38.
(A) Shakespeare teaches learners how to be daring in their use of English.
(B) Far more important, though, is the way his linguistic strategies provide guidelines for modern users.
(C) He was one of the great manipulators of parts of speech, using words unconventionally to craft new perspectives.
(D) Shakespeare is in many ways the ideal advanced teacher.

34. (A) for good measure (B) from the word go (C) to say the least (D) at stake

35. (A) to put it mildly (B) for good measure (C) to put it mildly (D) to say the least

36. (A) Far more important, though, is the way his linguistic strategies provide guidelines for modern users. (B) Shakespeare is in many ways the ideal advanced teacher. (C) It’s impossible to interpret many headlines in modern English newspapers if you don’t know Shakespeare. (D) He was one of the great manipulators of parts of speech, using words unconventionally to craft new perspectives.

37. (A) Shakespeare is in many ways the ideal advanced teacher. (B) It’s impossible to interpret many headlines in modern English newspapers if you don’t know Shakespeare. (C) Shakespeare teaches learners how to be daring in their use of English. (D) Far more important, though, is the way his linguistic strategies provide guidelines for modern users.

39. (A) It’s impossible to interpret many headlines in modern English newspapers if you don’t know Shakespeare. (B) Shakespeare teaches learners how to be daring in their use of English. (C) Shakespeare is in many ways the ideal advanced teacher. (D) He was one of the great manipulators of parts of speech, using words unconventionally to craft new perspectives.

40. (A) Far more important, though, is the way his linguistic strategies provide guidelines for modern users. (B) It’s impossible to interpret many headlines in modern English newspapers if you don’t know Shakespeare. (C) He was one of the great manipulators of parts of speech, using words unconventionally to craft new perspectives. (D) Shakespeare teaches learners how to be daring in their use of English.

41. What was the main challenge the consortium faced when building the Oresund Bridge? (A) They had to figure out how to build a bridge ten miles long. (B) They had to find a way to build a bridge that would not obstruct air traffic. (C) They had to decide whether to build a bridge or a tunnel. (D) They had to find a way to build a bridge that would not block Denmark’s ship traffic.

42. Which evidence presented in the passage can best serve the author’s overall purpose? (A) The evidence that supports Oresund Bridge being the world’s longest cablestayed bridge (B) The evidence that strengthens the argument for building a low bridge instead of high towers (C) The evidence that highlights the economic benefits of connecting Copenhagen and Malmo (D) The evidence that emphasizes the importance of considering air traffic and ship traffic

43. What is the significance of the statement “They need an island, so they’ll have to build one from scratch”? (A) The consortium decided to build an island for the international airport to relocate. (B) The consortium had to find a way to create new land to connect the tunnel to the mainland. (C) The consortium was unable to find an existing island to use for the project, so they built one. (D) The consortium chose to build an island because it was one of the cheapest options.

44. Why did the consortium decide to build a part bridge and a part tunnel for the Oresund Bridge? (A) Because it would allow for ship traffic to pass through. (B) Because it would obstruct air traffic less than a high bridge. (C) Because it would be a cheaper solution. (D) Because it would be a more beautiful solution.