| Question |
Answer Key |
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| Practice Test A - Reading Practice Task |
British Columbia |
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| Return to Practice Task |
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| Reading Part 1: Reading Correspondence - Q1 |
in Victoria. |
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| Reading Part 1: Reading Correspondence - Q2 |
start a new job. |
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| Reading Part 1: Reading Correspondence - Q3 |
nervous about speaking Japanese. |
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| Reading Part 1: Reading Correspondence - Q4 |
specialists in town reconstruction. |
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| Reading Part 1: Reading Correspondence - Q5 |
Marco’s lack of life experience. |
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| Reading Part 1: Reading Correspondence - Q6 |
are old friends. |
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| Reading Part 1: Reading Correspondence - Q7 |
the leaving party. |
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| Reading Part 1: Reading Correspondence - Q8 |
Calgary |
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| Reading Part 1: Reading Correspondence - Q9 |
party, |
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| Reading Part 1: Reading Correspondence - Q10 |
he can’t use that now. |
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| Reading Part 1: Reading Correspondence - Q11 |
move to Tokyo? |
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| Return to the beginning of Part 1 |
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| Reading Part 2: Reading to Apply a Diagram - Q1 |
least comfortable |
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| Reading Part 2: Reading to Apply a Diagram - Q2 |
costs more |
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| Reading Part 2: Reading to Apply a Diagram - Q3 |
station |
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| Reading Part 2: Reading to Apply a Diagram - Q4 |
driving. |
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| Reading Part 2: Reading to Apply a Diagram - Q5 |
go sightseeing. |
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| Reading Part 2: Reading to Apply a Diagram - Q6 |
work together. |
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| Reading Part 2: Reading to Apply a Diagram - Q7 |
to speak at a conference. |
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| Reading Part 2: Reading to Apply a Diagram - Q8 |
cooperative. |
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| Return to the beginning of Part 2 |
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| Reading Part 3: Reading for Information - Q1 |
B |
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| Reading Part 3: Reading for Information - Q2 |
A |
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| Reading Part 3: Reading for Information - Q3 |
C |
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| Reading Part 3: Reading for Information - Q4 |
D |
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| Reading Part 3: Reading for Information - Q5 |
C |
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| Reading Part 3: Reading for Information - Q6 |
E |
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| Reading Part 3: Reading for Information - Q7 |
D |
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| Reading Part 3: Reading for Information - Q8 |
A |
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| Reading Part 3: Reading for Information - Q9 |
A |
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| Return to the beginning of Part 3 |
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| Reading Part 4: Reading for Viewpoints - Q1 |
a conventional high school teacher with an unconventional idea. |
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| Reading Part 4: Reading for Viewpoints - Q2 |
was inspired by his own successful experience as a student. |
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| Reading Part 4: Reading for Viewpoints - Q3 |
initially well received by the school principal. |
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| Reading Part 4: Reading for Viewpoints - Q4 |
diminishes hyperactivity and increases attention. |
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| Reading Part 4: Reading for Viewpoints - Q5 |
produced the results Mr. Gordon expected. |
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| Reading Part 4: Reading for Viewpoints - Q6 |
bring exercise into the classroom. |
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| Reading Part 4: Reading for Viewpoints - Q7 |
will improve students’ concentration, |
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| Reading Part 4: Reading for Viewpoints - Q8 |
are most likely to fade |
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| Reading Part 4: Reading for Viewpoints - Q9 |
overwork the students |
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| Reading Part 4: Reading for Viewpoints - Q10 |
are bouncing around on yoga balls. |
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| Return to the beginning of Part 4 |
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