Read the passages and choose the best answer to each question. Answer all questions about a passage on the basis of what is stated or implied in that passage.

Time – 35 minutes


1. In the 1880s, over three–fourths of Canada’s population lived outside urban centers. One view of rural Canada at that time portrays it as a vast wasteland of isolated farm communities. However, a more accurate view shows that rural Canadians had access to considerable information. The postal service was efficient and inexpensive and connected rural Canadians with the outside world. Many farm families received at least one newspaper through the mail, usually within a day of publication. The daily newspapers of the period were more substantial than those of today, and many reproduced precise accounts of court trials and public events. Rural Canadians read magazines and books and held discussions about them at club meetings.

2. Rural Canadians were also able to get together socially. The local school served other functions besides providing formal education, and school districts were often the only sign of political organization in vast regions of the country. Every community valued its one– room schoolhouse as a meeting place, especially during the winter, when work on the farm was much lighter and people had more time for a variety of social and cultural events. People of all ages got together to sing and play musical instruments, perform skits, and play parlor games.

3. Between 1880 and 1920, there was a growing exodus from farms to the city, mainly because smaller farms could not afford to modernize their technology and were no longer able to support the entire family. However, most Canadians continued to hold rural values, and artists and writers romanticized the family farm. In the novel Anne of Green Gables (1908), Lucy Maud Montgomery wrote about a young woman who strove to reconcile the beauty and peace of the rural landscape with the need to leave it in order to fulfill her ambitions. For large numbers of young Canadians, growing up meant leaving the farm to find work in the city.


1. Two conditions are necessary for the formation of ice: the presence of water and temperatures below freezing. Ice in the atmosphere and on the ground can assume various forms, depending on the conditions under which water is converted to its solid state. Ice that forms in the atmosphere can fall to the ground as snow, sleet, or hail. Snow is an assemblage of ice crystals in the form of flakes; sleet is a collection of frozen raindrops, which are actually ice pellets. Hail consists of rounded or jagged lumps of ice, often in layers like the internal structure of an onion. Ice also forms directly on the ground or on bodies of water. In North America, ice forms in late autumn, winter, and early spring. On very large bodies of water, it may not form until late winter because there must be several months of low temperatures to chill such large amounts of water.

2. On puddles and small ponds, ice first freezes in a thin layer with definite crystal structure that becomes less apparent as the ice thickens. On lakes large enough to have waves, such as the Great Lakes, the first ice to form is a thin surface layer of slush, sometimes called grease ice, which eventually grows into small floes of pancake ice. If the lake is small enough or the weather cold enough, the floes may freeze together into a fairly solid sheet of pack ice. Pack ice may cover the entire lake or be restricted to areas near the shore.

3. Because water expands when it freezes, ice is less dense than liquid water and therefore floats rather than sinks in water. As ice floats on the surface of a lake, ocean, or river, it acts as an insulator and is thus important in maintaining the balance of the ecosystem. Without the insulating effect of floating ice sheets, surface water would lose heat more rapidly, and large bodies of water such as the Arctic Ocean and Hudson Bay might freeze up completely.


1. Because most people do not volunteer to pay taxes or police their own financial affairs, governments cannot influence economic activity simply by asking people to pollute less, to give money to the poor, or to be innovative. To accomplish these things, governments have to pass laws. Since the early twentieth century, governments of countries with advanced industrial or service economies have been playing an increasing role in economics. This can be seen in the growth of government taxation and spending, in the growing share of national income devoted to income support payments, and by the enormous increase in the control of economic activity.

2. The large–scale organization of business, as seen in mass production and distribution, has led to the formation of large–scale organizations—corporations, labor unions, and government structures—that have grown in importance in the past several decades. Their presence and growing dominance have shifted capitalist economies away from traditional market forces and toward government administration of markets.

3. In the United States, government provides a framework of laws for the conduct of economic activity that attempt to make it serve the public interest. For instance, the individual states and the federal government have passed laws to shield investors against fraud. These laws specify what information has to be disclosed to prospective investors when shares of stocks or bonds are offered for sale. Another important area of law concerns the labor force, such as regulation of work hours, minimum wages, health and safety conditions, child labor, and the rights of workers to form unions, to strike, to demonstrate peacefully, and to bargain collectively through representatives of their own choosing.

4. In other nations, the ways in which governments intervene in their economies have varied; however, governments everywhere deal with essentially the same issues and participate in economic activity. Even governments that are reluctant to regulate commerce directly have undertaken large–scale projects such as hydroelectric and nuclear energy developments, transportation networks, or expansion of health, education, and other public services.

This program and course are copyright of Delta Publishing and have been licensed to Jaime Miller Advising.

No part of this course may be shared, re-used, downloaded without permission.

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