Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions.
“I was not there at the time”, he said.
A.He denied to have been there at the time.
B.He denied to be there at the time.
C.He denied having been there at the time.
D.He denied that he hadn’t been there at the time.

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.
Chandler was shocked (A) when his entire class (B) seemed to come down with (C) the same imaginative disease (D).
A.was shocked
B.entire class
C.come down with
D.imaginative disease

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.
For most of their (A) history, especially (B) since the 1860’s (C), New York City has been undergoing (D) major population changes.
A.their
B.especially
C.the 1860’s
D.has been undergoing

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.
It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel”.
Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.
One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, thought starting out with the same degree of intelligence as the other, performed even better.
This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.
Gifted people cannot be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.
People who want to have very gifted children are given the following advice:
Marry an intelligent person. Allow children to follow their own interests rather than the interests of the parents. Start a child’s education early but avoid pushing the child too hard. Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.
How were great musicians different from ordinary musicians in their development?
A.Their ability was realized at an early stage and then nurtured.
B.They practice playing their instruments for many years.
C.They concentrated on music to the exclusion of the other areas.
D.They were exceptionally intelligent and artistic.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.
It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel”.
Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.
One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, thought starting out with the same degree of intelligence as the other, performed even better.
This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.
Gifted people cannot be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.
People who want to have very gifted children are given the following advice:
Marry an intelligent person. Allow children to follow their own interests rather than the interests of the parents. Start a child’s education early but avoid pushing the child too hard. Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.
When encourage their gifted children, parents should avoid________.
A.Pushing their children too hard
B.Letting them play their own way.
C.Permitting them to follow their own interests
D.Starting their education at an early age

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.
It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel”.
Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.
One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, thought starting out with the same degree of intelligence as the other, performed even better.
This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.
Gifted people cannot be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.
People who want to have very gifted children are given the following advice:
Marry an intelligent person. Allow children to follow their own interests rather than the interests of the parents. Start a child’s education early but avoid pushing the child too hard. Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.
When scientists studied intelligence and ability in twins, they found that _______.
A.ability depends mainly on intelligence and achievement
B.intelligence and development are irrelevant to ability
C.ability depends both on intelligence and environment
D.different twins generally have different levels of ability

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
Psychologists have debated a long time about whether a child’s upbringing can give it the ability to do outstandingly well. Some think that it is impossible to develop genius and say that it is simply something a person is born with. Others, however, argue that the potential for great achievement can be develop. The truth lies somewhere between these two extremes.
It seems very obvious that being born with the right qualities from gifted parents will increase a child’s ability to do well. However, this ability will be fully realized only with the right upbringing and opportunities. As one psychologist says, “To have a fast car, you need both a good engine and fuel”.
Scientists have recently assessed intelligence, achievement, and ability in 50 sets of identical twins that were separated shortly birth and brought up by different parents. They found that achievement was based on intelligence, and later influenced by the child’s environment.
One case involving very intelligent twins was quoted. One of the twins received a normal upbringing, and performed well. The other twin, however, was brought up by extremely supportive parents and given every possible opportunity to develop its abilities. That twin, thought starting out with the same degree of intelligence as the other, performed even better.
This case reflects the general principle of intelligence and ability. The more favorable the environment, the more a child’s intelligence and ability are developed. However, there is no link between intelligence and socioeconomic level of a child’s family. In other words, it does not matter how poor or how rich a family is, as this does not affect the intelligence.
Gifted people cannot be created by supportive parents, but they can be developed by them. One professor of music said that outstanding musicians usually started two or three years earlier than ordinary performers, often because their parents had recognized their ability. These musicians then needed at least ten years’ hard work and training in order to reach the level they were capable of attaining.
People who want to have very gifted children are given the following advice:
Marry an intelligent person. Allow children to follow their own interests rather than the interests of the parents. Start a child’s education early but avoid pushing the child too hard. Encourage children to play; for example, playing with musical instrument is essential for a child who wants to become an outstanding musician.
The word “Others” used in the first paragraph refers to_________.
A.other people
B.other scientists
C.other children
D.other geniuses

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.
Perhaps it was his own lack of adequate schooling that inspired Horace Mann to work so hard for the important reforms in education that he accomplished. While he was still a boy, his father and older brother died, and he became responsible for supporting his family. Like most of the children in his town, he attended school only two or three months a year. Later, with the help of several teachers, he was able to study law and became a member of the Massachusetts bar, but he never forgot those early struggles.
While serving in Massachusetts legislature, he signed a historic education bill that set up a state board of education. Without regret, he gave up his successful legal practice and political career to become the first secretary of the board. There he exercised an enormous influence during the critical period of reconstruction that brought into existence the American graded elementary school as substitute for the older distinct school system. Under his leadership, the curriculum was restructured, the school year was increased to a minimum of six months, and mandatory schooling was extended to age sixteen. Other important reforms included the establishment of state normal schools for teacher training, institutes for in-service teacher education, and lyceums for adult education. He was also instrument in improving salaries for teachers and creating school libraries.
Mann’s ideas about school reform were developed and distributed in twelve annual reports to the state of Massachusetts that he wrote during his tenure as secretary of education. Considered quite radical at the time, the Massachusetts reforms later served as a model for the nation. Mann was recognized as the farther of public education.
What did Horace Mann advocate?
A.The state board school system.
B.The district school system.
C.The substitute school system.
D.The graded school system.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.
Perhaps it was his own lack of adequate schooling that inspired Horace Mann to work so hard for the important reforms in education that he accomplished. While he was still a boy, his father and older brother died, and he became responsible for supporting his family. Like most of the children in his town, he attended school only two or three months a year. Later, with the help of several teachers, he was able to study law and became a member of the Massachusetts bar, but he never forgot those early struggles.
While serving in Massachusetts legislature, he signed a historic education bill that set up a state board of education. Without regret, he gave up his successful legal practice and political career to become the first secretary of the board. There he exercised an enormous influence during the critical period of reconstruction that brought into existence the American graded elementary school as substitute for the older distinct school system. Under his leadership, the curriculum was restructured, the school year was increased to a minimum of six months, and mandatory schooling was extended to age sixteen. Other important reforms included the establishment of state normal schools for teacher training, institutes for in-service teacher education, and lyceums for adult education. He was also instrument in improving salaries for teachers and creating school libraries.
Mann’s ideas about school reform were developed and distributed in twelve annual reports to the state of Massachusetts that he wrote during his tenure as secretary of education. Considered quite radical at the time, the Massachusetts reforms later served as a model for the nation. Mann was recognized as the farther of public education.
Which of the following describes Horace Mann’s early life?
A.He attended school six months a year.
B.He had to study alone, without help.
C.He supported his family after his father died.
D.He was an only child.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 30 to 34.
Perhaps it was his own lack of adequate schooling that inspired Horace Mann to work so hard for the important reforms in education that he accomplished. While he was still a boy, his father and older brother died, and he became responsible for supporting his family. Like most of the children in his town, he attended school only two or three months a year. Later, with the help of several teachers, he was able to study law and became a member of the Massachusetts bar, but he never forgot those early struggles.
While serving in Massachusetts legislature, he signed a historic education bill that set up a state board of education. Without regret, he gave up his successful legal practice and political career to become the first secretary of the board. There he exercised an enormous influence during the critical period of reconstruction that brought into existence the American graded elementary school as substitute for the older distinct school system. Under his leadership, the curriculum was restructured, the school year was increased to a minimum of six months, and mandatory schooling was extended to age sixteen. Other important reforms included the establishment of state normal schools for teacher training, institutes for in-service teacher education, and lyceums for adult education. He was also instrument in improving salaries for teachers and creating school libraries.
Mann’s ideas about school reform were developed and distributed in twelve annual reports to the state of Massachusetts that he wrote during his tenure as secretary of education. Considered quite radical at the time, the Massachusetts reforms later served as a model for the nation. Mann was recognized as the farther of public education.
Which of the following titles would best express the main topic of the passage?
A.The Father of American Public Education
B.Philosophy of Education
C.The Massachusetts State Board of Education.
D.Politics of Educational Institutions