The question asks us to identify the hypothetical scenario that does not reflect the kind of loss described in the
passage. The passage discusses cultural, ecological, and intellectual losses caused by language extinction,
including the loss of:
Unique cultural expressions (e.g., music, art, and emotions tied to language).
Knowledge about the environment (e.g., relationships between plants and illness).
Worldviews and philosophical insights.
We need to identify a scenario that doesn’t align with these themes. Let us examine the options based on this
understanding -
Option A: This scenario reflects the loss of unique cultural knowledge - in this case, the ability to describe the
“20 different moods of the ocean,” which likely represents detailed ecological and environmental
understanding.
Option B: This scenario focuses on some form of administrative or statistical change in a government list; the
focus is not on the cultural, ecological, or intellectual loss emphasised in the passage. Therefore, the option
does not reflect the deeper, humanity-wide loss described in the passage.
Option C: This scenario aligns with the loss of unique cultural concepts and the emotional depth tied to a word
or phrase. In the author’s perspective, losing this concept would diminish humanity's understanding of the
complexity of human relationships.
Option D: This scenario reflects the loss of ecological knowledge about snow textures, which likely has
practical implications for living in the Arctic environment. This aligns with the passage's discussion of losing
environmental wisdom when languages die.
Hence, Option B is the correct choice

The central idea of the passage is that endangered languages, as carriers of unique cultural perspectives and
human knowledge, must be preserved to benefit humanity. The author argues that liberal arts education plays a
vital role in this preservation, both by fostering global citizenship and by encouraging some individuals to

directly engage in preservation efforts. Liberal arts education, as framed in the passage, sensitises students to
cultural diversity and equips them with the tools to support endangered languages and cultures.
We observe that Option B, however, directly undermines this central idea by redefining the focus of liberal arts
education. Requiring fluency in two of the most widely spoken global languages (e.g., English, Spanish,
Mandarin) would prioritise dominant languages rather than endangered ones. This hypothetical scenario shifts
resources and attention away from the preservation of linguistic diversity, which is central to the passage's
argument. Such a requirement would reinforce the dominance of already powerful languages, the very
phenomenon identified as a major “language killer” in the passage. By institutionalizing the focus on dominant
languages, it would erode the argument that liberal arts education fosters support for endangered languages
and cultural preservation, ultimately weakening the role of liberal arts in addressing language extinction.
In contrast, the remaining choices either align with the discussion or do not serve as strong counterarguments
to the points presented in the passage. For instance, Option A acknowledges that most liberal arts students will
not directly engage in language preservation but does not challenge the broader idea that liberal arts education
fosters empathy and support for endangered languages. Option C limits the long-term success of language
preservation but does not negate its immediate benefits or the potential for renewal in subsequent generations.
Similarly, Option D highlights a limitation of recording dying languages but does not undermine the broader
argument that documentation is a valuable and necessary tool in preservation.

The passage highlights the widespread extinction of indigenous languages in North America due to
colonisation, physical annihilation, and assimilation policies while noting slightly better survival rates in Central
and South America. It implies that language survival may be influenced by factors such as social policies,
cultural integration, and the extent of physical and cultural displacement.
Evaluating the choices, we note that Option A is plausible since allowing children to stay with families would
help preserve native languages, unlike the North American policy of removing children to boarding schools, as
discussed in the passage. Option B is also reasonable, as less effective assimilation efforts by colonial
governments could lead to better language retention. Option C also aligns with the passage’s context, as it
discusses physical annihilation as a significant driver of language extinction, but the survival rate being slightly
better in South America could suggest marginally less physical annihilation.
However, Option D is problematic; while providing locals with jobs in the colonial administration might seem like
a factor that supports language retention, this scenario is not consistent with the passage. The passage
emphasises that dominant languages often replace indigenous ones through socio-economic pressures, and
employment in colonial administration would likely reinforce the use of the dominant language rather than
preserve native languages.
Hence, Option D is the best choice.

To determine where the given sentence fits best, we must consider the logical flow of ideas between
sentences. The sentence in question provides important historical and contextual information about the
photograph. The author begins by describing the image and ends the paragraph by mentioning the official title
of the photo. While sentences offering historical context are typically placed at the beginning, inserting the
sentence in either Blank 1 or 2 would create a disruption in the flow of the image's description. This suggests
that the sentence must fit in either Blank 3 or 4. Offering contextual information after mentioning the title at the
end seems odd; thus, we can eliminate Blank 4.
When we refocus on Blank 3, we see that by this point in the paragraph, the author has just described the
soldiers from the South Vietnamese Army’s 25th Division following behind the children. This sets up a moment
of helplessness that emphasises the chaos and brutality of the scene. The sentence about the trauma and
violence of the war logically follows the description of the soldiers because it explains the broader implications
of the photo’s content, providing a context for the violence and its far-reaching consequences. After discussing
the soldiers, the sentence connects the personal and immediate suffering in the photograph with the larger
scope of the Vietnam War’s impact, which then leads into the official title of the photograph. The official title,
"The Terror of War," is directly linked to the broader theme of violence and destruction that the sentence
describes. Thus, the given sentence naturally sets the stage for introducing the official title and the iconic
nickname, "Napalm Girl," ensuring a smooth and coherent transition.
Hence, Option C is the correct choice.

Let's evaluate the given choices and check if they are consistent with the information in the passage -
Option A: According to the passage, this is not true. The author emphasises that Moutai deliberately avoids
targeting the middle class, as the competition in that market is intense, and instead focuses on the super-rich.
This suggests that marketing to the middle class is not as lucrative or straightforward as it might appear.
Option B: The passage mentions that the Chinese government is Moutai's largest shareholder and potentially
plays a role in controlling the prices of products, which is a key factor for any firm in this market to consider.
Furthermore, the author discusses how the government might further interfere with the operations in this
space: [“... in what some see as a travesty of corporate governance, its majority owner has plans to set up its
own sales channel ...”]
Option C: The author highlights that the premium market in China is still growing and not overcrowded with
luxury brands, indicating a potential opportunity for firms targeting high-end consumers.
Option D: The passage states that many firms have failed in their attempt to cater to the middle class due to
fierce competition. This is a valid consideration for any firm looking to enter the market.
Hence, Option A is the correct choice.

The statement in the question draws a comparison between Moutai’s claimed hangover-proof quality and a
groundbreaking historical invention (gunpowder). The use of "would make it" suggests a hypothetical scenario,
and the comparison is meant to emphasise significance, not an actual invention. This indicates that the
comparison is metaphorical/figurative (Option C), conveying the liquor’s potential impact on culture and
society; hence, we can eliminate Option A.
Option B also implies that the comparison is based on actual substance or tangible qualities. Though the claim
about being hangover-proof is substantive, the comparison to gunpowder is not grounded in tangible,
measurable terms but rather in its significance. Similarly, Option D suggests that the phrase equates Moutai
directly with gunpowder, which is incorrect: the phrase does not treat the two as synonyms but draws a
symbolic comparison.
Hence, Option C is the correct choice

The author uses the phrase “the unholy trinity” to describe Moutai’s marketing strategy, which relies on three
factors: nationalism, elitism, and ageism. The word “unholy” implies that these factors may be unconventional
or controversial, which could be why they are described as such. The author presents this idea in the context of
Western marketing, suggesting that Moutai might have succeeded due to these factors, even though they seem
to defy conventional Western norms. Thus, the phrase reflects how Moutai’s marketing strategy is in stark
contrast to Western business practices (Option C).
Contrarily, Options A, B, and D either do not address the contrast with Western strategies or misinterpret the
focus of the passage. For instance, Option A is not the best choice because the phrase “unholy trinity” isn’t a
comment on the morality of marketing liquor itself but rather on the controversial nature of Moutai’s specific
strategy. Options B and D focus on tangential aspects that are irrelevant to the question.

To identify the factor that is both a reason for Moutai’s success and a potential threat, we could consider
aspects that currently drive demand while also holding the potential to hinder it in the future. Looking at the
given choices, Option A may be a contributing factor to Moutai’s success, as cultural practices around drinking
play a role in its popularity. However, the passage does not explicitly frame this as a threat, especially since it is
deeply ingrained in Chinese society, making this option less fitting. Option C is also a significant reason for
Moutai's success, as it targets the super-wealthy, but the passage does not indicate that this would become a
threat in the future. Option B is presented more as a hurdle to Moutai’s success, while the explicit benefits
remain to be discussed.
On the other hand, we can deduce that Option D is both a key reason for Moutai’s success - by tapping into the
spending power of older consumers - and a potential threat, as the younger generations, with different healthconscious lifestyles, could move away from the heavy drinking culture that has driven Moutai's demand. The
passage specifically highlights this generational shift as a risk to Moutai’s long-term success.
Hence, Option D is the best choice.