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.  

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children “efficiently” in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The word “it” in bold type refers to _____.

A. homemaking

B. education

C. consumption

D. production 

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. 

Jack ______be so bad-tempered; I wonder if he’s got problems.

A. didn’t use to

B. isn’t use to

C. wouldn’t

D. isn’t used to

Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges.

John: "Why don't we go to a baseball game?". Jimmy:"______".

A. I'd rather go to the art gallery

B. It's good to play baseball

C. No, thanks. I'd like to sit here

D. No, I don't.

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.

The noise next door didn’t stop until midnight.

A. Not until midnight did the noise next door stopped. 

B. Hardly had the noise next door stopped than it was midnight. 

C. It was not until midnight that the noise next door stopped. 

D. Only when midnight did the noise next door stopped.

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 following questions.

PHOTOSYNTHESIS

Almost all living things ultimately get their energy from the sun. In a process called photosynthesis, plants, algae, and some other organisms capture the sun's energy and use it to make simple sugars such as glucose. Most other organisms use these organic molecules as a source of energy. Organic materials contain a tremendous amount of energy. As food, they fuel our bodies and those of most other creatures. In such forms as oil, gas, and coal, they heat our homes, run our factories and power our cars.

Photosynthesis begins when solar energy is absorbed by chemicals called photosynthetic pigments that are contained within an organism. The most common photosynthetic pigment is chlorophyll. The bright green color characteristic of plants is caused by it. Most algae have additional pigments that may mask the green chlorophyll. Because of these pigments, algae may be not only green but brown, red, blue or even black.

In a series of enzyme-controlled reactions, the solar energy captured by chlorophyll and other pigments is used to make simple sugars, with carbon dioxide and water as the raw materials. Carbon dioxide is one of very few carbon- containing molecules not considered to be organic compounds. Photosynthesis then converts carbon from an inorganic to an organic form. This is called carbon fixation. In this process, the solar energy that was absorbed by chlorophyll is stored as chemical energy in the form of simple sugars like glucose. The glucose is then used to make other organic compounds. In addition, photosynthesis produces oxygen gas. All the oxygen gas on earth, both in the atmosphere we breathe and in the ocean, was produced by photosynthetic organisms. Photosynthesis constantly replenishes the earth's oxygen supply.

Organisms that are capable of photosynthesis can obtain all the energy they need from sunlight and do not need to eat. They are called autotrophs. Plants are the most familiar autotrophs on land. In the ocean, algae and bacteria are the most important autotrophs. Many organisms cannot produce their own food and must obtain energy by eating organic matter. These are called heterotrophs.

Advances in Photosynthesis and Respiration, Hardback.1990.

What can be inferred about algae?

A. Green algae are less common than other colors of algae. 

B. Algae are photosynthetic organisms. 

C. They are chemically different from other plants. 

D. They are ineffective producers of sugars.