Pathways Reading, Writing, and Critical Thinking 2e: Level 4 Unit 2 Test

Name: ________________________________ Class: ____________ Date: _________

VOCABULARY PRACTICE 1

Write a word from the box next to its synonyms or definition.

lethal prey predators resolve

secretive hypothetical assessed

1. animals that are hunted for food by other animals _______________

2. hiding one's activities or intentions _______________

3. measured; evaluated; judged _______________

4. animals that hunt other animals for food _______________

5. determination; firmness; resolution _______________

6. deadly; causing death _______________

7. theoretical; proposed but not proven _______________

VOCABULARY PRACTICE 2

Complete each sentence with a word from the box.

dedicated acknowledged authority feasible

poaching projected apparently priorities

8. One possible way to reduce the _______________ of elephants is to paint their tusks pink in order to
reduce the value of the ivory.

9. The Oxford English Dictionary is widely _______________ as the most comprehensive dictionary of the
English language.

10. The world population is _______________ to reach 9.8 billion by 2050.

11. One of job-seekers' top _______________ should be to write a strong résumé.

12. The nighttime lighting of large stadiums did not become _______________ until the 1930s.

13. Mercator projection maps show a distorted view of the world in which Greenland is _______________ as
large as Africa, while in reality Africa is 14 times bigger than Greenland.
14. A noted _______________ on the behavior of insects, Ernest Everett Just was the first researcher to prove
that insects can hear.

15. The Sierra Club is an organization _______________ to protecting the environment and preserving
wilderness.

READING REVIEW

Read the passage and answer the questions.

A CRY FOR THE TIGER

by Caroline Alexander

We have the means to save the mightiest cat on earth. But do we have the will?

Dawn, and mist covers the forest. Only a short stretch of red dirt track can be seen.
Suddenly - emerging from the red-gold haze of dust and misted light - a tigress
A walks into view. First, she stops to rub her right-side whiskers against a roadside
tree. Then she crosses the road and rubs her left-side whiskers. Then she turns to
regard us with a look of bored indifference.

Consider the tiger, how she is formed. The claws of a tiger are up to four inches
long and retractable, like those of a domestic cat; her teeth can shatter bone. While
able to achieve bursts above 35 miles an hour, the tiger is a predator built for
B strength, not sustained speed. Short, powerful legs propel her lethal attacks. The eye
of the tiger is backlit by a membrane, a thin piece of skin that reflects light through
the retina - the secret of the animal's famous night vision and glowing night eyes.
The roar of the tiger - Aaaaauuuunnnn! - can carry more than a mile.

For weeks, I had been traveling through some of the best tiger habitats in Asia, but never
before had I seen a tiger. Partly this was because of the animal's legendarily secretive
C nature. The tiger is powerful enough to kill and drag prey five times its weight, yet it can
move through high grass, forest, and even water in unnerving silence. Those who have
witnessed - or survived - an attack commonly report that the tiger "came from nowhere."

But the other reason for the lack of sightings is that the ideal tiger landscapes have
very few tigers. The tiger has been a threatened species for most of my lifetime, and
its rareness has come to be regarded - like its dramatic coloring - as a defining
attribute. The common view that the tiger will continue to be "rare" or "threatened"
D
is no longer tenable. In the early 21st century, tigers in the wild face complete
annihilation. "This is about making decisions as if we're in an emergency room,"
says Tom Kaplan, co-founder of Panthera, an organization dedicated to big cats.
"This is it."

E The tiger's enemies are well-known. Loss of habitat is exacerbated by exploding

human populations. Poverty contributes to the poaching of prey animals. Above all,
 there is the dark threat of a black market for tiger parts. Less acknowledged are
decades of botched conservation strategies. The tiger population, dispersed among
Asia's 13 tiger countries, is estimated at fewer than 4,000 animals, though many
conservationists believe there are hundreds less than that. To put this number in
perspective: Global alarm for the species was first sounded in 1969, and early in the
1980s it was estimated that some 8,000 tigers remained in the wild. So decades of
concern for tigers - not to mention millions of dollars donated by well-meaning
individuals - has failed to prevent the loss of perhaps half of an already threatened
population.

My determination to see a wild tiger in my lifetime brought me to Ranthambore

Tiger Reserve, one of 40 in India. India is home to some 50 percent of the world's
wild tigers. The 2010 census reported a maximum estimate of 1,909 in the country -
F up 20 percent from the previous estimate. While this is welcome news, most
authorities regard the new figure as reflecting better census methods rather than
growth of the tiger population: Tiger counts, in India or elsewhere, are still at best
only estimates. A modest 41 of these tigers were living in Ranthambore.

Reserves such as Ranthambore exist as islands of fragile habitat in a vast sea of

humanity, yet tigers can range over a hundred miles, seeking prey, mates, and
territory. An unwelcome revelation of the new census is that nearly a third of India's
G tigers live outside tiger reserves, a situation that is dangerous for both humans and
animals. Prey and tigers can only disperse if there are recognized corridors of land
between protected areas to allow safe passage. No less critical, such passages would
serve as genetic corridors, essential to the long-term survival of the species.

It is a heady experience to see an idealistic map of Asia's tiger landscapes linked by

these not-yet-existent corridors. A spiderweb of green lines weaves among core
tiger populations, forming a network that includes breathtaking extremes of habitat
- Himalayan foothills, jungle, swamp, forest, grasslands. However, close
H examination breaks the spell. The places that have actual tigers - here-and-now,
flesh-and-blood tigers - as opposed to hypothetical ones, are represented by a
scattering of brown-colored spots. The master plan is ambitious, but is it feasible?
Over the next decade, infrastructure projects - the kind of development that often
destroys habitat - are projected to average some $750 billion a year in Asia.

"I've never met a head of state who says, ‘Look, we're a poor country, if it comes
between tigers and people, you just have to write off tigers,'" said Alan Rabinowitz,
an authority on tigers and the CEO of Panthera. "The governments don't want to
I
lose their most majestic animal. They consider it part of what makes their country
what it is, part of the cultural heritage. They won't sacrifice a lot to save it, but if
they can see a way to save it, they will usually do it."

Seeing a way has proved difficult due to the variety of tiger strategies, programs,
J and initiatives competing for attention - and funding. Long-term conservation must
focus on all aspects of a tiger landscape: core breeding populations, sanctuaries,
wildlife corridors, and the surrounding human communities. In an ideal world, all
 would be funded; as it is, different agencies adopt different strategies for different
components.

With time running out, tough priorities must be set. "Since the 1990s, there has been
what I would sum up as mission drift," said Ullas Karanth of the Wildlife
Conservation Society, who is one of the world's most respected tiger biologists.
Apparently, the drift toward tiger conservation activities like eco-development and
K
social programs - which possibly have greater fund-raising appeal than
antipoaching patrols - takes away funds and energy from the single most vital task:
safeguarding core breeding populations of tigers. "If these are lost," Karanth said,
"you will have tiger landscapes with no tigers."

Decades of experience and failures have yielded a conservation strategy that,

according to Rabinowitz, "allows any site or landscape to increase its tigers if
L followed correctly." Central to this approach is the need for systematic patrolling
and monitoring of sites assessed as harboring defensible core tiger populations. In
this way, a population of a mere half dozen breeding females can rebound.

For now, the essential task is to save the few tigers that actually exist. In November 2010 -
the Year of the Tiger - the world's 13 tiger countries came together at the Global Tiger
Summit in St. Petersburg, Russia. Together, they agreed on the need "to double the number
M of wild tigers across their range by 2022." Most authorities believe that the fight to save the
tiger can be won - but that it must be fought with tireless professional focus that keeps to a
proven strategy. It will require the human species to display not merely resolve but outright
zealotry.

____ 16. In which position ([1], [2], [3], or [4]) could this sentence be added to paragraph B?

Tigers wait until dark to hunt.

Consider the tiger, how she is formed. [1] The claws of a tiger are up to four inches long and retractable,
like those of a domestic cat; her teeth can shatter bone. [2] While able to achieve bursts above 35 miles an
hour, the tiger is a predator built for strength, not sustained speed. Short, powerful legs propel her lethal
attacks. [3] The eye of the tiger is backlit by a membrane, a thin piece of skin that reflects light through
the retina - the secret of the animal's famous night vision and glowing night eyes. The roar of the tiger -
Aaaaauuuunnnn! - can carry more than a mile. [4]

a. [1]
b. [2]
c. [3]
d. [4]
____ 17. The main purpose of paragraph C is to emphasize the tigers' _______________.

a. ability to remain unnoticed

b. size and speed
c. ability to roar loudly
d. strength and power
____ 18. In paragraph D, Tom Kaplan explains the severity of the threat to tigers by _______________.

a. referring to them as "rare" and "threatened"

b. comparing the danger to a situation readers may find familiar
c. describing his own frustrating experiences in locating tigers
d. giving statistics that show how quickly the tiger population is decreasing
____ 19. The word exacerbated in sentence 2 of paragraph E is closest in meaning to _______________.

a. made worse
b. followed
c. made clear
d. improved
____ 20. The word botched in sentence 6 of paragraph E is closest in meaning to _______________.

a. forgotten
b. well-managed
c. unnecessary
d. unsuccessful
____ 21. According to the "many conservationists" mentioned in paragraph E, there are probably how many tigers
left in the wild today?

a. around 500
b. around 3,700
c. more than 4,000
d. about 8,000
____ 22. The increase in the reported number of tigers in India in 2010 was probably due to _______________.

a. increased anti-poaching patrols

b. a greater number of tiger sanctuaries
c. infrastructure development projects
d. more accurate methods of counting tigers
____ 23. The corridors of land linking tiger preserves in India are at present _______________.

a. finally completed
b. under construction
c. being considered
d. no longer planned
____ 24. According to Ullas Karanth, the highest priority should be given to which of the following?

a. protecting core breeding populations of tigers

b. educating people in surrounding human communities
c. increasing the funding for eco-development and social programs
d. expanding the size of existing sanctuaries
____ 25. Which of these statements would the author probably NOT agree with?

a. One of the causes of the decline of tiger populations is poverty in the countries where
tigers live.
b. The large donations of money to conservation groups have not slowed the rate of decline.
c. The fact that many tigers in India have learned to live outside of sanctuaries is a hopeful
sign.
d. Tigers can be saved, but it will require a strong commitment to the goal of preserving the
species.

READING PRACTICE

Read the passage. Then look at the statements and write:

TRUE if the statement is the same as information in the passage

FALSE if the statement is different from information in the passage
NOT GIVEN if there is no information about this in the passage

LEARNING TO LIVE WITH LEOPARDS

by Richard Conniff

We were sitting in the dark, waiting for the leopards beside a trail on the edge of
India's Sanjay Gandhi National Park, 40 square miles of green life in the middle of the
sprawling gray metropolis of Mumbai. A line of tall apartment buildings stood just
opposite, crowding the park border. It was 10 p.m., and through the open windows came
A
the sounds of dishes being cleaned and children being put to bed. Teenage laughter, a
motorcycle revving. The hum and clatter of 21 million people, like a great machine.
Somewhere in the brush around us, the leopards were listening too, waiting for the noise to
die down. Watching.

About 35 leopards live in and around this park. That's an average of less than two square
miles of habitat apiece, for animals that can easily range ten miles in a day. These leopards
also live surrounded by some of the world's most crowded urban neighborhoods, housing
52,000 people or more per square mile. (That's nearly twice the population density of New
B York City.) And yet the leopards thrive. Part of their diet comes from spotted deer and
other wild prey within the park. But many of the leopards also work the unfenced border
between nature and civilization. While the city sleeps, they slip through the streets and
alleys below, where they pick off dogs, cats, pigs, rats, chickens, and goats, the camp
followers of human civilization. They eat people too, though rarely.

And yet leopards have become our shadows, our quasi-companion animals. They have no
choice. The two great leopard population centers, sub-Saharan Africa and the subcontinent
of India, are among the most populous regions in the world. Human expansion has already
C
cost leopards an estimated 66 percent of their range in Africa and 85 percent in Eurasia,
with most of the loss occurring over the past five decades. In many areas, the only place left
to survive is side by side with humans.

D Unlike most other big cats, leopards can adapt, up to a point. They can prey on anything -
dung beetles, porcupines, 2,000-pound elands. They can make a home at 110 degrees
 Fahrenheit in the Kalahari Desert or at minus 13 degrees in Russia. They can thrive in
sea-level mangrove swamps on the coast of India or at 17,000 feet in the Himalaya. That
adaptability, combined with a genius for hiding in plain sight, means leopards are entirely
capable of living among humans, as they do in Mumbai. The question is whether humans
can learn to live with leopards.

Leopards are gone from much of their historic range. Burgeoning cities, agriculture, and
deforestation have fragmented habitat, and humans with a taste for bush meat are
E demolishing food supplies. The animals are taken for pelts, trophies, and body parts used in
traditional medicine, and they're killed by farmers trying to protect their livestock. Despite
these losses, leopards remain the most widespread and adaptable of all big cats.

We have a long and complicated relationship, and like much else, it began in Africa.
Leopards are a young species: They emerged in their modern form as recently as 500,000
years ago. Like us, they spread out to populate a large chunk of the globe, from the
southern tip of Africa to the Russian Far East, as well as west into Senegal and southeast to
F Indonesia. They may have shadowed early humans, to take advantage of our ability to drive
off lions and other competitors or, later, to pick off our livestock. We may have shadowed
them to scavenge on their kills. (They are more vulnerable than other carnivores to
scavenging because of their practice of stashing a kill under a bush or up a tree, then
wandering off a short distance to rest, returning later to eat.)

India may be the real test of survival in a crowded world - and perhaps a model for it -
because leopards live there in large numbers, outside protected areas, and in astonishing
proximity to people. Attacks on humans are relatively rare. It is far easier to die in India
G from civilization than from wildness: Nationwide, 381 people are killed every day in road
accidents, 80 more on rail lines, and 24 by electrocution. But leopard killings get headlines,
partly because they are uncommon and also because they touch something primitive in the
human psyche.

I left India thinking that what I had learned of leopards there was far removed from the way
people live in more developed countries. Then I arrived back in the United States to an
unverified report of a mountain lion four miles from my home on the Connecticut coast,
followed by news of a black bear in New Haven - a nearby city. Mountain lions now roam
through Los Angeles, coyotes can be seen in Chicago, and great white sharks swim off
H
Cape Cod - a popular tourist resort in the summer months. As human populations expand
and we make the Earth more urban, other carnivores also seem to be adapting and learning
to hang on in our midst. This can be unnerving, but it's not necessarily a bad thing: Studies
have repeatedly shown that healthy predator populations are essential to the health of
almost everything else.

Gradually, the Indian experience of leopards began to seem less like an otherworldly
I
exception and more like a foreshadowing of how all of us may soon be learning to live.

26. The urban area surrounding India's Sanjay Gandhi National Park is more densely populated than New
York City. _______________

27. Sanjay Gandhi National Park is surrounded by a fence to protect the leopards. _______________
28. The author believes that the leopard population of Sanjay Gandhi National Park will gradually increase.
_______________

29. Leopards often hunt in the city at night. _______________

30. Leopards have lost a greater percentage of their range in Africa than in Eurasia. _______________

31. Lions and tigers adapt to different environments more successfully than leopards. _______________

32. Leopards' diets include many types of food. _______________

33. Early humans sometimes hunted leopards for food. _______________

34. Leopards' fatal attacks on humans are more widely reported than traffic deaths. _______________

35. Information in paragraph H supports the idea that large carnivores are learning to live near urban areas.
_______________

READING SKILL REVIEW - Understanding Appositives

An appositive is a noun or a noun phrase that explains, defines, or gives more information about
another noun or noun phrase that is close to it. Read the passage. Then answer the questions.

LEARNING TO LIVE WITH LEOPARDS

by Richard Conniff

We were sitting in the dark, waiting for the leopards beside a trail on the edge of
India's Sanjay Gandhi National Park, 40 square miles of green life in the middle of the
sprawling gray metropolis of Mumbai. A line of tall apartment buildings stood just
opposite, crowding the park border. It was 10 p.m., and through the open windows came
A
the sounds of dishes being cleaned and children being put to bed. Teenage laughter, a
motorcycle revving. The hum and clatter of 21 million people, like a great machine.
Somewhere in the brush around us, the leopards were listening too, waiting for the noise to
die down. Watching.

About 35 leopards live in and around this park. That's an average of less than two square
miles of habitat apiece, for animals that can easily range ten miles in a day. These leopards
also live surrounded by some of the world's most crowded urban neighborhoods, housing
52,000 people or more per square mile. (That's nearly twice the population density of New
B York City.) And yet the leopards thrive. Part of their diet comes from spotted deer and
other wild prey within the park. But many of the leopards also work the unfenced border
between nature and civilization. While the city sleeps, they slip through the streets and
alleys below, where they pick off dogs, cats, pigs, rats, chickens, and goats, the camp
followers of human civilization. They eat people too, though rarely.

And yet leopards have become our shadows, our quasi-companion animals. They have no
C
choice. The two great leopard population centers, sub-Saharan Africa and the subcontinent
of India, are among the most populous regions in the world. Human expansion has already
 cost leopards an estimated 66 percent of their range in Africa and 85 percent in Eurasia,
with most of the loss occurring over the past five decades. In many areas, the only place left
to survive is side by side with humans.

Unlike most other big cats, leopards can adapt, up to a point. They can prey on anything -
dung beetles, porcupines, 2,000-pound elands. They can make a home at 110 degrees
Fahrenheit in the Kalahari Desert or at minus 13 degrees in Russia. They can thrive in
D sea-level mangrove swamps on the coast of India or at 17,000 feet in the Himalaya. That
adaptability, combined with a genius for hiding in plain sight, means leopards are entirely
capable of living among humans, as they do in Mumbai. The question is whether humans
can learn to live with leopards.

Leopards are gone from much of their historic range. Burgeoning cities, agriculture, and
deforestation have fragmented habitat, and humans with a taste for bush meat are
E demolishing food supplies. The animals are taken for pelts, trophies, and body parts used in
traditional medicine, and they're killed by farmers trying to protect their livestock. Despite
these losses, leopards remain the most widespread and adaptable of all big cats.

We have a long and complicated relationship, and like much else, it began in Africa.
Leopards are a young species: They emerged in their modern form as recently as 500,000
years ago. Like us, they spread out to populate a large chunk of the globe, from the
southern tip of Africa to the Russian Far East, as well as west into Senegal and southeast to
F Indonesia. They may have shadowed early humans, to take advantage of our ability to drive
off lions and other competitors or, later, to pick off our livestock. We may have shadowed
them to scavenge on their kills. (They are more vulnerable than other carnivores to
scavenging because of their practice of stashing a kill under a bush or up a tree, then
wandering off a short distance to rest, returning later to eat.)

India may be the real test of survival in a crowded world - and perhaps a model for it -
because leopards live there in large numbers, outside protected areas, and in astonishing
proximity to people. Attacks on humans are relatively rare. It is far easier to die in India
G from civilization than from wildness: Nationwide, 381 people are killed every day in road
accidents, 80 more on rail lines, and 24 by electrocution. But leopard killings get headlines,
partly because they are uncommon and also because they touch something primitive in the
human psyche.

I left India thinking that what I had learned of leopards there was far removed from the way
people live in more developed countries. Then I arrived back in the United States to an
unverified report of a mountain lion four miles from my home on the Connecticut coast,
followed by news of a black bear in New Haven - a nearby city. Mountain lions now roam
through Los Angeles, coyotes can be seen in Chicago, and great white sharks swim off
H
Cape Cod - a popular tourist resort in the summer months. As human populations expand
and we make the Earth more urban, other carnivores also seem to be adapting and learning
to hang on in our midst. This can be unnerving, but it's not necessarily a bad thing: Studies
have repeatedly shown that healthy predator populations are essential to the health of
almost everything else.

Gradually, the Indian experience of leopards began to seem less like an otherworldly
I
exception and more like a foreshadowing of how all of us may soon be learning to live.
____ 36. In paragraph A, which of these phrases is an appositive?

a. waiting for the leopards beside a trail on the edge of India's Sanjay Gandhi National Park
b. 40 square miles of green life in the middle of the sprawling gray metropolis of Mumbai
c. through the open windows came the sounds of dishes being cleaned and children being put
to bed
d. the leopards were listening too
____ 37. In paragraph C, which of these phrases is an appositive?

a. They have no choice

b. sub-Saharan Africa and the subcontinent of India
c. an estimated 66 percent of their range in Africa and 85 percent in Eurasia
d. the only place left to survive is side by side with humans
____ 38. In paragraph D, which of these phrases is an appositive?

a. leopards can adapt

b. dung beetles, porcupines, 2,000-pound elands
c. combined with a genius for hiding in plain sight
d. as they do in Mumbai
____ 39. In the first three sentences of paragraph H, which of these phrases is an appositive?

a. the way people live in more developed countries

b. an unverified report of a mountain lion four miles from my home
c. news of a black bear in New Haven
d. a nearby city
____ 40. In the final three sentences of paragraph H, which of these phrases is an appositive?

a. coyotes can be seen in Chicago

b. great white sharks swim off Cape Cod
c. a popular tourist resort in the summer months
d. other carnivores also seem to be adapting
 LANGUAGE FOR WRITING PRACTICE - Using Appositives

Choose the option that correctly completes the sentence. (Note: not all the sentences can be
completed with an appositive.)

____ 41. Jerome Kern's most famous work is Showboat, _______________ musical comedies.

a. it is one of the finest

b. of the finest one
c. the finest one
d. one of the finest
____ 42. Fire blight, _______________ common disease that affects apples and pear trees, can sometimes be
controlled with an antibiotic spray.

a. which, as a
b. being a
c. a
d. is a
____ 43. The Wasatch Range _______________ part of the Rocky Mountains that extends from Utah into Idaho.

a. a
b. is a
c. which
d. there is a
____ 44. Sleepiness is one of the symptoms of hypothermia - _______________ extreme loss of body heat.

a. the
b. that the
c. like the
d. is the
 WRITING SKILL PRACTICE

Read the following essay prompts. For each prompt, choose the best thesis statement.

____ 45. What are the biggest impacts that human beings are having on our planet?

a. It is important to protect the environment for a large number of reasons.

b. There are three main ways that human civilization is affecting Earth: urbanization,
agriculture, and climate change.
c. In order to slow down climate change, humans need to recycle more and reduce the use of
fossil fuels.
____ 46. Why is it important to protect rain forests?

a. In my opinion, it is extremely important to protect rain forests, and more conservation

work urgently needs to be carried out.
b. Rain forests are being destroyed at an alarming rate all around the world - it is vital that
we work hard to protect them.
c. Rain forests should be protected because they provide habitats for many animal species
and also provide humans with useful resources.
____ 47. Is it easier to learn in a small class than in a large one?

a. My experiences in large classes have been mostly negative, but for economic reasons,
large classes are preferred by most universities.
b. In my opinion, more learning takes place in smaller classes because it is easier for the
teacher to manage the class and give more attention to individual students.
c. According to the latest research, class sizes in most institutions are increasing rapidly due
to a lack of funding and higher demand for university places.
____ 48. Why have animals such as leopards become endangered?

a. Farming, the growth of cities, and the destruction of forests: These have all contributed to
the decline of large cats.
b. The habitat of predators such as leopards has shrunken dramatically in the last few
decades, largely due to urbanization.
c. Leopards are better able to survive near urban areas than most other big cats, and this
gives them a distinct advantage.
 WRITING PRACTICE

Write an essay to answer the following question. Include an introduction, body paragraphs, and a
conclusion.

49. What are the main reasons for protecting endangered animal species?
Pathways Reading, Writing, and Critical Thinking 2e: Level 4 Unit 2 Test
Answer Section
1. ANS: prey

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 1

2. ANS: secretive

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 1

3. ANS: assessed

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 1

4. ANS: predators

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 1

5. ANS: resolve

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 1

6. ANS: lethal

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 1

7. ANS: hypothetical

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 1

8. ANS: poaching

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 2

9. ANS: acknowledged

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 2

10. ANS: projected

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 2

11. ANS: priorities

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 2

12. ANS: feasible

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 2

13. ANS: apparently

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 2

14. ANS: authority

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 2

15. ANS: dedicated

PTS: 1 REF: PWRW4, Unit 2 TOP: Vocabulary 2

16. ANS: C PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
17. ANS: A PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
18. ANS: B PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
19. ANS: A PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
20. ANS: D PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
21. ANS: B PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
22. ANS: D PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
23. ANS: C PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
24. ANS: A PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
25. ANS: C PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Review
26. ANS: TRUE

PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice

MSC: IELTS
27. ANS: FALSE

PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice

MSC: IELTS
28. ANS: NOT GIVEN

PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice

MSC: IELTS
29. ANS: TRUE

PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice

MSC: IELTS
30. ANS: FALSE

PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice

MSC: IELTS
31. ANS: FALSE

PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice

MSC: IELTS
32. ANS: TRUE

PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice

MSC: IELTS
33. ANS: NOT GIVEN
 PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice
MSC: IELTS
34. ANS: TRUE

PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice

MSC: IELTS
35. ANS: TRUE

PTS: 1 REF: PWRW4, Unit 2 TOP: Reading Practice

MSC: IELTS
36. ANS: B PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Skill Review MSC: IELTS
37. ANS: B PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Skill Review MSC: IELTS
38. ANS: B PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Skill Review MSC: IELTS
39. ANS: D PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Skill Review MSC: IELTS
40. ANS: C PTS: 1 REF: PWRW4, Unit 2
TOP: Reading Skill Review MSC: IELTS
41. ANS: D PTS: 1 REF: PWRW4, Unit 2
TOP: Language for Writing Practice
42. ANS: C PTS: 1 REF: PWRW4, Unit 2
TOP: Language for Writing Practice
43. ANS: B PTS: 1 REF: PWRW4, Unit 2
TOP: Language for Writing Practice
44. ANS: A PTS: 1 REF: PWRW4, Unit 2
TOP: Language for Writing Practice
45. ANS: B PTS: 1 REF: PWRW4, Unit 2
TOP: Writing Skill Practice
46. ANS: C PTS: 1 REF: PWRW4, Unit 2
TOP: Writing Skill Practice
47. ANS: B PTS: 1 REF: PWRW4, Unit 2
TOP: Writing Skill Practice
48. ANS: A PTS: 1 REF: PWRW4, Unit 2
TOP: Writing Skill Practice
49. ANS:
Answers will vary.

PTS: 10 REF: PWRW4, Unit 2 TOP: Writing Practice