Thi thử VSTEP Đại học Bách Khoa – Reading Test 9

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

READING PAPER
Time permitted: 60 minutes
Number of questions: 40

Directions: In this section you will read FOUR different passages. Each one is followed by 10 questions about it. For questions 1–40, you are to choose the best answer A, B, C, or D for each question. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions, including the time to transfer your answers to the answer sheet.

PASSAGE 1 – Questions 1–10

Social Networks

Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are some of the most popular sites on the internet today. These sites are all called “social networking” sites because they help people meet and discuss things online.

Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college-age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to “content.” Web 2.0

Social networks are considered to be part of Web 2.0. What does this mean? To understand this, it’s important to understand what the original web did (often called Web 1.0). Back in the nineties, the internet—or web—was a place to go to read articles, listen to music, or get information.

Most people didn’t contribute to the sites. They just browsed and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding—the original language the internet uses to build pages. It certainly wasn’t something most people wanted to do, as it could take hours to get a basic page just right.

Things began to get easier when blogs (from “web log”) were introduced. With blogs, many more people began writing posts, as well as commenting on other people’s blogs.

MySpace Surprises Everybody

In 2003, a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users, and the rest was history. Soon everyone was trying to develop a social networking site. These sites didn’t provide content for people to enjoy—they helped people create, communicate, and share what they loved, including music, images, and videos.

Key to Success

Relying on users to create content is the key to the success of Web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include Wikipedia, Digg.com, and the latest success—Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the “content” that others want to consume.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 2 – Questions 11–20

Floods are second only to fire as the most common of all natural disasters. They occur almost everywhere in the world, resulting in widespread damage and even death. Consequently, scientists have long tried to perfect their ability to predict floods. So far, the best they can do is recognize the potential for flooding in certain conditions. There are a number of causes, from deep snow on the ground to human error.

The first cause of flooding is deep snow on the ground. When deep snow melts, it creates a large amount of water. Although deep snow alone rarely causes floods, when it occurs together with heavy rain and sudden warmer weather, it can lead to serious flooding. If there is a fast snowmelt on top of frozen or very wet ground, flooding is more likely to occur. Frozen ground or ground already saturated with water cannot absorb the additional water created by the melting snow. Melting snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their full capacity, heavy rains will cause them to overflow and flood surrounding land.

Secondly, rivers that are covered in ice can also lead to flooding. When ice begins to melt, the surface cracks and breaks into large pieces. These pieces of ice move and float down the river. They can form a dam, causing the water behind it to rise and flood upstream land. If the dam breaks suddenly, the large amount of water held behind it can flood areas downstream as well.

Broken ice dams are not the only dam problems that cause flooding. Those carelessly constructed by humans can also result in floods. When a large human-made dam breaks or fails to hold the water behind it, the results can be devastating. Dams contain such huge amounts of water that when sudden breaks occur, the destructive force is like a great tidal wave. Unleashed dam waters can travel tens of kilometres, cover the ground in metres of mud and debris, and destroy everything in their path.

Although scientists cannot always predict exactly when floods will occur, they know a great deal about when floods are likely to happen. Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods happen can help reduce the damage they cause.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 3 – Questions 21–30

Musical Talents

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very young children can exhibit musical precocity for different reasons. Some develop exceptional skill through a well-designed instructional regime, such as the Suzuki method for the violin. Others are born into musical families in households filled with music. In some cases, musical talent is part of an otherwise disabling condition such as autism or mental retardation. A musically gifted child has an inborn talent; however, the extent to which that talent is expressed publicly depends upon the environment in which the child lives.

Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch—or melody—is more central in certain cultures, for example, in Eastern societies that make use of tiny quarter-tone intervals. Rhythm, or sounds produced at specific auditory frequencies and grouped according to a system, is emphasized in sub-Saharan Africa, where the rhythmic ratios can be very complex.

All children have some aptitude for making music. During infancy, normal children sing as well as babble, and they can produce individual sounds and sound patterns. However, individual differences begin to emerge as they learn to sing. Some children can match large segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have difficulty producing accurate melodies by the age of five or six. By the time they reach school age, most can reasonably imitate songs commonly heard in their environment.

The early appearance of superior musical ability in some children provides evidence that musical talent may be a separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable or extraordinary memory for music and a natural understanding of musical structure. In many cases, the child is average in every other way but displays exceptional ability in music. Even the most gifted child, however, takes about ten years to achieve the level of performance or composition that would constitute mastery of the musical sphere.

Every generation in music history has had its famous prodigies—individuals with exceptional musical powers that emerge at a young age. In the eighteenth century, Wolfgang Amadeus Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had perfect pitch, and by nine he was already a master of modulation—the transition from one key to another—which became one of the hallmarks of his style. By the age of eleven, he had composed three symphonies and thirty other major works. Mozart’s well-developed talent was preserved into adulthood.

PASSAGE 4 – Questions 31–40

The UH-1 Helicopter: Icon of the Vietnam War

Every modern war has its icon — the technological development essential to the conflict, the one that changes the course of battle and becomes symbolic of the time. The Civil War’s was the cannon, World War I’s the machine gun, and World War II’s the tank. Each left its mark on the landscape and the soldier. Vietnam’s icon was the helicopter — specifically the UH-1 utility helicopter, known to soldiers as the “Huey.”

The geographic and political realities of Vietnam called for a new kind of warfare, one the U.S. Army termed “Airmobile.” Remote battle zones, mountain jungles, and undeveloped roads eliminated motor vehicles as a means of moving troops and supplies quickly. Helicopters took over. In Airmobile warfare, flocks of helicopters transported troops and supplies to strategic locations, monitored operations from the air, engaged in battle, and evacuated forces. The famed U.S. Army 1st Cavalry joined aviation units already in Vietnam to pioneer Airmobile operations, trading its horses for helicopters and creating a model followed by the 101st Airborne, the 1st Aviation Brigade, and other aviation units.

Many helicopters were used in Vietnam, but none was as widely employed as the Huey. The UH-1 “Iroquois,” popularly called the Huey, became the “workhorse” of the war. Used by all military forces for troop transport, medical evacuation, and combat assault, Hueys carried soldiers and supplies to the front lines as the horses of a modern cavalry. The U.S. Army and Marine Corps also made them into gunships by adding machine guns and rocket pods for frontal assaults. Hueys carried officers for planning, soldiers to battle, nurses to orphanages, and “Donut Dollies” to entertain troops. Outfitted with loudspeakers, they also broadcast Psychological Operations (PSYOPS) messages.

Perhaps most significantly, Hueys were the technology behind “Dustoff” — the evacuation of the wounded, so named by a pilot who gave his life doing it. The ability to swoop into battle, load the Huey with wounded, and fly them to hospitals — first developed in Korea and perfected in Vietnam — has been called one of the major medical innovations of the war. This quick transport meant that over 90 percent of wounded soldiers who reached a medical facility survived. The evacuation techniques learned from the Huey later evolved into the modern air-rescue systems we rely on today. The Huey was also remarkably versatile, easily modified for various missions. Its interchangeable interiors allowed conversion from troop carrier to air ambulance. It was capable of flying under extreme stress and allowed rapid entry and exit — crucial for extraction and rescue missions. Those who flew and maintained them remain fiercely loyal to the Huey, even after piloting many other aircraft.

More than 7,000 Huey helicopters served in Vietnam, and nearly half were lost. Some 2,177 Huey crew members were killed in action. Because the Huey was always there for them, the distinctive “WHOP WHOP” of its 48-foot rotor blades slapping the air became, for soldiers on the ground, the sound of their lifeline.

PASSAGE 4 – Questions 31–40

The UH-1 Helicopter: Icon of the Vietnam War

Every modern war has its icon — the technological development essential to the conflict, the one that changes the course of battle and becomes symbolic of the time. The Civil War’s was the cannon, World War I’s the machine gun, and World War II’s the tank. Each left its mark on the landscape and the soldier. Vietnam’s icon was the helicopter — specifically the UH-1 utility helicopter, known to soldiers as the “Huey.”

The geographic and political realities of Vietnam called for a new kind of warfare, one the U.S. Army termed “Airmobile.” Remote battle zones, mountain jungles, and undeveloped roads eliminated motor vehicles as a means of moving troops and supplies quickly. Helicopters took over. In Airmobile warfare, flocks of helicopters transported troops and supplies to strategic locations, monitored operations from the air, engaged in battle, and evacuated forces. The famed U.S. Army 1st Cavalry joined aviation units already in Vietnam to pioneer Airmobile operations, trading its horses for helicopters and creating a model followed by the 101st Airborne, the 1st Aviation Brigade, and other aviation units.

Many helicopters were used in Vietnam, but none was as widely employed as the Huey. The UH-1 “Iroquois,” popularly called the Huey, became the “workhorse” of the war. Used by all military forces for troop transport, medical evacuation, and combat assault, Hueys carried soldiers and supplies to the front lines as the horses of a modern cavalry. The U.S. Army and Marine Corps also made them into gunships by adding machine guns and rocket pods for frontal assaults. Hueys carried officers for planning, soldiers to battle, nurses to orphanages, and “Donut Dollies” to entertain troops. Outfitted with loudspeakers, they also broadcast Psychological Operations (PSYOPS) messages.

Perhaps most significantly, Hueys were the technology behind “Dustoff” — the evacuation of the wounded, so named by a pilot who gave his life doing it. The ability to swoop into battle, load the Huey with wounded, and fly them to hospitals — first developed in Korea and perfected in Vietnam — has been called one of the major medical innovations of the war. This quick transport meant that over 90 percent of wounded soldiers who reached a medical facility survived. The evacuation techniques learned from the Huey later evolved into the modern air-rescue systems we rely on today. The Huey was also remarkably versatile, easily modified for various missions. Its interchangeable interiors allowed conversion from troop carrier to air ambulance. It was capable of flying under extreme stress and allowed rapid entry and exit — crucial for extraction and rescue missions. Those who flew and maintained them remain fiercely loyal to the Huey, even after piloting many other aircraft.

More than 7,000 Huey helicopters served in Vietnam, and nearly half were lost. Some 2,177 Huey crew members were killed in action. Because the Huey was always there for them, the distinctive “WHOP WHOP” of its 48-foot rotor blades slapping the air became, for soldiers on the ground, the sound of their lifeline.

PASSAGE 4 – Questions 31–40

The UH-1 Helicopter: Icon of the Vietnam War

Every modern war has its icon — the technological development essential to the conflict, the one that changes the course of battle and becomes symbolic of the time. The Civil War’s was the cannon, World War I’s the machine gun, and World War II’s the tank. Each left its mark on the landscape and the soldier. Vietnam’s icon was the helicopter — specifically the UH-1 utility helicopter, known to soldiers as the “Huey.”

The geographic and political realities of Vietnam called for a new kind of warfare, one the U.S. Army termed “Airmobile.” Remote battle zones, mountain jungles, and undeveloped roads eliminated motor vehicles as a means of moving troops and supplies quickly. Helicopters took over. In Airmobile warfare, flocks of helicopters transported troops and supplies to strategic locations, monitored operations from the air, engaged in battle, and evacuated forces. The famed U.S. Army 1st Cavalry joined aviation units already in Vietnam to pioneer Airmobile operations, trading its horses for helicopters and creating a model followed by the 101st Airborne, the 1st Aviation Brigade, and other aviation units.

Many helicopters were used in Vietnam, but none was as widely employed as the Huey. The UH-1 “Iroquois,” popularly called the Huey, became the “workhorse” of the war. Used by all military forces for troop transport, medical evacuation, and combat assault, Hueys carried soldiers and supplies to the front lines as the horses of a modern cavalry. The U.S. Army and Marine Corps also made them into gunships by adding machine guns and rocket pods for frontal assaults. Hueys carried officers for planning, soldiers to battle, nurses to orphanages, and “Donut Dollies” to entertain troops. Outfitted with loudspeakers, they also broadcast Psychological Operations (PSYOPS) messages.

Perhaps most significantly, Hueys were the technology behind “Dustoff” — the evacuation of the wounded, so named by a pilot who gave his life doing it. The ability to swoop into battle, load the Huey with wounded, and fly them to hospitals — first developed in Korea and perfected in Vietnam — has been called one of the major medical innovations of the war. This quick transport meant that over 90 percent of wounded soldiers who reached a medical facility survived. The evacuation techniques learned from the Huey later evolved into the modern air-rescue systems we rely on today. The Huey was also remarkably versatile, easily modified for various missions. Its interchangeable interiors allowed conversion from troop carrier to air ambulance. It was capable of flying under extreme stress and allowed rapid entry and exit — crucial for extraction and rescue missions. Those who flew and maintained them remain fiercely loyal to the Huey, even after piloting many other aircraft.

More than 7,000 Huey helicopters served in Vietnam, and nearly half were lost. Some 2,177 Huey crew members were killed in action. Because the Huey was always there for them, the distinctive “WHOP WHOP” of its 48-foot rotor blades slapping the air became, for soldiers on the ground, the sound of their lifeline.

PASSAGE 4 – Questions 31–40

The UH-1 Helicopter: Icon of the Vietnam War

Every modern war has its icon — the technological development essential to the conflict, the one that changes the course of battle and becomes symbolic of the time. The Civil War’s was the cannon, World War I’s the machine gun, and World War II’s the tank. Each left its mark on the landscape and the soldier. Vietnam’s icon was the helicopter — specifically the UH-1 utility helicopter, known to soldiers as the “Huey.”

The geographic and political realities of Vietnam called for a new kind of warfare, one the U.S. Army termed “Airmobile.” Remote battle zones, mountain jungles, and undeveloped roads eliminated motor vehicles as a means of moving troops and supplies quickly. Helicopters took over. In Airmobile warfare, flocks of helicopters transported troops and supplies to strategic locations, monitored operations from the air, engaged in battle, and evacuated forces. The famed U.S. Army 1st Cavalry joined aviation units already in Vietnam to pioneer Airmobile operations, trading its horses for helicopters and creating a model followed by the 101st Airborne, the 1st Aviation Brigade, and other aviation units.

Many helicopters were used in Vietnam, but none was as widely employed as the Huey. The UH-1 “Iroquois,” popularly called the Huey, became the “workhorse” of the war. Used by all military forces for troop transport, medical evacuation, and combat assault, Hueys carried soldiers and supplies to the front lines as the horses of a modern cavalry. The U.S. Army and Marine Corps also made them into gunships by adding machine guns and rocket pods for frontal assaults. Hueys carried officers for planning, soldiers to battle, nurses to orphanages, and “Donut Dollies” to entertain troops. Outfitted with loudspeakers, they also broadcast Psychological Operations (PSYOPS) messages.

Perhaps most significantly, Hueys were the technology behind “Dustoff” — the evacuation of the wounded, so named by a pilot who gave his life doing it. The ability to swoop into battle, load the Huey with wounded, and fly them to hospitals — first developed in Korea and perfected in Vietnam — has been called one of the major medical innovations of the war. This quick transport meant that over 90 percent of wounded soldiers who reached a medical facility survived. The evacuation techniques learned from the Huey later evolved into the modern air-rescue systems we rely on today. The Huey was also remarkably versatile, easily modified for various missions. Its interchangeable interiors allowed conversion from troop carrier to air ambulance. It was capable of flying under extreme stress and allowed rapid entry and exit — crucial for extraction and rescue missions. Those who flew and maintained them remain fiercely loyal to the Huey, even after piloting many other aircraft.

More than 7,000 Huey helicopters served in Vietnam, and nearly half were lost. Some 2,177 Huey crew members were killed in action. Because the Huey was always there for them, the distinctive “WHOP WHOP” of its 48-foot rotor blades slapping the air became, for soldiers on the ground, the sound of their lifeline.

PASSAGE 4 – Questions 31–40

The UH-1 Helicopter: Icon of the Vietnam War

Every modern war has its icon — the technological development essential to the conflict, the one that changes the course of battle and becomes symbolic of the time. The Civil War’s was the cannon, World War I’s the machine gun, and World War II’s the tank. Each left its mark on the landscape and the soldier. Vietnam’s icon was the helicopter — specifically the UH-1 utility helicopter, known to soldiers as the “Huey.”

The geographic and political realities of Vietnam called for a new kind of warfare, one the U.S. Army termed “Airmobile.” Remote battle zones, mountain jungles, and undeveloped roads eliminated motor vehicles as a means of moving troops and supplies quickly. Helicopters took over. In Airmobile warfare, flocks of helicopters transported troops and supplies to strategic locations, monitored operations from the air, engaged in battle, and evacuated forces. The famed U.S. Army 1st Cavalry joined aviation units already in Vietnam to pioneer Airmobile operations, trading its horses for helicopters and creating a model followed by the 101st Airborne, the 1st Aviation Brigade, and other aviation units.

Many helicopters were used in Vietnam, but none was as widely employed as the Huey. The UH-1 “Iroquois,” popularly called the Huey, became the “workhorse” of the war. Used by all military forces for troop transport, medical evacuation, and combat assault, Hueys carried soldiers and supplies to the front lines as the horses of a modern cavalry. The U.S. Army and Marine Corps also made them into gunships by adding machine guns and rocket pods for frontal assaults. Hueys carried officers for planning, soldiers to battle, nurses to orphanages, and “Donut Dollies” to entertain troops. Outfitted with loudspeakers, they also broadcast Psychological Operations (PSYOPS) messages.

Perhaps most significantly, Hueys were the technology behind “Dustoff” — the evacuation of the wounded, so named by a pilot who gave his life doing it. The ability to swoop into battle, load the Huey with wounded, and fly them to hospitals — first developed in Korea and perfected in Vietnam — has been called one of the major medical innovations of the war. This quick transport meant that over 90 percent of wounded soldiers who reached a medical facility survived. The evacuation techniques learned from the Huey later evolved into the modern air-rescue systems we rely on today. The Huey was also remarkably versatile, easily modified for various missions. Its interchangeable interiors allowed conversion from troop carrier to air ambulance. It was capable of flying under extreme stress and allowed rapid entry and exit — crucial for extraction and rescue missions. Those who flew and maintained them remain fiercely loyal to the Huey, even after piloting many other aircraft.

More than 7,000 Huey helicopters served in Vietnam, and nearly half were lost. Some 2,177 Huey crew members were killed in action. Because the Huey was always there for them, the distinctive “WHOP WHOP” of its 48-foot rotor blades slapping the air became, for soldiers on the ground, the sound of their lifeline.

PASSAGE 4 – Questions 31–40

The UH-1 Helicopter: Icon of the Vietnam War

Every modern war has its icon — the technological development essential to the conflict, the one that changes the course of battle and becomes symbolic of the time. The Civil War’s was the cannon, World War I’s the machine gun, and World War II’s the tank. Each left its mark on the landscape and the soldier. Vietnam’s icon was the helicopter — specifically the UH-1 utility helicopter, known to soldiers as the “Huey.”

The geographic and political realities of Vietnam called for a new kind of warfare, one the U.S. Army termed “Airmobile.” Remote battle zones, mountain jungles, and undeveloped roads eliminated motor vehicles as a means of moving troops and supplies quickly. Helicopters took over. In Airmobile warfare, flocks of helicopters transported troops and supplies to strategic locations, monitored operations from the air, engaged in battle, and evacuated forces. The famed U.S. Army 1st Cavalry joined aviation units already in Vietnam to pioneer Airmobile operations, trading its horses for helicopters and creating a model followed by the 101st Airborne, the 1st Aviation Brigade, and other aviation units.

Many helicopters were used in Vietnam, but none was as widely employed as the Huey. The UH-1 “Iroquois,” popularly called the Huey, became the “workhorse” of the war. Used by all military forces for troop transport, medical evacuation, and combat assault, Hueys carried soldiers and supplies to the front lines as the horses of a modern cavalry. The U.S. Army and Marine Corps also made them into gunships by adding machine guns and rocket pods for frontal assaults. Hueys carried officers for planning, soldiers to battle, nurses to orphanages, and “Donut Dollies” to entertain troops. Outfitted with loudspeakers, they also broadcast Psychological Operations (PSYOPS) messages.

Perhaps most significantly, Hueys were the technology behind “Dustoff” — the evacuation of the wounded, so named by a pilot who gave his life doing it. The ability to swoop into battle, load the Huey with wounded, and fly them to hospitals — first developed in Korea and perfected in Vietnam — has been called one of the major medical innovations of the war. This quick transport meant that over 90 percent of wounded soldiers who reached a medical facility survived. The evacuation techniques learned from the Huey later evolved into the modern air-rescue systems we rely on today. The Huey was also remarkably versatile, easily modified for various missions. Its interchangeable interiors allowed conversion from troop carrier to air ambulance. It was capable of flying under extreme stress and allowed rapid entry and exit — crucial for extraction and rescue missions. Those who flew and maintained them remain fiercely loyal to the Huey, even after piloting many other aircraft.

More than 7,000 Huey helicopters served in Vietnam, and nearly half were lost. Some 2,177 Huey crew members were killed in action. Because the Huey was always there for them, the distinctive “WHOP WHOP” of its 48-foot rotor blades slapping the air became, for soldiers on the ground, the sound of their lifeline.

PASSAGE 4 – Questions 31–40

The UH-1 Helicopter: Icon of the Vietnam War

Every modern war has its icon — the technological development essential to the conflict, the one that changes the course of battle and becomes symbolic of the time. The Civil War’s was the cannon, World War I’s the machine gun, and World War II’s the tank. Each left its mark on the landscape and the soldier. Vietnam’s icon was the helicopter — specifically the UH-1 utility helicopter, known to soldiers as the “Huey.”

The geographic and political realities of Vietnam called for a new kind of warfare, one the U.S. Army termed “Airmobile.” Remote battle zones, mountain jungles, and undeveloped roads eliminated motor vehicles as a means of moving troops and supplies quickly. Helicopters took over. In Airmobile warfare, flocks of helicopters transported troops and supplies to strategic locations, monitored operations from the air, engaged in battle, and evacuated forces. The famed U.S. Army 1st Cavalry joined aviation units already in Vietnam to pioneer Airmobile operations, trading its horses for helicopters and creating a model followed by the 101st Airborne, the 1st Aviation Brigade, and other aviation units.

Many helicopters were used in Vietnam, but none was as widely employed as the Huey. The UH-1 “Iroquois,” popularly called the Huey, became the “workhorse” of the war. Used by all military forces for troop transport, medical evacuation, and combat assault, Hueys carried soldiers and supplies to the front lines as the horses of a modern cavalry. The U.S. Army and Marine Corps also made them into gunships by adding machine guns and rocket pods for frontal assaults. Hueys carried officers for planning, soldiers to battle, nurses to orphanages, and “Donut Dollies” to entertain troops. Outfitted with loudspeakers, they also broadcast Psychological Operations (PSYOPS) messages.

Perhaps most significantly, Hueys were the technology behind “Dustoff” — the evacuation of the wounded, so named by a pilot who gave his life doing it. The ability to swoop into battle, load the Huey with wounded, and fly them to hospitals — first developed in Korea and perfected in Vietnam — has been called one of the major medical innovations of the war. This quick transport meant that over 90 percent of wounded soldiers who reached a medical facility survived. The evacuation techniques learned from the Huey later evolved into the modern air-rescue systems we rely on today. The Huey was also remarkably versatile, easily modified for various missions. Its interchangeable interiors allowed conversion from troop carrier to air ambulance. It was capable of flying under extreme stress and allowed rapid entry and exit — crucial for extraction and rescue missions. Those who flew and maintained them remain fiercely loyal to the Huey, even after piloting many other aircraft.

More than 7,000 Huey helicopters served in Vietnam, and nearly half were lost. Some 2,177 Huey crew members were killed in action. Because the Huey was always there for them, the distinctive “WHOP WHOP” of its 48-foot rotor blades slapping the air became, for soldiers on the ground, the sound of their lifeline.

PASSAGE 4 – Questions 31–40

The UH-1 Helicopter: Icon of the Vietnam War

Every modern war has its icon — the technological development essential to the conflict, the one that changes the course of battle and becomes symbolic of the time. The Civil War’s was the cannon, World War I’s the machine gun, and World War II’s the tank. Each left its mark on the landscape and the soldier. Vietnam’s icon was the helicopter — specifically the UH-1 utility helicopter, known to soldiers as the “Huey.”

The geographic and political realities of Vietnam called for a new kind of warfare, one the U.S. Army termed “Airmobile.” Remote battle zones, mountain jungles, and undeveloped roads eliminated motor vehicles as a means of moving troops and supplies quickly. Helicopters took over. In Airmobile warfare, flocks of helicopters transported troops and supplies to strategic locations, monitored operations from the air, engaged in battle, and evacuated forces. The famed U.S. Army 1st Cavalry joined aviation units already in Vietnam to pioneer Airmobile operations, trading its horses for helicopters and creating a model followed by the 101st Airborne, the 1st Aviation Brigade, and other aviation units.

Many helicopters were used in Vietnam, but none was as widely employed as the Huey. The UH-1 “Iroquois,” popularly called the Huey, became the “workhorse” of the war. Used by all military forces for troop transport, medical evacuation, and combat assault, Hueys carried soldiers and supplies to the front lines as the horses of a modern cavalry. The U.S. Army and Marine Corps also made them into gunships by adding machine guns and rocket pods for frontal assaults. Hueys carried officers for planning, soldiers to battle, nurses to orphanages, and “Donut Dollies” to entertain troops. Outfitted with loudspeakers, they also broadcast Psychological Operations (PSYOPS) messages.

Perhaps most significantly, Hueys were the technology behind “Dustoff” — the evacuation of the wounded, so named by a pilot who gave his life doing it. The ability to swoop into battle, load the Huey with wounded, and fly them to hospitals — first developed in Korea and perfected in Vietnam — has been called one of the major medical innovations of the war. This quick transport meant that over 90 percent of wounded soldiers who reached a medical facility survived. The evacuation techniques learned from the Huey later evolved into the modern air-rescue systems we rely on today. The Huey was also remarkably versatile, easily modified for various missions. Its interchangeable interiors allowed conversion from troop carrier to air ambulance. It was capable of flying under extreme stress and allowed rapid entry and exit — crucial for extraction and rescue missions. Those who flew and maintained them remain fiercely loyal to the Huey, even after piloting many other aircraft.

More than 7,000 Huey helicopters served in Vietnam, and nearly half were lost. Some 2,177 Huey crew members were killed in action. Because the Huey was always there for them, the distinctive “WHOP WHOP” of its 48-foot rotor blades slapping the air became, for soldiers on the ground, the sound of their lifeline.