A boring
B massive
C dependent
D prosperous
A elusive
B altered
C intensified
D bearable
A nearly
B the
C pumped
D by
A octopuses
B are considered
C being
D to eat
A Coral reefs
B limestone formations
C tiny sea organisms
D the remains.
A likely
B has
C own
D by
A animal origin
B greatest
C amounts
D do foods of
A advantage
B creation
C source
D problem
A is especially important
B explains an effect of previous information
C is not essential
D contradicts the previous information
A They contributed to the building of the Roman Empire
B They allowed trade to be conducted more simply
C They were invented in Asia Minor
D They were always made of gold in ancient times
A [4]
B [3]
C [1]
D [2]
A People still use barter because of poor social conditions or as an extra, unofficial activity
B The barter system sometimes reappears as a sideline activity in places experiencing social disturbances
C The barter system is used only informally in harmonious places, but as the main form of economic activity in troubled lands
D Bartering has always been common in both times of trouble and times of peace.
A They were ruled by King Croesus in the sixth century B.C
B they are considered the inventors of coins
C they made coins made of electrum
D they were the first to use precious metals as money
A making it in large numbers
B putting less silver or gold in it
C using it for state expenditures
D lowering its value
A It was used before the invention of money
B It involved trading one type of good for another
C It was problematic because of disagreement over value
D It has not been used since ancient times
A Gold and silver coins have little value today
B Gold and silver coins are rarely used as money today
C Coins used today do not differ much from coins of the past
D Most coins today have little buying power
A lengthy
B simple
C troublesome
D familiar
A Do you think really so?
B That’s very nice of you to say so
C Really? I’m not sure about it, actually.
D Thanks a lot.
A intends
B is intended
C intent
D are intended
A decoration
B decorate
C decorative
D decorates
A give in
B give up
C put up
D put off
A are needed to
B need
C while needing
D needs it
A must have given
B must give
C might have given
D can’t have given
A they evaluate
B the evaluation
C he evaluates
D evaluate
A brain whose
B brain that
C brainless
D brain’s
A to gather
B together
C to gathering
D gathering
A came a strange procession
B a strange procession came
C did a strange procession come
D came to a strange procession
A come across
B come up against
C come in for
D come up with
A O;the;the
B O;O;a
C The;O;a
D The; the;O
A is that
B isn’t it
C is it
D isn’t that
A are found
B finding for them
C found
D founded them
A where
B in that
C who
D how
A will be
B would be
C am
D would have been
A looser the fabric
B loose fabric
C loose fabric is
D fabric has loose
A big really old green
B really old big green
C really big green old
D really big old green
A that delivers
B whose delivery
C which delivers
D who delivers
A [3]
B [4]
C [1]
D [2]
A Hopper’s growh as an artist
B the themes in Hopper’s paintings
C Hopper’s trip to study in Paris
D the length of time that Hopper studied at art school
A It did not have a significant impact on his work
B It may have had a major influence on his career
C It included Robert Henri as a companion
D It was the most exciting moment of his life
A a chronological order of events in Hopper’s life
B a comparison of the advantages and disadvantages of different art styles
C a definition of realist painting
D a listing of the different stages in becoming a realist painter
A the New York School of Illustrating and New York School of Art
B William Merritt Chase and Robert Henri
C the chief instructor at New York School of Art
D William Merritt Chase and Edward Hopper
A happiness
B thoughts of the past
C loneliness
D hatred
A An artist pulls a theme out of thin air
B An artist’s work reflects his/her life
C Something doesn’t have an effect on an art
D There is no method to art
A hated
B wanted
C enjoyed
D feared
A the themes of solitude and introspection in Hopper’s paintings
B Hopper’s grades in art school
C the works of Chase and Henri
D Hopper’s life after Paris
A being America’s best known realist painter
B attending the New York School of Illustrating
C attending the New York School of Art
D studying in Paris
A shouted
B announced
C called
D told
A taken
B looked
C carried
D made
A that
B who
C where
D whom
A depending
B discussing
C suggesting
D according
A when
B which
C while
D what
A to
B on
C as
D from
A more
B well
C good
D better
A must
B would
C should
D did
A on
B for
C to
D of
A experience
B inspect
C expect
D direct
A clashes with the colors around it
B differs from the color of its selting
C contrasts with its surroundings
D looks the same as its environment
A progressive
B delicate
C praised
D attractive
A destroyed
B banned
C avoid
D advanced
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