CONTENTS At i20fever 3 TOEFL IBT program 4 Frequently asked questions 5 TOEFL IBT Lesson plan 6 In This Book 7 Know your competency level in English 8 INTRODUCTION TOEFL iBT Format 13 Test schedule and review 15 BASIC ACADEMIC SKILLS 16 SUPPORT SKILLS 19 Note taking 19 Paraphrasing 25 Summarizing 30 Synthesizing 39 Skimming & Scanning 43 Gleaning & Skipping 44 READING SECTION Introduction 45 Producers, consumers & decomposers 46 Speed breakers 53 Effective reading 53 SQ4R 53 Prefixes 55 Reading Exercises Exercise 1 Reading 1 Black holes 56 Reading 2 The Print Revolution 59 Reading 3 The McDonaldization of Society62 Exercise 2 Reading 1 Beowulf 65 Reading 2 Thermoregulation 68 Reading 3 Social Readjustment Scale 71 Exercise 3 Reading 1 Resources &Industrialism in Canada 74 Reading 2 Glacial Movement 77 Reading 3 The Audible Frequency Spectrum 80 Exercise 4 Reading 1 Galaxies 83 Reading 2 The Dust Bowl 86 Reading 3 Lexicostatistical Glottochronology 89 Exercise 5 Reading 1 Resistance to Antibiotics 92 Reading 2 Artisans and Industrialization 95 www.i20fever.com
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Reading 3 Swimming Machines
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WRITING SECTION Introduction 101 Strategies for integrated essay 101 Transition, phrases, verbs 102 Strategies for independent essay 103 General strategies for essay 106 Integrated Writing Exercises Exercise 1-Work Organization- (27- Track) 107 Exercise 2-Gall’s Theory-(28-Track) 108 Exercise 3-Hemingway-(29-Track) 109 Exercise 4-G.M Foods-(30-Track) 110 Exercise 5- International Style-(31-Track) 111 Exercise 6 -Sydney Opera House-(32-Track)112 Exercise 7-Cinema-(33-Track) 113 Exercise 8-Thomas Malthus-(34-Track) 114 Exercise 9-Windmill-(35-Track) 115 Exercise 10-Pictorialists-(36-Track) 116 Exercise 11-Sexism-(37-Track) 117 Exercise 12 –Jet Streams (38-Track) 118 Independent Writing Exercises 119 Frequently Asked Independent Topics 119 LISTENING SECTION Introduction 127 Types of questions 128 The best way to listen 130 Exercise 1(1-7- Track) 131 Exercise 2(8-13-Track) 135 Exercise 3 (14-26Track) 139 SPEAKING SECTION-(39-98 Track) Introduction 144 Acceptable speaking 144 Independent Task 144 Integrated Task-1 146 Integrated Task-2 148 Evaluation for speaking 151 Tips for speaking 153 Independent speaking topics 152 Speaking Exercises 154 Additional Listening Practice 164 LIST OF IDIOMS 204
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At i20fever If Faith, Belief and Trust sustain an organization then indeed, fortune has smiled and interwoven all the three in right measure upon i20fever for its progress. We have put to practice the much repeated adage ‘we are the creators of our own destiny’. This practice has given an organized form to our curriculum. Our firm belief that only whole hearted commitment to one’s work has held its sway in our success. The trust of our students has helped us to grow from strength to strength. Our well guided students have added many hued feathers to our cap. The steps from a global consultancy to an educational academy have been arduous yet euphoric. Nevertheless, the challenge and extreme joy has made us more meticulous in our efforts. Success once attained is no great feat but to retain it and to repeat it is a trial. The diligence of our students in their efforts has inspired us to be more productive. The i20fever classroom is tailored to the needs of the students from Non- English background. It is the platform for them to actively participate in all the classroom activities. To make our classrooms innovative, we have developed our own unique pedagogy (the science of teaching). One of the critical tasks of a global aspirant is to be an effective speaker. To develop this skill we include a large number of experiences related to the students. Our classrooms are a training ground to groom the students to speak at any situation with poise. One of the most dormant skills among the students today is the thinking ability. They are trained to accept anything taught to them without raising too many questions. However, all international tests are based on critical thinking and logic. To advance our students with this tide we promote questioning. All their writing tasks come from their own view point, the upshot of the discussions. Moreover, care is taken so that acceptable standards are used in these sessions Our campaign is also for quality reading and listening. These two receptive skills are fundamental to prop up the test scores. Hence, we offer a variety of texts. The idea is to be enchanted by the diverse subjects so that; the oft said complaint that a topic was extremely dense can be dispelled. Our aim is to ease the toil of the global test aspirants. We take great pride in making our mission better than the best, not in just claiming we are the best. Ultimate joy is in unbeatable smart work not hard work. With warm regards, NAVEEN YATHAPU Executive Director & CEO i20fever.com
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TOEFL iBT Program The Test of English as a Foreign Language concentrates on the English proficiency (how to read, listen, speak and write). ETS, a professional test development organization in Princeton, NEW JERSEY, USA created the TOEFL test for admissions to colleges and university where English is the language of instruction. If your first or native language is NOT English, it is likely that the college or university that you wish to attend will require you to take this test. However, you should check with each institution to which you are applying for admission. There are four sections (in this test) broadly based on the four language skills. But some sections test two or more skills at a time. For example, before answering the integrated writing task you may have to read a passage and listen to a lecture. Consequently, the test is on reading, listening, grammar and writing skills. In the case of the integrated speaking, it is reading, listening and speaking which is tested. Note taking is an important skill in TOEFL iBT. It is not only allowed but also encouraged in the new format. Though it will not be graded in the test, it indirectly helps you to get a good score. The TOEFL test is administered in more than 180 countries, making it the most accessible test in the world. More than 5000 colleges and universities and licensing agencies in 90 countries accept TOEFL score. The test takes about four hours with a ten minutes break after listening and the reading section. All the four sections of the tests will be completed in one day. All the students will receive the same range of questions. It is not computer adaptive. The difficulty level of the questions will not depend on the student’s response. Instructions before each section guide the students through out the test. The tool bar helps to navigate through the test. Your test scores will be considered together with other information you supply to the institution to determine if you have the appropriate academic and language background to be admitted to a regular or modified program of study. Often your field of study and whether you are applying as a graduate or undergraduate student will determine what TOEFL scores you need. Each institution that uses TOEFL scores sets its own minimum level of acceptable performance. These minimums vary from one institution to another, depending on factors such as the applicant’s field of study, the level of study (undergraduate or graduate), whether the applicant will be a teaching assistant, and whether the institution offers English as a Second Language support for its students.
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Frequently Asked Questions 1. How many days of preparation does TOEFL iBT require? A. Depending on ones language skills the preparation time will vary. Ideally a well planed study of two months is recommended 2. Is it a very tough test? A. No test is tough as long as one is well prepared. Since the test is on English proficiency, it helps to develop English fluency before one takes the test. 3. How to prepare? A. TOEFL requires a thorough and systematic study. Look at a model question paper. Understand the questioning pattern. Try answering them. Get it evaluated. Based on the advices start preparing. Apart from maintaining a scheduled study hour, a student must try to think, read, speak, listen and write in English as much as possible. Studying along with a mentor helps in correcting the errors and gaining confidence. 4. What material should be followed? A. All standard TOEFL books Like-Barron’s ,Kaplan ,Delta are recommended 5. Is there any method to tackle the speaking task? A. Yes, it helps to follow a standard method .The first and the far most challenge is to answer the question within the given time. Secondly, the answer must be delivered point wise. 6. How difficult is the reading section? A. The reading passages are taken from college level textbooks .All the information needed to answer the questions will be in the passage. Often passages present information about the topic from more than one perspective and point of view. If you note this and get the general organization of the passage than the reading section is not difficult. 7. How to practice listening? A. Listen to authentic TOEFL tapes. They are all real academic situations. Get used to the various interactions. 8. Integrated tasks are tricky, how to solve them? A. Integrated tasks require you to analyze information from two sources. See if the information is in comparison or in contrast. Using cohesive devices state your answer point wise. 9. What is the minimum score required to join a reputed American University? A. Different universities have different requirements. Nonetheless, the minimum score to join a reputed American University is usually in the range of 79-100. 10. I lack ideas for the independent speaking and writing. Can you suggest a few tips? A. The time given to prepare must be used to jot down a few lead words to develop a thought. State two simple reasons for that idea. Explain it briefly. The answer must be spontaneous and based on your personal beliefs and experiences. 11. Can I change the question in speaking and writing if I’m unable to answer? A. No, you can not change the question. If you do you will get a score of zero. 12. Do we need to use big words to get a high score? A. No, only simple and appropriate words and structure in your answer will get you a high score
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i20fever's TOEFL iBT lesson plan Day
1
2
3
4
5
6
Week – 1 Reading Week – 2 Writing Introduction to TOEFL Full introduction to Strategies of reading writing One writing an academic text exercise Introduction to independent writing Dealing with the Full introduction to TOEFL reading Integrated Writing Questions Solving a One full exercise passage. Significance of Effective writing idioms, puns, strategy One full structures Solving exercise one full set of R C Strategy recap Solving 2nd full set Two full exercises of R C Overcoming the distracters. Solving writing exercises 3rd full set of R C Solving 4th full set of RC One full RC and one Introduction to full writing. Integrated Writing
Week – 3 Listening
Week – 4 Speaking
Full introduction to listening One listening exercise
Introduction to all the 6 speaking task
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One listening exercise with strategy
Speaking Task 1&2
One more listening exercise
Speaking Task 3&4
One full R C and writing
Speaking Task 5&6
One full listening
All 6 tasks
Full Reading, Writing, listening
Full TOEFL iBT.
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In this book This book is designed holistically to cater to every need of the TOEFL aspirants. The book contains a good number of exercises in each section which are taken from standard sources. The i20fever TOEFL team has devised many tips and strategies to crack the TOEFL. The book focuses on building every language skill needed to attain proficiency in English. You can find them as a whole in i20fever Syllabus. The topics selected for the exercises are related to different subjects to help the student to face any type of question in the test. The common doubts of the students regarding the test and preparation are classified in the section, Frequently Asked Questions. The TOEFL Program explains the structure and pattern of the TOEFL iBT test. The section, Know Your Competency Level in English, gives you a clear picture on where you stand in using your academic skills. The nine descriptors for each skill in this chapter help students to measure their competency level in the four basic language (LSRW) skills. In the next section, you can find test format, score reports and TOEFL information from ETS. You can also find helpful hints on how to prepare, what to do before and after and on the day of the test. It also includes general suggestions on sub skills; you need for attempting the examination. The basic academic skills, prepares you before starting on the four sections. It provides general principles which you have to follow in all the four sections. The next chapter support skills offers the internal skills needed to take the TOEFL iBT. These internal skills endorse the main skills of TOEFL iBT. The chapters from iv to vii cover the four sections (reading, listening, speaking and writing) including, a brief introduction to the section, skills which are needed, structure of the test for each section, types of questions based on the basic format, different ways to concentrate and finally the exercises.
TOEFL Resources
Websites
ETS the Official Guide to the TOEFL iBT Barron’s TOEFL iBT Barron’s practice exercise for the TOEFL Kaplan TOEFL iBT Delta’s Key to Next Generation TOEFL test. Princeton Cracking the TOEFL iBT Murphy’s English grammar user’s guide
www.ets.org www.englishworks.com www.bbc.co.uk/world www.australianetwork.com/studyenglish www.librovox.com www.about.com www.studygs.com www.dictionary.com
Must reads Reader’s Digest National Geographic Magazine The Hindu
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Know your competency level in English Before you start preparing for your TOEFL iBT, read the descriptors and mark in the appropriate column to know where you stand in your language skills – Listening, speaking, reading and writing. There are nine descriptors to measure your competency in the language skills (LSRW).
Reading competency descriptors Never
Not So Frequently
Frequently
Always
1. I can understand the contextual meaning of English vocabulary when I read academic texts 2. I can follow complex grammar structures 3. I can follow the outline and organization in English academic texts 4. I can skim and scan to locate the information quickly. 5. I can read English academic text as easily as I can in my native language 6. I can understand academic texts well enough to answer questions about them later. 7. After reading a text I can recollect the major ideas. 8. I can infer explicit and implicit meaning in an English academic text. 9. I can understand and correlate various ideas in an English text. TOTAL
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Listening competency descriptors Never
Not So Frequently
Frequently
Always
1. I can recognize the main ideas and support ideas in lectures, conversations and discussions. 2. I can relate information I hear in English to what I already know 3. I can recognize the purpose behind something said by an English speaker for example: to emphasize, to confirm, to reinforce, to disagree, to clarify a doubt etc. 4. I can follow an English speaker’s intonation and understand his/her attitude and opinion. 5. I can recollect the important and support points in a lecture and answer the questions which follow it. 6. I can understand the relationship among ideas in a lectures, conversations and discussions. 7. I can follow the organization and structure in an academic lecture 8. I can take notes while listening 9. I can follow academic instructions, lectures and conversations. TOTAL
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Speaking competency descriptors Never
Not So Frequently
Frequently
Always
1. I can prepare spontaneous speeches on any topic. 2. I can speak on any topic for a few minutes.
3. I can participate in discussions and state my opinion quite effectively and confidently. 4. I can summarize information I have read in English and speak without changing the facts. 5. I can correlate and speak on the information I read and listen to. 6. I can use complex grammar structures quite effectively. 7. I use a range of vocabulary to express my self.
8. When I speak in English people can understand me based on my fluency, pronunciation, intonation pattern and attitude. 9. When I speak in English I am not lost for words and ideas.
TOTAL
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Writing competency descriptors Never
Not So Frequently
Frequently
Always
1. I can give appropriate illustrations and examples to support my point. 2. I can write effectively using both simple and complex grammar structures. 3. I can organize my essay in multiple paragraphs, stating one idea in one paragraph. 4. I use cohesive devices like: however, moreover, firstly, secondly, nonetheless etc. to express my ideas and arguments effectively. 5. I can write an essay based on information from two sources which may or may not be in conflict. 6. I can write an essay based on the information given to me without giving my personal opinion. 7. I can usually follow the word and time limit in an English text. 8. I can use correct grammar, vocabulary, spelling and punctuation when I write in English. 9. I can write with ease on any topic based on my previous knowledge and experience.
TOTAL
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Interpretation of your competency level Never
1. 2. 3. 4.
Not So Frequently
Frequently
Always
Total
If more than 5 descriptors are Never, then your difficulty level is very high in language tasks. If more than 5 descriptors are Not So Frequently, your difficulty level is moderate in language tasks. If more than 5 descriptors are Frequently, then your difficulty level is border line language tasks. If more than 5 descriptors are Always, then your difficulty level is very low in language task.
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I. INTRODUCTION The Test of English as a Foreign Language Internet Based Test, measures the ability of non native speakers of English to use and understand English as it is spoken, written and heard in college and university settings. It is mainly focused on international students planning to study in United States, Canada etc. The scores are required for the purpose of college and university admission in these countries. TOEFL iBT measures the productive and receptive skills equally. Half the total score on the test is based on reading and listening abilities; how well you receive and understand English. The next half is based on speaking and writing abilities; how well you express yourself while using English. The following range is typical of admission policies for North American universities. This assumes of course that the applicant’s documents other than English proficiency are acceptable. Test Sections
Points
Possible Scores
Listening
0—30
19-21
Reading
0—30
17-21
Speaking
0—30
20-23
Writing
0—30
20-25
To be certain of the requirements of your school or agency contact them directly.
TOEFL iBT FORMAT Test sections
Number of questions
Timing
Reading
3-5 passages, 12-14 questions each
60-100 min
Listening
4-6 lectures, 6 questions each 2-3 conversations, 5 questions each
60-90 min
Break
10 min
Speaking
6 tasks, 2 independent and 4 integrated
20 min
Writing
1 integrated task 1 independent task
20 min 30 min
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GENERAL SUGGESTIONS ON HOW TO PREPARE
Make a practical study plan. Have an overall understanding of the test. Improve your academic skills (discussed in the next chapter) Improve your English proficiency. Create an English language atmosphere around you. Listen, speak, read and write in English Know the directions for each section as well as for each subsection in advance. “Practice makes a man perfect�- the more you practice, the better will you understand the test and improve your scores Throughout your preparation, have a positive attitude even in tough situations. When you are practicing at home, you will have some doubts, write them on a sheet of paper and bring them to the class. Take a complete practice test to help prepare for the real test experience Use the practice test score report and performance feedback analysis from your trainer/online to determine which skills are your weakest. Practice on the skills which you need to improve Take the test only when you are ready.
SCORE REPORTING Scores are reported online fifteen business days after the test. Test takers and score receiving institutions and agencies are able to view the scores online free of charge. Paper copies of score reports are mailed shortly after the scores are posted online.
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TEST SCHEDULE AND REVIEW Before the test: Find detailed information about the following areas: a. Registration info b. Test dates c. Test centers d. Test prep material e. Official practice tests f. Payment policies g. Test procedures h. Test regulation i. Identification requirements
On Day of the test: a. b. c. d. e. f.
Read carefully the directions given in each section Don’t digress from the question you are attempting to check previous questions Don’t spend too much time on any one question If the question and choices are tricky, look for changes in the word and sentence formation to eliminate impossible choices Plan your time well to answer all the questions Check the clock periodically to know your progress
After the test: a. b. c. d. e.
examine score record official score reports ordering additional reports rescoring requests score verification
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II. BASIC ACADEMIC SKILLS 1. Guess the Purpose In Advance: If you can anticipate the purpose of an essay or a lecture, you will be able to organize your mind to receive the information which you can put in your notes.
Purpose
Question
Definition What is it? Description and Example What are the characteristics? Classification Which group does it belongs to? Sequence What is the order – first, second, and so on? Comparison and Contrast How is it the same or different from something else? Cause and Effect How does it cause something? What happens? Problem and Solution Why is it a problem? What is the solution? Persuasion or Evaluation Why should it be supported or rejected The headings and subheadings in textbooks help you anticipate the purpose of the chapter or the sections within a chapter. For example, a heading in an Earth science textbook that includes only one noun, The Atmosphere, will probably be a definition or a description of the atmosphere. A heading such as Forces within the Atmosphere implies that several forces will be discussed and further implies that this will be a classification or perhaps a comparison which anticipates a sequence or even a cause and effect. Persuasion can usually be identified because of words like should and must as well as subjective or judgmental phrases like better or worse, whereas evaluation contains both sides of an issue.
Examples: Subheading
Purpose
a. b. c. d. e. f.
classification or comparison and contrast classification sequence persuasion or evaluation cause and effect persuasion or evaluation definition
Settlement Patterns The Functions of Art Language Development How Important Is Relativity? Causes of Schizophrenia Evaluating Kohlberg’s Theory g. The enlightenment
Note: The lectures on the TOEFL begin with an introduction screen followed by a narrator’s initiation. They will give you a general direction for your listening.
Examples: a. Listen to the part of a lecture in an astronomy class b. Listen to the part of a lecture in a music appreciation class.
Note: A good lecture will also give you the ways to anticipate the purpose of a lecture or part of a lecture with verbal cues. When the topic for a lecture is stated, the lecturer may either pause just before saying the topic or stress the topic by raising the volume or using very clear pronunciation.
Examples: a. Okay then, let’s get started. Uh, today we are going to talk about biosphere b. I have several slides of mosaic art, mostly from the fifth century. c. Right. So last time we were discussing uh, multinational companies. Today we’re going to look at global companies. d. Well, today’s lecture is about light years. e. So, if you read the chapter in your textbook, the one about insurance, then you have some background for today’s lecture.
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2. Identify Keywords: Key words are the nouns, verbs, and the transition words. They help you identify the important information in a textbook or a lecture. Certain key words appear more often in a reading passage or a lecture with a particular purpose. Some of the key words are given here. Note: The key words are not 100% accurate, but they do give you a starting point. Key words are particularly important in lectures since the sentences that the professor uses in speech are not edited like the sentences in textbooks, and are therefore more difficult to follow.
Definition
Descriptio n And Example
SequenceChronology Process
Classification
Comparison And Contrast
Is Known As Is Called Is It Refers To Means
Consists Of Adjective For Example For Instance Namely Specifically That Is Kinds Of Types Of Classes Of Parts Of
First, Second, Third Next, Then, Last Finally Before After At The Same Time Meanwhile Now As Soon As Later Subsequently Eventually Step Stage Phase
Properties Of Characteristics Of Varieties Of
Like Similar To Differ From Compared With In Comparison Similarly In The Same Way In Contrast Whereas Although But Conversely In spite Of Even Though However Instead On The Contrary On The Other Hand Despite
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Cause And Effects
As A Consequence As A Result Thus Therefore Because Because Of For This Reason Consequently Since So
Problem And Solution Problem
Persuasion Of Evaluation
First Second Third Therefore In conclusion In summary Should Must Ought to
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Examples: a. b. c. d. e. f.
Mesopotamia refers to the land between two rivers. Definition There are two types of mixtures—heterogeneous and homogeneous. Classification As a result, the litmus paper turns blue when the solution is base. Cause and Effect In contrast, a counterculture exhibits behavior that is contrary to the dominant culture. Contrast The first stage of sleep produces alpha waves. Sequence The main properties of soil include color, texture, and structure. Description and Example
3. Recognize uses in listening and reading: Some times professors say that a point is important, while presenting their lectures like: a. Pay particular attention to b. be sure to c. especially important is d. and this is important e. and this is the key point f. this is our main discussion today g. you need to remember it h. This is going to be an important point in your lecture.
4. Know the art of ignorance: Lecturers will pause to think before they continue their lectures. Verbal pauses uh and um Words now, so, okay, well Repetitions and restatement do not add any new information, you can ignore them. You can use this time to relate the information.
Example: Status refers to, uh, a position in society or . . . . or in a group. But there are really two types of status— ascribed status and achieved status. Okay, in ascribed status, the status is automatic, so you don’t have a choice. In other words, it’s an involuntary status. And some examples that come to mind are status because of race or sex. Not much you can do about that. On the other hand, achieved status requires some effort, and there’s a choice involved. For instance, a marriage partner, or the type of education, or, for that matter, uh, the length of time in school. Well, these are choices, uh, achievements, and so they fall under the category of achieved status. So, that brings us to the status set. A status set is the combination of all statuses that an individual has. Me, for example. I’m a professor, but I’m also a husband and a father, and, and a, uh, son, since my mother is still living. Notes: Status position society group. two types Ascribed status achieved status. ascribed status, automatic involuntary examples Race sex. Achieved status Effort choice instance, marriage education, Combination all statuses Father,
Status set. example.
Professor,
husband
son
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III. SUPPORT SKILLS Apart from the academic skills like reading, listening, speaking and writing, a wide variety of sub skills support your ability to ace the TOEFL. The chart below shows you the number of times you will need to utilize these support skills throughout the exam.
Support Skills Note-taking Paraphrasing Summarizing Synthesizing Skimming Scanning Gleaning Skipping
Support Skills for the TOEFL iBT Reading Listening Speaking No No No No No No No No
Writing No No No No
NOTE TAKING In colleges and universities, professors give explanation on the topic given in the text book and students are expected to take notes while listening to the lecture in order to synthesize both the sources later. Since this skill is used each day in academic fields, it is better to develop this skill while preparing for the TOEFL. But without learning how to organize information in notes, you will not be able to give an effective response or choose the correct answer. An effective note not only helps in locating the information but also in getting the main idea and details quickly. The following are the note taking challenges which are used as key skills for effective note taking system.
Note-taking challenges: Effective note taking is an essential skill for TOEFL. iBT. In order to improve this skill it is necessary to take special challenges. They are: 1. Understanding what the professor is talking about ,this includes a. Being able to hear b. To understand his/her accent c. To keep up with the pace of the lecture 2. Following the lecture pattern Example: a. Theme b. Explanation c. Cause/effect d. Problem/solution e. Examples f. Conclusion g. We must not forget that a lecture might have multiple patterns 3. Having an effective note taking system, you need to a. Record and organize main ideas and facts b. Anticipate purpose c. Notice verbal cues d. Use abbreviations and symbols, develop your own short hand for commonly used expressions e. Connect relationships www.i20fever.com
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4. Use your notes to construct the message a. Answer questions b. Deliver your response
Make your note papers into two columns: This is called two-column notes. When you are taking notes, put the topics or main ideas in the left column and add details and examples in the right column. It helps in taking notes quickly. Main ideas from Audio/Reading Major point 1 Major point 2 Major point 3
Examples and Details Examples and Details Examples and Details
Self Ideas Point 1 Point 2
Reason Reason
Example Example
Distinguish the major and minor points: Classify the ideas into major and minor points. There are usually 3 or 4 major points in a short lecture or reading passage. Each of the major points is supported by examples and details. The examples and details are minor points. Note: When you hear a major point, write it on the left. When you hear a minor point, write it on the right opposite to the concerned major point.
Examples: There are three types of managers in addition to the general manager. The line manager is responsible for production. For example, a production manager is a line manager. A staff manager is in charge of support activities such as human resources. Information systems are also overseen by a staff manager. A functional manager is the head of a department. A department chair at a college is a functional manager. The manager of a sales department at a company is also a functional manager.
3 managers
Line manager production
Production
Staff manager support activities
Human resources information systems
Functional manager head dept
Dept chair college sales dept company
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Manager
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Coding techniques for note taking: You can use your own code for note taking. It helps you to record information with in the time limit. So it is very useful to take notes in a. Symbols b. Abbreviations c. Acronyms d. Fragments e. Graphic Skills Here are the frequently used intellectual codes to take notes.
•
Symbols:
+ = ≠ # X → ← @ 1, 2, 3 < >
• c.a u.s g.m c.s o.c
•
and is, are, means, refers to, like, is called Different, not Number times results in, causes, produces, therefore comes from, derives from At first, second, third Less, smaller More, larger
Abbreviations: colonial America united states general manager chemical science organic chemistry
Acronyms:
w/o without Ex example Btw between J dew john dewy Prof professor •
Fragments: (incomplete sentences) a. By the end of the next semester,(I hope to complete requirements for my major) b. The student sleeping in the back row (the student was sleeping in the back row) c. Although he was tired,(he kept working on essay) d. Taking every waking hour(his math home work is taking every waking hour)
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•
Graphic Skills: Some times it is faster to represent an idea with a diagram than it is to write notes in words. This is especially true in relating the information.
The following complete examples show you how to use coding techniques in sentences.
Examples: a.
The Nineteenth Amendment to the U.S. Constitution gave women the right to vote, beginning with the elections of 1920. 19 u.s.c → women vote/1920 b. In a suspension bridge, there are two towers with one or more flexible cables firmly attached at each end. Suspension = 2 towers w/flex cables @ ends c. A perennial is a plant that continues to grow for more than two years, as for example, trees and shrubs. Perennial= plant 2+ yrs ex. Trees, shrubs d. Famous for innovations in punctuation, typography, and language, Edwards Estlin Cummings, known to us as E.E. Cummings, published his collected poems in 1954. EE. Cummings → innovations punctuation, typo, language 1954 poems e. Absolute zero, the temperature at which all substances have zero thermal energy, and thus the lowest possible temperatures, is unattainable in practice. Absolute zero = temp. All substances 0 thermal energy → lowest temps.
Examples for graphic skills: 1. A filament is the stalk of a stamen.
2. There are three factors that determine whether a credit applicant is a good risk—character, capacity, and capital
3. In photosynthesis, the chloroplasts in the leaf absorb energy from the sun and then convert carbon dioxide from atmosphere and water into carbohydrates. Photosynthesis = chloroplasts ← energy/ Sun → Co₂ → carbohydrates
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4. It was in the Cenozoic Era that Homo sapiens first appeared, which was only about 1.8 million years ago, long after the Mesozoic Era, perhaps 200 million years ago, when the dinosaurs were roaming the Earth, and even earlier, approximately 540 million years ago, well, that was the Paleozoic Era when there was an explosive evolution of marine life.
Relate to the given information through organization and layout of the passage: The different organizational patterns of the passages are as follows a. Definition b. Classification c. Sequence d. Comparison and contrast e. Cause and effect f. Problems and solutions
a. Definition: Definitions often appear in italic or bold print. Professors often give new words with special emphasis in their lectures by pausing after the word and before the definition or by stressing the word the first time it is introduced.
Example: A menu is a list of computer functions that appears on the screen. Menu = list/functions on screen The id consists of instincts Id= instincts
b. Classification: To classify means to organize into groups with similar characteristics. Two types of motivation have been identified by cognitive psychologists. Intrinsic motivation is based on internal factors, as for example curiosity or the challenge to succeed, whereas extrinsic motivation involves external incentives such as rewards or even punishment
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c. Sequence: It is often found in narrations of historical events, in descriptions of research studies, and in directions for scientific experiments or processes.
Example: The history of Cubism falls into three phases—the Cezanne phase, which lasted only two years from 1907 to 1909, followed by the Analytical phase from 1910 to 1912, which, by the way, was the phase in which the most abstract purification of the form was realized, and finally, the Synthetic phase, began in 1913
d. Comparison and contrast: It identifies how two or more objects or ideas are the same or different. A side by side chart shows the relationships efficiently.
Example: Cirrus clouds are the highest at altitudes between 17,000 and 50,000 feet, but they don’t produce rain, in contrast with cumulonimbus clouds, which also penetrate the upper atmosphere, but cause lightning storms, rain, and tornados.
e. Cause and Effect: Cause and effect or cause and result are found in research studies for all subjects, but the natural sciences contain many examples. Example: Mercantilism is an economic concept that assumes that the total volume of trade is unchangeable and, therefore, that trade causes conflict. Mercantilism = total volume trade unchangeable Trade → Conflict (When the temperature on Earth dropped below the melting point of the rocks on the surface, the outer crust gradually solidified.) Temp Earth < melt pt rocks → crust solid
f. Problems and Solutions: A problem and solution relationship is similar to a cause and effect relationship and can be represented by a similar drawing.
Example: Because employees can begin to expect incentives simply for doing their jobs, and this can become a problem, it is better to reserve incentives for occasions that require exceptional effort.
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PARAPHRASING Paraphrasing means restating essential information from source material in ones own words without changing its length and meaning. It helps you to grasp the full meaning of the original text. Student can take the help of notes to paraphrase lecture/passage. • Write paraphrase of the text using only your notes. • If you have not taken notes for reading passage, paraphrase it without looking at the original text • Then check the paraphrase with the original text to make sure that you have use different words and structure
Various effective techniques for paraphrasing: •
Using synonyms: Using an apt synonym for the word/ words given in the source is one among the best techniques of paraphrasing. We can restate the entire information by using synonyms without changing the structure and organization of the sentence or paragraph.
Examples: I.
Overuse of ground water would lead to pervasive drought. Overuse of ground water would cause widespread dryness.
II. Original: Thomas Edison was a very curious child, performing his first experiment when he was only three years old. Paraphrase: Thomas Edison was a very inquisitive child, conducting his first experiment at the age of three. III. a. The copperhead, a snake that strikes without warning, is considered much more dangerous than the rattlesnake.
The copperhead, a snake that attacks without warning, is regarded as much more treacherous than the rattlesnake. b. Because J. P. Morgan was known as a reputed and prudent businessman, he was able to persuade others to remain in the market even after the crash had begun.
c.
Because J. P. Morgan was known as a trustworthy and careful businessman, he was able to convince others to stay in the market even after the crash had started. Phosphorus is used in paint on highway signs and markers because it is bright at night.
Phosphorous is employed in paint on highway signs and markers because it is luminous in the dark.
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•
Alternatives: If you don’t know the right synonym for the word, you can write the contextual referent or you can use a related phrase or idiom. Phrases can be a useful alternative.
Note: The English language contains many phrasal verbs that express the same meaning as a one word verb. Phrasal Verb
One word verb
Example
act up
Improper
take after +
resemble
take * away +
Remove or capture
I think I need to take my car to the mechanic because it's acting up again. I take after my father. Who do you take after? The soldiers took the captives away.
call on +
Visit
call * up +
Telephone
Mark called on Naomi while he was in town. I called Sam up to see if he wanted to go to the movies.
List of phrases: Come across Bring about Carry on Fall through Figure out Find out Give off Go after Go back Go before Look up to Make out Make up Pick out Point out Put off Stick out Take over Turn into Turn up Work out
Carry out Clear up Come about Go down Go on Go through Go up Keep on Keep up Leave out Put up with Rule out Run across Run into Set up Show up Take place Throw away Turn out Wind up
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Come by Come out with Come up with Look for Look into Look like Look over Look up Locate information Spell out Stand for Find accidently Meet by accident Appear unexpectedly State in detail Touch on Write up Cut down Find accidently
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â&#x20AC;˘
Elaborate: Make an elaboration of a word if you do not get a proper synonym of the word. If it is an adjective, you can use an opposite adjective with the word not. For example, if a synonym for the adjective large slips your mind, you can say, not small. The sum was not small. If it is a verb, you can use a general verb instead of a specific synonym. For example, if you forget the synonym for the verb rely on, you can say, use, which is a very general verb that includes many meanings. Early traders used barter instead of money to exchange goods. If it is a noun, you can describe the noun with a descriptive phrase or clause. For example, if you forget the synonym for the noun farmer or if the word farmer slips your mind, you can describe it by saying, the person who engages in agriculture. These compensatory strategies are used to get out of a problem when you are speaking. They should be used as a last resort instead of stopping when you are speaking.
Examples: a.
The Constitution guarantees that private homes will not be searched without a warrant. The Constitution guarantees that private homes will not be searched without written authorization.
b. The second movement of a symphony is usually slow. The second movement of a symphony is usually not fast. c.
Skyscrapers are representative of the International Style of architecture. Tall buildings are representative of the International Style of architecture.
d. Many managers employ teams to accomplish complex goals. Many managers use teams to accomplish complex goals.
â&#x20AC;˘
Moving Phrases: We can restate the original text by moving phrases from one place to another. The following examples explain it clearly.
Examples: I.
Overuse of ground water would cause widespread dryness.
Widespread dryness would be a result of overuse of ground water. II. We sat on the front porch drinking lemonade
On the front porch, we sat drinking lemonade III. Proteins are molecules that regulate the movement of materials across cell walls
Molecules that regulate the movement of materials across cell walls are proteins.
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•
Changing voices: Changing voices can also help us to paraphrase the text. But one must be aware of changing the form of verb while doing so.
Examples: I.
The use of renewable sources could stop the destruction of the rainforests. (active voice) The destruction of the rainforests could be stopped by the use of renewable source (Passive voice)
II. The dog bit the man(active voice) The man was bitten by the dog (passive voice) III. Everybody drinks water(active voice) Water is drunk by everybody (passive voice)
•
Changing parts of speech: The form of the sentence can be changed by changing the parts of speech. It shows the ability of a student in language construction.
Examples: I. The use of renewable sources could stop the destruction of the rainforests.
Using renewable sources could stop people destroying the rainforests. II. Read it carefully, you can get a clear picture from it.
Reading it carefully, you can get a clear picture from it.
•
Combining sentences: The effective method to restate the essential material is to combine the sentences by using linkers.
Examples: 1. a. Typhoon forced more than a thousand people to escape from villages in the mountains.
b. It poured over one meter of heavy rain on mountainous areas. (2 sentences)
Typhoon forced more than a thousand people to escape from villages in the mountains as it poured over one meter of heavy rain on mountainous areas. (1 sentence) 2. a. He called himself a “two-shift man”. b. He worked 16 out of every 24 hours.
He called himself a "two-shift man" because he worked 16 out of every 24 hours (1sentence)
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TIPS: 1. Read and listen for meaning: It will help you to think about the ideas that the writer or speaker is communicating. You need to focus on A) What does the author/lecturer mean? B) What ideas are being expressed?
Example: What does the professor mean by the following statement? After hitting a bar several times with similar results, an animal learns that it can get food by pressing the bar. a. An animal is able to press the bar more after it is fed three or four times. b. Three or four animals are used in the experiment with similar results. c. There are several trials by an animal before the food is released. d. An animal learns how to get food by hitting a bar. Answer: (d) An animal learns how to get food by hitting a bar
2. Introduce the source before quoting: Quoting the source is especially important when the idea is a definition, an opinion, unique expression, or research data that is not common knowledge.
Note: Here are five ways to introduce the source before the quotation. a. According to the professor b. In the words of the professor c. To quote the professor d. As the professor puts it e. The professor said
Examples: “Communicating is the act of transmitting information.” According to the professor, “Communicating is the act of transmitting information.”
Also correct: In the words of the professor, “Communicating is the act of transmitting information.” To quote the professor, “Communicating is the act of transmitting information.” As the professor puts it, “Communicating is the act of transmitting information.” The professor said, “Communicating is the act of transmitting information.”
3. Mark quotations in writing and speaking: This is easy to see when you are quoting in the written language. But when you are quoting in the spoken language, you need to hear the quotation marks.
Note: There are several phrases and clauses that can be used to mark quotations. The words in the quotation must be exactly the same as those in the original.
Example: A mirage is an optical illusion in the atmosphere. Written Quote: According to Professor Brown, “A mirage is an optical illusion in the Atmosphere.” Spoken Quote: According to Professor Brown, and I quote, “A mirage is an optical illusion in the atmosphere.” End quote. According to Professor Brown, and I am quoting here, “A mirage is an optical illusion in the atmosphere.” End quote. To the Professor Brown, “A mirage is an optical illusion in the atmosphere.” End quote.
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Assertive verbs to report ideas:
Practice the use of these verbs. They can be used instead of the routine said or told to add more variety to your expressions. Doubtful Allege Assume Believe Claim Imply Predict Propose Suggest Suppose Suspect
Neutral Indicate Illustrate Mention Note Observe Point out Report Say Show State
Certain Advanced Argue Assert Conclude Confirm Demonstrate Discover Find Maintain Verify
SUMMARIZING When you summarize, you include only the main ideas. Summary is shorter than the original without changing the meaning or leaving out important information. You should not write too much in your notes Be in a position to discriminate between the main points and the details or examples When you report the information, you cannot express your opinion.
Sub skills for summarizing: 1. Be Precise: A Summary is a shorter version of the original. For example, if the original is 1000 words a summary would be 200-500 words. A summary should be brief and concise to be brief, delete the details and examples.
Exercise: Reading: Although speech is the most advanced forms of communication, there are many ways of communicating without using speech. Signals, signs, and symbols may be found in every known culture. The basic function of a signal is to impinge upon the environment in such a way that it attracts attention. For example, the flashing lights at an intersection are designed to direct the driverâ&#x20AC;&#x2122;s attention to the road. Smoke from a distant fire can also send a message, as does the more detailed version in the dots and dashes of a telegraph. Unlike signals, which, in general, are coded, to refer to speech, signs contain meaning in and of themselves. A barber pole or a picture of a loaf of bread can convey meaning quickly and conveniently when placed in front of a shop. A stop sign means stop even though the words may not be written out on the red octagon. Finally, gestures are actions, which are more difficult to describe because of their relationship with cultural perceptions. For instance, in some cultures, applauding in a theater provides performers with an auditory symbol of approval. In other cultures, applauding can mean that the performance was not well received.
Solution: Although speech is the most advanced forms of communication, there are many ways of communication without using speech. Signals, signs, and symbols may be found in every known culture. The basic function of a signal is to impinge upon the environment in such a way that it attracts attention. Unlike signals, which are coded, to refer to speech, signs contain meaning in and of themselves. Finally, gestures are actions, which are more difficult to describe because of their relationship with cultural perceptions. www.i20fever.com
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2. Unite Sentences: Adding words to put sentences together and showing the relationships between them is one way of summarizing the sources. Connecting words for clauses introduce a subject and a verb. Connecting words for phrases introduce a noun. There are several types of sentences connections.
a. Clauses of Addition And addition Moreover addition Penguins are the most highly specialized of all aquatic birds. Penguins may live for twenty years. • •
Penguins are the most highly specialized of all aquatic birds, and they may live for twenty years. Or Penguins are the most highly specialized of all aquatic birds; moreover, they may live for twenty years.
b. Clauses of Reversal But reversal However reversal Penguins may live for twenty years. Penguins have several obstacles to their survivals. • Penguins may live for twenty years, but they have several obstacles to their survival. • Or • Penguins may live for twenty years; however, they have several obstacles to their survival.
c. Clauses of Result
Phrase of Result
Although unexpected result because of + noun expected result Even though unexpected result Because expected result Since expected result When absolute scientific result 1. Both parents have brown eyes. Their children may be born with blue eyes. • • • •
Although both parents have brown eyes, their children may be born with blue eyes. Or Their children may be born with blue eyes although both parents have brown eyes. Even though both parents have brown eyes, their children may be born with blue eyes. Or Their children may be born with blue eyes even though both parents have brown eyes.
2. Their children are born with blue eyes. Both brown-eyed parents have recessive genes for blue eyes. •
• •
•
Because both brown-eyed parents have recessive genes for blue eyes, their children are born with blue eyes. Or Their children are born with blue eyes because both brown-eyed parents have recessive genes for blue eyes. Since both brown-eyed parents have recessive genes for blue eyes, their children are born with blue eyes. Or Their children are born with blue eyes since both brown-eyed parents have recessive genes for blue eyes. www.i20fever.com 31
d. Clauses of Contrast Phrases of Contrast Whereas, on the contrary in spite of + noun contradiction, Despite Many Native American tribes waged isolated battles against white settlers. Under Chief Tecumseh, the Shawnees tried to establish a confederacy to unify resistance against white settlers. • Whereas many Native American tribes waged isolated battles against white settlers, under Chief Tecumseh, the Shawnees tried to establish a confederacy to unify resistance against them. • Tecumseh’s fearless opposition. Tecumseh’s coalition was defeated at the Battle of Fallen Timbers. In spite of Tecumseh’s fearless opposition, his coalition was defeated at the Battle of Fallen Timbers. Or • Despite Tecumseh’s fearless opposition, his coalition was defeated at the Battle of Fallen Timbers. e. Descriptive Clauses Which not human Who human Magnesium is the lightest of the structural metals. Magnesium is important in engineering industries. • Magnesium, which is the lightest of the structural metals, is important in engineering industries. f. More Descriptive Clauses The bill was not passed until 1920.The bill allowed women the right to vote in the United States. • The bill that granted women the right to vote in the United States was not passed until 1920. g. Chronology Clauses Chronology Phrases While same time during same time Before earlier time After later time 1. The Romans invaded England. The Celts were living in England. • The Romans invaded England while the Celts were living there. Or The Romans invaded England during the Celtic occupation. 2. First the Iberians had been living in England. Then the Angles and Saxons came to England. • The Iberians had been living in England before the Angles and Saxons came there. Or • The Angles and Saxons came to England after the Iberians had been living there. h. Conclusion Clauses Therefore logical conclusion Thus logical conclusion 1. The amount of land cannot be increased. • The amount of water cannot be increased. 2. Efficient agricultural methods must be employed. • The amount of land and water cannot be increased; therefore, efficient agricultural methods must be employed. Or • The amount of land and water cannot be increased; thus, efficient agricultural methods must be employed.
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i. Introductory Verbal Modifiers (-ing and –Ed) -ing forms and –ed forms may be used as a verbal. Verbal function as modifiers. An introductory verbal modifier with –ing or –ed should immediately precede the noun it modifies. Otherwise, the relationship between the noun and the modifier is unclear, and the sentence is illogical. 1. Lindbergh designed his own plane, the Spirit of St. Louis. Lindbergh flew from Roosevelt field in New York to Le Bourget Field outside Paris. • Having designed his own plane, the Spirit of St. Louis, Lindbergh flew from Roosevelt Field in New York to Le Bourget Field outside Paris 2. The plane was designed by Lindbergh. The plane flew across the ocean with few problems. • Designed by Lindbergh, the plane flew across the ocean with few problems.
Practice Exercises on Summarizing: 1. Find Out The Main Theme: Locate the topic in the text. It answers the question: What is this reading/lecture/talk/conversation about? A topic is a word or phrase that says what the text is about. A topic sentence is a very general statement that includes the subject of the passage or lecture and also the way the author or speaker plans to develop the topic. Note: Sometimes you can paraphrase a topic sentence from the original reading or lecture, but sometimes you must create it yourself from several sentences in the original.
Exercise: The nuclear family consists of a mother, father, and their children, may be more an ideal than a reality. Although the so-called traditional family was always more varied than we had been led to believe, reflecting the very different racial, ethnic, class, and religious customs among different American groups, today the diversity is even more obvious. The most recent government census statistically reveal that only about one third of all current American families fits the traditional mold of two parents and their children, and another third consists of married couples who either have no children or have none still living at home. An analysis of remaining one third of the population reveals that about 20 percent of the total number of American households are single people, the most common descriptor being women over sixty-five years of age. A small percentage, about 3 percent of the total, consists of unmarried people who choose to live together, and the rest, about 7 percent, are single parents, with at least one child. There are several easily identifiable reasons for the growing number of single-parent households. First, the sociological phenomenon of single-parent households reflects changes in cultural attitudes toward divorce and also toward unmarried mothers. A substantial number of adults become single parents as a result of divorce. In addition, the number of children born to unmarried women who choose to keep their babies and rear them by themselves has increased dramatically. Finally, there are a small percentage of single-parent families that have resulted from untimely death. Today, these varied family types are typical and, therefore, normal. Moreover, because many families live far from relatives, close friends have become a more important part of family life than ever before. The vast majority of Americans claim that they have people in their lives that they regard as family although they are not related. A view of family that only accepts the traditional nuclear arrangement not only ignores the reality of modern American family life but also undervalues the familial bonds created in alternative family arrangements. Apparently, many Americans are achieving supportive relationships in family forms other than the traditional one.
Summary: Whereas, one third of the population consists of traditional nuclear family of two parents and their children, most Americans are either married couples with no children at home, single people, or single-parent households, many of whom have developed close friendships to replace extended family living at a distance.
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2. Identify The Major Points: A major point is almost directly stated. A major point has examples and details that refer to it. Generally, at the beginning of a new paragraph, there would be a major point. Inferences and conclusions or examples and details are usually not major points.
Exercise: The body of an adult insect is subdivided into three sections, including a head, a three-segment thorax, and a segmented abdomen. Ordinarily, the thorax bears three pairs of legs and a single or double pair of wings. The vision of most adult insects is specialized through two large compound eyes and multiple simple eyes. Features of an insectâ&#x20AC;&#x2122;s mouth parts are used in classifying insects into types. Biting mouth parts called mandibles, such as the mouth parts found in grasshoppers and beetles are common among insects. Behind the mandibles are located the maxillae or lower jaw parts, which serve to direct food into the mouth between the jaws. A labrum above and one below are similar to another animalâ&#x20AC;&#x2122;s upper and lower lips. In an insect with a sucking mouth function, the mandibles, maxillae, labrum, and labium are modified in such a way that they constitute a tube through which liquid such as water, blood, or flower nectar can be drawn. In a butterfly or moth, this coiled drinking tube is called the proboscis because it resemblance, in miniature, to the trunk of an elephant or a very large nose. Composed chiefly of modified maxillae fitted together, the insectâ&#x20AC;&#x2122;s proboscis can be flexed and extended to reach nectar deep in a flower. In mosquitoes or aphids, mandibles and maxillae are modified to sharp stylets with which the insect can drill through surfaces like human or vegetable membranes to reach juice. In a housefly, the expanding labium forms a sponge like mouth pad that it can use to stamp over the surface of food, sopping up food particles and juices. a. b. c. d. e. f. g. h.
An adult insect has a three-section body that includes a head, a thorax, and an abdomen. Mandibles are mouth parts that facilitate biting and usually include upper and lower labrum. A mouth pad similar to a sponge allows flies to attract crumbs and juice on the surface of food. Insects are classified according to their mouth parts, which are specialized for feeding. Insects are the most numerous creatures on the planet and also the most adaptable. A proboscis is a tube that stretches to penetrate flowers where nectar is stored. The three-part thorax usually has six legs and two or four wings attached to it. The pointed stylets of mosquitoes and aphids facilitate drilling through skin on plants and humans.
Solutions:
Choice A is a major point because the paragraph that follows includes details about each section. Choice B is a detail that describes one of the types of mouth parts. It refers to the major point about how insects are classified. Choice C is a detail that describes one of the adaptations of mouth parts. It refers to the major point about how insects are classified. Choice D is a major point because several types of mouth parts are explained in reference to this point. Choice E is true but it is not mentioned in the passage. Choice F is a detail that defines the term proboscis. It refers to the major point about how insects are classified. Choice G is a detail that refers to one of the body parts in the major point about the three-section body. Choice H is a detail that explains the purpose of one of the adaptations of mouth parts. It refers to the major point about how insects are classified.
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3. Use Original Organization: A summary should retain the same organization as the original passage/lecture. For example, if the passage explains the life cycle of a pine tree, then the organization is chronological. Your summary should also be organized in a chronological order. A good summary begins with the first major point and follows with each major point in the order that it appears in the original. Note: First, determine the organization of the reading or lecture then work with the list of major points you have discovered to produce the summary. You may leave some information out â&#x20AC;&#x201C;as long as it is irrelevant. It is very important that the summary must reveal the relationship between the major points.
Exercise: Although stage plays have been set to music since the era of the ancient Greeks when the dramas of Sophocles and Aeschylus were accomplished by lyres and flutes, the usually accepted date for the beginning of opera as we know it is 1600. As part of the celebration of the marriage of King Henry IV of France to the Italian aristocrat Maria de Medici, the Florentine composer Jacopo Peri produced his famous Euridice, generally considered to be the first opera. Following his example, a group of Italian musicians, poets, and noblemen called the Camerata revived the style of musical story that had been used in Greek tragedy. Taking most of the plots for their operas from Greek and Roman history and mythology, they began the process of crating an opera by writing a libretto or drama that could be used to establish the framework for the music. They called their compositions opera in musica or musical works. It is from this phrase that the word opera was borrowed and abbreviated. For several years, the center of opera was Florence in northern Italy, but gradually, during the Baroque period, it spread throughout Italy. By the late 1600s, operas were being written and performed in many places throughout Europe, especially in England, France, and Germany. However, for many years, the Italian opera was considered the ideal, and many non-Italian composers continued to use Italian librettos. The European form de-emphasized the dramatic aspect of the Italian model, however, introducing new orchestral effects and even some ballet. Furthermore, composers acquiesced to the demands of singers, writing many operas that were little more than a succession of brilliant tricks for the voice, designed to showcase the splendid vocal talent of the singers who had requested them. It was thus that complicated arias, recitatives, and duets evolved. The aria, which is a long solo, may be compared to a song in which the characters express their thoughts and feelings. The recitative, which is also a solo of sorts, is a recitation set to music, the purpose of which is to continue the story line. The duet is a musical piece written for two voices, a musical device that may serve the function of either an aria or a recitative within the opera.
Major points a. Three types of musical pieces in opera b. The first opera in Italy c. The growth of opera throughout Europe
4. The content should be accurate You will be evaluated not only on how well you use language to write a summary but also on how accurately you understand and report the content of the original. Note: Read and listen for meaning. When you have finished reading or listening, review the content. Ask yourself some basic questions. Include the questions that reporters use in their writing-who, what, when, where, why, how? The content may not include answers to all of the questions but, with practice, you will be able to identify the questions that are important to the current you have read or heard.
Exercise1: According to the controversial sunspot theory, great storms on the surface of the sun hurl streams of solar particles into space and eventually into the atmosphere of our planet, causing shifts in the weather on the Earth and interference with radio and television communications. A typical sunspot consists of a dark central umbra, a word derived from the Latin word for shadow, which is surrounded by a lighter penumbra of light and dark threads extending out from the center like the spokes of a wheel. Actually, the sunspots are cooler than the rest of the photosphere, which may account for their www.i20fever.com 35
apparently darker color. Typically, the temperature in a sunspot umbra is about 4000K, where as the temperature in a penumbra registers 5500 K and the granules outside the spot are 6000 K. Sunspots range in size from tiny grains to complex structures with areas stretching for billions of square miles. About 5 percent of all sunspots are large enough so that they can be seen from Earth without instruments; consequently, observations of sunspots have been recorded for thousands of years. They have been observed in arrangements of one to more than one hundred spots, but they opposite magnetic polarities. Furthermore, the strength of the magnetic field associated with any given sunspot is closely related to the spot`s size. Sunspots have also been observed to occur in cycles, over a period of eleven years. At the beginning of a cycle, the storms occur between 20 and 40 degrees north and south of the equator on the Sun. As, the cycle continues, some of the storms move closer to the equator. As, the cycle diminishes the number of sunspots decreases to a minimum, and they cluster between 5 and 15 degrees north and south latitude. Although there is no theory that completely explains the nature and function of sunspots, several models show scientists’ attempts to relate the phenomenon to magnetic field lines along the lines of longitude from the south poles of the sun. 1. What is the author’s main purpose in the passage? a. To describe the nature of sunspots b. To propose a model for cycles in the solar year c. To compare the umbra and the penumbra in sunspots d. To argue for the existence of magnetic fields in sunspots 2. Why are solar particles hurled into space? a. Undetermined causes on Earth b. Disturbances of wind on the sun c. Small rivers on the surface of the sun d. Changes in the Earth’s atmosphere. 3. How can we describe the effect of matter from the sun that enters the Earth’s atmosphere? a. It causes volcanic eruptions on the surface of the Earth. b. It affects changes in the weather patterns on Earth. c. It results in shadows across the Earth’s surface. d. It produces higher temperature on the Earth. 4. How would you describe most sunspots? a. A shadow encircled by bright and dark lines extending out like spokes in a wheel b. A bright wheel with a dark shadow that covers part of the spokes that extend out c. A wheel with alternating spokes of dark shadows and bright spaces in between d. A spoke of a wheel with a bright trail partially covered by a dark shadow 5. What does the author mean by the statement “Actually, the sunspots are cooler than the rest of the photosphere, which may account for their apparently darker color”? a. Neither sunspots nor the photosphere is hot. b. Sunspots in the photosphere do not have any color. c. The color of sunspots could be affected by their temperature. d. The color of sunspots could be affected by their temperature. e. The size of a sunspot affects its temperature. 6. In which configuration do sunspots usually occur? a. In one spot of varying size b. In a configuration of two spots www.i20fever.com 36
c. In arrangements of one hundred or more spots d. In groups of several thousand spots 7. How are sunspots explained? a. Sunspots appear to be related to pull of highly magnetic fields on the earth. b. Sunspots may be related to magnetic fields that follow longitudinal lines on the sun. c. Sunspots are explained by large storms that occur on the surface of the Earth. d. Sunspots have no theory or model to explain their occurrence or reappearance. 8. The sunspot theory is a. Not very important b. Widely accepted c. Subject to debate d. Relatively new
Short checklist for summaries:
Be brief Use the same organization as the original Include the major points Reports the content accurately Retain the original emphasis Paraphrase using your own words Maintain an objective point of view Avoid examples, analogies, digressions and rhetorical strategies. Do not directly quote from the original text It should be completely in your own words
Exercise2: Very few people in the modern world obtain their food supply by hunting and gathering in the natural environment surrounding their homes. This method of harvesting from nature`s provision, however, is not only the oldest known subsistence strategy but also the one that has been practiced continuously in some parts of the world for at least the last two million years. It was, indeed the only way to obtain food until rudimentary farming and very crude methods for the domestication of animals were introduced 10,000 years ago. Because hunter-gatherers have fared poorly in comparison with their agricultural cousins their numbers have dwindled, and they have been forced to live in the marginal wastelands. In higher latitudes, the shorter growing dependence on hunting and, along the coasts and water ways on fishing. The abundance of vegetation in the lower latitudes of the tropics, on the other hand, has provided a greater opportunity for gathering a variety of plants. In short, the environmental differences have restricted the diet and have limited possibilities for the development of subsistence societies. Contemporary hunter-gatherers may help us understand our prehistoric ancestors. We know from observation of modern hunter-gatherers in both Africa and Alaska that a society based on hunting and gathering must be very mobile. Following the food supply can be a way of life. If a particular kind of wild herding animal is the basis of the food for a group of people, those people must move to stay within reach of those animals. For many of the native people of the great of grazing foods, determined their way of life. For gathering societies, seasonal changes mean a great deal. While the entire community camps in a central location, a smaller party harvests the food within a reasonable distance from the camp. When the food in the area is exhausted, the community moves on to exploit another site. We also notice a seasonal migration pattern evolving for most hunter-gatherers, along with a strict division of labor between the sexes. These patterns of behavior may be similar to those practiced by humankind during the Paleolithic Period. Summary-1 By studying hunter-gatherers in today`s world, we can better understand the people from prehistoric times. In a hunter-gatherer society, the surrounding vegetation limits the dietary options. In addition, the length of the growing season restricts the amount of gathering that can be done and requires more hunting and fishing for www.i20fever.com 37
groups to survive. We note that groupsâ&#x20AC;&#x2122; people are now dependent upon hunting and gathering, it is the most ancient lifestyle, and perhaps the only way to subsist before agricultural communities arose during the past 10,000 years. Furthermore, men and women have specialized tasks. Competition with agricultural societies has crowded hunter-gatherers into harsh terrains. Summary-2 Although few people are now dependent upon hunting and gathering, it is the most ancient lifestyle and perhaps the only way to subsist before agricultural communities arose during the past 10,000years. Competition with agricultural societies has crowded hunter-gatherers into harsh terrains. In a hunter-gather society, the surrounding vegetation limits the dietary options, in addition, the length of the growing season restricts the amount of gathering that can be done and requires more hunting and fishing for groups to survive. By studying hunter-gatherers in today`s world, we can better understand the people from prehistoric times. We note the groups must follow the herds and travel to new sites where edible plants are in season. Furthermore, men and women have specialized tasks. Summary-3 Few people are now dependent upon hunting and gathering; however, it is the most ancient lifestyle, and perhaps the only to subsist before agricultural communities arose during the past 10,000 years. Competition with agricultural societies has crowded hunter-gatherers into harsh terrains. In my opinion, we should help these groups to learn how to grow their own crops so that they will not have to have limited diets and will not have to move to new sites where edible plants are in season. By studying hunter-gatherers in today`s world, we can better understand the people from prehistoric times, and that is good, but we should help them, too. Summary-4 Although very few people in the modern world obtain their food supply by hunting and gathering, this method is the oldest known subsistence strategy. Because hunter-gatherers have fared poorly, they have been forced to live in harsh environments with limited possibilities for their diet. By observation of modern hunter-gatherers, we know that people must move to stay with in reach of the herds they hunt. When the food in the area is exhausted, the community moves on to exploit another site. Summary-5 Few people are now dependent upon hunting and gathering, but it is the most ancient lifestyle, and perhaps the only way to subsist before agricultural communities arose during the continues to the present in some parts of the world. Modern hunter-gatherers provide us with information about prehistoric people. They probably moved to stay close to the herds they hunted and moved to take advantage of seasonal plants. Feedback on Summary-1 This is a good summary. The content is accurate, and all the major points are included. The problem here is that the writer did not follow the order in the original so the points are not in the same sequence and they are difficult to follow. Feedback on Summary-2 This is a good summary because it is brief, uses the same organization as the original, includes the major points, reports the content accurately, paraphrases using the summarizer`s own words, and maintains an objective point of view that does not include the opinions of the summarizing the original. Feedback on Summary-3 This is not really a summary of the original passage. Instead of a factual report, this paragraph includes opinions and judgments that the original author did not express. Feedback on Summary-4 This neither is nor paraphrased. Sentences are copied from the original. The summary would not be scored, and no credit would be assigned. This is the most serious problem in summarizing. Feedback on Summary-5 The problem in this summary is the emphasis. Too much attention is given to information in the first paragraph of the original reading, whereas points from the second paragraph are not included. Facts from the third and fourth paragraphs are only briefly mentioned.
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SYNTHESIZING Synthesizing is to combine two or more sources in order to create a new sentence. It is a process of ordering, recalling, retelling and recreating in to a coherent whole. It is probably the most complex support skill because it includes all the other skills that you have studied like note taking, paraphrasing, summarizing etc.
Together The putting
So as to form a whole
Of parts or
Elements
The six effective techniques for synthesizing to form a whole are as follows. 1. Identifying The Primary & Secondary Sources: At least two sources are required for a synthesis which can be called as primary source & secondary source. The primary source presents the major points and the secondary source provides additional information.
Primary Source Theory Definition Casestudy Cause Solution Opinion Advantages Idea
Secondary source Research study Example Concept Effect Problem Opposing opinion Disadvantages Comparison
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2. Get Organized: Use the skills about organization, before you begin your synthesis. Note: First, read the directions for your assignment or the question for your test. Ask yourself these questions: • What is the primary source? • What is the secondary source? • What is the task? Extension or contrast? • What is the specific relationship between the primary and secondary sources? 3. Clarify The Relationships: The relationship between the primary source and the secondary source is usually more specific than an extension or a contrast. Some of the most common relationships are listed in the chart below. Note: Using the chart below to help you, determine the specific relationship between the primary source and the secondary source.
Extension/agreement
Contrast/disagreement
Primary source
Secondary source
Concept Theory Definition Cause Problem Issue/situation Definition/example Issue/situation Opinion Advantages
Example/case study Research study/proof Example/characteristics Effect/result Solution Explanation/examples Comparison Comparison/contrast Contrasting opinion disadvantages
Exercise: •
Advantages: The advantages of cooperative learning in schools (Primary source) Disadvantages: The disadvantages of cooperative learning in schools (Secondary source)
•
Explanation: An explanation of theoretical linguistics (Primary source) Contrast: An explanation of applied linguistics (Secondary source)
•
Issue/Situation/problem: The eradication of diseases on a worldwide basis (Primary source) Solution/Example: The World Health Organization’s campaign against smallpox (Secondary source)
4. Analyze The Task: The wording of the question or the assignment will direct your thinking. Some words and phrases that refer to the secondary source demonstrate agreement and extension, but other words and phrases show disagreement and contrast. Occasionally neutral words are used. It is important to understand the meaning of these words and phrases in order to analyze the task. The way that you relate the secondary source to the primary source depends on these words. Note: Start your thinking by categorizing words in the question or assignment as extension words or contrast or neutral words. The following lists will help you
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Agreement/ extension
Disagreement/ contrast
add to Affirm Agree with Concur with Confirm Corroborate Prove Provide an example of Provide evidence for Reinforce Substantiate Support Validate Verify Cast doubt on Contradict Contrast with Counter Differ from Disagree with Discredit Disprove
Neutrality
Dispute Oppose Provide an alternative to Describe Explain List Outline Relate Summarize
include more evidence Maintain to be true Have the same opinion Have the same opinion Establish that something is true show the same evidence Show that something is true Give an illustration Give proof Make stronger Give proof Maintain a position Show the facts Show the truth Show uncertainly Maintain the opposite Show difference Show the opposite Show difference Give a different opinion Show that something is not true establish that something is wrong Argue that something is wrong Argue the opposite Give a different opinion
5. Summarize The Primary Source: You will often be asked to summarize the main points in the primary source and then relate the secondary source to it. Even if you are not asked to summarize the primary source, you should still begin by using your notes from the primary source. Note: After you have taken notes on both the sources, direct your attention to the notes for the primary source. If the directions for your assignment or the question for your test instruct you to summarize the primary source, begin with a summary, using your notes. 6. Include The Secondary Source: From the above techniques we can clearly understand that a synthesis will not be completed unless information from the secondary source is includes in it. It is also clear that the relationship between both sources must be clarified. Note: Proof read your synthesis. Look for information from both the primary and secondary source.
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Exercise: 1. Primary source: Reading: A biogeography realm is a land mass. Secondary source: Lecture A biome is a major regional ecosystem. Use transition sentence to connect one concept with another concept in a comparison. 2. Primary source: Reading Innovations in industrial production in the 19th century Secondary source: Lecture Henry Ford’s assembly line Use transition sentence to connect a concept with an example. 3. Primary source: Lecture Advantages of stone for sculpture Secondary source: Reading Secondary source: Lecture Disadvantages of stone for sculpture Use transition sentence to connect the advantages with the disadvantages.
Solutions: 1. Transition sentence to connect one concept with another concept in a comparison. In comparison a biome is a major regional ecosystem. According to the lecturer…. 2. Transition sentence to connect a concept with an example. An example of an innovation in industrial production in the 19th century is Henry Ford`s assembly line. According to the lecturer… 3. Transition sentence to connect the advantages with the disadvantages. On the other hand, stone has several disadvantages. According to the reading…… From the above exercises we can understand the importance of transition words and phrases to connect primary source with information from the secondary source. Note: Learning some patterns to form transitional sentences can be helpful. 7. Transitional words and expressions: They help in carrying an idea forward or backward. They also act as markers in a passage. The following list presents some of the more common expressions, categorized according to the meaning. (Some words are listed in more than one category because their meaning varies with context.) Addition: and, again, too, also, in addition, further, furthermore, moreover, besides Cause And Effect: therefore, consequently thus, accordingly, as a result, hence, then, so Comparison: similarly, likewise, by comparison Concession: although, to be sure, granted, of course, it is true, to tell the truth, certainly, with the exception of, although this may be true, even though, naturally Contrast: but, however, at the same time, in contrast, on the contrary, on the other hand, yet, nevertheless, after all, in spite of, conversely, still Example: for example, for instance, one case of Time: afterward, later, earlier, subsequently, at the same time, immediately, this time, until now, shortly, currently, lately, in the meantime Place: elsewhere, here, above, below, farther on, there, beyond, nearby, opposite to, around Clarification: that is, in other words, in simpler terms, to put it differently, simply stated, partly Sequence: first, second, third [(NOT) firstly, secondly, and so on], next, finally, following, then, in time Summary: in conclusion, to conclude, to summarize, in brief, in short
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Example: Go through the transitional words and phrases in the following paragraph which are italicized. Your only reason for starting your own business, in the first place, is to work for yourself and to make money. In other words, you are ambitious, desire a good income, and are eager to climb the ladder to success. Your success will depend on your goals, your skills, and your determination. However, your formula for success must be put into practice. Therefore, get started! Later, youâ&#x20AC;&#x2122;ll be able to look back at this time in your life and realize that, right now, youâ&#x20AC;&#x2122;ve made a decision that has started you on the road to financial security and personal independence. TIPS:
In order to accomplish a complex task, follow these steps 1. 2. 3. 4. 5. 6. 7. 8.
Identify the primary source. Identify the secondary source. Determine the specific relationship between the two sources. Synthesize the two sources. Decide whether the task is an extension or a contrast. Create a transitive word to connect the primary source to the secondary source. Likewise, summarize the secondary source while making references to the primary source. Follow the time limits
SKIMMING & SCANNING Skimming involves searching for the main ideas by reading the first and last paragraphs, noting other organizational cues, such as summaries, used by the author. Scanning involves running your eyes down the page looking for specific facts or key words and phrases. Skimming and scanning are particularly valuable techniques for studying scientific textbooks. Science writers pack many facts and details closely together, and students react by shifting their reading speeds to the lowest gear and crawling through the material. Notwithstanding the fact that science textbooks are usually wellorganized, with main points and sub-topics clearly delineated, the typical student ignores these clues and plods through the chapter word-by-word, trying to cram it all in. It is precisely these characteristics, organization and density of facts per page that make it so vital that you employ skimming and scanning techniques. To successfully master a science test, you must understand thoroughly the major ideas and concepts presented. Without such a conceptual framework, you will find yourself faced with the impossible task of trying to cram hundreds of isolated facts into your memory. Thus, a preliminary skimming for the main ideas by using the author's organization cues (topic headings, italics, summaries, etc.) is a vital preliminary step to more intensive reading and maximum retention. It will provide a logical framework in which to fit the details. Similarly, scanning skills are valuable for several purposes in studying science. First, they are an aid in locating new terms, which are introduced in the chapter. Unless you understand the new terms, it is impossible to follow the author's reasoning without dictionary or glossary. Thus a preliminary scanning of the chapters will alert you to the new terms and concepts and their sequence. When you locate a new term, try to find its definition. If you are not able to figure out the meaning, then look it up in the glossary or dictionary. (Note: usually new terms are defined as they are introduced in science texts. If your text www.i20fever.com
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does not have a glossary, it is a good idea to keep a glossary of your own. Record the terms and their definition or the line number where the definition is located. This is an excellent aid to refer to when you are reviewing, as it provides a convenient outline of the course). Secondly, scanning is useful in locating statements, definitions, formulas, etc. which you must remember completely and precisely. Scan to find the exact and complete statement of a chemical law- the formula of a particular compound in chemistry, or the stages of cell division. Also, scan the charts and figures, for they usually summarize in graphic form the major ideas and facts of the chapter. If you practice these skimming and scanning techniques prior to reading a text you will find that not only will your intensive reading take much less time, but that your retention of the important text details will greatly improve.
GLEANING &SKIPPING Gleaning is taking necessary information from the passage which gives the central theme and details of the passage. You are gleaning the information that you want and taking only the tidbits that jump out at you without actually reading every single letter. You will scroll very quickly through text, scanning the page and stopping only to read small and relevant segments. The eyes skim through the material and comprehension is formed within the brain. Most speed readers use this method to increase their speed and comprehension level. Gleaming is useful in fact and detail questions. This strategy helps readers reflect and glean important information and deepen understanding through questioning. • • • •
Read an informational text Write down any facts that you learned, questions you have, or responses on a note Make your notes in a column/ chart. Reflect on the questions. Were some of them answered in the text? In your head? Or do you need to do some further research?
Skipping is not to read every word on the page. A speed reader may skip some words as it has little overall consequence to the meaning. Skipping can be used as a pre reading skill. As a result of pre-reading, you can determine which lines/words you can skip altogether. Sometimes a reader finds that s/he is reading information already known to him/her. At some point, those lines and words can be just skipped altogether. Although it sounds counter-intuitive, skipping can actually increase overall comprehension. Typically, students become bored when they keep rereading the same material. By skipping through material that is already familiar, you keep the pace fresh so that your mind doesn't wander. Here are some typical words/lines that you can skip: • • •
Discussion of the basis of a rule that has already been discussed in a previous paragraph. Ancillary concepts that is not relevant to the topic being discussed. Examples of a principle that you already understand.
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IV. READING SECTION INTRODUCTION Reading section of the TOEFL measures your ability to read and understand passages from various texts. You will be tested on your comprehension of major ideas, important information, vocabulary, and relationships among ideas in the passages. The passages are about 600—700 words in length. There are two formats for the Reading section. On the short format, you will respond to three passages. On the long format, you will respond to five passages. After each passage, you will answer 12—14 questions on it. Only three passages will be graded. The other passages are part of an experimental section for future tests. Because you don’t know which passage will be graded, you must try to do your best on all of them. Most questions are worth one point, but the last question in each passage is worth more than one point.
Reading Text
No. of Passages
Time
Short Format
3 Passages
20 minutes each
Long Format
5 Passages
20 minutes each
Passage Length
No. of Questions
600—700 each 600—700 each
12—14 each 12—14 each
words words
questions questions
Reading Skills (Reading Question Types): Skill
No. of Questions
Understanding Facts and Details
8 – 10
Identifying Negative Facts
2–3
Locating Referents
2–3
Understanding Vocabulary in Context
8 – 10
Making Inferences
3
Determine Purpose
3
Recognizing Paraphrases
3
Recognizing Coherence
3
Summarizing Important Ideas
2–3
Organizing Information
1
Total Number of Questions
The Frequency Of The different levels of difficult Questions: Average High 1—2 questions 3—4 questions
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Very High 5+ questions
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Structure Of The Passage: Following the structure of the passage is very helpful. The organization of the passage gives us the purpose of the speaker, the problem, cause, effect and solution of the essay.
Introductory paragraph/line: Give the theme and writers point of view. Exposition/body: Displays argument; background, contrast, illustrations and examples (Can be skimmed or gleaned).
Concluding paragraph/lines:
Final statement which is very important, it summarizes the passage.
Following Are the Different Types of Questions Explained With an Example: PRODUCERS, CONSUMERS, AND DECOMPOSERS
Organisms that are capable of using carbon dioxide as their sole source of carbon are called autotrophs (self-feeders), or producers. These are the plants. They chemically fix carbon through photosynthesis. Organisms that depend on producers as their carbon source are called heterotrophy (feed on others), or consumers. Generally, these are animals. From the producers, which manufacture their own food, energy flows through the system along a circuit called the food chain, reaching consumers and eventually decomposers. Ecosystems generally are structured in a food web, a complex network of interconnected food chains, comprising both strong interactions and week interactions between species in the food web. Primary consumers feed on producers. [A] Because producers are always plants, the primary consumer is called an herbivore, or plant eater. A carnivore is a secondary consumer and primarily eats meat. [B] A consumer that feeds on both producers (plants) and consumers (meat) is called an omnivore. [C] Decomposers are the link in the chain. They renew the entire system by releasing inorganic materials from organic debris. [D] Decomposers are bacteria and fungi that digest and recycle the organic debris and waste in the environment. In addition, the detritus feedersâ&#x20AC;&#x201D;worms, mites, termites, centipedes, and othersâ&#x20AC;&#x201D;participate like a small army of workers. Waste products, dead plants and animals, and other organic remains are the principal food source for all these detritivores. Inorganic compounds are released in the process and the cycle continues. An example of a complex community is the oceanic food web that includes krill, a primary consumer. Krill is a shrimplike crustacean that is a major food for an interrelated group of organisms, including whales, fish, seabirds, seals, and squid in the Antarctic region. All of these organisms participate in numerous other food chains as well, some consuming and some being consumed. Phytoplankton begins this chain by harvesting solar energy in photosynthesis. Phytoplanktons are eaten by herbivorous zooplankton such as krill and other organisms. Krill are eaten by consumers at the next trophic level. Because krill are a protein-rich, plentiful food, increasingly factory ships seek them out, such as those from Japan and Russia. The annual krill harvest currently surpasses a million tons, principally as feed for chickens and livestock and as protein for human consumption.
Efficiency in a Food Web Any assessment of world food resources depends on the level of consumer being targeted. Let us use humans as an example. Many people can be fed if wheat is eaten directly. However, if the grain is first fed to cattle (herbivores) and then we eat the beef, the yield of available food energy is cut by 90% (810 kg of grains is reduced to 82 kg of meat); far fewer people can be fed from the same land area. In terms of energy, only about 10% of the kilocalories (food calories, not heat calories) in plant matter survive from the primary to the secondary tropic level. When humans consume meat instead of grain, there is a further loss of biomass and added inefficiency. More energy is lost to the environment at each progressive step www.i20fever.com
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in the food chain. You can see that an omnivorous diet such as ours is quite expensive in terms of biomass and energy. Food web concepts are becoming politicized as world food issues grow more critical. Today, approximately half of the cultivated acreage in the United States and Canada is planted for animal consumption—beef and dairy cattle, hogs, chickens, and turkeys. Livestock feed includes approximately 80% of the annual corn and non-exported soybean harvest. In addition, some lands cleared of rain forest in Central and South America was converted to pasture to produce beef for export to restaurants, stores, and fast-food outlets in developed countries. Thus, lifestyle decisions and dietary patterns in North America and Europe are perpetuating in efficient food webs, not to mention the destruction of valuable resources, both here and overseas. Clearly, some food webs are exceptionally simple, such as eating grains directly, whereas others are more complex. The home gardener’s tomatoes may be eaten by a tomato hornworm, which is then plucked off by a passing Robin, which is later eaten by a hawk—and so it goes, in endless cycles. Glossary: Phytoplankton: a plant that lives in the sea and produces its own energy source Trophic level: category measured in steps away from the energy input in an ecosystem
Type-1: True/False A True-False problem asks you to identify the true statement. Choose from four sentences. •
Points—1 Frequency Level—Average According to paragraph 1, which of the following is true about autotrophs? Paragraph 1 is marked with an arrow [→] a. They use a chemical process to produce their own food b. They require plant matter in order to survive. c. They need producers to provide them with carbon. d. They do not interact with other organisms in the food chain.
Type-2: Vocabulary A vocabulary problem asks you to choose a general synonym. Choose from four words or phrases. Points –1 Frequency Level—Very high • The word sole in the passage is closest in meaning to a. Major b. Steady c. Only d. Ideal
Strategy:
There are many shades to a word Look only for the contextual meaning Transitions ,appositions, surrounding sentences help Look for contrast & comparison words Knowledge of prefixes, suffixes, roots help in guessing & in eliminating
Type-3: Terms A Terms problem asks you to explain a word that is specific to the reading passage. Choose from four definitions. Points –1 Frequency Level – Average www.i20fever.com
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•
Based on the information in paragraph 1, which of the following best explains the term “food web” a. Energy manufactured by producer organisms in the food chain b. Another term that defines the food chain c. An interactive system of food chains d. Primary and secondary consumers in the food chain
Type-4: Inference An Inference problem asks you to draw a conclusion based on information in the passage. Choose from four possibilities. Points—1 Frequency Level – Very high • It may be concluded that human beings are omnivores because a. People feed on producers for the most part b. People are usually tertiary consumers c. People generally eat both producers and consumers d. Most people are the top carnivores in the food chain
Strategy: Infer means to understand unwritten or unstated ideas based on logic and detail But it is derived from written detail Look for information that supports the stated fact
Watch Out For:
Logically impossible ideas Restated forms( not related to the question) Distorted facts, sequence, time and place Articles, prepositions and tenses they can alter the meaning
Type- 5: Purpose A Purpose problem asks you to understand why the author organizes a passage or explains a concept in a specific way. Choose from four reasons. Points—1 Frequency Level – Average • Why does the author mention krill in paragraph 4? a. To suggest a solution for a problem in the food chain b. To provide evidence that contradicts previously stated opinions c. To present an explanation for the killing of krill d. To give an example of a complex food web
Strategy: Determine the purpose of a phrase or word Understand the rhetorical function of: • a word, • a phrase or • a sentence • in relation to the passage Type 1- the purpose behind a particular idea (why ) Type 2- justifying the use of a structure (how) The correct choice refers to a fact from the passage which is related to the question Watch out for distorted/altered information from the passage
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Type 6: Paraphrase A Paraphrase problem asks you to choose the best restatement. Choose from four statements. Points—1 Frequency Level – High • Which of the sentences below best expresses the information in the highlighted statement in the passage? The other choices change the meaning or leave our important information. a. Part of the one million tons of krill harvested annually is used for protein in animal feed. b. Livestock and chickens as well as humans eat krill as a main part of their diets. c. The principal use of krill is for animal feed, although some of the one million tons is eaten by people. d. More than one million tons of krill is eaten by both animals and humans every year.
Strategy: Paraphrasing is the restatement of the given idea in new words/new sentence but, the meaning remains true to the original sentence Synonyms, idioms, phrases can help The right choice will have all the ideas present in the highlighted sentence
Type 7: Detail A Detail problem asks you to answer a question about a specific point in the passage. Choose from four possible answers. Points—1 Frequency Level – Very high • According to paragraph 7, how much land is used to grow crops for animal feed? Paragraph 7 is marked with an arrow [→] a. 80 percent of the acreage in Europe b. Most of the rain forest in Central America c. 50 percent of the farm land in Canada and United States d. Half of the land in North and South America
Strategy:
Comprehension of key facts in the passage Read the questions carefully Identify the idea not the specific word or vocabulary Look for a synonym or different part of speech since the question can be restated Scan quickly to eliminate the impossible choices Follow the directions if they are given otherwise, follow the outline(notes)
Type 8: Cause A Cause type question asks you to explain why something in the passage occurred. Choose from four reasons. Points—1 Frequency Level – Average • According to paragraph 7, food webs are inefficient because Paragraph 7 is marked with an arrow [→] a. Consumers in developed nations prefer animal protein b. Politicians are not paying attention to the issues c. There are not enough acres to grow crops efficiently d. Too much of the corn and soybean harvests are exported
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Type-9: Reference A Reference problem asks you to identify a word or a phrase in the passage that refers to a pronoun. Choose from four words or phrases in the passage. Points—1 Frequency Level – High • The word others in the passage refers to a. Resources b. Food webs c. Grains d. Cycles
Strategy:
Identify the pronoun A pronoun is used in the place of noun, phrase or clause to avoid repetition The neighboring words and sentences are the clues Get a clear picture of what is happening before and after the referent
Type-10: Opinion An Opinion problem asks you to recognize the author’s point of view. Choose from four statements. Points—1 Frequency Level – Average • Which of the following statements most accurately reflects the author’s opinion about food issues? a. Too much grain is being exported to provide food for developed nations. b. More forested land needs to be cleared for food production in developing nations. c. Food choices in developed nations are very costly in terms of the environment. d. More animal protein is needed in the diets of people in developing nations.
Type-11: Insert An Insert problem asks you to locate a place in the passage to insert a sentence. Choose from four opinions marked with a square. Points—1 Frequency Level – High • Look at the four squares [ ] that show where the following sentence could be inserted in the passage. A tertiary consumer eats primary and secondary consumers and is referred to as the “top carnivore” in the food chain. Where could the sentence best be added? [B] Click on a square [ ] to insert the sentence in the passage
Strategy: Check for the logical connections between the sentences You can then read the passage with the added sentence and check to see if this is best place to put the sentence. You can try putting the sentence at any square until you are satisfied that the passage reads logically and coherently. Certain word or phrases called transitions are clues to connect ideas and control the order of sentences. Some commonly used transitions are Addition: Also, another, Other, First, Second Contrast: Although, However, in contrast, Such as Example: for example, for instance, including, Such as Cause/Result: because, consequently, therefore, Thus
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Type -12: Exception An Exception problem asks you to select a statement that includes information NOT in the passage. Choose from four sentences. Points—1 Frequency Level – Average • According to the passage, all of the following characteristics describe producers EXCEPT a. Producers serve as food for consumers. b. Producers make their own food. c. Producers form the first trophic level. d. Producers include bacteria and fungi.
Strategy:
Look for facts or details not mentioned in the passage Scan the passage for key facts facts can be clubbed Read the relevant part closely Read the choices closely Watch out for synonyms, paraphrases A clear understanding of grammar helps
Type-13: Classification A Classification problem asks you to match phrases with the category to which they refer. Choose phrases for two or three categories. Two phrases will not be used Points—1—4 points for seven choices 1 point for 4 correct answers 2 points for 5 correct answers 3 points for 6 correct answers 4 points for 7 correct answers points—1—3 points for five choices 1 point for 3 correct answers 2 points for 4 correct answers 3 points for 6 correct answers Frequency Level – Average • Directions: Complete the table by matching the phrases on the left with the headings on the right. Select the appropriate answer choices and drag them to the type of organism to which they relate. Two of the answer choices will NOT be used. This question is worth 4 points. To delete an answer choice, click on it. To see the passage, click on View Text. Answer choices [a] Depend upon photosynthesis to survive [b] Has a weak interaction among species Producers Consumer Decomposers [c] Generally consists of animal life forms • [c] • [a] • [e] [d] Include both herbivores and carnivores • [h] [e] Form the last link in the food chain • [d] • [g] [f] Eat meat as one of its primary food sources • [f] [g] Feed on dead plants and animals [h] Are always some variety of plant life? [i]Made exclusively of inorganic materials
Strategy: Select the appropriate sentences from the answer choices and match them to the type of that they describe. Some of the answer choices may not be used. An answer choice may be incorrect because it is • Inaccurate or untrue according to the passage; or • Irrelevant or not mentioned in the passage www.i20fever.com
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Type-14: Summary A Summary problem asks you to complete a summary of the passage. Choose three sentences from six choices. Three sentences will not be used. Points—1—2 1 point for 2 correct answers 2 points for 3 correct answers Frequency Level – Average • 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 The food web is comprised of producers, consumers, and decomposers, which interact in endless cycles. • [a] • [b] • [c] Answer choices [a] Consumers, primarily animals, feed on producers, plants which manufacture their own food sources through photosynthesis. [b] Decomposers digest and recycle dead plants and animals, releasing inorganic compounds into the food chain. [c] Since more energy is depleted into the environment at each level in the food chain, dietary choices affect the efficiency of food webs. [d] Among consumers, human beings are considered omnivores because they eat not only plants but also animals. [e] An example of an undersea food web includes phytoplankton, krill, and fish as well as birds, seals, and whales [f] Rain forests are being cut down in order to clear pastureland for cattle that can be exported to countries with fast-food restaurants.
Strategy: Questions on summarizing the information, a few answer choices may be incorrect because they: – Are minor ideas or supporting details instead of major ideas – They are in accurate or untrue according to the passage; – They are irrelevant or not mentioned in the passage – Select only the main points and core point
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SPEED BREAKERS / TIPS To Read and answer better overcome the speed breakers Speed Breaker -1 Regression- repeatedly reading The same line is to REGRESS. Avoid it New words &Phrases-locate the contextual meaning,
Speed Breaker -2 Questions misunderstood- Facts, Ideas mentioned in the passage but not related to the question read clearly Unmentioned ideas combined with repeated ideas &words give incorrect implications-read clearly
Speed Breaker -3
Answer choices rearranged to state ideas incorrectly-don’t be in haste Negative formations and antonyms –don’t be in haste Distorted/altered information, both in Qs & As- read with clarity
Speed Breaker -4 Repeated words can mislead-understand the question Previous knowledge on the topic -The right answer is the one which is based on the writer’s point of view not your own
THE EFFECTIVE WAY TO READ • • • • • • • • • • • • • • •
•
Begin the section by actively reading the passage. Get an impression of the topic like the main ideas, the organization of the passage. Next preview the text; first read the title, the headings, and subheadings, and highlighted words and sentences. Do it in one reading. To get an impression, read the first two or three sentences of the paragraph and the first sentence of each paragraph after that. Note the key words and phrases repeated throughout the passage. Make Inferences: inferences are the logical conclusions based on evidence in the passage or the author’s view point. Locate the evidence Draw conclusions For questions, that ask you for inferences or conclusions, eliminate the answer choices that you cannot reasonably infer from the information in the passage. Use Context:Before you can use a context, you must understand what a context is in English, a context is the combination of vocabulary and grammar that surrounds a word. It helps in making general predictions on passive words and idiomatic constructions. Reinforce your vocabulary by doing the i20fever’s TOEFL vocabulary exercises. (Dictionaries and other aids are not permitted in the room. You must know some of the words in order to have a context for them) Skim: Skimming is to race through the text to get the overview or the general information. Scan: To scan is to let your eyes travel quickly over a passage in order to find something specific. Read the questions and look for a reference by scanning. The paraphrased sentences and the vocabulary words on the TOEFL are shaded to help you find them. Make Connections: Your mind makes connections among the various points in the passage. Sometimes, this will happen when you are reading a word or a phrase and it refers back to a previous point in the passage. On the TOEFL, one question requires you to insert a sentence at the most logical place in a passage. In this case you are connecting a new sentence with the ideas in the passage. Active readers always think about how the next sentence fits in with what they have already read. www.i20fever.com
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Reading Strategies/Sub Skills: • • • • • • • • • • • •
While reading do not move your lips Do not repeat the words in your mind. Keep your eye sight at the center of the line. Avoid moving your head while reading. Try to take more than three words at a stretch. Identify major ideas and distinguish them from minor ideas. Identify the purpose of the passage. Find out specific details. Determine the meaning from the context. Look for emotional words, and transition. Understand the question and identify exactly what each question wants to know When a question asks about the specific information, try to scan the information with the aid of the keyboard, rather than bluntly searching for the answers. Sometimes computer will highlight a part of the text to help you scan a specific place in the text.
SQ4R Finally, read with comprehension while reading the texts. For this you just have to SQ4R to become well read and well informed! Survey -Look at pictures, photos, maps, bold print, captions, and headings to help you form an idea of the topic and purpose of the written text. Question- Pretend you are interviewing the author(s) of the written text. Based upon what you surveyed, what questions do you want to ask the author(s)? Write your questions next to the pictures, photos, maps, bold print, captions, and headings. Read -Read the text. Use a pencil or pen to mark the text (Do not use a highlight marker!). Underline, star, or flag vocabulary words or ideas that you think are important. Respond -As you read, try to find the answers to the questions you asked. Remember, as you read, you might ask more questions. Be sure to write your answers in the margins.
Review- When you finish reading, review the written text. Can you answer the questions that you asked? Do you understand everything about the written text? If the author(s) were sitting next to you, what other questions would you ask? Reflect- Close the text. Think about what your have read. Discuss the main points with someone. Do you agree or disagree with the author(s)? What surprised you about the written text? What did you find to be interesting? What did you find to be confusing? What did you learn?
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PREFIXES The following are some of the prefixes which help the students to answer the questions related to vocabulary. Prefix
Meaning
Examples
Ab
Away, from
Abolish, abnormal, abstract
To, toward
Advance, admire, adhere
Good
Benefit, benevolence, bonus
With ,together
Cooperate, compose, convene
Down, from, away
Descend, derive, dehydration
In, into, on
Invade, immigrate, impose
Within, inside
Introspection, intravenous
Small
Microchip, microscope
Beside, alongside
Parallel, paraphrase, paragraph
Apart, aside
Separate, secede, segregate
Time
Chronicle, anachronism
Believe
Credit, incredible, creed
Lead
Duct, introduce, reduction
Make, do
Factory, manufacture, effect
Writ, draw
Graphic, photography, grammar
Word, study
Logic, catalog, psychology
Move
Automobile, emotion, remove
Sound
Microphone, supersonic
City
Metropolis, politics, police
Put, place
Postpone, position, deposit
Right, straight
Correct, rectangle, rectify
Heat
Thermometer, hypothermia
Come
Convention, intervene
See
Video, visit, invisible
Alive, life
Vivid, revive, vitamin
Call, voice
Vocal, vocabulary, revoke
Ad Bene Co-,c0m-, con-, De In-, imIntro-,intra-, Micro Para SeChron Cred -duc-,-duct-fact, -fect-graph,-gram-log-, -ology-mob-, -mot-, -phon-, -son-polis-, -polit-pon-, -pos-rect-therm-ven-, -vene-vid-, -vis-viv-, -vita-voc-, -vok-
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READING EXERCISE Exercise 1 Reading 1 Black Holes Read the passages and choose the best answer to each question. Answer all questions about a passage on the basis of what is stated or implied in that passage. Nothing in the history of modern astronomy has excited as much speculation as the object, or event, known as a black hole. Black holes have provided endless imaginative fodder for science fiction writers and endless theoretical fodder for astrophysicists. They are one of the more exotic manifestations of the theory of general relativity, and their fascination lies in the way their tremendous gravity affects nearby space and time. A black hole is very simple in structure: it has a surface--the event horizon-and a center-the singularity. Everything else is gravity. The standard model for the formation of a black hole involves the collapse of a large star. The imaginary spherical surface surrounding the collapsed star is the event horizon--an artificial boundary in pace that marks a point of no return. Outside the event horizon, gravity is strong but finite, and it is possible for objects to break free of its pull. However, once within the event horizon, an object would need to travel faster than light to escape.
Black hole
Singularity
For extremely massive stars, the exclusion principle-the resistance between the macular particles within the star as they are compressed-will not be strong enough to offset the gravity generated by the star's own mass. The star's increasing density will overwhelm the exclusion principle. What follows is runaway gravitational collapse. With no internal force to stop it, the star will simply continue to collapse in on itself. Once a collapsing star has contracted through its event horizon, nothing can stop it from collapsing further until its entire mass is crushed down to a single point-a point of infinite density and zero volume-toe singularity. The star now disappears from the perceivable universe, like a cartoon character that jumps in to a hold and pulls the hole in after him. What this process leaves behind is a deterrent kind of hole-a profound disturbance in space-time, a region where gravity is, so intense that nothing can escape from it. Any object falling within the boundary of a black hole has no choice but to move inward toward the singularity and disappear from our universe forever. Moreover. a black hole can never be plugged up or filled in with matter: the more matter that is pound into a black hole the bigger it gets. A What would happen to objects, such as astronauts, as they vanished into a black hole? B Physicists have been amusing themselves with this question for years, and most believe that the intense gravitational forces would rip apart the astronauts long before they were crushed at the singularity. C Theoretically, any astronauts who mortgaged to survive the passage would encounter some very strange things. D For instance, they would experience acute time distortion, which would enable them to know, in a few brief seconds, the entire future of the universe. Inside a black hole, space arid time are so warped that the distance from the event horizon to the singularity is not a distance in space in the normal sense that we can measure in kilometers. Instead, it becomes a distance in time. The time www.i20fever.com
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it takes to reach the singularity from the event horizon-as measured by someone falling in-is proportional to the mass of the black hole. The only way that astronauts would know whether they had crossed the event horizon would be if they tried to halt their fall and climb out again by firing their engines enough to push themselves back from the center of the hole. However, because of the time warp, if the astronauts tried to do this, they would reach the singularity faster than if they had left their engines off. Moreover, since they could get no farther once they reached the singularity, this point would mark the end of time itself. 1. The word fodder in paragraph I is closest in meaning to a. material b. stones c. support d. problems 2. What happens to an object that falls路 within the event horizon of a black hole? a. Object changes shape until it is spherical. b. The object is pushed from the hole at the speed of light. c. The object cannot escape the black hole's gravity. d. The object explodes into particles that drift into space. 3.The opposing force between the. molecular particles inside a star is called a. general relativity b. the exclusion principle c. infinite density d. the singularity 4. The word runaway in paragraph 3 is closest in meaning to a. frequent b. long-term c. uncontrolled d. slow-paced 5. Why does the author mention a cartoon character in paragraph 4? a. To illustrate the complete disappearance or a collapsing star b. To warn of the danger of being sucked in to a black hole c. To point out a humorous phenomenon in astrophysics d. To announce the creation 01 a cartoon about black holes 6. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 4 incorrect choices change the meaning in important ways or leave out essential information. a. The collapse of a star creates a black hole, a distortion of space and time with gravity strong enough to pull in any nearby object. b. Several different kinds of black holes exist, but the most powerful are those that result in an interchange of space and time. c. Behind every black hole is a different type of hole that is even more disturbing to cur current beliefs about gravity, space, and time. d. The process of black hole formation occurs only in regions of space where gravity is the predominant physical force.
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7. Astronauts who fell into a black hole would probably experience all of the following EXCEPT a. distortion of space and time b. traveling faster than light c. knowledge of the universe d. strong gravitational forces 8. What can be inferred paragraph 6 about the distance between the event horizon and the singularity? a. The distance increases and decreases continuously. b. The distance is more than several trillion kilometers. c. The distance cannot be traveled in less than a year. d. The distance is related to the size of the black hole. 9. The phrase this point in paragraph 7 in refers to a. the event horizon b. firing their engines c. the time warp d. the singularity 10.Look at the four squares, A, B, C, and D, which indicate where the following sentence could be added to the passage. Where would the sentence best fit? A few believe that the astronauts would explode in a flash of gamma rays as they approached the singularity. 11. An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that arc not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Black holes fascinate us because of the effect they have on space and time. a.
Black holes are thought to form when a large star collapses inward on itself to a point of infinite density and zero volume. b. Both scientists and science fiction writers have developed theories and written accounts of black holes. c. A black hole consists of a surface called the event horizon, a strong gravitational force, and a center called the 3ingularity. d. Depending on a star's mass, it may evolve into a white dwarf collapse into a black hole, or explode as a supernova. e. Astronauts can escape a black hole only if they fire their engines before they get too close to the singularity. f. An object falling within the event horizon will be pulled inward and experience a time warp as it approaches the singularity.
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Exercise1 Reading 2 The Print Revolution For more than five thousand years, from the dawn of civilization in Mesopotamia and Egypt, people in the west wrote by hand. Imperial decrees, sacred scriptures, commercial transactions, private letters-all required the skills of a select group of scribes, clerks, or monks. In Korea and China, however, mechanical printing using carved wooden blocks had been introduced by A.D. 750. Moveable type, using characters make of baked clay, was invented in China in the eleventh century. But the Chinese continued to prefer block printing well into the modern period. Written Chinese consists of thousands of ideographic characters. The labor of creating, organizing, and setting so many different bits of type made it much simpler to cut individual pages from a single wooden block. European languages, which can be written with fewer than a hundred characters, were much better adapted to printing with moveable, reusable type. It appears that the Mongol armies brought examples of Chinese printing-the Venetian Marco Polo described seeing paper money during his travels-to west Asia and Europe at the end of the thirteenth century. In the early fourteenth century, Europeans began using block printing techniques to produce religious images, short prayers, and even decks of playing cards. As with Chinese printing, European block printing was a slow and expensive process for printing large numbers of varied texts. The print revolution had to wait another century, until the innovations of the German goldsmith Johann Gutenberg (ca.1399-1468). Gutenberg drew on his knowledge of metallurgy to devise a lead-tin-copper alloy that could be cast into durable, reusable type. His crucial invention was a type mold consisting of a flat strip of metal-stamped in the same way a coin is minted, leaving the impression of single letter-inserted in the bottom of a rectangular brass box held together by screws. Molten metal was poured into it, producing a single piece of type. An experienced type founder could produce up to six hundred pieces of type a day. No wooden-block carver could have approached that rate. A To solve the remaining problems, Gutenberg adapted the screw press commonly used to produce linen, paper, and wine to make a printing press. B He followed the example of Flemish painters by adding linseed oil to the ink to make it thick enough to adhere uniformly to the metal type. In 1455, the Gutenberg Bible was published in Mainz, Germany-but not by Gutenberg. After years of costly experimentation, Gutenberg was forced to turn over his equipment and newly printed Bibles to his partner and creditor, the wealthy merchant and moneylender Johann Fust. C The new technology, which enabled printers to create a thousand or more copies in a single print run, was highly efficient. Simple printed school texts cost only a quarter of the price of hand-copied texts. The leading bookseller in the university town of Bologna managed to stock ten thousand copies of texts, treatises, and commentaries. By 1500, even street singers sold printed copies of their songs. D Gutenberg’s invention was revolutionary because, for the first time, the same information and ideas were available throughout Europe at virtually the same time. The great Venetian printer Aldus Manutius (1450-1515) produced over 120,000 volumes; many in the new, smaller, easily portable “octavo” format-about 6 by 9 inches. Books from the Aldine Press and other humanistic publishers played a decisive role in spreading humanism to parts of Europe where manuscript books were difficult to acquire. Moreover, book owning was no longer the exclusive preserve of scholar. This was all the more true because printers included on their lists works in vernacular languages, not just the ancient classics. The very popularity of printed vernacular texts affected language. William Caxton (1422-1492), for example, began printing books in English in 1472. His pioneering work helped standardize modern English; just as the publication of Martin Luther’s German translation of the Bible in 1522 would standardize modern German. The advent of printing had other farreaching consequences: it promoted the increase of literacy throughout Europe. By the eighteenth century, printed books had changed the nature of popular culture. Myths, folk songs, and popular histories were traditionally passed by word of mouth, often changing in the telling to fit the time and place. Once they appeared in print, they could no longer be performed and refashioned, only recited. Printing not only changed the way information was transmitted but also changed the character of the information itself. www.i20fever.com
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12. With which of the following topics is the passage primarily concerned a. A comparison of religious and humanistic publications b. A history of the printing process worldwide c. An account of Gutenbergâ&#x20AC;&#x2122;s inventions d. The effects of books on the history of Europe 13. How was popular culture affected by printing? a. The oral tradition required editing of printed documents. b. Stories and songs changed less often. c. More folk histories were preserved. d. Traditional performers became more popular. 14. The word crucial in the passage is closest in meaning to a. Totally new b. Very significant c. Greatly debated d. Highly complex 15. The word character in the passage is closest in meaning to a. Popularity b. Nature c. Truth d. Difficulty 16. The word it in the passage refers to a. Box b. Letter c. Impression d. Coin 17. According to paragraph, how did Europeans learn about block printing? a. They saw examples that were brought form China by explorers and soldiers. b. A German goldsmith invented it at the beginning of the fifteenth century. c. It was first devised in Europe in order to print paper money. d. The Egyptians used the blocks for documents that the Europeans received. 18. 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. a. Scholars owned more books than other people. b. Scholars were not the only people who could own books. c. Scholars preserved books for use by other people. d. Scholars owned some exclusive books.
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19. The author mentions all of the following advantages of the print revolution EXCEPT a. The standardization of English b. The advancement of literacy c. The dissemination of humanism d. The restoration of manuscripts 20. It can be inferred that Gutenberg a. Had probably traveled to China and western Asia b. Did not live to see his invention succeed c. Was a painter before he became an inventor d. Worked for a long time to perfect his printing process 21. Four squares () indicate where the following sentence can be added to the passage. Although he did not receive the financial remuneration that he deserves, history has recorded his name among the most influential inventors of all time. Where would the sentence best fit into the passage? 22. Complete the table below by matching each of the places with the important event that corresponds to it. One of the answer choices will NOT be used.
a. b. c. d. e. f. g.
Germany Egypt Italy China France England Korea
•
Scribes began to copy manuscripts.
•
Block printing was devised.
• •
The Gutenberg Bible was published.
•
Smaller books were popularize.
•
Native-language books appeared.
23. Complete a summary of the passage by selecting THERE answer choices that express the most important idea. The other three sentences do not belong in the summary because they express ideas that are not in the passage or they do not refer to the major ideas. This question is worth 2 points. Printing not only changed the way information was transmitted but also changed the character of the information itself. a. Gutenberg devised reusable type for European languages to replace the block printing that was more appropriate for Asian languages. b. Information and ideas were made available throughout Europe to a large number of people at virtually the same time. c. A new format for books made them more portable and easier for people to handle. d. Block printing continued to be used to print paper money in most of the European countries. e. Many changes in literacy and vernacular languages occurred as a result of the printing press. f. Gutenberg did not realize much from his invention because he had accumulated debts in order to pay for his experiments.
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Exercise 1 Reading 3 The McDonaldization of Society Sometimes the problems and peculiarities of bureaucracy can have effects on the total society. Such has been the case with what George Ritzer (1996) has called the McDonaldization of society, a term coined the well known foodchain. Ritzer noticed that the principles that characterize fast-food organizations are increasingly coming to dominate more and more aspects of U.S society, indeed, of societies around the world. “McDonaldization” refers to the increasing and ubiquitous presence of the fast-food model in most of the organizations that shape daily life: work, travel, leisure, shopping, health care, education, and politics have all become subject to McDonaldization. Each of these industries is based on a principle of high and efficient productivity, based on a highly rational social organization, with workers employed at low pay, but customers experiencing ease, convenience, and familiarity. Ritzer argues that McDonald’s has been such a successful model of business organization that other industries have adopted the same organizational characteristics, so much so that their nicknames associate them with the McDonald’s chain: McPaper for USA Today, McChild for child-care chains like Kinder-Care, McDoctor for the drive-in clinics that deal quickly and efficiently with minor health and dental problems. Ritzer identifies four dimensions of the McDonaldization process: efficiency, calculability, predictability, and control. 1. Efficiency means that things move from start to completion in a streamlined path. Steps in the production of a hamburger are regulated so that each hamburger is made exactly the same way-hardly characteristic of a homecooked meal. Business can be even more efficient if the customer does the work once done by an employee. In post food restaurant, the claim that you can "have it your way" really means that you assemble your own sandwich or salad. 2. Calculability means that there is an emphasis on the quantitative aspects of products sold-size, cost, and the time it takes to get the product. At McDonald's, branch managers must account (or the number of cubic inches of ketchup used per day; likewise, ice cream scoopers in chain stores measure out predetermined and exact amounts “of ice cream, unless machines do it for them. Workers are carefully supervised to record how long it takes them to complete a transaction; every bit of food and drink is closely monitored by computer, and everything has to be accounted for [A] 3.[B] Predictability is the assurance that products will be exactly the same, no matter when or where they are purchased. Eat an Egg McMuffin in New York, and it will taste just the same as an Egg McMuffin in Los Angeles or Paris! [C] 4.Control is the primary organizational principle that lies behind McDonaldization. (D) People's behavior, both customers and workers alike, is reduced to a series of "machinelike actions.” Ultimately, efficient technologies replace much of the work that humans once did. At one national credit card chain, managers routinely listen in on telephone calls being huddled by service workers; in other settings, computers might monitor the speed with which workers handle a particular function. Sensors on drink: machines can actually cut off the liquid flow to ensure that each drink is exactly the same size. McDonaldization clearly brings many benefits. There is a greater availability of goods and services to a wide proportion of the population, instantaneous service and convenience to public with less free time, predictability and familiarity in the goods bought and sold, and standardization of pricing and uniform quality of goods sold, to name a few. However, this increasingly rational system of goods and services also spawn irrationalities. Ritzer argues that as we become more dependent on the familiar and taken for granted, there is the danger of dehumanization. People lose their creativity and there is little concern with the quality of goods and services, thereby disrupting something fundamentally human-the capacity for error, surprise, and imagination. Even with increasing globalization and the opportunities it provides to expose ourselves to diverse ways of life, McDonaldization has .come to characterize other societies, too. The tourist can travel to the other side of the world and taste the familiar Chicken McNuggets or a Dunkin' Donut! www.i20fever.com
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24. Which of the following best expresses the main idea of the passage? a. McDonald's has developed a very efficient business plan for global\chains. b. The McDonald's organization is being copied in many aspects of society. c. George Ritzer has outlined the benefits of the McDonald's process. d. Many societies around the world now have McDonald's as well as local restaurants. 25. What is calculability? a. Efficient steps in the production of goods b. Similarity of all products at diverse locations c. Replacement of people by new technologies d. Precise inventories of and use of supplies 26. The phrase subject to in the passage is closest in meaning to a. influenced by b. studied by c. eliminated by d. purchased by 27. The word capacity in the passage is closest in meaning to a. patience b. potential c. pleasure d. pattern 28. The word them in the passage refer; to a. characteristics b. nicknames c. industries d. chains 29. According to paragraph 3, which is the most important dimension of McDonaldization? a. Control b. Efficiency c. Calculability d. Predictability 30. 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. a. Employees get the work done - efficiently for customers. b. Customers work with employees in an efficient business. c. Customers are responsible for work that employees used to do. d. Employees do the work once for customers in an efficient business.
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31. The author mentions all of1the following as benefits of McDonaldization EXCEPT. a. Wider access to goods and services b. More exposure to diverse products c. Greater convenience' for the consumer d. Highly standardized prices for products 32. It can be inferred from this passage that Ritzer a. Does not support the McDonaldization of world societies b. Does not understand the term McDonaldization as it· is used here c. Has developed organizational principles for the McDonald's chain d. Has consulted with international companies help them use McDonald’s plan 33. Four squares (D) indicate where the following sentence can be added to the passage It is virtually impossible to tell the difference. Where would the sentence best fit into the passage? a. b. c. d. 34. Complete the table below by matching each of the answer choices with one of the four dimensions McDonaldization process. One of the answer choices will not be used. a. b. c. d. e. f.
Machines measure exact quantities of each ingredient. Customer service calls are monitored by supervisors. Prices are determined by the value of the local currency All of type supplies must be carefully inventoried. Every sandwich is the same in every McDonald's. Customers prepare their own salads at the salad bar.
Efficiency Calculability Predictability Control
of the
· · · · ·
35. Complete a summary of the passage by selecting THREE answer choices that express the most important ideas. The other three sentences do not belong in' the summary because they express ideas that are not in the passage or they do not refer to the major, ideas. This question is worth 2 points. Bureaucracy can have widespread effects. a. Tourists who travel to Paris or Los Angeles can eat at the same chain restaurants and order the same food. b. The principles developed for the fast-food industry are being used in many aspects of society. c. McPaper is used as a nickname for the action’s newspaper, USA Today . d. Ritzer has called the process described in the passage "Mc Donaldization." e. The purpose of the. McDonald's business mode~ was to dominate many other organizations in society.
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Exercise 2 Reading 1 Beowulf 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 Old 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 major 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 B.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.D. 450 to 600. By the time of the Beowulf poet, Anglo-Saxon society in England was neither primitive nor uncultured. [A] Although the Beowulf manuscript was written in about A.D. 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 invasions of Anglia, in which the Danes destroyed the Anglo-Saxon monasteries and their great libraries. However, other scholars think that the poet’s favorable attitude towards 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. The identity of the Beowulf poet is also uncertain. [D] 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 maturity and experience, while King Hrothgar’s attitudes toward life show the experiences of an aged nobleman.
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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 dangerous 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? a. It is the only manuscript from the Anglo-Saxon period b. The original story was written in a German dialect. c. The author did not sign his name to the poem. d. It is one of several epics from the first century. 2. The word which in the passage refers to a. Tale b. Scandinavia c. Manuscripts d. Old English 3. Why does the author mention â&#x20AC;&#x153;bog-ironâ&#x20AC;? in paragraph 2? a. To demonstrate the availability of iron in Scandinavia b. To prove that iron was better than bronze for weapons c. To argue that the Celts provided the materials to make iron d. To suggest that 500 B.C. was the date that the Iron Age began 4. Which of these sentences below best expresses the information in the highlighted statement in the passage? The other choices change the meaning or leave out important information a. Society in Anglo-Saxon England was both advanced and cultured. b. The society of the Anglo-Saxons was not primitive or cultured. c. The Anglo-Saxons had a society that was primitive, not cultured. d. England during the Anglo-Saxon society was advanced, not cultured. 5. The word unique in the passage is closest in meaning to a. Old b. Rare c. Perfect d. Weak 6. According to paragraph 4, why do many scholars believe that the original manuscript for Beowulf was lost? a. Because it is not like other manuscripts b. Because many libraries were burned c. Because the Danes were allies of the Anglo-Saxons d. Because no copies were found in monasteries 7. In paragraph 4, the author suggests that Beowulf was discovered in the a. First century b. Ninth century c. Eleventh century d. Seventeenth century
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8. Why does the author of this passage use the word â&#x20AC;&#x153;apparentlyâ&#x20AC;? in paragraph 5? a. He is not certain that the author of Beowulf was a Christian. b. He is mentioning facts that are obvious to the readers. c. He is giving an example from a historical reference. d. He is introducing evidence about the author of Beowulf. 9. The author compared the Beowulf character to Hercules because a. They are both examples of the ideal hero b. Their adventures with a dragon are very similar c. The speeches that they make are inspiring d. They lived at about the same time 10. The word exhibits in the passage is closest in meaning to a. Creates b. Demonstrates c. Assumes d. Terminates 11. The word reject in the passage is closest in meaning to a. Manage b. Evaluate c. Refuse d. Confront 12. Look at the four squares [ ] 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 13. 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. Beowulf is the oldest Anglo-Saxon epic poem that has survived to the present day. Answer Choices: [a] The Northman were adept in crafting tools and weapons made of bronze, but the Celts were superior in designing and working in iron. [b] In the Viking invasions of England, the Danish armies destroyed monasteries, some of which contained extensive libraries. [c] King Hrothfar and Beowulf become friends at the end of their lives, after having spent decades opposing each other on the battlefield. [d] The poem chronicles life in Anglo-Saxon society during the Bronze and Iron Ages when Germanic tribes were invading England. [e] Although Beowulf was written by an anonymous poet, probably a Christian, about 1000 A.D; it was not found until the seventeenth century. [f] Beowulf is still interesting because it has engaging characters, an adventurous plot, and an appreciation for human behavior and relationships
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Exercise 2 Reading 2 Thermoregulation Mammals and birds generally maintain body temperature within a narrow range (36-38°C for most mammals and 39-42°C for most birds) that is usually warmer than the environment. Because heat always flows from a warm object to cooler surroundings, birds and mammals must counteract the constant heat loss. This maintenance of warm body temperature depends on several key adaptations. The most basic mechanism is the high metabolic rate of endothermy itself. Endotherms can produce large amounts of metabolic heat that replace the flow of heat to the environment, and they can vary heat production to match changing rates of heat loss. Heat production is increased by such muscle activity as moving or shivering. In some mammals, certain hormones can cause mitochondria to increase their metabolic activity and produce heat instead of ATP. This 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 environment can increase their metabolic heat production by as much as 5 to 10 times above the minimal levels that occurs in warm conditions. Another major thermoregulatory adaptation that evolved in mammals and birds is insulation (hair, feathers and fat layers), which reduces the flow of heat and lowers the energy cost of keeping warm. Most land mammals and birds react to cold by raising their fur or feathers, thereby trapping a thicker layer of air. [A] Humans rely more on a layer of fat just beneath the skin as insulation; goose bumps are a vestige of hair-raising left over from our furry ancestors. [B] Vasodilation and vasoconstriction also regulate heat exchange and may contribute to regional temperature differences within the animal. [C] For example, heat loss from a human is reduced when arms and legs cool to several degrees below the temperature of the body core, where most vital organs are located. [D] Hair loses most of its insulating power when wet. Marine mammals such as whales and seals have a very thick layer of insulation 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 rapidly than heat loss to air, and the skin temperature of a marine mammal is close to water temperature. Even so, the blubber insulation is so effective that marine mammals maintain body core temperatures of about 36-38°C with metabolic rates about the same as those of land mammals of similar size. The flippers or tail 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 birds. Through metabolic heat production, insulation, and vascular adjustments, birds and mammals are capable of astonishing feats of thermoregulation. For example, small birds called chickadees, which weigh only 20 grams, can remain active and hold body temperature nearly constant at 40°C in environmental temperatures as low as -40°C— as long as they have enough food to supply the large amount of energy necessary for heat production. Many mammals and birds live in places where thermoregulation requires cooling off as well as warming. For example, when a marine mammal moves into warm seas, as many whales do when they reproduce; excess metabolic heat is removed by Vasodilation of numerous blood vessels in the outer layer of the skin. In hot climates or when vigorous exercise adds large amounts of metabolic heat to the body, many terrestrial mammals and birds may allow body temperature to rise by several degrees, which enhances heat loss by increasing the temperature gradient between the body and a warm environment. Evaporative cooling often plays a key role in dissipating the body heat. If environmental temperature is above body temperature, animals gain heat from the environment as well as from metabolism, and evaporation is the only way to keep body temperature from rising rapidly. Panting is important in birds and many mammals. Some birds have a pouch richly supplied with blood vessels in the floor of the mouth; fluttering the pouch increases evaporation. Pigeons can use evaporative cooling to keep body temperature close to 40°C in air temperatures as high as 60°C, as long as they have sufficient water. Many terrestrial mammals have sweat glands controlled by the nervous system. Other mechanisms that promote evaporative cooling include spreading saliva on body surfaces, an adaptation of some kangaroos and rodents for combating severe heat stress. Some bats use both saliva and urine to enhance evaporative cooling. Glossary ATP: energy that drives certain reactions in cell Mitochondria: a membrane of ATP www.i20fever.com
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14. According to paragraph 1, the most fundamental adaptation to maintain body temperature is a. The heat generated by the metabolism b. A shivering reflex in the muscles c. Migration to warmer environment d. Higher caloric intake to match heat loss 15. Based on information in paragraph 1, which of the following best explains the term â&#x20AC;&#x153;thermogenesisâ&#x20AC;?? a. Heat loss that must be reversed b. The adaptation of brown fat tissue in the neck c. The maintenance of healthy environmental conditions d. Conditions that affect the metabolism 16. 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. a. An increase in heat production causes muscle activity such as moving or shivering. b. Muscle activity like moving and shivering will increase heat production. c. Moving and shivering are muscle activities that increase with heat. d. When heat increases, the production of muscle activity also increases. 17. The word minimal in the passage is closest in meaning to a. Most recent b. Most active c. Newest d. Smallest 18. In paragraph 2, the author explains the concept of Vasodilatation and vasoconstriction by a. Describing the evolution in our ancestors b. Giving an example of heat loss in the extremities c. Comparing the process in humans and animals d. Identifying various types of insulation 19. The word regulate in the passage is closest in meaning to a. Protect b. Create c. Reduce d. Control 20. According to paragraph 3, why do many marine animals require a layer of blubber? a. Because marine animals have lost their hair during evolution b. Because heat is lost in water twice as fast as it is in air c. Because dry hair does not insulate marine animals d. Because they are so large that they require more insulation 21. The word those in the passage refers to a. Marine animals b. Core temperature c. Land mammals d. Metabolic rates
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22. Why does the author mention chickadees in paragraph 4? a. To discuss an animal that regulates heat very well b. To demonstrate why chickadees have to eat so much c. To mention an exception to the rules of thermoregulation d. To give a reason for heat production in small animals 23. In paragraph 6, the author states that evaporative cooling is often accomplished by all of the following methods EXCEPT a. By spreading saliva over the area b. By urinating on the body c. By panting or fluttering a pouch d. By immersing themselves in water 24. The word enhance in the passage is closest in meaning to a. Simplify b. Improve c. Replace d. Interrupt 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 [ ] 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 [a] Although hair can be a very efficient insulation when it is dry and it can be raised, hair becomes ineffective when it is submerged in cold water. [b] Some animals with few adaptations for thermoregulation migrate to moderate climates to avoid the extreme weather in the Polar Regions and the tropics. [c] Mammals and birds use insulation to mitigate heat loss, including hair and feathers that can be raised to trap air as well as fat or blubber under the skin. [d] Some birds have a special pouch in the mouth, which can be fluttered to increase evaporation and decrease their body temperatures by as much as 20°C. [e] Endotherms generate heat by increasing muscle activity, by releasing hormones into their blood streams, or by producing heat in brown fat tissues. [f] Panting, sweating, and spreading saliva or urine on their bodies are all options for the evaporative cooling of animals in hot environmental conditions.
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Exercise 2 Reading 3 Social Readjustment Scales Holmes and Rahe (1967) developed the Social Readjustment Rating Scale (SRRS) to measure life change as a form of stress. [A] The scale assigns numerical values to 43 major life events that are supposed to reflect the magnitude 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 period (typically, the past year). The person then adds up the numbers associated with each event checked. [B] The SRRS and similar scales have been used in thousands of studies by researchers all over the world. [C] Overall, these studies have shown that people with higher scores on the SRRS tend to be more vulnerable to many kinds of physical illness—and many types of psychological problems as well (Derogatis and Coons, 1993; Gruen, 1993; Scully, Tosi and Banning, 2000). [D] More recently, however, experts have criticized this research, citing problems with the methods used and raising questions about the meaning of the findings (Critelli and Ee, 1996; Monroe and McQuaid, 1994; Wethington, 2000). First, the assumption that the SRRS measures change exclusively has been shown to be inaccurate. We now have ample evidence that the desirability of events affects adaptational outcomes more than the amount of change that they require (Turner and Wheaton, 1995). 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 (McLean and Link, 1994). 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. Third, many of the events listed on the SRRS and similar scales are highly ambiguous, leading people to be inconsistent as to which events they report experiencing (Monroe and McQuaid, 1994). For instance, what qualifies as “trouble with the boss”? Should you check that because you’re sick and tired of your supervisor? What constitutes a “change in living 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 inconsistent responding on stress scales, thus lowering their reliability (Klein and Rubovits, 1987). Fourth, the SRRS does not sample from the domain of stressful events very thoroughly. Do the 43 events listed on the SRRS exhaust all the major stresses that people typically experience? Studies designed to explore that question that found many significant omissions (Dohrenwend et al., 1993; Wheaton, 1994). Fifth, the correlation between SRRS scores and health outcomes may be inflated because subjects’ neuroticism affects both their response to stress scales and their self-reports of health problems. Neurotic individuals have a tendency to recall more stress than others and to recall more symptoms of illness than others (Watson, David and Suls, 1999). These tendencies mean that some of the correlation between high stress and high illness may simply reflect the effects of subjects’ neuroticism obscure the meaning of scores on the SRRS and similar measures of stress. The Life Experiences Survey In the light of these problems, a number of researchers have attempted to develop improved versions of the SRRS. For example, the Life Experiences Survey (LES), assembled by Irwin Sarason and colleagues (1978), has become a widely used measure of stress in contemporary research (for example see Ames el al., Denisoff and Endler, 2000; Malefo, 2000). The LES revises and builds on the SRRS survey in a variety of ways that correct, at least in part, most of the problems just discussed. Specifically, the LES recognizes that stress involves more than mere change and asks respondents to indicate whether events had a positive or negative impact on them. This strategy permits the computation of positive change, negative change, and total change scores, which help researchers, gain much more insight into which facets of stress are most crucial. The LES also takes into consideration differences among people in their appraisal of stress, by dropping the normative weights and replacing them personally assigned weightings of the impact of relevant events. Ambiguity in items is decreased by providing more elaborate descriptions of many items to clarify their meaning. The LES deals with the failure of the SRRS to sample the full domain of stressful events in several ways. First, some significant omissions from the SRRS have been added to the LES. Second, the LES allows the respondent to write in personally important events that are not included on the scale. Third, the LES has an extra section just for www.i20fever.com
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students; Sarason et al. (1978) suggest that special, tailored sections of this sort be added for specific populations whenever it is useful. 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. A person with a higher score will experience less stress than this person will. b. It is likely that this person has not suffered any major problems in the past tear. c. The amount of positive change is greater than that of a person with a score of 40. d. This person has a greater probability to be ill than a person with a 20 score. 28. The word they in the passage refer to a. Changes b. Measures c. Events d. Outcomes 29. The word diverse in the passage is closest in meaning to a. Necessary b. Steady c. Limited d. Different 30. In paragraph 4, the author uses divorce as an example to show a. How most people respond to high stress situations in their lives b. The serious nature of a situation that is listed as a stressful event c. The subjective importance of a situation listed on the scale d. The numerical value for a stressful event on the SRRS 31. In paragraph 5, how does the author demonstrates that the response events on the SRRS are not consistent? a. By asking questions that could be answered in more than one way b. By giving examples of responses that are confusing c. By comparing several ways to score the stress scales d. By suggesting that people do not respond carefully 32. According to paragraph 7, why is the SRRS inappropriate for people with neuroses? a. They are ill more often, which affects their scores on the scale. b. Their self-reporting on the scale is affected by their neuroses. c. They tend to suffer more stress than people without neuroses. d. Their response to stress will probably not be recorded on the scale. 33. The word assembled in the passage is closest in meaning to a. Announced b. Influenced c. Arranged d. Distributed 34. The word relevant in the passage is closest in meaning to a. Occasional b. Modern c. Related d. Unusual
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35. According to paragraph 9, why does the LES ask respondents to classify change as positive or negative? a. To analyze the long-term consequences of change b. To determine which aspects of change are personally significant c. To explain why some people handle stress better than others d. To introduce normative weighting of stress events. 36. According to the passage, which of the following is true about the SRRS as compared with the LES? a. The SRRS includes a space to write in personal events that have not been listed. b. The SRRS features a section for specific populations such as students. c. The SRRS 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. 37. Which of the following statements most accurately reflects the author’s opinion of the SRRS? a. There are many problems associated with it. b. It is superior to the LES. c. It should be studied more carefully. d. The scale is most useful for students. 38. Look at the four squares [ ] that show where the following sentence could be inserted in the Passage. This sum is an index of the amount of change-related stress the person has recently experienced. Where could the sentence best be added? Click on a square [ ] to insert the sentence in the passage 39. Directions: complete the table by matching the phrases on the left with the headings on the right. Select the appropriate answer choices and drag them to the surveys to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points. To delete an answer choice, click on it. To see the passage, click on View Text.
Answer choices
SRRS
[a] Limits the events to forty-three major life changes [b] Calculates sub scores for negative and positive changes [c] Must be taken twice in one year for a reliable score [d] Incorporates a space to write in additional events [e] Provides for subjective interpretation of the changes [f] Is no longer being used by psychologists [g] Includes sections for specialized populations [h] Consists of a scale developed in the 1960s [I] Assigns a standard numerical value to events
● ● ● LES ● ● ● ●
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Exercise 3 Reading 1 Resources and Industrialism in Canada While the much-anticipated expansion of the western frontier was unfolding in accordance with the design of the National Policy, a new northern frontier was opening up to enhance the prospects of Canadian industrial development. [A] Long the preserve of the fur trade, the Canadian Shield and the western Cordilleras became a treasury of minerals, timber and hydroelectric power in the late 19th and early 20th centuries. As early as 1883, CPR [Canadian Pacific Railway] construction crews blasting through the rugged terrain of northern Ontario discovered copper and nickel deposits in the vicinity of Sudbury. [B] As refining processes, uses, and markets for the metal developed, Sudbury became the worldâ&#x20AC;&#x2122;s largest nickel producer. The building of the Temiskaming and Northern Ontario Railway led to the discovery of rich silver deposits around Cobalt north of Lake Nipissing in 1903 and touched off a mining boom that spread northward to Kirkland Lake and the Porcupine district. [C] Although the economic importance of these mining operations was enduring, they did not capture the public imagination to the same extent as the Klondike gold rush of the late 1890s. [D] Fortune-seekers from all parts of the world flocked to the Klondike and Yukon River valleys to pan for gold starting in 1896. At the height of the gold rush in 1898, the previously unsettled subarctic frontier had a population of about 30,000, more than half of which was concentrated in the newly established town of Dawson. In the same year, the federal government created the Yukon Territory, administered by an appointed commissioner, in an effort toward off the prospect of annexation to Alaska. Even if the economic significance of the Klondike strike was somewhat exaggerated and short-lived, the tales of sudden riches, heroic and tragic exploits, and the rowdiness and lawlessness of the mining frontier were immortalized through popular fiction and folklore, notably the poetic verses of Robert W. Service. Perhaps less romantic than the mining booms, the exploitation of forest and water resources was just as vital to national development. The Douglas fir, spruce, and cedar stands of British Columbia along with the white pine forests of Ontario satisfied construction demands on the treeless prairies as well as in the growing cities and towns of central Canada and United states. British Columbiaâ&#x20AC;&#x2122;s forests also supplied lumber to Asia. In addition, the softwood forest wealth of the Cordilleras and the Shield was a valuable source of pulpwood for the development of the pulp and paper industry, which made Canada one of the worldâ&#x20AC;&#x2122;s leading exporters of newsprint. Furthermore, the fast flowing rivers of the Shield and Cordilleras could readily be harnessed as sources of hydroelectric power, replacing coal in the blooming factories of central Canada as well as in the evolving mining and pulp and paper industries. The age of electricity under public ownership and control was ushered in by the creation of the Ontario Hydro-Electric Power Commission (now Ontario Hydro) in 1906 to distribute and eventually to produce this vital source of energy. Western settlement and the opening of the northern resources frontier stimulated industrial expansion, particularly in central Canada. As the National Policy had intended, a growing agriculture population in the West increased the demand for eastern manufactured goods, thereby giving rise to agricultural implements works, iron and steel foundries, machine shops, railway yards, textile mills, boot and shoe factories, and numerous smaller manufacturing enterprises that supplied consumer goods. By keeping out lower-priced foreign manufactured goods, the high tariff policies of the federal government received much credit for protecting existing industries and encouraging the creation of new enterprises. To climb the tariff wall, large American industrial firms opened branches in Canada, and the governments of Ontario and Quebec aggressively urged them on by offering bonuses, subsidies, and guarantees to locate new plants within their borders. Canadian industrial enterprises became increasingly attractive to foreign investors, especially from United States and Great Britain. Much of the over $600 million of American capital that flowed into Canada from 1900 to 1913 was earmarked for mining and pulp and paper industry, while British investors contributed near $1.8 billion, mostly in railway building, business development, and the construction of urban infrastructure. As a result, the gross value of Canadian manufactured products quadrupled from 1891 to 1916.
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1. Why does the author mention the railroads in paragraph 1? a. Because miners were traveling to camps in the West b. Because mineral deposits were discovered when the railroads were built c. Because the western frontier was being settled by families d. Because traders used the railroads to transport their goods 2. In paragraph 1, the author identifies Sudbury as a. An important stop on the new railroad line b. A large market for the metals produced in Ontario c. A major industrial center for the production of nickel d. A mining town in the Klondike region 3. The word enhance in the passage is closest in meaning to a. Disrupt b. Restore c. Identify d. Improve 4. According to paragraph 2, why was the Yukon Territory created? a. To encourage people to settle the region b. To prevent Alaska from acquiring it c. To establish law and order in the area d. To legalize the mining claims 5. The word previously in the passage is closest in meaning to a. Frequently b. Suddenly c. Routinely d. Formerly 6. How did the poetry by Robert Services contribute to the development of Canada? a. It made the Klondike gold rush famous b. It encouraged families to settle in the Klondike c. It captured the beauty of the western Klondike d. It prevented the Klondikeâ&#x20AC;&#x2122;s annexation to Alaska 7. According to paragraph 3, the forest industry supported the development of Canada in all of the following ways EXCEPT. a. By supplying wood for the construction of homes and buildings b. By cleaning the land for expanded agricultural uses c. By producing the power for the hydroelectric plants d. By exploring wood and newsprint to foreign markets 8. The word Furthermore in the passage is closest in meaning to a. Although b. Because c. Therefore d. Moreover
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9. 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 a. New businesses and industries were created by the federal government to keep the prices of manufactured goods low b. The lower price of manufacturing attracted many foreign businesses and new industries to the area c. Federal taxes on cheaper imported goods were responsible for protecting domestic industries and supporting new businesses. d. The federal tax laws made it difficult for manufacturers to sell their goods to foreign markets. 10. The word them in the passage refers to a. Government b. Plants c. Firms d. Policies 11. According to paragraph 4, British and American businesses opened affiliates in Canada because a. The Canadian government offered incentives b. The raw materials were available in Canada c. The consumers in Canada were eager to buy their goods d. The infrastructure was attractive to investors 12. Look at the four squares [ ] that show where the following sentence could be inserted in the passage Railway construction through the Kootenay region of southeastern British Columbia also led to significant discoveries of gold, silver, copper, lead, and zinc. Where could the sentences best be added? Click on a square [ ] to insert the sentence in the passage 13. 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 The northern frontier provided many natural resources that contributed to industrial expansion of Canada. â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘
Answer choices [a] The Yukon Territory was created in 1898 during the gold rush in the Klondike and Yukon River valleys. [b] The Frontier was documented in the popular press, which published tales of heroes and gold strikes. [c] Significant discoveries of mineral deposits encouraged prospectors and settlers to move into the territories. [d] Wheat and other agriculture crops were planted after the forests were cleared, creating the central plains. [e] Powered by hydroelectricity, lumber and paper mills exploited the forests for both domestic and foreign markets. [f] Incentives encouraged American and British investors to help expand manufacturing plants in Canada.
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Exercise 3 Reading 2 Glacial Movement Like all minerals, ice has specific· properties of hardness, color, melting point (quite low in the case of ice), and brittleness. We know the properties of ice best from those brittle little cubes in the freezer. But glacial ice has different properties, depending on its location in a glacier. In a glacier's depths, glacial ice behaves in a plastic manner, distorting and flowing in response to weight and pressure from above and the degree of slope below. In contrast, the’ glacier’s upper portion is more like the everyday ice we know, quite brittle A glacier's rate of flow ranges from almost nothing to a kilometer or two per year on a steep slope. [A] The rate of snow accumulation in the formation area is critical to the pace of glacial movement. [B] Glaciers are not .rigid blocks that simply slide downhill. [C]The greatest movement within a valley's glacier occurs "internally, below the rigid surface layer, where the underlying zone moves plastically forward. [D] At the same· time: the base creeps and slides along, varying Its speed with temperature ·and the presence of any lubricating water or saturated sediment beneath the ice. This basal slip usually is much slower than the internal plastic flow of the glacier, so the upper portion of the glacier flows ahead of the lower portion. The difference in speed stretches the glacier's brittle surface ice. In addition, the pressure may vary in response to unevenness in the landscape beneath the ice. Basal ice may be melted by compression at one moment, only to refreeze. This process is called" ice regulation, meaning to refreeze or re-gel. Regulation is important because it facilitates down slope movement and because the process incorporates rock debris into the glacier. Consequently, a glacier's basal ice layer, which can extend tens of meters above its base, has much greater debris content than the ice above. A flowing glacier can develop vertical cracks known as crevasses. Crevasses result from friction with valley walls, or tension from stretching as the glacier passes over convex slopes, or compression as the glacier passes over concave slopes. Traversing a glacier, whether an alpine glacier or an ice sheet, is dangerous because a thin veneer of snow sometimes masks the presence of a crevasse. Glacier Surges. Although glaciers flow plastically and predictably most of the time, some will lurch forward with little or no warning in a glacier surge. A surge is not quite as abrupt as it sounds; in glacial terms, a surge can be tens of meters per day. The Jakobshavn Glacier in Greenland, for example, is known to move between 7 and 12 km (4.3 and 7.5 mi) a year. In the spring of 1986, Hubbard Glacier and its tributary Valerie Glacier surged across the mouth of Russell Fjord in Alaska, cutting it off from contact with Yukutat Bay. This area, the St. Elias Mountain Range in southeastern Alaska, is fed by annual snowfall that averages more than 850cm (335 in.) a year, so the surge event had been predicted. But the rapidity Of the surge was surprising. The glacier's movement exceeded 34m (ll2ft) per day during the peak surge, an enormous increase over its normal rate of 15cm (6in.) per day. The exact cause of such a glacier surge is being studied. Some surge events result from a buildup of water pressure under the glacier, sometimes enough to actually float the glacier slightly, detaching it from its bed, during the surge. As a surge begins, ice quakes are detectable, and ice faults are visible. Surges can occur in dry conditions as well, as the glacier plucks (picks up) rock from its bed and moves forward. Another cause of glacier surges is the· presence of a water-saturated layer of sediment, a so-called soft bed, beneath the glacier: This is a deformable layer that cannot resist the tremendous sheer stress produced by the moving ice of the glacier. Scientists examining cores taken from several ice streams now accelerating through the West Antarctic Ice Sheet think they have identified this cause-although water pressure is still important. 14. With which of the following topics’ is the passage primarily concerned? a. Glacial surges' b. Crevasses c. e regulation d. Movement of glaciers
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15. In which part of the glacier is the, most debris concentrated? a. The basal ice layer in the glacier b. The crevasses. that develop· in the glacier c. The brittle surface ice of the glacier d. The soft bed beneath the .gluier 16. The word brittle in the passage is closest in meaning to a. Common b. fragile c. soft d. shiny 17. The word abrupt in the passage is c1osest in meaning to a. unexpected b. lengthy c. destructive· d. simple 18. The word it’s in the passage refers to a. properties b. glacial ice c. cubes d. minerals 19. According to paragraph 8, why do glacial surges usually occur? a. Heavy snow pushes the glacier forward. b. Water pressure under the glacier causes the ice to float. c. Dry rock and dirt that is packed under the glacier moves. d. Earthquakes under the ice sheet pick up the glacier. 20. 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.. a. Glaciers in different locations have distinct properties. b. The properties of ice .vary according to its location in the glacier.' c. The ice in glaciers has different properties from other types of ice. d. The factor that determines the properties of glaciers is the ice. 21. The author mentions all of the following characteristics of glaciers EXCEPT a. glaciers are a major source of fresh water b. glacial ice has all the properties of a mineral c. ice flows below the surface of a glacier d. a crust of snow often forms on top of . the glacier 22. It can be inferred from this passage that a. glaciers normally move very slowly b. ice regulation does not affect glacial movement c. all glacial surges are caused by ice quakes d. Alaska has more glaciers than Greenland
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23. Four squares (0) indicate where the following sentence can be added to the passage. In other words, the heavier the snowfall, the faster the glacier moves. Where would the sentence best fit into the passage? 24. Complete the table below by identifying each of the answer choices as a characteristic of basal slip, regulation, or glacier surge. Three of the answer choices will not be used. a. Basal ice refreezes, thereby incorporating debris into the glacier. b. The debris in a glacier is deposited in front of the melting ice. c. A glacier may become detached from the bed, floating slightly. d. The color of the ice changes somewhat as the glacier moves. e. The lower part of the glacier moves more slowly than the upper part. f. Stretching or compressing can cause vertical cracks in the ice. g. A difference in the speed of the top layer and the interior ice stretches the surface ice: h. Compression may temporarily melt the basal ice. i. As the process begins, ice quakes are often detected.
Basal • •
Regulation • •
Glacier • •
25. Complete a summary of the passage by selecting THREE answer choices that express the most important ideas. The other three sentences do not belong in the summary because they express ideas that are not in the passage or they do not refer to the major ideas. This question is worth 2 points. How do glaciers move? a. b. c. d. e. f.
A glacial surge can occur unpredictably, moving the ice sheet more abruptly than usual. A thin layer of snow can sometimes hide the presence of a potentially dangerous crevasse. Below the surface of a glacier; the ice flows, thereby moving the glacier forward. Hubbard Glacier n Alaska experienced a sudden and very rapid surge in 1986 Snow accumulation, temperature, water, or sediment beneath the ice can affect the rate of the movement. The movement of a glacier is usually so slow that it must be studied over a long period of time.
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Exercise 3 Reading 3 The Audible Frequency Spectrum Every musical culture of the world uses only a certain number of frequencies from the audible spectrum. Few cultures use the same selection of pitches; and few approach the entire gamut of frequencies. Most cultures, however, make use of the octave. An octave is an acoustic and scientific relationship between two, pitches, one of which vibrates twice as fast as the other and thus sound higher. But the higher pitch also sounds' the, "same" as the lower pitch; in fact, it duplicates the lower pitch but in a higher register, which can be defined as a specific segment of the audible frequency spectrum. [A] If a string produces C when it's plucked, it will sound C an octave higher if it's divided in half. If either half is divided again in half, yet another C, an octave higher, is sounded.[B] This phenomenon can, also be used to demonstrate how octaves and frequency coordinate. If the original string vibrates at 16 Hz, each half vibrates at 32 Hz, and each of their halves vibrates at 64 Hz, and so on. If the entire audible frequency spectrum is similarly divided, there are ten octaves. [C] How do we get the term octave? This term has to do with how European-based music divides the, octave into constituent pitches. [D] Although most cultures of the world recognize the octave (calling it by different names) and use it in their music, the similarity often ends there. How the octave -is divided is unique to each culture. Remember that this eight-part structure is unique to Western music. Other musical cultures do not necessarily divide pitches within an octave the way we do. Not surprisingly, each culture labels pitches differently. We name ours with seven letters-A, B, C, D; E, F, and G. In European-based music, the octave represents an eight-pitch structure, but if you count the number of white and black piano keys in an octave, you will count thirteen. These thirteen keys represent the smallest divisions of the octave in the Western tradition. These divisions, called half steps, occur between two adjacent keys: from a white key to a black key and vice versa or, where there is no intervening black key, from a white key to a white key. There are twelve half steps in an octave. Dividing the octave into more than twelve half steps results in smaller distances between pitches than are found in Western music. Some cultures, such as that of Bali (Indonesia), use fewer pitches with wider distance between them; others use more pitches-twenty-two in Indian music, twenty-four in Arabic music. When two half steps are added together, they equal a whole step, represented on the piano by two keys separated by an intervening key. Whole steps occur between two white keys, two black keys, and in some cases, a black key and a white key. Half steps and whole steps are examples of what are called intervals - specifiable distances between two pitches. Because our tuning system uses only seven letter names but divides the octave into twelve tones (the thirteenth is an octave of the first tone), pitch names are modified for tones between those identified by letter name only. To refer to a pitch one half step higher than a particular pitch, we use the designation sharp (#). Thus, the black key to the right of C is C#. To refer to a pitch one half step lower, we use the designation flat [B], thus, the black key to the left of D is D b. We have just given two names to .the same key. We say that C sharp and D flat are enharmonic because they sound' the same but have different names. But all pitches, not just those of the black keys, have at least two enharmonic designations. This is 'because "sharp" and "flat" can apply to any pitch. Thus, C is enharmonic to B sharp, because "sharp" simply means a pitch, is raised a half step. Similarly, E is enharmonic to F flat. Remember that a sharp' or flat is not necessarily a black key. The terms we have learned - pitch, octave, interval, half step, whole step, enharmonic, and related terms-are basic to any discussion of melody. They refer to the constituent parts of melody and are therefore fundamental to understanding its qualities, which we will discuss next.
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26. With which of the following topics is the passage primarily concerned? a. A comparison of music education across cultures b. A definition of the audible spectrum c. A discussion of the octave in Western music d. The qualities of melody in music
.
27. How many pitches are in an octave in Western music? a. Seven b. Eight c. Twelve d. Thirteen 28. The word particular in the passage is closest in meaning to a. previous b. specific c. changed. d. neutral 29. The word adjacent the passage is closest in meaning to a. beside each other b. like each other c. without each other d. despite each other 30. The word that in the passage refers to a. half steps b. smaller distances c. fewer pitches d. some cultures 31. According to paragraph 7, the term intervals means a. the distance between two pitches b. a specific segment of the frequency system c. a vibration twice as fast as another d. the same sound with a different name 32. 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. a. Two or more enharmonic designations are assigned to every pitch. b. Only black keys name more than one enharmonic designation. c. Some keys have less -than two enharmonic designations. d. The pitches are designated by the enharmonic keys. 33. The author mentions all-of the following characteristics of the European octave EXCEPT a. seven letters b. twelve half steps c. thirteen keys d. ten frequencies
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34. It can be inferred that the author will continue this discussion by a. reviewing the previously defined terms b. listing the constituent parts of melody c. explaining the qualities of melody d. comparing melodies of various cultures 35. Four squares (i) indicate where the following sentence can be added, to the passage. Thus, in the European tradition, all the keys marked C are octaves or multiples of octaves. Where would the sentence best fit into the passage? a. b. c. d. 36. Complete the table below by classifying each of the answer choices as characteristic of Western music or the non-Western music of other cultures. Two of the answer choices will not be used because they were not mentioned in the passage. a. b. c. d. e. f. g.
There are eight pitches in each octave. Twenty-four pitches are customary. Letter names for the pitches begin with A. Four to six tones make up the scale. More than twelve half steps are typical. The octave is divided into five intervals. Thirteen piano keys represent the octave.
Western - Music
• • •
Non - Western Music
• •
37. Complete a summary of the passage by selecting THREE answer choices that express the most important ideas. The other three sentences do not belong in the summary because they express ideas that are not in the passage or they do not refer to the major ideas. This question is worth 2 point. The audible frequency spectrum offers a large, selection of pitches. a. b. c. d. e. f.
C is enharmonic to a B sharp because “sharp” means the pitch is raised a half step. In European music, there are eight pitches and thirteen keys to represent the octave. The first seven letters in the alphabet are used to label pitches in Western music. Almost every culture relies on the concept of the octave, although it may be called by a different name. The octave can be divided into more or fewer pitches depending on the distance between them. The progression of a melody is more important in non-Western music than harmony.
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Exercise 4 Reading 1 Galaxies Astronomers classify galaxies into three major categories. Spiral Galaxies Like the Milky Way, other spiral galaxies also have a thin disk extending outward from a central bulge (Figure 1). The bulge itself merges smoothly into a halo that can extend to a radius of over 100,000 light-years. Together, the bulge and halo of a spiral galaxy make up its spheroidal component, so named because of its rounded shape. Although no clear boundary divides the pieces of the spheroidal component, astronomers usually consider stars within 10,000 light-years of the center to be members of the bulge and those outside this radius to be members of the halo. The disk component of a spiral galaxy slices directly through the halo and bulge. The disk of a large spiral galaxy like the Milky Way can extend 50,000 light-years or more from the center. The disks of all spiral galaxies contain an interstellar medium of.gas and dust, but the amounts and proportions of the interstellar medium in molecular, atomic; and ionized forms differ from one spiral galaxy to the next. Spiral galaxies with large bulges generally have less interstellar gas and dust than those with small bulges. Not all galaxies with disks are standard spiral galaxies. Some spiral galaxies appear to have a straight bar of stars cutting across the center, with spiral arms curling away from the ends of the bar. Such galaxies are known as barred spiral galaxies. Other galaxies have disks but do not appear to have spiral arms. These are called-lenticular galaxies because they look lens-shaped when seen edge-on (lenticular means "lens-shaped"). Although they look like spiral galaxies without arms, lenticular galaxies might more appropriately be considered an intermediate class between spirals and ellipticals because they tend to have less cool gas than normal spirals, but more than ellipticals. Among large galaxies in the universe, most (75% to 85%) are spiral or lenticular. (Spiral and lenticular galaxies are much rarer among small galaxies.) Spiral galaxies are often found in loose collections of several galaxies, called groups, that extend over a few million light-years. Our Local Group is one example, with two large spirals: the Milky Way and the Great galaxy in Andromeda. Lenticular galaxies are particularly common in clusters of galaxies, which can contain hundreds and sometimes thousands of galaxies, extending over more than 10 million light-years. Elliptical Galaxies The major difference between elliptical and spiral galaxies is that ellipticals lack a significant disk component (Figure 2). Thus, an elliptical galaxy has only a spheroidal component and looks much like the bulge and halo of a spiral galaxy. (In fact, elliptical galaxies are sometimes called spheroidal galaxies). Most of the interstellar medium in large elliptical galaxies consists of low- density, hot x-ray, emitting gas like the gas in bubbles and super bubbles in the Milky Way. Elliptical galaxies usually contain very little dust or cool gas, although they are not completely devoid of either. Some have relatively small and cold gaseous disks rotating at their centers; these disks might be the remnants of a collision with a spiral galaxy. Elliptical galaxies appear to be more social than spiral galaxies: They are much more common in clusters of galaxies than outside clusters. [A] Elliptical galaxies make up about half the large galaxies in the central regions of clusters, while they represent only a small minority (about 15%) of the large galaxies found outside clusters. [B] However, ellipticals are more common among small galaxies. [C] Particularly small elliptical galaxies with less than a billion stars, called dwarf elliptical galaxies, are often found near larger spiral galaxies. At least 10 dwarf elliptical galaxies belong to the Local Group. [D] Irregular Galaxies A small percentage of the large galaxies we see nearby fall into neither of the two major categories. This irregular class of galaxies is a miscellaneous class, encompassing small galaxies such as the Magellan Clouds and "peculiar" galaxies that appear to be in disarray. (Figure 3). These blobby star systems are usually white and dusty, like the disks of spirals. Telescopic observations probing deep into the universe show that distant galaxies are more likely to be irregular in shape than those nearby. Because the light of more distant galaxies was emitted longer ago in the past, these observations tell us that irregular galaxies were more common when the universe was younger.
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1. What does this passage manly discuss? a. The major components of spiral galaxies b. The most important types of galaxies c. The Milky Way and the Andromeda galaxies d. Measuring galaxies in light-years 2. What distinguishes a spiral galaxy from an elliptical galaxy? a. Elliptical galaxies have. a much larger qualm. b. Elliptical galaxies have more dust and cool gas. c. Spiral galaxies are more irregularly shaped. d. Spiral galaxies have a more prominent disk. 3. The word devoid in the passage is closest in meaning to a. hidden b. empty c. dense d. bright 4. The word remnants in the passage is closest in meaning to a. remains b. origin c. damage d. evidence
5. The word either in the passage refers to a. b. c. d.
bubbles or super bubbles elliptical or spheroidal galaxies dust or cool gas small or cold disks
6. According to paragraph 5, Lenticular galaxies a. look like spiral galaxies without arms b. consist of a bulge and a halo in a spiral galaxy c. appear to have a bar of stars across the center d. are in the shape of a white spiral disk
7. 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. a. Spiral galaxies with small bulges have more gas and dust. b. Spiral galaxies have more gas and dust in their bulges. c. There is less gas and dust in a spiral galaxy with a small bulge. d. Gas and dust collect in the bulges of the large spiral galaxies.
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8. Irregular galaxies are described as all of the following EXCEPT a. very white and dusty like the , 'Magellanic Clouds' b. older than most of the other types of galaxies c. similarâ&#x20AC;&#x2122; to the disks of a spiral galaxy d. an intermediate class between spirals and elliptical 9. It can be inferred from the passage that a. astronomers do not agree on the classifications of galaxies b. galaxies always collect together in clusters c. the Milky Way is a typical spiral, galaxy d. most halos extend to about 100,000 light-years 10. Four squares indicate where the following sentence can be added to the passage. A good example of a dwarf elliptical galaxy is Leo I in the Local Group. Where would the sentence best fit into the passage? a. b. c. d. 11. Complete the table below by classifying each of the answer choices as a spiral, elliptical, or irregular galaxy. Two of the answer choices will NOT be used. a. Less gas -or dust is found. b. A disk component is prominent. Spiral Elliptical c. More radiation is noted. d. The stars are older. . . e. Their atmosphere is lightly blue. . . f. The Milky Wayâ&#x20AC;&#x2122;s an example. g. They are often found in large clusters. h. A miscellaneous class of galaxies.
Irregular . .
12. Complete a summary of the passage by selecting THREE answer choices that express the most important ideas. The other three sentences do not belong in the summary because they express ideas that are not in the passage or they do not refer to the major ideas. This question is worth 2 points.
Astronomers classify galaxies into three rotator categories. a.
Although stars of all ages can be found in the Milky Way, young galaxies are located at great distances from Earth. b. An irregular galaxy is attributed to a miscellaneous category that does not fit into either of the two major types of galaxies. c. Dwarf galaxies are very small elliptical galaxies with fewer than one billion stars in them. d. Spiral galaxies have a bulge and halo in the spheroidal component and a separate disk component. e. elliptical galaxies have a spheroidal component, but they do not have a disk component. f. Clusters of galaxies may include hundreds or even thousands of individual galaxies.
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Exercise 4 Reading 2 The Dust Bowl An ecological and economic disaster of unprecedented proportions struck the southern Great Plains in the mid 1930s. The region had suffered several drought years in the early 1930s. Such dry spells occurred regularly in roughly twenty-year cycles. But this time the parched earth became swept up in violent dust storms the likes of which had never been seen before. The dust storms were largely the consequence of years of stripping the landscape of its natural vegetation. During Word War I, wheat fetched record-high prices on the world market, and for the next twenty years Great Plains farmers had turned the region into a vast wheat factory. The wide flatlands of the Great Plains were especially suited to mechanized farming, and gasoline-powered tractors, disc plows, and harvester-thresher combines increased productivity enormously. Back in 1830 it had taken some fifty-eight hours of labor to bring an acre of wheat to the granary; in much of the Great Plains a hundred years later it required less than three hours. As wheat prices fell in the 1920s, farmers broke still more land to make up the difference with increased production. Great Plains farmers had created an ecological time bomb that exploded when drought returned in the early 1930s. [A] With native buffalo grass destroyed for the sake of wheat growing, there was nothing left to prevent soil erosion. [B] Dust storms blew away tens of millions of acres of rich topsoil, and thousands of farm families left the region. These who stayed suffered deep economic and psychological losses from the calamity. [C] The hardest-hit regions were western Kansas, eastern Colorado, western Oklahoma, the Texas Panhandle, and eastern New Mexico. [D] It was the calamity in this southern part of the Great Plains that prompted a Denver journalist to coin the phrase “Dust Bowl.” Black blizzards of dust a mile and a half high rolled across the landscape, darkening the sky and whipping the earth into great drifts of dust that settled over hundreds of miles. Dust storms made it difficult for humans and livestock to breathe and destroyed crops and tress over vast areas. Dust storms turned day into night, terrifying those caught in them. “Dust pneumonia” and other respiratory infections afflicted thousands, and many travelers found themselves stranded in automobiles and trains unable to move. The worst storms occurred in the early spring of 1935. Several federal agencies intervened directly to relieve the distress. Many thousands of Great Plains farm families were given direct emergency relief by the Resettlement Administration. Other federal assistance included crop and seed loans, moratoriums on loan payments, and temporary jobs with the Works Progress Administration. In most Great Plans counties, from one-fifth to one-third of the families applied for relief; in the hardest-hit communities as many as 90 percent of the families received direct government aid. The agriculture adjustment administration paid wheat farmers millions of dollars not to grow what they could not sell and encouraged the diversion of acreage from soil depleting crops like wheat to soil enriching crops such as sorghum. To reduce the pressure from grazing cattle on the remaining grasslands, the Drought Relief Service of the Department of Agriculture purchased more than 8 million head of cattle in l934 and1935. For a brief time, the federal government was the largest cattle owner in the world. This agency also lent ranchers money to feed their remaining cattle. The Taylor Grazing Act of 1934 brought stock grazing on 8 million acres of public domain lands under federal management. The federal government also pursued longer-range policies designed to alter land-use patterns, reverse soil erosion, and nourish the return of grasslands. The Department of Agriculture, under Secretary Henry A. Wallace, sought to change farming practices. The spearhead for this effort was the Soil Conservation Service (SCS), which conducted research into controlling wind and water erosion, set up demonstration projects, and offered technical assistance, supplies, and equipment to farmers engaged in conservation work on farms and ranches. The SCS pumped additional federal funds into the Great Plains and created a new rural organization, the soil conservation district, which administered conservation regulations locally. By 1940 the acreage subject to blowing in the Dust Bowl area of the southern Plains had been reduced from roughly50 million acres to less than 4 million acres. In the face of the Dust Bowl disaster, New Deal farm policies had restricted market forces in agriculture. But the return of regular rainfall and the outbreak of World War II led many farmers to abandon the techniques that the SCS had taught them to accept. Wheat farming expanded and farms grew as farmers once again pursued commercial agriculture with little concern for its long-term effects on the land.
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13. What is the main idea in this passage? a. The Dustbowl was named by a journalist in Denver. b. Ranchers and farmers competed for land in the Dust Bowl. c. Conservation policies never succeeded in the Dust Bowl. d. Farming practices in the Dust Bowl resulted in a disaster. 14. How many acres were affected by the erosion at the height of the storms? a. 50 million b. 10 million c. 8 million d. 4 million 15. The word calamity in the passage is closest in meaning to a. Situation b. Disaster c. Storm d. Region 16. The word alter in the passage is closest in meaning to a. Expand b. Predict c. Notice d. Modify 17. The word them in the passage refers to a. farmers b. techniques c. farms d. policies 18. According to paragraph 7, which of the following practices did farmers use after World War II? a. New Deal farm policies b. The SCS techniques. c. Cattle grazing on farmland d. Commercial methods 19. 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. a. Planting sorghum with wheat saved the government millions of dollars in subsidies. b. The government subsidized crops that contributed to the regeneration of the soil. c. Farmers sold their wheat crops to the government for a large subsidy. d. The soil was depleted because the government had subsidized wheat crops. 20. The author mentions all of the following government relief programs EXCEPT. a. technical support for farmers in soil conservation techniques b. loans to ranchers for the purchase of cattle feed c. temporary employment in the Works Progress Administration d. the purchase of homesteads that had been abandoned
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21. It can be inferred from the passage that a. ranchers caused the dust Bowl by grazing too many buffalo on the grasslands b. the Dust Bowl was brought to an end by World War II c. the Great Plains is a wheat-producing region in the United States d. all the homesteaders had to abandon their farms during the Dust Bowl 22. Four squares (0) indicate where the following sentence can be added to the passage. A contemporary newspaper account describes dust blowing in through closed doors and windows, destroying possessions and making provisions inedible. Where would the sentence best fit into the passage? a. b. c. 23. Complete the table below by classifying each of the answer choices as either one of the causes of the dust Bowl or one of the solutions to the problem. One of the answer choices will NOT be used. a. b. c. d. e. f. g. h.
Wind storms Soil Conservation Service Transportation costs High prices for wheat Sorghum crops Government policies Less natural vegetation Subsidies for farmers
Causes Solutions
24. Complete a summary of the passage by selecting THREE answer choices that express the most important ideas. The other three sentences do not belong in the summary because they express ideas that are not in the passage or they do not refer to the major ideas. This question is worth 2 points. In the, 1930s, an ecological and economic disaster struck the Great Plains. a. The federal government became the largest cattle owner in the world. b. Federal agencies intervened to assist farmers and ranchers in the Great plains. c. Many farmers and homesteaders left the Great Plains during the worst drought. d. The Works Progress Administration built bridges, roads, and public structures. e. Farmers plowed under the natural vegetation in order to grow wheat. f. Soil erosion and dust storms combined to create the Dust Bowl.
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Exercise 4 Reading 3 Lexicostatistical Glottochronology Lexicostatistical glottochronology is an approach, devised by the American linguists Morris Swadesh (1909-67) and Robert Lees (1922-) in the late 1940s, which determines the rate at which a language has changed, over the centuries. It aims to work out the length of time which has elapsed since two related languages (or two languages thought to be related) began to diverge. Glottochronology is the name of the study; lexicostatistics is the name of the technique it uses (but some authors use the two terms synonymously). A sample of vocabulary is taken from the languages, using the basic word-list, and the number of similar words between the languages is counted, allowing for the effect of phonetic change. Thus, Italian padre and Portuguese pai would be accepted as equivalent, or cognate, words for â&#x20AC;&#x153;fatherâ&#x20AC;? because the relationship is explicable, whereas there is no reasonable phonetic explanation which could relate either of these to, say, the Eskimo word for "father," ataataq. The word-list tries to avoid geographically or culturally biased words, such as the names of plants or animals, which would vary greatly from one part of the world to another. Glottochronologists assume that the lower the number of vocabulary agreements between the two samples, the longer the language have been separated. Two languages which have 60% vocabulary in common would be thought to have diverged longer ago than two languages which have 80% in Common. Swadesh and Lees took several languages where the period of time-change is known, and worked out a correlation between the percentage of common vocabulary and the interval of time (or "time-depth") which has elapsed since they diverged (as in the case of the Romance languages, which have diverged from Latin since the early Christian era). They found that on average two languages would have 86% in common after 1,000 years of separation. [A] Working backwards, on this basis, they constructed a table of historical divergence. [B] Using this kind of table, estimates have been given for the possible point of divergence of the languages in many of the world's families.
Criticisms The approach is a controversial one for several reasons. [C] The method itself has been attacked on the ground that it is impossible to construct a wordlist that shows no cultural bias-sun and moon, for example, have great religious significance in some cultures. [D] It is also argued that the rate of change may not be the same for all languages, and that far more known language histories would need to be analyzed before the 86% figure was truly convincing. The method becomes less definite the further back in history it goes, and the slightest of errors in the compilation of the word sample could result in great inaccuracy; for instance, after 70 centuries of divergence, there would be only 12% of cognates left, so that if just one cognate was misanalysis, the result would be three centuries in error. There are all kinds of problems which arise relating to whether words from different languages are indeed "the same"-in meaning as well as in form. And often, not enough information is available about a language (especially for older states) for a complete sample to be drawn up. Swadesh was fully aware of the limitations of the procedure. But he argued that there must be a balance between the forces which maintain uniformity in language and those which encourage fluctuation, and pointed out that it is possible to obtain ancillary evidence from the dating methods used in archaeology. Certainly the approach has generated many interesting hypotheses about early language states-and the relative chronology of modern languages, and several scholars still use it in their work-if only because no alternative technique has been devised. 25. Which of the following is the main topic of the passage? a. Cognate vocabulary word-lists b. Limitatil1s of glottochronology c. Comparisons of Romance languages d. Historical divergence of released languages.
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26. How much common vocabulary could be expected after languages had been separated for 1000 years? a.
12 percent
b. 60 percent c. 80 percent d. 86 percent 27. The word ancillary in the passage is closest in meaning to a. Recent. b. convincing c. additional d. organized 28. The word limitations in the passage is closest in meaning to a. weak points b. difficult instructions c. dangerous results d. brief conclusions 29. The word those in the passage refers to a. methods b. language c. limitations d. forces 30. According to paragraph 1, what is a definition of lexicostatistical glottochronology? a. A method to determine the relationship between two languages b. A technique that dates the age of a language c. An approach that verifies the spelling of related words d. A system that locates synonyms in a language 31. 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 a. Languages separated for a long time will have two samples of vocabulary those agree. b. Vocabulary in two samples will have fewer agreements because the languages are separated. c. Fewer vocabulary items will agree when languages have separated a long time go. d. Longer words will tend to agree even when languages have been separated. 32. The author mentions all of the following as criticisms of the approach, EXCEPT a. some languages may change more rapidly than others b. small errors compound over time c. no alternative method is available d. word-lists may be culturally biased 33. It can be inferred from the passage that the author a. is not interested in glottochronology b. worked with linguists Swadesh and Lees c. uses glottochronology in his own research d. has a balanced view of the work by Swadesh and Lees
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34. Four squares [0] indicate where the following sentence can be added to the passage: The scale in years begins at 25,000 years ago and stops at 0 years ago, that is, the present. Where would the sentence best fit into the passage? a. b. c. d. 35. Complete the table below by classifying each of the answer choices as either an acceptable or a controversial word for the basic word-list. All answer choices will be used. a. Sun Acceptable Controversial b. Father Word Word c. Pine tree d. Man e. Eye f. Deer g. Blueberry
36. Complete a summary of the passage by selecting THREE answer choices that express the most important ideas. The other three sentences do not belong in the summary because they express ideas that are not in the passage or they do not refer to the major ideas. This question is worth 2 points. Lexicostatistical glottochronology is a linguistic approach devised by Swadesh and Lees. a. b. c. d. e.
A table provides estimates for the number of years of linguistic divergence. Evidence from archaeology can be used to date the language separation. The Italian word padre and Portuguese pai are accepted cognates. Samples of languages are compared using a carefully constructed word-list. Cognate words are counted, and a percentage of word agreements is calculated. f. The word-list includes 100 of the most common vocabulary words across cultures.
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Exercise 5 Reading 1 Resistance to Antibiotics About 100 different antibiotics are currently available commercially in the United States. These antibiotics block the life cycle of bacteria that invade the human body. The first of these antibiotics, penicillin, works by blocking the molecules that construct the cell walls of particular bacteria. The bacteria, with incomplete cell walls, are not able to reproduce in fact; they usually just explode as the rest of the cell. goes about the process of mitosis. When penicillin was introduced during World War II, it was truly a "miracle drug." Until that time, anyone who was cut or wounded stood a great risk of bacterial infection. Once penicillin became available, the situation changed. Not only wounded soldiers, but also children with ear infections, old people with pneumonia, and many others began to benefit from the ability to introduce molecules into the body that would block the growth of bacteria. While humanity may have won that particular battle against bacteria, the war is far from over. The reason is that in any bacterial population, there are bound to be a few bacteria that, for one reason or another, are not affected by a particular antibiotic. For example, they may have a slightly differently shaped enzyme that builds cell walls, so that penicillin will not fit onto that particular shape of the enzyme. These bacteria will not be affected by that particular drug. In fact, for that small group of resistant bacteria, the introduction of the antibiotic is a real godsend. It doesn't affect them but it does wipe out all of their competition. They are thus free to multiply, and, over time, all of the bacteria will have whatever properties that made those individuals resistant. Traditionally, medical scientists have dealt with this phenomenon by developing a large number of antibiotics, each of which intervenes in the bacterial life cycle in a slightly different way. Consequently, if you happen to have a bacterium that is resistant to one antibiotic, probably it will succumb to the action of another. You may, in fact, have had the experience of going to a doctor with an infection, being given an antibiotic, and then finding that it didn't work. In all likelihood, all your doctor had to do then was prescribe a different antibiotic and everything was fine. The problem is that as time has passed, more and more bacteria have become resistant to more and more antibiotics. In fact, as of this writing, there is one strain of bacteria-a common hospital Staphylococcus-that is resistant to every commercially available antibiotic except one; and in 1996, a bacterium with lowered resistance to that last antibiotic appeared in Japan. The appearance of drug-resistant bacteria is not particularly surprising; in fact, it probably should have been anticipated. [A] Nevertheless, in the late 1980s, there was a general sense of complacency among scientists on the antibiotic question. Little profit was to be made by developing the one-hundred-and-first antibiotic. [B] Drug companies concentrated their efforts on that seemed to be more useful and profitable areas. Because of this situation, a gap developed between the production of new antibiotics and the development of resistance among bacteria. By the early 1990s, this gap was recognized-in fact; the problem was highlighted in several national news magazines. ICI More companies returned to the task of developing new kinds of antibiotics, and as this book is being prepared, a number are undergoing clinical trials. [D] By early in the twenty-first century, some of these new drugs will start to come on the market, and the problem will be "solved," at least for the moment. There may, however, be a gap in the early 2000s when it is quite possible that the old scourge of bacterial infection will once again threaten humanity. Much current research and funding is being devoted to genetic diseases, which arise from one or more malfunctioning genes. A promising future technology, gene therapy involves replacing a defective gene with a healthy one. Additional research will focus on the processes by which cells repair the constant damage to DNA, www.i20fever.com
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but the computer design of new drugs, the development of new antibiotics, and techniques to combat bacteria should remain a top priority. 1. Which of the following best expresses the main idea of this passage? a. The "miracle drug" penicillin b. Drug-resistant bacteria c. Staphylococcus infections d. Gene therapy treatments 2. How do antibiotics treat infections? a. They interfere with the reproductive cycle of bacteria. b. They construct cell walls to resist bacteria. c. They inject enzymes that explode in affected cells. d. They increase the mitosis of healthy lee lies. 3. The word COMPLACENCY in the passage is closest in meaning to a. consensus of agreement b. fear of consequences c. lack of concern d. awareness of potential 4. The word ANTICIPATED in the passage is closest in meaning to a. predicted b. concealed c. investigated d. disregarded 5. The word them in the passage refers to a. Whatever properties b. Resistant bacteria c. Their competition d. Those individuals
6. According to paragraph 4, why do some bacteria benefit from antibiotics? a. b. c. d.
The antibiotic eliminates competing bacteria, allowing resistant bacteria to reproduce. The resistant bacteria compete with the antibiotic, and the bacteria become stronger. The competition helps the resistant bacteria to multiply by reproducing with the resistant type. The properties of the antibiotic are acquired by the bacteria, making it resistant to the competition.
7. 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. a. Some antibiotics effect a population of bacteria more efficiently than others. b. There are several reasons why some bacteria do not respond to most antibiotics. c. The effect of antibiotics on bacteria is to bind them together into one population. d. A small number of bacteria in any sample will probably be resistant to a specific antibiotic. 8. The author mentions all of the following reasons for drug resistant bacteria to appear EXCEPT a. there was not enough profit incentive for companies to continue developing new antibiotics b. statistically, some drug-resistant bacteria will occur naturally in any large population of bacteria c. the newer antibiotics were not as strong and effective as the original penicillin-based drugs d. competing bacteria are destroyed by antibiotics, allowing resistant bacteria to prosper www.i20fever.com
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9. It can be inferred from the passage that a. research to develop new antibiotics will not be necessary in the future b. the scientific community was not surprised by the resistant strains of bacteria c. antibiotics are not very expensive when they are made available commercially d. it takes years for a new drug to be made available aerially for consumers , 10. Four squares (0) indicate-where the following sentence can be added to passage. There was a clear pattern of resistance in previously effective antibiotics that should have alerted the scientific community to the problem.. Where would the sentence best fit into the passage? 11. Complete the table below by putting each of the answer choices in chronological order. One of the answer choices will NOT be used. a. Drug companies began developing new antibiotics again. b. Drug companies stopped developing new antibiotics because of profit margins. c. Some bacteria became resistant to the antibiotics. d. New types of antibiotics were developed to combat the resistant bacteria. e. When the first antibiotics were introduced, they were very effective. f. Genetic research solved the problem of bacterial resistance. The sequence of events is as follows:
12. Complete a summary of the passage by selecting THREE answer choices that express the most important ideas. The other three sentences do not belong in the summary because they express ideas that are not in the passage or they are minor points that are not as important as the three major ideas. This question is worth 2 points. a. About 100 different antibiotics are currently available numerically in the U.S. b. Many strains of bacteria have become resistant to the antibiotics currently available. c. Funding for the production of new antibiotics has been allocated to drug companies. d. The first antibiotics were very effective in blocking the reproduction of bacteria. e. Staphylococcus can be treated with only one antibiotic because it is resistant to the rest. f. New antibiotics are being developed to combat bacteria that resist the older antibiotics. g. Most of the time, when you do not respond to one type of antibiotic, you can take another.
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Exercise 5 Reading 2 Artisans and Industrialization Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. (A) As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen. (B)In addition, women often worked in their homes part-time, making finished articles from raw material supplied by merchant capitalists. (C) After 1815 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers. (D) Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production. The creation of a labor force that was accustomed to working in factories did not occur easily. Before the rise of the factory, artisans had worked within the home. Apprentices were considered part of the family, and masters were responsible not only for teaching their apprentices a trade but also for providing them some education and for supervising their moral behavior. Journeymen knew that if they perfected their skill, they could become respected master artisans with their own shops. Also, skilled artisans did not work by the clock, at a steady pace, but rather in bursts of intense labor alternating with more leisurely time. The factory changed that. Goods produced by factories were not as finished or elegant as those done by hand, and pride in craftsmanship gave way to the pressure to increase rates of productivity. The new methods of doing business involved a new and stricter sense of time. Factory life necessitated a more regimented schedule, where work began at the sound of a bell and workers kept machines going at a constant pace. At the same time, workers were required to discard old habits, for industrialism demanded a worker who was alert, dependable, and selfdisciplined. Absenteeism and lateness hurt productivity and, since work was specialized, disrupted the regular factory routine. Industrialization not only produced a fundamental change in the way work was organized; it transformed the very nature of work. The first generation to experience these changes did not adopt the new attitudes easily. The factory clock became the symbol of the new work rules. One mill worker who finally quit complained revealingly about "obedience to the ding-dong of the bell-just as though we are so many living machines." With the loss of personal freedom also came the loss of standing in the community. Unlike artisan workshops in which apprentices worked closely with the masters supervising them, factories sharply separated workers from management few workers rose through the ranks to supervisory positions, and even fewer could achieve the artisan's dream of setting up one's own business. Even well-paid workers sensed their decline in status. In this newly emerging economic order, workers sometimes organized to protect their rights and traditional ways of life. Craft workers such as carpenters, printers, and tailors formed unions, and in 1834 individual unions came together in the National Trades' Union. The labor movement gathered some momentum in the decade before the Panic of 1837, but in the depression that followed, labor's strength collapsed. During hard times, few workers were willing to strike路 or engage in collective action. And skilled craft workers, who spearheaded the union movement, did not feel a particularly strong bond with semiskilled factory workers and unskilled laborers. More than a decade of agitation did finally bring a workday shortened to 10 hours to most industries by the 1850's, and the courts also recognized workers' right to strike, but these gains had little immediate impact. Workers were united in resenting the industrial system and their loss of status, but they were divided by ethnic and racial antagonisms, gender, conflicting religious perspectives, occupational differences, political party loyalties, and disagreements over tactics. For them, the factory and industrialism were not agents of opportunity but reminders of their loss of independence and a measure of control over their lives. As United States society became more specialized and differentiated, greater extremes of wealth began to appear. And as the new markets created fortunes for the few, the factory system lowered the wages of workers by dividing labor into smaller, less skilled tasks. Strike: a stopping of work that is organized by workers
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13. Which of the following can be inferred from the passage about articles manufactured before 1815? a. They were primarily produced by women. b. They were generally' produced in shops rather than in homes. c. They were produced with more concern for quality than for speed of production. d. They were produced mostly in large cities with extensive transportation networks. 14. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect answer choices change the meaning in important ways or leave out essential information a. Masters demanded moral behavior from apprentices but often treated them irresponsibly. b. The responsibilities of the master to the apprentice went beyond the teaching of trade c. Masters preferred to maintain the trade within the family by supervising and educating the younger family members. d. Masters who trained members of their own family as apprentices demanded excellence from them. 15. The word disrupted in the passage is closest in meaning to a. Prolonged b. Established c. Followed d. Upset 16. In paragraph 4, the author includes the quotation from a mill worker in order to a. support the idea that it was difficult for workers to adjust to working in factories b. to show that workers sometimes quit because of the loud noise made by factory machinery c. argue that clocks did not have a useful function in factories d. emphasize that factories were most successful when workers revealed their complaints 17. All of the following are mentioned in paragraph 4 as consequences of the new system for workers EXCEPT a loss of a. freedom b. status in the community c. opportunities for advancement d. contact among workers who were not managers 18. The phrase gathered some momentum in the passage is closest in meaning to a. Made progress b. Became active c. Caused changes d. Combined forces 19. The word spearheaded in the passage is closest in meaning to a. Led b. Accepted c. Changed d. Resisted 20. Which of the following statements about the labor movement of the 1800â&#x20AC;&#x2122;s is supported by paragraph 5? a. It was most successful during times of economic crisis. b. Its primary purpose was to benefit unskilled laborers. c. It was slow to improve conditions for workers. d. It helped workers of all skill levels form a strong bond with each other. www.i20fever.com
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21. The author identifies political party loyalties, and disagreements over tactics as two of several factors that a. encouraged workers to demand higher wages b. created divisions among workers c. caused work to become more specialized d. increased workers' resentment of the industrial system 22. The word them in the passage refers to a. Workers b. political party loyalties c. disagreements over tactics d. agents of opportunity 23. Look at the four squares that indicate where the following sentence can be added to the passage. This new form of manufacturing depended on the movement of goods to distant locations and a centralized source of laborers. Where would the sentence best fit? a. b. c. d. 24. Directions: Complete the table below by indicating which of the answer choices describe characteristics of the period before 1815 and which describe characteristics of the 1815-1860 period. This question is worth 3 points. 1815-1850
Before 1815
Answer Choices: 1. A united, highly successful labor movement took shape. 2. Workers took pride in their workmanship. 3. The income gap between the rich and the poor increased greatly. 4. Transportation networks began to decline.
5. Emphasis was placed on following schedules. 6. Workers went through an extensive period of training 7. Few workers expected to own their own Businesses.
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Exercise 5 Reading 3 Swimming Machines Tunas, mackerels, and billfishes (marlins, sailfishes, and swordfish) swim continuously. Feeding, courtship, reproduction, and even "rest" are carried out while in constant motion. As a result, practically every aspect of the body form and function of these swimming "machines" is adapted to enhance their ability to swim. Many of the adaptations of these fishes serve to reduce water resistance (drag). Interestingly enough, several of these hydrodynamic adaptations resemble features designed to improve the aerodynamics of high-speed aircraft. Though human engineers are new to the game, tunas and their relatives evolved their "high-tech-designs long ago. Tunas, mackerels, and billfishes have made streamlining into an art form. Their bodies are sleek and compact. The body shapes of tunas, in fact, are nearly ideal from an engineering point of view. Most species lack scales over most of the body, making it smooth and slippery. The eyes lie flush with the body and do not protrude at all. They are also covered with a slick, transparent lid that reduces drag. The fins are stiff, smooth, and narrow, qualities that also help cut drag. When not in use, the fins are tucked into special grooves or depressions so that they lie flush with the body and do not break up its smooth contours. Airplanes retract their landing gear while in flight for the same reason. Tunas, mackerels, and billfishes have even more sophisticated adaptations than these to improve their hydrodynamics. The long bill of marlins, sailfishes, and swordfish probably helps them slip through the water. Many supersonic aircraft have a similar needle at the nose. Most tunas and billfishes have a series of keels and fillets near the tail. Although most of their scales have been lost, tunas and mackerels retain a patch of coarse scales near the head called the corselet. The keels, fin lets, and corselet help direct the flow of water over the body surface in such as way as to reduce resistance (see the figure). Again, supersonic jets have similar features. (A)Because they are always swimming, tunas simply have to open their mouths and water is forced in and over their gills. (B)Accordingly, they have lost most of the muscles that other fishes use to suck in water and push it past the gills.(C) In fact, tunas must swim to breathe.(D) They must also keep swimming to keep from sinking, since most have largely or completely lost the swim bladder, the gas-filled sac that helps most other fish remain buoyant. One potential problem is that opening the mouth to breathe detracts from the streamlining of these fishes and tends to slow them down. Some species of tuna have specialized grooves in their tongue. It is thought that these grooves help to channel water through the mouth and out the gill slits, thereby reducing water resistance. There are adaptations that increase the amount of forward thrust as well as those that reduce drag. Again, these fishes are the envy of engineers. Their high, narrow tails with swept-back tips are almost perfectly adapted to provide propulsion with the least possible effort. Papas most important of all to these and other fast swimmers is their ability to sense and make use of swirls and eddies (circular currents) in the water. They can glide past eddies that would slow them down and then gain extra thrust by "pushing off" the eddies. Scientists and engineers are beginning to study this ability of fishes in the hope of designing more efficient propulsion systems for ships. The muscles of these fishes and mechanism that maintains a warm body temperature are also highly efficient. A bluefin tuna in water of 7c (45f) can maintain a core temperature of over 25c (77f). This warm body temperature may help not only the muscles to work better, but also the brain and the eyes. The billfishes have gone one step further. They have evolved special "heaters" of modified muscle tissue that warm the eyes and brain, maintaining peak performance of these critical organs
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25. The word enhance in the passage is closest in meaning to a. use b. improve c. counteract d. balance 26. The word they in the passage refers to a. qualities b. fins c. grooves d. depressions 27. Why does the author mention that Airplanes retract their landing gear while in fight? a. to show that air resistance and water resistance work differently from each other b. to argue that some fishes are better designed than airplanes are c. to provide evidence that airplane engineers have studied the design of fish bodies d. to demonstrate a similarity in design between certain fishes and airplane 28. The word sophisticated in the passage is closest in meaning to a. complex b. amazing c. creative d. practical 29. According to paragraph 4, the long bills of marlins, sailfish, and swordfish probably help these fishes by a. increasing their ability to defend themselves b. allowing them to change direction easily c. increasing their ability to detect odors d. reducing water resistance as they swim 30. According to the passage, which of the following is one of the reasons that tunas are in constant motion? a. They lack a swim bladder b. They need to suck in more water than other fishes do. c. They have large muscles for breathing. d. They cannot open their mouths unless they are in motion 31. Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect answer choices change the meaning in important ways or leave out essential information. a. These fishes often have a problem opening their mouths while swimming. b. The streamlining of these fishes prevents them from slowing down. c. The streamlining of these fishes tends to slow down their breathing. d. Opening the mouth to breathe can reduce the speed of these fishes. 32. The word channel in the passage is closest in meaning to a. reduce b. remove c. direct d. provide
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33. According to the passage, one of the adaptations of fast-swimming fishes that might be used to improve the performance of ships is these fishes' ability to a. swim directly through eddies b. make efficient use of water currents c. cover great distances without stopping d. gain speed by forcing water past their gills 34. According to paragraph 9, which of the following is true of Blue fin tunas? a. Their eyes and brain are more efficient than those of any other fish. b. Their body temperature can change greatly depending on the water temperature. c. They can swim in waters that are much colder than their own bodies. d. They have special muscle tissue that warms their eyes and brain. 35. Look at the four squares [.] that indicate where the following sentence can be added to the passage. Consequently, tunas do not need to suck in water. Where would the sentence best fit? Directions: Complete the table below by indicating which features of fishes are associated in the passage with reducing water resistance and which are associated with increasing thrust. This question is worth 3 points.
REDUCING WATER RESISTANCE • • •
INCREASING THRUST
Features of Fishes
1. The absence of scales form most of the body 2. the ability to take advantage of eddies 3. The ability to feed and reproduce while 4. Eyes that do not protrude
5. Fins that are stiff, narrow, and smooth 6. The habit of swimming with the mouth open 7. A high, narrow tail with swept-back tips
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V. WRITING SECTION VI. INTRODUCTION The Writing section tests your ability to write essays in English similar to those that you would write in college courses. During the test, you will write two essays. The integrated essay asks for your response to an academic reading passage and a lecture on the same topic. You may take notes as you read and listen, but the notes are not graded. You may use notes to write the essay. The lecture will be spoken, but the directions and the questions will be written. You will have 20 minutes to plan, write, and revise your response. Typically, a good essay for the integrated topic requires 150—225 words. The independent essay usually asks for your opinion about a familiar topic. You will have 30 minutes to plan, write, and revise your response. Typically, a good essay for the independent topic requires 300—350 words. A clock on the screen show you the time left to complete each essay.
Writing Section Question
Reading Time
Listening Time
Writing Time
Integrated task
3 minutes
2—3 minutes
20 minutes
Independent task
—
—
30 minutes
Integrated Writing Synthesis of ideas: In integrated essay question, you will be asked to read a short passage from a text book and then listen to part of a short lecture about the same topic. The lecture may be an elaboration, contrasting with the points made in the reading. Generally your essay must follow the question in terms of organization. Your essay must include the information from both reading and listening.
Independent Writing Opinion and argument: In the case of independent essay question, you will be asked to write an essay about a familiar topic. This may be on a place, a person, a possession, a situation, or an occasion. After you read the question, you will state your opinion and then explain why you have that opinion. Some times, you will be asked to argue both the sides of an issue and then take a stand for one side.
STRATEGIES FOR INTEGRATED ESSAY The integrated question asks for a synthesis of the content in a lecture and a reading passage. It is usually the first essay question. Report: When you are writing the essay it is important not to offer your opinions. You must distinguish between the opinions given in the reading and the lecture. The essay must include both the facts and the ideas of the author and the lecturer. Your job in an integrated essay is to report the facts and ideas without making judgments and without expressing your opinions. • State only the facts and ideas mentioned in the reading text and the listening text. • Connect the reading points to the lecture
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TRANSITIONS PHRASES AND VERBS They help in establishing the relationship between the reading and the listening. Choose appropriate transitions to make the essay cohesive.
Adverbs / Transitions
Phrases
Verbs
Comparison
Similarly, also, likewise, in the same way
Like(prep),alike, similar, comparable, equal(adj)
Fit, match, mirror, reflect, equal, resemble, Compare to, support, reinforce
Contrast
On the other hand, in contrast, however Although, even though,but,yet
Unlike(prep),Not dissimilar, different(adj)
Differ, not match, not fit, contrast with Contradict, clash
alike,
Build A Variety Of Structures: Essays with a variety of sentence structures are more interesting, and they receive higher scores. Complex sentence structures, achieved by combining simple sentences, also improve scores. Examples: For opposing opinions: • The lecturer argues/believes/thinks/feels/ states that +opposing opinion • The lecturer focuses on/makes an argument that +opposing opinion • The writer argues that….but the speaker contradicts this point by arguing that…. • The professor is certain that…..the author on the other hand recognizes that…. More Structures: • Although the speaker is supportive of …., the speaker is against it …. • The speaker supports all…..but the writer opposes it…. • Unlike the speaker, the writer disapproves of… • The writer’s position is different from the speaker’s in …. • The writer and speaker have different positions in… • The writer’s and speaker’s position/take/ stand are not alike in…. Conclusions: • Overall ,the writer/speaker makes a strong/weak/ more complicated/simple argument than the writer • Finally, it can be concluded that the writer/speaker seems very optimistic /clear/positive while the speaker/writer is more cautious
Edit Your Writing: If you use all of your time to write, you won’t have enough time to edit your writing. Students who take the time to read what they have written will find some of their own mistakes and can correct them before submitting the final essays. Hence, plan you writing time in such way that you have at least 2-5 minutes to proof read and make minor changes to improve the essay. To edit most effectively, use the grading checklist.
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TIPS: Take notes in Fragments Symbols Abbreviation Acronyms Infer meaning from Context, Logic Attitude Cohesive devices Pay attention to main idea, purpose, and attitude Connect details to the main idea Use text as a guide for the lecture Pay attention to specific degrees of contrast or comparison Organize your summary Use transitions, Key words and phrases Nonetheless, nevertheless, like, similarly, first, second, for example to guide your reader through your essay.
STRATEGIES FOR INDEPENDENT ESSAY The independent question on the TOEFL asks your opinion. It is usually the second essay question. Respond to the Topic: It is very important to read the question carefully and analyze the topic. If you write on a topic other than the one that you have been assigned, your essay will not be scored.
Be Direct: When you are asked for your opinion, it is appropriate to begin with a direct statement. The following phrases and clauses introduce an opinion: Direct statement = Subject + Verb Examples: • In my opinion, School uniforms are a good idea. • In my view… • From my point of view… • From my perspective… Introductory Clause Direct statement = Subject + Verb Examples: • I agree that School uniforms are a good idea. • I disagree that… • I think that… • I believe that… • I support the idea that… • I am convinced that… • It is clear to me that… Concede The Opposing View: Sometimes you will be offered two choices. When stating a preference, it is polite to concede that the opposing view has merit. The following words and phrases express concession: Although, even though, despite, and in spite of Concession Opinion: Concession clause, Direct statement = Subject + Verb Examples: • • • •
Although there are many advantages to living in the city, I prefer life in a small town Even though technology can damage the environment, I think it better than harm Despite the differences among cultures, I believe that peace is possible. In spite of the benefits of studying in a group, I prefer to study alone. www.i20fever.com
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Use an Outline Sentence: Some books call the second sentence in an essay the topic sentence, the controlling sentence, the thesis statement, or the organizing sentence. The purpose of this sentence is to outline the essay for the reader. Here are some examples to outline sentences. Examples 1. First sentence: Although there are many advantages to living in the city, I prefer life in a small town. Outline sentence: Three personal experiences convince me that small towns provide a better life style. 2. First sentence: Despite the differences among cultures, I believe that peace is possible. Outline sentence: History provides several encouraging examples. 3. First sentence: In spite of the benefits of studying in a group, I prefer to study alone. Outline sentence: There are three reasons why I have this preference.
Think In English: How do English-speaking writers think? According to research by Robert Kaplan, they organize their thoughts in a linear pattern. This means that they think in a straight line. Details and examples must relate to the main points. Digressions are not included. Organization of the essay: For essays that require an opinion, the organization would look like this: Opinion In my view, school uniforms are a good idea. Outline Sentence Three reasons convince me that wearing uniforms will improve the educational experience of students. Reason 1 In the first place, uniforms are not as expensive as brand name clothing. Example\Detail For example, new school uniform costs about $30, but designer jeans and a name-brand shirt cost five times that amount. An expensive book would be a better investment Reason 2 Second, it is easier to get ready for school
Example/Detail When there are five choices, it requires time and thought to decide what to wear. Uniforms simplify the problem of choosing a shirt to complement a certain pair of pants and, furthermore, selecting socks and shoes to go with them. All of these decisions take time and divert attention from preparing for classes. Reason 3 Finally, students who wear uniforms identify themselves with their school. Example/Detail Wearing the school colors establishes that each student is part of the group.
Conclusion: In conclusion, I think schools require uniforms send a positive message to their students. They communicate that it is more important to be the best student than it is to have the best clothing. â&#x20AC;˘ Think in a straight line â&#x20AC;˘ Connect each idea with the next www.i20fever.com
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Write a strong conclusion: In TOEFL essays, it is not appropriate to apologize for not having written enough, for not having enough time, or for not using good English skills. An apology will cause you to lose points. In addition, a good conclusion does not add new information. It does not introduce a new idea. A strong conclusion is more like a summary of the ideas in one last sentence. • Summarize the main idea • But show that you have covered your topic fully • Avoid apologies and new topics • Restate your thesis in different words • Make readers feel that have learned something meaningful from your argument
The goal of proofreading: Is to give your essay a final “polish” by checking your • Spelling, • Correcting grammatical errors • If needed, changing word order or word choice.
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GENERAL STRATEGIES FOR ESSAYS Read the topic carefully and make sure you understand it. Always decide on what you are going to write before you start. Make a list of your main points with an outline. It should be easy to identify the introduction, body and conclusion. Each section should have at least one separate paragraph. Address the entire topic, not just part of it. If the topic mentions some aspects of the argument for both sides, you should discuss these aspects in your easy. Stay on the topic. Learn the rules of English punctuation and use them. Each sentence should start with a capital letter and end with a period, question mark or exclamation point. Write short, simple complete sentences. This style sounds strong in English. You are more likely to make grammatical mistakes if you write long, complex sentences. Do not begin sentences with conjunctions such as and, or, but, because. Make sure that each sentence has a clearly identifiable main subject and main verb and those they agree in number and tense. Use a variety of sentence structures; at least one question, passive voice sentence, conditional sentence, complex sentence etc. Use specific and detailed examples and reasons to support your ideas. Stories or examples from your personal life are best. Remember, no one is checking up to see if these stories are true. While writing an essay, do not translate from Russian or Romanian; try to think in English. Do not try to support more than two or three main points. Do not simply list your reasons. State exactly what your main points are. Do not make the reader guess what your opinion is. Try to avoid citing authority, proverbs, or facts that are considered common knowledge in the Republic of Moldova. They may not be understood or recognized by the readers of your essay. You point of view should be clearly stated. Do not try to persuade or inform the reader with your essay. Rather, you need to show the reader that you can write a good essay. Do not generalize or make global statements. If you are discussing your own or someone else’s experience, your opinion can be based only on this experience. Do not repeat the same nouns, verbs, and adjectives unless they are necessary to explain your ideas. Try to use as many different words as you can. Use only words the meaning of which you understand well. Do not use complex words simply to sound “academic.” In general, each paragraph should contain only one idea, which is discussed in some detail. Furthermore, each paragraph should contain a topic sentence, that is, a clear statement of the main idea in the paragraph. The essay’s thesis (main idea) needs to be clearly stated in the first (introductory) paragraph of your essay. All ideas in your essay must be closely related to the topic. If the reader does not need to know something in order to understand your idea, do not include it. Make sure that every singular countable noun has an article, a possessive determiner (my, our, your, his/her, their), or a demonstrative determiner (this, that, these, those). Using the plural form for countable nouns in general statements is often better than the singular. Check subject/verb agreement. Try to avoid using many unread conditional sentences. Write about the reality, either past, present or future. Try to avoid using too many passive sentences. Many experts think that passive sentences should make up only 5% of your essay.
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WRITING EXERCISE Integrated Writing Exercise 1 Work Organization Read the passage and then listen to the recording. To make this practice more like the real test, cover the passage and question during the lecture. Listen for important information. Take notes about examples or reasons that will help you remember the key points. When you hear the question, uncover the passage and question. Then allow 20 minutes to plan and write a response. Reading time â&#x20AC;&#x201C; 3 minutes Most work organizations are still characterized by extreme division of labor in which tasks are divided into distinct parts, each part to be performed by an individual worker. In manufacturing, the assembly line is the ultimate in efficient labor, with each worker performing the same set of actions over and over again. In this way, workers themselves become like a machine part, dehumanized and alienated. Alienation is a sense of powerlessness, of being cut off from oneâ&#x20AC;&#x2122;s labor and from other workers. Alienation can also occur in office occupations, where most employees perform only a few specialized tasks. However, despite the routine dullness of most jobs, the majority of workers are generally satisfied with their current jobs, although they are not totally enthusiastic. The most satisfying jobs are those with a high level of autonomy, in which employees can make their own decisions about the pacing and sequence of work with minimal supervision. Job autonomy is most often found in high-pay and high-prestige occupations. In jobs in the middle or lower levels of pay and prestige, workers generally have less autonomy. The lower the occupational status, the more heavily supervised the workers are, and the fewer decisions they can make on their own. Still, when workers are asked what is very important when taking their current job, they tend to list social and personal features of the workplace, such as co-workers and skills utilized, and familyâ&#x20AC;&#x201D;related factors, such as health insurance and family leave. Traditional economic incentives such as pay and promotions are near the bottom of the list. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the passage and question and begin your response. TRACK-27 Question Summarize the points the professor made in the talk, explaining how they support points made in the reading.
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Exercise 2 Gall’s Theory In the late eighteenth century, an Austrian physician named Franz Joseph Gall observed a relationship between certain mental characteristics and the shapes of people’s heads. Gall founded the discipline called phrenology, which is based on the idea that variations in the human skull reflect differences in the size and the shape of the human brain. According to phrenology, different areas of the brain serve separate and distinct functions; therefore, by carefully examining the size and shape of an individual’s skull, an expert can determine the strengths, weaknesses, and peculiarities of the person’s character and intellect. Devoting most of his life to a detailed study of the nervous system, Gall showed that the brain’s white matter consists of nerve fibers. He also initiated the theory of localization—the belief that the various mental processes are centered in specific parts of the brain. Gall claimed that humans had several different forms of power for each mental process. He developed a list of “organs” of the mind that featured 37 different mental powers. Among these powers were emotional faculties such as secretiveness and the capability for love; sentiments such as hope, reverence, and self-esteem; and reflective and perceptual powers, including aptitude for language, musical ability, and sensitivity to visual properties such as shape and color. The simple doctrine of phrenology achieved great popularity in Europe and the United States during the early nineteenth century. Many leading scientists of the period supported its basic principles and attempted to advance it as a science. The doctrine also appealed to the general public since everyone could “play the game” of reading skulls. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the passage and question and begin your response. TRACK-28 Question Summarize the points made in the lecture, explaining how they either support or refuse points made in the reading.
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Exercise 3 Hemingway Pulitzer Prize-winning American author Ernest Hemingway (1899-1961) received no shortage of praise and reward for his work as a writer and journalist. However, a more balanced and objective appraisal of his writing is long overdue. Although the quantity and scope of his work is admirable and rightly celebrated, Hemingway’s subject matter and stylistic obsessions limit the ultimate artistic value of his work. A basic platform for the criticism of his works is the material he chose for his fiction and nonfiction. Hemingway worked as a journalist, briefly in Kansas City, and then in Chicago, Toronto, and most famously Paris and Spain. As a journalist, he showed an admirable interest in many subjects, such as war and modern art, and a willingness to travel. However, he relied too heavily on his own experiences. All of his best novels, such as the Sun Also Rises and A Farewell to Arms, are extremely autobiographical. Moreover, Hemingway tried to paint a falsely heroic picture of himself in his reporting. As a result, his fiction is far too personal and this nonfiction seems unrealistic. Moreover, Hemingway’s rhetorical style is too simple for a supposed master. A lack of rhetorical device makes Hemingway’s works undeserving of the abundant praise they have received. Hemingway’s fear of adjectives and his preference for limited, basic description shows a lack of style and imagination. Without rhetorical sophistication, a writer merely records events. Related to this simplicity in writing style is the simplicity with which Hemingway constructed his characters. His portrayal of women is especially inaccurate. His female characters are purposefully one-dimensional due to his inherent distrust of the fairer sex. Feminists correctly find many of Hemingway’s stories distasteful and complain that he had little understanding of the female mind. TRACK-29 Question Summarize the points made in the lecture, explaining how they relate to the points make in the reading. Use specific examples and details from both passages in your answer.
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Exercise 4 G.M Foods What are genetically modified (GM) foods? The term refers to plants intended for human consumption that have been modified in laboratories using molecular biology techniques. For example, a scientist may isolate a gene in a plant or animal that shows resistance to drought, and then insert that gene into a different plant. By performing this modification, the new plant becomes resistant to drought as well. The potential benefits of genetic modification are almost limitless. Despite the fact that GM foods have only been around a little over 12 years, scientists have already produced genetically modified foods that provide resistance to cold, drought, salinity, pests, and herbicides, produce higher yields, withstand long shipping times, and improve nutritional content. Researchers are even attempting to develop foods containing edible vaccines to eradicate deadly diseases. There is also evidence that GM foods can provide environmental benefits by reducing the need for toxic pesticides and synthetic fertilizers that produce greenhouse gases.Although no major health risks have emerged since GM foods were introduced, critics charge that GM foods have not been sufficiently tested to ensure their safety for human consumption. But failing to exploit the benefits of GM foods poses another kind of risk. The worldâ&#x20AC;&#x2122;s population promises to double over the next 50 years. Providing adequate and nutritious foods to this expanding population will be one of the great challenges of the 21st century- GM foods promise to meet this challenge using the best techniques modern science has to offer. The fact is, GM foods present no new or special dangers, but in fact may improve the lives of countless millions of people worldwide.
TRACK-30 Question Summarize the points made in the lecture, explaining how they relate to the points make in the reading. Use specific examples and details from both passages in your answer.
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Exercise 5 International Style The international style is the name given to the 'functionalist style of architecture that evolved in Europe and the United States shortly before the First World War and prevailed during most of the twentieth century. The international style is characterized by an emphasis on function and rejection of traditional decoration. It is also known as the Bauhaus style because it was refined at the famous German design school. The Bauhaus, during the 1920s the directors of the Bauhaus, Walter Gropius and Ludwig Mies van der Rohe, reduced the urban building to a basic framework of steel, a skin of glass, and an open interior in which "curtain walls" could be moved around to. Suit the purposes of the user. Supporters of the Bauhaus idiom promoted a utilitarian simplicity in such phrases as "form follows function" and "less is more," The International style inspired both architects and ordinary citizens, and greatly influenced the mid-century building boom in the United States, particularly in New York. The beauty and simplicity of the Bauhaus idiom was evident in New York structures such as the Rockefeller Center complex. Perhaps the best known New York example is the office building of the United Nations Secretariat, completed in 1952. A Swiss-born architect known as Le Corbusier led the international group of architects that designed it. The UN Secretariat is a slab only 72 feet thick but its blue-tinted glass walls are 287 feet wide by 544 feet high. The building has a simplicity and elegance worthy of the most prominent international organization, the United Nations. The sleek utilitarian beauty of the International style succeeded in reshaping the city and making one of the most successful architectural movements in history.
TRACK-31 Question Summarize the points made in the lecture, explaining how they agree or disagree with points made in the reading.
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Exercise 6 Sydney Opera House The design for the Sydney opera House was selected from entries in an international competition held in 1956. From more than 230 designs submitted by major architectural firms worldwide, the committee selected a dramatic concept by Jorn Utzon, architect who was virtually unknown outside of Denmark. He described his work as more like a sculpture than a building because it appeared to change shape depending on the direction from which it was viewed. He was also very committed to organic principles, which dictated that the structure must fit in with the environment. Situated in Bennelong point, a promontory that stretches into the harbor, Utzon drafted the curved roofs of the opera house to look like a sailing ship at full sail on the water. Clearly, the roof is the most revolutionary part of the design, which was so far ahead of the capabilities of engineering at the time that Utzon had to spend several years reworking the details for the construction of the roof sails in order to help the engineers solve the problems associated with actually building them. For example, stabilizing the shells that rose almost 200 feet high presented a serious challenge. Prestressed concrete was very new in building construction at the time that it was used to make the ribbed shells for the roof. In addition, computer technology was just catching up with the complex structural calculations and models that the architect needed for his vision to be realized. By 1966, a decade after the design was chosen, the opera house was not even near completion. It was over budget, there were problems with the engineers and the contractors, and the fate of the structure was the object of political debate; Jorn Utzon resigned from the project. Eventually completed by others, by the time that it opened in 1973, it had been under construction for 17 years .the roof alone had required almost 2200 precast concrete sections, some of which weighed 15 tons, held together by 220 miles of tensioned steel cable and covered by more than a million white glazed ceramic tiles.
TRACK-32 Question Referring to the main points in the reading, describe the Sydney Opera House. Then, using information from both the reading and the lecture, explain why the professor classifies the building as unique.
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Exercise 7 Cinema At the dawn of cinema in the 1890s, audiences were fascinated by everyday actions caught on film; a train pulling into the station, a family eating breakfast, and soldiers marching in a parade. Then the French filmmaker Georges Melies demonstrated that films could do far more than merely record everyday life. Melies, a professional magician and theatre operator, decided that the new medium could be used effectively in his magic act. After much experimentation with a moving-picture camera, he realized that film could be manipulated in countless ways. In time, he developed such new techniques as the fade-out, overlap dissolve, stop action, superimposition, double exposure, fast and slow motion, animation, and a host of other devices that he used with invention and wit. Melies transformed the cinema into a storytelling medium. At a time when most filmmakers were content to photograph the real world, Melies was creating his own fantasy world. In his specially built studio near Paris, he produced more than a thousand films between 1896 and 1914. They ranged from brief shorts that were one minute long to much longer films that ran for twenty minutes. The longer films included Cinderella (1899) and A Trip to the Moon (1902). Very popular in their day, the trick films of Melies were shown, often without his permission, all over Europe and North America starting around 1900. At that time, the films were regarded as charming and witty, and Melies was respected as the first artist of cinema. Although primitive by today’s standards, the films of Melies revealed the cinema’s unique and almost limitless possibilities for trickery and special effects – possibilities that continue to evolve with today’s computer technology. TRACK-33 Question Summarize the points made in the talk, explaining how they illustrate points made in the reading
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Exercise 8 Thomas Malthus Thomas Malthus was an English economist, sociologist, and pioneer in modern population study. He was one of the first writers to analyze the relationship between population and the economy. In 1798 Malthus published An Essay on the Principles of Population, warning about the effects of rapid population growth on human well-being. He asserted that poverty and suffering are unavoidable because population increases faster than the means of subsistence. Malthus suggested that human rates of reproduction are so great that if all the offspring survived, the population would double every generation. This rapid growth causes a constant struggle for existence and competition for food and other means of survival. Besides a limited food supply, the only negative checks on population growth are disease, famine, and war. The Malthusian theory of population growth states that there is a universal tendency for human population – unless checked – to grow at a geometric rate. This means that population increases at a rate of 1, 2, 4,8,16 and so on. However, food production tends to increase at an arithmetic rate, 1, 2, 3, 4, 5……; because the amount of land is fixed while labor input keeps growing. Per capita food production (the amount of food for each person) would thus decline over time, thereby limiting population growth. The theory relies on the economic law that an increasing population working on a fixed amount of land would reduce per capital output and incomes to the bare subsistence level. The Malthusian theory influenced classical economists and was later adapted by neo-Malthusian economists in the 1970s. TRACK-34 Question Summarize the points made in the lecture, explaining how they contradict points made in the reading.
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Exercise 9 Windmill Humans have used the windmill to harness wind power for thousands of years. However, it was not until the nineteenth century that windmills possessed the features that made them efficient in the same way as modern wind turbine blades. The windmill was refined when its heavy, inefficient wooden blades were replaced with lighter, faster steel blades around 1870. Over the next century, more than six million small windmills were built in the western United States, where they pumped ground water for livestock and provided the domestic water supply for families living on remote ranches. The first large windmill to produce electricity was a multi-blade design with a 12kilowatt capability, built in 1888. Today, wind power is a promising, clean, safe, and environmentally friendly energy resource that can serve as an alternative to electricity generated by fossil fuels such as coal, oil, and natural gas. In 1999, wind-generated electricity exceeded 10,000 megawatts globally, which amounts to approximately 16 billion kilowatt-hours of electricity. This is more than enough to serve five medium-sized cities with a population of 350,000 each. Wind-generated electricity is projected to be one of the developing worldâ&#x20AC;&#x2122;s most important sources of energy, and it also has potential for industrialized nations. Wind power could provide 20 percent of the electricity in the United States, with turbines installed on less than one percent of the nationâ&#x20AC;&#x2122;s land area. Within that area, less than five percent of the land would be occupied by wind equipment; the remaining 95 percent could continue to be used for farming or ranching. TRACK-35 Question Summarize the advantages and disadvantages of wind power discussed in the lecture, explaining how they agree with or depart from points made in the reading.
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Exercise 10 Pictorialists In the nineteenth century, when photography was still a relatively new art form, “Pictorialists” were photographers who strove to give their photographs, or “pictures,” a resemblance to paintings. Pictorialists wanted their images to evoke the artistic character of oil paintings. Today when we speak of pictorial photography, we mean photographs that stand on their own as valuable works of art, not photographs that imitate paintings. A pictorial photograph is usually of a still, or fairly still, subject. If a person is included in the shot, he or she is there as part of the composition, and not as a portrait central to the picture. Photographs that evoke an emotional response in the viewer are often classified as pictorial. A pictorial shot often relies on a beautiful lighting effect and attention to detail as well as concern for the overall composition. In both painting and photography, composition refers to the organization of forms and colors within the frame of the picture. Photographers inherited theories of composition from painters and other visual artists. In the nineteenth century, when young men and women studied painting, they learned the “rules” of composition. These rules were not established by the great masters, who understood and applied composition instinctively. Rather, it was art teachers who formulated the rules after examining the world’s great paintings. Form these paintings, art teachers extracted a number of factors that occurred frequently in great works. These rules of composition are better described as guidelines and can be quite helpful to the beginning photographer. Generally, composition includes such elements as balance, placement, color and detail. TRACK-36
Question Summarize the points made by the instructor, explaining how they illustrate points made in the reading.
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Exercise 11 Sexism Sexism is the sum total of society’s shared attitudes and assumptions that require people to follow certain “rules” about how they should act, think, and feel, based on their gender. From a very early age, boys and girls are taught these gender “rules” through social conditioning. Children learn their culture’s gender rules mainly from the adults in their lives, but also from media images and the toys they are given to play with. The majority of toys used in preschools and kindergartens, and they toys given to children by adults, are tools that condition children to learn gender roles and accept these roles as normal. Clearly separate classes of toys exist for girls and boys. Girls are given stuffed animals, dolls, dress-up kits, toy houses, and kitchen sets, while boys are given action or violence –oriented toys. Girls’ toys condition girls to sit and play quietly and accept things the way they are. Boys’ toys in contrast, teach boys to take things apart, put things together, and move things around—in other words, to have an impact on the environment. The colors used in these gender specific toys enhance this social conditioning. Toys for girls come in soft colors such as pink, white, lavender, and light blue, while boys’ toys are bold orange, yellow, blue gray, black, and white. Toy manufacturers market by gender and their advertising literature emphasizes that boys love action play with trucks, robots, action figures, and machines. By contrast, toymakers assume that girls are more interested in fashion, beauty, and the home, presumably because girls do not like action play. The division by gender extends to television commercials. Research shows that commercials with only boys feature settings away from home, while ads with only girls are more likely to be set in the home. TRACK-37
Question Summarize the points made in the talk, explaining how they agree or disagree with points made in the reading.
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Exercise- 12 Jet Streams Jet stream is an irregular band of wind that occurs in high altitudes at about 20,000 feet, that is, between 6 and 9 miles above the surface of the Earth. Consequently, the jet stream wanders near the top of the Earth's troposphere, and, coincidentally, that is exactly where most of the Earth's weather patterns occur. It is helpful to think of the jet stream like a river of air that occurs at several different locations, but in general' flows from west to east over the middle latitudes. Technically, to be called a jet stream, the winds should be moving faster than 57 miles an hour, but it can have average core speeds of 190 miles per hour, and in the winter, when the jet stream is strongest, winds have been clocked at 300 miles an hour. For the most part, the winds are stronger in the winter because during the winter months the surface temperature contrasts more with the temperature in the troposphere. To put that another way, the greater the contrast in the temperature of the Earth and the atmosphere, the stronger the jet stream winds will blow. In general, there are two jet streams between the equator and the North Polo. The subtropical jet stream tends to hover around the southern border of the continental United States, whereas the polar jet stream blows over Idaho and Montana. The condition that causes these two streams is the difference in" the temperature between the tropic and the arctic regions of the Earth, which tends to concentrate in small zones called fronts. It is along these fronts that storms tend to develop. The jet streams blow the storms along their path. When the jet stream is over an area, strong storms may move into it, but when the jet stream has dipped out of the area: calm, dry weather will probably be forecast. TRACK-38 Question Describe jet streams by using the information in the reading, and provide examples of the way the affect travel by drawing on the material that you heard in the lecture.
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Independent Writing Exercise Question1. Read and think about the following statement: “Pets should be treated like family members” Do you agree or disagree with this statement? Give reasons to support your opinion. Question2. Read and think about the following statement. “The college years are the best time in a person’s life” Do you agree or disagree with this statement? Give reasons to support your opinion
FREQUENTLY ASKED INDEPENDENT TOPICS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
People attend college or university for many different reasons (for example new experiences, career preparation and increased knowledge). Why do you think people attend college or university? Use specific reasons and examples to support your answer. Do you agree or disagree with the following statement? Parents are the best teachers. Use specific reasons and examples to support your answer. Nowadays, food has become easier to prepare. Has this change improved the way people live? Use specific reasons and examples to support your answer. It has been said,” Not everything that is learned is contained in books.” Compare and contrast knowledge gained from books. In your opinion, which source is more important? Why? A company has announced that it wishes to build a large factory near your community. Discuss the advantages and disadvantages of this new influence on your community. Do you support or oppose the factory? Explain your position. If you could change one important thing about your hometown, what would you change? Use reasons and specific examples to support your answer. How do movies or television influence people’s behavior? Use reasons and specific examples to support your answer. Do you agree or disagree with the following statement? Television has destroyed communication among friends and family. Use specific reasons and examples to support your opinion. Some people prefer to live in a small town. Others prefer to live in a big city. Which place would you prefer to live in? Use specific reasons and detail to support your answer. “When people succeed, it is because of hard work. Luck has nothing to do with success.” Do you agree or disagree with the quotation above? Use specific reasons and examples to explain your position. Do you agree or disagree with the following statement? Universities should give the same amount of money to their student’s sports activities as they give to their university libraries. Use specific reasons and examples to support your opinion. Many people visit museums when they travel to new places. Why do you think people visit museums? Use specific reasons and examples to support your answer. Some people prefer to eat at food stands or restaurants. Other people prefer to eat food at home. Which do you prefer? Use specific reasons and examples to support your answer. Some people believe that university students should be required to attend classes. Others believe that going to classes should be optional for students. Which point of view do you agree with? Use specific reasons and details to explain your answer. Neighbors are the people who live near us. In your opinion, what are the qualities of a good neighbor? Use specific details and examples in your answer. It has recently been announced that a new restaurant may be built in your neighborhood. Do you support or oppose this plan? Why? Use specific reasons and details to support your answer. Some people think that they can learn better by themselves than with a teacher. Others think that it is always better to have a teacher. Which do you prefer? Use specific reasons to develop your essay. What are some important qualities of a good supervisor (boss)? Use specific details and examples to explain why these qualities are important. www.i20fever.com
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19. Should governments spend more money on improving roads and highways, or should governments spend more money on improving public transportation (buses, trains, subways)? Use specific reasons and examples to develop your essay. 20. It is better for children to grow up in the countryside than in a big city. Do you agree or disagree? Use specific reasons and examples to develop your essay. 21. In general, people are living longer now. Discuss the causes of this phenomenon. Use specific reasons and details to develop your essay. 22. We all work or will work in our jobs with many different kinds of people. In your opinion, what are some important characteristics of a co-worker (someone you work closely with)? Use reasons and specific examples to explain why these characteristics are important. 23. In some countries, teenagers have jobs while they are still students. Do you think this is a good idea? Support your opinion by using specific reasons and details. 24. A person you know is planning to move to your town or city. What do you think this person would like and dislike about living in your town or city? Why? Use specific reasons and details to develop your essay. 25. It has recently been announced that a large shopping center may be built in your neighborhood. Do you support or oppose this plan? Why? Use specific reasons and details to support your answer. 26. It has recently been announced that a new movie theater may be built in your neighborhood. Do you support or oppose this plan? Why? Use specific reasons and details to support your answer. 27. Do you agree or disagree with the following statement? People should sometimes do things that they do not enjoy doing. Use specific reasons and examples to support your answer. 28. Do you agree or disagree with the following statement? Televisions, new papers, magazines, and other media pay too much attention to the personal lives of famous people such as public figures and celebrities. Use specific reasons and details to explain your opinion. 29. Some people believe that the earth is harmed (damaged) by human activity. Others feel that human activity makes the earth a better place to live. What is your opinion? Use specific reasons and examples to support your answer. 30. It has recently been announced that a new high school may be built in your community. Do you support or oppose this plan? Why? Use specific reasons and details in your answer. 31. Some people spend their entire lives in one place. Others move a number of times throughout their lives. Looking for a better job, house, community, or even climate. Which do you prefer: staying in one place or moving in search of another place? Use reasons and specific examples to support your opinion. 32. It is better to enjoy your money when you earn it or it is better to save your money for sometime in the future? Use specific reasons and examples to support your opinion. 33. You have received a gift of money. The money is enough to buy either a piece of jewelry you like or tickets to a concert you want to attend. Which would you buy? Use specific reasons and details to support your answer. 34. Businesses should hire employeeâ&#x20AC;&#x2122;s foe their entire lives. Do you agree or disagree? Use specific reasons and examples to support your answer. 35. Do you agree or disagree with the following statement? Attending a live performance (for example a play, concert, or sporting event) is more enjoyable than watching the same event on television. Use specific reasons and examples to support your opinion. 36. Choose one of the following transportation vehicles and explain why you think it has changed peopleâ&#x20AC;&#x2122;s lives. a. Automobiles b. Bicycles c. Airplanes Use specific reasons and examples to support your answer. 37. Do you agree or disagree that progress is always good? Use specific reason and examples to support your answer. 38. Learning about the past has no value for those of us living in the present. Do you agree or disagree? Use specific reasons and examples to support your answer. 39. Do you agree or disagree with the following statement? With the help of technology, students nowadays can learn more information and learn it more quickly. Use specific reasons and examples to support your answer. www.i20fever.com
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40. The expression â&#x20AC;&#x153;Never, never give upâ&#x20AC;? means to keep trying and never stop working for your goals. Do you agree or disagree with this statement? Use specific reasons and examples to support your answer. 41. Some people think that human needs for farmland, housing, and industry are more important than saving land for endangered animals. Do you agree or disagree with this point of view? Why or why not? Use specific reasons and examples to support your answer. 42. What is a very important skill a person should learn in order to be successful in the world today? Choose one skill and use specific reasons and examples to support your choice. 43. Why do you think some people are attracted to dangerous sports or other dangerous activities? Use specific reasons and examples to support your answer. 44. Some people like to travel with a companion. Other people prefer to travel alone. Which do you prefer? Specific reasons and examples to support your answer. 45. Some people prefer to get up early in the morning and start the dayâ&#x20AC;&#x2122;s work. Others prefer to get up later in the day and work until late night. Which do you prefer? Use specific reasons and examples to support your choice. 46. What are the important qualities of a good son or daughter? Have these qualities changed or remained the same over time in your culture? Use specific reasons and examples to support your answer. 47. Some people prefer to work for a large company. Others prefer to work for a small company. Which would you prefer? Use specific reasons and examples to support your choice. 48. People work because they need money to live. What are some other reasons that people work? Discuss one or more of these reasons. Use specific examples and details to support your answer. 49. Do you agree or disagree with the following statement? Face-to-face communication is better than other types of communication, such as letters, emails, or telephone calls. Use specific reasons and details to support your answer. 50. Some people like to do only what they already do well. Other people prefer to try new things and take risks. Which do you prefer? Use specific reasons and examples to support your choice. 51. Some people believe that success in life comes from taking risks or chances. Others believe that success results from careful planning. In your opinion, what does success come from? Use specific reasons and examples to support your answer. 52. What change would make your hometown more appealing to people your age? Use specific reasons and examples to support your opinion. 53. Do you agree or disagree with the following statement? The most important aspect of a job is the money a person earns. Use specific reasons and examples to support your answer. 54. Do you agree or disagree with the following statement? One should never judge a person by external appearances. Use specific reasons and details to support your answer. 55. Do you agree or disagree with the following statement? A person should never make an important decision alone. Use specific reasons and examples to support your answer. 56. A company is going to give some money either to support the arts or to protect the environment. Which do you think the company should choose? Use specific reasons and examples to support your answers. 57. Some movies are serious, designed to make the audience think. Other movies are designed primarily to amuse and entertain. Which type of movie do you prefer? Use specific reasons and examples to support your answer. 58. Do you agree or disagree with the following statement? Businesses should do anything they can to make profit. Use specific reasons and examples to support your position. 59. Some people are always in a hurry to go places and get things done. Other people prefer to take their time and live life at a slower pace. Which do you prefer? Use specific reasons and examples to support your answer. 60. Do you agree or disagree with the following statement? Games are as important for adults as they are for children. Use specific reasons and examples to support your answer. 61. Do you agree or disagree with the following statement? Parents or other adult relatives should make important decisions for their older (15 to 18 year-old) teenage children. Use specific reasons and examples to support your opinion.
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62. What do you want most in a friend â&#x20AC;&#x201C; someone who is intelligent, or someone who has a sense of humor, or someone who is reliable? Which one of these characteristics is most important to you? Use reasons and specific examples to explain your choice. 63. Do you agree or disagree with the following statement? Most experiences in our lives that seemed difficult at the time become valuable lessons for the future. Use reasons and specific examples to support our answer. 64. Some people prefer to work for themselves or own a business. Others prefer to work for an employer. Would you rather be self-employed, work for someone else, or own a business? Use specific reasons to explain your choice. 65. Should a city try to preserve its old, historic buildings or destroy them and replace them with modern buildings? Use specific reasons and examples to support your opinion. 66. Do you agree or disagree with the following statement? Classmates are a more important influence than parents on a childâ&#x20AC;&#x2122;s success in school. Use specific reasons and examples to support your answer. 67. If you were an employer which kind of worker would your prefer to hire; an inexperienced worker at a lower salary or an experienced worker at a higher salary? Use specific reasons and details to support your answer. 68. Many teachers assign homework to students every day. Do you think that daily homework is necessary for students? Use specific reasons and details to support your answer. 69. If you could study a subject that you have never had the opportunity to study, what would you choose? Explain your choice using specific reasons and details. 70. Some people think that the automobile has improved modern life. Others think that the automobile has caused serious problems. What is your opinion? 71. Which would you choose; a high-paying job with long hours that would give you little time with family and friends or a lower-paying job with shorter hours that would give you more time with family and friends? Explain your choice, using specific reasons and details. 72. Do you agree or disagree with the following statement? Grades (marks) encourage students to learn. Use specific reasons and examples to support your opinion. 73. Some people say that computers have made life easier and more convenient. Other people say that computers have made life more complex and stressful. What is your opinion? Use specific reasons and examples to support your answer. 74. Do you agree or disagree with the following statement? The best way to travel is in a group led by a tour guide. Use specific reasons and examples to support your answer. 75. Some universities require students to take classes in many subjects. Other universities require students to specialize in one subject. Which is better? Use specific reasons and examples to support your position. 76. Do you agree or disagree with the following statement? Boys and girls should attend separate schools. Use specific reasons and examples to support your answer. 77. Is it more important to be able to work with a group of people on a team or to work independently? Use reasons and specific examples to support your answer. 78. Your city has decided to build a statue or monument to honor a famous person in your country. Who would you choose? Use reasons and specific examples to support your choice. 79. Describe a custom from your country that you would like people from other countries to adopt. Explain your choice, using specific reasons and examples. 80. Do you agree or disagree with the following statement? Technology has made the world a better place to live. Use specific reasons and examples to support your opinion. 81. Do you agree or disagree with the following statement? Advertising can tell you a lot about a country. Use specific reasons and examples to support your answer. 82. Do you agree or disagree with the following statement? Modern technology is creating a single world culture. Use specific reasons and examples to support your opinion. 83. Some people say that the internet provides people with a lot of valuable information. Others think access to so much information creates problems. Which view do you agree with? Use specific reasons and examples to support your opinion. 84. A foreign visitor has only one day to spend in your country. Where should this visitor go on that day? Why? Use specific reasons and details to support your choice. www.i20fever.com
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85. If you could go back to some time and place in the past, when and where would you go? Why? Use specific reasons and details to support your choice. 86. What discovery in the last 100 years has been most beneficial for people in your country? Use specific reasons and examples to support your choice. 87. Do you agree or disagree with the following statement? Telephones and emails have made communication between people less personal. Use specific reasons and examples to support your opinion. 88. If you could travel back in time to meet a famous person from history. What person would you like to meet? Use specific reasons and examples to support your choice. 89. If you could meet a famous entertainer or athlete, who would that be and why? Use specific reasons and examples to support your choice. 90. If you could ask a famous person one question, what would you ask? Why? Use specific reasons and details to support your answer. 91. Some people live to prefer in places that have the same weather or climate all year long. Others like to live in areas where the weather changes several times a year. Which do you prefer? Use specific reasons and examples to support your choice. 92. Many students have to live with roommates while going to school or university. What are some of the important qualities of a good roommate? Use specific reasons and examples to explain why these qualities are important. 93. Do you agree or disagree with the following statement? Dancing plays an important role in a culture. Use specific reasons and examples to support your answer. 94. Some people think government should spend as much money as possible exploring outer space (for example, travelling to the moon and to other planets). Other people disagree and think governments should spend this money for our basic needs on Earth. Which of these two opinions do you agree with? Use specific reasons and details to support your answer. 95. People have different ways of escaping the stress and difficulties of modern life. Some read; some exercise; others work in their gardens. What do you think are the best ways to reducing stress? Use specific details and examples in your answer. 96. Do you agree or disagree with the following statement? Teachers should be paid according to how much their students learn. Give specific reasons and examples to support your opinion. 97. If you were asked to send one thing representing your country to an international exhibition, what would you choose? Why? Use specific reasons and details to explain your choice. 98. You have been told that dormitory rooms at your university must be shared by two students. Would you rather have the university assign a student to share a room with you, or would you rather choose your own roommate? Use specific reasons and details to explain your answer. 99. Some people think that governments should spend as much money as possible on developing or buying computer technology. Other people disagree and think that this money should be spent on more basic needs. Which one of these opinions do you agree with? Use specific reasons and details to support your answer. 100. Some people like doing work by hand. Others prefer using machines. Which do you prefer? Use specific reasons and examples to support your answer. 101. Schools should ask students to evaluate their teachers. Do you agree or disagree? Use specific reasons and examples to support your answer. 102. In your opinion, what are the most important characteristics (for example, honesty, intelligence, and a sense of humor) that a person can have to be successful in life? Use specific reasons and examples from your experience to explain your answer. When you write your answer, you are not limited to the examples listed in the questions. 103. It is generally agreed that society benefits from the work of its members. Compare the contributions of artists to society with the contributions of scientists to society. Which type of contribution do you think is valued more by your society? Give reasons to support your answer. 104. Students at universities often have a choice of places to live. They may choose to live in university dormitories, or they may choose to live in apartments in the community. Compare the advantages of living in an apartment in the community. Where would you prefer to live? Give reasons for your preferences. www.i20fever.com
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105. You need to travel from your home to a place 40 miles (64 kilometers) away. Compare the different kinds of transportation you could use. Tell which method to travel you would choose. Give specific reasons for your choice. 106. Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to good students. Discuss these views. Which view do you agree with? Explain why. 107. Some people believe that the best way of learning about life is by listening to the advice of family and friends. Other people believe that the best way of learning about life is through personal experience. Compare the advantage of these two different ways of learning about life. Which do you think is preferable? Use specific examples to support your preference. 108. When people move to another country, some of them decide to follow the customs of the new country. Others prefer to keep their own customs. Compare these two choices. Which one do you prefer? Support your answer with specific details. 109. Some people prefer to spend most of their time alone. Others like to be with friends most of the time. Do you prefer to spend your time alone or with friends? Use specific reasons to support your answer. 110. Some people prefer to spend time with one or two close friends. Others choose to spend time with a large number of friends. Compare the advantages of each choice. Which of these two ways of spending time do you prefer? Use specific reasons to support your answer. 111. Some people think that children should begin their formal education at a very early age and should spend most of their time on school studies. Others believe that young children should spend most of their time playing. Compare these two views. Which view do you agree with? Why? 112. The government has announced that it plans to build a new university. Some people think that your community would be a good place to locate the university. Compare the advantages and disadvantages of establishing a new university in your community. Use specific details in your discussion. 113. Some people think that the family is the most important influence on young adults. Other people think that friends are the most important influence on young adults. Which view do you agree with? Use examples to support your position. 114. Some people prefer to plan activities for their free time very carefully. Others choose not to make any plans at all for their free time. Compare the benefits of planning free-time activities with the benefits of not making plans. Which do you preferâ&#x20AC;&#x201D;planning or not planning for your leisure time? Use specific reasons and examples to explain your choice. 115. People learn in different ways. Some people learn by doing things; other people by reading about things; others learn by listening to people talk about things. Which of these methods of learning is best for you? Use specific examples to support your choice. 116. Some people choose friends who are different from themselves. Others choose friends who are similar to themselves. Compare the advantages of having friends who are different from you with the advantages of having friends who are similar to you. Which kind of friends do you prefer for yourself? Why? 117. Some people enjoy change, and they look forward to new experiences. Others like their lives to stay the same, and they do not change their usual habits. Compare these two approaches to life. Which approach do you prefer? Explain why. 118. Do you agree or disagree with the following statement? People behave differently when they wear different clothes. Do you agree that different clothes influence the way people behave? Use specific examples to support your answer. 119. Decisions can be made quickly, or they can be made after careful thought. Do you agree or disagree with the following statement? The decisions that people make quickly are always wrong. Use reasons and specific example to support your opinion. 120. Some people trust first impressions about a personâ&#x20AC;&#x2122;s character because they believe these judgments are generally correct. Other people do not judge a personâ&#x20AC;&#x2122;s character quickly because they believe first impressions are often wrong. Compare these two attitudes. Which attitude do you agree with? Support your choice with specific examples. 121. Do you agree or disagree with the following statement? People are never satisfied with what they have; they always want something more or something different. Use specific reasons to support your answer. www.i20fever.com
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122. Do you agree or disagree with the following statement? People should read only those books that are about real events, real people and established facts. Use specific reasons and examples to support your opinion. 123. Do you agree or disagree with the following statement? It is more important for students to study history and literature than it is for tem to study science and mathematics. Use specific reasons and examples to support your opinion. 124. Do you agree or disagree with the following statement? All students should be required to study art and music in secondary school. Use specific reasons to support your answer. 125. Do you agree or disagree with the following statement? There is nothing that young people can teach older people. Use specific reasons and examples to support your position. 126. Do you agree or disagree with the following statement? Reading fiction (such as novels and short stories) is more enjoyable than watching movies. Use specific reasons and examples to explain your position. 127. Some people say that physical exercises should be a required part of every school day. Other people believe that students spend the whole school day on academic studies. Which opinion do you agree with? Use specific reasons and details to support your answer. 128. A university plans to develop a new research center in your country. Some people want a center for business research. Other people want a center for research in agriculture (farming). Which of these two kinds of research centers do you recommend for your country? Use specific reasons in your recommendation. 129. Some young children spend a great amount of their time practicing sports. Discuss the advantages and disadvantages of this. Use specific reasons and examples to support your answer. 130. Do you agree or disagree with the following statement? Only people who earn a lot of money are successful. Use specific reasons and examples to support your answer. 131. If you could invent something new, what product would you develop? Use specific details to explain why this invention is needed. 132. Do you agree or disagree with the following statement? A person’s childhood years (the time from birth to twelve years of age) are most important years of a person’s life. Use specific reasons and examples to support your answer. 133. Do you agree or disagree with the following statement? Children should be required to help household tasks as soon as they are able to do so. Use specific reasons and examples to support your answer. 134. Some high schools require all students to wear school uniforms. Other high schools permit students to decide what to wear to school. Which of these two school policies do you think is better? Use specific reasons and examples to support your opinion. 135. Do you agree or disagree with the following statement? Playing a game is fun only when you win. Use specific reasons and examples to support your answer. 136. Do you agree or disagree with the following statement? High schools should allow students to study the courses that students want to study. Use specific reasons and examples to support your opinion. 137. Do you agree or disagree with the following statement? It is better to be a member of a group than to be the leader of a group. Use specific reasons and examples to support your answer. 138. What do you consider to be the most important room in a house? Why is this room more important to you than any other room? Use specific reasons and examples to support you opinion. 139. Some items (such as clothes or furniture) can be made by hand or by machine. Which do you prefer— items made by hand or items made by machine? Use reasons and specific examples to explain your choice. 140. If you could make one important change in a school that you attended, what change would you make? Use reasons and specific examples to support your answer. 141. A gift? (Such as camera, a soccer ball or an animal) can contribute to a child’s development. What gift would you give to help a child develop? Why? Use reasons and specific examples to support your choice. 142. Some people believe that students should be given one long vacation each year. Others believe that students should have several short vacations throughout the year. Which viewpoint do you agree with? Use specific reasons and examples to support your choice. 143. Would you prefer to live in a traditional house or in a modern apartment building? Use specific reasons and details to support your choice. www.i20fever.com
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144. Some people say that advertising encourages us to but things we really do not need. Others say that advertisements tell us about new products that may improve our lives. Which viewpoint do you agree with? Use specific reasons and examples to support your answer. 145. Some people prefer to spend their free time outdoors. Other people prefer to spend their leisure time indoors. Would you prefer to be outside or would you prefer to be inside for your leisure activities? Use specific reasons and examples to explain your choice. 146. Your school has received a gift of money. What do you think is the best way for your school to spend this money? Use specific reasons and details to support your choice. 147. Do you agree or disagree with the following statement? Playing games teaches us about life. Use specific reasons and examples to support your answer. 148. Imagine that you have received some land to use as you wish. How would you use this land? Use specific details to explain your answer. 149. Do you agree or disagree with the following statement? Watching television is bad for children. Use specific details and examples to support your answer. 150. What is the most important animal in your country? Why is the animal important? Use reason and specific details to explain your answer. 151. Many parts of the world are losing important natural resources, such as forests, animals, or clean water. Choose one resource that is disappearing and explain why it needs to be saved. Use specific reasons and examples to support your opinion. 152. Do you agree or disagree with the following statement? A zoo has no useful purpose. Use specific reasons and examples to explain your answer. 153. In some countries, people are no longer allowed to smoke in many public places and office buildings. Do you think this is a good rule or a bad rule? Use specific reasons and details to support your position. 154. Plants can provide food, shelter, clothing, or medicine. What is one kind of plant that is important to you or the people in your country? Use specific reasons and details to explain youâ&#x20AC;&#x2122;re choice. 155. You have the opportunity to visit a foreign country for two weeks. Which country would you like to visit? Use specific reason and details to explain your choice. 156. In the future, students may have the choice of studying at home by using technology such as computers or television or of studying at traditional schools. Which would you prefer? Use reasons and specific details to explain your choice. 157. When famous people such as actors, athletes and rock stars give their opinions, many people listen. Do you think we should pay attention to these opinions? Use specific reasons and examples to support answer. 158. The twentieth century saw great change. In your opinion, what is one change that should be remembered about the twentieth century? Use specific reasons and details to explain your choice. 159. When people need to complain about a product or poor services, some prefer to complain in writing and others prefer to complain in person. Which way do you prefer? Use specific reasons and examples to support your answer. 160. People remember special gifts or presents that they have received. Why? Use specific reasons and examples to support your answer. 161. Some famous athletes and entertainers earn millions of dollars every year. Do you think these people deserve such high salaries? Use specific reasons and examples to support your opinion. 162. Is the ability to read and write more important today than in the past? Why or why not? Use specific reasons and examples to support your answer. 163. People do many things to stay healthy. What do you do for good health? Use specific reasons and examples to support your answer. 164. You have decided to give several hours of your time each month to improve the community where you live. What is one thing you will do to improve your community? Why? Use specific reasons and details to explain your choice. 165. People recognize a difference between children and adults. What events experience or ceremonies make a person an adult? Use specific reasons and examples to explain your answer.
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VI.
LISTENING SECTION
INTRODUCTION The listening section of the TOEFL measures your ability to understand conversations and lectures in English. You will be tested on your comprehension of the general ideas and supporting details of the conversations and lectures. You will also be asked to identify a speaker`s purpose in making a particular statement, and a speaker`s attitude towards a particular topic.
Listening Section Type of Audio Text Conversation1 Conversation2 Lecture1 Lecture2 Lecture3 Lecture4 Extra Audio Texts*
Length of Audio Text 2-3 minutes 2-3 minutes 3-5 minutes 3-5 minutes 3-5 minutes 3-5 minutes 2-5 minutes each
Number of Questions 5 5 6 6 6 6 5-6 each
Some of the listening topics are non-academic and informal, and they reflect typical experiences of college and university students. Some of the topics are academic and come from various fields of study in the natural sciences, the social sciences, the arts and business. All of the questions are based on what the speakers’ state or imply. You do not need special knowledge of the topics to answer the questions. The entire listening section takes approximately 60 to 90 minutes. This includes the time that you spend listening to the directions, conversations / lectures, and answering the comprehension questions. Most often there is the research section which is not scored. Since this section will not be marked, it is impossible to identify it, hence, all the questions must be attempted. You will hear each communication or lecture only once. You may take notes while you listen but the notes are not graded. You may use your notes to answer the questions. Skill Identifying the topic and Main Idea Listening for Details Determining Attitude and Purpose Making Inferences and predictions Categorizing Information Summarizing a Process Total number of Questions
Number of questions (tests with 6 texts) 4-6 8-12 8-12 8-12 1-2 1-2 34
Conversations: There are two types of conversations in TOEFL a. Office hours b. Service encounters These conversations reflect the real life situations in North American university campuses. Office interactions take place in a professor’s office. The content is usually related to academic or course requirements. Service encounters are interactions that take place on a university campus and have non – academic content.
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Academic Lectures: Lectures in TOEFL iBT represent the kind of language used when teachers teach in a classroom. The lecture excerpt may be just a teacher speaking, a student asking a teacher a question or the teacher asking the students a question and calling on one student for a response. The content of the lectures reflects the content that is presented in introductory settings. Most of the questions are traditional multiple – choice questions with four answer choices and a single correct answer. The other types of questions are a. Multiple –choice questions with more than one answer (for example, two answers out of four or more choices) b. Questions that require you to put in order events or steps in a process c. Questions that require you to match objects or text to categories in a table.
Listening to lectures: a. b. c. d.
Lectures are organized The speaker states the topic Gives details by classifying, elaborating or examples Verbal clues like; that is, firstly, lastly, however, nonetheless, help in better understanding. They can be in two categories I. Main ideas clues –“now I’ll like talk about….”, “let’s turn our attention to…” II. Supporting details –for example, like, but, however, in addition, others, such as, specifically, several ways
Listening To Group Discussions: a. Discussions are not structured, participants may interrupt each other b. Track each person’s position Summarize on paper c. Main idea may be a combination of everyone’s view point
TYPES OF QUESTIONS
1. Purpose: A purpose question seeks you to explain why the speakers are having a conversation or why the professor is presenting the material in a lecture. Strategy: a. Focus on the purpose not content b. Listen for the unifying theme not just facts and details c. Focus on the problem and solution, understand the students problem 2. Details: A detail asks you to answer a question about a specific point in the conversation or lecture. Strategy: a. The right choice is based on repeated words b. It is related to the gist not to the minor details c. Questions can be on major elaborations, examples, support or digressions d. Refer your notes as your answer, look for consistency 3. Attitude Tests your understanding of the speaker’s attitude or opinion, based on intonation pattern rather than on words. Strategy: a. Follow the speaker’s feelings; likes & dislikes, from the way he /she speaks(tone) b. Look for a reason for anxiety, amusement g. Test your understanding of the degree of certainty h. Questions can be on the speaker’s reference to a source or personal opinion j. From the context see if a fact is accepted or disputed
4. An Inference: An inference type of question asks you to draw a conclusion based on information in the conversation or lecture. It is indirect. www.i20fever.com
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Strategy: a. To reach a conclusion based on the facts in the listening passage, add up details b. The right answer choice will use vocabulary not found in the listening passage. 5. Pragmatics: This problem asks you to comprehend the function of language which is deeper than the surface meaning. You have to understand the purpose and motivation of the speaker or you may need to interpret the speakers’ attitude or doubt about something in the conversation or lecture. You leave to listen again to a part of conversation or lecture. There will be more than five of this type of questions. Strategy: a. Tests the understanding of the function of an utterance or the stance b. Surface expression may not exactly match the speaker’s purpose , attitude, feelings c. Involves a replay of a small portion of the listening passage d. Follow the intonation pattern of the speaker(s). 6. Main Idea: A question about main idea asks you to identify the topic of the lecture. That is, what is the topic mainly about? There may be 3-4 questions in this category. Strategy: a. The lectures and conversations may be explicit or implicit. b. Look for main idea/general topic. c. Usually the speaker(s) mention the theme at the beginning of the talk. d. Generalize/synthesize information. e. Eliminate choices which refer to small portions in the listening passage. 7. Organization: It requires you to recognize the rhetorical structure of a lecture or part of a lecture. For example, chronological order, steps in sequence, cause and effect, comparison. You may get one or two this type of question. Strategy: a. Understand the overall organization of the passage b. Understand of relationship between two portions of the listening c. Pay attention to comparisons made by the professor d. The organization of the information will be revealed somewhere in the middle of the lecture e. Take notes systematically and refer to it before answering 8. Function: These questions are based on the function of a phrase or a word in the lecture or conversation Strategy: a. Understand the speaker’s attitude to know the implication b. Be alert to the exchange of information along with the intonation of the speakers 9. Yes-No/True-False: This type of questions asks you to decide whether statements agree or disagree with information in the lecture. 1-2 questions only. Strategy: a. Focus on the content and flow of the material b. Listen for changes or side comments c. Focus negative words like; scarcely, hardly, few , little 10. Connections: It asks you to relate ideas or information in the lecture. This is a kind of match answers with categories, list the order of events or steps in a process, and show relationships on a chart. Strategy: a. Understand relationships among ideas in a text b. Relationship may be explicit or implicit c. Identify comparisons, cause and effect ,contradictions & agreement d. Classifying items, identify sequence, steps
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THE BEST WAY TO LISTEN Following are some listening strategies:
Get Organized: a. b. c. d. e.
Adjust the volume on your headset Make sure that you hear the recording clearly You cannot adjust the volume once the test begins. The people on the screen tell you if there is a conversation, lecture or discussion. Pay attention to the images of charts, maps, drawings etc.It gives the information to answer the questions.
Preview: The introductions for the conversations and lecture contain important information that will help you prepare your mind to listen. For example, the narrator may say, “Now get ready to listen to part of lecture in a history class.” When you hear the introduction, you learn two useful facts. First, you know that you will be listening to a lecture. Second, you know that the lecture will be about history. This is helpful because it is a preview for the listening passage.
Use Visuals: The photographs and other visuals are there to provide a context for the conversations and lecturers. The visuals of objects, art, specimens, maps, charts and drawings support the meaning of the conversations and lectures. Do not focus too much on the picture of people. Do focus on the content visuals.
Read Screen Text: During the questions of conversations and lectures, watch the screen carefully. You will hear the questions, and you will also read on screen. If you find that it is to your advantage to close your eyes or look away from the photo during the short conversations, be sure to give your full attention to the screen again while the questions are being asked and the answer choices are presented. By using the model tests, you will be able to develop a rhythm for interacting with the screen that is best for you.
Understand Campus Context: The conversations and lectures take place in a campus context. When you are listening to conversations or lectures, find out the campus glossary in your practice texts. Pragmatic understanding will help you interpret the speakers’ attitude and the nature of the information-a fact or an opinion.
Concentrate: Sometimes the environment for the TOEFL is not ideal. If the room is small, you may hear a very low hum from another headset or the scratch of pencils on paper when others are taking notes. These sounds can be distracting, especially during the Listening section. The earphones on your headset should suppress most of the noise, but it will be helpful if you have some strategies to help you concentrate. Some students press their earphones more tightly to their ears by holding them with their hands during long listening passages, but this may be clumsy for you when you reach for the mouse to answer questions. Other students train themselves to concentrate in distracting environment by taking at least one model test dormitory. Remember, you may not be able to control the test environment, but you can control your response to it. By keeping your eyes on the screen and the scratch paper and by remaining calm, you will be able to concentrate better. If the test situation is noisy, don’t get angry and start negative talk in your mind. Don’t let your emotions interfere with your concentration.
Note: For those who are preparing in advance can listen to an international news broadcast in English and watch Educational Television Programs.
TIP Read, Listen &Take Notes: Read the question as you listen to them You can control how fast or slow you go through the test Make sure to keep track of the time Hear each recording and all the answer choices before answering Take notes in the same manner in which the information is given
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LISTENING EXERCISE Exercise 1: TRACK-1-26 Directions: Mark your answer by â&#x2C6;&#x161; next to your choice Conversation 1 TRACK-1, 2 1. What is the purpose of the conversation? a. The man is interviewing the woman for a job in the office. b. The woman wants to enroll in the communications program. c. The man wants to discuss a change in the course schedule. d. The woman is requesting an interview with the dean. 2. Why does the man say this: a. To express regret that the dean is not available b. To state that the dean cannot change his schedule c. To let the woman know the dean is very busy d. To apologize for the dean`s confusing behavior. 3. Why does the woman want to meet with the dean? a. b. c. d.
To learn about his ideas and vision. To ask for a letter of recommendation. To request a change in the school calendar. To tell him that she enjoyed his lecture.
4. What can be inferred about the dean? a. He is in his office4 two days a week. b. He has been dean for only a short time. c. He generally does not give interviews. d. He is an excellent public speaker. 5. When will the meeting with the dean take place? a. The next day b. The next week c. In two weeks d. In three weeks Conversation 2 TRACK-3 6. What are the students mainly discussing? a. Various costs that businesses face. b. The concept of opportunity cost. c. The rising cost of owning a business. d. Differences between economics and accounting. 7. How does the man help the woman understand a concept that she finds difficult? a. He illustrates the concept with an example. b. He makes a list of terms for her to study. c. He asks her to explain a similar concept. d. He reads a passage from their textbook.
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8. Listen again to part of the conversation. Then answer the question, why does the man ask this? a. To find out how much money the woman made b. To evaluate the food at a restaurant. c. To suggest that the profit is less than it seems d. To express his concerns about owning a business. 9. According to the man, how does an economist`s view of costs differ from that of an accountant? a. An economist`s definition of costs never change. b. An economist uses a computer to calculate costs. c. An economist tries to lesson the effect of costs. d. An economist looks at a broader range of costs. 10. What can be inferred about the true cost of a college education? a. It includes the cost of lost income. b. It is more than the women can afford. c. It is not as expensive as it appears. d. It continues to increase each year. Lecture 1: TRACK-4 11. According to the professor, how did the cycle of volcanic eruptions begin? a. Several earthquakes and avalanches occurred. b. A cloud of ash traveled around the world. c. The volcano erupted suddenly without warning. d. Magma poured out of the top of the mountain. 12. Why does the professor say this: a. To tell of his own experience of watching the mountain b. To explain why the events were a surprise to geologists. c. To show that the eruptions interested a lot of people. d. To criticize the media for interfering with the scientists. 13. What does the professor mean when he says this : a. It had been a long time since the previous eruption of St. Helens. b. The public suddenly lost interest in watching the eruptions. c. Scientists took a few days off before continuing their work. d. The small eruptions paused briefly just before the major eruption. 14. The professor explains what happened when Mount St. Helens erupted. Indicate whether each sentence below was part of the event. For each sentence, click in the correct box. SENTENCES YES NO An earthquake caused a huge landside. The mountain gained sixty feet in height Ash and steam rose from the mountain. The mountain`s side and top exploded. 15. What were some effects of the eruption? Click on two answers. a. Geologists were criticized for failing to predict it. b. Large numbers of animals and people were killed. c. The ash cloud affected weather around the world. d. Tourists were afraid to visit the Cascade Range.
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16. What can be concluded about Mount St. Helens? a. It is a harmless inactive volcano. b. It is no longer of interest to geologists. c. It is the largest volcano in the world. d. It is likely to erupt in the future. Lecture 2: TRACK -5 17. According to the speaker, what did the European speakers notice as they sailed toward the shores of North America? a. The strength of the world. b. The density of the forests. c. The fragrance of the trees. d. The Native American villages. 18. According to the speaker, why was pine sap a valuable commodity? a. It could make wooden ships waterproof. b. It was an effective cure for headaches. c. It provided an aromatic spice for food. d. It was a good material for starting fires. 19. How was the flowering Dogwood used? a. As a flavoring for candy and soft drinks. b. As a spring tonic for pioneer children c. As a treatment for fevers and malaria d. As an ingredient in soaps and perfumes 20. Why does the speaker say this: a. She is demonstrating how to brew tea. b. She needs someone to help her lift a heavy tree. c. She wants the students to smell a piece of wood. d. She is giving a recipe for a medicinal tonic. 21. Why sassafras was once considered a wonder tree? a. Its fragrance was the sweetest of any American tree. b. Its sap could be made into a tar to seal wooden ships. c. It provided more board timber than any other tree. d. It was thought to be a cure for almost every disease. 22. Listen again to part of the talk. Then answer the question. What does the speaker imply about sassafras? a. It is probably not harmful to humans. b. It is no longer a legal medicine. c. It is too expensive for most people. d. It is available only in drugstores. Lecture 3: TRACK 6 23. What aspect of Plato`s philosophy does the professor mainly discuss? a. Plato`s teachings about culture b. Plato`s rules for good government. c. Plato`s effect on other philosophies d. Plato`s views on education
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24. Why does the professor mention the mathematical concept of 2+2=4? a. To compare philosophy and mathematics b. To give an example of a lasting truth c. To show the simplicity Plato`s philosophy d. To show the simplicity of Plato`s philosophy e. To discover which students like mathematics 25. What do idealists believe about higher-level thinking? Click on two answers. a. It develops a person`s character. b. It makes all people equal c. It benefits the whole society d. It gives teachers too much power. 26. Listen again to part of the discussion. Then answer the question. What is the woman`s attitude toward the idealist view of education? a. She thinks it doesn’t give students useful knowledge. b. She finds it complex and difficult to understand. c. She disagrees with its emphasis on truth d. She considers it the most liberal system of education. 27. Listen again to part of the discussion. Then answer the question. What does the professor mean When he says this: a. Idealism has been criticized unfairly. b. Idealism changes how people think. c. Idealism has diminished in influence. d. Idealism remains the only true philosophy. 28. According to the professor, what do critics say about idealism? a. It gives students immoral ideas about learning. b. It discourages student creativity and questioning. c. It is overly concerned with economic development. d. Its focus on abstract thinking is unfair to many students. Lecture 4: TRACK -7 29. How does the field of physics define “work”? a. Work is the research done by physicists in a laboratory. b. Work is the change in speed of failing object. c. Work is the amount of energy in the solar system. d. Work is the ability to move an object. 30. Listen again to the part of the lecture. Then answer the question. Why does the professor talk about a plow? a. To describe recent improvements. b. To explain what happens when a moving object meets resistance. c. To show that a plow is the least efficient piece of farm equipment. d. To give reasons for the failure of agriculture in some reasons. 31. Based on the information in the lecture, indicate whether each statement below reflects the first. For each sentence, click in the correct box. Yes No a. Law of thermodynamics. b. Electricity can be converted to heat or light c. The amount of energy in any system stays the same d. Nuclear energy is regulated in any system stays the same www.i20fever.com
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32.Which two sentences illustrate the conversion of energy from one form to another? Click on two answers. a. A car changes the chemical energy in gasoline to motion. b. A tractor engine stops when the fuel tank is empty. c. An electrical stove converts electricity to heat energy. d. A light bulb burns out after being on for one hundred hours. 33. Listen again a part of lecture. Then answer the question. Why does the professor say this: a. To support the idea of giving food aid to needy people. b. To explain why organisms must create their own energy. c. To recommend the development of new energy sources d. To show that both machines and living things need energy. 34. What can be inferred about the energy in the earth as a whole system? a. The system gradually gains energy in the form of heat. b. If there is no sunlight, the earth makes its own energy. c. No new energy is created, and no energy is destroyed. d. Plants contribute more energy than animals contribute.
Exercise2: TRACK – 8 to 13 Directions: Mark your answer by√ next to your choice Conversation -1: TRACK – 8 1. What are the students mainly discussing? a. The classes that they are taking. b. The theater program at their school. c. The woman`s interest in an internship. d. The man`s experience in a law firm. 2. What does the woman like about theater? a. The chance to meet interesting people. b. The opportunity to improve her acting. c. The efficiency of theater management. d. The entire atmosphere of theater. 3. What is the woman`s opinion of her own acting ability? a. She thinks she needs more acting experience b. She is exited about learning ne acting skills. c. She thinks she is not very skilled at acting. d. She thinks she is better at acting than directing. 4. Why does the man say this? a. To state what he likes about the theater. b. To learn more about the woman`s interests c. To imply that the woman should be a director. d. To compliment the woman on her abilities. 5. What does the man suggest the woman do? Click on two answers. a. Talk to her adviser. b. Observe the director. c. Take an acting class. d. Write to the theater. www.i20fever.com
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Conversation 2: TRACK -9 6. Why does the student go to the professor? a. He needs advice about a problem with his house. b. He wants to discuss an idea for a paper. c. He is confused about an article that he read. d. He would like to enroll in her geology course. 7. What topic is the man mainly interested in? a. Some houses that are sliding. b. Effects of groundwater removal. c. How to build a sturdy home. d. Why a famous tower is leaning. 8. Why does the student say this: a. He would like to visit the learning Tower of Pisa. b. He thinks the local slide may have a similar cause. c. He wants to work as an engineer in tall buildings. d. He needs information that he missed due to absence. 9. According to the professor, Where are mudslides most common? a. 30 feet beneath the earth`s surface b. On slopes of 27 to 45 degrees c. In places where frozen ground melts d. In the Sun Joaquin Valley of California 10. What will the man probably include in his research? Click on two answers. a. An article about groundwater b. A visit to a learning tower c. A study of the area`s geology d. A search for other mudslides in the area. Lecture 1: TRACK- 10 11. What aspects of flowers does the class mainly discuss? Click on two answers. a. The evolution of flowers. b. The organs of a flower c. The composite family of flowers d. The uses of flowers in art 12. Which part of the flower attracts insects and birds? a. Sepals b. Petals c. Stamens d. Carpelâ&#x20AC;&#x2122;s 13. Listen again to part of this question. Then answer the question. Why does the professor say this: a. To remind the student that his lab report is due today. b. To apologize for giving the student Incorrect information c. To announce that the location of the lab has moved d. To imply that the student will see examples
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14. Select the drawing that is most likely a member of the composite family. a. b. c.
d.
15. Based on the information in the discussion, indicate whether each statement below is true or not true. For each sentence, click in the correct box. Not True True a. Incomplete flowers do not have all four basic flower organs. b. The sunflower has one large symmetrical flower on its stalk. c. All varieties of the English daisy are white with a yellow center. d. The arrangement of flowers on the Stalk can help identify the plant`s family. 16. According to the professor, how did the daisy get its name? a. Its central disk resembles the human eye. b. Its flowers open at dawn, the ``dayâ&#x20AC;&#x2122;s eyeâ&#x20AC;?. c. It blooms for only one day each year. d. It was named for an Anglo-Saxon chief. Lecture2: TRACK- 11 17. What is the main idea of the lecture? a. Every human society is interested in sports. b. Rules were developed to make sports fair. c. Sports contain many elements of hunting. d. Complex cultures have violent sports. 18. Listen again to part of the discussion. Then answer the question. Why does the professor say this: a. To find out if the student did her homework. b. To contradict the student`s answer. c. To learn about what food the student likes d. To encourage the student to elaborate 19. According to the professor, why did the ancient Romans build the coliseum? a. To make the hunt an entertainment for spectators b. To compete with other cities in sports architecture c. To put Rome at the center of Olympic sports d. To shock and offend the enemies of Rome 20. What point does the professor make about track and field sports? a. They were performed in the Coliseum of Rome b. They are socking because an animal is killed. c. They are the most popular sporting events today. d. They involve skills originally used by hunters. 21. Which sports contain a symbolic element of the kill? Click on two answers. a. Fencing b. Running c. Baseball d. Boxing
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22. What does the professor imply about the negative element of sports? a. People prefer sports with a strong negative element. b. The concept of sportsmanship makes sports less negative. c. Today, only blood sports contain a negative element. d. Sports will become even more negative in the future. Lecture 3: TRACK - 12 23. What is the talk mainly about? a. Epidemics around the world. b. Why diseases change overtime c. How epidemiologists gather data d. Experimental studies of diseases 24. What factors do epidemiologists study? Click on two answers. a. What causes outbreaks of a disease b. Different names for the same disease c. How disease spread through populations d. Stages in the treatment of disease 25-26. Based on the information in the talk, indicate whether each sentence below describes descriptive, observational, or experimental epidemiology. For each sentence, click in the correct box. This question is worth 2 points. Descriptive
Observational
Experimental
Statistics are used to describe trend of disease over time. Researchers intervene to tests a hypothesis about cause and effect. Researchers examine the eating habits of sick and well people. A treatment group is compared with a non treatment group.
27. Why do epidemiologists often study two groups of people? a. To learn why some people get a disease and others do not b. To compare different people`s attitudes toward work c. To explain why some people take better care of themselves d. To understand cultural differences in approaches to disease. 28. Listen again to part of the talk. Then answer the question. Why does the speaker talk about her own work? a. To show how one organization uses various approaches to epidemiology. b. To describe her organizationâ&#x20AC;&#x2122;s efforts to discover a cure for AIDS c. To inform the students that she prefers doing research to giving lectures d. To encourage students to work at her organization after they graduate. Lecture 4: TRACK -13 29. What is playing by ear? a. Listening to music through ear phones b. Playing an instrument that is held up to ear c. Paying attention to what the teacher says d. Learning to play music without reading notation www.i20fever.com
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30. Listen again to part of the talk. Then answer the question. Why does the professor ask this: Why does the professor ask this? a. To suggest that all children should study music b. To introduce the main point he wants to make c. To find out if everyone in class can read music d. To review material for an examination 31. According to the professor, when should children learn to read musical notation? Click on two answers. a. When they first learn how to play an instrument b. When a group of children play music c. When the music is too complex to learn by ear d. When they are ready to play in front of an audience. 32. According to the professor, why should a music teacher play the score for a child the first time? a. To demonstrate how the printed notes translate into music. b. To suggest that the score can be played in different styles. c. To allow the child to memorize the score by listening d. To show the child that the teacher is an excellent player. 33. According to the professor, what is the natural order for children to learn music? Drag each sentence to the space where it belong a. Learn how to read standard notation. b. Learn how to play the instrument by ear. c. Learn how to play by chord symbols. 34. What does the professor imply about the three methods of playing music? a. Each method is appropriate for some students. b. There is no reason to learn all three methods. c. The best method is playing by standard notation. d. Students should use the teacher`s favorite method.
Exercise 3 â&#x20AC;&#x201C; TRACK- 14 to 26
Directions: Mark your answer by â&#x2C6;&#x161; next to your choice Conversation 1: TRACK-14 1. Why does the student go to see the professor? a. To prepare for her graduate school interview b. To get advice about her graduate school application c. To give the professor her graduate school application d. To find out if she was accepted into graduate school
2. According to the professor, what information should the student include in her statement of purpose? Choose 2 answers. a. Her academic motivation b. Her background in medicine c. Some personal information d. The ways her teachers have influenced her
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3. What does the professor consider unusual about the student's background? a. Her work experience b. Her creative writing experience c. Her athletic achievements d. Her music training 4. Why does the professor tell a story about his friend who went to medical school? a. To warn the student about how difficult graduate school can be b. To illustrate a point he is making c. To help the student relax d. To change the subject 5. What does the professor imply about the people who admit students to graduate school? a. They often lack expertise in the fields of the applicants. b. They do not usually read the statement of purpose. c. They are influenced by the appearance of an application. d. They remember most of the applications they receive. 6.
Conversation 2: TRACK- 15 What are the students mainly discussing? a. Drugs that is harmful to the human body b. Bacteria that produce antibiotics c. DNA that is related to athletic performance d. Genes that protect bacteria from antibiotics
7. Listen again to part of the conversation by playing TRACK -16 then answer the question. a. To find out if the man has done his assignment b. To ask the man to find out if the library is open c. To let the man know that she cannot study much longer d. To ask if the man has ever met her roommate 8. According to the conversation, why are transposons sometimes called "jumping genes"? a. They are able to move from one bacteria cell to another. b. They are found in people with exceptional jumping ability. c. They occur in every other generation of bacteria. d. Their movements are rapid and unpredictable. 9. According to the conversation, what are two ways in which bacteria cells get resistance genes? Choose 2 answers. a. The resistance genes are carried from nearby cells. b. The resistance genes are carried by white blood cells. c. The resistance genes are inherited from the parent cell. d. The resistance genes are carried by antibiotics. 10. What can be inferred about the resistance genes discussed in the conversation? a. They are found in all bacteria cells. b. They are not able to resist antibiotics. c. They make the treatment of bacterial diseases more difficult. d. They are essential to the body's defenses against bacteria.
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Discussion 1: TRACK- 17 11. What is the talk mainly about? a. A common method of managing water supplies b. The formation of underground water systems c. Natural processes that renew water supplies d. Maintaining the purity of underground water systems 12. What is the professor's point of view concerning the method of "safe yield"? a. It has helped to preserve the environment. b. It should be researched in states other than Arizona. c. It is not an effective resource policy. d. It ignores the different ways people use water. 13 According to the professor, what are two problems associated with removing water from an underground system? Choose 2 answers. a. Pollutants can enter the water more quickly. b. The surface area can dry and crack. c. The amount of water stored in the system can drop. d. Dependent streams and springs can dry up. 14. Listen again to part of the lecture by playing TRACK-18 then answer the question. a. To find out whether the students are familiar with the issue b. To introduce a new problem for discussion c. To respond to a student's question d. To encourage the students to care about the topic 15. What is a key feature of a sustainable water system? a. It is able to satisfy short-term and long-term needs. b. It is not affected by changing environmental conditions. c. It usually originates in lakes, springs, or streams. d. It is not used to supply human needs. 16. What does the professor imply about water systems managed by the "safe yield" method? a. They recharge at a rapid rate. b. They are not sustainable. c. They must have large storage areas. d. They provide a poor quality of water. Lecture 1: TRACK â&#x20AC;&#x201C; 19 17. Why does the professor talk about Plato's description of society? a. To explain why societies face certain problems b. To point out problems with Plato's ethical theory c. To introduce students to the political structure of ancient Greece d. To help explain Plato's view about the nature of the human soul 18. Listen again to part of the lecture by playing TRACK then answer the question. TRACK 20 a. It may be familiar to some of the students. b. It will be discussed in more detail in a later class. c. It is not an interesting theory. d. It is not a very complicated theory.
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19. Listen again to part of the lecture by playing TRACK-21 then answer the question. a. To find out if students have understood what she just said b. To suggest an answer to a question that she just asked c. To express disagreement with a point made by Plato d. To explain why harmony is difficult for a society to achieve 20. What are two points that reflect Plato's views about education? Choose 2 answers. a. All people can be trained to become leaders. b. All people should learn to use their intellect. c. Leaders should be responsible for the education of workers and soldiers. d. All people should learn about the nature of the human soul. 21. Based on information in the lecture, indicate whether the statements below about human emotion reflect beliefs held by Plato. For each sentence, put a checkmark in the YES or NO column. Yes No Emotion is usually controlled by the faculty of desire Emotion ought to be controlled by the faculty of intellect Emotion is what motivate soldiers 22. According to Plato, what is the main characteristic of a good or just person? a. The parts of the person's soul exist in harmony. b. The person does not try to control other people. c. The person's relationships with other people are harmonious. d. The person does not act in an emotional manner. Lecture 2: TRACK-22 23. What is the main topic of the lecture? a. The size of root systems b. Various types of root systems c. The nutrients required by rye plants d. Improving two types of plant species 24. According to the professor, why did one scientist grow a rye plant in water? a. To expose the roots to sunlight b. To be able to fertilize it with gas c. To be able to see its entire root system d. To see how minerals penetrate its roots 25. Listen again to part of the lecture by playing TRACK - 23. Then answer the question. a. She wanted to correct the wording of a previous statement. b. She wishes she did not have to bubble gas through it. c. She realized the odor of gas could be unpleasant. d. She forgot to tell the students about a step in the experiment. 26. The professor mentions houseplants that receive too much water. Why does she mention them? a. To show that many different types of plants can grow in water b. To explain why plants grown in water should have a gas bubbled through them c. To remind the students of the importance of their next experiment d. To make a point about the length of houseplants' roots
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27. Listen again to part of the lecture by playing TRACK - 24 then answer the question. a. Why a mistake made in textbooks was never corrected b. Why she does not believe that the roots of rye plants extend to 1,000 km c. How the roots of rye plants develop to such a great length d. How plants grown in water make use of fertilize 28. According to the professor, what similarity is there between crabgrass and rye plants? a. Both start growing in the month of May. b. Both have root systems that require a lot of water. c. Both have more shoot surface than root surface. d. Both produce many shoots from a single seed. Lecture 3: TRACK-25 29. What is the lecture mainly about? a. Technological innovations in the automobile industry b. The organizational structure of companies c. Ways to improve efficiency in an engineering department d. Methods of resolving conflicts in organizations 30. Why does the professor talk about a construction company that has work in different cities? a. To give an example of functional organization b. To give an example of organization around projects c. To illustrate problems with functional organizatio0n d. To illustrate the types of conflict that can arise in companies 31. Listen again to part of the lecture by playing TRACK - 26 then answer the question. a. He does not understand why the student is talking about engineers. b. He wants to know how the engineers will communicate with their coworkers. c. The student has not provided a complete answer to his question. d. He wants the student to do more research on the topic. 32. What is an example of a violation of the "unity of command" principle? a. More than one person supervises the same employee. b. A company decides not to standardize its products. c. Several project managers are responsible for designing a new product. d. An employee does not follow a supervisor's instructions. 33. According to the professor, where might there be a conflict in an organizational structure based on both projects and function? a. Between architects and finance experts b. Between the need to specialize and the need to standardize c. Between two engineers who work on the same project d. Between the needs of projects in different cities 34. Indicate whether each sentence below describes functional organization or project organization. Place a checkmark in the correct box. Functional Organization
Project Organization
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VII. Speaking Section INTRODUCTION The speaking section tests your ability to speak, listen, and read in English in academic settings. During the test, you will be presented with six speaking questions. The questions are based on reading text, conservation, a talk or a lecture. The duration of this section is around 20- 30 minutes. The six questions are divided into two fields; independent and integrated tasks. Again the integrated task can be classified into two categories.
Fields
Categories of tasks
Question types
Preparation time
Response time
Independent
Familiar Topic
Personal Preference
15 Sec
45 Sec
Integrated
Read/Listen/ Speak
Choice Campus Situation
15 Sec 30 Sec
45 Sec 60 Sec
Listen/ Speak
Academic Course Campus Situation
30 Sec 20 Sec
60 Sec 60 Sec
Academic Course
20 Sec
60 Sec
You can make notes as you listen to lecture, conversation or talk, but remember that your notes are not graded; they serve as a source for your response. Questions and directions will be in both written and spoken format.
ACCEPTABLE SPEAKING SKILL a. Demonstrate the minimally acceptable speaking skills adequate for first-year graduate studies. b. Ability to integrate information form different sources c. Accent that doesn’t hinder communication d. Appropriate use of vocabulary, occasional errors are tolerated e. Has resemblance of organization f. May mix formal and informal speech but meaning is clear
INDEPENDENT TASK There are two independent tasks; personal opinion and choice. Both the tasks must be supported by reasons and with relevant examples. The response must be well organized and balanced. It is not necessary to ape American/British accent, but it must be neutral so that the evaluator can understand your point of view. Good pronunciation, appropriate use of words, acceptable word order improves the score immensely. Example 1: Personal Opinion Q1.Where would you like to study in United States? Preparation time: 15 seconds Notes: Washington, D.C. a. Family in the area- advice, help b. International city- food, stores c. Tours- sites, trains to other cities d. Universities- excellent, accepted at 1 A sample response (45 seconds) I’d like to study at a university in Washington, D.C., because I have family in the area, and…and it would be nice to have them close by so I could visit them on holidays and in case I need advice or help. I’ve been to Washington several times, and I like it there. It’s an international city with restaurants and stores where I can buy food and other things from my country while, uh, while I’m living abroad. And Washington is an exciting place. I’ve gone www.i20fever.com
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on several tours, but I still have many places on my list of sites to see. Also, um, there are trains to New York and Florida so I could take advantage of my free time to see other cities. Um, as for the universities, there are several, Uh, several excellent schools in Washington and…. And I’d probably be accepted at one of them. Template 1 What do you do to relax yourself? Use details and examples to support your position State personal preference-I like watching movies when ever I want to relax Reason 1: I like movies because they are entertaining, and make me feel good Specific detail for reason 1- for example in a typical Indian movie one gets to see lot of color ,joy, songs, beautiful people and usually they all have a thrilling climax but with a happy note. At the end of the show one does feel very good about life. Reason 2: secondly, I like to be in a crowd whenever possible, and if the crowd too has a taste similar to my own, then nothing like it. Specific detail for reason 2: In fact the movie, HAPPY DAYS, which I saw recently, had all these elements, which helped me to de-stress. It reminded me of my college days. Not only me, but every person in the cinema hall could relate to the movie. Conclusion: Finally, I would say that, watching a movie is the best way to revive a person. Example 2: Choices Q2. Some students live in dormitories on campus. Other students live in apartments off campus. Which living situation do you think is better and why? Preparation time: 15 times Notes: Dormitories a. More interaction – practice English, study b. Less responsibility – meals, laundry, cleaning c. Better location – library, recreation, classroom buildings Sample response (45 seconds) A lot of my friends live off campus, but I think that living in a dormitory is a better situation, uh, especially for the first year at a new college. Dormitories are structured to proved opportunities for interaction and for making friends. As a foreign student, it would be an advantage to be in a dormitory to practice English with other residents and to find study groups in the dormitory. And dorm students have, uh, less responsibility for meals, laundry, and … and, uh, cleaning because there are meal plans and services available, uh, as part of the fees. Besides, there’s only one check to write so, uh, the book, uh, the bookkeeping … it’s minimal. And the dormitory offers and ideal location near the library and, um, all recreational facilities, and … and the classroom buildings. Template 2 Although some people _____, I prefer _____ because _____. Although there are many good reasons why _____, I favor _____ because _____. Although a good argument can be made for _____, my preference is _____ because Some universities have large lecture- based classes, whereas others have smaller, discussions- based classes. Which do you think is better and why? Include details and reasons to support your position. For one stand: State opinion: I think it is better to have---Reason 1: In a lecture the information is clear, since it has been explained by a subject expert. Contrast: Whereas, in a discussion it can get confusing with many people voicing their personal opinion, these may or may not be a fact. Reason 2: Moreover, in a discussion, there is a tendency to deviate from the topic hence the topic may not be covered properly. Additionally, the chances of being misinformed also increases. Contrast: On the other hand, in a lecture one can take notes clearly, the focus is rarely lost, and consequently the information is complete. For conditional stand: Reason 1: My preference would depend on the topic, subject, my lecturer and my peer group. www.i20fever.com
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Details: If the topic is debatable, and open for different view points then I would want to have my say, rather than simply accept whatever was said to me. Reason 2: In some cases it is good to have a session of both; the lecture followed by discussion. If the topic is new but debatable then students learn more by having both. Details: The lecturer should give a detailed explanation. Based on the lecture the students collect more information and can exchange it with their classmates. This allows the communication channels to be open. However, care must be taken so that the students don’t get off the track and don’t end up arguing over a small issue. Conclusion: Hence, depending on the environment around me I would go for a lecture or discussion class.
INTEGRATED TASK 1 : READ, LISTEN, SPEAK To answer the integrated question, you need to use information from two the sources, the reading passage and the lecture. Preparation time (after the question) 20-30 seconds. There are two tasks in this section, based on campus and academic situations. In academic situation you will be asked to read a short passage and to listen to a speaker on the same topic. The topic usually involves a general concept and a specific example for it. Sometimes the speaker provides a contradictory point of view. After you hear the question, you will be asked to explain the example and relate it to the concept or contrast the opposing views. In the campus situation you will read a short campus related issue, and then you will listen to two students discussing the issue. One student will have an opinion on that issue; along with some reasons. You will have 45 seconds to read the passage (in both the cases). After you have listened to the talk, you will have 30 seconds to prepare and 60 seconds to speak. For this task, mastering of listening and reading is important. Here are few specific tips a. There will be 2-3 major points in the reading or listening you need to identify them by practice. b. Your response should be a summarized one, elaborated or contradiction of points made in the reading as well as listening. c. After concentrating on the source i.e. reading and listening, you should look for the question then prepare. While preparing strictly follow the question. d. Do not include very specific matters in your presentation just speak on outline. Make a general presentation. Make a check list, before your start.
Example 3: Campus Situation: Reading (45 seconds) Announcement concerning a proposal for a branch campus The university is soliciting state and local funding to build a branch campus on the west side of the city where the 1-19 expressway crosses the 201 loop. This location should provide convenient educational opportunities for students who live closer to the new campus as well as for those students who may choose to live on the west side once the campus as well as for those students who may choose to live on the west side once the campus is established. The city plan for the next then years indicates that there will be major growth near the proposed site, including housing and a shopping area. By building a branch campus, some of the crowding on the main campus may be resolved.
Lecture: I understand that a branch campus on the city’s west side would be convenient for students who live near the proposed site, and it might attract more local students, but I oppose the plan because it will redirect funds form the main campus where several classroom buildings need repair. Hanover hall for one. And, uh, a lot of the equipment in the chemistry and physics labs should be replaces. In my lab classes, we don’t do some of the experiments because, uh, because we don’t have enough equipment. And we need more teachers on the main campus. I’d like to see the branch campus funding allocated for teachers’ salaries in order to decrease the student-teacher ratios. Most of the freshman classes are huge, and there’s a very little interaction with professors. Um, a branch campus would be a good addition, but not until some of the problems on the main campus have been taken care of. Q3. The man expresses his opinion of the proposal in the announcement. Report his opinion and explain the reasons he gives for having that opinion. www.i20fever.com
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Preparation time: 30 seconds
Notes: Situation and Opinion Plans to open a branch campus a. Convenient for students near b. Might attract more students c. Relieve crowding on main campus But will redirect funds from main campus a. buildings need repair b. Equipment should be replaced c. More teachers – smaller classes
Sample response (60 seconds): The man concedes that the branch campus might be advantageous for students living close to the new location, but he’s concerned that the funding for a branch campus will affect funding on main campus for … important capital improvements such as classroom buildings that are, uh, in need of repair. Um, and equipment in the science labs is getting old, so it needs to be replaced. And he also points out that more teachers are needed for the main campus in order to reduce student-teacher ratios, which … which would improve the quality of the teaching and the, uh, amount of interaction in classes. So the man feels that more attention should be given to the main campus and funding should be directed to improve the main campus before a branch campus is considered.
Template 3: The woman offers her opinion of the announcement. State what her opinion is and what reasons she gives for having that view. State opinion: The woman believes that….. is good or bad Reason 1: Her reason for claiming so is that…… Details- Because of ….. it has caused her…./ effected her/ made her/ Reason 2: Further she says that… Details: This has not only caused her difficulty but also it is affecting others. And many people feel just like her, regarding ….. Conclusion: Hence, according to the woman this has been good/ bad, acceptable/ not acceptable for it is in favor / not in favor of the students. Example 4: Academic Situation Reading (45 seconds) The telegraphic nature of early sentences in child language is a result of the omission of grammatical words such as the article the and auxiliary verbs is and are as well as words endings such as- ing,-ed,-s. by the end of the third year, these grammatical forms begin to appear in the speech of most children. It is evident that a great deal of grammatical knowledge is required before these structures can be used correctly, and errors are commonly observed. The correction of grammatical errors is a feature of the speech of preschoolers, four and five years old. The study of errors is a child language is interesting because it demonstrates when and how grammar is acquired. Lecture: English uses a system of about a dozen word endings to express grammatical meaning-the –ing for present time, -s for possession and plurality, and, uh, the –ed for the past, to mention only a few. But, um, how and when do children learn them? Well, in a classic study by Berko in the 1950s, investigators… they elicited a series of forms that required the target endings. For example, a picture was shown of a bird, and… and the investigators identified it by saying, “this is a Wug.” Then the children were shown two similar birds, to uh… to elicit the sentence, “there are two____.” And if the children completed the sentence by saying “Wugs,” well, then it was inferred that they had learned the –s ending. Okay. Essential to that study was the use of nonsense words like “Wugs,” since the manipulation of the endings could have been supported by words that the children had… had already heard. In any case, charts were developed to demonstrate the, uh, the gradual natural of grammatical acquisition. And the performance by children from eighteen months to four years confirmed the basics theory of child language that the, uh,… the gradual reduction of grammatical errors… that these are evidence of language acquisition. Q 4. Describe the Wug experiment and explain why the results supported the basic theory of child language acquisition. www.i20fever.com
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Preparation time: 30 seconds Notes: Concept and Examples Words endings- grammatical relationships a. -ed past b. -s plural c. Wug experiment- Berko d. Nonsense words- not influenced by familiar e. Manipulated endings f. Data about development Example response (60 seconds): In English, there are several important word endings that express grammatical relationships, for example, the – ed ending signals that the speaker’s talking about the past and the –s ending means “more than one,” uh, when it’s used at the end of a noun. So, when children learn English, they, um, they make errors in these endings, but they gradually refine their use until they master them. In the Wug experiment, Berko created nonsense words to get children to use endings…. So… so the researchers could, uh, follow their development. It was important not to use real words because the children might have been influenced by a word they’d heard before. So this experiment provided data about the time it takes and the age when endings are learned. It supported the basic theory of child language that, um, sorting out grammatical errors is a feature of the speech of… of four-yearolds… and a stage in language acquisition.
Template 4: The professor describes the result of captive breeding experiment. Explain how the results of the experiment relate to the reading on the topic. Main response: The professor describes the captive breeding experiment and agrees with the reading text that it is successful. Characteristic: He gives various illustrations which state that captive breeding is good. The writer says…the professor strengthens the claim. Detail: The information in the reading is incomplete; the professor completes it by stating another example…which is… Conclusion: Hence the professor proves along with the writer that….
INTEGRATED TASK -2: LISTEN AND SPEAK There are two questions in this section, based on campus and academic situations. In the campus situation, there will be a conversation between two students. One of them will have a problem and the other will give solutions. The question will be in four parts; identify the problem a, list out the solutions, suggest the best solution along with a reason. In the campus situation there will be a descriptive/ illustrative academic lecture. The task is to summarize the lecture.
Example 5: Campus Situation Student 1: Did your scholarship check come yet? Student 2: Yeah, it came last week. Didn’t yours? Student 1: No. That’s the problem. And everything’s due at the same time-tuition, my dorm fee, and let’s not forget about books. I need about four hundred dollars just for books. Student 2: Well, do you have any money left from last semester, in your checking account, I mean? Student 1: Some, but not nearly enough. The check probably won’t be here until the end of the month and I won’t get paid at work for two more weeks … I don’t know what I’m going to do. Student 2: How about your credit card? Could you use that? Student 1: Maybe, but I’m afraid I’ll get the credit card bill before I get the scholarship check; then I’ll be in worse trouble because of, you know, the interest rate for the credit card on top of everything else the credit card on top of everything else. Student 2: I see your point. Still, the check might come before the credit card bill. You might have to gamble, unless … Student 1: I’m listening. www.i20fever.com
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Student 2: Well, unless you take out a student loan, short-term loan. They have them set up at the Student Credit Union. Isn’t that where you have your checking account? Student 1: Umhum. Student 2: So you could take out a short-term loan and pay it off on the day that you get your check. It wouldn’t cost that much for interest because it would probably be only a few weeks. That’s what I’d do. Q 5. Describe the woman’s budgeting problem and the two suggestions that the man makes. What do you think the woman should do and why? Preparation time: 20 seconds
Notes: Problem and Possible Solutions, Opinion, And Reasons: Problem: not enough money a. Scholarship check late b. Books, tuition, dorm due
Solutions a. Use credit card b. Take out student loan
Opinion: support student loan a. Paid same day b. $ not much
Sample response (60 seconds): The woman doesn’t have enough money for her expenses. Um, she has to pay tuition and her dorm fee is due at the same time. Besides that, she needs to buy books. So the problem is everything has to be paid now, and she won’t get her scholarship check until the end of the month, and she won’t get her paycheck for two weeks. Um, the man suggests that she use her credit card because she won’t have to pay it off until the end of the month, but the problem is … the … the interest would be substantial if the scholarship check is delayed. The other idea – to take out a student loan – that seems better because the loan could be paid off on the day the check arrives instead of a fixed date and it wouldn’t cost much to get a short-term loan at the Student Credit Union. So … I support applying for a student loan. Template 5: The students discuss two possible solutions to the problem. Describe the problem and state which of the two solutions you prefer and why. State the problem: the man’s problem is that he…. Solutions offered: the woman gives 2 solutions, first, .second, Your preference: I think ….this is the perfect solution to the man’s problem Reason: I think so because this way he can …. and … Conclusion: Hence, this solution takes care of his problem properly, so would him good.
Example 6: Academic situation Two types of irrigation methods that are used worldwide are mentioned in your textbook. Flood irrigationthat’s been a method in use since ancient times-and we still use it today where water’s cheap. Basically, canals connect a water supply like a river or a reservoir to the fields where ditches are constructed with valves, uh, valves that allow farmers to siphon water from the canal, sending it down through the ditches. So that way the field can be totally flooded, or smaller, narrow ditches along the rows can be filled with water to irrigate the crop. But, this method does have quite a few disadvantages. Like I said, it’s contingent upon cheap water because it isn’t very efficient and the flooding is n’t easy to control, if the field isn’t flat, then the water won’t be evenly distributed. Not to mention the cost of building canals and ditches and maintaining the system. So let’s consider the alternative-the sprinkler system. In this method of irrigation, it’s easier to control the water and more efficient since the water’s directed only on the plants. But, in hot climates, some of the water can evaporate in the air. Still, the main problem with sprinklers is the expense for installation and maintenance because there’s a very complicated pipe system and that usually involves a lot more repair and even replacement of parts, and of course, we have to factor in the labor costs in feasibility studies for sprinklers.
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Q 6. Using examples form the lecture; describe two general types of irrigation systems. Then explain the disadvantages of each type. Preparation time: 20 seconds
Notes: Main Points Flood a. Not efficient b. Difficult to control – flat fields c. initial expense to build canals, ditches d. Requires maintenance Sprinkler a. Complicated pipe system b. Expensive to install, maintain, repair, replace c. Labor cost Sample response (60 seconds) Two methods of irrigation were discussed in the lecture. First, flood irrigation. It involves the release of water into canals and drainage ditches that flow into the fields. The disadvantages of the flood method, um, well, it isn’t very efficient since more water is used in flooding than the crops actually, uh, need, and also it isn’t easy to control. Another problem is the initial expense for the construction of the canals and the connecting ditches as well as … as maintenance. And besides that, if the fields aren’t flat, the water doesn’t – I mean, it isn’t distributed evenly. The second method is sprinkler irrigation, which uses less water and provides better control, but there is some evaporation, and the pipe system’s complicated and can be expensive to install and maintain. So … there’s usually a lot more labor cost because the equipment must be repaired and replaced more often that a canal system. Template 6 Definition: According to the lecture, a _____ is _____. Description: According to the lecture, a _____ has (three) characteristics. Classification: (Two) types of _____ were discussed in the lecture. Chronology: The lecturer explained the sequence of events for _____. Comparison: The lecturer compared _____ with _____. Contrast: The lecturer contrasted _____ with _____. Cause and Effect: The lecturer explains why _____. Problem and Solution: The lecturer presents several solutions for the problem of _____. Using points and examples from the talk, explain how the internet has contributed to censorship. 1. State main idea: The professor argues that the internet actually promotes censorship rather than fights it. 2. Reason: The 1st reason given by the professor is that the internet has so much information on censorship 3. Details: The information from a wide variety of sources include government and company restrictions 4. Link between reason I and detail: This is censored because the huge amount of info means that some views will never be heard 5. Reason: Furthermore, the internet makes it harder to find certain information 6. Detail: For example ,the professor states that search engines show only popular websites 7. Link: This contributes to censorship by leading users to a very small number of websites and hiding the others While practicing for the speaking task the following checklist must be kept in mind The talk answers the topic question. The point of view or position is clear. The talk is direct and well-organized. The sentences are logically connected. Details and examples support the main idea. The speaker expresses complete thoughts. The meaning is easy to comprehend. A wide range of vocabulary is used. There are only minor errors in grammar. The talk is within a range of 125-150 words. www.i20fever.com
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Evaluation for speaking will be based on the following skills a. Content accuracy b. Fluency/flow of language c. Use of appropriate words d. Inclusion of array of sentence structures e. Organization f. Coherence
Higher scoring response must 1. 2. 3. 4. 5. 6.
Have Flow and clarity Be Well paced Be free of long pauses Be with out unnecessary interjections like ‘oh’, ‘ok’ ‘well’ etc Have A variety of sentence structure (use simple, complex and compound sentences) Contain effective topic development
TIPS 1. Try making a recording of your own speaking effort and play it back to evaluate it. 2. Ask yourself these questions: Did I speak clearly? Did I make grammatical errors? Did I use words correctly? If it is very difficult to evaluate on your own. Let your trainer/friend’s help. 3. Instead of stopping and thinking in silence, you can use the verbal pauses like okay, now, and, or uh, uhmmm. But don’t use them too often, you will lose some points. 4. Learn these verbal pauses from your listening parts (conversations and lectures) Use them. If you are unable to continue with your presentation 5. While speaking, you may make mistakes or slips correct them by using the words ‘I mean’. For example a) “The worker bees that take of the young is called, I mean are called, nurses” b) “Drones are female bees, I mean male bees”. 6. Use very familiar phrases. Study the key phrases and practice using them 7. Focus on taking notes. Be organized. Stay positive. Show your confidence through your presentation 8. Focus on university textbooks/ internet/ other materials that cover a variety of areas, such as science, arts, social sciences and business and make an outline that simply comprises the main points of the article. Make use of the outline to sum up the information orally. 9. Find listening and reading material on the similar theme. The material can present alike or dissimilar views. Take notes or produce outlines on the listening and reading material and do the next steps: 10. Summarize the information in both orally, and then orally produce by combining the information from the reading and listening materials and give details how they relate. 11. Conclude an opinion about the ideas and information offered in the reading and listening material. Check your own progress by keeping an audio journal of your speaking practice. In addition you can ask for advice from friends, tutors or teachers. 12. Pay close attention to Natural speaking patterns. Pronunciation & stress, Intonation patterns & pauses. For independent tasks try to state an opinion or preference within a 1-minute time limit. 13. When giving descriptions, try to avoid presenting long lists since this will reduce the time you have available to elaborate on the rest of your response. Make the relationship between ideas clear. 14. Make a list of familiar topics, and practice speaking about them. You may want to begin by describing a familiar place or recounting a personal experience 15. Practice making a recommendation and explaining why it is your preferred course of action.
Finally: 1. It is essential to practice extensively before appearing for the TOEFL 2. Speaking clearly, logically and simply is what matter most. 3. Many students think they must use complex sentence structures and high-level vocabulary, however, that makes them to commit mistakes. 4. Communicating simply and correctly in an organized way will get you a high score. www.i20fever.com
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INDEPENDENT SPEAKING TOPICS Prepare answers for the given list. Read them aloud. It is useful not only for independent speaking but also independent writing. 1. My Favorite Teacher 2. My favorite City 3. My favorite Class 4. My favorite Book 5. My favorite Movie 6. My favorite Sport/Games 7. My favorite Vocation place 8. My favorite Holiday 9. My favorite Music 10. My favorite Person 11. Your favorite pet? 12. Your dressing style 13. What do you do in your free time? (Your most favorite hobby) 14. How do you learn English? 15. Which sport do you like best? 16. Which dish do you like best? 17. Your most favorite/important subject 18. You future plan 19. Your best scholastic achievement 20. What kind of music do you like best? 21. What do you expect in your parents? 22. If you had a wish, what would you wish? 23. If you can change one thing in your university, what would you change? 24. Your best friend 25. The person you like best 26. Your unforgettable day 27. What is unforgettable in your school life? 28. Your idea of a happy life 29. A type of book you enjoy reading 30. The fruit you like to eat most 31. Your favorite TV show 32. The movie you like best 33. The place you would like to visit 34. The strangest dream you have had 35. What would you do if you suddenly had a lot of money? 36. Your first attempt to gain something 37. Your ideal holiday resort 38. Your ambition 39. Your most influential person/teacher, and explain why you feel this person is a positive role model. 40. Where will you be professionally in 10/15/20 years time? 41. What quality do you like best in a friend? 42. What do you treasure most in life? 43. What are the qualities of a good citizen? 44. Your favorite time of the year? 45. Your favorite color? www.i20fever.com
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46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65.
What are the qualities of a good teacher? What are the qualities of a good student? What are the qualities of a good parent? If you could change one thing in your country, what would you change? The most inspiring person to you Describe a job that you`ve had, and explain why it was important. Describe a person you admire and explain why you admire him or her. If you could have any job in the world, which job would you choose? Describe a book that you have read and explain why it was important to you. Describe a house that you live in If you had an entire month to do whatever you would like to do, what would it be? Include details and example to support your selection What are the characteristics of a good neighbor? Which person has helped you the most to get where you are today, and how has he or she helped you? What does your dream house look like? What person who is alive today would you most like to meet? Why are you preparing for the TOEFL test? At what age should a person be allowed to drive? What is the best excuse to give your teacher when you have not done your homework? What is your favorite day of the year? What change would you like the government to make?
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SPEAKING EXERCISE Independent Tasks Exercises with Sample Response: 1. Independent Speaking Question type 1 “A Marriage Partner” TRACK-39, 40 Describe an ideal marriage partner. What qualities do you think are most important for a husband or wife? Use specific reasons and details to explain your choices. Preparation time: 15 seconds Response time: 45 seconds 2. Independent Speaking Question type 2 “News” TRACK-41, 42 Some people like to watch the news on television. Other people prefer to read the news in a newspaper. Still others use their computers to get the news. How do you prefer to be informed about the news and why? Use specific reasons and examples to support your choice. Preparation time: 15 seconds Response time: 45 second 3. Independent Speaking Question type 1 “A Birthday” TRACK-43-44 Explain how birthdays are celebrated in your country. Use specific examples and details in your explanation. Preparation time: 15 seconds Response time: 45 seconds 4. Independent Speaking Question type 2 “Course Requirements” TRACK-45-46 Some students would rather write a paper than take a test. Other students would rather take a test instead of writing a paper. Which option do you prefer and why? Use specific reasons and examples to support your opinion. Preparation time: 15 seconds Response time: 45 seconds
Integrated Tasks Read, Listen and Speak Exercise with Sample Response: 1. Integrated Speaking Question type 1: Read a short passage and listen to a talk on the same topic. Change in Meal Plan TRACK-47, 48, 49
Reading Time: 45 Seconds Residence 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 available, including 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 addition to burgers and pizza, Chinese food, Mexican food, and a salad bar are also available. 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 reasons that he gives for having that opinion. Preparation time: 30 seconds Response time: 60 seconds
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2. Integrated Speaking Question type 2: Read a short passage and listen to part of a lecture on the same topic. Aboriginal People TRACK-50, 51, 52
Reading Time - 45 Seconds Although the first inhabitants of Australia have been identified by physical characteristics, culture, language, and locale, none of these attributes truly establishes a person as a member of the Aboriginal People. Because the Aboriginal group settled in various geographical areas and developed customs and lifestyles that reflected the resources available to them, there is great diversity among those groups, including more than 200 linguistic varieties. Probably the most striking comparison is that of the Aboriginal people who inhabit the desert terrain of the Australian Outback with those who live along the coast. Clearly, their society has developed very different cultures. According to the Department of Education, the best way to establish identify as a member of the Aboriginal People is to be identified and accepted as such by the Aboriginal community. Now listen to part of a lecture in an anthropology class. The professor is talking about Aboriginal People. Question: Explain how the Aboriginal People are identified. Draw upon information in both the reading and the lecture. Preparation time: 30 seconds Response time: 60 seconds 3. Integrated Speaking Question type 2: Read a short passage and listen to talk on the same topic. Health Insurance TRACK-53, 54, 55
Reading Time: 45 Seconds All students may purchase health insurance at the time of registration by marking the insurance box on the course request form. Those students who choose not to use the health insurance option may still use the services of the Student Health Center, but their accounts must be settled at the time of each visit, and the alternative health insurance carrier must be billed directly by the students for reimbursement. International students are required to purchase student health insurance from the university and will be charged automatically at registration. Alternative health insurance carriers may not be substituted. No exceptions will be made. Now listen to the foreign student advisor. He is explaining the policy and expressing his opinion about it. Question: The foreign student advisor expresses his opinion of the policy for health insurance. Reports his opinion and explains the reasons that he gives for having that opinion. Preparation time: 30 seconds Response time: 60 seconds 4. Integrated Speaking Question type 2: Read a short passage and then listen to part of a lecture on the same topic. Antarctica TRACK-56, 57, 58
Reading Time: 45 Seconds Antarctica and the ocean that surrounds it constitute 40 percent of the planet, but in spite of its vast area; it has remained a frontier with no permanent towns or transportation networks. Between 1895 and 1914, explores planted their flags, claiming various sectors and the raw materials in them for their countries. Nevertheless, the remote location and the harsh environment have encouraged a spirit of cooperation among nations who maintain claims. Furthermore, because Antarctica plays a crucial role in the global environmental system, the exploitation of resources could unpredictable consequences for the entire world. The Antarctic Treaty signed in 1961 and expanded in1991, ensures scientific collaboration, protects the environment, and prohibits military activities. Now listen to part of a lecture in a geography class. The professor is talking about Antarctica. Question: Explain why many countries have staked claims in Antarctica, and why national interests have not been pursued. Preparation time: 30 seconds, Response time: 60 seconds
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Integrated Tasks Listen and Speak Exercises with Sample Response: 1. Integrated Speaking Question type 1: Now listen to a short conversation between a student and his friend. Question TRACK-59, 60, 61 Describe the manâ&#x20AC;&#x2122;s problem and the two suggestions that his friend makes about how to handle it. What do you think the man should do, and why? Preparation time: 20 seconds Response time: 60 seconds 2. Integrated Speaking Question type 2: Now listen to part of a talk in a biology laboratory. The teaching assistant is explaining how to use the microscope. Question TRACK-62, 63, 64 Using the main points and examples from the talk, describe the two major systems of the laboratory microscope, and then explain how to use it. Preparation time: 20 seconds Response time: 60 seconds 3. Integrated Speaking Question type 1: Now listen to a short conversation between a student and her friend. Question TRACK-65, 66, 67 Describe the womanâ&#x20AC;&#x2122;s problem and the two suggestions that her friend makes about how to handle it. What do you think the woman should do, and why? Preparation time: 20 seconds Response time: 60 seconds 4. Integrated Speaking Question type 2: Now listen to part of a lecture in a sociology class. The professor is discussing the criteria for using older research references. Question.TRACK-68, 69, 70 Using the main points and examples from the lecture, describe the two criteria for using an older research references presented by the professor. Preparation time: 20 seconds Response time: 60 seconds
Exercise 1: Question 1 TRACK-71 What game do you enjoy playing? Describe the game, and explain why you like to play it. Include details and examples in your explanation. Preparation time: 15 seconds Response time: 45 seconds Question 2 TRACK-72 Some people drive their own car to school or work. Others ride a bus, train, or other form of public transportation. Which do you think is better and why? Include details and examples in your explanation. Preparation time: 15 seconds Response time: 45 seconds
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Question 3 Distance Education Courses TRACK-73
Reading Time: 45 Seconds Distance education courses at Valley Community College are regularly scheduled classes that must be completed by the end of the quarter. All online courses are taught by college faculty in conjunction with the related academic departments. Students will be required to participate in a “virtual classroom” online, conduct research, and complete assignments. Students must have daily access to a personal computer with word processing software and connection to the Internet. Students should expect to spend approximately 12—15 hours a week for any online course. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your response. The adviser expresses her opinion about online courses. State her opinion and explain the reasons she gives for holding that opinion. Preparation time: 30 seconds Response time: 60 seconds Question 4 Culture TRACK-74
Reading Time: 45 Seconds Culture consists of the beliefs, values, rituals, texts, and symbols of a society. An important element of culture is the rules—or norms—that regulates behavior and maintains social order. Some norms tell us how we should behave—for example, obey authority and treat others with respect. Some norms are traditions or customs, such as clothing styles. Other norms cover matters of morality, such as courtship behavior or showing respect to ancestors. The most essential norms cover activities that are central to the well being of the whole society; these rules are established as laws, both written and unwritten. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your response. Explain how corporations are similar to any other culture, and explain how corporate culture varies in different companies. Preparation time: 30 seconds Response time: 60 seconds Question 5 TRACK-75 In this question, you will listen to a conversation. You will then be asked to talk about the information in the conversation and to give opinion about the ideas presented. To make this practice more like the real test, cover the question during the conversation. After you hear the question, you have 20 seconds to prepare your response and 60 seconds to speak. Describe the man’s problem and the suggestions the woman makes about how to solve it. What do you think the man should do, and why? Preparation time: 20 seconds Response time: 60 seconds Question 6 TRACKS 76 In this question, you will listen to a lecture. You will then be asked to talk about the information in the lecture presented. To make this practice more like the real test, cover the question during the listening. After you hear the question, you have 20 seconds to prepare your response and 60 seconds to speak. Using points and examples from the lecture, explain why some ocean water is clear and why some water is a certain color. Preparation time: 20 seconds Response time: 60 seconds
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Exercise 2: Question 1 TRACK -77 Describe a person who has influenced you in an important way. Explain why this person has had an effect on your life. Include details and examples in your explanation. Preparation time: 15 seconds Response time: 45 seconds Question 2 TRACK -78 Some people get most of their news from the radio or television. Others read the newspaper. Which source of news do you think is better and why? Include details and examples in your explanation. Preparation time: 15 seconds Response time: 45 seconds Question 3 TRACK -79 Attendance Policy
Reading Time: 45 Seconds Students are expected to attend all classes for which they are registered, including the first class session. Classes for which attendance is mandatory from the first session will be so noted in the class schedule. Instructors may set an attendance policy for each class, and it is the student’s responsibility to know and comply with individual class attendance policies. Students who fail to comply with the established attendance policy for the class forfeit the right to continue in class and will be subject to an administrative withdrawal. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your response. The woman expresses her opinion about the attendance policy. State her opinion and explain the reasons she gives for holding that opinion. Preparation time: 30 seconds Response time: 60 seconds Question 4 TRACK- 80 Participant Observation
Reading Time - 45 Seconds To study real-life behavior, social scientists have to get out in the field and take notes, and they have to do it systematically. A favorite method for many researchers is participant observation. In participant observation, the researcher becomes part of the group under study. This method is often used to study groups that are not easy to observe from the outside, such as street gangs or farm laborers. In some studies, no one knows the researcher’s identity. However, this is controversial because observing people without their knowledge, or recording their comments without their permission, is not always considered ethical. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your response. Explain the ethical problem in the participant study discusses in the lecture. State what the researcher did to solve the problem, and explain why this was acceptable. Preparation time: 30 seconds Response time: 60 seconds Question 5 TRACK - 81 In this question, you will listen to a conversation. You will then be asked to talk about the information in the conversation and to give opinion about the ideas presented. To make this practice more like the real test, cover the question during the conversation. After you hear the question, you have 20 seconds to prepare your response and 60 seconds to speak. Describe the man’s problem and the suggestions the woman makes about what he should do. What do you think the man should do, and why? Preparation time: 20 seconds Response time: 60 seconds
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Question 6 TRACK-82 In this question, you will listen to a lecture. You will then be asked to talk about the information in lecture after you hear the question; you have 20 seconds to prepare your response and 60 seconds to speak. Using points and examples from the talk, explain the two types of competition in bird populations. Then explain how population size and competition are related. Preparation time: 20 seconds Response time: 60 seconds Exercise 3 (Only integrated Questions): Question1 TRACK-83 Notice of free career workshop
Reading Time: 45 Seconds Taylor University invites all students and prospective students to take part in a free career workshop and resource fair, on Saturday, February 10. The purpose of the daylong event is to provide resources to students who want to pursue careers in business, health services, or community development. Dr. Janis Morris, past president of the college, will give the opening address. The resource fair will provide information on employment in the region and educational programs at the university. Employers and career counselors will answer questions. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your response. 1. The man expresses his opinion about the career workshop. State his opinion and explain the reasons he gives for holding that opinion. Preparation time: 30 seconds Response time: 60 second Question 2 TRACK-84 Abstract Expressionism Reading Time: 45 seconds Abstract expressionism was a movement in painting that emerged in New York City in the 1940s and attained prominence in American art in the following decade. It emphasized personal expression, freedom from accepted artistic values, attention to surface qualities of paint such as brushstroke and texture, and the use of huge canvases. Abstract expressionism valued the act of painting itself, including the accidents that happen while painting. For this reason, it is sometimes also called action painting. The movement influenced many later schools of art, especially in the use of color and material. Now cover the passage and question. Listen to the recording. When you hear the questions uncover the question and begin preparing your response. 2. The professor describes the painting style of Jackson Pollock. Explain how Pollock style made him a leading artist of the movement called abstract expressionism. Preparation time: 30 seconds Response time: 60 second Question 3 TRACK- 85 Professor Fisher 3. Describe the manâ&#x20AC;&#x2122;s situation and the suggestion his professor makes about what he should do. What do you think the man should do, and why? Preparation time: 20 seconds Response time: 60 second Question 4 TRACK -86 Hotel Management 4. Using points and examples from the talk, describe the duties of different types of managers in large hotels. Preparation time: 20 seconds Response time: 60 second
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Exercise 4: Question 1 TRACK- 87 Notice of vote on campus food service
Reading Time: 45 Seconds Students are encouraged to vote on the universityâ&#x20AC;&#x2122;s proposal to change the food service on campus. Students should vote for which of two options they prefer. Option 1 would expand the main cafeteria in the student center, including the addition of more food choices and more dining space; this option would also close the two snack bars on campus. Option 2 would close the cafeteria in the student center but would maintain the two snack bars, and would add five food services, including two cafes, a deli, a barbecue grill, and a fine dining room. Now listen to two students as they discuss the campus food service. 1. The man expresses his opinion about the campus food service. State his opinion and explain the reason he gives for holding that opinion. Preparation time: 30 seconds Response time: 60 second Question 2 TRACK-88 The Chase Film Reading Time: 45 seconds During the silent film era, filmmakers looked for original stories that they could tell expressively in the new medium of film. This was easiest if the story was simple to tell and simple for the audience to follow. These conditions were ideally fulfilled by the chase film, which flourished internationally in the years 1903 to 1913. All that filmmakers needed to do was to establish some offense-a theft, an insult, or a boy's naughty behavior-and then launch a humorous chase after the offender. Chase could be extended for several minutes, through any number of successive scenes arid situations. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your response. 2. Describe two variations on the chase film, and explain why the chase film was significant in the history of film. Preparation time: 30 seconds Response time: 60 second Question 3 TRACK-89 This Week End 3. The students discuss possible solutions to the woman's problem. Describe the problem. Then state which of the solutions you prefer and explain why. Preparation time: 20 seconds Response time: 60 second Question 4 TRACK-90 Climates 4. Using points and examples from the lecture, explain how two features of the earth's surface influence climate Preparation time: 20 seconds Response time: 60 second
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Exercise 5: Question 1 TRACK-91 Basic College Writing Reading Time: 45 seconds The objective of this course is to write effective college essays that integrate assigned readings, class discussions, and the writer's knowledge and experience. Students will produce a total of six essays. Each week, students will have two hours of lecture and discussion, two hours in a writing workshop, and one hour in a peer feedback group. In the feedback group, students will read and respond to each other's writing. The course will help students prepare for future study and/or careers in writing, humanities, literature, and teaching. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your respond, The man expresses his opinion about the peer feedback group. State his opinion and explain the reasons he gives for holding that opinion. Preparation time: 30 seconds Response time: 60 second
Question 2 TRACK-92 Chemicals in the Atmosphere Reading Time: 45 Seconds Reading Time: 45 seconds When a volcano erupts, debris and gases move up through the atmosphere. Volcanic substances in the lower atmosphere wash out fairly quickly, but chemicals reaching the upper atmosphere spread around the world. They undergo chemical reactions that produce a dark haze of sulfuric acid droplets. This haze reflects incoming sunlight and cools the underlying atmosphere, thereby changing the climate. The effect of a single volcanic eruption can last for several years. Scientists believe that the smoke from wildfires may have a similar effect on the chemistry of the atmosphere. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your response. Explain how forest fires are related to climate change, and compare this to the effect of volcanic eruptions. Preparation time: 30 seconds Response time: 60 second Question 3 TRACK-93 Hi Molly Describe the woman's situation and the suggestions the man makes about how to manage it. What do you think the woman should do, and why? Preparation time: 20 seconds Response time: 60 second Question 4 TRACK-94 Adaptation of animals from water to land Using points and examples from the talk, describe the physical differences that animals had to adapt to when they moved from water to land. Preparation time: 20 seconds Response time: 60 second
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Exercise 6: Question 1 TRACK-95 Volunteers Needed For Conference Reading Time: 45 Seconds Students are needed to work as volunteers during the university's 2-day conference on global warming, April 6-7. Volunteer positions are available to set up conference rooms, assist guest speakers, and work at the information booth. Volunteers are asked to work a 2-hour shift on the day before the conference or on either day during the conference. In return, volunteers receive a free conference T-shirt and admission to the reception for guest speakers on April 7. To volunteer, go to the planning meeting on March 15 or talk to Steve in the Environmental Studies office. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your response. The woman expresses her opinion about volunteering for the conference. State her opinion and explain the reasons she gives for holding that opinion Preparation time: 20 seconds Response time: 60 second
Question 2 TRACK-96 Scholarship Programs Reading Time: 45 Seconds A variety of scholarship programs at Middleton College enable deserving students to attend college and lessen their financial burden. Most scholarships are available only for full-time students. Scholarships are generally awarded to prospective students who have excelled in their previous studies or made distinguished contributions in their community or other work. A separate application is required for each scholarship applied for Scholarship. Applications are due in the Financial Aid Office by May 1 for the academic year beginning the following September. Now cover the passage and question. Listen to the recording. When you hear the question, uncover the question and begin preparing your response. The counselor expresses his views on scholarship applications. State his views and explain the reasons he gives for holding them. Preparation time: 30 seconds Response time: 60 second Question 3 TRACK -97 Professor Hogan Describe the man's problem and the two suggestions the professor makes about how to solve it. What do you think the man should do, and why? Preparation time: 20 seconds Response time: 60 second Question 4 TRACK-98 Ecosystems Using points and examples from the lecture, explain how various a biotic factors in ecosystems affect plants and animals. Preparation time: 20 seconds Response time: 60 second
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ADDITIONAL LISTENING PRACTICE
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ADDITIONAL LISTENING PRACTICE- 1 Identifying the Topic And Main Idea Disk 1, Track 1 What is the subject of the conversation? • A political organization • A course reading list • A physical science class • A summer school program Exercise 2.1.A Disk 1, Track 2 Listen to the recording. Choose the best answer to each question. To make this practice more like the real test, cover the questions and answers during each conversation and lecture. When you hear each question, uncover that question and answers. 1. What is the woman’s problem? a. She does not have enough time to finish writing her paper. b. She is concerned about receiving a poor grade in history. c. She is confused by her professor’s response to her paper. d. She does not think her professor graded her paper fairly. 2. What is the conversation mainly about? a. A place that is special b. Problems with families c. Plans for a school vacation d. A popular beach resort 3. What is the woman mainly discussing? a. Her courses in child development b. Her internship at a children’s agency c. How to look for a job after graduation d. How to organize a political campaign 4. What problem does the man have? a. He has difficulty remembering some terms. b. He is not skilled at climbing trees. c. He will not be able to take the botany quiz. d. He can’t decide which botany course to take. 5. How does the woman help the man? a. She shows him how to put words in alphabetical order. b. She tells him that memorization is not a good way to study. c. She gives him a list of names beginning with “P” and “X”. d. She suggests that he imagine a tree with key letters on it. EX 2.1A Answers 1-C 2-C 3-B 4-A 5-D Exercise 2.1.B Disk 1, Track 3 1. What is the talk mainly about? a. The best places to park on campus b. Services of the Safety and Security Office c. The increasing need for campus security d. Reporting criminal incidents on campus 2. What is the topic of the lecture? a. Traditions of American Indian cultures b. How religion, art, and culture are related c. Different ways to view American cultures d. The vision quest of the Plains tribes 3. Which of the following best describes the organization of the talk? a. Reasons to buy property-liability insurance b. Instructions for buying life insurance c. A classification of insurance d. A history of insurance www.i20fever.com
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4. What is the lecture mainly about? a. How ancient rivers created deserts b. How scientists work in the desert c. How to walk on sand dunes d. How sand dunes shift position 5. What is the lecture mainly about? a. Research in pain management b. The benefits of exercise c. Why people have faith in doctors d. The chemistry of the human brain Key 1-B 2-A 3-C 4-D 5-A Exercise 2.1.C Listen to the recording. Choose the best answer to each question. To make this practice more like the real test, cover the questions and answers during each conversation and lecture. When you hear each question, uncover that question and answers. Disk 1, Track 4 1. What is the speakerâ&#x20AC;&#x2122;s main point? a. Attitudes toward aging can affect how long a person lives. b. People have difficulty learning new skills as they get older. c. Young adults generally have a negative view of older adults. d. People are now living longer than they did in the past. 2. What is the speaker mainly discussing? a. Popular bachelorâ&#x20AC;&#x2122;s degree programs b. The art and science of engineering c. Educational programs for engineers d. How engineers contribute to society 3. How does the speaker organize the information that he presents? a. By comparing the benefits of various engineering specialties b. By outlining the steps for applying to engineering school c. By tracing the development of the engineering profession d. By giving examples of undergraduate and graduate programs 4. What aspect of RSI does the instructor mainly discuss? a. Similarities to other illnesses b. Causes and effects c. Reasons for its rapid growth d. Available treatments 5. How does the instructor develop the topic of RSI? a. She compares treatments for RSI. b. She explains how to avoid RSI. c. She discusses recent research on RSI. d. She describes symptoms of RSI. Key 1-A 2-C 3-D 4-B 5-D
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Listening for Details Disk 1, Track 5 1. At what decibel level does the risk of hearing loss begin? • 60 decibels • 90 decibels • 125 decibels • 140 decibels 2. Which sounds could contribute to hearing loss? Click on two answers. • A conversation at close range • A rock band at close range • A jet engine at close range • A vacuum cleaner at close range Exercise 2.2A Disk 1, Track 6 1. What does the woman suggest the man do? a. Look at the posted job openings b. Call for information about a job c. Make an appointment with a counselor d. Apply for a job in the student center 2. What type of job does the man want? a. A job that pays will b. A job that will let him study c. A job in his field of interest d. A job as a counselor 3. What does the woman agree to do? a. Donate some books to the library b. Meet the man outside the library c. Volunteer to work as a cashier d. Buy books at the annual book sale 4. How are book sale workers compensated? a. They take any then books that they want. b. They are paid ten dollars an hour in cash. c. They receive a set of encyclopedias. d. They get credit to buy books at the sale. 5. When will the woman arrive at the book sale? a. 10:00 a.m. b. 12:00 P.m. c. 3:00 P.m. d. 6:00 P.m. 6. Why does the woman like her class with Professor Hahn? a. Professor Hahn is a well-known scientist. b. The assignments and lectures are valuable. c. The students solve practical problems in class. d. Political science is the woman’s favorite subject. 7. What does the man say about Professor Hahn? a. She is the best teacher at the college. b. She tries to amuse her students. c. She cares a lot about her students. d. She expects her students to work hard. 8. What does the professor want the woman to do? a. Help him write a paper b. Arrange some articles c. Look up information d. Organize a research study
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9. What is the subject of the professor’s research? a. Animal behavior b. Journal writing c. Time management d. Child psychology 10. When will the woman do the work? a. That afternoon b. The next day c. The day after tomorrow d. The following week Key 1 -A 5 -B 9 -A 2 -B 6 -B 10-B 3 -C 7 -D 4 -D 8 -B Exercise 2.2.BDisk 1, Track 7 1. When did the hunting season take place? a. In spring and summer b. In summer and early fall c. From fall until midwinter d. From midwinter until spring 2. What animals did the north woods tribes hunt? a. Lion b. Eagle c. Deer d. Moose 3. According to the man, how did women participate in hunting? a. Managing the camps b. Snaring small animals c. Searching for game d. Making the bows and arrows 4. Which activities did women control? Click on two answers. a. Fishing b. Clan leadership c. Education d. Agriculture 5. According to the professor, what factors are important in choosing a career in the arts? Click on two answers. a. Wealth b. Talent c. Luck d. Experience 6. According to the professor, why does a career in the arts require a special calling? a. Public tastes in art change frequently. b. Employment in the arts can be uncertain. c. Art schools are expensive and difficult. d. Artistic talent cannot be measured fairly. 7. How does the professor suggest one get started in a career in the arts? a. Ask a famous artist for a letter of recommendation. b. Look at the job advertisements in the newspaper. c. Do part-time or volunteer work in one’s chosen art. d. Apply for a scholarship to a prestigious art school. 8. According to the instructor, what is the first step in preparing a speech? a. Choose a topic that your teacher will like. b. Realize the speech’s importance to you. c. Develop your ideas with examples. d. Read a book about preparing a speech. www.i20fever.com
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9. What examples of purpose are mentioned in the discussion? a. To inform others about your subject b. To describe an interesting experience c. To make your audience laugh d. To explain how to do something 10. What does the instructor want the students to do next? a. Practice their speeches in small groups b. Write down ideas that they think of c. Choose from a list of possible topics d. Brainstorm ways to entertain the class Key 1-C 5-B, D 2-C, D 6-B 3-A 7-C 4-B, D 8-B Exercise 2.2.C Disk 1, Track 8 1. What is the main topic of the talk? a. Types of winds over the sea b. Characteristics of the sea breeze c. How sea breezes help sailors d. Coastal temperature changes 2. Select the diagram that represents the sea breeze.
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3. Identify the part of the diagram that show the sea breezeâ&#x20AC;&#x2122;s return flow.
4. What topics does the speaker discuss? a. Popular horn players in history b. How a hornâ&#x20AC;&#x2122;s sound is produced c. The horn as a jazz instrument d. Early uses of the horn 5. When did the horn become a standard part of the orchestra? a. In the Middle Ages b. In the fourteenth century c. In the eighteenth century d. In the nineteenth century 6. How does the professor develop the topic of tsunamis? a. By comparing tsunamis and floods b. By describing causes of tsunamis c. By sharing his experience of a tsunami d. By giving examples of tsunamis
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7. Why is the term “tidal wave” inaccurate for a tsunami? a. Tides cause only the worst tsunamis. b. Tsunamis occur only at high tide. c. Waves do not have enough force to kill d. Tsunamis are not related to tides. 8. What causes tsunamis? a. Movement of the ocean floor b. Heavy precipitation c. Undersea earthquakes d. The moon’s gravity 9. What point does the professor make about the eruption of the volcano Krakatoa? a. People could see the eruption from as far away as Hawaii. b. A tsunami following the eruption killed thousands of people. c. Krakatoa erupts more frequently than any other volcano. d. The eruption caused thousands of fishing boats to sink. 10. What is true of the tsunami that struck Japan in 1896? a. It was caused by an undersea earthquake. b. It occurred while people were sleeping. c. It followed a series of volcanic eruptions. d. It was first reported by fisherman at sea. Key 1-B 5-C 9-B 2-D 6-B, D 10-A 3-A 7-D 4-B, D 8-A, C Exercise 2.2.D Disk 1, Track 9 1. What are the students discussing? a. Terms from a lecture b. Questions on a test c. Property rights d. Topics for a term paper 2. What does “primogeniture” mean? a. A state in which the ruler owns all property b. Dividing property among several children c. A system of inheritance by the firstborn son d. Paying property taxes to the state 3. According to the professor, why do many small businesses fail? A. They do not demand hard work from their employees. B. They do not expand into large businesses. C. They have poor-quality products and services. D. They lack the financial reserves to absorb losses. 4. According to the professor, what is essential for success as a small business owner? A. A master’s degree in business B. Friends in positions of power C. A large amount of credit D. Good management skills 5. What are two responsibilities of a store owner? Click on two answers. A. Buying the store building B. Keeping track of inventory C. Promoting the store’s products D. Inventing new products 6. What does the woman want to discuss with the teaching assistant? A. Trouble that happened in class last week B. A friend she met on a field trip C. Something she saw when she was hiking D. A problem with one of her classmates
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7. Where did the woman meet the young man who had a problem? A. In high school B. In biology class C. On a mountain road D. On a desert trail 8. What help did the young man receive? Click on two answers. A. The woman gave him water. B. A doctor repaired his leg. C. The ranger showed him a map. D. His teacher brought him food. 9. Why did the young man experience muscle cramps? A. His muscles were weak from too little exercise. B. The cells in his muscles did not have enough oxygen. C. He injured his leg muscle when he fell on a rock. D. An excessive amount of salt collected in the muscles. 10. What point does the teaching assistant make about what the woman saw? A. The woman recognized biology in real life. B. The woman saw two foolish young men. C. The woman should try to forget what she saw. D. The woman will see more interesting things. Key 1-A 5-B, C 2-C 6-C 3-D 7-D 4-D 8-A, D Exercise 2.2.E Disk 1, Track 10 1. What is a pigment? A. A chemical used for cleaning painting equipment B. A cover to protect paintings from the effects of sunlight C. A substance that fives its color to another material D. A synthetic fabric that is suitable for painting on 2. According to the instructor, what characteristic should a pigment have? A. Ability to be applied at any temperature B. Ability to dry quickly after application C. No loss of strength when dissolved D. No harmful reaction with other pigments 3. How are pigments generally classified? A. By origin B. By texture C. By color D. By quality 4. Which natural pigment did the Romans obtain from a shellfish? A. Raw umber B. Indigo C. Tyrian purple D. Ochre 5. According to the instructor, why are synthetic pigments superior to natural pigments? Click on two answers. A. They last for a longer time. B. They have a smoother surface. C. They are less expensive. D. They provide stronger, brighter colors. 6. What aspect of volcanoes does the professor mainly discuss? A. Substances produced by volcanoes B. Different types of volcanoes C. The formation of shield volcanoes D. Volcanoes of Hawaii and Iceland www.i20fever.com
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7. Identify the types of substances that erupt from volcanoes. Click on two answers. A. Hot gases B. Liquefied rock C. Ice cones D. Yellow stone 8. Select the picture that is most like a shield volcano..
9. Select the picture, that is most like a caldera.
10. Which type of volcano is associated with the geysers in Yellowstone National Park? A. Caldera B. Shield C. Cinder cone D. Bomb Key 1-C 5-A, D 2-D 6-B 3-A 7-A, B 4-C 8-A PROGRESS â&#x20AC;&#x201C; THROUGH 2.2 QUIZ 1 Disk 1, Track 11 1. What is the discussion mainly about? A. The computerized workplace B. Health dangers in the workplace C. How to arrange office furniture D. Disorders of the neck and back 2. What does the instructor recommend for reliving eyestrain? A. Turn off the computer for 30 minutes. B. Look at objects that are far way. C. Adjust the level of the room lights. D. Wash the eyes with warm water. 3. According to the discussion, why is it important to have the right chair? A. Your chair is the best place to take a nap. B. The right chair will impress your boss. C. The chairâ&#x20AC;&#x2122;s color affects your level of stress. D. The right chair can help you avoid back pain. 4. According to the instructor, what health problem is associated with copy machines? A. Eyestrain B. Neck pain C. Skin rash D. Back pain www.i20fever.com
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5. Where in the workplace might ozone be a problem? A. At a computer terminal B. On the elevator C. Near the copy machines D. In the parking lot. 6. What aspect of perspective does the instructor mainly discuss? A. Professions that use perspective drawings B. The function of perspective in abstract drawing C. Changes in the theory of perspective D. Principles of perspective and related concepts 7. According to the instructor, which fields require an understanding of perspective? Click on two answers. A. Architecture B. Marketing C. Railroad engineering D. Industrial design 8. Select the drawing that illustrates the concept of perspective.
9. Identify the part of the drawing that represents the vanishing point.
10. What does the instructor advise the students to do? A. Take an advanced course in perspective drawing B. Draw only objects that represent the real world C. Sketch eye level and vanishing points D. Do several Quick sketches before beginning to draw Key 1-B 5-C 2-B 6-D 3-D 7-A, D 4-C 8-D Determining Attitude and Purpose Disk 2, Track 1 1. Why does the student go to see her adviser? • She needs a tutor for her psychology course. • She has decided to change her field of study. • She wants to talk about a terrible accident. • She needs advice about running a business. www.i20fever.com
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2. What is the student’s attitude toward the school counselors that she observed? • She is shocked by their terrible work. • She is surprised that they work so hard. • She does not think they are necessary. • She is inspired by their good work. Exercise2. Disk 2, Track 2 1. Why does the student go to see his professor? A. He is transferring to a school in Oklahoma. B. He must leave school for a family emergency. C. He wants to discuss his term paper. D. He needs to have surgery. 2. What is required for an incomplete? A. Completing the work within a certain time B. Writing an additional term paper C. Paying a fee of sixty dollars D. Enrolling in a special make-up course 3. What is the purpose of the conversation? A. The man wants permission to bring food to class. B. The man is applying for a job as cafeteria cashier. C. The man was overcharged and is requesting a refund. D. The man would like a different meal arrangement. 4. Why does the woman say this: A. To complain about the cafeteria breakfast B. To criticize the man’s poor eating habits C. To emphasize the importance of breakfast D. To show that she is a morning person 5. Why does the woman tell the man about Plan C? A. To list the special diets that are available B. To give him another choice of meal plan C. To recommend a different place to eat D. To explain the benefits of each meal plan 6. Why does the student speak to the professor? A. She wants to take a quiz that she missed. B. She would like to discuss her grade. C. She is having difficulty in the class. D. She must miss class the following day. 7. What does the professor suggest the student do? A. Read the chapter over again B. Study harder for the next quiz C. Write about what she learned D. Try not to be absent from class 8. What are the speakers mainly discussing? A. A field trip B. A reading assignment C. A guest speaker D. A term paper 9. Why does the man say this: A. To emphasize the professor’s qualifications B. To state a desire to read the professor’s books C. To predict that the seminar attendance will be high D. To imply that the seminar needs improvement 10. What is the man’s opinion of the assignment? A. The assignment will improve their public speaking skills. B. The assignment will help them meet people in their field. C. The assignment is more difficult than he had expected. D. The assignment has taken too much of their time.
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Key 1-B 5-B 2-A 6-A 3-D 7-C 4-C 8-C Exercise 2. 3.B Disk 2, Track 3 1. What is the main purpose of the discussion? A. The professor is giving a writing assignment. B. The class is evaluating last week’s assignment. C. The professor is changing the reading assignment. D. The class is summarizing the assigned readings. 2. What is the woman’s attitude toward the assignment? A. She is confused by it. B. She likes it very much. C. She thinks it is too difficult. D. She finds it boring. 3. What is the main purpose of the talk? A. To contrast Native American and European concepts of resources B. To explain why Native Americans valued personal alliances C. To list the commodities found in the New England environment D. To show that the European economic system originated in New England 4. What does the professor say about the Native Americans’ use of resources? A. They traded resources with the European colonists. B. They used resources to show wealth and social status. C. They used resources mainly for economic subsistence. D. They viewed resources as commodities to buy and sell. 5. Listen again to part of the discussion. Then answer the question. Why does the professor say this: A. To state that the Native Americans were very poor B. To show similarities between economic systems C. To explain differences in wealth among people D. To define the Native American concept of wealth 6. Why does the professor say this: A. To illustrate the colonists’ view of commodities B. To emphasize the scarcity of resources in New England C. To Suggest that the colonists did not use many resources D. To describe the growth of the New England economy 7. What is the purpose of the talk? A. To imagine life without culture B. To compare various cultures C. To explain cultural differences D. To define what culture is 8. Why does the professor mention student culture? A. To illustrate how culture involves shared ideas and behaviors B. To encourage students to think critically about their culture C. To compare the student culture of the past and the present D. To give students ideas for conducting their own research 9. What is the woman’s attitude toward student culture? A. She enjoys being a part of it. B. She is frustrated by all the work. C. She thinks it is similar to a club. D. She doesn’t understand its rules. 10. What does the professor think of comparing a culture to a club? A. A culture is exactly the same as a club. B. The comparison is imperfect. C. It is easier to define a culture than a club. D. Clubs are important in most cultures.
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Key 1-A 5-D 9-C 2-D 6-A 10-B 3-A 7-D 4-C 8-A Exercise 2. 3. C Disk 2, Track 4 1. What is the main purpose of the talk? A. To list qualities of effective managers B. To explain why workers criticize management C. To describe negative effects of stress D. To discuss ways of dealing with stress 2. What is the professor’s opinion of rest? A. Too much rest can have negative results. B. Activity and exercise are forms of rest. C. Managers should allow rest time for workers. D. Few people know the real meaning of rest. 3. Too much rest can have negative results. A. To compare clinical diagnosis and treatment B. To describe how psychologists diagnose problems C. To support the use of psychological testing D. To diagnose the problems of students 4. How do clinical psychologists diagnose a client’s problems? A. Psychic readings B. Psychological tests C. Interviews D. Personal letters 5. Why does the professor discuss taking a client’s case history? A. To show that a client’s past behavior assists in diagnosis B. To compare the case histories of various clients C. To explain why some clients lie and some tell the truth D. To entertain the students with stories of unusual clients 6. According to the professor, why are personality tests useful? A. They are short and easy to administer. B. They allow clients to diagnose their own problems. C. They give the psychologist data for publication. D. They reveal feelings the client cannot talk about. 7. What is the main purpose of the talk? A. To describe the migration of bats B. To promote an appreciation of bats C. To give advice about contact with bats D. To explain how to care for young bats 8. Why does the speaker say this: A. To describe the reproductive behavior of bats B. To show similarities between bats and mosquitoes C. To give an example of how bats benefit us D. To warn students about dangerous insects 9. How can you prevent bats from entering your house? A. By blocking every opening B. By planting bushes near the doors C. By training your dog to hunt bats D. By using poison to kill the bats 10. Why does the speaker recommend getting medical advice if you come in physical contact with a bat? A. Bats are needed for medical research. B. Contact with humans is unhealthy for bats. C. Bats’ sharp teeth can cause a painful bite. D. The bat might be carrying a fatal disease.
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Key 1-D 5-A 9-A 2-B 6-D 10-D 3-B 7-C 4-B, C 8-C Exercise 2. 3. D Disk 2, Track 5 1. According to the professor, why do most people welcome laughter? A. People like to learn new ways to communicate. B. Laughter releases stress and gives pleasure. C. Humans enjoy several kinds of entertainment. D. Laughter can express every human emotion. 2. Why does the professor say this: A. To give examples of stress that is carefully controlled B. To show that children like to pretend they are flying C. To describe how children respond when they are afraid D. To give parents advice about child development 3. Which of the following is a universal characteristic of situations where people laugh? A. Confusion about what is happening B. Injury to someone who is a stranger C. Ability to remember a funny name D. Shock or stress in a safe situation 4. Why does the professor talk about social rules and conventions? A. To suggest that many rules for comedians are not effective B. To find out what students think about rules and conventions C. To show that humor is a safe way to bring about social change D. To explain why people enjoy telling stories that are not true. 5. Listen again to part of the lecture. Then answer the question. Why does the professor say this: A. To show how humor can be understood across cultures B. To emphasize the importance of humor in managing anxiety C. To explain why humans are the only animals that laugh D. To remind students that the world is a dangerous place. 6. How does the instructor develop the topic of roadside beautification? A. By comparing two different approaches to the topic B. By criticizing past efforts at roadside beautification C. By discussing an example of a beautification project D. By describing recent research in flower horticulture. 7. Why does the professor quote botanist Catherine Parr Traill? A. To provide an intellectual context for the issue B. To criticize agricultural development C. To praise the botanistâ&#x20AC;&#x2122;s accomplishments D. To remind the class of a reading assignment 8. Why does the professor mention the Adopt-a-Highway programs that began in the 1960s? A. To explain why early beautification projects failed B. To encourage students to volunteer for highway cleanup C. To recommend an increase in funding for the programs D. To trace the history of roadside beautification efforts 9. Why does the professor say this: A. To suggest a change in the seed mixture B. To illustrate the success of the plantings C. To argue for more wildflower research D. To emphasize the short growing season 10. What does the professor think of partnerships between government and private citizens? A. They have been shown to work successfully. B. They rely too much on private donations. C. They are the best way to get anything done. D. They can cause damage to the economy. www.i20fever.com
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Key 1-B 5-B 2-A 6-C 3-D 7-A 4-C 8-D PROGRESS 2.1 through 2. Disk 2, Track 6 1. What are the students discussing? A. A lecture that they will attend next week B. Topics to review for an upcoming test C. Their vacation in the mountains D. A report that they are working on 2. Listen again to part of the conversation. Then answer the question. Why does the man say this: A. To invite the woman to join him at hockey practice B. To inform the woman that he has only a little time now C. To let the woman know that she worries D. To suggest a different topic for their presentation 3. What types of data will the students use in their presentation? A. The history of eruptions in the area B. Photographs that the man took C. A series of pictures of the mountain D. A videotaped interview with a geologist 4. What is the man’s opinion of the photographs? A. They are the best photographs he has ever taken. B. They are nice, but they do not support their topic. C. They show the mountain’s changes very well. D. They would be better if they were in color. 5. According to the man, why is a bulge forming on the mountain? A. Geologists disagree over the cause of the bulge. B. Wind and water are wearing away the mountain’s face. C. There has been a rapid increase in the amount of snowfall. D. Magma is pushing upward from below the earth’s surface. 6. What is the main purpose of the talk? A. To describe some of the functions of banks B. To explain why banks charge interest on loans C. To compare banks with other financial institutions] D. To outline the history of bank failures 7. For what reasons do individuals take out bank loans? Click on two answers. A. To build a housing complex. B. To do medical research C. To pay for education D. To purchase a home 8. How do banks make a profit? A. Banks pay fewer taxes than other businesses. B. Banks sell ideas and products to the government. C. Banks collect more interest than they pay out. D. Banks lend money only to large corporations 9. Why does the professor say this: A. To encourage students to close their bank accounts B. To show that banks are the safest place to store money C. To recommend more government regulation of banks D. To explain how bank failures have occurred 10. Why were banks closed during the Great Depression of the 1930s? A. The government encouraged people to spend more money. B. Banks could not afford to let people withdraw all their money. C. The president was experimenting with a new system of banking. D. Bank managers needed time to hire and train more employees. www.i20fever.com
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Key 1-D 5-D 9-D 2-B 6-A 10-B 3-A, C 7-C, D 4-C 8-C PROGRESS 2.1 through 2.3 Disk 2, Track 7 1. Why does the student speak to his professor? A. He needs help in preparing for the midterm exam. B. He wants advice about how to organize his paper. C. He is concerned about his grade for the course. D. He wants permission for his brother to visit class. 2. What reason does the student give for not completing his assignments? A. He had difficulty understanding the assignments. B. He has spent a lot of time helping a family member. C. He forgot the schedule for turning in assignments. D. He had to work extra hours at his bio-research job. 3. When were the assignments due? A. October 1 and 13 B. October 2 and 3 C. October 4 and 30 D. October 21 and 30 4. What point does the professor make about the studentâ&#x20AC;&#x2122;s work? A. His work is the worst in the class. B. His work was better in the past. C. His work will improve if he studies. D. His work should be his top concern. 5. Why does the student say this: A. To help his professor better understand his problem B. To convince his professor that he will complete the work C. To show his professor that he is not worried about his grade D. To state that he will turn in all assignments the next day 6. What is the main idea of the lecture? A. Television research is an interesting field. B. Advertising is effective in selling products. C. Television promotes a culture of consumerism. D. The television industry should be regulated. 7. According to the professor, why do researchers study television? A. To learn about the types of programs B. To understand the culture of the society C. To decide which programs to export D. To measure how well it sells products 8. According to the professor, why do advertisers have control over television programming? A. Advertisers have the best ideas about what viewers want. B. The television industry depends on money from advertisers. C. The government permits advertisers to vote for programs. D. Most television stations are owned by large corporations. 9. Listen again to part of the lecture. Then answer the question. Why does the professor say this: A. To argue that television images of life lack depth and meaning B. To warn students not to spend more money than they can afford C. To show that television programs can contribute to personal growth D. To recommend that students watch only high-quality programs 10. What is the professorâ&#x20AC;&#x2122;s opinion of television? A. Television is the best way to advertise products and services. B. Television has had a mostly negative effect on society. C. Television has been unfairly criticized by intellectuals. D. Television deserves credit for creating an affluent society
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Key 1-C 5-B 2-B 6-C 3-A 7-D 4-D 8-B Making Inferences and Predictions Disk 3, Track 1 1. What does the professor imply about the student’s paper? • It contains grammatical errors. • It does not meet the assignment. • It deals with a strange topic. • It needs a stronger ending. 2. What will the student probably do? • Write about a different topic • Rewrite the conclusion • Correct the sentence errors • Make the introduction longer Exercise 2.4.A Disk 3, Track 2 1. Why does the student go to see his adviser? A. To enroll in her geometry class next quarter B. To discuss an assignment for his history class C. To get extra help with a difficult problem D. To obtain advice about dropping a class 2. What will the student probably do? A. Make up a geometry test B. Transfer to another school C. Not continue in his history class D. Not enroll in classes next quarter 3. What is the man’s problem? A. He can’t afford to be a full-time student. B. There is an unpaid charge on his account. C. His charge account is no longer valid. D. All of the courses he needs are closed. 4. What will the man probably do? A. Pay his roommate to fix the shower door B. Have an argument with his roommate C. Speak to someone in the accounting office D. Try to register for next quarter in person 5. Why does the student go to see her professor? A. There was a problem with her registration. B. She will miss the beginning of the summer term. C. She wants advice about joining a study group. D. She would like to discuss her research project. 6. What does the professor imply? A. It is not acceptable to miss class time. B. The first day of class has been changed. C. Students are required to take the course. D. The summer course has been canceled. 7. What will the student probably do? A. Take the course during the fall B. Make up the work she misses C. Join an available study group D. Cancel her trip to Vancouver 8. What are the students mainly discussing? A. Problems with parking on campus B. Off-campus apartments for students C. Free bus transportation to campus D. Ways for students to manage money www.i20fever.com
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9. What can be inferred about the woman? A. She does not own a car. B. She has roommate. C. She is not married. D. She has job off campus. 10. What will the man probably do? A. Transfer to a different university B. Look for a less expensive car C. Move to a building for married students D. Find out more about the apartments Key 1-D 5-B 9-C 2-C 6-A 10-D 3-B 7-A 4-C 8-B Exercise 2.4.B Disk 3, Track 3 1. What does the instructor imply about composition? A. Composition in painting is similar to composition in writing. B. Composition is less important than shape, tone, and color, C. Composition must be complex in order to be interesting. D. Composition is the only concept that artists must understand. 2. Would the instructor most likely agree or disagree with each statement below? For each sentence, click in the correct box. Agree A composition must contain numerous subjects to be interesting. If a picture is too crowded, it does not possess the element of unity. A successful composition conveys a single, clear message. 3. What is the main purpose of the talk? A. To explain why people become scientists B. To describe different scientific disciplines C. To persuade students to become biologists D. To introduce students to the course. 4. According to the professor, why is biology the most demanding of all sciences? Click on two answers. A. Biology studies complex living systems. B. Biology deals with controversial issues. C. Biology requires knowledge of other sciences. D. Biology cannot answer every question about life. 5. What does the professor imply about scientists? A. Scientists are motivated to save the environment. B. Scientists are more intelligent than artists. C. Scientists are fascinated by scientific D. Scientists are enthusiastic in their study of nature. 6. What is probably true about the students in this course? A. They are students at a community college B. They plan to apply to medical school. C. They are pursuing various fields of study. D. They have never taken a science course before. 7. What do plant hormones do? A. Regulate the plantâ&#x20AC;&#x2122;s temperature B. Transport water through the plant C. Stimulate responses in cells and tissues D. Make the plant unattractive to animals
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8. Which picture illustrates phototropism?
9. Which grass seedlings would probably NOT bend toward light?Click on two answers. A. Seedling in a moist ecosystem B. Seedling with the tip cut off C. Seedling wearing a black cap D. Seedling with multiple shoots 10. What can be inferred about the tip of a plant’s stem? A. It stops growing once the pant produces real leaves. B. It plays an important role in temperature control. C. It can be removed with no influence on the plant. D. It produces a hormone that affects the stem’s growth. Key 1-A 6-C 2-disagree, agree,agree 7-C 3-D 8-B 4-A, C 9-B, C 5-D 10-D Exercise 2.4 Disk 3, Track 4 1. What is the man’s problem? A. He will not have time to finish his paper. B. He is confused by cultural differences. C. He cannot think of a topic for his paper. D. He thinks the assignment is too artificial. 2. What will the man probably do? A. Describe his hometown culture B. Move to a different community C. Ask his professor for more time D. Write about culture shock 3. Why does the professor say this: A. She will not be in class the next day. B. The student has to drop out of school. C. There was a death in the student’s family. D. The coursework is very difficult. 4. What will the student probably do next? A. Arrange to take the test next week B. Apply for a job in the office C. Look for a tutor to help him study D. Change the time of his appointment 5. What is the man’s problem? A. The university bookstore does not have a book he needs. B. He just bought more books than he is able to read. C. The books that he needs are a strain on his finances. D. The third edition of the chemistry book is not available.
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6. What can be inferred about the man? A. He finds science courses very difficult. B. He lives in the pioneer District. C. He enjoys studying with the woman. D. He is taking a chemistry course. 7. What will the man probably do? A. Look for a cheaper copy of the chemistry book B. Return all of the books to the university book store C. Buy a different edition of the chemistry book D. Complain to the university about the cost of books 8. What does the man imply about the medication? A. It may be dangerous if taken incorrectly. B. It is the least expensive allergy medication. C. It should be available only by prescription. D. It is an effective remedy for many illnesses. 9. Listen again to part of the conversation. Select the sentence that best expresses how the woman probably feels. A. “I don’t like other people telling me what to do.” B. “I’m concerned about taking this medicine before the test. C. “I appreciate your thoughtful advice about the dangers.” D. “I don’t understand your instructions about the drug.” 10. What will the woman probably do? A. Complain to the manager of the pharmacy B. Go back to the nurse for additional advice C. Buy a different medicine and hope it works D. Take the medicine a few hours before the test Key 1-C 5-C 9-B 2-A 6-D 9-B 3-C 7-A 10-D 4-A 8-A Exercise 2.4.D.Disk 3, Track 5 1. What problem does the man have? A. He is failing in his biology class. B. He owes a fee for his lab section. C. His attendance in class has been poor. D. He cannot afford to pay all his fees. 2. What will the man probably do next? A. Chang his biology lab section B. Show the woman his tuition bill C. Go to the cashier’s office D. Pay for his biology textbooks 3. What are the students discussing? A. Houses B. Fruit C. Birds D. Stars 4. What can be inferred about starlings? A. They live in rural and urban areas. B. They are a problem for fruit growers. C. They have a beautiful song. D. They are killed for their feathers. 5. Why does the student want to leave a message for Dr. Owada? A. He would like to apply for a job. B. He needs to discuss his grade. C. He will not attend class today. D. He wants to record her lecture.
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6. What does the secretary imply about Dr. Owada? A. Dr. Owada will be absent until the next day. B. Dr. Owada does not like students to call her. C. Dr. Owada is visiting Professor Strong’s class. D. Dr. Owada answers her mail every morning. 7. What will the student probably do? A. Return to the office after class B. Change his schedule of classes C. Write a note to his professor D. Miss the lecture by professor Strong 8. What are the people discussing? A. A textbook B. A college course C. A television series D. A government agency 9. What can be inferred about the United States in the nineteenth century? A. There were few large cities. B. A great natural disaster occurred. C. Baltimore was founded. D. The population grew rapidly. 10. What can be inferred about New York City? A. It was originally five cities. B. It used to be part of Baltimore. C. It is a progressive city. D. It has a borough called Brooklyn. Key 1-B 5-C 2-C 6-A 3-C 7-D 4-A, B 8-C Exercise 2.4.Disk 3, Track 6 1. What can be inferred about the course in which the talk is given? A. It is a course for graduate students. B. It is a course that many students fail. C. It is the most popular science course. D. It is a general course in life science. 2. What does the professor imply about the videotape? A. It cannot be checked out of the library. B. It covers material that will be on the nest test. C. It will be shown on television later that week. D. It contains examples of the professor’s research. 3. For which course would the talk be most appropriate? A. Classical Europe B. Global economics C. Music History D. American Literature 4. What does the instructor imply about the style of music known as the blues? A. It originated in Chicago in the 1920s. B. It contributed to European classical music. C. It changed and developed over time. D. It made many musicians wealthy. 5. According to the instructor, why is the song “St. Louis Blues” significant? A. It combined elements of different musical styles. B. It was the first song ever to be recorded. C. It gave its name to the decade of the 1920s. D. It was never accepted by classical musicians.
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6. Based on the information in the talk, indicate whether each statement below accurately describes jazz. For each sentence, click in the correct box. Yes
No
Jazz was one of the most popular styles of music in the 1920s Jazz originated in the electric style of blues from Chicago. Jazz includes sounds from folk, popular, and classical music 7. What is the main purpose of the lecture? A. To compare land animals and sea animals B. To explain why fish are excellent swimmers C. To describe how various sea animals move D. To review material that will be on a test 8. Select the drawing of the creature that is probably the fastest swimmer.
9. Listen again to part of the lecture. Then answer the question. What is probably true about whales and dolphins? A. They can swim faster than most fish. B. They move their tails as land mammals do. C. They swim to great depths underwater. D. They would prefer to live on land. 10. What can be inferred about creatures that live on the bottom of the ocean? A. They swim fast to catch food. B. They are less than one foot long. C. They have flattened fins and tails. D. They move slowly and fluidly. Key 1-D 4-C 2-B 5-A 3-C 6-yes,no,yes PROGRESS -2.1 through 2 Disk 3, Track 7 1. What is the conversation mainly about? A. A job opening in the computer lab B. An interesting television program C. An application for a scholarship D. An opportunity at a television station 2. Why does the man want to get the internship? A. He will earn a high internship wage. B. He would like television work in the future. C. He likes the other people who work there. D. He will gain production experience. 3. Listen again to part of the conversation. Then answer the question. Select the sentence that best expresses how the man probably feels. A. “I’m the most qualified person for the job.” B. “I wish I knew people who could help me.” C. “I’m not confident about getting the internship.” D. “I’m worried that my work will be criticized.” www.i20fever.com
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4. Why does the woman tell a story about her friend? A. To reassure the man about his chance of getting the position B. To find out if the man would like to meet her friend C. To encourage the man to apply for a different internship D. To impress the man with her political connections. 5. What does the man want the woman to do? A. Give him an internship application B. Help him with an assignment C. Watch a television program D. Write a letter of recommendation 6. What is the discussion mainly about? A. Hiking safely in bear habitat B. Why bears are aggressive C. Training bears to trust humans D. Ways to predict bear behavior 7. What does the naturalist think of bear bells? A. They are not effective in keeping away bears. B. They destroy the peace and quiet of the woods. C. They sound like the language of bears. D. They trick bears into thinking you are a bear. 8. Listen again to part of the discussion. Then answer the question. Why does the naturalist say this: A. To explain why certain trails have become overused B. To list the resources that bears need to survive C. To warn that bears may not notice you in certain conditions D. To recommend the most interesting places to observe bears 9. What can be inferred about the behavior of bears? A. Bears may respond to people suddenly. B. Bears growl fiercely before they attack. C. Bears like to socialize in large groups. D. Bear behavior is very predictable. 10. Which situations should hikers avoid? Click on two answers. A. Carrying bear bells B. Approaching a bear C. Shouting at a bear D. Hiking when it is dark Key 1-D 5-D 2-B, D 6-A 3-C 7-A 4-A 8-C PROGRESS â&#x20AC;&#x201C; 2.1 through 2.4 Disk 3, Track 8 1. What is the discussion mainly about? A. Science as a process of discovery B. How science and technology are connected C. Ways that technology has harmed society D. Responsibilities of scientists to society 2. What does the electron microscope provide an example of? A. How technology applies scientific knowledge B. How inventions improve our standard of living C. How governments control science and technology D. How science can advance without technology 3. Why does the professor mention tools, pottery, and musical instruments? A. To compare past technology with current technology B. To list inventions that scientists helped to design C. To show that art and science are not separate activities D. To give examples of technology that came before science www.i20fever.com
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4. Listen again to part of the discussion. Then answer the question. What does the professor mean by this statement: A. Technology has created powerful weapons. B. Technology can cure every human problem. C. Technology has both helped and harmed us. D. Technology cannot exist without science. 5. Why does one of the students plan to get a master’s degree in public policy? A. He wants to convince the government to support technology. B. He believes scientists should inform people about technology. C. He would like to teach in a graduate school of technology. D. He thinks technology has caused more damage than good. 6. What is the talk mainly about? Click on two answers. A. Forestry as a profession B. Different forest ecosystems C. Where foresters work D. Job openings in forestry 7. What can be inferred about the profession of forestry? A. It is a broad field requiring diverse skills. B. It has donated land to the government. C. It hires over 700 new employees each year. D. It requires a master’s degree in biology. 8. Why does the student say this: A. He would like the forester to recommend places to camp and hike. B. He wants to understand how national parks and forests are different. C. He wants to share his personal experiences with the class. D. He doesn’t think camping should be allowed in national forests. 9. Listen again to part of the talk. Then answer the question. What can be inferred about national parks? A. National parks administer their own schools of forestry. B. National parks have more employees than national forests. C. National parks do not allow hiking and recreation. D. National parks do not supply commercial wood products. 10. Listen again to part of the talk. Then answer the question. Why does the forester say this? A. To encourage students to major in forestry management B. To impress students with his knowledge of biology C. To show that foresters and biologists have shared interests D. To discuss controversial policies of the national parks Key 1-B 5-B 9-D 2-A 6-A, C 10-C 3-D 7-A 4-C 8-B Categorizing Information Disk 4, Track 1 Match each biome with the correct description. Drag each answer choice to the correct box. Taiga Northern limit for plant growth
Arctic tundra High mountaintop with strong winds
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Exercise 2.5.A Listen to the recording. Choose the best answer to each question. To make this practice more like the real test, cover the questions and answers during each conversation and lecture. When you hear each question, uncover that question and answers. Disk 4, Track 2 1. Match each type of drum with the correct picture. Drag each answer choice to the correct box.
2. Which creatures have lived in each cave zone? Drag each answer choice to the correct box. A. Shrimp B. Bats C. Early humans Entrance zone Twilight zone Dark zone
3. Indicate whether each item below characterizes the dark zone of a cave. For each phrase, click in the correct box. Yes No Warm temperatures Blind animals Few air currents Green plants 4. Indicate whether each phrase below describes an extravert or an introvert. For each phrase, click in the correct box. Extravert
Introvert
Prefers looking outward to the world Prefers learning in private, individual ways Has a variety of interests Has fewer interests, but on a deeper level 5. What type of assignment would an introverted student probably prefer? A. Reflective journal writing B. Competitive team game C. Large group discussion D. Humorous performance 6. What is the main purpose of the talk? A. To list major economic problems B. To discuss some effect C. To explain why bread prices increase D. To classify the types of inflation www.i20fever.com
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7. Why does the instructor talk about a loaf of bread? A. To complain about the price of bread B. To illustrate the effect of price changes C. To compare bread with other foods D. To explain social and political turmoil 8. What happens when prices go up but salaries remain the same? A. The government will regulate the economy. B. People will save money rather than spend it. C. Workers might lose their jobs if they complain. D. People must work longer to buy the same things. 9-10. Based on the information in the talk, indicate whether each sentence below describes moderate inflation, galloping inflation, or hyperinflation. For each sentence, click in the correct box. This question is worth 2 points. Moderate inflation
Galloping inflation
Hyperinflation
People try to get rid of their currency. Incomes and relative prices rise slightly. Inflation occurs at a rate of 100 percent in a year. There is social and political disorder. Key 1-B-C-A 6-B 2-C-B-A 7-B 3-no, yes, yes, no 8-D 4- extravert ,introvert ,extravert , introvert 9-10-hyper,moderate,galloping, hyper 5-A Exercise 2.5.B Disk 4, Track 3 1. What is the purpose of the talk? A. To train new college administrators B. To recommend becoming a specialist C. To assist students in career planning D. To suggest places to look for a job 2. According to the speaker, which people are likely to be specialists? Click on two answers. A. Engineers B. Managers C. Writers D. Accountants 3. Based on the information in the talk, indicate whether each characteristic below more accurately describes a specialist or a generalist.For each phrase, click in the correct box. Specialist Generalist Skilled in directing other people Concerned with tools and techniques Trained in a technical or professional field Must be able to make overall judgments 4. According to the speaker, why are generalists needed in administrative positions? A. Generalists have a better education than specialists. B. Generalists are skilled in leadership and coordination. C. Generalists prefer the higher salaries of administrators. D. Generalists receive advanced training in technology.
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5. What can be inferred form the talk? A. Specialists are more intelligent than generalists. B. The speaker was educated as a generalist. C. Government workers are usually specialists. D. Both specialists and generalists can find jobs 6. How does the instructor organize the information that she presents? A. She explains the scientific method of classifying leaves. B. She discusses the annual growth of a wildflower’s leaves. C. She compares leaf arrangements of flowers, shrubs, and trees, D. She describes each leaf arrangement and gives an example. 7. Select the drawing that best shows the alternate leaf arrangement.
8-9. Based on the information in the talk, indicate whether each sentence below describes the alternate, opposite, or basal leaf arrangement. For each sentence, click in the correct box. This question is worth 2 points. Alternate Opposite Basal The plant’s leaves are paired on the opposite sides of the stem. All the plant’s leaves are at ground level. Each leaf is attached at a different level on the stem. The leaves are attached at the same level on the stem, but on different sides. 10.What will the students probably do next? A. Bring flowers to class B. Look at flower samples C. Count a flower’s leaves D. Draw pictures of flowers Key 1-C 2-A, D 3-generalist,specialist,specialist,generalist 4-B 5-D Summarizing a Process Disk 4, Track
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The professor explains how a film is made. Summarize the process by putting the steps in the correct order. Drag each sentence to the space where it belongs. The director supervises the camera work. The editor cuts and reorders the film. The script is developed into a story board. 1The producer and the director plan the film. 2 3 4
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Exercise 2.6.A Disk 4, Track 5 1. What is the purpose of the talk? A. To compare a chair with a violin B. To compare two techniques of drawing C. To explain how to draw with pen and ink D. To explain why drawing with a pen is difficult 2. The instructor briefly explains how to draw the subject. Indicate whether each sentence below is a step in the process. For each sentence, click in the correct box. Yes
No
Draw the outline of the violin. Take a photograph of the subject. Study the subject for a few minutes. Rub the violin strings with a bow. 3. According to the professor, why is it important to control an avalanche when it is small? A. A small avalanche requires fewer technicians. B. A small avalanche is easy to videotape. C. A large avalanche has several types of snow. D. A large avalanche can bury the highway. 4. What are the natural causes of an avalanche? Click on two answers. A. The weight of the snow B. The slope of the road C. The pull of gravity D. The size of the gun 5. The professor explains how a controlled avalanche is achieved. Summarize the process by putting the steps in the correct order. Drag each sentence to the space where it belongs. A. All traffic is removed form the highway. B. Large guns fire shells into the snow slopes. C. A team decides when the snow will slide. D. Shock waves cause the snow to slide. 6. The professor explains what happens during the salmonâ&#x20AC;&#x2122;s run. Indicate whether each sentence below is a step in the process. YES NO Salmon compete with eagles for food. Young fry swim downstream in rivers. Adult salmon migrate home to spawn. Salmon die from pollution in rivers. 7. How do salmon find their way to their home stream? Click on two answers. A. By following other fish B. By seeing the sunâ&#x20AC;&#x2122;s position C. By listening for waterfalls D. By smelling the water 8. Listen again to part of the discussion. Then answer the question. Why does the student say this: A. She saw one large fish eat many smaller fish. B. She felt sick after seeing dead fish in the river. C. The sight of leaping salmon amazed her. D. There were more salmon than she could count. 9. According to the professor, why are salmon an important link in the food chain? A. They eat small fish that make other animals sick. B. They move vegetation downstream to the sea. C. They produce more eggs than they need. D. They carry nutrients from the ocean to streams.
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10. What can be concluded from this statement: A. Baby salmon eat the bodies of dead salmon. B. Several natural food sources are endangered. C. Salmon eat a variety of other life forms. D. An adult salmon reproduces several times. Key 1-C 5-C-A-B-D 2-yes,no, yes, no 6-no, yes, yes, no 3-D 7-B, D 4-A, C 8-C Exercise 2.6.B Disk 4, Track 6 1. Which of the following best describes the organization of the lecture? A. A list of cause and effects B. A comparison of two things C. A definition with examples D. A description of a process 2. What must be present for photosynthesis to begin? A. Carbon dioxide B. Nitrogen C. Water D. Glucose 3. The professor briefly explains what happens during photosynthesis. Indicate step in the process. For each sentence, click in the correct box. Yes Chlorophyll absorbs light from the sun.
9-D 10-A
whether each sentence below is a No
The leaves take in water and carbon dioxide. The plant pushes roots through the soil. Hydrogen combines with carbon dioxide. 4. According to the professor, why are psychologists interested in developing laws? A. To raise the status of psychology as a serious science B. To be able to make predictions about human behavior C. To permit scientists to experiment with human subjects D. To help students understand the art of psychology 5. According to the professor, what assumption do psychologists make? A. There are patterns to human behavior. B. There are few laws that can be proven. C. People like to participate in experiments. D. People obey only the laws they agree with. 6. Which behavior illustrates the Law of Effect? A. A boy notices a stray cat while he is walking to school. B. A boy stops pulling a catâ&#x20AC;&#x2122;s tail when the cat bites him. C. A boy forgets where he put a gift from his grandmother. D. A boy teaches his grandmother how to use a computer. 7. The professor explains how psychologists develop laws. Summarize the process by putting laws. Summarize the process by putting the steps in the correct order. Drag each sentence to the space where it belongs. A. State the law. B. Conduct an experiment. C. Make a hypothesis. D. Repeat the experiment.
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8. According to the professor, which type of vegetation grows in marshes? A. Shrubs B. Grasses C. Vegetables D. Trees 9. The professor briefly describes a biological process that occurs in a marsh. Indicate whether Each sentence below is a step in the process. For each sentence, click in the correct box. Yes
No
Dead plants and animals contribute energy to the food chain.
Acids from decaying vegetation turn the water brown.
The marsh is drained for agricultural development.
Bacteria and fungi break down organic matter in the Water. 10. Why have so many wetlands been destroyed? Click on two answers. A. Wetlands have no ecological importance. B. People could not eat plants from wetlands. C. Wetlands were thought to cause disease. D. Land was needed for agriculture. Key 1-D 5-A 2-A, C 6-B 3-yes,yes,no,yes 7-C-B-D-A 4-B 8-B Disk 4, Track 7 1. According to the professor, what characterizes the ocean’s upper zone? A. Plant life B. Pollution C. Cold water D. Sunlight 2. The professor briefly describes the ocean’s food chain. Indicate whether each sentence below is a step in the process. For each sentence, click in the correct box. Yes No Large fish regulate their body temperature. Animal plankton eats plant plankton. Microscopic plants grow in sunlit water. Large schools of fish feed on plankton. 3. How does the professor describe each layer of the ocean’s waters? Drag each answer choice to the correct box. A. Completely dark Top Middle Bottom B. Clear and bright C. Dimly lit
9-yes, yes, no, yes 10-C, D
4. What tasks does the worker bee perform. Click on two answers. A. Laying the eggs B. Stinging the queen C. Defending the colony D. Gathering the food
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5. The professor describes the stages of a worker bee’s development. Summarize the process by putting the events in the correct order. Drag each sentence to the space where it belongs. A. The egg hatches into a larva. 1 B. The larva enters the pupa state. C. The adult worker emerges. 2 D. The egg is placed in the worker cell. 3 4 6. What segment of the bee’s body contains the feature necessary for each activity? Drag each sentence to the space where it belongs. A. Head Stinging Working Flying B. Thorax C. Abdomen 7. What topics does the speaker discuss? A. Recipes for baking bread B. Where bread originated C. Grains that are grown today D. How people harvest cereal 8. The speaker traces the history of bread. Indicate whether each sentence below describes an event in the history. For each sentence, click in the correct box. Yes No People discover that yeast makes bread rise. Beer is commonly used in making bread. Primitive bread is make on heated stones. The Egyptians invent the art of baking. 9. Why did people stamp their bread with the family name? A. To make it more attractive than other loaves B. To advertise the baking skill of their family C. To identify their bread in a communal bakery D. To encourage customers to buy their bread 10. Based on the information in the talk, indicate whether each phrase below describes wheat or oats. Wheat Oats Mainly fed to cattle Used to make bread and pasta Rich in a protein called gluten Key 1-A, D 5-D-A-B-C 2-no, yes, yes, yes 6-C-A-B 3-B-C-A 7-B, C 4-C, D 8-yes, no, yes, yes PROGRESS – 2.1 through 2.6 Disk 4, Track 8 1. Why is improvisation difficult to define? Click on two answers. A. There are several kinds of improvisation. B. People disagree about what improvisation is. C. No musicians have recorded improvisation. D. The dictionary does not define improvisation.
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2. How does the professor develop the topic of improvisation? A. By analyzing improvisation in classical music B. By giving the correct definition of improvisation C. By discussing the history of improvisation D. By demonstrating improvisation on the organ 3. Who first improvised when playing music? A. Jazz musicians B. Italian organists C. Prehistoric people D. Military bandsmen 4. Based on the information in the discussion, indicate whether each phrase below describes prehistoric humans or jazz musicians. For each phrase, click in the correct box. Prehistoric humans Jazz musicians Made music for work, play, and war Combined their own music with stock melodies Used music as a force to show relationships Improvised on the music of other band 5. What does the professor imply about early jazz improvisation? A. It copied the music of ancient people B. It was an entirely new way to make music. C. It changed the nature of popular music. D. It was developed by trained musicians. 6. What is the main idea of the lecture? A. Children do not care much about the feelings of other people. B. Children need guidance in developing their social skills. C. Children become more egocentric when they are teenagers. D. Children go through stages of mental and social development. 7. At what age is a child least able to recognize the thoughts of other people? A. Four B. Eight C. Twelve D. Fifteen 8. Listen again to part of the lecture. Then answer the question. Why does the professor say this: A. To explain why children are sometimes rude to other people B. To illustrate how children must experience directly to understand C. To give examples of enjoyable classroom activities for children D. To challenge a conventional theory about abstract thinking 9. What can be inferred about children in the multiple role-taking stage? A. They know that different social roles require certain behavior. B. They prefer taking roles that younger children will admire. C. They understand that every person has only one social role. D. They know how to amuse their classmates by role playing. 10. The professor briefly explains the stages of social development in children. Indicate whether each sentence below is a stage in the process. For each sentence, click in the correct box. Yes
No
The child understands actions as others see them. The child prefers large crayons and paint brushes. The child is interested in learning about nature. The child can judge actions as they affect all people.
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Key 1-A, B 6-D 2-C 7-A 3-C 8-B 4-prehistoric,jazz,prehistoric, jazz 9-A 5-D 10-yes, no ,no, yes PROGRESS – 2.1 through 2.6 Disk 4, Track 9 1. Why does the woman go to see her professor? A. To find out how her project will be graded B. To discuss a problem she has with her boss C. To talk about ideas for her project D. To ask for more time to finish her project 2. When is the project plan due? A. The following day B. The next week C. At the end of the month D. On the first of next month 3. Listen again to part of the conversation. Then answer the question. Select the sentence that best expresses how the woman probably feels. A. “I’m sorry to disagree with you.” B. “I don’t understand the assignment.” C. “I like what I’m learning in this class.” D. “I’m concerned about my grade.” 4. What topics will the woman write about? Click on two answers. A. An economic development organization B. Why all women should have an education C. How an organization promotes social change D. A group of women company presidents 5. What information will the woman include in her project? Include Not Include Photographs of art Information from a Web site An interview with her boss A product catalog 6. Which picture represents a mesa?
7. What reasons are given for the erosion of a mesa? Click on two answers. A. The rock on the sides is softer than that on the top. B. Strong earthquakes frequently shake the region. C. Plants dissolve the cements in the surface rock. D. The force of water cuts away the softer rock.
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8. Listen again to part of the talk. Then answer the question. Why does the professor say this: A. To show similarities between spires and sand B. To describe the appearance of spires C. To identify the material on the classroom floor D. To warn students not to step on rocks 9. The professor briefly explains how erosion changes landforms. Summarize the process by putting the stages in the correct order. 1 Drag each sentence to the space where it belongs. 2 A. Soft stone is washed away, leaving a spire. B. The rocks break down into pebbles and sand. 3 C. Water cuts a mesa into smaller landforms. 4 D. A spire is reduced and falls to the ground. 10. What can be concluded about erosion? A. Erosion was discovered by Spanish explorers. B. Erosion continually changes the shape of rock. C. Erosion occurs only in the presence of water. D. Erosion is a topic of scientific debate. Key 1-C 7-A, D 2-B 8-B 3-B 9-C-A-D-B 4-A, C 10-B 5-not included , include, include, include 6-C ADDITIONAL LISTENING PRACTICE-2 Practice main idea questions for a conversation and then a lecture. Play CD 1, Track 1 for the following conversation. 1. Which of the following statements best describes the studentâ&#x20AC;&#x2122;s situation? A. His stress over his term paper has caused him to feel ill. B. His professor is unwilling to extend the deadline on his term paper. C. He needs more time to write his term paper because he has been ill. D. He needs to take time off from school so he can take care of his health. Play CD 1, Track 2 for the following lecture. 2. Which aspect of the cougar study do the speakers mainly discuss? A. How to divide the work that needs to be done B. A change that has been made to the research plan C. The best ways to conduct the cougar study D. Which aspect of cougar behavior should be the studyâ&#x20AC;&#x2122;s main focus 3. What is the main reason the speakers give for studying cougars? A. Because of their solitary nature, cougars have been more difficult to study than other wild cats. B. A lack of knowledge about cougars makes it difficult to determine the best cougar management strategies. C. The future of wildlife conservation depends on how humans interact with large predators, such as cougars. D. Recent advances in research methods have made it easier to study cougars without influencing their natural behavior. 4. What aspect of the cougar management debate do the speakers mainly address? A. The effects it has on cougar management techniques B. The strongly opposing views of people involved in the debate C. The impact it has on the ability of researchers to study cougars D. The similarity between the cougar debate and other conservation issues.
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Practice purpose questions for a conversation and a lecture. Play CD 1, Track 3 for the following conversation. 5. Why does the student approach the Financial Aid officer? A. To ask for help in applying for an in-school scholarship B. To explain why she is having trouble covering tuition costs C. To find financial assistance that doesn’t come from the school D. To request help in using the Internet Play CD 1, Track4 for the following lecture. 6. What is the main Purpose of this lecture? A. To showcase the major inventions of Ansel Adams B. To explain the main reasons for Adams’s modern appeal C. To describe Adams’s role in furthering and popularizing photography D. To show the influence of the natural world upon Adams’s photographs Practice Detail questions for a conversation and a lecture. Play CD 1, Track 5 for the following conversation 7. What does the staff person give the student? A. A document to complete B. A receipt for his payment C. A contract for his insurance plan D. A Web site address to visit for more information 8. According to the staff person, which of the following two forms of health care are covered by the Vital Savings Plan? A. Dental B. Fitness C. Acupuncture D. Prescription drugs Play CD 1, Track 6 for the following lecture. 9. According to the professor, one of Robert Moses’ core beliefs about cities was that they A. had ceased to be intimate or pedestrian – friendly B. were built around cars rather than people C. had many problems stemming form overpopulation D. were unhealthy to live in because of automobile traffic 10. What are two common complaints about Robert Moses mentioned by the professor? Click on 2 answers. A. He built unlivable apartment buildings for public housing. B. He encouraged the development of suburbs the country. C. He damaged New York City’s public transportation system. D. He put highways in the middle of residential areas. Practice attitude questions for a conversation and a lecture Play CD 1, Track 7 for the following conversation. Question 12 for this conversation is Track 8 on the same CD. For that question, you must play the corresponding track. 11. What is the Professor’s opinion of the student’s initial research suggestion? A. It is an original and exciting topic. B. It will probably take too long to research. C. It might lead to other interesting discussions. D. It may be more appropriate for a later project 12. Listen again to part of the conversation. Then answer the question. Track – 8 What can be inferred about the student when he says this? A. He is concerned that other students will use his idea. B. He finds the wolf spider’s behavior unusual and exciting. C. He disagrees with the professor’s opinion about his project. D. He is frustrated with his inability to find information about the wolf spider.
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Play CD 1, Track 9 for the following lecture. Questions 14 to 15 for this lecture are Tracks 10 to 11 on the same CD. For each question, you must play the corresponding track. 13. What is the professor’s opinion of the theory of plate tectonics? A. It can neither be proven nor disproved. B. It is only one of several competing theories. C. It is not accurately understood by most people D. It adequately explains the earth’s geological changes. 14. Listen to the conversation. Then answer the question. Track – 10 What can be inferred about the professor when he says this? A. He finds it surprising that Wegener’s theory was not proposed before the 1900s. B. He believes Wegener’s contribution to mapmaking to be his major contribution. C. He does not think Wegener’s theory has been greatly advanced since it was proposed. D. He believes Wegener did not receive enough credit for his accomplishment. 15. Listen again to part of the conversation. Then answer the question. Track – 11 What does the man mean? A. He is unsure if his answer is correct. B. He believes the woman’s answer is incomplete. C. He thinks the theory is difficult to understand. D. He disagrees with the description the woman provides. Practice Rhetorical Function questions for a conversation and la lecture. Also, for the lecture, you can review main idea and detail questions. Play CD 1, Track 12 for the following conversation. Question 17 for this conversation is Track 13 on the same CD. For that questions, you must play the corresponding track. 16. Why does the professor mention how long he has been teaching the course? A. To emphasize the uniqueness of the student B. To establish himself as an authority on the subject C. To signal his unwillingness to change the assignment D. To express his preference for public school education 17. Listen to the conversation. Then answer the question. Track 13 Why does the professor ask this? A. He wishes to hear the student’s suggestion. B. He would like the student to reconsider his opinion. C. He wants to know how much the student already knows. D. He is interested in having a conversation about homeschooling. Play CD 1, Track 14 for the following lecture. Questions 18 to 19 for this lecture are Tracks 15 to 16 on the same CD. For each question, you must play the corresponding track. 18. Listen again to part of the conversation. Then answer the question. Track 15 Why does the student say this? A. To clarify his understanding of what the professor said B. To indicate that he does know the author’s full name C. To demonstrate his knowledge of history to the professor D. To signal that he does not see the relevance of the professor’s point 19. Listen again to part of the conversation. Then answer the question. Track 16 What does the student mean to say? A. She is correcting a statement the professor made. B. She is disputing the accuracy of the events in Beowulf. C. She is demonstrating her knowledge of the subject matter. D. She is suggesting a different way to look at the events in Beowulf. 20. Which aspect of Beowulf does the professor mainly address? A. It s plot details B. Its central themes C. Its historical accuracy D. Its influence on the English language 21. What is the professor’s main point about Beowulf? A. Its status as a foundation of English literature has not been historically appreciated. B. It presents moral choices that are universal to people across cultures and historical periods. C. It is foundational because it represents the beginnings of a uniquely English worldview. D. It reveals a continuity between modern English literature and pre – Christian Germanic traditions. www.i20fever.com
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22. According to the lecture, what two value systems does the author of the Beowulf try to reconcile? Choose 2 answers. A. Christian forgiveness B. Belief in the supernatural C. Allegiance to a strong king D. Anglo-Saxon warrior honor Practice rhetorical structure – organization questions and review main idea, purpose and rhetorical purpose question for a conversation and a lecture. Play CD 1, Track 17 for the following conversation. Questions 24 to 25 for this conversation are Tracks 18 to 19 on the same CD. For each question, you must play the corresponding track. 23. How does the advisor organize the information that she presents to the student? A. By connecting the student’s actions with his intentions B. By contrasting the student’s resume with other resumes C. By providing a set of guidelines the student should follow D. By highlighting the relevance of resume content to specific jobs 24. Listen to a part of the conversation. Then answer the question. Track 18 Why does the advisor say this? A. To suggest a job the student might wish to apply for B. To convince the student to remove a job from his resume C. To recommend a better organization for the resume D. To recommend he include his experience as an ice cream server 25. Listen to part of the conversation. Then answer the question. Track 19 Why does the student mention his graduation date? A. To highlight an important job qualification B. To explain why his resume has so few jobs C. To emphasize the limited amount of time he has D. To clarify why he has never visited Career Services 26. What are the speakers mainly discussing? A. How to improve the student’s resume B. Jobs that the student would like to apply for C. Reasons why the student has not been hired for a job D. Experiences the student would like to highlight on his resume 27. Why does the student go to see the advisor? A. To fulfill a requirement for graduation B. To respond to the advisor’s invitation C. To discuss his possible career options D. To elicit help writing a resume for a job Play CD 1, Track 20 for the following lecture. Questions 31 to 32 for this lecture are Tracks 21 to 22 on the same CD. For each question, you must play the corresponding track. 28. How does the professor clarify the points she makes about using simplified texts? A. By showing different methods for using simplified texts in the classroom B. By providing examples of texts that are not significantly changed by being simplified C. By discussing recent scientific research that supports the benefits of reading simplified texts D. By comparing the psychological benefits of reading texts in their simplified and original forms. 29. What is the professor’s main point? A. Intensive and extensive reading of literature improves all aspects of language learning. B. The people who suggest that simplifying texts devalue them have not carefully examined the benefits. C. Modifying classic literature is more beneficial and less problematic than some people think. D. The reading of great literature in its original form can help to teach EFL students about important elements of English culture and history. 30. What is the main purpose of this lecture? A. To support the creation of more simplified educational texts B. To advocate that teachers use simplified texts in their classrooms C. To urge EFL students to read simplified texts as much as possible D. To familiarize teachers with both sides of the simplified texts debate
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31. Listen again to part of the lecture. Then answer the question. Track 21 Why does the professor say this? A. To introduce the central point of her argument B. To establish the benefits of reading classic texts C. To present a comparison between two points of view D. To bring up an interesting departure from her main point 32. Listen again to a part of the lecture. Then answer the question. Track 22 What does the professor suggest? A. She does not believe these terms are well defined. B. She believes the distinction is worth exploring further. C. She would like someone in the class to propose an answer. D. She wants all the students to answer the question for themselves. Play CD 2, Track 23 for the following conversation. Questions 36 to 37 for this conversation are Tracks 24 to 25 on the same CD. For each question, you must play the corresponding track. 33. How does the woman indicate her problems with her roommate? A. By elaborating on one specific event B. By describing a general pattern of events C. By comparing her problems to those of other people D. By describing how the problems have affected her studies 34. Why does the woman visit the Student housing Office? A. To request a refund on her housing deposit B. To get advice on negotiating with her roommate C. To ask to be reassigned to a different dorm room D. To inquire about off-campus housing options 35. What problem does the woman have? A. Her roommate makes noise at night. B. Her roommate’s belongings are taking up too much space in the room. C. Her roommate wakes her up early in the morning. D. Her roommate’s friends visit too frequently. Listen again to part of the conversation. Then answer the question. Track – 24 Why does the man say this? A. He wants the woman to clarify her earlier question. B. He wants to gain an overview of the situation. C. He wants the woman to repeat what her roommate said. D. He wants to introduce a possible solution to the woman’s problem. 36. Listen again to part of the conversation. Then answer the question. Track – 25 Why does the woman say this? A. To show that she made an attempt to find a solution B. To explain that she already went to the housing office. C. To explain that she and her roommate were co-workers. D. To highlight the number of problems she has with her roommate Play CD 2, Track 26 for the following lecture. Question 42 for this lecture is Track 27 on the same CD. For this question, you must play the corresponding track. 37. The professor discusses the apprenticeship system in order to A. Describe the philosophical foundations of technical training in the U.S. B. Show how the factory schools used training techniques invented by the European guilds C. Argue that 19th century technical training benefited from Colonial municipal administration D. Illustrate how the need that had been served by the apprenticeship system came to be filled by other means 38. Why does the professor mention Lincoln’s Land Grant Act of 1862? A. To show how the debate over public training came to be resolved B. To illustrate the role government played in funding the mechanics institutes C. To provide an analogy to the earlier municipal administration of the apprenticeships D. To argue that governmental support came only after private training had demonstrated its value
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39. How does the professor explain the growth of technical training in the 19th century? A. By demonstrating how new training methods resulted form new ideologies B. By connecting it to changes in the nature of work brought about by the Industrial Revolution C. By comparing its development to the simultaneous development of the American public school system D. By contrasting the opposing views of people who supported and opposed the integration of technical training in the public schools 40. The professor mentions the companies Westinghouse, General Electric, and Goodyear to provide examples of companies that A. spearheaded the factory schools movement B. competed for workers with the technical societies C. realized the importance of training workers in basic skills D. opposed the integration of technical training in public schools 41. Listen again to part of the lecture. Then answer the question. Track â&#x20AC;&#x201C; 27 Why does the professor say this? A. He already discussed the reasons. B. He plans to discuss the reasons later. C. He doesnâ&#x20AC;&#x2122;t plan to discuss the reasons. D. He plans to discuss the reasons briefly. 42. What is the main point the professor makes about technical training in the United States? A. The history of technical training begins with the rise of European industrialization B. From the beginning, technical training in the United States combined job skills training with education in basis skills C. Technical training in the United States has a history concurrent with, but separate from, the history of public school education D. As the United States developed technologically, technical training helped it develop into the worldâ&#x20AC;&#x2122;s premier economic power. Practice content relationship questions for a conversation and two lectures Play CD 2, Track 28 for the following conversation. 43. The administrative staff person gives the student directions to the campus post office. Place the following directions in the order in which the student is expected to follow them. . Passing the student life office . Walking down stairs . Going behind the cashier . Crossing the graduate plaza . Turning right
Play CD 2, Track 29 for the following lecture. 44. In the lecture, the professor mentions several facts about insulin and diabetes Indicate whether the following facts are mentioned by clicking in the correct box for each phrase. Yes
No
Insulin allows glucose to move from the bloodstream and into muscle and fat cells. The Islets of Langerhans reduce insulin production when blood sugar is at a normal level. Type -2 diabetes is much more common than type 1 diabetes. Insulin resistance means that the body begins to destroy the islets of Langerhans. Glucose levels rise in the bloodstream whenever food is consumed
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Play CD2, Track30 for the following lecture. 45. In the lecture, the professor describes features associated with end stages, thrust stages, and arena stages. Which feature belongs with which type of stage? Click in the correct box for each phrase. End Stage
Thrust Stage
Arena Stage
Performance space entirely surrounded by the audience May include a proscenium arch Surrounded by the audience on three sides Developed in order to hide scenery changes May take the form of an amphitheater Practice inference questions for a conversation and a lecture, and review attitude questions for the same lecture. Play CD 2, Track 31 for the following conversation. 46. What can be inferred about the student? A. She no longer lives in New Orleans. B. She took another class in meteorology. C. She got a low grade on her previous paper. D. She lived through several hurricanes in the past. Play CD 2, Track 32 for the following lecture. Questions 48, 50, 51, and 52 for this lecture are Tracks 33 to 36 on the same CD. For each question, you must play the corresponding track. 47. Listen to part of the conversation. Then answer the question. Track 33 What does the professor imply when he says this? A. Marketers do not fully understand how consumers make their purchasing decisions. B. Consumers base most of their purchasing decisions on their personal preferences. C. Marketers study consumers’ decision processes so they can influence buying behavior. D. Personal factors and external factors have equal influence on consumers’ decision making. 48. What does the professor imply about intelligent, or “smart,” consumers? A. They employ a variety of decision making styles. B. They gather information before making a purchase. C. They spend less money than other consumers. D. They make fewer purchases than other consumers. 49. Listen again to part of the conversation. Then answer the question. A. He is amused by the student’s comment. B. He is upset that the student interrupted him. C. He is unhappy that the student made a joke. D. He is concerned that the student misunderstood him. Listen again to part of the conversation. Then answer the question. A. He likes to watch the same television program. B. He has a sister who watches the same TV program. C. He thinks the woman has no reason to feel guilty. D. He does not like the TV show the woman watches. 50. Listen again to part of the conversation. Then answer the question. Track 36 What does the student imply? A. She is excited to be learning about market segmentation. B. She is confused about the professor’s of the term. C. She is surprised by how specifically markets are segmented. D. She is sympathetic toward the people mentioned by the professor.
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Key 1-C 2-C 3-B 4-B 5-C 6-C 7-A 8-A, B 9-B 10-B, D 11-D 12-B 13-D 14A 15-B 16-A 17-A 18-A 19-C 20-B 21-C 22-A, D 23-D 24-B 25-C 26-A 27-D 28-B 29-C 30-B 31-D
32-B 33-B 34-C 35-A 36-B 37-A 38-D 39-A 40-B 41-A 42-B 43-C 44-plaza, cashier, stairs, student life office, turn right 45-yes, yes, no, no, yes 46-arena, end, thrust, end, arena 47-A 48-C 49-B 50-A 51-D 52- C
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VII. ENGLISH IDIOMS A A Bird In The Hand Is Worth Two In The Bush: Having something that is certain is much better than taking a risk for more, because chances are you might lose everything. A Blessing In Disguise: Something good that isn't recognized at first. A Chip on Your Shoulder: Being upset for something that happened in the past. A Dime A Dozen: Anything that is common and easy to get. A Doubting Thomas: A skeptic who needs physical or personal evidence in order to believe something. A Drop in the Bucket: A very small part of something big or whole. A Fool And His Money Are Easily Parted: It's easy for a foolish person to lose his/her money. A Head like a Sieve: A person who is extremely forgetful or has a short memory A House Divided Against Itself Cannot Stand: Everyone involved must unify and function together or it will not work out. A Leopard Can't Change His Spots: You cannot change who you are. A Penny Saved Is A Penny Earned: By not spending money, you are saving money (little by little). A Picture Paints a Thousand Words: A visual presentation is far more descriptive than words. A Piece of Cake: A task that can be accomplished very easily. A Skeleton Crew: A small permanent force of workmen kept ready to move in if needed A Slap on the Wrist: A very mild punishment. A Taste of Your Own Medicine: When you are mistreated the same way you mistreat others. A Toss-Up: A result that is still unclear and can go either way. Actions Speak Louder Than Words: It's better to actually do something than just talk about it. Add Fuel To The Fire: Whenever something is done to make a bad situation even worse than it is. Against The Clock: Rushed and short on time. All Bark and No Bite: When someone is threatening and/or aggressive but not willing to engage in a fight. All Greek to me: Meaningless and incomprehensible like someone who cannot read, speak, or understand any of the Greek language would be. All in the Same Boat: When everyone is facing the same challenges. An Arm and A Leg: Very expensive. A large amount of money. An Axe to Grind: To have a dispute with someone. Apple of My Eye: Someone who is cherished above all others. As high As a Kite: Anything that is high up in the sky. At The Drop of a Hat: Willing to do something immediately. B Back Seat Driver: People who criticize from the sidelines, much like someone giving unwanted advice from the back seat of a vehicle to the driver. Back to Square One: Having to start all over again. Back to the Drawing Board: When an attempt fails and it's time to start all over. Baker's Dozen: Thirteen. Barking Up The Wrong Tree: A mistake made in something you are trying to achieve. Beat A Dead Horse: To force an issue that has already ended. Beating around the Bush: Avoiding the main topic. Not speaking directly about the issue. Bend over Backwards: Do whatever it takes to help. Willing to do anything. Between A Rock And A Hard Place: Stuck between two very bad options. Bite Off More Than You Can Chew: To take on a task that is way to big. Bite Your Tongue: To avoid talking. Blood Is Thicker Than Water: The family bond is closer than anything else. Blue Moon: A rare event or occurrence. Break A Leg: A superstitious way to say 'good luck' without saying 'good luck', but rather the opposite. Buy A Lemon: To purchase a vehicle that constantly gives problems or stops running after you drive it away.
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C Can't Cut The Mustard: Someone who isn't adequate enough to compete or participate. Cast Iron Stomach: Someone who has no problems, complications or ill effects with eating anything or drinking anything. Charley Horse: Stiffness in the leg / a leg cramp. Chew someone out: Verbally scolds someone. Chip on his Shoulder: Angry today about something that occurred in the past. Chow Down: To eat. Close but no Cigar: To be very near and almost accomplish a goal, but fall short. Cock and Bull Story: An unbelievable tale. Come Hell Or High Water: Any difficult situation or obstacle. Crack someone Up: To make someone laugh. Cross Your Fingers: To hope that something happens the way you want it to. Cry over Spilt Milk: When you complain about a loss from the past. Cry Wolf: Intentionally raise a false alarm. Cup Of Joe: A cup of coffee. Curiosity Killed The Cat: Being Inquisitive can lead you into a dangerous situation. Cut to the Chase: Leave out all the unnecessary details and just get to the point. D Dark Horse: One who was previously unknown and is now prominent. Dead Ringer: 100% identical. A duplicate. Devil's Advocate: Someone who takes a position for the sake of argument without believing in that particular side of the argument. It can also mean one who presents a counter argument for a position they do believe in, to another debater. Dog Days of summer: The hottest days of the summer season. Don't count your chickens before they hatch: Don't rely on it until your sure of it. Don't Look A Gift Horse In The Mouth: When someone gives you a gift, don't be ungrateful. Don't Put All Your Eggs In One Basket: Do not put all your resources in one possibility. Doozy: Something outstanding. Down To the Wire: Something that ends at the last minute or last few seconds. Drastic Times Call For Drastic Measures: When you are extremely desperate you need to take extremely desperate actions. Drink like a fish: To drink very heavily. Drive someone up the wall: To irritate and/or annoy very much. Dropping Like Flies: A large number of people either falling ill or dying. Dry Run: Rehearsal. E Eighty Six: A certain item is no longer available. Or this idiom can also mean, to throw away. Elvis has left the building: The show has come to an end. It's all over. Ethnic Cleansing: Killing of a certain ethnic or religious group on a massive scale. Every Cloud Has A Silver Lining: Be optimistic, even difficult times will lead to better days. Everything but the Kitchen Sink: Almost everything and anything has been included. Excuse my French: Please forgive me for cussing. Cock and Bull Story: An unbelievable tale. F Feeding Frenzy: An aggressive attack on someone by a group. Field Day: An enjoyable day or circumstance. Finding Your Feet: To become more comfortable in whatever you are doing. Finger lick in' good: A very tasty food or meal. Fixed In Your Ways: Not willing or wanting to change from your normal way of doing something. Flash In The Pan: Something that shows potential or looks promising in the beginning but fails to deliver anything in the end. Flea Market: A swap meet. A place where people gather to buy and sell inexpensive goods. Flesh and Blood: This idiom can mean living material of which people are made of, or it can refer to someone's family. Flip the Bird: To raise your middle finger at someone. Foam at the Mouth: To be enraged and show it. Fools' Gold: Iron pyrites, a worthless rock that resembles real gold. French kiss: An open mouth kiss where tongues touch. www.i20fever.com
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From Rags to Riches: To go from being very poor to being very wealthy. Fuddy-duddy-An old-fashioned and foolish type of person. Full Monty: This idiom can mean either, "the whole thing" or "completely nude". Funny Farm: A mental institutional facility. G Get Down to Brass Tacks: To become serious about something. Get Over It: To move beyond something that is bothering you. Get Up On The Wrong Side Of The Bed: Someone who is having a horrible day. Get Your Walking Papers: Get fired from a job. Give Him the Slip: To get away from. To escape. Go Down Like A Lead Balloon: To be received badly by an audience. Go For Broke: To gamble everything you have. Go Out On A Limb: Put yourself in a tough position in order to support someone/something. Go The Extra Mile: Going above and beyond whatever is required for the task at hand. Good Samaritan: Someone who helps others when they are in need, with no discussion for compensation, and no thought of a reward. Graveyard Shift: Working hours from about 12:00 am to 8:00 am. The time of the day, when most other people are sleeping. Great Minds Think Alike: Intelligent people think like each other Green Room: The waiting room, especially for those who are about to go on a tv or radio show. Gut Feeling: A personal intuition you get, especially when feel something may not be right. H Haste Makes Waste: Quickly doing things results in a poor ending. Hat Trick: When one player scores three goals in the same hockey game. This idiom can also mean three scores in any other sport, such as 3 homeruns, 3 touchdowns, 3 soccer goals, etc. Have an Axe to Grind: To have a dispute with someone. He Lost His Head: Angry and overcome by emotions. Head Over Heels: Very excited and/or joyful, especially when in love. Hell in a Hand basket: Deteriorating and headed for complete disaster. High Five: Slapping palms above each others heads as celebration gesture. High on the Hog: Living in Luxury. Hit The Books: To study, especially for a test or exam. Hit The Hay: Go to bed or go to sleep. Hit The Nail on the Head: Do something exactly right or say something exactly right. Hit The Sack: Go to bed or go to sleep. Hocus Pocus: In general, a term used in magic or trickery. Hold Your Horses: Be patient I Icing On The Cake: When you already have it good and get something on top of what you already have. Idle Hands Are The Devil's Tools: You are more likely to get in trouble if you have nothing to do. If It's Not One Thing, It's Another: When one thing goes wrong, then another, and another... In Like Flynn: To be easily successful, especially when sexual or romantic. In The Bag: To have something secured. In The Buff: Nude. In The Heat Of The Moment: Overwhelmed by what is happening in the moment. In Your Face: An aggressive and bold confrontation. It Takes Two To Tango: A two person conflict where both people are at fault. It's A Small World: You frequently see the same people in different places Its Anyone's Call: A competition where the outcome is difficult to judge or predict. Ivy League: Since 1954 the Ivy League has been the following universities: Columbia, Brown, Cornell, Dartmouth, Yale, Pennsylvania, Princeton, and Harvard. J Jaywalk: Crossing the street (from the middle) without using the crosswalk. Joshing Me: Tricking me. www.i20fever.com
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K Keep An Eye On Him: You should carefully watch him. Keep body and soul together: To earn a sufficient amount of money in order to keep yourself alive . Keep your chin up: To remain joyful in a tough situation. Kick The Bucket: Die. Kitty-corner: Diagonally across. Sometimes called Catty-Corner as well. Knee Jerk Reaction: A quick and automatic response. Knock On Wood: Knuckle tapping on wood in order to avoid some bad luck. Know the Ropes: To understand the details. L Last but not least: An introduction phrase to let the audience know that the last person mentioned is no less important than those introduced before him/her. Lend Me Your Ear: To politely ask for someone's full attention. Let Bygones Be Bygones: To forget about a disagreement or argument. Let Sleeping Dogs Lie: To avoid restarting a conflict. Let The Cat Out Of The Bag: To share a secret that wasn't suppose to be shared. Level playing field: A fair competition where no side has an advantage. Like a chicken with its head cut off: To act in a frenzied manner. Liquor someone up: To get someone drunk. Long in the Tooth: Old people (or horses). Loose Cannon: Someone who is unpredictable and can cause damage if not kept in check. M Make No Bones About: To state a fact so there are no doubts or objections. Method To My Madness: Strange or crazy actions that appear meaningless but in the end are done for a good reason. Mumbo Jumbo: Nonsense or meaningless speech. Mum's the word: To keep quiet. To say nothing. N Nest Egg: Savings set aside for future use. Nerves of Steel: To be calm and fearless even in dangerous situations Never Bite The Hand That Feeds You: Don't hurt anyone that helps you. New kid on the block: Someone new to the group or area. New York minute: A minute that seems to go by quickly, especially in a fast paced environment. No Dice: To not agree. To not accept a proposition. No Room to Swing a Cat: An unusually small or confined space. Not Playing With a Full Deck: Someone who lacks intelligence. O Off On the Wrong Foot: Getting a bad start on a relationship or task. Off The Hook: No longer have to deal with a tough situation. Off the Record: Something said in confidence that the one speaking doesn't want attributed to him/her. On Pins And Needles: Anxious or nervous, especially in anticipation of something. On The Fence: Undecided. On The Same Page: When multiple people all agree on the same thing. Out Of The Blue: Something that suddenly and unexpectedly occurs. Out On A Limb: When someone puts themselves in a risky situation. Out On The Town: To enjoy yourself by going out. Over My Dead Body: When you absolutely will not allow something to happen. Over the Top: Very excessive. P Pass The Buck: Avoid responsibility by giving it to someone else. Pedal to the metal: To go full speed, especially while driving a vehicle. Peeping Tom: Someone who observes people in the nude or sexually active people, mainly for his own gratification. Pick up your ears: To listen very carefully. Pig In A Poke: A deal that is made without first examining it. Pig Out : To eat a lot and eat it quickly. www.i20fever.com
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Pipe Down: To shut-up or be quiet. Practice Makes Perfect: By constantly practicing, you will become better. Pull the plug: To stop something. To bring something to an end. Pulling Your Leg: Tricking someone as a joke. Put a sock in it: To tell noisy person or a group to be quiet. Q Queer the pitch: Destroy or ruin a plan R Rain check: An offer or deal that is declined right now but willing to accept later. Raining Cats and Dogs: A very loud and noisy rain storm. Ring Fencing: Separated usual judgment to guarantee protection, especially project funds. Rise and Shine: Time to get out of bed and get ready for work/school. Rome Was Not Built In One Day: If you want something to be completely properly, then its going to take time. Rule Of Thumb: A rough estimate. Run out of steam: To be completely out of energy. S Saved by the Bell: Saved at the last possible moment. Scapegoat: Someone else who takes the blame. Scot-free: To escape and not have to pay. Sick As A Dog: To be very sick (with the flu or a cold). Sitting Shotgun: Riding in the front passenger seat of a car. Sixth Sense: A paranormal sense that allows you to communicate with the dead. Skid Row: The rundown area of a city where the homeless and drug users live. Smell A Rat: To detect someone in the group is betraying the others. Smell Something Fishy: Detecting that something isn't right and there might be a reason for it. Son of a Gun: A scamp. Southpaw: Someone who is left-handed. Spitting Image: The exact likeness or kind. Start From Scratch: To do it all over again from the beginning. T Take The Cue: Follow somebody’s example The Ball Is In Your Court: It is your decision this time. The Best of Both Worlds: There are two choices and you have them both. The Bigger They Are The Harder They Fall: While the bigger and stronger opponent might be alot more difficult to beat, when you do they suffer a much bigger loss. The Last Straw: When one small burden after another creates an unbearable situation, the last straw is the last small burden that one can take. The Whole Nine Yards: Everything. All of it. Third Time’s a Charm: After no success the first two times, the third try is a lucky one. Tie the knot: To get married. Till the cows come home: A long time. To Make a Long Story Short: Something someone would say during a long and boring story in order to keep his/her audience from losing attention. Usually the story isn't shortened. To lead up the garden path: Entice you into wrong doing or to lead astray To Steal someone’s Thunder: To take the credit for something someone else did. Tongue and Cheek: humor, not to be taken serious. Turn A Blind Eye: Refuse to acknowledge something you know is real or legit. Twenty three skidoo: To be turned away. U Under the weather: Feeling ill or sick. Up a blind alley: Going down a course of action that leads to a bad outcome. Use Your Loaf: Use your head. Think smart.
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V Van Gogh's ear for music: Tone deaf. Variety Is the Spice of Life: The more experiences you try the more exciting life can be. W Wag the Dog: A diversion away from something of greater importance. Water under the Bridge: Anything from the past that isn't significant or important anymore. Wear Your Heart on Your Sleeve: To openly and freely express your emotions. When It Rains, It Pours: Since it rarely rains, when it does it will be a huge storm. When Pigs Fly: Something that will never ever happen. Wild and Woolly: Uncultured and without laws. Wine and Dine: When somebody is treated to an expensive meal. Without A Doubt: For certain. X,Y & Z X marks the spot: A phrase that is said when someone finds something he/she has been looking for. You Are What You Eat: In order to stay healthy you must eat healthy foods. You Can't Judge A Book By Its Cover: Decisions shouldn't be made primarily on appearance. You Can't Take it With You: Enjoy what you have and not what you don't have, since when you die you cannot take things (such as money) with you. Your Guess Is As Good As Mine: I have no idea. Zero Tolerance: No crime or law breaking big or small will be overlooked.
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