Which of the following shows the generalintonation pattern in a complex sentence?

All the_______in this school are taughtby the same teacher.

The risk of infection for that patienthasn't diminished after the operation._______, it has increased.

Testing is still a usualmeans_______which students' progress is measured.

Many people_______in the project atboth research and editing stages and we would like to thank them all here.

Onlyuntil very recently_______possible that grammarians are able to make accurate statementsabout the rules of some languages.

Thisis not_______they had expected after years of painstaking research.

Whichof the following words is formed through derivation?

Theutterance “Now, correct me if I'm wrong ...”suggests that people are likely toobserve the_______Maxim in daily conversations.

Whena teacher asks students to brainstorm what they will write about anunforgettable trip,he/she mainly focuses on_______.

Which of the following is a communicative task?

Whatis being practised if a teacher asks students to read words like "cot,hot" and "dog,log"?

Whatteaching method is used by the teacher if much of his/her class time is spenton drilling sentence patterns followed by exercises like repetition,memorization, mimicry, etc.?

According to the affective-filter hypothesis,_______is NOT an affective factor influencinglanguage learning.

Whatdoes his/her feedback focus on if a teacher's comment is “John, it would bemuch better if you have given more details,t” ?

Which of the following is a referential question?

Having lived in China for a long time, John could fully understand the culturalshocks experienced by his Chinese students. Which of the following traits doesJohn have in this instance?

Whenthe teacher asks students to read a text for the main idea, he/she intends todevelop students' skill of_______.

Which of the following is based on the communicative view of language?

Thereare two kinds of motive for engaging in any activity: internal andinstrumental. If a scientist conducts research because she wants to discoverimportant facts about the world, that's an internal motive, since discoveringfacts is inherently related to the activity of research. If she conducts researchbecause she wants to achieve scholarly renown, that's an instrumental motive,since the relation between fame and research is not so inherent. Often, people haveboth for doing things.
What mixof motives--internal or instrumental or both--is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by adesire to achieve renown will do better work than a scientist motivated by justone of those desires. Surely two motives are better than one. But as we and ourcolleagues argue in a paper newly published in the Proceedings of the NationalAcademy of Sciences, instrumental motives are not always an asset and can actuallybe counterproductive to success.
Weanalyzed data drawn from 11320 cadets in nine entering classes at the UnitedStates Military Academy at West Point, all of whom rated how much each of a setof motives influenced their decision to attend the academy. The motivesincluded things like a desire to get a good job later in life and a desire tobe trained as a leader in the United States Army.
How didthe cadets fare years later? How did their progress relate to their originalmotives for attending West Point?
Wefound, unsurprisingly, that the stronger their internal reasons were to attendWest Point, the more likely cadets were to graduate and become commissionedofficers. Also unsurprisingly, cadets with internal motives did better in themilitary (as evidenced by early promotion recommendations)than did thosewithout internal motives and were also more likely to stay in the militaryafter their five years of mandatory service.
Remarkably,cadets with strong internal and strong instrumental motives for attending West Pointperformed worse on every measure than did those with strong internal motivesbut weak instrumental ones. They were less likely to graduate, less outstandingas military officers and less committed to staying in the military.
Ourstudy suggests that efforts should be made to structure activities so thatinstrumental consequences do not become motives. Helping people focus on themeaning and impact of their work, rather than on, say, the financial returns itwill bring, may be the best way to improve not only the quality of their workbut also their financial success.
There isa temptation among educators and instructors to use whatever motivational toolsare available to recruit participants or improve performance. If the desire formilitary excellence and service to country fails to attract all the recruitsthat the Army needs, then perhaps appeals to “money for collegecareer training”or “seeing the world”will do the job. While this strategy may lure
morerecruits, it may also yield worse soldiers. Similarly, for studentsuninterested in learning,financial incentives for good attendance or pizzaparties for high performance may prompt them to participate, but it may resultin less well-educated students.
According to the passage, which of the following is an internal motive for anewly recruited soldier?

Thereare two kinds of motive for engaging in any activity: internal andinstrumental. If a scientist conducts research because she wants to discoverimportant facts about the world, that's an internal motive, since discoveringfacts is inherently related to the activity of research. If she conducts researchbecause she wants to achieve scholarly renown, that's an instrumental motive,since the relation between fame and research is not so inherent. Often, people haveboth for doing things.
What mixof motives--internal or instrumental or both--is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by adesire to achieve renown will do better work than a scientist motivated by justone of those desires. Surely two motives are better than one. But as we and ourcolleagues argue in a paper newly published in the Proceedings of the NationalAcademy of Sciences, instrumental motives are not always an asset and can actuallybe counterproductive to success.
Weanalyzed data drawn from 11320 cadets in nine entering classes at the UnitedStates Military Academy at West Point, all of whom rated how much each of a setof motives influenced their decision to attend the academy. The motivesincluded things like a desire to get a good job later in life and a desire tobe trained as a leader in the United States Army.
How didthe cadets fare years later? How did their progress relate to their originalmotives for attending West Point?
Wefound, unsurprisingly, that the stronger their internal reasons were to attendWest Point, the more likely cadets were to graduate and become commissionedofficers. Also unsurprisingly, cadets with internal motives did better in themilitary (as evidenced by early promotion recommendations)than did thosewithout internal motives and were also more likely to stay in the militaryafter their five years of mandatory service.
Remarkably,cadets with strong internal and strong instrumental motives for attending West Pointperformed worse on every measure than did those with strong internal motivesbut weak instrumental ones. They were less likely to graduate, less outstandingas military officers and less committed to staying in the military.
Ourstudy suggests that efforts should be made to structure activities so thatinstrumental consequences do not become motives. Helping people focus on themeaning and impact of their work, rather than on, say, the financial returns itwill bring, may be the best way to improve not only the quality of their workbut also their financial success.
There isa temptation among educators and instructors to use whatever motivational toolsare available to recruit participants or improve performance. If the desire formilitary excellence and service to country fails to attract all the recruitsthat the Army needs, then perhaps appeals to “money for collegecareer training”or “seeing the world”will do the job. While this strategy may lure
morerecruits, it may also yield worse soldiers. Similarly, for studentsuninterested in learning,financial incentives for good attendance or pizzaparties for high performance may prompt them to participate, but it may resultin less well-educated students.
Which of the following is closest in meaning to the underlined word “cadets” inParagraph 3?

Thereare two kinds of motive for engaging in any activity: internal andinstrumental. If a scientist conducts research because she wants to discoverimportant facts about the world, that's an internal motive, since discoveringfacts is inherently related to the activity of research. If she conducts researchbecause she wants to achieve scholarly renown, that's an instrumental motive,since the relation between fame and research is not so inherent. Often, people haveboth for doing things.
What mixof motives--internal or instrumental or both--is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by adesire to achieve renown will do better work than a scientist motivated by justone of those desires. Surely two motives are better than one. But as we and ourcolleagues argue in a paper newly published in the Proceedings of the NationalAcademy of Sciences, instrumental motives are not always an asset and can actuallybe counterproductive to success.
Weanalyzed data drawn from 11320 cadets in nine entering classes at the UnitedStates Military Academy at West Point, all of whom rated how much each of a setof motives influenced their decision to attend the academy. The motivesincluded things like a desire to get a good job later in life and a desire tobe trained as a leader in the United States Army.
How didthe cadets fare years later? How did their progress relate to their originalmotives for attending West Point?
Wefound, unsurprisingly, that the stronger their internal reasons were to attendWest Point, the more likely cadets were to graduate and become commissionedofficers. Also unsurprisingly, cadets with internal motives did better in themilitary (as evidenced by early promotion recommendations)than did thosewithout internal motives and were also more likely to stay in the militaryafter their five years of mandatory service.
Remarkably,cadets with strong internal and strong instrumental motives for attending West Pointperformed worse on every measure than did those with strong internal motivesbut weak instrumental ones. They were less likely to graduate, less outstandingas military officers and less committed to staying in the military.
Ourstudy suggests that efforts should be made to structure activities so thatinstrumental consequences do not become motives. Helping people focus on themeaning and impact of their work, rather than on, say, the financial returns itwill bring, may be the best way to improve not only the quality of their workbut also their financial success.
There isa temptation among educators and instructors to use whatever motivational toolsare available to recruit participants or improve performance. If the desire formilitary excellence and service to country fails to attract all the recruitsthat the Army needs, then perhaps appeals to “money for collegecareer training”or “seeing the world”will do the job. While this strategy may lure
morerecruits, it may also yield worse soldiers. Similarly, for studentsuninterested in learning,financial incentives for good attendance or pizzaparties for high performance may prompt them to participate, but it may resultin less well-educated students.
According to the passage, which of the following is conducive to careersuccess?

Thereare two kinds of motive for engaging in any activity: internal andinstrumental. If a scientist conducts research because she wants to discoverimportant facts about the world, that's an internal motive, since discoveringfacts is inherently related to the activity of research. If she conducts researchbecause she wants to achieve scholarly renown, that's an instrumental motive,since the relation between fame and research is not so inherent. Often, people haveboth for doing things.
What mixof motives--internal or instrumental or both--is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by adesire to achieve renown will do better work than a scientist motivated by justone of those desires. Surely two motives are better than one. But as we and ourcolleagues argue in a paper newly published in the Proceedings of the NationalAcademy of Sciences, instrumental motives are not always an asset and can actuallybe counterproductive to success.
Weanalyzed data drawn from 11320 cadets in nine entering classes at the UnitedStates Military Academy at West Point, all of whom rated how much each of a setof motives influenced their decision to attend the academy. The motivesincluded things like a desire to get a good job later in life and a desire tobe trained as a leader in the United States Army.
How didthe cadets fare years later? How did their progress relate to their originalmotives for attending West Point?
Wefound, unsurprisingly, that the stronger their internal reasons were to attendWest Point, the more likely cadets were to graduate and become commissionedofficers. Also unsurprisingly, cadets with internal motives did better in themilitary (as evidenced by early promotion recommendations)than did thosewithout internal motives and were also more likely to stay in the militaryafter their five years of mandatory service.
Remarkably,cadets with strong internal and strong instrumental motives for attending West Pointperformed worse on every measure than did those with strong internal motivesbut weak instrumental ones. They were less likely to graduate, less outstandingas military officers and less committed to staying in the military.
Ourstudy suggests that efforts should be made to structure activities so thatinstrumental consequences do not become motives. Helping people focus on themeaning and impact of their work, rather than on, say, the financial returns itwill bring, may be the best way to improve not only the quality of their workbut also their financial success.
There isa temptation among educators and instructors to use whatever motivational toolsare available to recruit participants or improve performance. If the desire formilitary excellence and service to country fails to attract all the recruitsthat the Army needs, then perhaps appeals to “money for collegecareer training”or “seeing the world”will do the job. While this strategy may lure
morerecruits, it may also yield worse soldiers. Similarly, for studentsuninterested in learning,financial incentives for good attendance or pizzaparties for high performance may prompt them to participate, but it may resultin less well-educated students.
Whatdo the writers disapprove concerning the current situation of attractingrecruits?

Thereare two kinds of motive for engaging in any activity: internal andinstrumental. If a scientist conducts research because she wants to discoverimportant facts about the world, that's an internal motive, since discoveringfacts is inherently related to the activity of research. If she conducts researchbecause she wants to achieve scholarly renown, that's an instrumental motive,since the relation between fame and research is not so inherent. Often, people haveboth for doing things.
What mixof motives--internal or instrumental or both--is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by adesire to achieve renown will do better work than a scientist motivated by justone of those desires. Surely two motives are better than one. But as we and ourcolleagues argue in a paper newly published in the Proceedings of the NationalAcademy of Sciences, instrumental motives are not always an asset and can actuallybe counterproductive to success.
Weanalyzed data drawn from 11320 cadets in nine entering classes at the UnitedStates Military Academy at West Point, all of whom rated how much each of a setof motives influenced their decision to attend the academy. The motivesincluded things like a desire to get a good job later in life and a desire tobe trained as a leader in the United States Army.
How didthe cadets fare years later? How did their progress relate to their originalmotives for attending West Point?
Wefound, unsurprisingly, that the stronger their internal reasons were to attendWest Point, the more likely cadets were to graduate and become commissionedofficers. Also unsurprisingly, cadets with internal motives did better in themilitary (as evidenced by early promotion recommendations)than did thosewithout internal motives and were also more likely to stay in the militaryafter their five years of mandatory service.
Remarkably,cadets with strong internal and strong instrumental motives for attending West Pointperformed worse on every measure than did those with strong internal motivesbut weak instrumental ones. They were less likely to graduate, less outstandingas military officers and less committed to staying in the military.
Ourstudy suggests that efforts should be made to structure activities so thatinstrumental consequences do not become motives. Helping people focus on themeaning and impact of their work, rather than on, say, the financial returns itwill bring, may be the best way to improve not only the quality of their workbut also their financial success.
There isa temptation among educators and instructors to use whatever motivational toolsare available to recruit participants or improve performance. If the desire formilitary excellence and service to country fails to attract all the recruitsthat the Army needs, then perhaps appeals to “money for collegecareer training”or “seeing the world”will do the job. While this strategy may lure
morerecruits, it may also yield worse soldiers. Similarly, for studentsuninterested in learning,financial incentives for good attendance or pizzaparties for high performance may prompt them to participate, but it may resultin less well-educated students.
Whatcan be the best title for the article?

Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
What can be inferred about the writer's opinion concerning what is served atthe British teatime?

Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
Which of the following is a typical feature of Victorian tea time?

Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
Whydoes the author quote Maud Berkeley in the passage?

Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
Whichof the following is close in meaning to the underlined word “weary” in the lastparagraph?

Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.
Which of the following is not employed in the passage?