Questions 9-12 are about the following e-mail. To. Marco Hader From: Nadia Ross. Subject: Science Class Sent: September 6, 9:05 M. Hi Marco, I hope you enjoyed your first week at our school! I enjoyed talking with you in science class. I know it can be intimidating to start at a different school. I also transferred here from a different school a couple of years ago, and I remember feeling so nervous! But don't worry, I'm sure you'll make new friends soon enough. I certainly did. Our science teacher, Ms. Applebaum, said we should decide on our lab partners by the beginning of next week. Do you want to be my lab partner? Also, I'm the president of the science club, and we have our first meeting coming up next week. You should come to the meeting! The club is a great way to meet new people, take some fun trips, and do neat experiments. I hope you have fun this weekend exploring town with your parents! You should definitely stop by the library and also Greenfield Park-there's a great outdoor market there on weekends. See you in class next week! Sincerely, Nadia 9. What does Nadia ask Marco in the e-mail?

If he is going to transfer to a new schoo

If he has the right materials for a homework assignment

If he has met the other students in the science club

Questions 9-12 are about the following e-mail. To. Marco Hader From: Nadia Ross. Subject: Science Class Sent: September 6, 9:05 M. Hi Marco, I hope you enjoyed your first week at our school! I enjoyed talking with you in science class. I know it can be intimidating to start at a different school. I also transferred here from a different school a couple of years ago, and I remember feeling so nervous! But don't worry, I'm sure you'll make new friends soon enough. I certainly did. Our science teacher, Ms. Applebaum, said we should decide on our lab partners by the beginning of next week. Do you want to be my lab partner? Also, I'm the president of the science club, and we have our first meeting coming up next week. You should come to the meeting! The club is a great way to meet new people, take some fun trips, and do neat experiments. I hope you have fun this weekend exploring town with your parents! You should definitely stop by the library and also Greenfield Park-there's a great outdoor market there on weekends. See you in class next week! Sincerely, Nadia 11. What is probably true about Marco and Nadia?

They are in the same science class

They are both in the science club

They attended the same school several years ago

Questions 9-12 are about the following e-mail. To. Marco Hader From: Nadia Ross. Subject: Science Class Sent: September 6, 9:05 M. Hi Marco, I hope you enjoyed your first week at our school! I enjoyed talking with you in science class. I know it can be intimidating to start at a different school. I also transferred here from a different school a couple of years ago, and I remember feeling so nervous! But don't worry, I'm sure you'll make new friends soon enough. I certainly did. Our science teacher, Ms. Applebaum, said we should decide on our lab partners by the beginning of next week. Do you want to be my lab partner? Also, I'm the president of the science club, and we have our first meeting coming up next week. You should come to the meeting! The club is a great way to meet new people, take some fun trips, and do neat experiments. I hope you have fun this weekend exploring town with your parents! You should definitely stop by the library and also Greenfield Park-there's a great outdoor market there on weekends. See you in class next week! Sincerely, Nadia 12. Why does Nadia mention Greenfield Park?

To suggest a weekend activity for Marco

To explain where the public library is located

To give an example of a science club activity

To discuss an experience Nadia had at her old school

Questions 13-19 are about the following article. On May 3, students of Red Hill Middle School hosted another successful annual art fair for the school and community. The event, organized as a partnership between the student council and Mr. Farley's art classes, brought hundreds of people to the school to create and celebrate art. It included, among other things, an exhibition of the students' artwork and a poster competition open to all middle school students. The theme for the poster competition this year was "Life in Red Hill." In their posters, participants had to render the life of their community, Red Hill, using any technique they preferre Some students chose to paint, some made collages, and others took photos of their favorite town spots. The winning poster will soon hang in the main hall of the school with all the past years' winners. The rest of the posters, more than one hundred, will be hung around town in places like the local library, the community center, and many stores around town for everyone to enjoy them . For the very first time, the event also included activities for the students' siblings, parents, and grandparents. Maria Lopez, president of the student council, explained how all of the student organizers worked together to introduce new activities this year. "Last year was great, but we knew we could still improve this year's event. Even though the art fair is run by middle school students, it's a public event, and we want people of all ages to feel welcome and feel engaged," said Lopez. One of the new activities this year was the painting lesson given by a famous local artist. "I was so excited to get a painting lesson from Anna Stevenson! We didn't get to do that last year," said student Derek Aarons. "And I wasn't the only one! In fact, Ms. Stevenson had to teach many more people than she expected I think just as many parents as students signed up for the painting lesson. It's a good thing we were painting outside, because we never would have fit in a classroom!" The different activities and art lessons attracted many people who had never been to the event before, including Sunil D'Souza, a Red Hill Middle School parent whose children entered the poster competition. "I loved watching my children participate in this event. They enjoyed the art and felt inspired to create their own," said Mr. D'Souza "We'll hang up their paintings from today to make our house more colorful. This event is a wonderful way for us to enliven not only our home, but also our town." Principal Deighan was in agreement. "I'm so proud of our students. They've been at it all spring organizing the fair. They really did put a lot of time and energy into this year's event, and their efforts will continue to be felt throughout our town." Those who were unable to attend the event can still see the full art exhibition. The Red Hill school lobby will display the student art for the remainder of the school year. The exhibition highlights some of the best artwork produced by students throughout the year, including paintings, drawings, ceramics, and mixed media artwork. 13. What is the best headline for the article?

Middle School Students Bring Art to the Community

A Town Festival Opens Doors to International Artists

Local Student Invents Different Art Technique

Middle School Introduces New Art Building

Questions 13-19 are about the following article. On May 3, students of Red Hill Middle School hosted another successful annual art fair for the school and community. The event, organized as a partnership between the student council and Mr. Farley's art classes, brought hundreds of people to the school to create and celebrate art. It included, among other things, an exhibition of the students' artwork and a poster competition open to all middle school students. The theme for the poster competition this year was "Life in Red Hill." In their posters, participants had to render the life of their community, Red Hill, using any technique they preferre Some students chose to paint, some made collages, and others took photos of their favorite town spots. The winning poster will soon hang in the main hall of the school with all the past years' winners. The rest of the posters, more than one hundred, will be hung around town in places like the local library, the community center, and many stores around town for everyone to enjoy them . For the very first time, the event also included activities for the students' siblings, parents, and grandparents. Maria Lopez, president of the student council, explained how all of the student organizers worked together to introduce new activities this year. "Last year was great, but we knew we could still improve this year's event. Even though the art fair is run by middle school students, it's a public event, and we want people of all ages to feel welcome and feel engaged," said Lopez. One of the new activities this year was the painting lesson given by a famous local artist. "I was so excited to get a painting lesson from Anna Stevenson! We didn't get to do that last year," said student Derek Aarons. "And I wasn't the only one! In fact, Ms. Stevenson had to teach many more people than she expected I think just as many parents as students signed up for the painting lesson. It's a good thing we were painting outside, because we never would have fit in a classroom!" The different activities and art lessons attracted many people who had never been to the event before, including Sunil D'Souza, a Red Hill Middle School parent whose children entered the poster competition. "I loved watching my children participate in this event. They enjoyed the art and felt inspired to create their own," said Mr. D'Souza "We'll hang up their paintings from today to make our house more colorful. This event is a wonderful way for us to enliven not only our home, but also our town." Principal Deighan was in agreement. "I'm so proud of our students. They've been at it all spring organizing the fair. They really did put a lot of time and energy into this year's event, and their efforts will continue to be felt throughout our town." Those who were unable to attend the event can still see the full art exhibition. The Red Hill school lobby will display the student art for the remainder of the school year. The exhibition highlights some of the best artwork produced by students throughout the year, including paintings, drawings, ceramics, and mixed media artwork. 17. What was probably true about the art lesson?

It was taught by the school art teacher.

Questions 13-19 are about the following article. On May 3, students of Red Hill Middle School hosted another successful annual art fair for the school and community. The event, organized as a partnership between the student council and Mr. Farley's art classes, brought hundreds of people to the school to create and celebrate art. It included, among other things, an exhibition of the students' artwork and a poster competition open to all middle school students. The theme for the poster competition this year was "Life in Red Hill." In their posters, participants had to render the life of their community, Red Hill, using any technique they preferre Some students chose to paint, some made collages, and others took photos of their favorite town spots. The winning poster will soon hang in the main hall of the school with all the past years' winners. The rest of the posters, more than one hundred, will be hung around town in places like the local library, the community center, and many stores around town for everyone to enjoy them . For the very first time, the event also included activities for the students' siblings, parents, and grandparents. Maria Lopez, president of the student council, explained how all of the student organizers worked together to introduce new activities this year. "Last year was great, but we knew we could still improve this year's event. Even though the art fair is run by middle school students, it's a public event, and we want people of all ages to feel welcome and feel engaged," said Lopez. One of the new activities this year was the painting lesson given by a famous local artist. "I was so excited to get a painting lesson from Anna Stevenson! We didn't get to do that last year," said student Derek Aarons. "And I wasn't the only one! In fact, Ms. Stevenson had to teach many more people than she expected I think just as many parents as students signed up for the painting lesson. It's a good thing we were painting outside, because we never would have fit in a classroom!" The different activities and art lessons attracted many people who had never been to the event before, including Sunil D'Souza, a Red Hill Middle School parent whose children entered the poster competition. "I loved watching my children participate in this event. They enjoyed the art and felt inspired to create their own," said Mr. D'Souza "We'll hang up their paintings from today to make our house more colorful. This event is a wonderful way for us to enliven not only our home, but also our town." Principal Deighan was in agreement. "I'm so proud of our students. They've been at it all spring organizing the fair. They really did put a lot of time and energy into this year's event, and their efforts will continue to be felt throughout our town." Those who were unable to attend the event can still see the full art exhibition. The Red Hill school lobby will display the student art for the remainder of the school year. The exhibition highlights some of the best artwork produced by students throughout the year, including paintings, drawings, ceramics, and mixed media artwork. 19. Why should people visit the school lobby before the end of the school year?

To give suggestions for next year's event

Questions 20-26 are about the following story. Mia was so excited about attempting to enter the writing competition sponsored by the town newspaper that she could hardly sleep. "Why not give it a shot ?" she thought to herself. She had always wanted to be a famous writer. Mia loved the stories of local author Esther Choudari and often wrote stories just like those of her role model-stories in which animals of the fields and forests were the main characters who thought, dreamed, and lived just like people. When she arrived home from school, Mia sat down at her desk to start writing a story for the competition. She tried to brainstorm ideas for the plot of her story, but she couldn't think of anything. She was too distracted by a group project that had been assigned at school. She was concerned about dividing all the work evenly between the classmates in her group and finishing on time. Mia breathed deeply and forced herself to focus. She began writing about a group of animals working together, just like her school group. She wrote about squirrels gathering acorns for the winter. Each squirrel played a different role and each one was important, just like each classmate in her group. She looked over her story and smiled, feeling better about her story and her school assignment. That evening when Mia went downstairs, her mother was reading the newspaper. "Mom, did you see that the newspaper is having a writing competition?" she aske Her mother flipped through the newspaper until she found the announcement for the competition. She read the rules and said, "Mia, why don't you submit one of your stories?" Mia had brought the story she had just finished with her. She gave it to her mother to rea When Mia's mother finished reading, she said, "Oh, Mia! Let's get an envelope and a stamp and I'll mail it in to the newspaper first thing tomorrow morning!" Mia thought about the writing competition every day. The group assignment in school went smoothly, but Mia still felt the days dragging. After school, she hurried home to open the mailbox and see if she had received any mail relating to the competition. Finally, Mia received a letter. She wanted to see what was inside, but she was also apprehensive . What if her story didn't win? She opened the envelope slowly and unfolded the letter. "We are pleased to inform you that we have selected your story as the winning submission!" the letter began. Mia couldn't believe it! She thought that her life couldn't get any better at that moment until she scanned to the bottom of the letter. There she saw, with great delight, that the letter was signed by the competition judge, E. Choudari. 22. What does Mia like about the stories of Esther Choudari?

They have animal characters that behave like humans.

They have beautiful descriptions of fields and forests.

Questions 20-26 are about the following story. Mia was so excited about attempting to enter the writing competition sponsored by the town newspaper that she could hardly sleep. "Why not give it a shot ?" she thought to herself. She had always wanted to be a famous writer. Mia loved the stories of local author Esther Choudari and often wrote stories just like those of her role model-stories in which animals of the fields and forests were the main characters who thought, dreamed, and lived just like people. When she arrived home from school, Mia sat down at her desk to start writing a story for the competition. She tried to brainstorm ideas for the plot of her story, but she couldn't think of anything. She was too distracted by a group project that had been assigned at school. She was concerned about dividing all the work evenly between the classmates in her group and finishing on time. Mia breathed deeply and forced herself to focus. She began writing about a group of animals working together, just like her school group. She wrote about squirrels gathering acorns for the winter. Each squirrel played a different role and each one was important, just like each classmate in her group. She looked over her story and smiled, feeling better about her story and her school assignment. That evening when Mia went downstairs, her mother was reading the newspaper. "Mom, did you see that the newspaper is having a writing competition?" she aske Her mother flipped through the newspaper until she found the announcement for the competition. She read the rules and said, "Mia, why don't you submit one of your stories?" Mia had brought the story she had just finished with her. She gave it to her mother to rea When Mia's mother finished reading, she said, "Oh, Mia! Let's get an envelope and a stamp and I'll mail it in to the newspaper first thing tomorrow morning!" Mia thought about the writing competition every day. The group assignment in school went smoothly, but Mia still felt the days dragging. After school, she hurried home to open the mailbox and see if she had received any mail relating to the competition. Finally, Mia received a letter. She wanted to see what was inside, but she was also apprehensive . What if her story didn't win? She opened the envelope slowly and unfolded the letter. "We are pleased to inform you that we have selected your story as the winning submission!" the letter began. Mia couldn't believe it! She thought that her life couldn't get any better at that moment until she scanned to the bottom of the letter. There she saw, with great delight, that the letter was signed by the competition judge, E. Choudari. 23. What does Mia's mother probably think of Mia's story?

It is a story she has read before.

Questions 20-26 are about the following story. Mia was so excited about attempting to enter the writing competition sponsored by the town newspaper that she could hardly sleep. "Why not give it a shot ?" she thought to herself. She had always wanted to be a famous writer. Mia loved the stories of local author Esther Choudari and often wrote stories just like those of her role model-stories in which animals of the fields and forests were the main characters who thought, dreamed, and lived just like people. When she arrived home from school, Mia sat down at her desk to start writing a story for the competition. She tried to brainstorm ideas for the plot of her story, but she couldn't think of anything. She was too distracted by a group project that had been assigned at school. She was concerned about dividing all the work evenly between the classmates in her group and finishing on time. Mia breathed deeply and forced herself to focus. She began writing about a group of animals working together, just like her school group. She wrote about squirrels gathering acorns for the winter. Each squirrel played a different role and each one was important, just like each classmate in her group. She looked over her story and smiled, feeling better about her story and her school assignment. That evening when Mia went downstairs, her mother was reading the newspaper. "Mom, did you see that the newspaper is having a writing competition?" she aske Her mother flipped through the newspaper until she found the announcement for the competition. She read the rules and said, "Mia, why don't you submit one of your stories?" Mia had brought the story she had just finished with her. She gave it to her mother to rea When Mia's mother finished reading, she said, "Oh, Mia! Let's get an envelope and a stamp and I'll mail it in to the newspaper first thing tomorrow morning!" Mia thought about the writing competition every day. The group assignment in school went smoothly, but Mia still felt the days dragging. After school, she hurried home to open the mailbox and see if she had received any mail relating to the competition. Finally, Mia received a letter. She wanted to see what was inside, but she was also apprehensive . What if her story didn't win? She opened the envelope slowly and unfolded the letter. "We are pleased to inform you that we have selected your story as the winning submission!" the letter began. Mia couldn't believe it! She thought that her life couldn't get any better at that moment until she scanned to the bottom of the letter. There she saw, with great delight, that the letter was signed by the competition judge, E. Choudari. 25. Why does Mia hurry home after school?

To finish a homework assignment

Questions 27-34 are about the following story. For the first time in years, Tariq was not playing soccer in the fall. He had hurt his leg during hiking trip over the summer, and his doctor said it needed time to heal and gain strength. So Instead of practicing with his teammates every day after school, Tariq would go straight home and do his homework. His grades were improving, but he really missed playing soccer. The night before the first game of the season, Tariq's parents came Into his room while he was studying"We re so proud of how hard you've been working, Tariq' his father said We know it's hard for you not to be playing soccer this year. "But tomorrow's the first game of the season, "his mother sai "You should be there, supporting your teammates.” Tariq sighe "I don't know if I can," he explained to his parents. "Every time I see my friends playing, I want to jump up and join them, and I get mad about my leg." His mother smile "Maybe you can find a way to have fun while you're sitting on the bench." Tariq thought about that. "I might have an idea," he said slowly. The next morning, Tariq dressed in an orange sweatshirt, white and orange sneakers, and green jeans, since orange and green were his school's colors. He also put on a green hat, which he could wear outside but would keep in his backpack during the school day. Right before he left, he made a small sign that said, "Come Cheer On the Soccer Team after School Today! We Need LOUD, PROUD Fans to Encourage Our Team!" When Tariq arrived at school, he unpacked his books right away. Then he walked through the school building, holding up his sign. The hallways were full of students, and many of them turned to look at his colorful outfit and read his sign. They smiled and laughed in a friendly way, which made Tariq happy. By lunchtime, nearly the whole school had seen "the boy in orange and green." Students Tariq had never met came to ask him what time the soccer game was and if they could sit near him. Tariq 's friends on the team were the most excited of all. "People never talk this much about our games!" his friend Kyle said "I can't wait until the game today." When the bell rang, students left the school building and headed toward the soccer field, talking excitedly. They filled the seats and sat on the grass when the benches became full. Once the game began, they watched every moment, chanting and singing to encourage the team. And in the middle of them all was Tariq, dressed in orange and green. He had so much fun that he forgot he was only a spectator and not actually playing in the game. The soccer team won their game, and Tariq's teammates all asked if he could bring a crowd each week. "Don't worry," Tariq told them. "We were loud and proud this time, but we're going to be even louder and prouder next time." 29. What do Tariq's parents want him to do?

、Attend the first soccer game

Questions 27-34 are about the following story. For the first time in years, Tariq was not playing soccer in the fall. He had hurt his leg during hiking trip over the summer, and his doctor said it needed time to heal and gain strength. So Instead of practicing with his teammates every day after school, Tariq would go straight home and do his homework. His grades were improving, but he really missed playing soccer. The night before the first game of the season, Tariq's parents came Into his room while he was studying"We re so proud of how hard you've been working, Tariq' his father said We know it's hard for you not to be playing soccer this year. "But tomorrow's the first game of the season, "his mother sai "You should be there, supporting your teammates.” Tariq sighe "I don't know if I can," he explained to his parents. "Every time I see my friends playing, I want to jump up and join them, and I get mad about my leg." His mother smile "Maybe you can find a way to have fun while you're sitting on the bench." Tariq thought about that. "I might have an idea," he said slowly. The next morning, Tariq dressed in an orange sweatshirt, white and orange sneakers, and green jeans, since orange and green were his school's colors. He also put on a green hat, which he could wear outside but would keep in his backpack during the school day. Right before he left, he made a small sign that said, "Come Cheer On the Soccer Team after School Today! We Need LOUD, PROUD Fans to Encourage Our Team!" When Tariq arrived at school, he unpacked his books right away. Then he walked through the school building, holding up his sign. The hallways were full of students, and many of them turned to look at his colorful outfit and read his sign. They smiled and laughed in a friendly way, which made Tariq happy. By lunchtime, nearly the whole school had seen "the boy in orange and green." Students Tariq had never met came to ask him what time the soccer game was and if they could sit near him. Tariq 's friends on the team were the most excited of all. "People never talk this much about our games!" his friend Kyle said "I can't wait until the game today." When the bell rang, students left the school building and headed toward the soccer field, talking excitedly. They filled the seats and sat on the grass when the benches became full. Once the game began, they watched every moment, chanting and singing to encourage the team. And in the middle of them all was Tariq, dressed in orange and green. He had so much fun that he forgot he was only a spectator and not actually playing in the game. The soccer team won their game, and Tariq's teammates all asked if he could bring a crowd each week. "Don't worry," Tariq told them. "We were loud and proud this time, but we're going to be even louder and prouder next time." 32. Why does the author write "Tariq's friends on the team were the most excited of all" ?

To suggest how successful Tariq's idea is

To illustrate how worried Tariq's team is about losing the game

To show how Tarig's team feels about playing without him

To explain what the team usually does before a game

Questions 27-34 are about the following story. For the first time in years, Tariq was not playing soccer in the fall. He had hurt his leg during hiking trip over the summer, and his doctor said it needed time to heal and gain strength. So Instead of practicing with his teammates every day after school, Tariq would go straight home and do his homework. His grades were improving, but he really missed playing soccer. The night before the first game of the season, Tariq's parents came Into his room while he was studying"We re so proud of how hard you've been working, Tariq' his father said We know it's hard for you not to be playing soccer this year. "But tomorrow's the first game of the season, "his mother sai "You should be there, supporting your teammates.” Tariq sighe "I don't know if I can," he explained to his parents. "Every time I see my friends playing, I want to jump up and join them, and I get mad about my leg." His mother smile "Maybe you can find a way to have fun while you're sitting on the bench." Tariq thought about that. "I might have an idea," he said slowly. The next morning, Tariq dressed in an orange sweatshirt, white and orange sneakers, and green jeans, since orange and green were his school's colors. He also put on a green hat, which he could wear outside but would keep in his backpack during the school day. Right before he left, he made a small sign that said, "Come Cheer On the Soccer Team after School Today! We Need LOUD, PROUD Fans to Encourage Our Team!" When Tariq arrived at school, he unpacked his books right away. Then he walked through the school building, holding up his sign. The hallways were full of students, and many of them turned to look at his colorful outfit and read his sign. They smiled and laughed in a friendly way, which made Tariq happy. By lunchtime, nearly the whole school had seen "the boy in orange and green." Students Tariq had never met came to ask him what time the soccer game was and if they could sit near him. Tariq 's friends on the team were the most excited of all. "People never talk this much about our games!" his friend Kyle said "I can't wait until the game today." When the bell rang, students left the school building and headed toward the soccer field, talking excitedly. They filled the seats and sat on the grass when the benches became full. Once the game began, they watched every moment, chanting and singing to encourage the team. And in the middle of them all was Tariq, dressed in orange and green. He had so much fun that he forgot he was only a spectator and not actually playing in the game. The soccer team won their game, and Tariq's teammates all asked if he could bring a crowd each week. "Don't worry," Tariq told them. "We were loud and proud this time, but we're going to be even louder and prouder next time." 33. What is probably true about the people watching the soccer game?

They are greater in number than last season.

They are mostly family members of the players.

They are mostly students who used to play soccer.

They are all wearing the school's colors.

Questions 35-42 are about the following passage. When the city of Rome was founded, it was small, and it grew enough of its own food to meet its needs. But as Rome grew larger, it was necessary to look outside the city to feed the ever greater numbers of people living there. Most food had to be brought from teritories as far away as Greece, Spain, and even Egypt. These places provided Rome with grains and other foods that could last a very long time and remain edible even after a long journey. Soon Rome began to buy goods like salt from the north of Europe and olive oil from Greece, while it focused on growing fruit and other foods that spoiled easily at home. However, bringing food from such faraway places created a serious problem. Food carried in great amounts was heavy, requiring many animals to pull wagons loaded with goods. By the time these wagons reached Rome, most of the goods being carried had been fed to the animals, and what was left of them was often too little to make the long joumey worthwhile. Ancient Roman traders could not afford such a means of transportation and had to look for cheaper ways to import their food. The obvious solution was to move goods by merchant ships. Unfortunately, ships presented challenges of their own. Shipping goods around the Mediterranean was perilous, especially during the winter, when the weather was most unpredictable. Even in the spring and fall, the sea often threatened to greet sailors with violent storms. Thus the weather left traders no choice but to use the summer as the only safe season of the year for shipping goods. The merchant ships of ancient Rome were also difficult to pilot. They had none of the technology and equipment used to navigate modern ships. Most merchant ships were propelled by a combination of wind power and oarsmen. Unfortunately, both methods of propulsion could be problemati Using sails required experienced and skilled sailors, particularly during times when the weather was unpredictable. Sailors of merchant ships were often not as skilled as those who manned milltary ships. In addition, the oarsmen of merchant ships, often numbering more than one hundned, could make sailing difficult if they did not row in unison. When oarsmen did not row well together, the result was inefficient propulsion and, ultimately, slow-moving ships. Another problem with moving goods by sea was that the city of Rome did not have an adequate port. The nearest port at Ostia was too small for the purpose of unloading. Large ships had to stop at a distance from the shore and have their load transferred onto smaller boats. This led Emperor Claudius to order the rebuilding of Ostia to turn it into a real harbor, big enough to serve large ships. 35. What is the passage mainly about?

The difficulties of transporting goods to ancient Rome

A Buying and selling goods in ancient times

Methods of growing food for ancient Rome

The rise of the merchant ship in the ancient world

Questions 35-42 are about the following passage. When the city of Rome was founded, it was small, and it grew enough of its own food to meet its needs. But as Rome grew larger, it was necessary to look outside the city to feed the ever greater numbers of people living there. Most food had to be brought from teritories as far away as Greece, Spain, and even Egypt. These places provided Rome with grains and other foods that could last a very long time and remain edible even after a long journey. Soon Rome began to buy goods like salt from the north of Europe and olive oil from Greece, while it focused on growing fruit and other foods that spoiled easily at home. However, bringing food from such faraway places created a serious problem. Food carried in great amounts was heavy, requiring many animals to pull wagons loaded with goods. By the time these wagons reached Rome, most of the goods being carried had been fed to the animals, and what was left of them was often too little to make the long joumey worthwhile. Ancient Roman traders could not afford such a means of transportation and had to look for cheaper ways to import their food. The obvious solution was to move goods by merchant ships. Unfortunately, ships presented challenges of their own. Shipping goods around the Mediterranean was perilous, especially during the winter, when the weather was most unpredictable. Even in the spring and fall, the sea often threatened to greet sailors with violent storms. Thus the weather left traders no choice but to use the summer as the only safe season of the year for shipping goods. The merchant ships of ancient Rome were also difficult to pilot. They had none of the technology and equipment used to navigate modern ships. Most merchant ships were propelled by a combination of wind power and oarsmen. Unfortunately, both methods of propulsion could be problemati Using sails required experienced and skilled sailors, particularly during times when the weather was unpredictable. Sailors of merchant ships were often not as skilled as those who manned milltary ships. In addition, the oarsmen of merchant ships, often numbering more than one hundned, could make sailing difficult if they did not row in unison. When oarsmen did not row well together, the result was inefficient propulsion and, ultimately, slow-moving ships. Another problem with moving goods by sea was that the city of Rome did not have an adequate port. The nearest port at Ostia was too small for the purpose of unloading. Large ships had to stop at a distance from the shore and have their load transferred onto smaller boats. This led Emperor Claudius to order the rebuilding of Ostia to turn it into a real harbor, big enough to serve large ships. 36. What is probably true about Rome's need for food?

It increased with the growth of the city.

It depended on the season of the year.

It caused foreigners to leave the city.

It was recorded very carefully.

Questions 35-42 are about the following passage. When the city of Rome was founded, it was small, and it grew enough of its own food to meet its needs. But as Rome grew larger, it was necessary to look outside the city to feed the ever greater numbers of people living there. Most food had to be brought from teritories as far away as Greece, Spain, and even Egypt. These places provided Rome with grains and other foods that could last a very long time and remain edible even after a long journey. Soon Rome began to buy goods like salt from the north of Europe and olive oil from Greece, while it focused on growing fruit and other foods that spoiled easily at home. However, bringing food from such faraway places created a serious problem. Food carried in great amounts was heavy, requiring many animals to pull wagons loaded with goods. By the time these wagons reached Rome, most of the goods being carried had been fed to the animals, and what was left of them was often too little to make the long joumey worthwhile. Ancient Roman traders could not afford such a means of transportation and had to look for cheaper ways to import their food. The obvious solution was to move goods by merchant ships. Unfortunately, ships presented challenges of their own. Shipping goods around the Mediterranean was perilous, especially during the winter, when the weather was most unpredictable. Even in the spring and fall, the sea often threatened to greet sailors with violent storms. Thus the weather left traders no choice but to use the summer as the only safe season of the year for shipping goods. The merchant ships of ancient Rome were also difficult to pilot. They had none of the technology and equipment used to navigate modern ships. Most merchant ships were propelled by a combination of wind power and oarsmen. Unfortunately, both methods of propulsion could be problemati Using sails required experienced and skilled sailors, particularly during times when the weather was unpredictable. Sailors of merchant ships were often not as skilled as those who manned milltary ships. In addition, the oarsmen of merchant ships, often numbering more than one hundned, could make sailing difficult if they did not row in unison. When oarsmen did not row well together, the result was inefficient propulsion and, ultimately, slow-moving ships. Another problem with moving goods by sea was that the city of Rome did not have an adequate port. The nearest port at Ostia was too small for the purpose of unloading. Large ships had to stop at a distance from the shore and have their load transferred onto smaller boats. This led Emperor Claudius to order the rebuilding of Ostia to turn it into a real harbor, big enough to serve large ships. 41. In paragraph 4, why does the author mention sailors of military ships?

To compare them to sailors of merchant ships

To give an example of sailors who were well paid

To explain how the Roman military protected merchant ships

To emphasize that the Roman military was better than any other military

Questions 35-42 are about the following passage. When the city of Rome was founded, it was small, and it grew enough of its own food to meet its needs. But as Rome grew larger, it was necessary to look outside the city to feed the ever greater numbers of people living there. Most food had to be brought from teritories as far away as Greece, Spain, and even Egypt. These places provided Rome with grains and other foods that could last a very long time and remain edible even after a long journey. Soon Rome began to buy goods like salt from the north of Europe and olive oil from Greece, while it focused on growing fruit and other foods that spoiled easily at home. However, bringing food from such faraway places created a serious problem. Food carried in great amounts was heavy, requiring many animals to pull wagons loaded with goods. By the time these wagons reached Rome, most of the goods being carried had been fed to the animals, and what was left of them was often too little to make the long joumey worthwhile. Ancient Roman traders could not afford such a means of transportation and had to look for cheaper ways to import their food. The obvious solution was to move goods by merchant ships. Unfortunately, ships presented challenges of their own. Shipping goods around the Mediterranean was perilous, especially during the winter, when the weather was most unpredictable. Even in the spring and fall, the sea often threatened to greet sailors with violent storms. Thus the weather left traders no choice but to use the summer as the only safe season of the year for shipping goods. The merchant ships of ancient Rome were also difficult to pilot. They had none of the technology and equipment used to navigate modern ships. Most merchant ships were propelled by a combination of wind power and oarsmen. Unfortunately, both methods of propulsion could be problemati Using sails required experienced and skilled sailors, particularly during times when the weather was unpredictable. Sailors of merchant ships were often not as skilled as those who manned milltary ships. In addition, the oarsmen of merchant ships, often numbering more than one hundned, could make sailing difficult if they did not row in unison. When oarsmen did not row well together, the result was inefficient propulsion and, ultimately, slow-moving ships. Another problem with moving goods by sea was that the city of Rome did not have an adequate port. The nearest port at Ostia was too small for the purpose of unloading. Large ships had to stop at a distance from the shore and have their load transferred onto smaller boats. This led Emperor Claudius to order the rebuilding of Ostia to turn it into a real harbor, big enough to serve large ships. 42. What important order did the emperor of Rome give?

To transport goods using animals

TOEFL Jr HT1

Authored by Henry Xia

English

4th Grade

Used 2+ times

AI Actions

Add similar questions

Adjust reading levels

Convert to real-world scenario

Translate activity

More...

Content View

Student View

42 questions

Show all answers

MULTIPLE CHOICE QUESTION

15 mins • 20 pts

Questions 1-4 refer to the following schedule.

Schedule for School Trip to Wild Animal Center
Wednesday, March 8

Note: If you do not want to buy lunch at the center's cafeteria, please bring your own lunch
from home.

Wednesday Morning
10:00 A.M.- Meet at main entrance in front of school and then leave by bus.
11:30 A.M. - Arrive at Animal Center and eat in cafeteria.

Wednesday Afternoon
12:30 P.M. - Whale Room: See pictures and watch videos of different types of whales.
1:30 P.M. - Butterfly Room: Look and learn about the many butterflies from all over the world.
3:00 P.M. - Dolphin Room: Learn about dolphin behavior by watching dolphins swim together.
3:30 P.M. - Bird Room: See the recently rescued owl named Thunder and listen to a talk by an expert on wild birds.
4:00 P.M. - Reptile Room: See and hold some reptiles from local area.
5:00 P.M. -Visit the Wild Animal Center Gift Shop for books, postcards, and other souvenirs.

Wednesday Evening
5:30 P.M.- Go back to school by bus.
6:00 P.M. -Arrive back at school entrance, where parents will be waiting for you!

1. Where will students meet on Wednesday morning?

At the cafeteria

At the school bus stop

At the schAt the school entranceool bus stop

At the Wild Animal Center

MULTIPLE CHOICE QUESTION

15 mins • 20 pts

Questions 1-4 refer to the following schedule.

Schedule for School Trip to Wild Animal Center
Wednesday, March 8

Note: If you do not want to buy lunch at the center's cafeteria, please bring your own lunch
from home.

Wednesday Morning
10:00 A.M.- Meet at main entrance in front of school and then leave by bus.
11:30 A.M. - Arrive at Animal Center and eat in cafeteria.

Wednesday Afternoon
12:30 P.M. - Whale Room: See pictures and watch videos of different types of whales.
1:30 P.M. - Butterfly Room: Look and learn about the many butterflies from all over the world.
3:00 P.M. - Dolphin Room: Learn about dolphin behavior by watching dolphins swim together.
3:30 P.M. - Bird Room: See the recently rescued owl named Thunder and listen to a talk by an expert on wild birds.
4:00 P.M. - Reptile Room: See and hold some reptiles from local area.
5:00 P.M. -Visit the Wild Animal Center Gift Shop for books, postcards, and other souvenirs.

Wednesday Evening
5:30 P.M.- Go back to school by bus.
6:00 P.M. -Arrive back at school entrance, where parents will be waiting for you!
2. When will students watch a movie?

12:30 P.M.

1:30 P.M.

3:00 P.M

5:00 P.M.

MULTIPLE CHOICE QUESTION

15 mins • 20 pts

Questions 1-4 refer to the following schedule.

Schedule for School Trip to Wild Animal Center
Wednesday, March 8

Note: If you do not want to buy lunch at the center's cafeteria, please bring your own lunch
from home.

Wednesday Morning
10:00 A.M.- Meet at main entrance in front of school and then leave by bus.
11:30 A.M. - Arrive at Animal Center and eat in cafeteria.

Wednesday Afternoon
12:30 P.M. - Whale Room: See pictures and watch videos of different types of whales.
1:30 P.M. - Butterfly Room: Look and learn about the many butterflies from all over the world.
3:00 P.M. - Dolphin Room: Learn about dolphin behavior by watching dolphins swim together.
3:30 P.M. - Bird Room: See the recently rescued owl named Thunder and listen to a talk by an expert on wild birds.
4:00 P.M. - Reptile Room: See and hold some reptiles from local area.
5:00 P.M. -Visit the Wild Animal Center Gift Shop for books, postcards, and other souvenirs.

Wednesday Evening
5:30 P.M.- Go back to school by bus.
6:00 P.M. -Arrive back at school entrance, where parents will be waiting for you!
3. Where will students meet an animal that just arrived at the center?

The Butterfly Room

The Dolphin Room

The Bird Room

The Reptile Room

MULTIPLE CHOICE QUESTION

15 mins • 20 pts

Questions 1-4 refer to the following schedule.

Schedule for School Trip to Wild Animal Center
Wednesday, March 8

Note: If you do not want to buy lunch at the center's cafeteria, please bring your own lunch
from home.

Wednesday Morning
10:00 A.M.- Meet at main entrance in front of school and then leave by bus.
11:30 A.M. - Arrive at Animal Center and eat in cafeteria.

Wednesday Afternoon
12:30 P.M. - Whale Room: See pictures and watch videos of different types of whales.
1:30 P.M. - Butterfly Room: Look and learn about the many butterflies from all over the world.
3:00 P.M. - Dolphin Room: Learn about dolphin behavior by watching dolphins swim together.
3:30 P.M. - Bird Room: See the recently rescued owl named Thunder and listen to a talk by an expert on wild birds.
4:00 P.M. - Reptile Room: See and hold some reptiles from local area.
5:00 P.M. -Visit the Wild Animal Center Gift Shop for books, postcards, and other souvenirs.

Wednesday Evening
5:30 P.M.- Go back to school by bus.
6:00 P.M. -Arrive back at school entrance, where parents will be waiting for you!
4. Which type of animals will the students be able to touch during their visit to the center?

Butterflies

Dolphins

Birds

Reptiles

MULTIPLE CHOICE QUESTION

15 mins • 20 pts

Questions 5-8 are about the following e-mail.
To: Spanish Club
From: Alberto Alvarez
Subject: Exchange program
Sent: February 10, 11:30 M.

Dear Spanish Club members:

I've got some wonderful news! The two-week student exchange program between our school
and Montevista Middle School in Mexico City has been approved by our school district. As a result, on March 19, eight students from Mexico City will arrive here. That means Spanish Club members only have a few weeks to help prepare the host families for their Mexican guests. Each host family will receive the Guidelines for Hosting Exchange Students. After they review it, they need to sign the official agreement and return it to me before the end of the month.

Meanwhile, we should also plan some fun weekend activities to do with the visitors, such as seeing a play or taking a tour of the city. I'd like your ideas on this. Of course, we will have a big welcome party here at the school the day our guests arrive, so I will be asking members of the Spanish Club to help out with that, too. We can discuss our plans in more detail at our next meeting.

See you then!

Mr. Alvarez

5. Why does Mr. Alvarez write the e-mail?

To ask for volunteers to host a club event

To announce a change of location for a meeting

To tell club members about a trip to Mexico

To discuss preparations for visiting students

MULTIPLE CHOICE QUESTION

15 mins • 20 pts

Questions 5-8 are about the following e-mail.
To: Spanish Club
From: Alberto Alvarez
Subject: Exchange program
Sent: February 10, 11:30 M.

Dear Spanish Club members:

I've got some wonderful news! The two-week student exchange program between our school
and Montevista Middle School in Mexico City has been approved by our school district. As a result, on March 19, eight students from Mexico City will arrive here. That means Spanish Club members only have a few weeks to help prepare the host families for their Mexican guests. Each host family will receive the Guidelines for Hosting Exchange Students. After they review it, they need to sign the official agreement and return it to me before the end of the month.

Meanwhile, we should also plan some fun weekend activities to do with the visitors, such as seeing a play or taking a tour of the city. I'd like your ideas on this. Of course, we will have a big welcome party here at the school the day our guests arrive, so I will be asking members of the Spanish Club to help out with that, too. We can discuss our plans in more detail at our next meeting.

See you then!

Mr. Alvarez
6. The word they refers to?

A host families

Mexican guests

school district leaders

Spanish Club members.

MULTIPLE CHOICE QUESTION

15 mins • 20 pts

Questions 5-8 are about the following e-mail.
To: Spanish Club
From: Alberto Alvarez
Subject: Exchange program
Sent: February 10, 11:30 M.

Dear Spanish Club members:

I've got some wonderful news! The two-week student exchange program between our school
and Montevista Middle School in Mexico City has been approved by our school district. As a result, on March 19, eight students from Mexico City will arrive here. That means Spanish Club members only have a few weeks to help prepare the host families for their Mexican guests. Each host family will receive the Guidelines for Hosting Exchange Students. After they review it, they need to sign the official agreement and return it to me before the end of the month.

Meanwhile, we should also plan some fun weekend activities to do with the visitors, such as seeing a play or taking a tour of the city. I'd like your ideas on this. Of course, we will have a big welcome party here at the school the day our guests arrive, so I will be asking members of the Spanish Club to help out with that, too. We can discuss our plans in more detail at our next meeting.

See you then!

Mr. Alvarez

7. What opinions does the teacher hope the club members can give him?

Where to go for a trip

When to meet with parents

What to do on the weeknd

How to raise money for events

Access all questions and much more by creating a free account

Create resources

Host any resource

Get auto-graded reports

Continue with Google

Continue with Email

Continue with Classlink

Continue with Clever

or continue with

Microsoft

Apple

Others

Already have an account?

Popular Resources on Wayground

10 questions

5.P.1.3 Distance/Time Graphs

Quiz

•

5th Grade

10 questions

Fire Drill

Quiz

•

2nd - 5th Grade

20 questions

Equivalent Fractions

Quiz

•

3rd Grade

22 questions

School Wide Vocab Group 1 Master

Quiz

•

6th - 8th Grade

20 questions

Main Idea and Details

Quiz

•

5th Grade

20 questions

Context Clues

Quiz

•

6th Grade

20 questions

Inferences

Quiz

•

4th Grade

12 questions

What makes Nebraska's government unique?

Quiz

•

4th - 5th Grade

Discover more resources for English

10 questions

Fire Drill

Quiz

•

2nd - 5th Grade

20 questions

Inferences

Quiz

•

4th Grade

20 questions

Homophones

Quiz

•

4th Grade

20 questions

Homophones

Quiz

•

3rd - 5th Grade

13 questions

Revising and Editing

Presentation

•

3rd - 5th Grade

17 questions

Reading STAAR Review

Quiz

•

4th Grade

14 questions

Revising and Editing

Quiz

•

4th Grade

15 questions

Subject/Verb agreement

Quiz

•

4th Grade