TOEFL IBT Reading Practice Test 13 from IVY’s Reading 15 Actual Test
This section measures your ability to understand academic passages in English. The Reading section is divided into 2 separately timed parts.
Most questions are worth 1 point but the last question in each set is worth more than 1 point. The directions indicate how many points you may receive.
Some passages include a word or phrase that is underlined in blue. Click on the word or phrase to see a definition or an explanation.
Within each part, you can go to the next question by clicking Next. You may skip questions and go back to them later. If you want to return to previous questions, click on Back. You can click on Review at any time and the review screen will show you which questions you have answered and which you have not answered. From this review screen, you may go directly to any question you have already seen in the Reading section.
You may now begin the Reading section. In this part you will read 1 passage. You will have 20 minutes to read the passage and answer the questions.
Passage 1| Linguistics
The History of the English Language
The English language is part of the Indo European family of languages. Most modem European languages I but not. for example, Hungarian) and some Asian languages, like Hindi and Sanskrit, are members of this family as well. Two European branches of Ind-european are particularly important to consider when looking at the history of how English developed: Germanic languages and the Romance languages; such as French, Italian, and Spanish, which have their roots Latin.
English is in the Germanic branch of Indo-European languages. This branch of languages it came into existence about three thousand years ago in an area around the Elbe River in what is now Germany. Around the second century BC. what had begun as one Germanic language split off into three disparate groups. One of these groups eventually evolved to become the German language spoken today. Another group was known as West Germanic.
In the fifth and sixth centuries AD, West Germanic invaders called the Angles and the Saxons came to the British Isles. They spoke two dialects of West Germanic that were similar to one another, and these dialects merged into what we today call Old English, which was very similar to West Germanic. These invaders pushed the original Celtic speaking inhabitants out of what is now England- There are still a few Celtic words in English, though. The English language of that period was also influenced by the Vikings.
Old English lasted until 1100, about the time of the Norman Conquest. When the Normans, residents of what is now a region of France, invaded and conquered England, the English language was forever changed. [A] The Normans spoke a dialect of Old French known as Anglo-Norman, which had both French and Germanic influences. [B] This became the chosen language of the upper class of England, the Normans, for more than one hundred years, while the majority of people continued to speak Old English. [C] However, the loss of Normandy to France in 1204 changed this situation. [D]The Norman nobles started to sever their connections with France and speak a modified version of Anglo-Norman. This new language, which was a combination of Anglo-Norman and Old English, is now known as Middle English. While modem speakers of English would not be able to read or understand Old English, they could, with some difficulty, read Middle English. By 1362, English had become the official language of England.
The alterations that marked these early periods of English were not the end of its transformation, however. During the Renaissance, English changed again. One reason for this was that many Latin and Greek words were introduced into English as scholars rediscovered important ancient works written in those languages. In addition, many other completely original words were introduced into English, and the famous playwright William Shakespeare is credited with having either created or recorded over two thousand of these words.
There were two other major influences in the transformation of Middle English into Modem English. One is called the “Great Vowel Shift” This term refers to a change in pronunciation that began around 1400. Though a Modern English reader could make sense of something written in Middle English, it would sound completely foreign. One example of the change in pronunciation is that the letter “e” at the end of many English words became silent. Middle English speakers would have pronounced it. The other influence in the development of Modem English was the invention of the printing press and the subsequent proliferation of books. Prior to the printing press, spelling, grammar, and even usage were very flexible. However, with the advent of printed texts, these elements of the language became standardized, so there has been far less variability in Modern English than there was in earlier forms.
Changes since the time of Shakespeare have been mainly in the category of vocabulary. Technological advances have made necessary the creation of words to describe new objects, processes, and ideas. Industry, computers, and space travel all so required new descriptive terms. Words can also fall out of usage from one generation to the next. Another reason for the evolving vocabularies has been the increasing communication between and migration of people all over the world. Words from foreign places have been absorbed into the language. For example, the common word “shampoo” comes from the Hindi language. Overall, it can be seen that English has undergone great transformations since its origin, over three thousand years ago, on the shores of the Elbe River.
1. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
(A) Romance languages are derived from Latin and include French, Italian, and Spanish.
(B) Germanic and Romance languages significantly influenced the development of English.
(C) Two European language families broke into many languages that are currently spoken throughout Europe.
(D) English evolved from a mixture of many languages, such as French, Italian, and Spanish.
2. According to paragraph 1 and paragraph 2, which of the following is true about the English language?
(A) It is more closely related to Sanskrit than Hungarian.
(B) It is considered a Romance language, like Spanish.
(C) It is more closely related to French than German.
(D) It is not considered an Indo-European language.
Paragraph 1 and paragraph 2 are marked with arrows
3. According to paragraph 3, which of the following is true about Old English?
(A) It was most influenced by the Celtic and Viking languages.
(B) It was widely used prior to the fifth and sixth centuries AD.
(C) It was similar to the language spoken by the original inhabitants of England.
(D) It was a combination of two groups of the West Germanic language family.
4. The word This in the passage refers to
(A) Old French
(B) Anglo-Norman
(C) Germanic
(D) Old English
5. The word sever in the passage is closest in meaning to
(A) break
(B) define
(C) change
(D) support
6. In paragraph 4, the author states that
(A) immediately following the Norman Conquest, the residents of England spoke Middle English
(B) the nobility spoke a different language than the common people for more than a century in England
(C) the loss of Normandy to France began a period of cultural interchange between England and France
(D) Middle English texts would be impossible for modern English speakers to read and understand
Paragraph -1 is marked with an arrow
7. Why does the author discuss current English speakers in paragraph 4?
(A) To compare the modern British population with that of 1204
(B) To clarify the relationship between the Normans and the Anglo-Saxons
(C) To emphasize how long English has been the official language of England
(D) To highlight a difference between Old English and Middle English
8. The word proliferation in the passage is closest in meaning to
(A) writing style
(B) rapid creation
(C) modern design
(D) unintended effect
9. In paragraph 6, the author describes the”Great Vowel Shift” by
(A) discussing the standardization of spelling, grammar, and usage
(B) citing a specific example of a pronunciation divergence
(C) explaining the results of the innovation of the printing press
(D) defining the difference between spoken and written Middle English
Paragraph 6 is marked with an arrow Mi.
10. Based on the information in paragraph 5 and paragraph 6, what can be inferred about how Middle English changed into Modem English?
(A) The transition was a smooth one because Middle English sounded very similar to Modern English.
(B) The transformation occurred as a result of developments in English society.
(C) Modern English created a precedent by pronouncing vowels that had been silent in Middle English.
(D) Playwrights played a larger role in developing the language than most people realize.
Paragraph 5 and paragraph 6 are marked with arrows [*♦].
11. In paragraph 7, why does the author mention computers?
(A) To provide an example of a word that is derived from Middle English
(B) To show how English has not changed much since the Renaissance
(C) To identify a foreign-language word that has become part of English
(D) To illustrate a modern creation that has resulted in new English words
12. Look at the four squares ■ that indicate where the following sentence could be added to the passage.
What emerged was in many ways a new language with few ties to the old.
Where would the sentence best fit?
Click on a square [■ ] to add the sentence to the passage.
13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
The history of English, from the origins of the Germanic tongues to the language we speak today, has been marked by many changes.
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Answer
(A) Three thousand years ago near Germany’s Elbe River, the Old English ancestral language family split into three groups.
(C) English common people in the 1100s spoke Old English, but the Norman noble classes introduced them to Middle English.
(E) Modern English emerged as a result of various phonological, technological, and social changes and has continued to absorb new vocabulary.
Choices
(B) Anglo-Saxon invaders of Britain in the fifth and sixth centuries combined two versions of West Germanic to create Old English.
(D) Old English mixed with a dialect called Anglo-Norman to produce Middle English, which eventually became the official language of Britain.
(F) Modern English contains many new and foreign words that show the influence of technology in today’s English-speaking societies.
Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it To review the passage, click View Text
Reading Passage 2 Reading Passage 3 Answer Keys & Explanation
Passage 2 | Geslogy
Plate Tectonics Theory
From our fleeting human perspective, the configuration of Earth’s continents and oceans seems quite stable, and it is easy to assume that our world has always looked the same. For hundreds of years, scientists believed this to be true, but in the mid-twentieth century, evidence emerged proving that the Earth’s crust—oceans as well as continents—is slowly moving. While this is now accepted as fact, it was not always so. The first thinkers to suggest such concepts were ridiculed and their revolutionary ideas dismissed.
With the creation of accurate global maps, many people began to wonder about the remarkable relationship between the coastlines of eastern South America and western Africa. It appears that the two continents, if joined, would fit together perfectly. [A] This was essentially the birth of what would eventually become the theory of plate tectonics. 10 Of course, the shape of the continents was not the only peculiarity that encouraged speculation on this topic. [B] [C] Some scientists were intrigued by the close similarities in fossil remains found on separate continents—for example, in the northeastern United States and Scotland. [D] In the nineteenth and early twentieth centuries, the mainstream scientific community explained these findings by arguing that changing ocean levels sometimes exposed land bridges that connected the continents, allowing the overland migration of species.
Alfred Wegener, a German meteorologist with an interest in geology, found this theory lacking. He felt that land bridges could not adequately explain the close fossil matches discovered on opposite shores of the ocean. His curiosity on the subject led him to accumulate as much data as possible about rock and fossil samples uncovered throughout the world. In doing so, he encountered facts that further called the predominant theory into question. For example, fossils of various « tropical plants had been discovered in lands that now lie in the Arctic.
Wegener’s research led him in 1915 to introduce his theory of “continental drift,” the primary forerunner of plate tectonics. It stated that the continents had at one time been joined together in a huge supercontinent, and that this great landmass had broken apart and the separate continents had been drifting away from one another ever since. At the time, however, the idea received little support. Critics emphasized the failure of Wegener’s theory to sufficiently account for the means and causes of continental movement. His theory proposed that the landmasses moved independently of the rest of Earth’s crust, simply smashing through the solid rock of the seafloor, and no one, including Wegener, could come up with a force that would be great enough to drive this type of movement.
It was not until the 1950s and ’60s, when new technologies enabled scientists to study the ocean floor, that the main concept of Wegener’s theory was proven correct. In perhaps the most important discovery, researchers observed that, at some points on the seafloor, there were areas where it seemed like two sections of crust were moving apart from each other. In 1968 three American scientists used this discovery, along with other significant findings, to develop the theory of plate tectonics.
The theory holds that all of Earth’s crust is divided into several different plates, which are continuously moving at speeds of i between two and nine centimeters a year. Some are entirely underwater, while others comprise both oceans and continents. Their movement is caused by the Earth’s dynamic mantle, where molten material is constantly s rising and pushing on the plates. Geologists now believe that, over the millennia, these forces have caused Earth’s continents to come together numerous times to form supercontinents and then break apart again, o Because the plate tectonics theory provides such a comprehensive explanation of the mechanics of the Earth, it allows scientists to understand the causes of many natural phenomena. Earthquakes, volcanic eruptions, and the formation of mountains, for example, are all the results of plate movement.
Today, children learn about the plate tectonics theory in school, and most people take it for granted. However, it is beneficial to reflect on the long history of its progression. We should remember that revolutionary scientific ideas usually meet with heavy skepticism at first, but they sometimes prove to be major turning points in the ’25 understanding of our world.
14. The word configuration in the passage is closest in meaning to
(A) material
(B) solution
(C) arrangement
(D) connection
15. The word dismissed in the passage is closest in meaning to
(A) destroyed
(B) altered
(C) stolen
(D) rejected
16. According to paragraph 2, maps played a role in the development of the plate tectonics theory by
(A) showing the paths of the moving continents
(B) helping scientists record the locations of different fossils
(C) stimulating curiosity about the parallels between coastlines
(D) outlining the locations of underwater land bridges
Paragraph 2 is marked with an arrow I«*].
17. Why does the author mention fossils of tropical plants found in the Arctic in paragraph 3?
(A) To provide an example of evidence that undermined an accepted theory
(B) To explain why the continental drift theory was not accepted at first
(C) To show how earlier scientists misunderstood the effects of Earth’s climate
(D) To demonstrate the problems encountered by Wegener during his research
18. According to the information in paragraph 3 and paragraph 4, how did Wegener’s theory explain the existence of similar fossils on different continents?
(A) By describing how the continents moved through the crust
(B) By suggesting that land bridges were present beneath the ocean
(C) By describing the migration patterns of the ancient species
(D) By suggesting that the continents were locked together at one time
Paragraph 3 and paragraph 4 are marked with arrows ^|.
19. The phrase account for in the passage is closest in meaning to
(A) conform to
(B) resolve
(C) stand by
(D) deny
20. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
(A) Wegener’s theory stated that there was no known force capabie of causing the movement of the Earth’s crust.
(B) It was not logical to assume that landmasses could break through the thick crust found at the bottom of the ocean.
(C) Scientists were unable to identify any phenomenon that could cause the extraordinary continental movement described in Wegener’s theory.
(D) If Earth’s continents moved separately from the rest of the crust, there would have to be an incredibly powerful force at work.
21. According to paragraph 5, it can be inferred that the scientific study of Earth’s crust before 1950
(A) led to major discoveries about plate movement
(B) lacked information about the seafloor
(C) disproved the theory of continental drift
(D) made use of the latest technologies
Paragraph 5 is marked with an arrow [■*•!.
22. The word Their in the passage refers to
(A) plates
(B) speeds
(C) oceans
(D) continents
23. The word dynamic in the passage is closest in meaning to
(A) active
(B) hidden
(C) central
(D) heated
24. According to paragraph 6, scientists determined that the forces responsible for plate movement originate
(A) within oceanic plates
(B) at earthquake sites
(C) in the Earth’s mantle
(D) near active volcanoes
Paragraph 6 is marked with an arrow [«*j.
25. Which of the following statements most accurately reflects the author’s opinion about science as expressed in paragraph 7?
(A) The evolution of a theory can be as educational as the theory itself.
(B) Most new ideas turn out to be major scientific innovations.
(C) Students should learn more about the history of science in school.
(D) Scientists should be less skeptical when considering new theories.
26. Look at the four squares ■ that indicate where the following sentence could be added to the passage.
It was hard to believe that the exact same animal and plant species would have existed simultaneously on such distant lands.
Where would the sentence best fit?
Click on a square [■ ] to add the sentence to the passage.
27. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
Though widely accepted today, it took many years for the basic concepts of the theory of plate tectonics to be established as fact.
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(A) First inspired by the shapes of the continents as seen on maps, some scientists began to consider the idea of continental movement.
(C) Wegener’s theory of continental drift was an important step towards discovering plate tectonics, but it misunderstood the exact nature of the crust’s movement
(E) After observing the seafloor and discovering the importance of the mantle, scientists finally proved the existence of continental drift with the plate tectonics theory.
(B) Matching fossils found on separate
continents were used as evidence to suggest that the position of the continents was stable.
(D) Some technologies developed in the middle of the twentieth century gave researchers the means to gather information about the ocean floor.
(F) Before the establishment of the plate tectonics theory, phenomena such as earthquakes and volcanoes were not adequately explained by scientists.
Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click View Text
Reading Passage 1 Reading Passage 3 Answer Keys & Explanation
Passage 3 | Zoology
The Silk of Spiders’ Webs
[A] Spiders possess the extraordinary ability to produce silk, which they use in a variety of ways—to create egg sacs, to catch and hold insects, and to construct homes. [B] An assortment of specialized glands, each responsible for forming a distinct kind of silk, is located within the spider’s abdomen and enables the spider to produce the different types of silk that it uses for those diverse purposes. [C] Among the known species of spiders, scientists have identified at least ten distinct kinds of glands that manufacture silks of varying strength, elasticity, and viscosity. [D] In the process of silk production, silk begins s as a liquid in special silk glands in the spider’s abdomen. The liquid silk is excreted from the silk glands in liquid form, but, as it passes through the round spigots on a special organ —the spinneret—at the rear of the abdomen, it becomes solid. The spinneret determines the diameter of the final silk fiber. Depending on the species, spiders may have between one and four pairs of silk-releasing spinnerets.
Different types of silk are produced to perform different functions. When a spider begins constructing its web, the first threads it uses must be particularly durable, capable of supporting the weight of the spider while serving as a foundation for the web. These a foundation threads, known as draglines, are composed of major ampullate silk, a sturdy, non-sticky, elastic material. In fact, major ampullate silk is the strongest silk a spider produces; its tensile strength—the maximum 35 force a material can resist without tearing—is similar to that of Kevlar. Draglines serve not only as the skeletal structure to which all other silks are anchored, but also as safetylines with which a spider can make a speedy exit from « an unexpected predator. Similar to major ampullate silk, minor ampullate silk is also used in web construction, but as supporting threads rather than main draglines. Like major ampullate silk, this silk is strong and non sticky, but it does not have the same elastic characteristics. When minor ampullate silk is stretched, it remains permanently misshapen.
The threads that form the spiral core of a spider’s web are made of flagelliform silk, the sticky netting that ensnares a spider’s insect prey. When a spider senses the vibrations of an insect trapped in its web, it releases another kind of silk, swathing silk, that completely binds a victim by encapsulating it in a cocoon. K Female spiders produce an additional kind of silk that is used for spinning protective egg sacs that shield their eggs from harsh weather and from predators.
Historically, spiders’ silk has been so useful in a variety of applications, from medicine to warfare. Ancient Greeks applied spider webs to wounds in order to decrease bleeding. Pre-WWII telescopes, microscopes, and guidance systems used 65 strands of spiders’ silk as crosshair sights. Because it is extremely lightweight and very resilient, and because it offers significant potential for diverse applications in fields like medicine and defense, spiders’ silk has, not surprisingly, been the subject of intense curiosity among members of the scientific community. However, in spite of researchers’ best efforts, humans have not been able to exactly duplicate the beneficial properties of 3 spiders’ versatile silk. Efforts continue, though, as it is hoped that in the future spiders’ silk will contribute to advancements in medical technology, perhaps improving sutures in microsurgery, refining plaster for broken 3 bones, and developing artificial ligaments and tendons to be used as surgical implants. Scientists anticipate that synthetic spiders’ silk would revolutionize military technology by providing lightweight, long-lasting j protective body coverings. In this respect, spiders’ silk would have broad applications for law enforcement and the armed forces. Commercially, spiders’ silk could be used to manufacture more durable ropes, fishing nets, seatbelts, and car bumpers. Having the ability to synthesize spiders’ silk would provide scientists with numerous possibilities for technological developments.
®GLOSSARY
*Kevlar: Trademark name for a brand of aramid fiber—a material used in bulletproof vests
28. The word diameter in the passage is closest in meaning to
(A) thickness
(B) firmness
(C) length
(D) flexibility
29. According to paragraph 1, what is the function of the spinneret?
(A) It stores liquid silk produced by the spider.
(B) It prevents the spider from sticking to its web.
(C> It turns liquid silk into strands of solid silk.
(D) it protects eggs from being eaten by predators.
30. The word anchored in the passage is closest in meaning to
(A) related
(B) attached
(C) passed
(D) communicated
31. Why does the author mention the elasticity of minor ampullate silk in paragraph 2?
(A) To indicate that all kinds of spiders’ silk are similar
(B) To explain how spiders are able to trap their prey
(C) To contrast the properties of two types of spiders’ silk
(D) To give an example of a drawback of natural spiders’ silk
32. The word it in the passage refers to
(A) web
(B) swathing silk
(C) victim
(D) cocoon
33. What can be inferred from paragraph 3 about female spiders?
(A) They are not responsible for caring for offspring.
(B) They do not share parenting responsibilities with male spiders.
(C) They produce a kind of silk that male spiders do not make.
(D) They are more vulnerable in harsh climates than male spiders.
34. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
(A) The lightness and flexibility of spiders’ silk are properties that scientists want to use in future technology.
(B) The scientific community is interested in research that will improve defense and medical technology.
(C) The scientific community is curious about silk that is lightweight and very flexible.
(D) Scientists are curious about how spiders’ silk has been used by doctors and by the military.
35. The word versatile in the passage is closest in meaning to
(A) unique
(B) specific
(C) adaptable
(D) unchangeable
36 What can be inferred from paragraph 4 about people’s interest in the properties of spiders’ silk?
(A) It began with doctors in the military.
(B) It is based on a cultural love of spiders.
(C) It has been around for centuries.
(D) It is motivated purely by money.
37 All of the following are mentioned in the passage as characteristics of spiders’ silk EXCEPT
(A) the capability to resist tears
(B) the ability to repair itself
(C) different degrees of elasticity
(D) strength and lightness
38. Why does the author mention crosshair sights in paragraph 4?
(A) To suggest that some technology based on spiders’ silk may be negative
(B) To contrast the medical uses of spiders’ silk with the military uses of the material
(C) To suggest that synthetic spiders’ silk will be better than natural silk
(D) To give an example of how spiders’ silk has been used in the past
39. Look at the four squares (H that indicate where the following sentence could be added to the passage.
This creature, which may be smaller than a millimeter, is capable of producing a strong, flexible material that humans have not been able to replicate.
Where would the sentence best fit?
40. Directions: Complete the table by matching the phrases below. Select the appropriate phrases from the answer choices and match them to the type of silk to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points.
| Answer Choices
(A) Retains its shape when stretched out |
Major Ampullate Silk |
| * | |
| * | |
| * | |
| Mirror Amplute Silk | |
| * | |
| * | |
| Both | |
| * | |
| * |
Reading Passage 1 Reading Passage 2 Answer Keys & Explanation