods
3. Consumer goods
4. Raw materials

57. According to the passage, all of the following aspects of the plantation system
influenced the growth of southern cities EXCEPT the:
1. Location of the plantations
2. Access of plantation owners to shipping
3. Relationships between plantation residents and city residents
4. Economic self – sufficiency of the plantation

58. It can be inferred from the passage that, in comparison with northern cities, most
southern cities were:
1. more prosperous
2. smaller
3. less economically self-sufficient
4. tied less closely to England than to France

59. The word “recorded” in line 26 is closest in meaning to:

1. Imagined
2. Discovered
3. Documented
4. Planned

60. The word “drawing” in line 27 is closest in meaning to:

1. Attracting
2. Employing
3. Instructing
4. Representing
61. The passage mentions the period following the Civil War (line 28 – 26)
because it was a time of:
1. Significant obstacles to industrial growth
2. Decreased dependence on foreign trade
3. Increased numbers of people leaving employment on farms
4. Increased migration from northern states to southern states

Paззage 8. Children’з book

After 1785, the production of children's books in the United States increased but
remained largely reprints of British books, often those published by John Newbery,
the first publisher to produce books aimed primarily at diverting a child audience.
Ultimately, however, it was not the cheerful, commercial-minded Newhery, but Anglo-
Irish author Maria Edgeworth who had the strongest influence on this period of
American children's literature. The eighteenth century had seen a gradual shift away
from the spiritual intensity of earlier American religious writings for children, toward
a more generalized moralism. Newbery notwithstanding, Americans still looked on
children's books as vehicles for instruction, not amusement, though they would
accept a moderate amount of fictional entertainment for the sake of more
successful instruction. As the children's book market expanded, then, what both
public and publishers wanted was the kind of fiction Maria Edgeworth wrote:
stories interesting enough to attract children and morally instructive enough to
allay adult distrust of fiction.
American reaction against imported books for children set in after the War of
1812 with the British. A wave of nationalism permeated everything, and the self-
conscious new nation found foreign writings (particularly those from the British
monarchy) unsuitable for the children of a democratic republic, a slate of self-
governing, equal citizens. Publishers of children's books began to encourage
American writers to write for American children. When they responded, the pattern
established by Maria Edgeworth was at hand, attractive to most of them for
both its rationalism and its high moral tone. Early in the 1820's, stories of willful children
learning to obey, of careless children learning to take care, of selfish children learning to
"tire for others," started to flow from American presses, successfully achieving
Edgeworth's tone, though rarely her lively style. Imitative as they were, these early
American stories we quite distinguishable from their British counterparts.
Few servants appeared in them, and if class distinctions had by no means
disappeared, there was much democratic insistence on the worthiness of every level
of birth and work. The characters of children in this fiction were serious,
conscientious, self -reflective, and independent-testimony to the continuing
influence of the earlier American moralistic tradition in children's books.

62. What does the passage mainly discuss?

1. The career of Maria Edgeworth as an author of children's books.
2. The development of children's literature in the United States
3. Successful publishers of children's books in Britain and North America
4. Basic dierences between British and American
Pembahasan:
Tipe soal: Main Idea Question Cara Jawab: Cukup lihat baris pertama setiap
paragraph Paragraf 1: After 1785, the production of children's books in the United
States increased but remained largely reprints of British books ....
Paragraf 2: American reaction against imported books for children set in after the
War of 1812 with the British.

63. The publisher John Newbery is principally known for which of the following reasons?
1. He produced and sold books written by Maria Edgeworth.
2. He had more inuence on children American children's literature than any other
publisher.
3. He published books aimed at amusing children rather than instructing them.
4. He was commercially minded and cheerful.

Pembahasan:

Tipe soal: Factual Information Question (learner diminta u/ mengidentikasi informasi

spesik yg secara explicit ditampilkan dalam passage) Cara Jawab: Temukan
kalimat yang berisi informasi spesik sesuai yang dinyatakan pada
pertanyaan
Keyword: John Newbery is principally known

• ... often those published by John Newbery, the first publisher to produce
books aimed primarily at diverting a child audience.
• it was not the cheerful, commercial-minded Newbery , but Anglo-Irish
author Maria Edgeworth who had the strongest influence on this period of
American children's literature.

64. The word "notwithstanding" in line 8 is closest in meaning to

1. in spite of
2. in addition to
3. as a result of
4. as a part
of
Pembahasa
n:
Tipe Soal: Vocabulary in Context Question (Pertanyaan ini menginginkan Anda
mengidentikasi arti dari kata yang digunakan dalam passage) Cara Jawab:
1 Temukan sinonim dari kata yang dipertanyakan;
2 Jika dalam pilihan jawaban terdapat lebih dari 1 sinonim, sesuaikan makna
jawaban dengan konteks kalimat  notwithstanding = in spite of = despite
(walaupun - kontrast)
65. The word "they" in line 6 refers to

1. Children
2. Americans
3. Books
4. Vehicles
Pembahasan:
Identifikasi pronoun (kata ganti) -letak jawabannya sebelum pronoun.
Newbery notwithstanding, Americans still looked on children's books as vehicles
for instruction, not amusement though they would accept a moderate amount of
fictional entertainment for the sake of more successful instruction.

66. The word "allay" in line 11 is closest in meaning to

1. Clarify
2. Attack
3. reduce
4. confirm

Pembahasa

n:

i Temukan sinonim dari kata yang dipertanyakan;

ii Jika dalam pilihan jawaban terdapat lebih dari 1 sinonim, sesuaikan makna
jawaban dengan konteks kalimat  allay = reduce (mengurangi)

67. It can be inferred from the passage that American children's books sold
before 1785 were almost always
1. written by Maria Edgeworth
2. attractive and interesting to children
3. written by American authors
4. intended only for religious and moral

68. By the end of the eighteenth century, the publishers of children’s looks in the
United States were most concerned about which of the following?
1. Attracting children with entertaining stories that provided lessons of correct behavior.
2. Publishing literature consisting of exciting stories that would appeal to both
children and adults
3. Expanding markets for books in both Britain and the United States
4. Reprinting ctional books from earlier in the
century Pembahasan:
Tipe soal: Factual Information Question (learner diminta u/ mengidentikasi informasi
spesik yg secara explicit ditampilkan dalam passage) Cara Jawab: Temukan kalimat
yang berisi informasi spesik sesuai yang dinyatakan pada pertanyaan .

69. The word "permeated" in line 15

1. Opposed
2. Improved
3. competed with
4. spread through
Pembahasan: permeated = spread trough (menyebar ke seluruh)
70. According to the passage, American children's stories differed from their British
equivalents in that the characters in American stories were
1. children who showed a change of behavior
2. children who were well behaved
3. rarely servants
4. generally not from a variety of social

classes Pembahasan:

Keyword: differed from Imitative as they were, these early American stories
were quite distinguishable from their British counterparts. Few servants
appeared in them..................................................................................................Few
berarti hampir tidak ada atau jarang (rarely)

71. The word" testimony to" in line 28 is closest in meaning to

1. inspiration for
2. evidence of
3. requirement for
4. development of
Pembahasan: testimony to (kesaksian) = evidence of (bukti)

Paззage G. Paзific Ocean Iзlandз

Next to its sheer size, the profound isolation of its many small islands is the most
distinctive feature of the Pacific Ocean. Over 25,000 islands are scattered across the
surface of the Pacific, more than in all the other oceans combined, but their land area
adds up to little more than 125,000 square kilometers, about the size of New York
State, and their inhabitants total less than two million people, about a quarter of the
number that live in New York City. The oceanic islands of the Pacific are some of the
most isolated places on Earth. Many are uninhabitable, by virtue of their small size
and particular characteristics, but even the most favored are very isolated fragments of
land, strictly circumscribed by the ocean, strictly limited in terms of the numbers of
people they can support. This basic fact of environmental circumstance has been the
most pervasive influence in determining the social arrangements, and cultural
practices of the people that settled in the Pacific Islands.
The peopling of the Pacific Islands has been described as the greatest feat
of maritime colonization in human history. Contrary to the conclusions of Thor
Heyerdahl's Kon-Tiki expedition of 1646, the evidence of plant dispersal, archaeology,
linguistics, and genetics now shows quite conclusively that the Pacific Islands were
not populated from tile east by South Americans who drifted on balsa-wood rafts and
the prevailing wind and current, but from the west, by groups from mainland Asia who
gradually spread from island to island out into the Pacific. The process began over
40,000 years ago and reached Easter Island the most isolated place on Earth-about
1.500 years ago. It ended about 1,000 years ago, when people first settled in Hawaii
and New Zealand.
 Simply surviving those ocean crossings of indeterminate length, in open canoes,
to arrive on the shores of uninhabited and hitherto unknown islands, was a
formidable achievement. But having found an oasis of land in a watery wilderness,
crossed its reef, and landed, on its shores, the survivors then faced a series of
pressing problems for which solutions had to be found quickly if the small group was
to become a vigorous, self- sustaining island population.

72. The word "scattered" in line 2 is closest in meaning to

1. widely known
2. usually estimated
3. rarely inhabited
4. irregularly distributed

73. Why does the author mention New population of the Pacific York City in line 5?
1. To emphasize how small the population of the Pacific Islands is
2. To emphasize the extreme distances between the Pacific Islands and other regions
3. To note the economic ties of the Pacific Islands to other regions
4. To note the lack of urban environments on the Pacific Islands

74. The phrase "by virtue of" in line 6 is closest in meaning to

1. regarding
2. because of
3. taking advantage of
4. in place of

75. The word "circumscribed" in line 7 is closest in meaning to

1. located
2. flooded
3. restricted
4. pushed

76. Which of the following is NOT mentioned as evidence used to determine the
origins of Pacific Islands people?
1. Oral histories
2. Plant dispersal
3. Linguistics
4. Archaeology

77. According to the-passage, where did the original inhabitants of the Pacific Islands come
from?
1. South America
2. Hawaii
3. New Zealand
4. Asia
78. The word "It” in line 16 refers to ..
1. Pacific
2. process
3. isolated place
4. Earth

79. The word "indeterminate" in line 18 is closest in meaning to ..

1. undecided
2. uncertain
3. unacceptable
4. increasing

80. The passage is most likely followed by a discussion of..

1. how settlers adapted to newly discovered Pacific Ocean Islands
2. the design and construction of canoes used in the Pacific Islands
3. the characteristics sties of reefs in the Pacific Islands
4. how early explorers of the Pacific Ocean found their way from island to island

Paззage 10. Language

The languages spoken by early Europeans are still shrouded in mystery. There is
no linguistic continuity between the languages of Old Europe (a term sometimes used for
Europe between 7000 and 3000 B.C.) and the languages of the modem world, and
we cannot yet translate the Old European script, Scholars have deciphered other
ancient languages, such as Sumerian, Akkadian, and Babylonian, which used the
cuneiform script, because of the fortuitous discovery of bilingual inscriptions, When
cuneiform tablets were first discovered in the eighteenth century, scholars could not
decipher them. Then inscriptions found in baa at the end of the eighteenth
century provided a link: these inscriptions were written in cuneiform and in two other
ancient languages, Old Persian and New Elamite--languages that had already
been deciphered. It took several decades, but scholars eventually translated the
ancient cuneiform script via the more familiar Old Persian language.
Similarly, the hieroglyphic writing of the Egyptians remained a mystery until
French troops unearthed the famous Rosetta stone in the late eighteenth century.
The stone carried the same message written in ancient Greek, Egyptian hieroglyphs, and
Egyptian hieratic, a simplified form of hieroglyphs. The Rosetta stone thwarted
scholars' efforts for several decades until the early nineteenth century when
several key hieroglyphic phrases were decoded using the Greek inscriptions.
Unfortunately, we have no Old European Rosetta stone to chart correspondences
between Old European script and the languages that replaced it.
Tim incursions of Indo-European tribes into Old Europe from the late fifth to the
early third millennia B.C. caused a linguistic and cultural discontinuity. These
incursions disrupted the Old European sedentary farming lifestyle that had existed
for 3,000 years As the Indo- Europeans encroached on Old Europe from the east,
the continent underwent upheavals.
 These severely affected the Balkans, where the Old European cultures abundantly
employed script. The Old European way of life deteriorated rapidly, although pockets
of Old European culture
remained for several millennia, ~ new peoples spoke completely different languages
belonging to the Indo-European linguistic family. The Old European language or
languages, and the script used to write them, declined and eventually vanished.

81. What does the passage mainly discuss?

1. Reasons for the failure to understand the written records of Old European culture
2. Influences on the development of Old European script
3. Similarities between Old European script and other ancient writing systems
4. Events leading to the discovery of Old European script

82. According to the passage, New Elamite is

1. a language that was written in the cuneiform script
2. a modem language that came from Old Persian
3. one of the languages spoken by the Old Europeans
4. a language that was understood by the late eighteenth century

83. According to the passage, scholars were able to decipher cuneiform script with the help of
1. the Sumerian, Akkadian, and Babylonian languages
2. Old Persian
3. tablets written in Old European
4. a language spoken in eighteenth century Iran

84. The word “fortuitous” in line 5 is closet in meaning to

1. important
2. sudden
3. early
4. lucky

85. The word "them" in line 6 refers to

1. Sumerian, Akkadian, and Babylonian
2. bilingual inscriptions
3. cuneiform tablets
4. scholars

86. When does the passage suggest that ancient Egyptian hieroglyphs script
was finally deciphered?
1. At around the same time as cuneiform script was deciphered
2. Shortly before the Rosetta stone was unearthed
3. As soon as additional bilingual inscriptions became available to scholars
4. A few decades after the hieratic script was decoded

87. According to the passage, which of the following is true of the Rosetta stone?
 1. It was found by scholars trying to decode ancient languages.
2. It contains two versions of hieroglyphic script.
3. Several of its inscriptions were decoded within a few months of its discovery.
4. Most of its inscriptions have still not been decoded.

88. The word "thwarted" in line 14 is closest in meaning to

1. continued
2. influenced
3. encouraged
4. frustrated

89. According to the passage, Indo-European incursions caused Old European populations to
1. separate into different tribes
2. move eastward
3. change their ways of living obtaining food
4. start recording historical events in Writing

90. The author mentions the Balkans in the passage in order to explain why
1. Indo-European languages were slow to spread in Old Europe
2. the inhabitants of Old Europe were not able to prevent Indo-European incursions
3. the use of the Old European script declined
4. the Old European culture survived for a time after the Indo-European
incursion. Pembahasan:

The Old European way of life deteriorated rapidly, although pockets of Old European
culture remained for several millennia. Penulis mau menjelaskan bahwa Old
European culture itu tetap dapat bertahan beberapa waktu, meskipun akhirnya
ilang juga.

Paззage 11. Lichenз

Lichens, probably the hardiest of all plants, live where virtually nothing else can-
not just on rugged mountain peaks but also on sunbaked desert rocks. They are
usually the first life to appear on a mountainside that has been scraped bare by an
avalanche. Unlike other members of the plant kingdom, lichens are actually a
partnership between two plants. The framework of a lichen is usually a network of
minute hairlike fungus that anchors the plant. The other component is an alga
(similar to the green film of plant life that grows on stagnant pools) that is distributed
throughout the fungus. Being green plants, algae are capable of photosynthesis--
that is, using energy from the Sun to manufacture their own food. The fungi are
believed to supply water, minerals, and physical support to the partnership.
Lichens are famous for their ability to survive ~ water shortage. When water is
scarce (as is often the case on a mountain), lichens may become dormant and
remain in that condition for prolonged periods of time. Some lichens can even
grow where there is no rain at all, surviving on only occasional dew--the moisture
that condenses on the surface of the plants at night. And unlike most other plants,
lichens are little affected by the strong ultraviolet rays in the
 mountains.
Lichens use little energy, for they grow slowly. Some grow so slowly and are so
old that they are called "time stains." You may find lichens that are centuries old;
certain of these lichen colonies have been established for an estimated
2,000 years. For decades, scientists wondered how the offspring of an alga and a
fungus got together to form a new lichen, it seemed unlikely that they would just
happen to encounter one another. It was finally discovered that in many cases the two
partners have never been separated. Stalk like "buds" that form on certain lichens are
broken off by the wind or by animals; these toll or are blown to a new location.

91. Which of the following questions does the passage answer?

1. Where can the oldest lichen be found?
2. How long does it take for lichens to establish themselves?
3. How large can lichens he?
4. Where do lichens usually occur?

92. The word "hardiest" in line 1 is closest in meaning to

1. most unusual
2. most basic
3. most abundant
4. most vigorous
 hardiest = most vigorous = strongest

93. The word "framework" in line 4 is closest in meaning to

1. structure
2. fragment
3. condition
4. environment
 framework = structure

94. The author mentions "the green film of plant life that grows on stagnant
pools" (lines 5-6) in order to explain
1. how the sun affects lichens
2. why plants depend on water
3. where fungi become algae
4. what algae are

95. It can be inferred from the passage that lichens use less energy and grow more slowly
when
1. the environment is polluted
2. they are exposed to ultraviolet rays
3. they are very old
4. the supply of water is inadequate

Jika deskripsi dari new phenomenon, yg diujikan karakteristik dari old phenomenon.
 Lichens are famous for their ability to survive ~ water shortage. When water is
scarce (as is often the case on a mountain), lichens may become dormant and
remain in that condition for prolonged periods of time.

96. Which of the following term is defined in the passage?

1. "anchors" (line 5)
2. "stagnant" (line 6)
3. "dew" (line 11)
4. "ultraviolet" (line 13)

 dew--the moisture that condenses on the surface of the plants at night

97. The word "prolonged" in line 10 is closest in meaning to

1. precise
2. extended
3. approximate
4. regular
prolonged = extended = panjang (lama)

98. All of the following are mentioned in the discussion of lichens EXCEPT
1. They are capable of producing their own food.
2. They require large amounts of minerals to prosper.
3. They are a union of two separate plants.
4. They can live thousands of years.

99. What does the phrase "lichen colonies (line 15) suggest?
1. Nothing but lichens live in some locations.
2. Many lichens live together in one area.
3. Lichens displace the plants that surround them.
4. Certain groups of lichens have never been separated.
colony = a group of animals, insects or plants of the same type that live together

100. The word "encounter" in line 17 is closest in meaning to

A. lose
B. support
C. meet
D. create
 encounter = meet = bertemu

101. The word "these" in line 16 refers to

A. partners
 B. buds
C. lichens
D. animals
 Stalk like "buds" that form on certain lichens are broken off by the wind or by
animals; these toll or are blown to a new

Passage 12. Homo Sapiens (Archaic Homo sapiens)

There are two main hypotheses when it comes to explaining the emergence of modern
humans. The ‘Out of Africa’ theory holds that homo sapiens burst onto the scene as
a new species around 150,000 to 200,000 years ago in Africa and subsequently
replaced archaic humans such as the Neandertals. The other model, known as multi-
regional evolution or regional continuity, posits far more ancient and diverse roots for
our kind. Proponents of this view believe that homo sapiens arose in Africa some 2
million years ago and evolved as a single species spread across the Old World, with
populations in different regions linked through genetic and cultural exchange.
Of these two models, Out of Africa, which was originally developed based on fossil
evidence, and supported by much genetic research, has been favored by the majority of
evolution scholars. The vast majority of these genetic studies have focused on
DNA from living populations, and although some small progress has been made in
recovering DNA from Neandertal that appears to support multi-regionalism, the
chance of recovering nuclear DNA from early human fossils is quite slim at present.
Fossils thus remain very much a part of the human origins debate.
Another means of gathering theoretical evidence is through bones.
Examinations of early modern human skulls from Central Europe and Australia
dated to between 20,000 and 30,000 years old have suggested that both groups
apparently exhibit traits seen in their Middle Eastern and African predecessors. But
the early modern specimens from Central Europe also display Neandertal traits,
and the early modern Australians showed affinities to archaic Homo from
Indonesia. Meanwhile, the debate among paleoanthropologists continues, as
supporters of the two hypotheses challenge the evidence and conclusions of each
other.

102. The passage primarily discusses which of the following

1. Evidence that supports the “Out of Africa” theory
2. Two hypotheses and some evidence on the human origins debate
3. The difficulties in obtaining agreement among theorists on the human origins debate
4. That fossils remain very much a part of the human origins debate
103. The word “emergence” in line 1 is closest in meaning to
1. complexity
2. development
3. appearance
4. decline

104. The word “proponents” in line 6 is closet in meaning to

1. experts
2. advocates
3. inspectors
4. historians
105. All of the following are true except
1. three methods of gathering evidence are mentioned in the passage
2. the multi-regional model goes back further in history.
3. the Out of Africa model has had more support from scholars
4. DNA studies offer one of the best ways in future to provide clear evidence
106. The word “slim” in line 14 is closest in meaning to
1. small
2. narrow
3. thin
4. difficult

107. Which of the following is not true

1. the vast majority of genetic studies have focused on living populations
2. early modern human skulls all support the same conclusions
3. both hypotheses focus on Africa as a location for the new species.
4. early modern Australian skulls have similarities to those from Indonesia.

108. In line 18, the word “their ” refers to which of the following
1. Middle Easterners and Africans
2. Skulls
3. central Europeans and Australian
4. traits

109. Which of the following is NOT true about the two hypotheses
1. Both hypotheses regard Neandertals to be the predecessors of modern
humans
2. Genetic studies have supported both hypotheses
3. Both hypotheses cite Africa as an originating location.
4. One hypothesis dates the emergence of homo sapiens much earlier than the other.
 110. It can be inferred from the passage that
1. there is likely to be an end to the debate in the near future
2. the debate will interest historians to take part in
3. the debate is likely to be less important in future
4. there is little likelihood that the debate will die down

111. According to the passage, the multi-regional evolution model posits far more
diverse roots for our kind because
1. Evidence from examinations of early modern human skulls has come
from a number of different parts of the world.
2. DNA from Neandertal appears to support multi-regionalism
3. Populations in different regions were linked through genetic and cultural exchange
4. This has been supported by fossil evidence

Paззage 13.
B. Readin
g Terbaru (20
Maret 2024)

Paззage 1. Venuз (klo gaзala Venuз ini maзuk)

The first maps of Venus were made using radar beams transmitted from Earth.
Radar was the only way to map its surface, because the clouds on Venus are so thick
that the surface cannot be seen through them. The results of these early attempts
at mapping were relatively crude and difficult to interpret, although the regions
known as Alpha and Beta Regiones were discovered. The first direct view of the surface
came from probes, which were landed on Venus in 1675 by the spacecraft Venera
6 and 10, and showed a dry rock-strewn surface. Maps of the surface improved
dramatically in 1678, when the Pioneer-Venus 1 spacecraft went into orbit around Venus,
equipped with a radar altimeter. It showed huge rolling plains stretching right
around the planet, some lowland areas, and two highland regions called Ishtar and
Aphrodite.

The peaks of the highest mountains, Maxwell Montes, in the eastern part of Ishtar,
were found to be 12,000 meters above the general surface level, so they are
appreciably higher than the Himalayas. Aphrodite, which is larger than Ishtar, has a
vast rift valley at its eastern end nearly 3,000 meters deep, 2,200 kilometers long,
and 280 kilometers wide. Two shield volcanoes, broad volcanoes formed of
successive outpourings of lava, which are much larger than any found on Earth,
were also found isolated from the two upland areas. Six years later a great many
impact craters and small volcanoes were found by Venera 15 and 16 orbiters.

Later yet, the Magellan spacecraft entered orbit around Venus in August 1660,
and over the next two years completed a detailed radar mapping of the surface. It
found that the surface is mostly volcanic, with large lava-flooded plains and thousands of
volcanoes. There are also signs of tectonic activity, which has caused, for example,
multiple faulting and deep fractures. There are a number of rift valleys, some of which
have been partly flooded by molten lava, and a number of impact craters, the density
of which has enabled the ages of various areas to be estimated. The absence of
impact craters in an area suggests an age of no more than a few tens of millions of
years.

1. The passage mainly discusses how

(A) radar technology improved over time
(B) the surface of Venus compares to Earth’s surface
(C) the age of Venus was determined scientifically
(D)knowledge about the surface of Venus was obtained

2. The passage mentions that radar beams were used to obtain the first maps of
Venus because they
(A) allowed for mapping more than the two regions already familiar to scientists
(B) could penetrate the clouds that concealed the surface of Venus
(C) were the least expensive method of mapping at the time
(D)could be transmitted easily from Earth
3. The word “equipped” in line 6 is closest in meaning to
(A) selected
(B) adjusted
(C) inspected
 (D)furnished

4. The author discusses Maxwell Montes together with the Himalayas in the passage in order
to
(A) indicate their similar composition
(B) establish the height of Maxwell Montes
(C) indicate that the terrain on Earth resembles the terrain on Venus
(D)compare the origins of the two mountain ranges

5. The word “appreciably” in line 13 is closest in meaning to

(A) surprisingly
(B) probably
(C) noticeably
(D)consistently

6. The word “vast” in line 14 is closest in meaning to

(A) extensive
(B) remote
(C) obvious
(D)raised

7. The word “isolated” in line 17 is closest in meaning to

(A) surrounded
(B) separated
(C) accumulated
(D)elevated

8. Pioneer-Venus 1 discovered that Venus had all of the following features EXCEPT
(A) impact craters
(B) lowlands
(C) mountains
(D)shield volcanoes

6. The Magellan spacecraft discovered that most of the surface of Venus is covered with
(A) faults and fractures
(B) rift valleys
(C) lava and volcanoes
(D)impact craters

10. It can be inferred from the passage that scientists use the density of impact
craters on Venus to determine which of the following?
(A) The cause of the faults and fractures
(B) The age of different areas of the planet’s surface
(C) The areas that are most geologically active
(D)The amount of flooding of rift valley areas
 Paззage 2. Neutron зtar, white dwarf, black holeз

The discoveries of the white dwarf, the neutron star, and the black hole, coming
well after the discovery of the red giant are among the most exciting developments in
decades because they may be well present physicists with their greatest
challenge since the failure of classical mechanics. In the life cycle of the star, after
all of the hydrogen and helium fuel has been burned, the delicate balance between the
outer nuclear radiation pressure and the stable gravitational force becomes
disturbed and slow contraction begins. As compression increases, a very dense
plasma forms. If the initial star had mass of less than 1.4 solar masses (1.4 times
the mass of our sun), the process ceases at the density of 1,000 tons per cubic inch,
and the star becomes the white dwarf. However, if the star was originally more
massive, the white dwarf plasma can’t resist the gravitational pressures, and in rapid
collapse, all nuclei of the star are converted to a gas of free neutrons. Gravitational
attraction compresses this neutron gas rapidly until a density of 10 tons per cubic
inch is reached; at this point the strong nuclear force resists further contraction. If the
mass of the star was between 1.4 and a few solar masses, the process stops here,
and we have a neutron star.
But if the original star was more massive than a few solar masses, even the
strong nuclear forces cannot resist the gravitational crunch. The neutrons are forced
into one another to form heavier hadrons and these in turn coalesce to form heavier
entities, of which we as yet know nothing. At this point, a complete collapse of the
stellar mass occurs; existing theories predict a collapse to infinite density and infinitely
small dimensions Well before this, however, the surface gravitational force would
become so strong that no signal could ever leave the star - any photon emitted
would fall back under gravitational attraction – and the star would become black hole
in space.
This gravitational collapse poses a fundamental challenge to physics.
When the most widely accepted theories predict such improbable things as infinite
density and infinitely small dimensions, it simply means that we are missing some
vital insight. This last happened in physics in the 1630’s, when we faced the
fundamental paradox concerning atomic structure. At that time, it was recognized that
electrons moved in table orbits about nuclei in atoms. However, it was also recognized
that if charge is accelerated, as it must be to remain in orbit, it radiates energy; so,
theoretically, the electron would be expected eventually to spiral into the nucleus and
destroy the atom. Studies centered around this paradox led to the development of
quantum mechanics. It may well be that an equivalent t advance awaits us in
investigating the theoretical problems presented by the phenomenon of
gravitational collapse.

1. The primary purpose of the passage is to

(A)offer new explanations for the collapse of stars.
(B) explain the origins of black holes, neutron stars, and white dwarfs.
(C)compare the structure of atoms with the structure of the solar system.
(D) explain how the collapзe of зtarз challengeз accepted theorieз of
phyзicз.
(E)describe the imbalance between radiation pressure and gravitational force.
2. According to the passage, in the final stages of its development our own sun is
likely to take the form of a
(A)white dwarf
(B)neutron star
(C)red giant
(D) gas of free neutrons
(E)black hole
3. According to the passage, an imbalance arises between nuclear radiation
pressure and gravitational force in stars because
(A)the density of a star increases as it ages
(B)radiation pressure increases as a star increases in mass
(C)radiation preззure decreaзeз when a зtar’з fuel haз been conзumed
(D) the collapse of a star increases its gravitational force.
(E)a dense plasma decreases the star’s gravitational force.

4. The author asserts that the discoveries of the white dwarf, the neutron star,
and the black hole are significant because these discoveries.
(A)demonstrate the probability of infinite density and infinitely small dimensions
(B)poзe the moзt comprehenзive and fundamental problem faced
by phyзiciзtз in decadeз
(C)clarify the paradox suggested by the collapse of electrons into atomic nuclei.
(D) establish the relationship between the mass and gravitational pressure.
(E)assist in establishing the age of the universe by tracing the life histories of stars.

5. The author introduces the discussion of the paradox concerning atomic

structures(in highlighted text) in order to
(A)Show why it was necessary to develop quantum mechanics
(B)Compare the structure of an atom with the structure of a star
(C)Demonзtrate by analogy that a vital inзight in aзtrophyзicз iз miззing
(D) Illustrate the contention that improbable things do happen in astrophysics
(E)Argue that atoms can collapse if their electrons do not remain in orbit.

6. According to the passage, paradoxes are useful in scientific investigation because they
(A)point to the likelihood of impending discoveries
(B)assist scientists in making comparisons with other branches of knowledge
(C)disprove theories that have been called into question
(D) call attention to inadequacieз of exiзting theory
(E)suggest new hypotheses that can be tested by observation
 Paззage 3. Plantз and mineralз/ Indian muзtard

Research has shown that certain minerals are required by plants for normal
growth and development. The soil is the source of these minerals, which are
absorbed by the plant with the water from the soil. Even nitrogen, which is a gas in its
elemental state, is normally absorbed from the soil as nitrate ions. Some soils are
notoriously deficient in micro nutrients and are therefore unable to support most plant
life. So-called serpentine soils, for example, are deficient in calcium, and only plants able
to tolerate low levels of this mineral can survive. In modern agriculture, mineral depletion
of soils is a major concern, since harvesting crops interrupts the recycling of nutrients
back to the soil.
Mineral deficiencies can often be detected by specific symptoms such as
chlorosis (loss of chlorophyll resulting in yellow or white leaf tissue), necrosis (isolated
dead patches), anthocyanin formation (development of deep red pigmentation of
leaves or stem), stunted growth, and development of woody tissue in an
herbaceous plant. Soils are most commonly deficient in nitrogen and
phosphorus. Nitrogen-deficient plants exhibit many of the symptoms just described.
Leaves develop chlorosis; stems are short and slender, and anthocyanin discoloration
occurs on stems, petioles, and lower leaf surfaces. Phosphorus-deficient plants are
often stunted, with leaves turning a characteristic dark green, often with the
accumulation of anthocyanin. Typically, older leaves are affected first as the
phosphorus is mobilized to young growing tissue. Iron deficiency is characterized
by chlorosis between veins in young leaves.
Much of the research on nutrient deficiencies is based on growing plants hydroponically, that
is, in soilless liquid nutrient solutions. This technique allows researchers to create
solutions that selectively omit certain nutrients and then observe the resulting effects on
the plants. Hydroponics has applications beyond basic research, since it facilitateз
the growing of greenhouse vegetables during winter. Aeroponics, a technique in which
plants are зuзpended and the roots misted with a nutrient solution, is another method
for growing plants without soil.
While mineral deficiencies can limit the growth of plants, an overabundance
of certain minerals can be toxic and can also limit growth. Saline soils, which have
high concentrations of sodium chloride and other salts, limit plant growth, and research
continues to focus on developing salt-tolerant varieties of agricultural crops. Research
has focused on the toxic effects of heavy metals such as lead, cadmium, mercury, and
aluminum; however, even copper and zinc, which are essential elements, can become
toxic in high concentrations. Although most plants cannot survive in these soils,
certain plants have the ability to tolerate high levels of these minerals.
Scientists have known for some time that certain plants, called
hyperaccumulators, can concentrate minerals at levels a hundredfold or
greater than normal. A survey of known hyperaccumulators identified that 75
percent of them amassed nickel, cobalt, copper, zinc, manganese, lead, and
cadmium are other minerals of choice. Hyperaccumulators run the entire range of the
plant world. They may be herbз, зhrubз, or treeз. Many members of the mustard
family, spurge family, legume family, and grass family are top hyperaccumulators.
Many are found in tropical and subtropical areas of the world, where accumulation of high
concentrations of metals may afford some protection against plant-eating insects and
microbial pathogens.
Only recently have investigators considered using these plants to clean up soil and
waste sites that have been contaminated by toxic levels of heavy metals–an
environmentally friendly approach known as phytoremediation. This scenario begins
with the planting of hyperaccumulating species in the target area, such as an
abandoned mine or an irrigation pond contaminated by runoff. Toxic minerals would first
be absorbed by roots but later relocated to the stem and leaves. A harvest of the
shoots would remove the toxic compounds off site to be burned or composted to
recover the
metal for industrial uses. After several years of cultivation and harvest, the site would be
restored at a cost much lower than the price of excavation and reburial, the
standard practice for remediation of contaminated soils. For examples, in field
trials, the plant alpine pennycress removed zinc and cadmium from soils near a zinc
smelter, and Indian muзtard, native to Pakistan and India, has been effective in
reducing levels of selenium salts by 50 percent in contaminated soils.

1. According to paragraph 1, what is true of plants that can grow in serpentine soil?
(A)They absorb micronutrients unusually well.
(B) They require far leзз calcium than moзt plantз do.
(C)They are able to absorb nitrogen in its elemental state.
(D) They are typically crops raised for food.

2. The word “exhibit” in the passage is closest in meaning to

(A)fight off
(B) зhow
(C)cause
(D) spread

3. According to paragraph 2, which of the following symptoms occurs in

phosphorus-deficient plants but not in plants deficient in nitrogen or iron?
(A)Chlorosis on leaves
(B) Change in leaf pigmentation to a dark зhade of green
(C)Short, stunted appearance of stems
(D) Reddish pigmentation on the leaves or stem

4. According to paragraph 2, a symptom of iron deficiency is the presence in young leaves of

(A)deep red discoloration between the veins
(B) white or yellow tiззue between the veinз
(C)dead spots between the veins
(D) characteristic dark green veins

5. The word “facilitateз” in the passage is closest in meaning to

(A)slows down
(B)affects
(C) makeз eaзier
(D) focuses on

6. According to paragraph 3, what is the advantage of hydroponics for research

on nutrient deficiencies in plants?
(A) It allowз reзearcherз to control what nutrientз a plant receiveз.
(B)It allows researchers to observe the growth of a large number of plants simultaneously.
(C)It is possible to directly observe the roots of plants.
(D) It is unnecessary to keep misting plants with nutrient solutions.
7. The word “зuзpended” in the passage is closest in meaning to
(A)grown
(B)protected
(C)spread out
(D) hung

8. Why does the author mention “herbз”, “зhrubз”, and “treeз”?

(A)To provide examples of plant types that cannot tolerate high levels of harmful minerals.
(B)To show why so many plants are hyperaccumulators.
(C)To help explain why hyperaccumulators can be found in so many different places.
(D) To emphaзize that hyperaccumulatorз occur in a wide range of plant
typeз.

6. The word “afford” in the passage is closest in meaning to

(A) offer
(B)prevent
(C)increase
(D) removes

10. Which of the sentences below best expresses the essential information in
the highlighted sentence in the passage? Incorrect choices change the meaning
in important ways or leave out essential information.
(A)Before considering phytoremediation, hyperaccumulating species of plants
local to the target area must be identified.
(B)The investigation begins with an evaluation of toxic sites in the target area to
determine the extent of contamination.
(C) The firзt зtep in phytoremediation iз the planting of
hyperaccumulating plantз in the area to be cleaned up.
(D) Mines and irrigation ponds can be kept from becoming
contaminated by planting hyperaccumulating species in targeted areas.

11. It can be inferred from paragraph 6 that compared with standard practices for
remediation of contaminated soils, phytoremediation
(A) does not allow for the use of the removed minerals for industrial purposes
(B)can be faster to implement
(C)is equally friendly to the environment
(D) iз leзз зuitable for зoilз that need to be uзed within a зhort period of
time

12. Why does the author mention “Indian muзtard”?

(A)To warn about possible risks involved in phytoremediation
(B)To help illuзtrate the potential of phytoremediation
(C)To show that hyperaccumulating plants grow in many regions of the world
(D) To explain how zinc contamination can be reduced
 Paззage 4. Swift Stream
Sumber: https://toefl.kmf.com/detail/read/71m8bj.html/1

A large, swift stream or river can carry all sizes of particles, from clay to boulders.
When the current slows down, its competence (how much it can carry) decreases
and the stream deposits the largest particles in the streambed. If current velocity
continues to decrease-as a flood wanes, for example-finer particles settle out on top of
the large ones. Thus, a stream sorts its sediment according to size. A waning flood
might deposit a layer of gravel, overlain by sand and finally topped by silt and clay.
Streams also sort sediment in the downstream direction. Many mountain streams are
choked with boulders and cobbles, but far downstream, their deltas are composed
mainly of fine silt and clay. This downstream sorting is curiouз because stream velocity
generally increases in the downstream direction. Competence increases with velocity,
so a river should be able to transport larger particles than its tributaries carry. One
explanation for downstream sorting is that abrasion wears away the boulders and
cobbles to sand and silt as the sediment moves downstream over the years. Thus,
only the fine sediment reaches the lower parts of most rivers.

A stream deposits its sediment in three environments: Alluvial fans and deltas
form where stream gradient (angle of incline) suddenly decreases as a stream enters a
flat plain, a lake, or the sea; floodplain deposits accumulate on a floodplain adjacent to
the stream channel; and channel deposits form in the stream channel itself. Bars,
which are elongated mounds of sediment, are transient features that form in the
stream channel and on the banks. They commonly form in one year and erode the next.
Rivers used for commercial navigation must be recharted frequently because bars
shift from year to year. Imagine a winding stream. The water on the outside of the
curve moves faster than the water on the inside. The stream erodes its outside bank
because the current`s inertia drives it into the outside bank. At the same time, the
slower water on the inside point of the bend deposits sediment, forming a point
bar. A mid-channel bar is a sandy and gravelly deposit that forms in the middle of
a stream channel.
Most streams flow in a single channel. In contrast, a braided stream flows in
many shallow, interconnecting channels. A braided stream forms where more
sediment is supplied to a stream than it can carry. The stream dumps the excess
sediment, forming mid-channel bars. The bars gradually fill a channel, forcing the
stream to overflow its banks and erode new channels. As a result, a braided
stream flows simultaneously in several channels and shifts back and forth
across its floodplain. Braided streams are common in both deserts and glacial
environments because both produce abundant sediment. A desert yields large
amounts of sediment because it has little or no vegetation to prevent erosion. Glaciers
grind bedrock into fine sediment, which is carried by streams flowing from the melting
ice. If a steep mountain stream flows onto a flat plain, its gradient and velocity
decrease sharply. As a result, it deposits most of its sediment in a fan- shaped
mound called an alluvial fan. Alluvial fans are common in many arid and
semiarid mountainous regions.

A stream also slows abruptly where it enters the still water of a lake or ocean.
The sediment settles out to form a nearly flat landform called a delta. Part of the
delta lies above water level, and the remainder lies slightly below water level. Deltas
are commonly fan-shaped, resembling the Greek letter "delta" (Δ). Both deltas and
alluvial fans change rapidly. Sediment fills channels (waterways), which are then
abandoned while new channels develop as in a braided stream. As a result, a
stream feeding a delta or fan splits into many channels called distributaries. A large
delta may spread out in this manner until it covers thousands of square kilometers.
Most fans, however, are much smaller, covering a fraction of a square kilometer to a
few square kilometers.
The Mississippi River has flowed through seven different delta channels during the
past 5,000 to 6,000 years. But in recent years, engineers have built great systems of
levees (retaining walls) in attempts to stabilize the channels.

1. Nn According to paragraph 1, the competence of a stream increases as

(A)downstream sorting decreases
(B)flooding wanes
(C) the зpeed of the current increaзeз
(D) the size of particles increases

2. According to paragraph 1, all of the following are true of stream sorting EXCEPT:
(A) Moзt of the particleз in mountain зtreamз pile up behind boulderз and
cobbleз.
(B)When particles of different sizes settle in a place, the smaller ones sit atop the larger ones.
(C)There are generally more large particles upstream than downstream in a river.
(D) In some situations, downstream particles are created from rocks that
eroded as they traveled downstream.

3. According to paragraph 2, which of the following is true about bars in streams?

(A)They start forming in the stream channel and then expand over the banks.
(B)They seldom form in rivers that are used for commercial navigation.
(C) They tend to grow longer each year.
(D) They often last no more than a year.

4. Why does the author ask the reader to “Imagine a winding stream” ?
(A)To explain how the presence of bars changes the speed and direction of water
flow in a stream
(B)To explain why bars are more common than alluvial fans or other types
of sediment deposits
(C)To illustrate the particular difficulties that commercial navigation faces on many rivers
(D) To help explain how point barз are formed

5. Why does the author include the information that “Glaciers grind bedrock into fine
sediment, which is carried by streams flowing from the melting ice” ?
(A) To give a reaзon why heavily зedimented braided зtreamз are
common in glacial environmentз
(B)To explain why some mountain streams deposit most of their sediment in a
fan-shaped mound
(C)To identify the most common source of sediment in arid and semiarid mountainous
regions
(D) To help explain why glacial sediment decreases the gradient and
velocity of steep mountain streams.

6. The word “abruptly” in the passage is closest in meaning to

(A)noticeably
(B)gradually
(C) зuddenly
(D) slightly
7. According to paragraph 4, what is true about river deltas?
(A)They alternate between periods of spreading out and periods of getting smaller.
(B) They have both active channelз and channelз that have been blocked by
зediment.
(C)They are typically formed by rivers that are braided before they reach the delta area.
(D) They are much larger when formed in a still lake than when formed in the ocean.

8. The word “curious” in the passage is closest in meaning to

(A) зtrange
(B)rapid
(C)seasonal
(D) essential

Paззage 5. Bank Gianini

The organization that today is known as the Bank of America did start out in
America, but under quite a different name. Italian America A.P Giannini established
this bank on October 17,1604,in a renovated saloon in San Francisco's Italian
community of North Beach under the name Bank of Italy, with imigrants and first-
time bank customers comprising the majority of his first customers. During its
development, Giannini's bank survived major crises in the form of natural disaster
and a major economic upheaval that not all other banks were able to overcome.
One major test for Giannini's bank occurred on April 18,1606,when a
massive earthquake struck San Francisco, followed by a raging fire that
destroyed by much of the city. Giannini obtained two wagons and teams of
horses, filled the wagons with the bank's reserves, mostly in the form of gold,
covered the reserves with crates of oranges, and escaped from the chaos of the city
with his clients' funds protected. In the aftermath of the disaster, Giannini's bank
was the first to resume operations .Unable to install the bank in a proper office
setting, Giannini opened up shop on the Washington Street Wharf on a makeshift
desk created from boards and barrels.
In the period following the 1606 fire, the Bank of Italy continued to prosper and
expand. By 1618 there were twenty-four branches of the Bank of Italy, and by 1628
Giannini had acquired numerous other banks, including a Bank of America
located in New York City. In 1630 he consolidated all the branches of the bank of
Italy the Bank of America in New York City, and another Bank of America that he had
formed in California into the Bank of America National Trust and Savings Association.
A second major crisis for the bank occurred during the Great Depression
of the 1630s.Although Giannini had already retired prior to the darkest days of
the Depression, he become incensed when his successor began selling off banks
during the bad economic times. Giannini resumed leadership of the bank at the age of
sixty-two. Under Giannini's leadership, the bank weathered the storm of the
Depression and subsequently moved into a phrase of overseas development.

1. According to the passage,Giannini

(A)opened the Bank of America in 1604
(B)worked in a bank in Italy
(C)set up the Bank of America prior to setting up the Bank of Italy
(D) later changed the name of the Bank of Italy
2. Where did Giannini open his first bank?
(A)In New York City
 (B) In what used to be a bar
(C)On Washington Street Wharf
(D) On a makeshift desk

3. According to the passage,which of the following is NOT true about the San
Francisco earthquake?
(A)It happened in 1606.
(B) It occurred in the aftermath of a fire.
(C)It caused problems for Giannini's bank.
(D) It was a tremendous earthquike.

4. The word"raging"in line 8 could best be replaced by

(A)angered
(B)localized
(C) intense
(D) feeble

5. It can be inferred from the passage that Giannini used crates of oranagaes after the
earthquake
(A) to hide the gold
(B)to fill up the wagons
(C)to provide nourishment for his customers
(D) to protect the gold from the fire

6. The word"chaos"in line 10 is closest in meaning to

(A)legal system
(B)extreme heat
(C)overdevelopment
(D) total confusion

7. The word"consolidated"in line 17 is closest in meaning to

(A)hardened
(B) merged
(C)moved
(D) sold

8. The passage states that after his retirement,Glannini

(A)began selling off banks
(B)caused economic misfortune to occur
(C)supported the bank's new management
(D) returned to work

6. The expression"weathered the storm of"in line 23 could best be replaced by

(A)found a curse for
(B)rained on the parade of
(C) survived the ordeal of
(D) blew to stack at

10. Where in the passage does the author describe Giannini first banking clients?
(A) Lines 2-5
(B)Lines 7-8
(C)Lines 12-13
 (D) Lines 14-16

11. How is the information in the passage presented?

(A) In chronological order
(B)In order of importance
(C)A cause followed by an effect
(D) Classifications with examples

12. The paragraph following the passage most likely discusses

(A)bank failure during the Great Depression
(B)a third major crisis of the Bank of America
(C) the international development of the Bank of America
(D) how Giannini spent his retirement

Paззage 6. The Greater Paзific Region

The greater Pacific region, traditionally called Oceania, consists of three
cultural areas: Melanesia, Micronesia, and Polynesia. Melanesia, in the southwest
Pacific, contains the large islands of New Guinea, the Solomons, Vanuatu, and New
Caledonia. Micronesia, the area north of Melanesia, consists primarily of small scattered
islands. Polynesia is the central Pacific area in the great triangle defined by Hawaii, Easter
Island, and New Zealand. Before the arrival of Europeans, the islands in the two
largest cultural areas, Polynesia and Micronesia, together contained a
population estimated at 700,000.
Speculation on the origin of these Pacific islanders began as soon as outsiders
encountered them, in the absence of solid linguistic, archaeological, and biological
data, many fanciful and mutually exclusive theories were devised. Pacific islanders
are variously thought to have come from North America, South America, Egypt, Israel,
and India, as well as Southeast Asia. Many older theories implicitly deprecated the
navigational abilities and overall cultural creativity of the Pacific islanders. For example,
British anthropologists G. Elliot Smith and W. J. Perry assumed that only Egyptians
would have been skilled enough to navigate and colonize the Pacific. They inferred that
the Egyptians even crossed the Pacific to found the great civilizations of the New World
(North and South America). In 1647 Norwegian adventurer Thor Heyerdahl
drifted on a balsa-log raft westward with the winds and currents across the Pacific
from South America to prove his theory that Pacific islanders were Native
Americans (also called American Indians). Later Heyerdahl suggested that the
Pacific was peopled by three migrations: by Native Americans from the Pacific
Northwest of North America drifting to Hawaii, by Peruvians drifting to Easter
Island, and by Melanesians. In 1666 he crossed the Atlantic in an Egyptian-style
reed boat to prove Egyptian influences in the Americas. Contrary to these theorists,
the overwhelming evidence of physical anthropology, linguistics, and archaeology
shows that the Pacific islanders came from Southeast Asia and were skilled enough
as navigators to sail against the prevailing winds and currents.
The basic cultural requirements for the successful colonization of the Pacific
islands include the appropriate boat-building, sailing, and navigation skills to get to the
islands in the first place, domesticated plants and gardening skills suited to often
marginal conditions, and a varied inventory of fishing implements and
techniques. It is now generally believed that these prerequisites originated
with peoples speaking Austronesian languages (a group of several hundred
related languages) and began to emerge in Southeast Asia by about 5000 B.C.E.
The culture of that time, based on archaeology and linguistic reconstruction, is assumed
to have had a broad inventory of cultivated plants including taro, yarns, banana,
sugarcane, breadfruit, coconut, sago, and rice. Just as important, the culture also
possessed the basic foundation for an effective maritime adaptation, including
outrigger canoes and a variety of fishing techniques that could be
effective for overseas voyaging.
Contrary to the arguments of some that much of the pacific was settled by
Polynesians accidentally marooned after being lost and adrift, it seems
reasonable that this feat was accomplished by deliberate colonization
expeditions that set out fully stocked with food and domesticated plants and
animals. Detailed studies of the winds and currents using computer simulations
suggest that drifting canoes would have been a most unlikely means of colonizing the
Pacific. These expeditions were likely driven by population growth and political
dynamics on the home islands, as well as the challenge and excitement of exploring
unknown waters.
Because all Polynesians, Micronesians, and many Melanesians speak
Austronesian languages and grow crops derived from Southeast Asia, all these
peoples most certainly derived from that region and not the New World or elsewhere.
The undisputed pre-Columbian presence in Oceania of the sweet potato, which is a
New World domesticate, has sometimes been used to support Heyerdahl’s “American
Indians in the Pacific” theories. However, this is one plant out of a long list of Southeast
Asian domesticates. As Patrick Kirch, an American anthropologist, points out, rather
than being brought by rafting South Americans, sweet potatoes might just have
easily been brought back by returning Polynesian navigators who could have reached
the west coast of South America.

13. According to paragraph 1, all of the following are true statements about
Melanesia, Micronesia, and Polynesia EXCEPT:
(A)Collectively, these regions are traditionally known as Oceania.
(B)These islands of Micronesia are small and spread out.
(C)Hawaii, Easter Island, and New Zealand mark the boundaries of Polynesia.
(D) Melaneзia iз зituated to the north of Microneзia.

14. By stating that the theories are “mutually exclusive” the author means that
(A) if one of the theorieз iз true, then all the otherз muзt be falзe
(B)the differences between the theories are unimportant
(C)taken together, the theories cover all possibilities
(D) the theories support each other

15. The word “overwhelming” in the passage is closest in meaning to

(A) powerful
(B)favorable
(C)current
(D) reasonable

16. According to paragraph 2, which of the following led some early researchers
to believe that the Pacific islanders originally came from Egypt?
(A)Egyptians were known to have founded other great civilizations.
(B) Sailorз from other partз of the world were believed to lack the
зkillз needed to travel acroзз the ocean.
(C)Linguistic, archaeological, and biological data connected the islands to Egypt.
(D) Egyptian accounts claimed responsibility for colonizing the
Pacific as well as the Americas.

17. Which of the following can be inferred from paragraph 2 about early theories
of where the first inhabitants of the Pacific islands came from?
(A)They were generally based on solid evidence.
 (B)They tried to account for the origin of the characteristic features of the
languages spoken by Pacific islanders.
(C)They assumed that the peoples living in Southeast Asia did not have the
skills needed to sail to the Pacific islands.
(D) They queзtioned the ideaз of G. Elliot Smith and W. J. Perry.

18. The word “implements” in the passage is closest in meaning to

(A)skills
(B) toolз
(C)opportunities
(D) practices

16. All of the following are mentioned in paragraph 3 as required for successful
colonization of the Pacific islands EXCEPT
(A) knowledge of variouз Auзtroneзian languageз
(B)a variety of fishing techniques
(C)navigational skills
(D) knowledge of plant cultivation

20. In paragraph 3, why does the author provide information about the types of
crops grown and boats used in Southeast Asia during the period around
5000 B. C. E.?
(A)To evaluate the relative importance of agriculture and fishing to early
Austronesian peoples
(B)To illustrate the effectiveness of archaeological and linguistic methods in
discovering details about life in ancient times
(C)To contrast living conditions on the continent of Asia with living conditions
on the Pacific islands
(D) To demonзtrate that people from thiз region had the зkillз and
reзourceз neceззary to travel to and зurvive on the Pacific
iзlandз

21. Which of the sentences below best expresses the essential information in the
highlighted sentence in the passage? Incorrect choices change the meaning in
important ways or leave out essential information.
(A)Some people have argued that the Pacific was settled by traders who
became lost while transporting domesticated plants and animals.
(B)The original Polynesian settlers were probably marooned on the islands,
but they may have been joined later by carefully prepared colonization
expeditions.
(C)Although it seems reasonable to believe that colonization expeditions would
set out fully stocked, this is contradicted by much of the evidence.
(D) The зettlement of the Pacific iзlandз waз probably
intentional and well planned rather than accidental aз зome
people have propoзed.

22. The word “undisputed” in the passage is closest in meaning to

(A)mysterious
(B)unexpected
(C) acknowledged
(D) significant
Undisputed = Tak terbantahkan
23. According to paragraph 4, which of the following is NOT an explanation for
why a group of people might have wanted to colonize the Pacific islands?
(A)As their numbers increased, they needed additional territory.
(B) The windз and currentз made the iзlandз eaзy to reach.
(C)The political situation at home made emigration desirable.
(D) They found exploration challenging and exciting.

24. Why does the author mention the views of “Patrick Kirch”?
(A)To present evidence in favor of Heyerdahl’s idea about American
Indians reaching Oceania
(B)To emphasize the familiarity of Pacific islanders with crops from many different
regions of the world
(C) To indicate that зuppoзed proof for Heyerdahl’з theory
haз an alternative explanation
(D) To demonstrate that some of the same crops were cultivated in both
South America and Oceania

Paззage 7. Scandinavia (Meзolithic Complexity in Scandinavia)

The European Mesolithic (roughly the period from 8000 B.C. to 2700 B.C.)
testifies to a continuity in human culture from the times of the Ice Age. This continuity,
however, was based on continuous adjustment to environmental changes following
the end of the last glacial period (about 12,500 years ago). Three broad subdivisions
within the northern Mesolithic are known in Scandinavia. The Maglemose Period
(7500–5700 B.C.) was a time of seasonal exploitation of rivers and lakes,
combined with terrestrial hunting and foraging. The sites from the Kongemose
Period (5700–4600 B.C.) are mainly on the Baltic Sea coasts, along bays and near
lagoons, where the people exploited both marine and terrestrial resources. Many
Kongemose sites are somewhat larger than Maglemose ones. The Ertebølle Period
(4600–3200 B.C.) was the culmination of Mesolithic culture in southern
Scandinavia.
By the Ertebølle Period, the Scandinavians were occupying coastal settlements year-
round
and subsisting off a very wide range of food sources. These included forest game and
waterfowl, shellfish, sea mammals, and both shallow-water and deepwater fish.
There were smaller, seasonal coastal sites, too, for specific activities such as
deepwater fishing, sealing, or hunting of migratory birds. One such site, the Aggersund
site in Denmark, was occupied for short periods of time in the autumn, when the
inhabitants collected oysters and hunted some game, especially migratory swans.
Ertebølle technology was far more elaborate than that of its Mesolithic
predecessors; a wide variety of antler, bone, and wood tools for specialized
purposes such as fowling and sea-mammal hunting were developed, including
dugout canoes up to ten meters long.
With sedentary settlement comes evidence of greater social complexity in
the use of cemeteries for burials and changes in burial practices. The trend
toward more sedentary settlement, the cemeteries, and the occasional social
differentiation revealed by elaborate burials are all reflections of an intensified use of
resources among these relatively affluent hunter- gatherers of 3000 B.C. Mesolithic
societies intensified the food quest by exploiting many more marine species,
making productive use of migratory waterfowl and their breeding grounds, and
collecting shellfish in enormous numbers. This intensification is also reflected in a
much more elaborate and diverse technology, more exchange of goods and
materials between neighbors,
greater variety in settlement types, and a slowly rising population
throughout southern Scandinavia. These phenomena may, in part, be a reflection
of rising sea levels throughout the Mesolithic that flooded many cherished territories.
There are signs, too, of regional variations in artifact forms and styles, indicative
of cultural differences between people living in well- delineated territories and
competing for resources.
Mesolithic cultures are much less well-defined elsewhere in Europe, partly
because the climatic changes were less extreme than in southern Scandinavia and
because there were fewer opportunities for coastal adaptation. In much of
central Europe, settlement was confined to lakeside and riverside locations,
widely separated from one another by dense forests. Many Mesolithic lakeside sites
were located in transitional zones between different environments so that the
inhabitants could return to a central base location, where for much of the year they lived
close to predictable resources such as lake fish. However, they would exploit both
forest game and other seasonal resources from satellite camps. For example,
the archaeologist Michael Jochim believes that some groups lived during most of
the year in camps along the Danube River in central Europe, moving to summer
encampments on the shores of neighboring lakes. In areas like Spain, there
appears to have been intensified exploitation of marine and forest resources.
There was a trend nearly everywhere toward greater variety in the diet, with more
attention being paid to less obvious foods and to those that require more complex
processing methods than do game and other such resources.
Thus, in parts of Europe, there was a long-term trend among hunter-gatherer
societies toward a more extensive exploitation of food resources, often within the
context of a strategy that sought ways to minimize the impact of environmental
uncertainty. In more favored southern Scandinavia, such societies achieved a new
level of social complexity that was to become commonplace among later
farming peoples, and this preadaptation proved an important catalyst for rapid
economic and social change when farming did come to Europe.

1. Why does the author mention "the Aggersund site in Denmark" and its
brief periods of occupation?
(A)To suggest that the supply of year-round food sources near earlier
settlement sites had nearly disappeared
(B) To give an example of a small, temporary coastal site
that took advantage of seasonal food sources
(C)To illustrate how small coastal settlements could not last as long as
large forest settlements
(D) To highlight the fact that none of the Denmark camps were able to
be occupied year- round

2. What can be inferred from paragraph 1 about human life in Mesolithic Scandinavia?
(A)People tended to live in smaller groups during the Ertebølle Period than
during earlier Mesolithic periods.
(B) The areas where it was advantageous to live changed
over time as a result of environmental changes.
(C)Human groups were less affected by environmental change during the
 Maglemose Period than during the Kongemose Period.
(D) During most of the Mesolithic, people were more dependent on
terrestrial food sources than other food sources.
3. Paragraph 2 suggests that before the Ertebølle Period, hunting tools and
other Mesolithic technologies
(A)were available only in small coastal sites
(B)were developed mainly in Denmark
(C)were made mainly from animal bones
(D) were somewhat simple

4. The word "exploiting" in the passage is closest in meaning to

(A)calling attention to
(B)focusing on
(C) taking advantage of
(D) searching for

5. According to paragraph 3, the existence of cemeteries in Mesolithic

Scandinavia is associated with
(A) increased social complexity
(B)problems in obtaining sufficient food
(C)a dramatically increasing population
(D) a trend toward reduced dependence on the food sources provided by hunter-
gatherers

6. The phrase "confined to" in the passage is closest in meaning to

(A)adapted to
(B) limited to
(C)expanded to
(D) located next to
confined to = limited to = terbatas pada

7. According to paragraph 4, how were Mesolithic societies in central Europe able to

meet their food needs for much of the year?
(A)By finding new opportunities for coastal adaptations wherever they could
(B)By keeping their base camps in dense forests with plenty of forest game
(C) By setting in areas that provided both predictable food
resources and access to different kinds of environments
(D) By hunting farther and farther from their central base camps each day

8. Which of the sentences below best expresses the essential information in the
highlighted sentence in the passage? Incorrect choices change the meaning in
important ways or leave out essential information.
 (A)Because of favorable conditions in southern Scandinavia and the social
complexity of their societies, hunter-gatherer societies did not adapt to
farming until economic change required it.
(B)When farming came to Europe and became common, hunter-gatherer
societies finally achieved high levels of social complexity.
(C)Social complexity was common in the societies of southern Scandinavia
but was less common in other areas where farming came later.
(D) Hunter-gatherer societies in southern Scandinavia achieved a
new level of social complexity, and this allowed them to quickly
achieve economic and social change when farming was
introduced.

Paззage 8. Rail Road and Commercial Agriculture in the 1Gth Century

By 1850 the United States possessed roughly 6,000 miles of railroad track; ten
years later it had over 30,000 miles, more than the rest of the world combined. Much
of the new construction during the 1850s occurred west of the Appalachian
Mountains—over 2,000 miles in the states of Ohio and Illinois alone. The effect of
the new railroad lines rippled outward through the economy. Farmers along the
tracks began to specialize in crops that they could market in distant locations. With
their profits they purchased manufactured goods that earlier they might have made
at home. Before the railroad reached Tennessee, the state produced about 25,000
bushels (or 640 tons) of wheat, which sold for less than 50 cents a bushel. Once the
railroad came, farmers in the same counties grew 400,000 bushels (over 10,000 tons)
and sold their crop at a dollar a bushel.
The new railroad networks shifted the direction of western trade. In 1840 most
northwestern grain was shipped south down the Mississippi River to the bustling port
of New Orleans. But low water made steamboat travel hazardous in summer, and ice
shut down traffic in winter. Products such as lard, tallow, and cheese quickly
spoiled if stored in New Orleans’ hot and humid warehouses. Increasingly,
traffic from the Midwest flowed west to east, over the new rail lines. Chicago
became the region’s hub, linking the farms of the upper Midwest to New York and
other eastern cities by more than 2,000 miles of track in 1855. Thus while the
value of goods shipped by river to New Orleans continued to increase, the South’s
overall share of western trade dropped dramatically.
A sharp rise in demand for grain abroad also encouraged farmers in the
Northeast and Midwest to become more commercially oriented. Wheat, which in
1845 commanded $1.08 a bushel in New York City, fetched $2.46 in 1855; in
similar fashion the price of corn nearly doubled. Farmers responded by
specializing in cash crops, borrowing to purchase more land, and investing in
equipment to increase productivity.
As railroad lines fanned out from Chicago, farmers began to acquire open
prairie land in Illinois and then Iowa, putting the fertile, deep black soil into
production. Commercial agriculture transformed this remarkable treeless
environment. To settlers accustomed to eastern woodlands, the thousands of
square miles of tall grass were an awesome sight. Indian grass, Canada wild rye,
and native big bluestem all grew higher than a person. Because eastern plows could
not penetrate the densely tangled roots of prairie grass, the earliest settlers erected
farms along the boundary separating the forest from the prairie. In 1837, however, John
Deere patented a sharp-cutting steel plow that sliced through the sod without soil
sticking to the blade. Cyrus McCormick refined a mechanical reaper that harvested
fourteen times more wheat with the same
amount of labor. By the 1850s McCormick was selling 1,000 reapers a year and
could not keep up with demand, while Deere turned out 10,000 plows annually.
The new commercial farming fundamentally altered the mid-western landscape
and the environment. Native Americans had grown corn in the region for years, but
never in such large fields as did later settlers who became farmers, whose
surpluses were shipped east. Prairie farmers also introduced new crops that were
not part of the earlier ecological system, notably wheat, along with fruits and
vegetables.
Native grasses were replaced by a small number of plants cultivated as
commodities. Corn had the best yields, but it was primarily used to feed livestock.
Because bread played a key role in the American and European diet, wheat became
the major cash crop. Tame grasses replaced native grasses in pastures for making
hay.
Western farmers altered the landscape by reducing the annual fires that had kept
the prairie free from trees. In the absence of these fires, trees reappeared on land
not in cultivation and, if undisturbed, eventually formed woodlots. The earlier
unbroken landscape gave way to independent farms, each fenced off in a
precise checkerboard pattern. It was an artificial ecosystem of animals,
woodlots, and crops, whose large, uniform layout made western farms more efficient
than the more-irregular farms in the East.

1. According to paragraph 1, each of the following is true about railroad track in

the United States EXCEPT:
(A)In 1850 the United States had less than 10,000 miles of railroad track.
(B) By the end of the 1850s, Ohio and Illinois contained more
railroad track than any other state in the country.
(C)Much of the railroad track built in the United States during the 1850s was
located west of the Appalachian Mountains.
(D) By 1860 there were more miles of railroad track in the United
States than in any other country.

2. It can be inferred from paragraph 2 that the new railroads had which of the
following effects on farm communities?
(A)Most new farms were located along the tracks.
(B)Farmers began to grow wheat as a commercial crop.
(C)Many farmers decided to grow a wider variety of crops.
(D) Demand for manufactured goods increased among farmers.

3. The word “bustling” in the passage is closest in meaning to

(A)famous
(B)important
(C)growing
(D) busy

4. According to paragraph 3, in what way did the new rail networks change western trade?
(A)Northwestern farmers almost completely stopped shipping goods by steamboat.
 (B) Many western goods began to be shipped east by way of
Chicago rather than south to New Orleans.
(C)Chicago largely replaced New York and other eastern cities as the final
market for goods from the West.
(D) The value of goods shipped west soon became greater than the value
of goods shipped east.

5. According to paragraph 3, what was a disadvantage of shipping goods from

northwestern areas to New Orleans?
(A)There was no reliable way to get goods from New Orleans to eastern cities.
(B)The cost of shipping goods by river to New Orleans continued to increase.
(C)Goods shipped from New Orleans’ neighboring areas had a significant competitive
advantage because of their lower transportation costs.
(D) Goodз зtored in New Orleanз’ warehouзeз often зpoiled becauзe of the
high
temperatures and humidity.

6. Paragraph 4 supports the idea that the price of wheat more than doubled
between 1845 and 1855 in part because
(A)the price of corn nearly doubled during that same period
(B) demand for grain increased sharply outside the United States
(C)farmers in the Northeast and Midwest began to specialize in cash crops
(D) many farmers had borrowed heavily to purchase land and equipment for raising
wheat

7. The word “erected” in the passage is closest in meaning to

(A)looked for
(B)lived on
(C)preferred
(D) built

8. Why does the author point out that “Indian grass, Canada wild rye, and native big
bluestem all grew higher than a person”?
(A) To provide a reason why people from the eastern woodlands of
the United States were impressed when they saw the prairies
(B)To identify an obstacle to the development of the railroad lines fanning out from Chicago.
(C)To explain why the transformation of the prairies by commercial
agriculture was so remarkable
(D) To provide evidence supporting the claim that the prairies had fertile, deep black soil

6. According to paragraph 5, the first settlers generally did not farm open prairie land because
(A) they could not plow it effectively with the tools that were available
(B)prairie land was usually very expensive to buy
(C)the soil along boundaries between the forest and the prairie was more fertile
than the soil of the open prairie
 (D) the railroad lines had not yet reached the open prairie when the first settlers arrived

10. The word “surpluses” in the passage is closest in meaning to

(A) extra goods
(B)commercial goods
(C)unprocessed goods
(D) transportable goods

11. According to paragraph 8, prairie farmers changed the landscape by doing all
of the following EXCEPT:
(A)Reducing annual fires
(B)Dividing the land into large, regularly-shaped lots
(C) Planting trees that eventually formed woodlots
(D) Fencing off their farms

Paззage G. Climate of Venuз/ Venuз vз Earth

Sumber: 托福 TPO/Official 41 Passage 2 阅读原文 The passage supports the idea that the basic reason that Venus and Earth are
now so different from each other is that 题目答案及解析【新东方在线】(koolearn.com)

Earth has abundant water in its oceans but very little carbon dioxide in its
relatively thin atmosphere. By contrast, Venus is very dry and its thick atmosphere is
mostly carbon dioxide. The original atmospheres of both Venus and Earth were
derived at least in part from gases spewed forth, or outgassed, by volcanoes. The
gases that emanate from present-day volcanoes on Earth, such as Mount Saint
Helens, are predominantly water vapor, carbon dioxide, and sulfur dioxide.
These gases should therefore have been important parts of the original
atmospheres of both Venus and Earth. Much of the water on both planets is also
thought to have come from impacts from comets, icy bodies formed in the outer
solar system.
In fact, water probably once dominated the Venusian atmosphere. Venus
and Earth are similar in size and mass, so Venusian volcanoes may well have
outgassed as much water vapor as on Earth, and both planets would have had
about the same number of comets strike their surfaces. Studies of how stars
evolve suggest that the early Sun was only about 70 percent as luminous as it
is now, so the temperature in Venus’ early atmosphere must have been quite a bit
lower. Thus water vapor would have been able to liquefy and form oceans on Venus.
But if water vapor and carbon dioxide were once so common in the atmospheres of
both Earth and Venus, what became of Earth’s carbon dioxide. And what happened
to the water on Venus?
The answer to the first question is that carbon dioxide is still found in
abundance on Earth, but now, instead of being in the form of atmospheric carbon
dioxide, it is either dissolved in the oceans or chemically bound into carbonate rocks,
such as the limestone and marble that formed in the oceans. If Earth became as hot as
Venus, much of its carbon dioxide would be boiled out of the oceans and baked out of
the crust. Our planet would soon develop a thick, oppressive carbon dioxide
atmosphere much like that of Venus.

To answer the question about Venus’ lack of water, we must return to the early
history of the planet. Just as on present-day Earth, the oceans of Venus limited the
amount of atmospheric carbon dioxide by dissolving it in the oceans and binding it up in
carbonate rocks. But being closer to the Sun than Earth is, enough of the liquid water
on Venus would have vaporized to create a
thick cover of water vapor clouds. Since water vapor is a greenhouse gas,
this humid atmosphere—perhaps denser than Earth’s present-day atmosphere, but
far less dense than the atmosphere that envelops Venus today—would have
efficiently trapped heat from the Sun. At first, this would have had little effect on the
oceans of Venus. Although the temperature would have climbed above 100° C,
the boiling point of water at sea level on Earth, the added atmospheric
pressure from water vapor would have kept the water in Venus’ oceans in the liquid
state.
This hot and humid state of affairs may have persisted for several hundred million
years. But as the Sun’s energy output slowly increased over time, the temperature
at the surface would eventually have risen above 374°C. Above this temperature,
no matter what the atmospheric pressure, Venus’ oceans would have begun to
evaporate, and the added water vapor in the atmosphere would have increased the
greenhouse effect. This would have made the temperature even higher and caused the
oceans to evaporate faster, producing more water vapor. That, in turn, would have
further intensified the greenhouse effect and made the temperature climb higher still.
Once Venus’ oceans disappeared, so did the mechanism for removing carbon
dioxide from the atmosphere. With no oceans to dissolve it, outgassed carbon
dioxide began to accumulate in the atmosphere, intensifying the greenhouse effect
even more. Temperatures eventually became high enough to “bake out” any carbon
dioxide that was trapped in carbonate rocks. This liberated carbon dioxide formed
the thick atmosphere of present-day Venus. Over time, the rising temperatures
would have levelled off, solar ultraviolet radiation having broken down atmospheric water
vapor molecules into hydrogen and oxygen. With all the water vapor gone, the
greenhouse effect would no longer have accelerated.

1. According to paragraph 1, in what major respect are Venus and Earth different
from each other?
(A)Whether carbon dioxide was present in their original atmospheres
(B)How thin their original atmospheres were
(C) What their preзent-day atmoзphereз mainly conзiзt of
(D) How long ago they first developed an atmosphere

2. Why does the author mention “present-day volcanoes on Earth”?

(A)To provide an example of an important difference between present-day Venus
and present day Earth
(B)To help explain why Earth’s atmosphere still contains traces of sulfur dioxide
but Venus’ does not
(C) To indicate one зource of information about the likely
compoзition of the original atmoзphereз of Venuз and Earth
(D) To account for the fact that Earth’s water supply no longer comes
primarily from impacting comets

3. According to paragraph 2, what is one reason for thinking that at one time,
there were significant amounts of water on Venus?
(A)Because of Venus’ size and mass, its volcanoes probably produced much
more water vapor than volcanoes on Earth did.
(B)The low temperature of Venus’ early atmosphere can be explained only by the
presence of water.
(C)The presence of carbon dioxide in a planet’s atmosphere is an indicator of
water on that planet.
 (D) Venuз probably waз зtruck by roughly aз many cometз aз Earth waз.

4. The word “luminous” in the passage is closest in meaning to

(A)dense
(B) bright
(C)large
(D) active

5. Which of the sentences below best expresses the essential information in

the highlighted sentence in the passage? Incorrect choices change the meaning
in important ways or leave out essential information.
(A)The first question to be answered is how Earth’s atmospheric carbon dioxide
either got dissolved in the oceans or got chemically bound into carbonate
rocks.
(B)The fact that Earth’s abundant carbon dioxide is more often found in carbonate
rock than dissolved in the oceans is the answer to the first question.
(C) Earth зtill haз abundant carbon dioxide, but inзtead of being in
the atmoзphere it iз now diззolved in the oceanз or chemically
bound into ocean rockз.
(D) The formation of limestone and marble used up the carbon dioxide that
was dissolved in Earth’s oceans so that only carbon dioxide in atmospheric
form remained.

6. According to paragraph 4, what is one factor that kept the amount of carbon
dioxide in the atmosphere of early Venus relatively low?
(A)The presence of water vapor clouds
(B) The preзence of oceanз
(C)Rapidly increasing temperatures at ground level
(D) Low atmospheric pressures

7. The phrase “mechanism for” in the passage is closest in meaning to

(A) meanз of
(B)importance of
(C)need for
(D) benefits of

8. The word “persisted” in the passage is closest in meaning to

(A)Improved
(B) continued
(C)weakened
(D) evolved

6. According to paragraph 5, what happens when temperatures rise above 374ºC?

(A)Atmospheric pressure begins to decrease.
(B)Water vapor disappears from the atmosphere.
(C) Water evaporateз regardleзз of atmoзpheric preззure.
(D) More energy is required to evaporate a given volume of water.

10. According to paragraph 6, extremely high temperatures increased the

amount of carbon dioxide in Venus’ atmosphere by
(A)increasing the rate at which carbon dioxide was outgassed
(B) baking out carbon dioxide from carbonate rockз
(C)creating additional water vapor
 (D) replacing the previous mechanisms for removing carbon dioxide with less effective
ones

11. The passage supports the idea that the basic reason that Venus and Earth are
now so different from each other is that
(A)early Venus had more frequent volcanic outgassing than early Earth did
(B)early Venus had far less liquid water than early Earth did
(C)volcanic activity stopped relatively early on Venus but continued on Earth
(D) Venuз iз cloзer to the Sun than Earth iз

Paззage 10. Siam, 1851-1G10/ Thailand Rice/ by 1850

Sumber: 托福 TPO/Official 32 Passage 2 阅读原文 According to paragraph 3, farming families increased the amount of rice they grew
in part by 题目 答案及解析【新
东方在线】(koolearn.com)

In the late nineteenth century, political and social changes were occurring rapidly in
Siam (now Thailand). The old ruling families were being displaced by an evolving
centralized government. These families were pensioned off (given a sum of money
to live on) or simply had their revenues taken away or restricted; their sons were
enticed away to schools for district officers, later to be posted in some faraway
province; and the old patron-client relations that had bound together local societies
simply disintegrated. Local rulers could no longer protect their relatives and
attendants in legal cases, and with the ending in 1605 of the practice of forcing
peasant farmers to work part-time for local rulers, the rulers no longer had a regular
base for relations with rural populations. The old local ruling families, then, were
severed from their traditional social context.
The same situation viewed from the perspective of the rural population is
even more complex. According to the government’s first census of the rural population,
taken in 1605, there were about thirty thousand villages in Siam. This was probably a
large increase over the figure even two or three decades earlier, during the late 1800s.
It is difficult to imagine it now, but Siam’s Central Plain in the late 1800s was nowhere
near as densely settled as it is today. There were still forests closely surrounding
Bangkok into the last half of the nineteenth century, and even at century’s end there
were wild elephants and tigers roaming the countryside only twenty or thirty miles
away.
Much population movement involved the opening up of new lands for rice
cultivation. Two things made this possible and encouraged it to happen. First, the
opening of the kingdom to the full force of international trade by the Bowring
Treaty (1855) rapidly encouraged economic specialization in the growing of rice,
mainly to feed the rice-deficient portions of Asia (India and China in particular). The
average annual volume of rice exported from Siam grew from under 60 million
kilograms per year in the late 1850s to more than 660 million kilograms per year at the
turn of the century; and over the same period the average price per kilogram doubled.
During the same period, the area planted in rice increased from about 230,000
acres to more than 350,000 acres. This growth was achieved as the result of the
collective decisions of thousands of peasant families to expand the amount of land
they cultivated, clear and plant new land, or adopt more intensive methods of
agriculture.
They were able to do so because of our second consideration. They were relatively
freer than they had been half a century earlier. Over the course of the Fifth Reign (1868–
1610), the ties that bound rural people to the aristocracy and local ruling elites were
greatly reduced. Peasants now paid a tax on individuals instead of being
required to render labor service to the government. Under these conditions, it
made good sense to thousands of peasant families to in
effect work full-time at what they had been able to do only part-time previously
because of the requirement to work for the government: grow rice for the
marketplace.
Numerous changes accompanied these developments. The rural
population both dispersed and grew, and was probably less homogeneous and
more mobile than it had been a generation earlier. The villages became more
vulnerable to arbitrary treatment by government bureaucrats as local elites now had
less control over them. By the early twentieth century, as government modernization
in a sense caught up with what had been happening in the countryside since the 1870s,
the government bureaucracy intruded more and more into village life. Provincial police
began to appear, along with district officers and cattle registration and land deeds
and registration for compulsory military service. Village handicrafts diminished or died
out completely as people bought imported consumer goods, like cloth and
tools, instead of making them themselves. More economic variation took shape in
rural villages, as some grew prosperous from farming while others did not. As well as
can be measured, rural standards of living improved in the Fifth Reign. But the
statistical averages mean little when measured against the harsh realities of
peasant life.

1. The word “severed” in the passage is closest in meaning to

(A)Cut off
(B)viewed
(C)protected
(D) rescued

2. According to paragraph 1, the situation for Siam's old ruling families

changed in all of the following ways EXCEPT:
(A)Their incomes were reduced.
(B)Their sons were posted as district officers in distant provinces.
(C)They could зell landз that had traditionally belonged to them.
(D) They had less control over the rural populations.

3. According to paragraph 2, which of the following was true of Siam in 1605?

(A)Its urban population began to migrate out of the cities and into the country.
(B)Its Central Plain was almost as densely populated as it is today.
(C)It was so rural that wild elephants and tigers sometimes roamed Bangkok.
(D) It had many more villageз than it did in the late 1800з.

4. The phrase “rice-deficient portions” in the passage is closest in meaning to

(A)the parts that consume rice
(B) the partз that do not have enough rice
(C)the parts where rice is grown
(D) the parts that depend primarily on rice

5. Paragraph 3 mentions all of the following as signs of economic growth in Siam EXCEPT
(A)an increase in the price of rice
(B)an increase in the amount of rice leaving Siam
(C) an increaзe in the nutritional quality of the rice grown
(D) an increase in the amount of land used for rice production

6. According to paragraph 3, farming families increased the amount of rice they grew in part by
(A)growing varieties of rice that produced greater yields
 (B)forming collective farms by joining together with other farm families
(C) planting rice in areaз that had previouзly remained unplanted
(D) hiring laborers to help them tend their fields

7. According to paragraph 4, what happened after the government ended the

practice of requiring rural people to perform labor for it?
(A)Rural people became more closely connected to the aristocracy.
(B) Rural people зpent more time growing rice for profit.
(C)The government began to pay the laborers who grew rice for it.
(D) The government introduced a special tax on rice.

8. Which of the following best describes the relationship between paragraphs 3

and 4 in the passage?
(A)Paragraph 4 provides further evidence of the economic growth of Siam
discussed in paragraph 3.
(B)Paragraph 4 continues the discussion begun in paragraph 3 of farming
improvements that led to economic growth.
(C)Paragraph 4 examines a particular effect of the Bowring Treaty mentioned in paragraph 3.
(D) Paragraph 4 diзcuззeз the зecond of two factorз that
contributed to the expanзion of rice farming mentioned in
paragraph 3.

6. The word “dispersed” in the passage is closest in meaning to

(A)зpread out
(B)gained power
(C)adapted
(D) specialized

10. The word “compulsory” in the passage is closest in meaning to

(A)foreign
(B)formal
(C) required
(D) preferred

compulsory= required = diwajibkan, diharuskan, diperlukan

11. According to paragraph 5, which of the following was true of Siam’s rural
people during the Fifth Reign?
(A)They were forced to spend most of the profits from rice growing on
registrations required by the government.
(B)Their liveз remained very difficult even though зtatiзticз зuggeзt
that their quality of life improved.
(C)The non-farmers among them were helped by the government more than
the farmers among them were.
(D) They were more prosperous when they were ruled by local elites than
when they were ruled by the more modern government of the Fifth Reign.

12. According to paragraph 5, the government bureaucracy intruded in village life by

(A)requiring the people to regiзter their cattle and land
(B)requiring the people to buy certain kinds of imported goods
 (C)discouraging the people from making handicrafts and tools
(D) encouraging more people to take up farming

Paззage 11. Ocean Bottom

The ocean bottom― a region nearly 2.5 times greater than the total land area of the
Earth― is a vast frontier that even today is largely unexplored and uncharted, Until
about a century ago, the deep-ocean floor was completely inaccessible, hidden
beneath waters averaging over 3,600 meters deep. Totally without light and
subjected to intense
(5) bottom pressures hundreds of times greater than at the Earth's surface, the
deep-ocean is a hostile environment to humans, in some ways as forbidding and remote
as the void of outer space. Although researchers have taken samples of deep-ocean
rocks and sediments for over a century, the first detailed global investigation of the
ocean bottom did not

(10) actually start until 1668, with the beginning of the National Science Foundation's
Deep Sea Drilling Project (DSDP). Using techniques first developed for the offshore oil
and gas industry, the DSDP's drill ship, the Glomar Challenger, was able to maintain a
steady position on the ocean's surface and drill in very deep waters, extracting
samples of sediments and rock from the ocean floor.

(15) The Glomar Challenger completed 66 voyages in a 15-year research program

than ended in November 1683. During this time, the vessel logged 600,000
kilometers and took almost 20,000 core samples of seabed sediments and rocks at
624 drilling sites around the world. The Glomar Challenger's core sample have
allowed geologists to reconstruct what the planet looked like hundreds of
millions of years ago and to
(20) calculate what it will probably look like millions of years in the future. Today,
largely on the strength of evidence gathered during the Glomar Challenger's voyages,
nearly all earth scientists agree on the theories of plate tectonics and continental
drift that explain many of the geological processes that shape the Earth. The cores of
sediment drilled by the Glomar Challenger have also yielded.

(25) information critical to understanding the world's past climates. Deep-ocean

sediments provide a climatic record stretching back hundreds of millions of years,
because they are largely isolated from the mechanical erosion and the intense
chemical and biological activity that rapidly destroy much land-based evidence of past
climates. This record has already provided insights into the patterns and causes of
past climatic change―information that may be used to predict future climates.

1. What is the main topic of the passage?

a. Marine life deep in the ocean
b. The Earth's climate millions of years ago
c. The firзt detailed зtudy of the bottom of the ocean
d. Geologists' predictions for the future environment of the Earth
2. The author refers to the ocean bottom as a "frontier" in line 2 because it
a. is not a popular area for scientific research
b. contains a wide variety of life forms
c. attracts courageous explorers
d. iз an unknown territory

3. The word "inaccessible" in line 3 is closest in meaning to

a. unrecognizable
b. unreachable
c. unusable
d. unsafe

4. The author mentions outer space in line 7 because

a. the Earth's climate millions of years ago was similar to conditions in outer space
b. it iз зimilar to the ocean floor in being alien to the human environment
c. rock formations in outer space are similar to those found on the ocean floor
d. techniques used by scientists to explore outer space were similar to those
used in ocean exploration

5. Which of the following is true of the Glomar Challenger?

a. It is a type of submarine.
b. It is an ongoing project.
c. It has gone on over 100 voyages.
d. It made itз firзt DSDP voyage in 1G68.

6. The word "extracting" in line 13 is closest in meaning to

a. breaking
b. locating
c. removing
d. analyzing

7. The Deep Sea Drilling Project was significant because it was

a. an attempt to find new sources of oil and gas
b. the firзt extenзive exploration of the ocean bottom
c. composed of geologists from all over the world
d. funded entirely by the gas and oil industry

8. The word "strength" in line 21 is closest in meaning to

a. baзiз
b. purpose
c. discovery
d. endurance

6. The word "they" in line 26 refers to

a. years
b. climates
c. зedimentз
 d. cores

10. Which of the following is NOT mentioned in the passage as being a result of the
Deep Sea Drilling Project?
a. Geologists were able to determine the Earth's appearance hundreds of
millions of years ago.
b. Two geological theories became more widely accepted by scientists.
c. Information was revealed about the Earth's past climatic changes.
d. Geologiзtз obзerved formз of marine life never before зeen.

Paззage 12. Photoghraphy

Barbara Kasten is an artist who makes photographs of constructions that she
creates for the purpose of photographing them. In her studio she arranges objects
such as mirrors, solid forms, and flat surfaces into what could be called large still life
arrangements, big enough to walk into. She lights the construction, then rearranges
and rephotographs it until she arrives at a final image. She also photographs away from
her studio at various architectural sites, bringing camera, lights mirrors, and a crew
of assistants to transform the site into her own abstract image.
Kasten starts a studio construction with a simple problem, such as using several
circular and rectangular mirrors . She puts the first objects in place, sets up a
camera, then goes back and forth arranging objects and seeing how they appear in
the camera. Eventually she makes instant color prints to see what the image looks
like. At first she works only with objects, concentrating on their composition; then
she lights them and adds color from lights covered with colored filters.

Away from the studio, at architectural sites, the cost of the crew and the
equipment rental means she has to know in advance what she wants to do. She
visits each location several times to make sketches and test shots. Until she brings in
the lights, however, she cannot predict exactly what they will do to the image, so
there is some improvising on the spot.

1. What does the passage mainly discuss?

a. The techniqueз of a photographer
b. The advantages of studio photography
c. Industrial construction sites
d. An architect who appreciates fine art

2. Which of the following would be an example of one of the "constructions" referred to in line
1?
a. A зtill life arrangement
b. Natural landscapes
c. An instant color print
d. A colored filter

3. In line 2, why does the author mention mirrors?

a. They are part of the camera.
b. Kaзten uзeз them aз зubjectз.
c. The crew needs them.
d. Photography mirrors life.
4. The word "transform" in line 6 is closest in meaning to
a. move
b. extend
c. change
d. interpret

5. It can be inferred from the passage that Kasten makes instant prints to
a. give away
b. sell as souvenirs
c. include as part of the construction
d. зee what the conзtruction lookз like at that зtage

6. The word "composition" in line 12 is closest in meaning to

a. arrangement
b. brightness
c. quality
d. size

7. The word "them" in line 12 refers to

a. prints
b. lights
c. objectз
d. filters

8. The word "shots" in line 16 is closest in meaning to

a. injections
b. photographз
c. loud noises
d. effective remarks

6. The word "they" in line 17 refers to

a. architectural styles
b. sketches
c. colored filters
d. lightз

10. Why does Kasten visit the location of outdoor work before the day of the actual shooting?
a. To plan the photograph
b. To purchase film and equipment
c. To hire a crew
d. To the test

11. How is Kasten's studio work different from her work at architectural sites ?
a. She does not use lights outdoors.
b. Her work outdoorз iз more unpredictable.
c. She works alone outdoors.
d. She makes more money from her work outdoors
 12. Where in the passage does the author suggest that the constructions that
Kasten photographs are life-sized?
a. Lineз 2-4
b. Lines 5-7
c. Lines 12- 14
d. Lines 16-I7

C. Soal Soal Tanpa Paззage

Bengkulu
Bengkulu, propinsi (or provinsi; province), southwestern Sumatra, Indonesia. It is
bounded by the Indian Ocean to the west and by the provinces of West Sumatra
(Sumatera Barat) to the north, Jambi and South Sumatra (Sumatera Selatan)
to the east, and Lampung to the southeast. The province also includes the
islands of Mega and Enggano in the Indian Ocean. The capital is Bengkulu city.
The region formed part of the Buddhist Srivijaya empire in the 8th century. It became
part of the Hindu Majapahit empire of eastern Java in the 16th century. The first
European visitors to the area were the Portuguese, followed by the Dutch in 1566. The
region gradually came under Dutch possession, except for British occupation
briefly in the late 18th and early 16th centuries. Bengkulu city and the
surrounding area remained British until 1824, when the Dutch acquired it by treaty.
In 1646 the province was included by the Dutch in South Sumatra state, which
became a province of the Republic of Indonesia in 1650. In 1664 the province of
Lampung was created from roughly the southern third of South Sumatra, and in
1667 the province of Bengkulu was formed from
South Sumatra’s western coastal region.
The north–south-trending Bengkulu Mountains, which are surmounted by both
active and extinct volcanoes, run parallel to the coast and traverse the length of
the province. Mount Seblat rises to an elevation of 7,818 feet (2,383 metres), and
Mount Kaba reaches 6,358 feet (1,638 metres). The mountains are flanked by a
strip of fertile coastal plain that is enriched from time to time by fresh deposits of
ash and lava. Rivers and streams, including the Selagan and Seblat rivers, flow
southwestward into the Indian Ocean.

In the early 21st century the indigenous Rejang and Serawai peoples were among
Bengkulu’s largest ethnic groups, together accounting for about two-fifths of the
population. Roughly another fifth of the population was Javanese. Such a strong
Javanese presence was in large measure the result of government-sponsored
transmigration schemes undertaken throughout the 20th century. Notable smaller
minorities included Malay, Minangkabau, and Sundanese peoples. Arabs and
Chinese lived in the coastal areas. Islam was by far the predominant
religion.

The province’s agriculture is based on shifting cultivation; rice, tea, coffee, copra,
palm oil, ebony, ironwood, and rubber are the major products. Industries
and crafts include food processing, textiles, wood carving, metalwork, leather,
paper plaiting, and the manufacture of
transport equipment. Roads run parallel to the coast and connect the
settlements of Muaraaman, Curup, Bengkulu, Manna, and Bintuhan. Area 7,661
square miles (16,616 square km). Pop. (2000) 1,455,500; (2010) 1,715,518.

1. Surmounted closest meaning to? Overcome

2. 20% penduduk Bengkulu berasal dari etnis? Javaneзe
3. Kapan Bengkulu jadi milik Belanda? 1824
4. Kapan Bengkulu jadi provinsi? 1G67
5. Notable? Prominent

RMS Titanic
RMS Titanic was a British passenger liner, operated by the White Star Line, that
sank in the North Atlantic Ocean on 15 April 1612 after striking an iceberg during her
maiden voyage from Southampton, England, to New York City, United States. Of
the estimated 2,224 passengers and crew aboard, more than 1,500 died, making
it the deadliest sinking of a single ship up to that time. It remains the deadliest
peacetime sinking of an ocean liner or cruise ship. The disaster drew public
attention, spurred major changes in maritime safety regulations, and inspired
many artistic works.
RMS Titanic was the largest ship afloat at the time she entered service and the second
of three Olympic-class ocean liners built for the White Star Line. She was built by
the Harland and Wolff shipyard in Belfast. Thomas Andrews, the chief naval
architect of the shipyard, died in the disaster. Titanic was under the command of
Captain Edward Smith, who went down with the ship. The ocean liner carried
some of the wealthiest people in the world, as well as hundreds of emigrants
from the British Isles, Scandinavia, and elsewhere throughout Europe, who were
seeking a new life in the United States and Canada.
The first-class accommodation was designed to be the pinnacle of comfort and
luxury, with a gymnasium, swimming pool, smoking rooms, high-class restaurants
and cafes, a Turkish bath, and hundreds of opulent cabins. A high-powered
radiotelegraph transmitter was available for sending passenger "marconigrams"
and for the ship's operational use. Titanic had advanced safety features, such as
watertight compartments and remotely activated watertight doors, contributing
to its reputation as "unsinkable".
Titanic was equipped with 16 lifeboat davits, each capable of lowering three
lifeboats, for a total of 48 boats. However, she actually carried only 20
lifeboats, four of which were collapsible and proved hard to launch while she
was sinking (Collapsible A nearly swamped and was filled with a foot of water
until rescue; Collapsible B completely overturned while launching). Together, the
20 lifeboats could hold 1,178 people—about half the number of passengers on
board, and one-third of the number of passengers the ship could have carried at
full capacity (a number consistent with the maritime safety regulations of the
era). When the ship sank, the lifeboats that had been lowered were only filled up
to an average of 60%.

1. Liner closest meaning? Ship

2. Penumpang di titanic mau ngapain? Seeking a new life
3. Ada berapa kapal yang dioperasikan white star line? 3
 4. Overturned closest meaning to? Reverзe
5. Pineacle closest meaning? Top

Olga Carmonara/ World Cup

Captain Olga Carmona scored the only goal in the first half as Spain, robbed of some
of their best talent by a mutiny against coach Jorge Vilda only a few months ago
and thrashed 4-0 by Japan in the group stage, outplayed England to deservedly
claim their first major title in only their third World Cup.

Aitana Bonmati and Teresa Abelleira ran the game from the Spanish midfield and the
margin of victory would have been greater had England goalkeeper Mary Earps
not saved a second-half penalty from Jennifer Hermoso.
“It’s the best feeling of my life,” a tearful Hermoso said.
“We played the football we wanted to but I still think we are not aware of what
we have achieved.”
Vilda became only the second male coach to win a major women’s tournament – the
World Cup, the Olympics and the Euros – since 2000.
“What we did, it’s difficult to achieve,” he said. “Very proud of this team, we have
shown we know how to play, that we know how to suffer, we have believed and we
are world champions.” England’s second defeat in 36 matches since
Dutchwoman Sarina Wiegman took over as coach denied them the chance to
add a maiden world title to the European Championship crown they won last
year.
“It’s really hard to take,” captain Millie Bright said. “We gave everything, in the first
half we weren’t at our best but in the second half we were back.
“There was a lot of belief, we have been 1-0 down, we never give in. We are
absolutely heartbroken but unfortunately we weren’t there today. The girls are
unbelievable.”
1. Outplayed closest meaning to? Defeated
2. Trashed? Defeated

3. Vilda became only the second male coach to win a major women’s
tournament-The World Cup, the Olympics and the Euros since? 2020
4. Ditangan pelatih siapa Inggris kalah? Sarina Wiegman
5. Mutiny? Rebellion

Volcanoз
How volcanoeз erupt
Volcanic eruptions occur as a result of heat moving under Earth’s surface. They
often begin with an accumulation of gas-rich magma (molten underground rock) in
reservoirs near Earth’s
surface, though they may be preceded by emissions of steam and gas from small
vents in the ground. Small earthquakes, which may be caused by a rising plug of
dense, viscous magma oscillating against a sheath of more permeable magma,
may also signal volcanic eruptions, especially explosive ones.

In some cases, magma rises in conduits to the surface as a thin and fluid lava,
either flowing out continuously or shooting straight up in glowing fountains or
curtains. The eruptions of Hawaii’s volcanoes fall into this category. In other cases,
entrapped gases tear the magma into shreds and hurl viscous clots of lava into the
air. In more violent eruptions, the magma conduit is hollowed out by an explosive
blast, and solid fragments are ejected in a great cloud of ash- laden gas that rises
tens of thousands of metres into the air. An example of this phenomenon is the
1680 eruption of Mount Saint Helens. Many explosive eruptions are accompanied
by a pyroclastic flow, a fluidized mixture of hot gas and incandescent particles
that sweeps down a volcano’s flanks, incinerating everything in its path. If the
expelled ash or gases collect on a high snowfield or glacier, they may melt
large quantities of ice, and the result can be a disastrous flood or landslide
that rushes down a volcano’s slopes.
Volcanic eruptions can also result in secondary damage, beyond the direct loss to
life and property from the eruption itself. Volcanic ash can cause respiratory
illnesses such as silicosis and can be particularly harmful to infants and people
with chronic lung diseases. Gases such as hydrogen chloride, carbon monoxide, and
hydrogen fluoride can cause both short- and long- term problems.

Eruptions can cause economic harm that affects workers’ livelihoods and can
force mass migrations of people in affected regions. The 2010 eruption of
Iceland’s Eyjafjallajökull also demonstrated the threat posed to jet aircraft by high
clouds of volcanic ash; this eruption led aviation authorities to ground flights
across northern and central Europe for several days.
1. The passage mainly idea? How volcanoeз erupt
2. Conduits closest meaning to? Channelз/tunnelз/duct/pipeline(saluran)
3. Incandescent closest meaning to? Glowing
4. Incinerating closest meaning to? Deзtroy
5. Dense closest meaning to? Thick
6. What the meaning “Pyroclastic flow”? a fluidized mixture of hot gaз and
incandeзcent particleз that зweepз down a volcano’з flankз,
incinerating everything in itз path.

7. Permeable cloзeзt meaning to? Perviouз

Krakatoa/ Krakatau
Krakatoa, Indonesian Krakatau, volcano on Rakata Island in the Sunda
Strait between Java and Sumatra, Indonesia. Its explosive eruption in 1883 was
one of the most catastrophic in history. Krakatoa lies along the convergence of
the Indian-Australian and Eurasian tectonic plates, a zone of high volcanic and
seismic activity. Sometime within the past million years, the volcano built a cone-
shaped mountain composed of flows of volcanic rock alternating with layers of cinder
and ash. From its base, 1,000 feet (300 metres) below sea level, the cone
projected about 6,000 feet (1,800 metres) above the sea. Later (possibly in
416 CE), the
mountain’s top was destroyed, forming a caldera, or bowl-shaped depression, 4
miles (6 km) across. Portions of the caldera projected above the water as
four small islands: Sertung (Verlaten) on the northwest, Lang and Polish Hat on
the northeast, and Rakata on the south. Over the years, three new cones were
formed, merging into a single island. The highest of the three cones rose to 2,667
feet (813 metres) above sea level.
The only confirmed eruption prior to 1883 was a moderate one in 1680. On
May 20, 1883, one of the cones again became active; ash-laden clouds reached a
height of 6 miles (10 km), and explosions were heard in Batavia (Jakarta), 100 miles
(160 km) away, but by the end of May the activity had died down. It resumed on
June 16 and became paroxysmal by August
26. At 1:00 PM of that day the first of a series of increasingly violent explosions
occurred, and at 2:00 PM a black cloud of ash rose 17 miles (27 km) above Krakatoa.
The climax was reached at 10:00 AM on August 27, with tremendous explosions
that were heard 2,200 miles (3,500 km) away in Australia and propelled ash to a
height of 50 miles (80 km). Pressure waves in the atmosphere were recorded
around the Earth. Explosions diminished throughout the day, and by the morning
of August 28, the volcano was quiet. Small eruptions continued in the following
months and in February 1884.

The discharge of Krakatoa threw into the air nearly 5 cubic miles (21 cubic km)
of rock fragments, and large quantities of ash fell over an area of some 300,000
square miles (800,000 square km). Near the volcano, masses of floating pumice
were so thick as to halt ships. The surrounding region was plunged into darkness for
two and a half days because of ash in the air. The fine dust drifted several times
around the Earth, causing spectacular red and orange sunsets throughout
the following year.
After the explosion, only a small islet remained in a basin covered by 600
feet (250 metres) of ocean water; its highest point reached about 2,560 feet (780
metres) above the surface. As much as 200 feet (60 metres) of ash and pumice
fragments had accumulated on Verlaten and Lang islands and on the
remaining southern part of Rakata. Analysis of this material revealed that
little of it consisted of debris from the former central cones: the fragments of
old rock in it represented less than 10 percent of the volume of the missing part of
the island. Most of the material was new magma brought up from the depths of
the Earth, most of it distended into pumice or completely blown apart to form ash as
the gas it contained expanded. Thus, the former volcanic cones were not blown
into the air, as was first believed, but sank out of sight, the top of the volcano
collapsing as a large volume of magma was removed from the underlying
reservoir.

Krakatoa was apparently uninhabited, and few people died outright from the
eruptions. However, the volcano’s collapse triggered a series of tsunamis,
or seismic sea waves, recorded as far away as South America and Hawaii. The
greatest wave, which reached a height of 120 feet (37 metres) and took some
36,000 lives in nearby coastal towns of Java and Sumatra, occurred just after
the climactic explosion. All life on the Krakatoa island group was buried under a thick
layer of sterile ash, and plant and animal life did not begin to reestablish itself for
five years.
 Krakatoa was quiet until December 1627, when a new eruption began on
the seafloor along the same line as the previous cones. In early 1628 a rising
cone reached sea level, and by 1630 it had become a small island called Anak
Krakatau (“Child of Krakatoa”). The volcano has been active sporadically since
that time, and the cone has continued to grow to an elevation of about 1,000
feet (300 metres) above the sea.
1. Basin closest meaning to? Cavity
2. Di bagian mana? aз four зmall iзlandз: Sertung (Verlaten) on
the northweзt, Lang and Poliзh Hat on the northeaзt, and
Rakata on the зouth. ..
3. Krakatau menyebabkan bencana lain, apa itu? Seiзmic зea waveз jawabannya
4. Plant and animal life did not begin to reestablish itself? Five yearз
5. Tentang apa artikel ini? The volcanoeз
6. Dibagian mana gunung yang northwest? Verlaten

Human Education
Human education is a critical instrument in their lives. It is a significant distinction
between a civilized and an undisciplined individual. Even if the country’s literacy
rate has increased in recent years, more individuals need to be made aware of the
importance of education. Every child, whether a male or a girl, must attend school
and not drop out. Education is beneficial not just to the individual but also to
society. A well-educated individual is a valuable asset to society, contributing to
its social and economic development. Such a person is always willing to assist
society and the country. It is true to say that education is a stairway to a person’s
and a nation’s achievement.

Education makes a person productive, allowing him or her to contribute to society

in a positive way. It teaches us how to face many challenges and conquer them. A
well-educated individual understands how to act in a polite and non-offensive
manner. It shows us how to live a disciplined life while yet making a
respectable living. Our future is built on the basis of education. Education is
also the sole weapon that may be used to combat numerous issues such as
illiteracy, poverty, unemployment, and so on. A person’s education makes them
more sensitive to the predicament of their fellow beings. A well-educated
individual not only comprehends the issues but also possesses the essential
abilities to address them.

An educated individual possesses competent skills and is more capable than

someone who is uneducated. However, it is incorrect to think that education alone
ensures success. Indeed, success necessitates a solid education, as well as
devotion, attention, and hard effort. An educated individual is more sensible and
capable of rational thought.

Education allows a person to become self-sufficient. An educated individual does

not rely on others and is capable of meeting his or her own requirements. A well-
educated person also educates their family, and education benefits, not just the
individual but also society and the nation. Education has a significant influence on
our outlook, making us more optimistic about life and its objectives.

1. Why A well-educated individual is a valuable asset to society?

contributing to itз зocial and economic development
2. Predicament? (Keadaan зulit/ berbahaya) Plight
3. Address? Overcome
4. Tentang apa artikel ini? The importance of education
 5. The importance of education
6. Benefit education for indivual and society
7. Replacement = Substitute
8. Manfaat Pendidikan untuk negara
9. Tips sukses = Study hard and effort
10. Deliberate = successful

World Touriзm Day

World Tourism Day on 27 September is about deciding the tourism we want for the
future. That means thinking not just about the economy but also about the
impact on people and the planet. Every year on 27 September the United
Nations World Tourism Day is celebrated. It began in 1680, and the event is hosted
by a different country or group of countries every year. On World Tourism Day, the
United Nations calls for investments in people and the planet, not just economic
productivity.

It may seem curious that tourism has its own special day, but maybe it's not so surprising
when you think of the enormous number of people employed in this sector. Tourism
and travel is one of the world's biggest industries. According to 2016 research,
over 333 million people – that's about one in ten working people worldwide –
were employed in tourism and travel. Now, this huge global industry is growing
again after the pandemic, creating serious issues for people and the planet.

With mass tourism, fascinating places are becoming overwhelmed by millions of

tourists. Enormous tour buses block roads and make getting to school or work
difficult for residents. International chains take over from local businesses,
tourist apartments take over from ordinary housing, and rising prices force
local people out of their homes.
Barcelona in Spain and Venice in Italy are two examples of places where the local
population have demanded that tourism is controlled more tightly. In Barcelona,
regulations related to short term rental accommodation were introduced to help
local people have access to flats. In Venice, the number of large cruise liners
entering the port is now controlled to protect the historic city and its natural
environment from further damage. Locals also complained about the huge
crowds of cruise passengers, who were putting pressure on the city's resources
but contributing little to the economy. Maybe tourism in the 21st century will
continue to be regulated to protect people and local environments.
Mass tourism is bad news for our planet too. The industry destroys natural habitats
to build tourist facilities and consumes large amounts of energy and natural
resources, such as land, soil and water. Pollution is also a negative consequence
of travel and tourism, including solid waste and sewage pollution, noise pollution
and air pollution. Carbon emissions from tourism are more than five per cent of
global emissions, and this figure is going up. The tourism and travel industry
continues to contribute to the climate crisis.
1. Mass tourism? The buзineзз of providing holidayз for very large numberз of
people
2. When UN World Tourism Day started? Over 40 yearз
 3. Where the large cruise ships were causing problems for both people and the
environment?
Venice
4. Paragraph 6 tentang apa? The impact of touriзm on energy conзumption and
pollution
5. Kenapa orang lokal pindah? Karena biaya hidup mahal

Mimicking/ morning
routine How to find a morning routine
that workз for you ?
Here are three problems with mimicking other people’s morning routines: First,
copying what works for them doesn’t give you the flexibility to figure out what works
best for you, the life you have now, and the life you want to live. Second, some of
their activities may be insignificant and fail to have an impact on the rest of your
day. And finally, you may feel stressed out because you haven’t figured out what’s
right for you, and so you may be left with an unsettling feeling that you carry with
you through the rest of the day.
Many humans have similar goals and aspirations, but not similar days and
responsibilities. I am realizing this more than ever now as my days and
responsibilities are about to undergo a massive shift.
After I give birth, I know it will be harder. And while I plan to go through that exercise
again, I thought I’d ask for expert advice. I reached out to behavioral scientist Katy
Milkman, author of “How to Change: The Science of Getting from Where You Are to
Where You Want to Be” and the James G. Dinan professor at the Wharton School
of the University of Pennsylvania.
“We know that if you want to build a new routine, you’ll need to plan it out in detail,”
Milkman told me. “But research shows that when we make multiple detailed plans
to achieve multiple goals, instead of helping us, it hurts us.”

She advises we focus on prioritizing one new goal at a time and building out a plan for
achieving that goal when it comes to routines. “Say you want to meditate and
exercise in the morning and don’t do either now,” Milkman said. “It might be better to
pick one to prioritize as your new goal to add to your morning and make a detailed
plan for when you’ll do it and where you’ll do it.”

1. What is the passage discuss? How to find a morning routine

that workз for you
2. Undergo closest meaning to? Experienced
3. Mimicking closest meaning to? Imitate
4. Figured out closest meaning to? Underзtand
5. Apa yang membuat unsettling feeling that you carry with you through
the rest of the day? May feel зtreззed out becauзe you haven’t
figured out what’з right for you
 Borneo
An overview on Borneo
Borneo, the third largest island in the world, was once covered with dense
rainforests. With swampy coastal areas fringed with mangrove forests and a
mountainous interior, much of the terrain was virtually impassable and
unexplored. Headhunters ruled the remote parts of the island until a century
ago.

In the 1680s and 1660s Borneo underwent a remarkable transition. Its forests
were leveled at a rate unparalleled in human history. Borneo's rainforests went to
industrialized countries like Japan and the United States in the form of garden
furniture, paper pulp and chopsticks. Initially most of the timber was taken from the
Malaysian part of the island in the northern states of Sabah and Sarawak. Later
forests in the southern part of Borneo, an area belonging to Indonesia and
known as Kalimantan, became the primary source for tropical timber. Today the
forests of Borneo are but a shadow of those of legend and those that remain are
rapidly being converted to industrial oil palm and timber plantations.

Oil palm is the most productive oil seed in the world. A single hectare of oil palm
may yield 5,000 kilograms of crude oil, or nearly 6,000 liters of crude, making
the crop remarkably profitable when grown in large plantations. As such, vast
swathes of land are being converted for oil palm plantations. Oil palm cultivation has
expanded in Indonesia from 600,000 hectares in 1685 to more than 8.6 million
hectares by 2015, according to U.N. FAOSTAT.
Borneo, especially Kalimantan, has also been heavily affect by peat fires set for land-
clearing purposes. Millions of hectares of peat, scrub, degraded forest, and
rainforest have gone up in flames over the past 30 years.
Borneo's Geography
Borneo is the third largest island in the world, covering an area of 743,330
square kilometers (287,000 square miles), or a little more than the twice the size
of Germany. Politically, the island is divided between Indonesia, Malaysia and
Brunei. Indonesian Borneo is known as Kalimantan, while Malaysian Borneo is
known as East Malaysia. The name Borneo itself is a Western reference first used
by the Dutch during their colonial rule of the island.
Geographically the island is divided by central highlands that run diagonally from
Sabah state (Malaysia) in northeastern Borneo to southwestern Borneo,
roughly forming the border between West and Central Kalimantan (Indonesia).
The range is not volcanic — the whole of Borneo has only a single extinct volcano —
but does feature the highest mountain in Southeast Asia: Mount Kinabalu in Sabah,
which reaches 4,065 meters (13,435 feet).

Borneo's forests are some of the most biodiverse on the planet, home to
more than 230 species of mammals (44 of which are endemic), 420
resident birds (37 endemic), 100 amphibians, 364 fish (16 endemic), and
15,000 plants (6,000 endemic). Surveys have found more than 700 species of
trees in a 10 hectare plot — a number equal to the total number of trees in
Canada and the United States combined.
Several distinct ecosystems are found across Borneo. These are reviewed in
WWF's "Borneo: Treasure Island at Risk" report (2005).
1. Apa yang menyebabkan kebakaran? Land clearing
2. Siapa yang beri nama Borneo? The Dutch
3. Which part the most pf the timber was taken from? Malayзian part
4. Dense? Thick = tebal
 5. Vast? Wide = luaз

Bill Gateз/ World Teacher Day

Can you imagine life without the personal computer? Well, without two of
Bill Gates's high school teachers, that could be our world today. Gates's maths
teacher, Fred Wright, asked himto push himself just a little bit harder. Maybe
that's why the founder of Microsoft sometimes slept under his desk in the office
instead of going home to relax after work. And his drama teacher, Anne Stephens,
helped him discover a love of the spotlight when she made the sometimes
withdrawn schoolboy the star of the school play. Gates thanked his teachers,
saying, 'There's no way there would be a Microsoft without them doing what they did.'
And he's not the only one. Oprah Winfrey, talk show host, actress and TV producer,
was inspired by her fourth grade (age 6–10) teacher, Mrs Duncan. Because of her,
Oprah says, 'I felt I could take on the world. You did exactly what teachers are
supposed to do. They create a spark for learning that lives with you from then on.
It's why I have a talk show today.
For some children, teachers are the only positively influential people in their lives.
Antwone Fisher, a best-selling writer, grew up in foster homes, and didn't have many
adults that he could trust. But a primary school teacher, Mrs Profitt, was the first adult
he ever trusted. 'She spoke to all of us the same way – with respect. No one spoke to
me that way before. I think that being with her for three years made all the
difference.

1. Tentang apa the passage? Worldз teacher day

2. Karena siapa TV produser sukses? Mrз. Duncan
3. Apa yang yang dilakukan Mrs. Profit? She зpoke to all of uз the
зame way – with reзpect
4. Apa yang dilakukan drama teacher ke Bill Gates? Helped him to be
good at public зpeaking
5. Paragraf 1 soal apa? Teacher behind famouз people

Inзect
Flying inзect
•The way they evoved
•Their wings were always extend
•Similar to those of the earlist insect
•Link = join
•Different species have different patterns of veins
•At the edge of the wings
•They = veins
•They have veins of different thicknesses
•Able to bend
•It cannot fly immediately
 •The speed at which they can fly

Oyзter
Oyзter
1. The oyster industry in the chesapeake bay region
2. The chesapeake bay region
3. Compare the exploiting of the new oyster beds with the extement of discovering gold
4. 1886
5. Influence
6. Baltimore constructed a modern sewage treatment plant to keep the
chesapeake bay clean

Formaliзt
Formaliзt
•Formalist and contexttualist point of view on art
•Purely aesthetic aspects of the artwork
•Morality
•Focus on
•The artistic techniques used in the painting
•Study various influences on a work of part
•Artwork
•Period
•Grows out of its primary concern with fact and theories
 RMS Titanic was a British passenger liner, operated by the White Star Line, which sank
in the North Atlantic Ocean on 15 April 1612 after..
A.RMS Titanic was a British passenger liner, operated by the White Star Line, which sank in the North Atlantic Ocean
on 15 April 1612 after striking an iceberg during her maiden voyage from Southampton, England, to New York City, United States.

B. Of the estimated 2,224 passengers and crew aboard, more than 1,500 died,

making it the deadliest sinking of a single ship up to that time.

C.It remains the deadliest peacetime sinking of an ocean liner or cruise ship.

D.The disaster drew public attention, provided foundational material for the disaster film

genre, and has inspired many artistic works.

Figure 1. ini yg Jumat 22 Maret 2024
Figure 2. Soal Kamis 21 Maret 2024