TOEFL - Mock Test 1 copy
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208 MODEL TEST 1: PRETEST Reading 1 “Beowulf” P1 P4 Historical Background =» The epic poem Beowulf, written in Old English, is the earliest existing Germanic epic and one of four surviving Anglo-Saxon manuscripts. Although Beowulf was written by an anonymous Englishman in Oid English, the tale takes place in that part of Scandinavia from which Germanic tribes emigrated to England. Beowulf comes from Geatland, the southeastern part of what is now Sweden. Hrothgar, king of the Danes, lives near what is now Leire, on Zealand, Denmark’s largest island. The Beowulf epic contains three majfr tales about Beowulf and several minor tales that reflect a rich Germanic oral tradition of myths, legends, and folklore. =» The Beowulf warriors have a foot in both the Bronze and Iron Ages. Their mead-halls reflect the wealthy living of the Bronze Age Northmen, and their wooden shields, wood-shafted spears, and bronze-hilted swords are those of the Bronze Age warrior. However, they carry iron-tipped spears, and their best swords have iron or iron-edged blades. Beowulf also orders an iron shield for his fight with a dragon. Iron replaced bronze because it produced a blade with a cutting edge that was stronger and sharper. The Northmen learned how to forge iron in about 500 8.c. Although they had been superior to the European Celts in bronze work, it was the Celts who taught them how to make and design iron work. Iron was accessible everywhere in Scandinavia, usually in the form of “bog-iron” found in the layers of peat in peat bogs. The Beowulf epic also reveals interesting aspects of the lives of the Anglo- Saxons who lived in England at the time of the anonymous Beowulf poet. The Germanic tribes, including the Angles, the Saxons, and the Jutes, invaded England from about A.0. 450 to 600. By the time of the Beowulf poet, Anglo- Saxon society in England was neither primitive nor uncultured. (Al =» Although the Beowulf manuscript was written in about A.0. 1000, it was not discovered until the seventeenth century. [B! Scholars do not know whether Beowulf is the sole surviving epic from a flourishing Anglo-Saxon literary period that produced other great epics or whether it was unique even in its own time. [C] Many scholars think that the epic was probably written sometime between the late seventh century and the early ninth century. If they are correct, the original manuscript was probably lost during the ninth-century Viking inva- sions of Anglia, in which the Danes destroyed the Anglo-Saxon monasteries and their great libraries. However, other scholars think that the poet’s favor- able attitude toward the Danes must place the epic's composition after the Viking invasions and at the start of the eleventh century, when this Beowulf manuscript was written.
READING SECTION 209 [E] =» The identity of the Beowulf poet is also uncertain. [Q! He apparently was a Christian who loved the pagan heroic tradition of his ancestors and blended the values of the pagan hero with the Christian values of his own country and time. Because he wrote in the Anglian dialect, he probably was either a monk in a monastery or a poet in an Anglo-Saxon court located north of the Thames River. Appeal and Value Beowulf interests contemporary readers for many reasons. First, it is an outstanding adventure story. Grendel, Grendel's mother, and the dragon are marvelous characters, and each fight is unique, action-packed, and exciting. Second, Beowulf is a very appealing hero. He is the perfect warrior, combining extraordinary strength, skill, courage, and loyalty. Like Hercules, he devotes his life to making the world a safer place. He chooses to risk death in order to help other people, and he faces his inevitable death with heroism and dignity. Third, the Beowulf poet is interested in the psychological aspects of human behavior. For example, the Danish hero's welcoming speech illustrates his jealousy of Beowulf. The behavior of Beowulf's warriors in the dragon fight reveals their cowardice. Beowulf's attitudes toward heroism reflect his matu- rity and experience, while King Hrothgar's attitudes toward life show the expe- riences of an aged nobleman. 3] @ Finally, the Beowulf poet exhibits a mature appreciation of the transitory nature of human life and achievement. In Beowulf, as in the major epics of other cultures, the hero must create a meaningful life in a world that is often danger- ous and uncaring. He must accept the inevitability of death. He chooses to reject despair; instead, he takes pride in himself and in his accomplishments, and he values human relationships. 1. According to paragraph 1, which of the following is true about Beowulf? @ [t is the only manuscript from the Anglo-Saxon period. @ The original story was written in a German dialect. @ The author did not sign his name to the poem. @ It is one of several epics from the first century. Paragraph 1 is marked with an arrow [=]. 2. The word major in the passage is closest in meaning to @ Dbasic @ principal @ distinct @ current
210 MODEL TEST 1: PRETEST 3. 4. 5. Why does the author mention “bog-iron” in paragraph 27 @ To demonstrate the availability of iron in Scandinavia @ To prove that iron was better than bronze for weapons @ To argue that the Celts provided the materials to make iron @ To suggest that 500 s.c. was the date that the Iron Age began Paragraph 2 is marked with an arrow [-]. Which of the sentences below best expresses the information in the highlighted statement in the passage? The other choices change the meaning or leave out important information. @ Society in Anglo-Saxon England was both advanced and cultured. @ The society of the Anglo-Saxons was not primitive or cultured. @ The Anglo-Saxons had a society that was primitive, not cultured. @ England during the Anglo-Saxon society was advanced, not cultured. The word unique in the passage is closest in meaning to @ old @ rare @ perfect @ weak According to paragraph 4, why do many scholars believe that the original manuscript for Beowulf was lost? & Because it is not like other manuscripts @ Because many libraries were burned @ Because the Danes were allies of the Anglo-Saxons @ Because no copies were found in monasteries Paragraph 4 is marked with an arrow [->]. In paragraph 4, the author suggests that Beowulf was discovered in which century? @ first century @ ninth century @© eleventh century @ seventeenth century Paragraph 4 is marked with an arrow [-].
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10. 11. 12. READING SECTION . Why does the author of this passage use the word “apparently” in paragraph 5? @ He is not certain that the author of Beowulf was a Christian. @ He is mentioning facts that are obvious to the readers. @© He is giving an example from a historical reference. @ He is introducing evidence about the author of Beowulf. Paragraph 5 is marked with an arrow [=)]. . Why did the author compare the Beowulf character to Hercules? @ They are both examples of the ideal hero. @ Their adventures with a dragon are very similar. @© The speeches that they make are inspiring. @ They lived at about the same time. The word exhibits in the passage is closest in meaning to @ creates @ demonstrates @© assumes @ terminates The word reject in the passage is closest in meaning to @ manage @ evaluate @ refuse @ confront Look at the four squares [IB] that show where the following sentence could be inserted in the passage. Moreover, they disagree as to whether this Beowulf is a copy of an earlier manuscript. Where could the sentence best be added? Click on a square ] to insert the sentence in the passage. n
212 MODEL TEST 1: PRETEST 13. Directions: An introduction for a short summary of the passage appears below. Com- plete the summary by selecting the THREE answer choices that mention the most impor- tant points in the passage. Some sentences do not belong in the summary because they express ideas that are not included in the passage or are minor points from the passage. This question is worth 2 points. Beowulf is the oldest Anglo-Saxon epic poem that has survived to the present day. Answer Choices Al The Northmen were adept in crafting tools and weapons made of bronze, but the Celts were superior in designing and working in ron. [B! In the Viking invasions of England, the Danish armies destroyed monastenes, some of which contained extensive lhibranes. Cl King Hrothgar and Beowulf become friends at the end of their lives, after having spent decades opposing each other on the battiefield. The poem chronicles life in Anglo-Saxon society during the Bronze and kon Ages when Germanic tribes were invading England. [E] Aithough Beowulf was written by an anonymous poet, probably a Christian, about A.0. 1000, it was not found until the seventeenth cantury. [E] Beowutf is still interesting because it has engaging characters, an adventurous plot, and an appreciation for human behavior and relationships.
READING SECTION 2% Reading 2 “Thermoregutation” [P1] < Mammals and birds generally maintain body temperature within a narrow range (36-38°C for most mammais and 39-42°C for most birds) that is usually considerably warmer than the environment. Because heat always flows from a warm object to cooler surroundings, birds and mammails must counteract the constant heat loss. This maintenance of warm body temperature depends on several key adaptations. The most basic mechanssm is the hagh metabolic rate of endothermy itself. Endotherms can produce large amounts of meta- bolic heat that replace the fiow of heat to the environment, and they can vary heat production to match changing rates of heat loss. Heat production is increased by such muscie activity as moving or shivering. in some mammals, certain hormones can cause mitochondria to increase their metabolic activity and produce heat nstead of ATP, Thws nonshivering thermogenesis (NST) takes place throughout the body, but some mammals also have a tissue called brown fat in the neck and between the shoulders that is specialized for rapid heat production. Through shivering and NST, mammals and birds in cold envi- ronments can increase their metabokc heat production by as much as S to 10 times above the mimmal levels that occur In warm condibons. P2| =» Another major thermoregulatory adaptation that evolved in mammals and brrds is insulation (har, feathers, and fat layers), which reduces the flow of heat and lowers the energy cost of keeping warm. Most land mammails and birds react to cold by raising their fur or feathers, thereby trapping a thicker layer of air. Al Humans rely more on a layer of fat just beneath the skin as insulation; oose bumps are a vestige of hair-raising left over from our furry ancestors. 8! Vasodilation and vasoconstriction also regulate heat exchange and may contribute to regional temperature differences within the animal. [C For exam- ple, heat 0ss from a human IS regucea wnen arms ana legs cool 10 several Oeqeesdbelowthemmperam of the body core, where most vital organs are located. «<» Hair loses most of its mnsulating power when wet. Manne mammals such as whales and seals have a very thick layer of insulaton fat called blubber, just under the skin. Marine mammals swim in water colder than their body core temperature, and many species spend at least part of the year in nearly freezing polar seas. The loss of heat to water occurs 50 to 100 times more rapadly than heat loss to ar, and the slkon temperature of a manne mammal is close to water temperature. Even so, the blubber insulation is so effective that manne mammals maintain body core temperatures of about 36-38°C with metabolic rates about the same as those of land mammals of simdar size. The flippers or tad of a whale or seal lack insulating blubber, but countercurrent heat exchangers greatly reduce heat loss in these extremities, as they do in the legs of many bwds. 3]
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294 MOOEL YEST 1: PRETESY [P4] <> Through metabolic heat production. insulation. and vascular adjustments. birds and mammals are capable of astonshing feats of tharmoregulation. For exampie, small birds called chickadees, which weigh only 20 grams, can remasn active and hold body temperature nearly constant at 40°C in environ- mental temperatures as low as -40°C—as long as they have enough food to supply the large amount of energy necessary for heat production.
15. 16. 17. 18. 19. READING SECTION Based on information in paragraph 1, which of the following best explains the term “thermogenesis”? @ Heat loss that must be reversed d The adaptation of brown fat tissue in the neck @© The maintenance of healthy environmental conditions @ Conditions that affect the metabolism Paragraph 1 is marked with an arrow [<)). Which of the sentences below best expresses the information in the highkghted statement in the passage? The other choices change the meaning or leave out important information. @ Anincrease n heat production causes muscle actiwty such as mowing or shevering. @ Muscle activity like moving and shivering will increase heat production. @ Moving and shivenng are muscle activities that increase with heat. > When heat increases, the production of muscie activity also increases. The word minimal in the passage is closest in meaning to @© most recent d> most active © newest > smallest In paragraph 2, how does the author explain the concept of vasodilation and vasoconsinction? @ Describing the evolution in our ancestors @ Giving an example of heat loss in the extremsties @ Comparing the process in humans and ansmals @ Identifying various types of insulation Paragraph 2 s marked with an arrow [=)). The word regulate in the passage is closest in meaning to @ protect D create @ reduce @ control 218
MOCEL TEST 1: PRETEST 20. 21. 22. 23. 24, According to paragraph 3, why do many marine animals require a layer of blubber? @ Because marine animails have lost their hair dunng evolution > Because heat is lost in water much faster than it is in air @ Because dry hair does not insulate marine anvmals @ Because they are so large that they require more insulation Paragraph 3 is marked with an arrow [<3). Why does the author mention “chickadees” in paragraph 4?7 @ To descuss an ansmal that regulates heat very well @ To demonstrate why chickadees have to eat so much @ To mention an exception to the rules of thermoregulation @ To give a reason for heat production in small animals Paragraph 4 is marked with an arrow [<)). The word sufficient in the passage s closest in meaning to @ established @ valuable D safe > adequate In paragraph 6, the author states that evaporative cooling is often accomplished by all of the following methods EXCEPT @ by spreading saliva over the area @ by unnating on the body @ by panting or fluttering a pouch @ by immersing themselves in water Paragraph 6 is marked with an arrow [<»]. The wurd sEfsERe » Uy passays s Giusssl inmeaning @
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READING SECTION 217 25. Look at the four squares [ ] that show where the following sentence could be inserted in the passage. The insulating power of a layer of fur or feathers mainly depends on how much still air the layer traps. Where could the sentence best be added? Click on a square [l] to insert the sentence in the passage. 26. Directions: An introduction for a short summary of the passage appears below. Complete the summary by selecting the THREE answer choices that mention the most important points in the passage. Some sentences do not belong in the summary because they express ideas that are not included in the passage or are minor points from the passage. This question is worth 2 points. Thermoregulation is the process by which animals control body temperatures within healthy limits. Answer Choices Al Although hair can be a very efficient insu- [0 Some birds have a special pouch in the laton when it is dry and it can be raised, mouth, which can be fluttered to increase hair becomes ineffective when it is sub- evaporation and decrease thew body merged in coid water. temperatures by as much as 20°C. B Some animals with few adaptations for [E| Endotherms generate heat by increasing thermoregulation migrate to moderate muscle activity, by releasing hormones climates to avoud the extreme weather in into thewr blood streams, or by producing the polar regions and the tropics. heat in brown fat tissues. & mammals anc birds use insulation to [ Panting, sweating, and spreading saliva mitigate heat loss, including har and or urine on thew bodies are all options for feathers that can be raised to trap ar as the evaporative cooling of animals in hot well as fat or blubber under the skin. envwonmental conditions.
298 MOOEL TESY 1: PRETEST Reading 3 “Social Readjustment Scales” P1| =» In 1967, Holmes and Rahe developed the Social Readjustment Rating Scale (SRRS) 1o measure life change as a form of stress. /A The scale assigns numerical values 10 43 major Me events that are supposed to reflect the mag- nituce of the readjustment required by each change. In responding to the scale, respondents are asked to indicate how often they experienced any of these 43 events during a certain time penod (typically, the past year). The per- son then adds up the numbers associated with each event checked. [B) =» The SARS and simdar scales have been used in thousands of studies by researchers all over the world. [C! Overall, these studies have shown that pecple with higher scores on the SRRS tend to be more vulnerable 1o many kinds of physical lliness—and many types of psychological problems as well. (D] More recently, however, experts have cnticized this research, citing prob- lems with the methods used and raising questions about the meaning of the findings. P3| First, the assumption that the SRRS measures change exclusively has been shown 10 be inaccurate. We now have ample evidence that the desirabi- fy of events affects adaptational outcomes more than the amount of change that they require. Thus, it seems prudent to view the SRRS as a measure of diverse forms of stress, rather than as a measure of change-related stress. P4| =» Second, the SRRS fails to take into account differences among people In their subjective perception of how stressful an event is. For instance, while divorce may deserve a stress value of 73 for most people, a particular person's divorce might generate much less stress and merit a value of only 25 IP5| = Third, many of the events ksted on the SRRS and similar scales are highly ambeguous, leading people 1o be inconsistent as to which events they report experiencing. For instance, what qualifies as “trouble with the boss"? Should you check that because you're sick and tired of your superviscr? What con- stitutes a "change in Iiving conditions™? Does your purchase of a great new sound system qualify? As you can see, the SRRS Includes many “events” that are described inadequately, producing considerable ambiguity about the meaning of one's response. Problems in recalling events over a period of a year also lead to mconsistent responding on stress scales, thus lowering thes reliabiity. [P?, Fourth, the SRRS does not sample from the domain of stressful events very thoroughly. Do the 43 events listed on the SARS exhaust all the major stresses that people typically experience? Studies designed 1o explore that question have found many significant omissions.
READING SECTION 218 3] -<» Fifth, the comrelation between SRRS scores and health may be inflated because subjects’ neuroticssm affects both thew responses to stress scales and their self-reports of heaith problems. Neuwrotic indiwduals have a tendency to recall more stress than others and to recall more symptoms of diness than others. These tendencies mean that some of the correlation between high stress and high iliness may simply reflect the effects of subjects’ neuroticism. The possible contaminating effects of neuroticism obscure the meaning of scores on the SRAS and similar measures of stress. The Life Expenences Survey In the light of these problems, a number of researchers have attempted to develop improved versions of the SARS. For example, the Life Expenences Survey (LES), assembled by Irwin Sarason and colleagues, has become a widely used measure of stress in contemporary research. The LES revises and bullcs on the SRRS survey in a vanety of ways that correct, at least in part, most of the problems just descussed. 3] -» Specidically, the LES recogmizes that stress involves more than mere change anc asks respondents to indicate whether events had a positive or negatve impact on them. This strategy permits the computation of positive change, negative change, and total change scores, which helps researchers gain much more insight into whech facets of stress are most crucial. The LES also takes into consideration differences among people in their appraisal of stress, by dropping the normative wesghts and replacing them with personally assigned weightings of the impact of relevamt events. Ambaguity in items is decreased by providing more elaborate descriptions of many dems to clanfy their meaning. 3] P10 The LES deals with the fadure of the SRRS to sample the full domain of stressful events in several ways. First, some significant omessions from the SHAS have been added to the LES. Second, the LES allows the respondent 1o write in personally important events that are not included on the scale. Third, the LES has an extra section just for students. Sarason and colleagues sug- gest that special, tasored sections of this sort be added for specific popula- tions whenever it is usaful. 27. Based on the information in paragraph 1 and paragraph 2, what can be inferred about a person with a score of 30 on the SRRS? @ A person with a higher score will expenence less stress than thes person will. @D It is likely that this person has not suffered any major problems in the past year. @© The amount of positive change is greater than that of a person with a score of 40. D Thws person has a greater probability to be ill than a person with a 20 score. Paragraph 1 and paragraph 2 are marked with arrows [=)].
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220 WMODELTEST 1: PRETEST 28. The word outcomes in the passage is closest in meaning to 31. @ opportunities @ conditions @© results @ |ssues The word di¥larse in the passage is closest in meaning to @ necessary @ steady @© limited @ different In paragraph 4, why does the author use divorce as an example? @ To show how most people respond to high stress situations in thewr lives > To demonstrate the senoua nature of a situation that ia listed as a stresaful event & To dlustrate the subjective importance of a situation listed on the scale @@ To identify the numerical value for a stressful event on the SRRS Paragraph 4 is marked with an arrow [<)]. in paragraph 5, how does the author demonstrate that the response events on the SRRS are not consistent? @ By asking questions that could be answered in more than one way @ By giving examples of responses that are confusing @ By comparing several ways 10 score the stress scales < By suggesting that people do not respond carefully Paragraph 5 is marked with an arrow [<»)]. . According to paragraph 7, why is the SRRS inappropriate for people with neuroses? @ They are # more often, which affects their scores on the scale. @ Their self-reporting on the scale is affected by thewr neuroses. @ They tend to suffer more stress than people without neuroses. @@ Their response to stress will probably not be recorded on the scale. Paragraph 7 is marked with an amow [=]. The word gassembled in the passage Is closest in meaning to @, announced @ influenced @© arranged @ distnbuted
37. READING SECTION . The word relevant in the passage is closest in meaning to @ occasional a> modern @ related @ unusual . According to paragraph 8, why does the LES ask respondents to classify change as positive or negative? @ To analyze the long-term consequences of change @ To determine which aspects of change are personally significant @ To explain why some people handie stress better than others @ To introduce normative weighting of stress events Paragraph 9 is marked with an arrow [<3]. . According to the passage, which of the following is true about the SRRS as compared with the LES? @ The SRRS includes a space to write in personal events that have not been listed. d> The SRRS features a section for specific populations such as students. @ The SARS assigns numbers to calculate the stress associated with events. d> The SRRS has hints to help people recall events that happened over a year ago. which of the foROWINg Statements MOSt accurately refiects the author's opinion of the SRRS? @ There are many problems associated with it. D It is superior to the LES. @ It should be studied more carefully. ap The scale is most useful for students. . Look at the four squares [ ] that show where the following sentence could be inserted in the passage. This sum Is an Indéex of the amount of change-related stress the person has recently experienced. Where could the sentence best be added? Click on a square [l] to insert the sentence in the passage.
MOCEL TEST 1: PRETEST 39. Directions: An introduction for a short summary of the passage appears below. Complete the summary by selecting the THREE answer choices that mention the most important points in the passage. Some sentences do not belong in the summary because they express ideas that are not included in the passage or are minor points from the passage. This question is worth 2 points. Several social readjustment scales have been developed to measure stress from life changing events. Answer Choices into considaration both positive and nag- ative changes as well as the indiwdual aifferences among people assigning val- ues for stressful events. 8! The Life Experiences Survey (LES) was developed to correct a number of prob- lems in the Social Readjustment Rating Scale (SRRS). 'C/ The Social Roadjustment Rating Scale (SRRS) assigns mathematical values to major life events and collects data about the events that an indiwdual has experi- enced during a specific time. D Nesearchers have called into question tha usafulness of instrumeants lika the Social Readjustment Rating Scale (SRRS) and the Life Expenences Survey (LES) and have begun to develop a new scale to measure stress. [E People who have neurotic tendencies are not good candidates to take the Social Readjustment Scale (SRRS) Decause they may provioe higher values for stressful events. [E] Positive events and negative events can both cause stress, according to social readjustment scales designed to mea- sure them.
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LSTENING SECTION 223 LISTENING SECTION O Model Test 1, Listening Section, CD 2, Track 1 The Listening section tests your ability to understand spoken Enghsh that is typical of interac- tions and academic speech on college campuses. During the test, you will listen to conversa- tions, lectures, and discussions, and you will answer questions about them. Thes is the long format for the Listening section. On the long format, you will listen to three conversations, three lectures, and three discussions. After each listening passage, you will answer 5-6 questions about it. Only two conversations, two lectures, and two discusssons will Lo grasded. The olher passayes e parl Of e eaperinmes il section for fulure lesls. Because you will not know which conversations, lectures, and discussions will be gracded, you must try to do your best on all of them. You will hear each passage one tme. You may take notes while you listen, but notes are not gracded. You may use your notes to answer the questions. Choose the best answer for multiple-choice questions. Follow the direchons on the page or on the screen for computer-assisted questions. Click on Next and then on OK to go on to the next question. You cannot retum to previous queshons. The Listening section is diwded into sets. Each set includes one conversation, one lecture, and one asscussion. You have 10 minutes to answer all of the questions for each set. You will have 30 minutes to answer all of the questions on the long format. A clock on the screen will show you how much time you have to compiete your answers for the section. The clock does NOT count the time you are listening to the conversations, lectures, and discussions. IMPORTANT NOTE The audio for the Listening, Speaking. and Wnting sections of the 7 mode! tests In this ' book is available on MP3 CDs. If you purchased thes book with 2MP3 CDs, you will hear the audio but you will not see visuals on the computer. if you purchased thes book with 2 MP3 CDs and 1 CD-ROM, you will see a computer simulation of the TOEFL on the CD-ROM for . each of the 7 model tests in this book. You wil also see a computer simulation for Model Test 8, whach is a bonus test on the CD-ROM.
1. What does the woman need? @ A meeting with Professor Simpson > An English composition class @ An appointment for tutonng > Information about the Learning Center . Why does the woman say this: n @ She is worried that she cannot afford the service. D She is trying to negotiate the cost of the sessions. @ She is showing particular interest in the man. db She is expressing surprise about the arrangement. 1 Why is tha man concamad ahot the waman's attendanna? @ If she is absent, her grade will be lowered. @ He will not get a paycheck if she is absent. @ She has been sick a lot dunng the semester. @ Her grades need 10 be improved.
USTENING SECTION 228 4. Whotdooov\omogmtodo? @ He will show the woman how to use the library. @ He wil write some compositions for the woman. @© He will tak with the woman's Englsh professor. b Ho will show the woman how to improve har writing. 5. What does the man imply about the woman's teacher? @ The professor is very difficult to understand. @ He does not know where she came from. 0 Her Siugents Seem 1O BKe Ner 1eachning sty'e. @ He is famebar with her requirements. Listening 2 “Geology Class”
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MOOEL TEST 1: PRETEST
LISTENING SECTION 227
L ———— 6. What is this lecture mainly about? @ A process for improving drainage systems > A comparison of different types of drainage systems @ The relationship among the most common drainage systems > The changes that occur in drainage systems over time 7. Why does the professor say this: n @ To remind the students of the topic for today’s session @ To incicate that he expects the students to read the textbook @© To encourage the students to participate in the discussion @ To demonstrate his respect for the students in his class How does the professor introduce the dendritic drainage system? @ By demonstrating how this very old system has evolved <> By comparing it to both a tree and the human circulatory system @ By criticizing the efficiency of the branches in the system a0 By drawing conclusions about the climate in the area
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10. 1. Why does the professor mention the spokes of a whee!? @ To make a point about the stream beds in a trellis pattern @ To contrast the formation with that of a rectangular one @ To explan the structure of a rackal drainage system > To give an examplie of a dondritio drasnage cystom USTENNG SECTON 229 In the lecture, the professor discusses the trelis drainage pattern. Indicate whether each of the following is typical of this pattern. Click in the correct box for each phrase. Yes NO Parallel stream beds flowing beside each other Stream beds with sharp 90 degree turns Drainage from the top of a central peak Hard rock formations on top of soft rock formations mMIOoOIO || >» Geological evidence of folding with outcroppings What does the professor imply when he says this: n @ The test questions will be very difficult. @ The students should read thesr textbooks before the test. @ The basic patterns from the notes will be on the test. @ The test will influance the final grade.
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230 MODEL TEST 1: PRETEST Listening 3 “Psychology Class” 12. What is the discussion mainly about? @ The difference between suppresson and repression @ Why Freud's theones of defense mechanisms are correct @& Some of the more common types of defense mechanisms @0 How to solve a student’s problem with an unfair professor 13. How does the student explain the term repression? @D He contrasts it with suppression. @ He dentfies it as a CONSCIOUS response. @ He gives several examples of It G0 He refers to a study by Freud. 14. Why does the professor say ths: n @ She is getting the class to pay attention. D> She Is making a joke about herself. @ She 15 aslong for a compliment. dD She is cnticizing a colleague.
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LISTENING SECTION 15. Which of the following is an exampie of dispiacement that was used in the discussion? @ |nsisting that the professor diskkes you, whan you really dslike him @ Defending the professor even when you are angry about his behavior & Dlaming someone in your study group instead of blaming the professor > Refusing to acknowledge that a problem exists because of the low grade 16. According to the professor, what happened in the 1960s? @ The concept of defense mechanisms was abandoned. O New terms were introduced for the same mechanisms. @ Modem researchers improved upon Freud's theory. > Agdtional categones were introduced by researchers. 17 How rines the prnfessny nrganoa the risry ®_sinn? @O She has visual aids to explan each point. D She uses a scenarno that students can relate to. @© She provdes a handout with an outline. O She helps students read the textbook. Listening 4 “Professor’s Office™ Fa))
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232 MODEL TEST 1: PRETEST 18. 19. 21, Why does the woman go to see her professor? @ To get notes from a class that she has missed @ To clarify some of the information from a lecture @ To talk about her career in international business > To ask some questions about a paper she is writing According to the professor. which factor causes staffing patterns to vary? @ The yearly earnings for all of the branch offices @ The number of employees in a multinational company @ The place where a company has its home office @@ The number of years that a company has been in business . Why does the profoccor cay thic: n @ To indicate that he is getting impatient @@ To encourage the woman to continue @ To show that he does not understand @ Tu vurret the wurnan's previous cunmenl Which of the following would be an example of a third-country pattem? Click on 2 answer choices. (Al A Scottish manager in an American company in Africa [B] A German manager in a Swiss company in Germany A British manager in an American company in India © A French manager in a French company in Canada . According to the professor, how do senior-level Japanese managers view their assign- ments abroad? @ They consider them to be permanent career opportunities. @ They use them to learn skills that they will use in Japan. @ They understand that the assignment is only temporary. > They see them as a strategy for their retirement.
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Listening 5 “Art Class” 24. 25. USTENING SECTION 233 . What is the lecture manly about? @ The way that drawing has influenced art a0 The relationshsp between drawing and other ant @ The asstinct purposes of drawng D The reason that artists prefer drawing Accoraing to the professor, why do architects use sketches? @ Arciulects are nol Cleer sboOUL e Gl Gensigr sl U Degmemy. @0 To design large bulidings, architects must work in a smaller scale. @© Engneers use the architect’s sketches to implement the details. @O Sketches are used as a record of the stages in development. What does the professor mean when she says this: O @ She is checking to be sure that the students understand. @O She is expressing uncertainty about the information. @ She s nwviting the students to disagree with her. > She s indicating that she is in a hurry to continue. . Why does the professor mention the drawing of Mane Antoinette? @ It 1s an example of a work copied in another medium. @ Drawing was typecal of the way that artists were educated. @ The sketch was a historical account of an important event. @ The size of the drawing made it an exceptional work of art.
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234 MODEL TEST 1: PRETEST 27. What |s the professor’s opinion of Picasso? @ Picasso was probably playing a joke by offerng drawings for sale. @ At the end of his career, Picasso may have chosen drawing because It was easy. @ Picasso’s drawings required the confidence and skill of a master artist. > Cave drawings were the inspiration for many of Picasso's works. 28. According to the lecture, what are the major functions of arawing? Ciick on 3 answer choices. Al A technique to remember parts of a large work A method to preserve a histoncal record An example of earker forms of an £ o B P An egucational approach to train artists A process for expenmenting with meda Listening 6 “Astronomy Class”™
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29. What is the discussion mainly about? 3. @ The discovery of the Alpha Centauri system @> The reason solar systems are confused with galaxies @ The vast expanse of the umverse around us > The model at the National Air and Space Museum . Why does the professor say this: n @ The students can read the details in the textbook. @ The professor wants the students to concentrate on kstening. @ The facts are probably akready familiar to most of the class. @D This lecture is a review of material from a previous session. Why wouidn't a photograph capture a true picture of the solar system walk? @ It would not show the distances between the bodies in space. @ The information on the markers would not be visible in a picture. @ The scale for the model was not large enough to be accurate. @D A photograph would make the exhibit appear much smaller.
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2% MODEL TEST 1: PRETESY 32. How does the professor explain the term solar system? @ He igentfies the key features of a solar system. @ He refers to the glossary in the textbook @ He gwves several examples of solar systems. dd He contrasts a solar system with a galaxy. 33. Why does the professor say this: n @ He is trying to get the students to pay attenton. @ He is correcting something that he said earker in the dkscussion. @ He is beginning a summary of the important points. > He s pking with the students about the lecture. 34. What can be inferred about the professor? @ The professor used to teach in Washington, D.C. U The profassor IKas Nis stuoams 10 DanIcipata in the sCussion. @ The professor wants the students to take notes on every detail. @ The professor is not very interested in the subject of the discussion. Listening 7 “Bookstore”
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35. What does the man need from the bookstore? 37. @ A schedule of classes for next term dD A form to order books @ Specific books for his classes @ Information about employment . What does the man need if he wants a full refund? Click on 2 answer choices. Al dentification His registration form iCl A receipt for the purchase Proof of his deposit What does the woman mean when she says this: n @ She is not sure that the student employee will give her the form. > Sihwe Lhintks thal e will Bave o wasil for Use studenl esnpluyeenss, @ She does not want the man to bother her because she is busy. @ She is is not sure that the man understands what to do. . What does the woman imply about the used books she selis? @ They are purchased before new books. @ They do not have marks in them. @ She does not recommend buying them. @ She would rather sell new books. . What does the man need to do now? @ Go to the bank to get money for the deposit > Sit down and fill out the form to order books @ Take his books back to the dormitory dD Locate the section numbers for his classes LISTENING SECTION 2w
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238 MOOEL TEST 1: PRETESY Listening 8 “Environmental Science Class”
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41. 42. 45, What is this lecture mainly about? @ An overvew of fuel cell technology @ A process for producing fuel cells @© A comparnison of fuel cell models @ Some problems in fuel cell distribution What does the professor mean when he says ths: O @ He wants the students to take notes. @ He would ke the students to partcipate. @ He s mpressed with these options. D He does not plan to talk about the alternatives. Why does the professor mention the STEP program in Australia? @ He has personal expernence in this project. @ He s referring to information from a previous discussion. @© He s companng it to a successful program in Japan. @ He thanks it 1s a very good example of a project. @ To indicate that the date is not important @ To prowde a specific date for the contract @© To correct a previous statement about the date M To show that he is uncertan about the date . What are some of the problems associated with fuel cell technology? Cick on 2 answer choices. A Noise pollution 8l Public acceptance €l Supplies of hydrogen 2 investment in infrastructures What is the professor's attitude toward fuel cells? @ He thinks that the technology is not very efficient. @ He 5 hopeful about their development in the future. @ He i1s doubtful that fuel cells will replace fossil fuels. @ He is discouraged because of the delays in production. LSTENING SECTION
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MODEL YEST 1 PRETESY Listening 9 “Philosophy Class”
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47. LISTENING SECTION 241 What is the main focus of this discussion? @ The Renaissance @ Important scholars @© Humanism @ Poitical reform Why does the professor say thes: n @ She thanks that the spelling of the term Is not important. D She assumes that the students know how 10 spell the term. @ She knows that the term can be found in the textbook. & She does not want to spend time explaining the term. Why does the professor mention the drawing by Leonardo da Vinc? @ She wants the students to refer to their textbook more often. D She uses it as an exampie of the union of art and science. @ She says that it is one of her personal favorites. > She contrasts his work with that of other artists. . According to the professor, what was the effect of using Latin as a universal language of scholarship? @ |t facilitated communication among intellectuals in many countres. @ it made Rome the capital of the world duning the Renaissance. @ It caused class distinctions to be apparent throughout Europe. @D It created an environment in which new deas were suppressed.
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242 MOOEL TEST 1: PRETEST 50. According to the professor, what can be inferred about a Renaissance man? S @ He would probably be a master craftsman. @@ He would have an aptitude for both art and science. @ He would be interested in classical philosophers. D He would value logic at the expense of creativty. Al uf e Tullowe iy Characlerisbcs are rue of hunanisn EXCEPT @ Mankind is innately good. @ Scholars must serve society. @ The individual is important. a2 Human beings are ratonal. @ Please turn off the audio. There is a 10-minute break between the Listening section and the Speaking section.
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n Listen for a question about a familiar topic. Question Describe an ideal marnage partner. What qualites do you think are most important for a hus- band or wife? Use specific reasons and details to explan your choices. Preparation Time: 15 seconds Recording Time: 45 seconds
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SPEAKING SECTION 248 O Listen for a question that asks your opinion about 8 familiar topic. Quostion Agree or disagree with the following statement: Getting news on TV or on a computer is better than reading it in a print newspaper. Use specific reasons and exampies 10 support your choice. Preparation Time: 15 seconds Recording Time: 45 seconds
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248 MOQDEL TEST 1: PRETESY Integrated Speaking Question 3 “Meal Plan” WQMMRMIRTM"\QMMIHQWW Reading Time: 45 seconds in Plan Reswdence hall students are no longer required to purchase seven-day meal plans. Now two meal plan options will be offered. The traditional seven-day plan will still be avasiable, iInclud- ing three meals every day at a cost of $168 per month. In addition, a five-day plan will be offered, including three meals Monday-Friday at a cost of $120 per month. Students who elect to use the five-day plan may purchase meals on the weekend at three dollars per meal. The food court in the College Union provides several fast-food alternatives. In adastion to burgers and pizza, Chinese food, Mexican food, and a salad bar are also available. Mana s T M IS & W g nm@ n Now listen to two students who are talking about the plan. Question The man expresses his opinion of the new meal plan. Report his opinion, and explain the rea- sons that he gives for hawng that opinion. Preparation Time: 30 seconds Recording Time: 60 seconds
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SPEAKING SECTION 247 integrated Speaking Question 4 “Aboriginal Peopie” Read a short passage and listen to part of a lecture on the same topic. Reading Time: 45 seconds sboricingl F AlThough the Tirst inhabitants of Ausiralla have been loentifea Dy physical character- stics, culture, language, and locale, none of these attributes truly establishes a person as a member of the Abonginal People. Because the Aboriginal groups settied in various geographical areas and developed customs and lifestyles that reflected the resources avadable to them, there is great diversity among those groups, including more than 200 linguistic varieties. Probably the most striking companson is that of the Aboriginal People who inhabit the desert terrain of the Australian Outback with those who live along the coast. Clearly, their societies have developed very different cultures. According to the Department of Education, the best way to establish identity as a member of the Aboriginal Pecple is to be identified and accepted as such by the Aboriginal community. ’ e — | O Now isten to part of a lecture in an anthropology class. The professor s talkking about Aboriginal Pecple. Question Explain how the Aboriginal People are identified. Draw upon information in both the reading and tha lartira Preparation Time: 30 seconds Recording Time: 60 seconds
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L n Now listen to a short conversabon between a student and his fnend. Question Describe the man's problem and the two suggestions that his friend makes about how 1o handle it. What do you think the man should do, and why? Preparation Time: 20 seconds Recording Time: 60 seconds
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SPEAKING SECTION 26 o Now ksten to part of a talk in a biology laboratory. The teaching assistant is explasnng how 1o use the microscope. Question Using the main ponts and examples from the talk, describe the two major systems of the laboratory microscope, and then explan how to use it. Preparation Time: 20 seconds Recording Time: 60 seconds
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WRITING SECTION 28 Integrated Essay “Online Graduate Programs” You have 20 minutes to plan, write, and revise your response to a reading passage and a lec- ture on the same topic. First, read the passage and take notes. Then, listen to the lecture and take notes. Finally, write your response to the writing question. Typically, a good response will require that you write 150-225 words. Reading Passage Time: 3 minutes Online graduate degree programs are being offered worldwide. In many respects, the programs are like the same degree programs avail- able i a tracvtional campus enveronment, but in several key aspects, they are very different. First, online degree programs do not offer one-on-one time with the professors. On campus, professors hoid regular office hours and expect to have conferances with their graduate students. In aadition, many opportunties present themselves for informal interactions before and after class or in chance meetings on campus. Some professors invite thewr graduate students to their homes or otherwise make themselves avallable in semi-social settings. In contrast, online professors are unable to see thewr graduate students in person and, consequentty, do not know them very well. Second, many online graduate programs are not as challenging or as high qualty as their on-campus counterparts. In fact, some courses are S0 easy that students are able to compiete them online n one weekend. For the most part, senior faculty members refuse to teach the onkne courses, contnibuting to the difference in quality of the online and on- campus courses with the same titles. Many excellent professors view the huge numbers in the online classes as an impediment. Technology allows for more students to take the same cowrse, and junior faculty or grad- ers provide feedback on assignments that are graded by senior faculty teaching on campus. Third, top schools do not offer online degree programs. Although non-credit courses or even a handful of credit courses may be avadable, the best schools still require that graduate students complete a more conventional program with most of their ime spent in resigence on cam- pus. For students who want a graduate degree from a prestigious univer- sity, onkine options are not open to them.
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282 MODEL TEST 1: PRETEST n Model Test 1, Writing Section, CD 2, Track 3 n Now listen 1o a lecture on the same topic as the passage that you have just read. Question Summarize the main points in the lecture and then explain how they cast doubt on the ideas in the reading passage. Independent Essay “An lmporiant Leader” Question Leaders like John F. Kennedy and Marin Luther King have made important contributions to the people of the United States. Name another world leader you think is important. Give specfic reasons for your choice. @ This is the end of Model Test 1. To check your answers, refer to “Explanatory or Example Answers and Audio Scripts for Model Tests: Model Test 1,” Chapter 5, pages 580-613.
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