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l\lecessary kills
- ~ - - i f ; , _ ; ; : - < ' . ' f f m > J 1 1 : > : , 2 · · : , , o ·
__
: _ ; J . C ; _ ~ , _ , , , _ , y- . · , · · . . , -- •
• Recognizing the organization and
purpose
of a passage
• Understanding
rhetorical functions
such as
cause-effect relationships compare
contrast relationships
and
arguments
•
Identifying
and
organizing important
ideas and
points from
a passage and
placing
them in
the appropriate
context
•
Complete
the
table below
to summarize information about
concepts
discussed in
the
passage.
Match the
appropriate statements
to the
concepts with which
they
are associated. TWO of the
answer
choices will NOT be used. This question is
worth
points
• Separate main ideas from minor ideas
and
essential inform?tion from non-essential
information.
• Remember
that
major
ideas
are ones that would be included in a fairly detailed
outline
of
the
passage.
Table Chart Qutlstions 6
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Geology
~ l J . ~ . ~ ; m w m v · . . . i m t t i ' l • J l ' l l l ' J J : l . ' ; , , • S ' l l . . \ i ' t ' l " . . . : i w . ' N ~ ' : \ : f a : > / O " , ; > ; n : w , , , . , _ , .
_ . , ~ ~ , - N ;
· · ~ " ' ' ' · · · - - • -
Read the following passage
Then
fill in the
diagram
with the information
that you read
i®li oR
An
earthquake
generates
shock
waves
traveling out in
all directions,
both in the Earth s interior and
along
the Earth s surface. These
shock
waves are called seismic waves and can be felt
by
people
living
many
miles
away
from the
earthquake.
waves and
Swaves
are the two
kinds
of
interior seismic
waves.
waves are
primary
waves
that
travel
outward
from where the
Earthquake originates
beneath
the Earth s surface. The fastest of
all
seismic waves,
waves,
can
move through
any
medium
of the
Earth s interior:
solid,
liquid,
or gas.
They
alternately compress and
expand
the
medium so that
waves
vibrate in
the
same direction in
which they travel.
On the other hand, Swaves, or
secondary
waves,
can
only
travel
through solid mediums. They
create vibrations
at a right
angle
to
the
direction in which
the
waves are traveling. This results in the shaking
characteristic of
an
earthquake, where rocks move up and down or
from side to
side.
Because the
speed
of S waves
is
always
slower than that of
waves,
scientists
can
compare
the arrival times
of
the two types
of
interior
waves. This
allows
them to
pinpoint
the
location
of
an
earthquake,
even
if it is thousands
of miles
away.
• eismic Waves _
generate:
to
c use
seismic:
relating to vibrations
of the
Earth
originate:
to
begin;
to start
medium:
material or surroundings n
which something exists or
moves through
alternately:
by
taking turns;
first one
and then the
other
compress:
to squeeze
together
pinpoint:
to identify; to locate
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•
.
Directions Complete
the
table
below
about
the types
of
seismic waves discussed in the
passage. Match
the
appropriate
statements to the
type
of seismic
waves with
which
they
are
associated. TWO of
the answer
choices
will
NOT
be used. This
question is
worlh points
Seismic Wave
Statements
•
P waves
•
•
•
S
waves
•
.
Answer Choices
(A) Travel on the surface
of
the
Earth
( B) Produce vibrations
that
move in
the direction of
the waves
. (C) Can only move through solids
: 0) Produce vibrations that move
up
and down or
side
to
side
, ( E ) Move through underground
water
· ( F)
Are
the
fastest
moving waves
(
G)
Can vibrate at any angle
Fill in
the
blanks to
complete
the
summary
................................................................................................................................................
· · · · · · · · · ·
According to the passage, earthquakes shock
waves
known as
seismic
waves.
Two kinds of seismic waves travel through
the
Earth s interior. Primary
waves, or
P
waves,
travel outward
from
where an earthquake They can move through
solids, liquids, or gases
under
the
surface of the
Earth,
l te r n t e l y
and
·
\ expanding them. S waves
are
secondary waves that can only
move
through solids. They
vibrate
at
right
angles
to
their
direction. S waves travel more slowly than P
waves
and can
only travel through solid
. Scientists can
compare
S
waves and
Pwaves to
he location of
earthquakes,
even
thousands of miles away .
....................................................
___________
., _
_____________ .,____
Table/Chart Questions 63 ·
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Anthropology
: i : ~ ~ ~ t m < - 0 < : ~ 0 . ~ , ; r ; J 1 r n : o \ v t : 1 \ . ' . ; : , : _ ; - ; . ; r ; ; · ~ cC'•,-•_,- ' · '
-,
· - ; ~ - · ·
Read the following passage.
Then
fill in the
diagram
with: the information that
you
read. +@ fill
- : , ' . ' : · _ ~ · = « - . \
. .
The
strategy
a non-industrial society uses to
obtain the
resources
its members need to survive-especially food-affects its
social
organization.
Thus, societies using the same system of
economic
production will share some social characteristics, even though they
are
located in different parts of
the
world.
For much of human
history,
human
beings were exclusively
hunter-gatherers,
foraging
to
meet
their dietary and other needs. In
such egalitarian
societies,
the basic social unit
is
the band. A
band
is
a group
of usually fewer
than
a hundred
people,
whose
members
are
related
through marriage or
kinship.
Everyone
in the band gets
an
equal share of
meat,
and there
is
great
social
mobility. People marry
outside their own band, so a person can choose to live with bands of
his or her parents or grandparents. People can change their band
membership
several
times in a
lifetime. After marriage,
a woman
may
move with her husband
between
her
band
and his.
About 12,000 years ago, .humans developed food
production
in the
form
of farming and herding. As societies adopted this new economic
strategy, social structures changed. A pastoralist, or herding society,
is also
based
on
small
groups
but
is
much more hierarchical. The
main
social unit is
the extended family, with a male elder
leading
his
sons and their families.
Pastoralists
rely
on
a
domesticated herd
of
animals, for instance, cattle or
camels,
for food and
other
products. The
herd
must
be
moved from place to place, depending on
the
seasons,
to
find
food.
When
the entire
group-men,
women,
and children-move
with the herd, anthropologists
categorize
the movement as
pastoral
nomadism. In some herding societies, only
part
of the group moves
with the
herd,
leaving
most of
the
members behind
in a
home
village.
Anthropologists
call this transhumance.
exclusively:
only
forage:
to look
for
food
egalitarian:
having equal social,
political and economic
rights
kinship:
a
family
relationship
adopt:
to
choose
to
follow
something
hierarchical:
separated using
different
levels of ranking
domesticated:
tamed; brought under
control for
human
use
~
•
. ----1----·-------
=i-
Hunter-Gatherers . f · - ' - · - - - - - ~ ~ ~ _ : . - ~ - - - - - r · - - - · P a s t o r a l i s t s .
: . )
. .
I
.
•
i
l
_
.________________L_ - - - - · - - - · - - - - - l
·
___
_
I
, __J
64
Chapter 10
. -. f;.· _ . ~ _
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.
(
k
--- .
1
Directions: Complete
the
table below by summarizing the
characteristics
of hunter-gatherers
and
pastoralists discussed in the passage. Match the appropriate statements to
the
society ·
they describe. TWO
of
the answer choices
will
NOT
be
used.
This
question
is worth points
Society
Statements
•
Hunter-Gatherer
•
•
Pastoralist
•
•
Answer Choices
. A)
. B)
. ,; C)
. (D)
. (
E)
l
(F)
(G)
A married woman has a choice of several different groups
with
whom she can live
Herds often split into groups that move separately.
Women and
elders
are
the
most important members of
the group .
About
12,000 years
ago,
humans
thought to
develop
this method .
Members
of
the
group
are
treated
as
equals
.
Members
own
an
equal
share
of
herded animals.
Sons
usually
live in a group with
their
fathers,
even after they
marry.
-
---.
Fill in
the
blanks to
complete the
summary
- .. ········----·· --···· .---·---··----····----··---··--··-··-.··---······- -····-------------··-------------------------
The way
in
which a pre-industrial society finds or produces its food affects its social
structure.
Hunter-gatherer
societies, in
which members for
food,
are
· Members
are
usually related through marriage
or
Everyone gets an equal share
of
the meat,
and they can easily move from one band to
another. Pastoralist
societies
are .
Usually
an older
male member
heads up the
group,
which
consists of
his sons
and their families. Pastoralists also rely on
animals for food
and
other
products.
-----··-------------------------------··-··----··--··-----····------··-----··-··---------------------------------------------------
z
z
\
Table/ChJrt Questions 65 __ . •
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Philosophy
~ ~ w ; ~ l < ; l l l S ~ } y ~ , : o / « ' ~ 4 ' - U o ' r l " ' c , \ , J ~ ' > » ' . M , \ C i . \ + · . : : _ , · ~ ~ - - - c ~ •. ·
Read
the following passage Then fill in
the
diagram with the information that you read • iH
Plato and Aristotle
were two
of
the
earliest
Western
political
philosophers.
While
both shared
many
beliefs-Plato was a teacher of
Aristotle-Plato and Aristotle
differed on
how to
achieve
a good
government.
Plato believed there was a world beyond human senses, a world
of
what
he
called
Forms.
Human
senses-sight hearing, touch,
smell,
taste-are
not
perfect
and
therefore cannot give man a perfect
rendering
of the world.
Instead,
it
is only through
the human mind that
man
can
truly
know
Forms,
that
is,
reality.
In
Plato s
view,
only
a
small
minority of men, genuine
philosophers,
are capable of obtaining this
otherworldly knowledge.
For
Plato, therefore,
the
ideal form of
government
was
the philosopher-king.
Only
a
philosopher-king could
ensure
that
the
state promotes
the
ideal
of the
good
life,
a concept
derived from
the world of
Forms
that only a philosopher
could
understand.
In the absence of a philosopher-king, Plato turned
to
the
rule
of
law as the subsequent guarantee
of
good government.
Aristotle defined the
problem of governing differently
from his
teacher,
rejecting
Plato s theory of
Forms.
For
Aristotle, what
is
perceived by the senses
is
indeed the real world, and man can gain
knowledge of it through
observation
and
study.
Aristotle agreed with·
Plato that
government
should
promote
the
good life
and
the
rule
Of
law was necessary to
that
goaL For Aristotle, however, the rule of law
was
not
a second choice but was preferable
to
rule by
any one
man,
the
concept of a philosopher-king notwithstanding. Aristotle s theory
that
even
the
ruler of a state
must be
subject
to its
laws formed
the
underpinning of
modern constitutional government.
rendering:
an
interpretation
ensure:
to m ~ k e
certain
derive:
to create rom an
original
source
rule of law:
the idea that people are
governed
by
laws
that
apply to and are
known
by everyone, and
not
by
.
orders of rulers
subsequent:
next
in
series
underpinning:
a
foundation;
a
support
·-·-]
J
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l
1
·f
1;
•
1
Directions:
Complete
the
table
below to summarize
information about
the two philosophers
discussed
in the
passage.
Match the
appropriate statements to
the
philosopher
with which
they
are
associated. TWO of the answer choices
will NOT be used. This
question Is
worth
points
Philosopher
Statements
•
•
Plato
•
•
.
•
Aristotle
•
•
Answer
Choices
;;· A)
v B)
. C)
(D)
(
E)
(
F
(G)
H)
( I )
Man
perceives reality through
his senses.
Only
a
philosopher
can understand the
ideal
of the
good life.
A world
exists that
is
beyond
the
human
senses.
A
constitution
is
necessary
for good government.
The world of Forms is the
true
reality.
A government
based on
the rule of law is the best method.
Rule of law is necessary for
good government
in the
absence
of a philosopher-king.
A
person
with well-developed senses can perceive the world of Forms.
Even ruler.s
must
follow
the laws of
the.
state.
Fill in the
blanks to
complete the
summary
According
to the
passage,
Plato
believed
reality existed
in
a
world
of
Forms
that
could
only
be
understood
by
philosophers. Because human
senses
cannot give
a
perfect
of
the
world, it
is
only through
the mind
that
humans can
truly
know reality.
For Plato, the
ideal
form of
government
was a
philosopher-king, who
o u l d ~
that
the concept
from
the
world of
Forms
was promoted. Without
a
philosopher-king,
Plato believed that the rule of law was the form of
good
government.
Aristotle,
however, believed
that
what
people perceived through
their
senses was
reality.
His
theory that even rulers must follow the rule of
law
formed the
of constitutional governments today.
________ : ___________________________n••----··---••••--••••---•
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;
rt
riistory
.U:t; llf);l l
,;,J ' l ~ ' J i . < . t · : < . ~ ~ ' - ' . • > > < < l > . ' , ' . / , : , _ ~ ~ ' - " ·
Read
the
following passage Then fill in
the diagram
with
the information
that
you
read I@@•
The
Baroque period in Western
architecture
spanned the 17
1
h
century
and
first half of
the
18
1
h century. The Rococo
style then
emerged in
the
early
18th
century
as a reaction against Baroque
excesses. However, it
actually
was
a
refinement
of
Baroque
elements.
Four
key
elements identify
Baroque
architecture.
First,
buildings
tended to
be massive, creating
a
sense that
their importance
was
larger
than life.
For example, palaces from the era were visual
reminders of the poVl(er of
the
state, and impressive
churches
encouraged
the faithful
in
their
beliefs. Second,
painting
and
sculpture
combined
with
architecture to create a
decorative Baroque
unity.
Sculpture, for instance,
was bold and
dramatic,
like the
buildings themselves. Third, to
bring
that same drama to
the
interior,
Baroque architects
used
vivid colors and
.luxurious
materials of
different
textures.
One example
is the
covering of
church
ceilings
with
brightly painted
scenes.
A
fourth element was the
design
and
decoration
of the interior space. This offered
a variety
of views
leading off
the main visual
axis of
the
building,
usually leading
from
the
entrance.
Here, too,
powerful sculpture
and
lighting
effects
were
used
to draw the eye to various parts
of
the
interior. This
was
done
so that the
interior offered a
series of dramatic and
distinct
visual
experiences.
The Baroque style proved to
be too
robust for
the
more
graceful
tastes
of
the 18
1
h
century. In
response, the
Rococo
style
emerged.
Rococo, rather
than being
a
style
apart
from Baroque, is better
viewed as
a
style of decoration
applied
to Baroque elements. Rococo
decoration was more
delicate
and
subtle. By using smaller columns
and
continuous
smooth surfaces in place of
contrasting
textures,
Rococo
buildings appeared
less massive and
imposing.
While the
integration
of
painting
and sculpture with architecture remained
important
in Rococo
design,
Rococo sculptors
preferred
to
work
on
a
smaller,
more intimate scale. Pastel
tones
replaced
the
vivid colors of
the
Baroque style,
and
mirrors were popular decorations. Graceful
S-and
C-shaped swirls
and
curves
decorated walls and
ceilings
so
much
.that critics
attacked the style for its overuse
of
ornamental
decorations.
Windows
were
added to building designs to let in more
light.
This
either
softened the
impression of
the
interior
or
created a
dramatic
effect. In general,
though, interior
space became
more
refinement:
a
slight
change;
a
small
improvement
axis:
an
imaginary
slraight
line
through Iha. cenler of
something
robust:
forceful; strong; tough
subtle:
not very
obvious;
suggestive
imposing:
overwhelmirlg; impressive
Integration:
Iha state
of
combination;
a
mixing together to make
whole
l
.
unified,
rather
than drawing the eye to various dramatic views.
/
· - - - ~ - • - n n - - · - - - · - · - - - - - • - • • - - · • - - • • • - • • - - · - · ~ · · ~ - - - - • - < > v • ~ , . - • • - · - - - - - - - · ~ - > - - - - - - ~ · - - • · - - ~ · ~ · - - - · - - • • • - J
68 hapter ·1
··
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i
; \.
[ Baroque vs.
o c o c o ~
· · · ·
- - - - · - - - - - - - . . - - ~ - - - - - _ . . . . - - -
Baroque
Both
·Rococo
·-l-------.----------1--------------i
•
•
•
•
•
• •
~ - - - - - - - · - - - - -
1 Directions:
Complete
the table
below
with information about the two styles of architecture
discussed in the passage.
Match
the
appropriate
statements to the style of architecture they
describe.
TWO
of the
answer choices
will NOT be used. This
question
Is
worth
points
Architectural Style
Statements
·
•
Baroque
•
•
Rococo
•
•
<
Answer
Choices
(A) Swirls and
curves
were used
in
interior
design.
( B) Sculptures tended
to be
smaller and less dramatic.
(C)
·Palaces w r
especially massive
and
imposing.
0) Painting
did
not contribute
to the overall style.
(E) ·Different, dramatic views were used in he design of
the
interior.
( F) Style
emphasized
simplicity and plain
designs
.
(G) Paintings
using
bright
colors
decorated
church interiors.
ill
in
the
blanks
to
complete
the
summary
There are
four
key elements of Baroque architecture. Buildings were massive.
Architecture,
painting, and
sculpture
worked together. The interiors
used
bright colors
and
different materials,
and
there were dramatic
views
off the
main
visual
____
Baroque architecture was too for the tastes of
the
time.
However, Rococo
architecture was
a n) of these elements. Its
decoration
was more
delicate
and _____
It
also featured the _______ of
painting
and
sculpture with its
architecture.
-''
• - ~ ' · •• -
-• -
. . . . a• ••- .•- • • • • • • • • - - -
-• ·
•
-··-
··
·
I
I
.
i
[
[
rable/Chart
QuestionS 69
- - -
. ;;-- - · •.
-·
.- .·
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Sociology
~ ~ " f f A ' " i i - ~ ; , : ; w ~ · . ~ ; . ~ ) \ U ; ' . < - Y , , · , ; ; . , ; - . > : ' " ' - c ' _ ' , , - , - , , , _ , . ,
..
Read
the following
passage.
Then
fill in
the di11gram with the
information
that you read. i IH
Centuries of
conventional
wisdom held that human beings
could
be divided
into
races
that
have
a basis in the science of
biology.
Yet early
usage
of
the word race did not
assume any biological
foundation.
As
its definition
changed over time,
however,
it eventually claimed a
scientific
foundation.
When
the
word race
first
entered the
English
language,
it
had
a
meaning
quite different from
its more
current association. Race simply
denoted a group of people
who
shared an identity. The human race
included
all human
beings.
The
term could
also
identify
people
vJho
shared
a
national interest, as in
the
Czech race,
or
the Brazilian race.
It also
referred
to
a
way
of life, such as a race of
hunter-gatherers.
Explorations in
the
16
1
h
and
17• centuries affected
the
definition of
race.
These journeys brought
Europeans into
contact
with
cultures
quite
different from
their
own. The
people
they
encountered
were
also
noticeably different in physical characteristics. It was during
this
time
of European conquest and colonization that racial categories
became defined by physical appearance.
At the same time,
science
was
evolving,
and
attempts
were
made
to
measure
racial differences.
As people were racially categorized by
their physical
attributes
such
as skin color, head shape, and hair
texture,
another important
idea associated
with race
developed. A
racial
worldview assumed
that
each race had its own
behavioral
and
physical
traits
that
were
passed
on
from
parents to
children. These traits
could therefore
be
used to distinguish each
race.
Three commonly used
categories
were
Caucasoid, Mongoloid, and
Negroid.
A mid-19• century treatise,
Essay
on
the Inequality of Human Races, lent
further support
to the
idea
that race was
a biological explanation
for human differences
that
could thus
be
legitimately used to rank human beings.
As
the
20
1
h century dawned,
the
idea
behind the
concept
of
race
that humans could
be
readily divided into biologically determined
races-was widely
accepted. However, scientists found
it increasingly
difficult
to
actually
measure
those
biological determinants. As
genetic
studies in
the late 20th
century were to
confirm, the reason
was simple.
Races
have
no
biological foundation. There is
no
race
gene. It
turns
out that
so-called
races
are
neither based on biology nor definable in
a ·
·1
scientific
manner. Today,
sociologists
and
other scientists
recognize
that race is a cultural construct. It identifies a group that shares some
conventional:
following generally
accepled beliefs
association:
connection
of
ideas
denote:
to
mean; to
refer
to
distinguish:
to tell apart from
something
treatise:
formal written work
addressing
a
subject
extensively
rank:
to
assign
certain
position
or
place for
instance
social class
construct:
an
idea or
perception
based on
impres sions
from the senses
L
isible
physical traits, as well as some cultural and historical experiences.
· · · ~ · · · · · · • v c - > • v . _ _ . _ . . - - - - - • • • - . - • - ' ° - • - • • - ' - " - - • ~ - - - · ~ - - - - - - - - · · - - - - - -
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[ . h e y h a r y g i n g l d ~ a s of.
Race
Meaning
1:
Meaning
2:
.
Meaning
3:
1 Directions:
Complete
the table
below
to
summarize information about the
concepts
of race
discussed in
the passage.
Match the
appropriate
statements to the era with
which
they are
associated.
TWO
of
the
answer
choices will NOT be used. This
question
is
worth
points
..·
Period
Concept of Race
Original Usage
•
16lli and 1 h Centuries
•
\
•
•i
•
2Qlli Century
,,
•
-
Answer Choices
A) Divided people into races
according
to physical traits
B) Used
definitions
for
race
acquired
from foreign
countries during the
European
colonization
C)
Stated
tbatparents pass racial characteristics to their children
D)
Said
that
a race of people shared a
lifestyle
E )
Proved
that
races
are not determined
by
biology
F) Described
race
as a
cultural creation
(G)
Changed
the
definition
of race in
reaction to
a 19 h-century essay
Fill
in the
blanks to
complete the
summary
According to the
passage,
itwas wisdom
that
race
simply
a group of people who shared
an
identity,
such
as being
from
the
same
country. Race meant s-omeilling much
different
from
its
current . Later,
people thought race was a biological fact It was believed that certain physical
and
behavioral
traits could
be used to each
race.
Finally,
scientists showed there was
no scientific basis for
the idea
of race, and it was
actually
a cultural
----------------------------- ..------------------------------------··---------------··---------------------------------------
[
.
;
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Economics
Read
the
following
passage Then fill in the diagram
with
the information that you read
@If•
.
Until the 1930s,
governments trying
to improve
a
country's
economy
followed the
quantity
theory of money. It argues
that
the
supply of
money has an
effect
upon
the
strength
of the
economy.
In the
2 th
century,
two
Western
economists revisited the quantity theory to
develop
new
yet conflicting
theories
on
how
government actions
can
influence the economy.
In
1936, John Maynard Keynes
criticized
the quantity theory in his
General
Theory
o Employment
Interest
and Money He argued that
the
money
supply
did not have
a
significant
effect
on prices or the
strength of the
economy.
Keynes believed that the key to
a
healthy
economy was the demand
for
goods
and
services produced. His
theory
is known
as
a demand-side
theory. If
there is not
enough
demand
for
the goods and services companies produce, the
companies will produce
less. This means that they
will employ
fewer
people. For Keynes, three variables
affect
demand: consumer
spending,
government
spending, and investment
spending.
Therefore, to
improve
the
economy,
a
government can alter its tax and
budget
policies and
encourage investment
For instance, it consumers
pay
fewer taxes,
they are
likely to spend
more on goods and
services, thereby
increasing demand.
Keynes's
work
formed
the basis of a
new branch
of economics called
Keynesian
economics. It became so widely
accepted that for several decades, economists rejected monetary
policy as a way of managing the
volume of
economic activity.
In
the
1960s,
Milton
Friedman introduced his
supply-side
economic
theories.
It brought
focus back
to the supply of money in an
economy.
Friedman argued that the money
supply
has
a
causal
effect
on the
·economy. For him, the
fiscal disaster of the
Great
Depression
was
not
a
result of low
demand
as
suggested
by Keynes. Rather,
it was a
contraction
in
the
money supply.
The
Federal Reserve,
the
centralized
banking
system
in the US,
supplied less
money
than
was desired.
This
caused
a drop
in
consumption and thus a decline
in
the
overall
health of the market. A
detailed
analysis
published
by
Friedman
and
a
colleague,
A
Monetary
History
o the
United States 1867-1960
persuaded many that his theories were valid.
According
to this
monetarism
school
of thought,
a
steady rate of
eco_nomic
growth can
be promoted
by
a steady
growth
of the money supply.
Simply put.
I
more available money for
spending will increase.
production and
employment Friedman argued
against
the
Keynesian focus on
l
overnment
fiscal policy.
He
and his
fellow monetarists believed that
the government should
only intervene in
the economy by controlling
the rate
of
growth
of
the money supply. ·
· · · · ~ · · · · · ~ ~ · · · · · · · · · ~ · ·
revisit:
to consider again
variable:
something that changes
or
can
change
monetary:
of or about
money
causal:
being cause
of
something
fiscal:
financial:
having
to
do
with
government policies
of
spending and taxing
contraction:
reduction
n
size;
shrinking
consumption:
the
purchase
or
use
of
goods
and services
Intervene:
to enter or
come
between
n order
to
aflect
something
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\
\
t
•
Keynes
vs.
FriJdman
.
~ y n s
·
i..
F r i ~ d m a n •··•····
•
• •
• •
•
•
1
Directions:
Complete the table below
to
summarize information
about the
economic theories
discus.sed
in the passage. Match
the
appropriate statements to
the
theory
with
which
they are
associated. TWO of the answer choices
will
NOT be
used.
This question is worth points
Theory Statements
•
Keynesian
•
•
f
•
· ' ;,
Monetarist
•
. Answer Choices
A) Governments need to
control
the
supply
of money
in
order to affect the economy.
B)
Governments
should not try to influence the economy.
C)
Governments
can
change tax policies to
change consumer spending.
D) The employment rate
will fall
without
sufficient
demand.
E) The
health
of an economy depends
on three
kinds of spending.
F) The
economy
will
be negatively
affected
by
a contracted supply of
money.
(G) Increases in
the tax
rate will promote a healthy economy.
Fill
in
the
blanks
to
complete
the
summary
.
Two economists
developed
new theories
on
how
governments
can
influence
the economy.
Keynesian
economists believe that
three
affect
economic activity:
consumer
spending,
government spending, and investment. Keynes s theories became so
widely
accepted
that economists
rejected
policy
to manage economic activity. On
the
other hand, Friedman s monetarists believe
that
money
supplies
have a(n)
effect on the economy. They attribute the disaster of the Great Depression
to
a{n)
in
the money
supply,
causing the
market
to decline.
Table/Chart Questions 73
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Instructions: Choose
the
best word or
phrase to complete each sentence.
1 During the winter, animals such as deer
and
fire
ants for food that
will
feed
them
through
the
cold
months.
(A)
distinguish
(B)
forage
(C) discern
0) foster
2
The
new health club downtown
caters
o
women and
their
needs.
(A) sedimentary
(B)
randomly
(C) inevitably
0) exclusively
3. Astronomers were surprised when
they
finally pinpointed
the
.
of
the
intense microwaves
from
space.
(A)
source
(B) reinforcement
(C) spectrum
0)
kinship
4. Glazes used on materials such as
stoneware
and
porcelain
make
pottery
very
strong
and
(A) profitable
(B)
durable
(C)
recreational
0)
variable
5. The employee s open defiance
of
company policy
was for
dismissal, so
she was
fired immediately.
(A) treatise
(B) proximity
(C) grounds
(D)
subject
· 74 Vocabulary Review 3
.
6
Scientists believe
that
leprosy, a
disease
widely thought to have
spread
from
India,
in
fact appears
to
have
·
in
Africa or
the
Near East.
(A) originated
(B) cultivated
(C)
envisioned
(D)
replicated
7
The long-standing
between
the two
baseball
teams made
their games
more
exciting for their
devoted
fans.
(A) dissipation
(B) deluge
(C)
contention
0)
rivalry
8 The Czech
Republic
has the
highest
annual per
capita of
beer
in
the
world.
(A)
expression
(B) rationale
(C)
consumption
0) territory
Instructions: Choose the
word
or phrase
closest in meaning to
the
underlined part
of each sentence.
9.
The
local
department
store sold
all
types
of
clothing:
work, casual,
and
dress.
(A) apparel
(B)
tension
(C) bondage
0) hardship
10
It is
possible
for
some lizards to grow new
tails
after losing their tails.
(A) sustain
(B)
generate
(C)
promote
0)
ensure
,
_}
.
8/9/2019 [Học anh văn cùng thầy] Developing Skills for the TOEFL IBT 161-200 http://bsquochoai.ga
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; :
f_
11
Because the
sisters
fought
constantly
over which
television
show to
watch,
their
mother finally had to
mediate
and choose
one
for
them.
; '
(A) adopt
' (B) intervene
· • ' (C)
thrive
(D)
indulge
12
Because
of
its large surface area,
temperatures in parts
of
Canada can
from forty degrees below zero
to
thirty-five degrees above
zero.
(A)
implant
(B) shape
(C)
execute
(D) range
. ,
13.,,Mahayana
Buddhism
is the main religion
fl
• .
. .iri China, Japan,
Korea, and
much of
· Vietnam.
(A)
commercial
(B) subsequent
(C) predominant
(0) inherent
14 ·Phil unintentionally told his
aunt
about her ·
surprise
birthday
party because
no
one
had told
him that
it
was a secret.
(A) formally
(B) undeniably
(C) considerably
(D)
inadvertently
15
Many scientists
believe
that the
descendants of wolves, jackals,
or
coyotes
were
interbred
and
evolved
into ill Ilfili companions for
humans.
(A) domesticated
(B) conventional
(C)
tranquil
(D) fundamental
Instructions
Write
the
missing
words. Use
the words below to fill in the blanks.
stereotypes
denotes underpinning
ranking construct. '
The term
caste
16 one s
rank
or position in society according
to birth,
occupation, or
some
other criterion. Many
nations face issues of social inequality.
Perhaps nowhere else in the
world
is it such
an elaborate
17 as the
Indian institution of caste. Caste
has
long
been
an 18 of Indian
culture, but in recent years
it
has
been
severely criticized by both Indian and
foreign observers. Although some claim that
· caste has
been
abolished, such statements
do not reflect reality. Caste has
undergone
significant changes, but it still involves
19 and
discrimination
against
hundreds
of
millions of
people.
India s
constitution
forbids
negative public
discrimination
on
the basis of caste. However,
caste
20
has occurred for
centuries
and will
likely continue.
Instructions Match the words
that
are
similar
in
meaning.
21
extract
22.
imposing
23.
robust
24.
primitive
25.
necessity
(A) strong
(B)
take out
(C) overwhelming
(D)
requirement
(E) simple
[
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1111
5
1111-111111111111
~ · :
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Hearing is
a
complex
process
involving
bones
cells and blood vessels. When these
do
not
work
correctly
some
people may experience distracting humming buzzing ringing
or
whistling sounds inside their
heads. This
perception of
sounds known as tinnitus has
frustrating complications.
Not
a disease itself tinnitus
is
a
symptom caused by various conditions. These may
include injury due to loud noises or foreign objects or ear
infections.
Millions
of
people
experience tinnitus on some
level
and by treating the underlying problem it can disappear
in a short period
of time. Those
suffering
from it
experience a ringing
noise
that
is usually
not
an
actual
sound. The noise may
be
in one or both ears and varies in
pitch
and volume.
In
some cases the sound
is so
loud it disrupts
concentration or
hampers proper hearing. People
can suffer from two types of tinnitus: objective or subjective.
Objective tinnitus is unique because
unlike most cases of
tinnitus patients suffering from
it may have an audible sound emanating from
their ears that a clinician
can actually detect.
This arises from
muscle
spasms around the middle
ear
which can emit
a clicking
or cracking
reverberation.
Some
experience a rhythmic throbbing repeating in
time
to a pulse. pulsatile
tinnitus
usually objective in
nature
is caused by altered blood
flow or increased blood
turbulence
in proximity
to
the
ear
resulting in the audible
sound of blood moving through
the
veins. Objective
tinnitus is
very uncommon;
most
people suffer from subjective tinnitus.
Although there are many causes
of
subjective tinnitus the
most
typical are conditions that
can cause hearing loss
such as
exposure to excessively loud
noises
or natural aging. These
may have
lasting
effects or may
only
cause
brief
hearing problems. Other causes
of subjective
tinnitus can
include
lead poisoning chemotherapy and Lyme disease. The mechanisms of
subjective tinnitus
vary.
Microscopic
hairs
located on the end of
auditory
cells in the ears can
be
bent or
broken thus misreading
sound or
sending signals
to
the brain of
sound that
is
nonexistent.
Direct
trauma
to
the ear can also
create
the
ringing sound but other causes
are
relatively
unknown.
Researchers recently introduced two categories
of
subjective tinnitus. Symptoms
caused
by disorders
of
the
inner
ear
or acoustic nerve
are
Somatic
symptoms are caused by
nerves within
the
head
and
brain but
outside
of
the ear. Although
there
are
no
specific
cures
for tinnitus therapy and adequate rest
often
help
the
symptoms
recede over time.
; : ;; of rel ting
to
or loc ted near
the
ear
·· ··J
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r
'
,-
\,-.:_;_
If ' ,,,
r
t
i;
Directions 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
are not presented in the passage or are
minor ideas
in the passage.
This question is worth points
The
condition known as
tinnitus causes
ringing
in
the ears and is a
symptom
of other
medical
conditions
•
•
•
Answer Choices
B)
(C)
D)
( E)
F)
Blood
flow
interference can
cause
pulsatile tinnitus.
Buzzing
within the ear indicates that tinnitus
is present.
An
audible
sound coming
from
the ear
characterizes
objective
tinnitus.
Antibiotics
are helpful
in treating medical conditions
whether
natural or injury-related.
Subjective
tinnitus has
many causes
but
few explanations for
the
resulting symptoms.
Symptoms
within the ear
are
worse than
those
from outside
sources.
I
MiniTest3 177
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2 Business
Read
the passage
and
answer the
questions
@id
To
sell manufactured
products,
companies
must
establish a
need
or an incentive that
persuades consumers
to buy. Many businesses have provided
an appealing answer to
the
challenge. By
offering.
coupons
that
provide
a discount
on
specific goods, consumers feel
better
about their spending
and
companies
still
receive a profit
Couponing
is not a new concept C.W. Post
Co.
first
introduced
coupons in 1895 when it
offered penny-off coupons
to
increase
sales of its
breakfast cereal.
Such
cents-off coupons
remain the oldest,
most
widely used, and most effective sales promotion
tools available
to
suppliers.
Manufacturers have used all
varieties
of coupons, from direct mail to instant
coupons to
newspaper
inserts, the
most common
couponing choice. Stores have increased
couponing in
the
past several decades, and
subsequently,
shoppers
are
responding. In
the
US, over eighty percent of
consumers
use
coupons,
and
nearly twenty-five percent claim
to
use
them
every
time
they shop.
Many advantages exist in
the
production and of coupons. Each coupon serves a
dual
purpose.
While
offering the
customer
a price break, t also increases profits and brand
recoanition for
the
manufacturer. Popular with new
as
well
as
established
companies,
coupons make it
possible
to offer
a price
reduction only
to
price-sensitive
consumers, without
lowering the overall price of the product Additionally,
consumers
are more
likely
to try a
new
product
with
a discount coupon because the perceived spending is less. When experiencing
a decline in
sales, established
companies
can issue coupons to
encourage
past
buyers to
purchase again and
entice new users to try the product
Disadvantages of
coupons
do occur for the
companies
involved. To print and distribute
coupons, businesses undertake certain
costs. Usually,
sellers
an expiration date on their
coupons. However, they intend
for consumers to
purchase
the
product as
soon
as
the
coupons
are
issued
rather than
at
the end of the specified time frame. Until consumers
choose to buy, the
company s
incurred costs are not
offset
by their purchases.
Thus, the
consumers
dictate when the
companies receive their
profits.
Additionally, companies
whose
intention
was
to increase
sales may not notice
an increase
for several months. Much
responsibility
lies
with the consumer.
Consumer
response
to a coupon
usually
takes between
two and six months, and coupons are
most
frequently redeemed just prior to the
expiration
date that
is stated on
the coupon.
direct mail
dvertising sent directly to prospective customers via
the
brand recognition customer's awareness of p rticul r br nd
178 Mini Test 3
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3 Biology
Read
the passage
and
answer the questions
• SH
Infections
are
caused
by microorganisms that
invade the
cells
of the body. They cause
damage
to
the tissue and interfere with normal
cell
activity. Two types
of
infectious
particles,
virions and
prions, cause
multiple health problems. These can range from minor to fatal. While
both
infectious agents cause disease, their inherent structure
and
behavior are different, so
the
effects on
the human
body are
diverse.
A
virion is the infectious form
of a complete
virus particle. It consists
of
genetic material
and
a protective
protein shell called
a
capsid. Virions are
not
capable of reproducing alone,
so
they
infect a host cell in order to replicate themselves. On
the other hand,
a proteinaceous
infectious particle commonly
referred
to
as
a
prion,
is a microorganism composed
solely
of
protein
that causes serious infection.
These
diseases
affect the
structure
of the brain and
other neural tissue.
They
can disrupt normal nerve
communication
within the brain.
Regarding
its
structure,
a virion is
essentially
a
gene
transporter existing
in
its
simplest
form
S
nucleic acid. It
is
surrounded by a protective capsid that
serves
as
the
shape of
the
organism.
Conversely, prions are
made up of
proteins
found
in
the human
body
that
have
an
altered·
structure. They
are resistant to
the enzymes
that
normally break down protein.
Scientists believe that
prions
infect the body by
refolding
abnormally and converting normal
protein molecules into an irregular structure.
Human diseases caused by
viruses
include influenza
and
chicken pox,
as well as
more
serious
infections such
as AIDS and Ebola. Because virions inhabit
a
host
cell,
researchers
find
it
difficult
to
eradicate
the
infection without
killing
healthy
human cells.
Vaccinations
prove
to be
the
most effective preventative
for
infection. Medications exist that
treat
symptoms of a
viral
infection,
although the virus
itself cannot
be
destroyed.
Whereas
researchers
have found
ways to prevent
virions
from
infecting
the body, prions
are
resistant to all medication and
procedures. They cause
neurodegenerative
diseases, which are evident by such
symptoms
as
convulsions violent, uncontrollable body
movements), dementia
an
illness that
gradually
destroys brain function),
and
personality changes. These
ominous
diseases that degenerate
the
body include
mad-cow disease and
other
forms of Creutzfeldt-Jakob disease.
The
incubation period in which
a
prion-induced disease develops is slow. However, it progresses
rapidly once symptoms appear, causing brain damage that
leads
to death. Thus,
there is
no
effective
treatment for diseases caused by prions.
nucleic acid an
cid
such as ON or RN that is found in
the
cells of
all
living things
> neurodegenerative disease condition in
which
cells
in the brain or spinal
cord
are lost
18
Mini
Test
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-
> ~ ;
Directions:
Gomplete
the
table below
to summarize information
about
the
infectious agents
discussed in
the passage.
Match
the
appropriate agents
to the characteristics
with which
they
are
associated.
TWO
of
the
answer choices
will NOT
be used.
This
question
is worth
poin s.
Infectious
Agents
•
Virions
•
•
Prions
•
•
. Answer
Choices
i: rt (A) Can be prevented before
infection
(B) Have
effects that last
a
limited
amount of time
;
·
( C)
Cause
irreversible damage
to tissues
1
• (
D)
Are
composed of matter found in the body
( E ) Can
be eliminated
effectively with
medication
(F Form an abnormal and irregular
structure
Characteristics
(G) Include a piece of genetic material that is replicated
I
I
I
i
I
I
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04
History
Read
the
passage
and
answer the questions
•@1¥
The
prehistoric dinosaurs that
roamed
the
Earth
millennia ago vanished from history
without leaving clear
indications
of what
transpired. It
was widely
believed
that dinosaurs
and
other
prehistoric
species
met
their end as a result of the meteor that formed today s
Chicxulub
crater.
The
meteor
shook
the Earth millions of years ago
when
it
landed
on the Yucatan
Peninsula.
It may have been a piece of a
much
larger asteroid that broke apart in distant
space. The theory explains that when
the meteor
crashed into
Mexico,
leaving
a
112-mile-wide
depression and worldwide
destruction
in its wake,
it caused
the extinction of the
dinosaurs.
However, growing evidence supports a
new
theory.
It
states
that
the extinction that took
place
at the
end
of the Cretaceous Period approximately sixty-five million
years
ago was
caused
by a
series of events. These include
the
impacts of multiple
meteors, heavy
volcanic
activity in India, and climate
changes.
Paleontologist Gerta Keller, supported by the National
Science
Foundation,
has been
building
evidence to prove the new
theory according
to
scientific
findings.
Keller
gathered
information proving that the Chicxulub impact could not have caused the
mass
extinction.
It
appears
to have
predated
the extinction by
300,000
years.
Paleontologists
extracted samples
of
marine
microfossils
from
.sediment layers above and below
the
Chicxulub impact layer.
No
significant biotic changes were found in the samples.
Given
the magnitude and number of species that became extinct,
Keller s
theory more
likely explains what
truly
happened. The Chicxulub crater undoubtedly
had an
effect
on
the
Earth and
its inhabitants.
However, it would not have been enough to
cause
amass
extinction,
wiping out thousands of
species
in a relatively short
time.
Fossils
show
that
many species
lived beyond the meteor s impact. Keller describes
other
factors
that
played a
part.
For example,
constant
volcanic activity
released
greenhouse
gases,
which
caused awarming
effect,
produced
acid
rain, and
raised
the temperature
of
the ocean. At this time, marine
species
evolved
to
survive
in
the
changed
atmosphere. Neither
Chicxulub
nor
volcanoes
caused
extinction,
but
they placed great stress on most
species.
It was the impact of a larger
meteor
that was the
final
factor.
All
these events weakened
Earth s inhabitants and culminated
in an impact
of
colossal
proportions.
By
the time the larger meteor hit, the creatures
could
not withstand the changes.
Although it is
not
confirmed,
some
believe
the
large
meteor
landed
in India,
leaving
a
crater
an
estimated 300 miles
wide.
The meteor and
resulting crater
had to be of great significance
given the
resulting destruction.
I
biotic
pert ining
to
life
or living
colossal
of gre t size or extent
J
82 Mini
Test
i :
; .
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f
f
;·
;_
Directions: Complete the table below to summarize information about the two theories behind
the extinction
of the dinosaurs
discussed
in
the passage. Match
the appropriate
statements to
the
theory
with
which
they are
associated.
TWO of
the
answer
choices
will NOT be used.
This
question is worth points
Theory
Statements
•
Chicxulub
Theory
•
•
•
•
Keller s
Theory
•
•
J.
Answer Choices
(A)
t£
B
C)
D)
E)
F
G)
H)
I )
Multiple
volcanic eruptions caused dinosaurs to die.
A
piece
of
a
large asteroid
may have broken away
in
space
and
hit
Earth.
An
object from
outer
space left a
crater
on the
Yucatan
Peninsula.
Global warming caused by volcanic activity
contributed
to extinction.
Dinosaurs
became extinct
because of
a meteor s impact on
Earth.
Volcanic eruptions
released
toxic gases and caused acid
rain.
Tl:le end of the Cretaceous Period showed an increase in dinosaur species.
Dinosaur
species weakened after years
of
stressful
living conditions.
The Earth
was
bombarded by multiple meteors that
diminished
dinosaur
numbers.
I
IE
'
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Mini Test 83
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; \ . ~ - . ~ .
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· · · .
i
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The TOEFL®
iBT Listening Se ct ion · · · ·
188
Preview Test ·
190
Chapter
1
Main Idea
Questions
· ·
. 197
Chapter 2 Detail Questions · · · · · · · · · 209
Vocabulary
Review 1 220
Mini Test 1 · · 222
Chapter
3 Function Questions
. · 225
Chapter
4
Stance
Questions
··
237
Vocabulary
Review 2
· · · · ·
248
Mini Test 2
· · · · · · · ·
250
Chapter 5 Organization Questions 253
Chapter 6 Content Questions ·
265
Chapter
7 Inference Questions · · · · 277
Vocabulary
Review
3 · · ·
288
IVlinl Test
J 290
Answer Key Listening
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In the listening section of the TOEFL®
iBT, you
will hear
avariety of
conversations
and
lectures,
each
of
which lasts from three to six
minutes.
A
total
of six listening passages will
be
presented. After
each
passage,
you
will then
be
asked
to answer five
to
five to six
questions about
what you heard.
Like the reading section of the TOEFL®
test,
the questions
are
designed to assess your understanding
of the main idea, factual
information,
and
inference. You will not be
asked
questions regarding
vocabulary or sentence structure.
•
Passage Types
1.
Conversation Two
people discussing a
campus-related problem, issue,
or process
2.
Lectures
A
professor
presenting
information related to an academic topic
3. Classroom interaction Similar to
a
lecture, but with some interaction
between
the
professor
and one or
more students
•
Question Types
Questions for the listening section of
the TOEFL®
typically appear in
the
following order:
Question
Type
Description
1 Main Idea
Choose the best
phrase
or sentence.
2 3
Factual Information Choose the
statement
that is true according to what was said.
Detail
Content
Select multiple answers to complete a
chart.
4
Purpose/ Inference
Recognize the speaker s purpose, draw an inference,
Organization
or explain
how the speaker
communicated certain
information.
5 6
Repeated Listening
Hear
a
particular
portion of
the listening
passage
again
and
recognize the
speaker s
purpose,
attitude, or the implied
meaning of a
statement.
88
The TOEFV
i T
Listening Section
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•=····=·· · -...•......_....... ...._......_. ..._
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Study Tips for Listening
Practice listening to North
American
English as much as
possible.
For
the purposes
of the
TOEFL®,
educational programs, documentaries,
and news
programs are
excellent
sources.
• When you are practicing for the listening
section
of the
TOEFL®,
listen to the material only once
and
then answer
the questions. Then review the answers while
listening
a second or third time.
Remember, though, during the real test you
are only
permitted to hear the conversation or lecture
once
before answering
the
questions.
• Pay attention to how pauses
and
intonation
are
used to organize
the
passage, emphasize
important information,
and show
transitions.
,,
., .,, Make a
recording of
the programs
you use to practice listening. Replay
any
sections you
have
difficulty understanding.
• Keep
such things in mind as
the main idea, the
development
and support of the
main
idea, and
the speaker s reasons for mentioning certain points.
.j
· . •
Develop your note-taking
skills.
While
you
are listening, try to write down key words in an organized,
i ··
raphic way that
makes sense
to
you.
i • ;:;::
[ of' ' '_,,
' 'to '' ' ' c mpoo Ille
woll
''oo'
'domic
t
Test
Management
'
t
r
t
I
i
l-
1
r
\
• A picture will be shown on the screen
to
allow test takers to recognize each speaker s role and
the
context
of the conversation. Along
with
this picture, a subject title will be given for each lecture.
• Before you begin the
listening section,
listen to the headset directions. Pay
particular
attention to how
you change the volume. It is very important that you are able to hear clearly
during
the
listening
section of the test.
• If you miss something
that
is
said
in a
conversation
or
lecture,
do not panic. Simply
keep
listening.
Even native speakers
do not hear
everything
that is said.
•
Note-taking
during
the lecture
is
permitted.
Paper will
be
provided
by
the
test supervisor.
These
notes can be studied
while
answering
the questions, and will not be seen
by
test
graders.
• Like the reading
section, questions cannot
be
viewed
until
after
the lecture or
conversation has
been completed.
• In the listening
section,
you must answer each question before moving on; you
cannot
return to
a question
later.
If you are unsure of an
answer, guess.
Il l
O
G I
I
I
The
TOEFL
iBT
Listening
Section 189
--,J
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•@®•
You
will
listen to two lectures and
one
conversation. You will hear each
lecture
and conversation
one
time.
After
each listening
passage,
you will
answer
some
questions
about
it.
Most questions
are
worth
one point, but some
questions
are worth
more
than
one
point. The
directions
indicate
how
many
points
you
may receive.
You will
have 15 to 20
minutes
to both
listen and answer
the
questions.
The questions ask about
the
main
idea and
supporting
details. Some questions ask about
speaker s purpose or
attitude.
You
may take
notes
while you
listen. You
may use your notes to help you answer the
questions.
Your notes will not
be scored.
In
some
questions,
you will see this icon:
n.
This means you will
hear
part of the lecture or
conversation
again.
When you
are
ready, press
Continue
19
Preview Test
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:.·
. ; i
;
t
l
.
'
r
1
.
Listen to a lecture
in
an anatomy
class
ll
'O
z
Cl
. I
I
PreviewTest
9 -
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·
1. What is the main
topic
of the
lecture?
(A) The role of chemoreceptors in
distinguishing
differences
between
tastes
(B) How chemoreceptors allow
humans
to smell
and
taste
(C) How chemoreceptors have evolved
over
time
in animals
(D) The reason why
the brain
is able
to
receive electrical
signals
2.
Why
does the
professor
say
this:
n
(A) To prove that
the
epithelium
is
an
extremely complex part of the nose
(B)
To describe
the structure of the nose
in
detail
(C) To give an
example
of how
chemoreceptors
in the nose
affect
the
ability to smell
(D) To explain that
the
epithelium is
the
part
of the nose that
detects
smells
3.
Listen
again to part of the lecture.
Then
answer the
question. n
Why
.does the
professor
say this: /
(A) She wants the students to draw a
logical conclusion.
(B) She
finds
it odd
that
humans
smell
as
well
as they do.
(C)
She wants
students
to guess how the
study
was performed.
(D)
She
knows that the students
will find
the
concept
confusing.
4.
According
to
the
professor, how is the
sense of taste important to humans?
(A) It indicates whether or not food is
good
to eat.
(B) It
makes
food more enjoyable.
{C) It helps people find delicious
food.
(D)
It
identifies poisonous food.
5. What is the professor s attitude toward
buying
food at the
supermarket?
{A)
She
thinks it
has
improved
people s
sense of taste.
B)
She
feels it has made
the
sense of taste
less
important.
(C) She believes it
has
decreased the
quality
of
food.
{D) She assumes that
it
provides
better-tasting food.
6.
How does the
professor
organize
the
information
presented in the lecture?
(A) She classifies two
key types
of
chemoreceptors.
(B) She compares the various human
sensory
systems.
(C) She explains the role of chemoreceptors
in animal survival.
(D) She
describes problems
associated
with chemoreceptors.
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: Listen to a lecture in an
rt
history
class • ti•
[
.
.
i.· ·
.
[
;
review Test 93 1
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--
ilil\ ilhiiL
7
What are the speakers
mostly discussing?
(A) How El
Greco s
work
contributed
to
later
art
movements
(8) The ways that El Greco s
art
was
influenced by his astigmatism
(C) The
theory that
astigmatism causes
people to see objects as elongated
(0)
The
reasons
why
El Greco s art was
different from his contemporaries
8 Why does the professor explain the
effects of astigmatism on perception?·
(A) To refute the argument
that
astigmatism
was responsible for El Greco s style
(8) To demonstrate
that
there are many
factors that contributed to El
Greco s
style
(C) To give an
example of a condition
that
can affect
an artist s
vision
(0)
To
show how El Greco s style
was
influenced
by
his
astigmatism
9
According to the lecture, what element of
El Greco s work demonstrates his
ideology?
(A) The dreamlike quality
(8) The elongated figures
(C) The imaginative scenes
(D)
The
perfectly
proportioned subjects
94
Preview
Test
Erm&
~ ~ ~ M . l : i ' H i l i i l • 1 ~ , ; ~ ~
10 Listen
again
to
part of
the
lecture.
Then
answer the
question. n
Why
does
the professor say this:
n
(A) To concede
that
the professor was
correct
about El Greco s ideology
(8) To support the professor s claim
about
the Cubists
(C) To
maintain that
the
astigmatism
could
have
caused
El
Greco s style
(0)
To
deny that
astigmatism
would
make
horizontal figures thicker
11
What is the professor s
opinion
of El
Greco as
an
artist?
(A) She thinks that his
innovative
style
was a
result
of a physical
condition.
(8) She
considers him a creative artist who
.
;
influenced
artists after
him.
: -¥
l
.
(C)
She believes that
there are other
artists
that were more influential
on
.J
the
Cubists.
(0) She
feels
that modern science is
./
unable
to
explain
art
12.
Based
on information from the lecture,
which characteristics describe El
Greco s
style?
Place a checkmark in the correct
box.
YES NO
Elongated subjects
Highly realistic
Representative of
Renaissance art
Inspired by
his
imagination
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l l A ~ · ' • ' . • ) , , .
I
' .
l
I
i
Listen
t
a conversation between a student and a university employee.
VI
"II
m
>
;::
z
Cl
"II
n
m
m
VI
·
I
I
I
I
I
review
est
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13 What
are the speakers mainly discussing?
(A)
The
high cost of
identification
cards
(B)
How to
replace
a lost identification
card
(C) Where to obtain a temporary
identification
card
(D) Why students need to
have
an
identification card
14 Why
does the
student visit the
office?
(A)
Because she
has
found
another
student s ID card
(B)
Because
she
is unsure about
how to
use
her
ID
card
(C)
Because
she
cannot use her ID card
tor
campus services
(D)
Because
she
has misplaced
her ID
card
15
According
to
the conversation,
why
can t
the
student have a temporary
ID
card?
(A)
It
is too expensive.
(B)
It
is a security risk.
(C) Sh.e has lost hers too
many times.
(D) She cannot
access university
buildings.
196
Previl lw Test
-
-.--;- -;-_-->;_;_ -•_
16 L i ~ \ e n again to
part
of the lecture. Then
answer the question. n
Why does the
student
say this:
n
(A)
She does
not understand why she
cannot have a
temporary
card.
(B)
She
is
frustrated
that she has to pay
tor
a replacement
card.
(C) She
is worried that
she will lose
her
new
card.
(D)
She
is
glad that the man will allow
her
to
replace
her card.
17 What can be
interred
about the student?
(A)
She does
not like it when her parents
give
her
money.
(B) She has never
had to
replace her
ID
card before.
(C)
She
is
usually not busy in
the
afternoons.
(D).
She
often
misplaces
her
things.
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Necessary
Skills
. , . . . . . . ~ w w w , ; r n , ~ " 1 ~ · , f f l . . ~ " l J ' , t ~ . > i ; i l ' . > J . l ' ' i : . f ' - < . a v . - : i ~ ' > · < ' r t : ' c ' . f · - ' · ' " " T
• Understanding the overall topic or basic
idea of
a
lecture
or conversation
•
Understanding
the
speaker s
general purpose in
giving
a
lecture or
having a
conversation
• Inferring
the speaker s
purpose
or
main idea
when it
is n
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