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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 must

B would    

C should 

D did

A on

B for     

C to    

D of

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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